NURS-FPX6109 Assessment 3 Educational Technologies Comparison

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NURS-FPX6109 Assessment 3 Educational Technologies Comparison – Step-by-Step Guide

The first step before starting to write the NURS-FPX6109 Assessment 3 Educational Technologies Comparison, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6109 Assessment 3 Educational Technologies Comparison

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6109 Assessment 3 Educational Technologies Comparison

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6109 Assessment 3 Educational Technologies Comparison

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6109 Assessment 3 Educational Technologies Comparison

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6109 Assessment 3 Educational Technologies Comparison

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6109 Assessment 3 Educational Technologies Comparison

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6109 Assessment 3 Educational Technologies Comparison Instructions

  • Compare the features, benefits, and capabilities of two versions of a similar technology that can be used for teaching, learning, or assessment in nursing education, using the Technology Comparison Template provided. Then, determine which teaching and learning situations the technology is best suited for and how it can be incorporated into a specific nursing education program.

Introduction

Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented. Have a look at NURS-FPX6109 Assessment 4 Vila Health: Implementing New Educational Technology.

When comparing educational technologies and evaluating their suitability for particular teaching and learning situations, it is important to determine how nurse educators will use the technology and how well it fits into the organization’s existing nursing education strategy. Successful integration of new or updated technology into the nursing education environment depends on how well you understand the role of technology in education and training. When considering new technologies, it is sometimes easy to let a product’s impressive but non-value-added bells and whistles influence decision making, which could have an adverse impact on learning outcomes.

This assessment provides an opportunity for you to examine the capabilities of a selected type of educational technology, how it is used in specific educational settings, and how it can be integrated into an existing nursing education program.

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

Whether your needs assessment identified shortfalls in the use of current educational technology, the need for an upgrade to existing technology, or the need for new technology, you know that knowledge of current technologies is key to making informed decisions when considering improvements to existing educational programs. Consequently, you have decided to examine the features, capabilities, and benefits of comparable educational technologies you are either planning to incorporate into your educational program now or would consider as a potential future acquisition.

To prepare for the assessment, you are encouraged to identify two similar educational technologies for comparison and the teaching and learning situations this type technology is best suited for. In addition, you may wish to review the assessment requirements and scoring guide to ensure you understand the work you will be asked to complete.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

The following resources are required to complete the assessment.

Templates

Use this template for your technology comparison:

  • Comparing Technologies Template [DOCX].
Requirements

Compare two versions of a similar technology that can be used for teaching, learning, or assessment in nursing education. Then, determine which teaching and learning situations the technology is best suited for and how it can be incorporated into a specific nursing education program.

For example:

  • E-learning technologies, such as Storyline, Articulate, and Captivate.
  • Technologies for presenting lectures or classroom activities remotely, such as Adobe Connect and GoToMeeting.
  • Learning management systems (LMSs) for managing coursework, e-learning, and tracking learner progress, such as Brightspace, Taleo, and PeopleSoft Enterprise Learning Management, Health Stream, Net Learning.
  • Online courserooms, such as Blackboard, Canvas, and Moodle.
  • Technologies for assessing learning outcomes, such as e-portfolios, testing software, and surveys.
  • Technologies to enhance learner interactivity, such as gamification and virtual reality technologies.
  • Presentation technologies, such as PowerPoint and Prezi.
  • High-, medium-, and low-fidelity simulation equipment or software, such as simulation manikins and body-part models.

The technology comparison requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.

  • Compare the features, capabilities, and benefits of two similar educational technologies.
  • What characteristics or attributes of the technology are non-essential or have little or no effect on teaching and learning?
  • What evidence supports claims about the benefits of this technology?
  • What are the assumptions underlying your comparison? What influence do they have on decision making?
  • Explain the benefits and limitations of this type of comparison.
  • Justify your conclusions.
  • Determine which teaching and learning situations the technology is best suited for.
  • Justify your conclusions.
  • Explain how your selected teaching, learning, or assessment technology can be incorporated into a specific nursing education program.
  • How will incorporation of this technology affect learning and performance?
  • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
  • Is your supporting evidence clear and explicit?
  • How or why does particular evidence support a claim?
  • Will your reader see the connection?
  • Did you summarize, paraphrase, and quote your sources appropriately?
  • Write clearly and concisely in a logically coherent and appropriate form and style.
  • Write with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Document Format

Use the Comparing Technologies Template.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your analysis.

Additional Requirements

Proofread your change proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.

Portfolio Prompt: You may choose to save your technology comparison to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 2: Select technologies appropriate for nursing education in an academic and/or health care environment.
  • Compare the features, capabilities, and benefits of similar educational technologies.
  • Explain the benefits and limitations of comparing similar educational technologies.
  • Determine which teaching and learning situations a selected educational technology is best suited for.
  • Competency 3: Incorporate technology into the design of nursing education programs in academic and/or health care environments.
  • Explain how a selected teaching, learning, or assessment technology can be incorporated into a specific nursing education program.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.
  • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
  • Write clearly and concisely in a logically coherent and appropriate form and style.

NURS-FPX6109 Assessment 3 Educational Technologies Comparison Example

Educational Technology Comparison

Learning Management Systems (LMSs) have become integral tools in the field of education, providing educators and students with a platform to facilitate teaching and learning activities. This paper aims to compare two versions of LMSs, namely Brightspace and Moodle, focusing on their common features, divergences, benefits, limitations, and assumptions (Bond et al., 2020).  The comparison allows educators to make informed decisions about integrating the selected technology, in this case, LMSs, into a specific nursing education program. By examining the impact of LMS integration on learning and performance, the paper highlights the potential benefits, including increased accessibility, greater efficiency, enhanced student involvement, timely evaluation and feedback, and data-driven decision-making. However, it is essential to consider the currency of information and avoid biases when making comparisons and implementing educational technology.

Comparison Between Two Versions of a Similar Technology

Common features in Learning Management Systems (LMSs) include Brightspace and Moodle, which offer grade monitoring, discussion forums, and content management. However, there are several areas where they diverge. Brightspace is renowned for its intuitive course design tools and user-friendly UI. Both instructors and students can enjoy a contemporary, attractive experience (Bond et al., 2020). Educators can efficiently monitor student development because of the platform’s powerful analytics and reporting features. Additionally, Brightspace expands its usefulness by integrating with other outside programs and resources. Moodle offers more customization options and flexibility in course creation, as it is an open-source platform. A sizable developer community continuously contributes plugins and extensions to it. Moodle is suitable for various educational environments due to its widespread use worldwide and support for multiple languages. Through tools like wikis, blogs, and forums, it places a focus on collaboration and encourages community involvement.

Certain aesthetically pleasing features or modest interface variations that have little or no impact on teaching and learning outcomes are examples of non-essential characteristics. Furthermore, many administrative aspects may not significantly affect direct education. Research and user reviews back up the claimed benefits of these technologies. According to Hernon et al. (2023), LMSs increase learner engagement and outcomes, enable communication and cooperation, and improve access to educational materials. Quantitative statistics on improved completion rates, improved student achievement, and favorable feedback from instructors and students about improved teaching and learning experiences are all examples of evidence.

The Benefits and Limitations of this Type of Comparison

Comparing similar instructional tools has some advantages. First, it provides educators with a thorough understanding of all available options, empowering them to make informed decisions based on their unique needs. Comparing features, benefits, and capabilities allows educators to determine which technology best supports their teaching and learning goals. By recognizing the benefits and drawbacks of each technology, this kind of comparison enables educators to maximize the benefits and lessen the drawbacks (Hernon et al., 2023). Comparing similar technologies also helps educators develop their critical analysis and evaluation skills. They can evaluate the precise traits and qualities required for efficient teaching and learning and spot any optional or insignificant components. This encourages a targeted approach to technology integration, ensuring that the selected technology aligns with the desired educational outcomes.

This kind of comparison, nevertheless, has significant drawbacks. First, because educational technologies are continually growing, their features and capacities are subject to change over time. Therefore, it is essential to consider information currency and ensure the comparison is based on the most recent data (Huang, 2019). Second, prejudices and preferences that are not objective can affect the comparison. Teachers may be biased due to their prior knowledge or familiarity with a particular technology. It is crucial to approach the comparison with an open mind, supporting conclusions by considering both objective data and user feedback.

Assumptions Underlying My Comparison

The comparison of educational technology is predicated on the premise that the tools under consideration have comparable functions and serve comparable aims. These presumptions influence decision-making because they provide a foundation for evaluating and selecting the most suitable technology for specific teaching and learning needs. Making informed decisions, identifying strengths and limitations, and fostering critical thinking skills are all advantages of this type of comparison (Bond et al., 2020).  However, the ever-evolving nature of technology and the possibility that individual biases may influence judgments are limitations. Making judgments based on the comparison requires careful consideration of the comparison’s assumptions, advantages, and limits.

How the Selected Technology can be Incorporated into a Specific Nursing Education Program.

Several steps can be taken to integrate a specific technology, such as Learning Management Systems (LMSs), into a particular nursing education program. Needs analysis: Determine the precise requirements and objectives of the nursing education program. Discover how technology can enhance and improve the program’s teaching, learning, and assessment.

Technology selection: Based on the program’s needs, select an appropriate learning management system (LMS), considering factors such as cost, scalability, technical support, and ease of use.  Instruction and support: Educate faculty members and students on how to use the LMS effectively. Provide workshops, tutorials, and documentation to ensure everyone is familiar with the features and functionalities. Creating course materials on the LMS, such as lecture notes, multimedia resources, quizzes, and homework assignments. Ensure the information is accessible to all students and complies with the program’s learning objectives (Kowitlawakul et al., 2022).

Collaboration and engagement: Encourage student connection and involvement by utilizing the LMS’s collaboration capabilities. Establish discussion boards, group projects, and virtual gatherings to promote peer-to-peer learning and teamwork. Assessments and feedback: To assign quizzes, tests, and assignments, use the LMS’s assessment tools. Utilize the LMS grade book to give students timely feedback and grades. For precise and effective evaluation, use customizable assessment options and rubrics. Monitoring and tracking: Utilize the LMS’s analytics and reporting tools to measure completion rates, track learner development, and identify areas that require improvement. Make informed judgments about instructional tactics and interventions using this data.

Impact Learning and Performance

Increased accessibility: Students have access to course materials, resources, and conversations at any time and from any location, fostering flexibility and accommodating diverse learning preferences. Greater efficiency and organization: The LMS streamlines course management tasks, including content delivery, grading, and communication, saving instructors time and reducing their administrative workload. Enhanced student involvement: Interactive LMS features, such as discussion boards and group projects, promote active participation and peer-to-peer learning, which boosts motivation and engagement.

The LMS’s customization and adaptive learning pathways enable individualized training and the addressing of diverse student needs. Timely evaluation and feedback: The LMS facilitates effective assessment and provides timely feedback, enabling students to monitor their progress and make adjustments as needed. This encourages a cycle of ongoing learning and helps the development of skills (Bond et al., 2020). Data-driven decision making: The analytics and reporting features of the LMS provide insightful information about student performance, enabling teachers to identify students’ strengths and weaknesses and make informed, data-driven instructional decisions.

Conclusion

Comparing two versions of similar technology, such as Learning Management Systems (LMSs) like Brightspace and Moodle, provides educators with valuable insights for decision-making. Evaluating their features, benefits, and limitations helps educators determine which technology aligns best with their teaching and learning goals. While Brightspace excels in user-friendly design and integrations, Moodle offers more customization options and a strong support community.

However, it is essential to consider the currency of information and avoid biases when making comparisons. Integrating the selected technology into a nursing education program involves conducting a needs analysis, selecting the technology, providing instruction and support, creating course materials, facilitating collaboration and engagement, administering assessments and providing feedback, and monitoring and tracking progress. This integration can enhance accessibility, efficiency, student involvement, individualized learning, timely evaluation and feedback, and data-driven decision-making in the program.

References

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1-30 https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-019-0176-8

Hernon, O., McSharry, E., MacLaren, I., Dunne, R., & Carr, P. J. (2023). The use of educational technology in undergraduate and postgraduate nursing and midwifery education: A scoping review. Computers, Informatics, Nursing: CIN, 41(3), 162–171. https://doi.org/10.1097/CIN.0000000000000928

Huang, R. (2019). Educational Technology: A Primer for the 21st Century. Springer Nature Singapore Pte Ltd. http://ir.mksu.ac.ke/bitstream/handle/123456780/6179/10.1007_978-981-13-6643-7.pdf?sequence=1&isAllowed=y

Kowitlawakul, Y., Tan, J. J. M., Suebnukarn, S., Nguyen, H. D., Poo, D. C. C., Chai, J., Wang, W., & Devi, K. (2022). Utilizing educational technology in enhancing undergraduate nursing students’ engagement and motivation: A scoping review. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 42, 262–275. https://doi.org/10.1016/j.profnurs.2022.07.015