ED-5044

Akindele, B. O., Razak, R. A., & Halili, S. H. (2021). Needs analysis for a community-based electronic learning management ecosystem. IEEE Access, 9, 151793–151802. IEEE Access. https://doi.org/10.1109/ACCESS.2021.3126165
This study evaluates the impact of the OnCE system on students' learning proficiency and overall learning culture. The findings highlight that a well-implemented technology framework can significantly improve learning outcomes by aligning digital tools with the educational needs of students.

Bukar, U. A., Sayeed, Md. S., Fatimah Abdul Razak, S., Yogarayan, S., & Sneesl, R. (2024). Decision-making framework for the utilization of generative artificial intelligence in education: A case study of ChatGPT. IEEE Access, 12, 95368–95389. IEEE Access. https://doi.org/10.1109/ ACCESS.2024.3425172
This article explores the ethical implications of integrating AI in education, emphasizing concerns like the potential spread of misinformation due to inaccuracies in AI-generated content. It discusses the importance of careful decision-making when adopting AI tools to ensure they enhance rather than undermine educational quality.

Hannan, M. Q., Konyk, K., Hartnett, S., & Keruskin, T. (2024). Situated technology infusion in a school district: How systems and structures mediate the process. Educational Technology Research and Development, 72(2), 819-844. https://doi.org/10.1007/s11423-023-10297-y
This article explores how educational technology is integrated into school systems using a complex systems framework. It highlights the role of leadership, personalized learning practices, and supportive structures in facilitating the effective adoption of technology.

O’Reilly, E. N. (2016). Developing technology needs assessments for educational programs: An analysis of eight key indicators. International Journal of Education and Development Using Information and Communication Technology, 12(1), 129–143. https://www.learntechlib.org/p/173435/
The paper outlines a comprehensive approach to conducting technology needs assessments for educational programs, focusing on eight key indicators, such as self-assessed skill level, technology integration, and barriers to access. It emphasizes the role of needs assessments in setting strategic goals and improving resource allocation for successful technology integration.