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In addition, majority of respondents mentioned their decision to integrate technology into teaching is likely to be influenced by their immediate supervisors' beliefs about the efficacy of technology in delivering better teaching outcomes.
In this view, patients are rendered passive in the face of a technology understood only by the experts; in their turn, medical experts' attitudes toward the pre-eminence and efficacy of technology is reinforced by their patients' submissiveness to the authority of that technology.
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This project evaluated the feasibility and efficacy of technology-based psychosocial intervention among minority family caregivers of dementia patients.
Crawford et al. (2005) examined the efficacy of technology-enhanced instruction on improving prospective science teachers' knowledge of evolution and the nature of science.
Numerous recent reviews of this literature have supported the efficacy of technology-based interventions (TBIs), but have also revealed their great heterogeneity and a limited understanding of treatment mechanisms.
Overall, the results provide strong support for the efficacy of technology-based OLT methods in disseminating knowledge of empirically supported treatments to community mental health providers, suggesting that OLT may be a high-quality, easily accessible, and affordable addition to traditional training methods.
In addition, the efficacy of technologies for nanomaterials largely depends on preparation and processing methods.
A definitive conclusion as to the relative efficacy of technology-mediated versus face-to-face administered psychotherapy can only be drawn from randomized controlled trials comparing the two interventions.
A comparison of the efficacy of technology-mediated versus face-to-face psychotherapy was conducted within the present review, with a large but non-significant effect size of 0.55 for depression and a smaller difference of -0.11 for anxiety-related disorders being obtained.
With substantial evidence of psychometric validity it is in widespread use in clinical studies designed to assess the efficacy of technologies in this disease area.
Moreover, the effect of preservice teachers' training on student-centered technology use was mediated by both perceived value and self-efficacy of technology.
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