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Mishra, Karen E., und Aneil K. Mishra. „Innovations in Teaching Advertising: Teaching Digital on a Shoestring Budget“. Journal of Advertising Education 24, Nr. 1 (22.04.2020): 8–20. http://dx.doi.org/10.1177/1098048220913342.
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The field of advertising is becoming increasingly integrated with public relations and social media ( Kim, 2012 ). As a result, many employers expect new graduates to understand how to navigate this from both an integrated and digital perspective in their new careers. The challenge is that some advertising courses may be taught from a theoretical perspective and without the digital tools that new graduates will need to know how to use. The Tool Kit Friday innovation is designed to help students learn how to use new digital tools, and to create client projects with those tools while also learning advertising strategy.
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Yordming, Raksamon. „Teachers’ Perspective towards Digital Teaching Tools in Thai EFL Classrooms“. International Journal of Languages, Literature and Linguistics 3, Nr. 2 (Juni 2017): 45–48. http://dx.doi.org/10.18178/ijlll.2017.3.2.108.
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AKHMETBEKOVA, G. S., und I. B. FAKHRUDENOVA. „DIGITAL TEACHING TOOLS IN PEDAGOGICAL ACTIVITIES“. Bulletin of Academy of Pedagogical Scienses of Kazakhstan, Nr. 2 (2021): 107–12. http://dx.doi.org/10.51883/20704046_2021_2_107.
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Napal, María, Ana María Mendióroz-Lacambra und Alicia Peñalva. „Sustainability Teaching Tools in the Digital Age“. Sustainability 12, Nr. 8 (21.04.2020): 3366. http://dx.doi.org/10.3390/su12083366.
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The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.
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Williams, Mary, Patti Lockhart und Cathie Martin. „Digital teaching tools and global learning communities“. F1000Research 4 (05.03.2015): 59. http://dx.doi.org/10.12688/f1000research.6150.1.
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In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal, The Plant Cell (published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.
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Williams, Mary, Patti Lockhart und Cathie Martin. „Digital teaching tools and global learning communities“. F1000Research 4 (20.07.2015): 59. http://dx.doi.org/10.12688/f1000research.6150.2.
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In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal,The Plant Cell(published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.
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Nikitina, Natalia, und Olga Lakiychuk. „Use of digital tools in English teaching“. Human Studies. Series of Pedagogy, Nr. 44 (2021): 151–57. http://dx.doi.org/10.24919/2413-2039.12/44.24.
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Sawiji, Bekti. „POWERFUL TOOLS FOR TEACHING AND LEARNING: DIGITAL STORYTELLING“. ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, Nr. 2 (09.11.2016): 8. http://dx.doi.org/10.29407/jetar.v1i2.477.
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Digital storytelling is the telling of stories using computer-based tools to tell stories. It combines the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing. In the field of education, teachers and their students, from early childhood classrooms through graduate school, are using digital storytelling in many different content areas and across a wide range of grade levels. The purpose of this article is to explain the way how the digital storytelling can be created. There are five steps in creating digital storytelling in this workshop. 1. Determine Topic and Write a Script, 2. Collect Digital Resources, 3. Select Content and Develop a Storyboard, 4. Import, Record, Finalize, and 5. Share, Teach, Improve. It is expected that after having completed reading this article, the readers can create their own digital storytelling for educational use.
Key Words: Digital Storytelling, Computer Based Tools
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Aşık, Asuman. „Digital Storytelling and Its Tools for Language Teaching“. International Journal of Computer-Assisted Language Learning and Teaching 6, Nr. 1 (Januar 2016): 55–68. http://dx.doi.org/10.4018/ijcallt.2016010104.
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This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.
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Abramovich, Sergei, und Yakov Yu Nikitin. „Teaching Classic Probability Problems with Modern Digital Tools“. Computers in the Schools 34, Nr. 4 (02.10.2017): 318–36. http://dx.doi.org/10.1080/07380569.2017.1384687.
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Bard, Delphine, Tina-Henriette Kristiansen und Eva Frühwald Hansson. „Teaching acoustics at architect students using digital tools“. Journal of the Acoustical Society of America 133, Nr. 5 (Mai 2013): 3364. http://dx.doi.org/10.1121/1.4805751.
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Sokol, Iryna, und Kyra Stadnychenko. „REMOTE TEACHING OF INFORMATICS: FEATURES, PROBLEMS, DIGITAL TOOLS“. OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, Nr. 10 (2021): 191–202. http://dx.doi.org/10.28925/2414-0325.2021.1016.
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Today, in a pandemic crisis, there is a forced transition from the traditional system of education, designed for full-time «classroom», to a paradigm of learning, where face-to-face stages must be organically combined with remote, and their alternation must occur as required by conditions quarantine restrictions. The usual «quarantine vacations» of previous years have become impossible, when students were able to simply stay at home, and the lost time was further compensated by the intensification of education. Education now faces a situation where views on the basic organizational and methodological principles of learning, the format of the lesson, the use of digital tools, the involvement of students in online work, the use of new distance forms and methods of learning must change. During 2020, significant changes in the regulatory framework took place in education in Ukraine, in particular, the provisions on the distance form of full general secondary education and sanitary regulations for general secondary education institutions were approved, and electronic journals were introduced. However, the analysis of the definitions showed that different documents provide different definitions of the basic concepts of «distance education», «distance learning». Much attention is now being paid to teaching teachers the current way of teaching and the digital tools that can provide it. However, there are still many problems and issues regarding the effectiveness of distance learning, the choice of appropriate programs and services, the rational presentation of educational material. The article highlights a topical issue – providing remote teaching of certain school subjects, in particular the subject «Computer Science». Various methods and approaches to learning are given, digital learning tools tested by the authors of the article are proposed, which can be used as an alternative to local software during distance learning, relevant examples are given.
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K Sunny, Stephy, und Dr K. Ramasamy. „TEACHING DIGITAL LITERACY: TOOLS AND TECHNIQUES FOR CLASSROOM“. Emperor International Journal of Library and Information Technology Research 01, Nr. 05 (2021): 08–12. http://dx.doi.org/10.35337/eijlitr.2021.1502.
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Toelch, Ulf, und Dirk Ostwald. „Digital open science—Teaching digital tools for reproducible and transparent research“. PLOS Biology 16, Nr. 7 (26.07.2018): e2006022. http://dx.doi.org/10.1371/journal.pbio.2006022.
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Cronqvist, Marita. „Reflecting and Verbalizing Teaching – Supported by Didactic and Digital Tools“. Beijing International Review of Education 1, Nr. 2-3 (29.06.2019): 507–27. http://dx.doi.org/10.1163/25902539-00102020.
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In teacher education, it is problematic to intertwine theory and practice. It is also problematic that student teachers lack self-awareness about what values they express in their meetings with pupils. They need to reflect and verbalize their teaching experiences. In this article, results from a study in teacher education are presented from a development work where a combination of a didactic tool that visualizes ethics in teaching and a digital tool, video paper is tried. The purpose is to investigate how this combination can stimulate student teachers´ reflections on their teaching during their internship and through follow-up in the campus course. Findings indicate that the tools in themselves are not enough to bridge theory and practice. However, the tools can be helpful to teacher educators. Reflections presented in video papers are quite different in content, range and depth which are visualized through the questions of the didactic tool and by different typologies for reflection. The reflections show that there are many ways to verbalize ethics which raises questions about what it really means to visualize ethics.
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Parkita, Ewa. „Digital Tools of Universal Music Education“. Central European Journal of Educational Research 3, Nr. 1 (30.04.2021): 60–66. http://dx.doi.org/10.37441/cejer/2021/3/1/9352.
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The purpose of this article is to present various solutions concerning music education aided by computer technologies. The article applies public music education. The author attempts to provide an answer to questions concerning the role of music teachers working with new media , which requires them to constantly improve and expand their skills. How are they able to utilise new technological achievements while at the same time blending them with well-proven, traditional methods of music teaching/learning, without falling prey to the dangers of modern media ? Any attempts at using innovative solutions are bound to cause numerous challenges for students, teachers, and the entire education system. However, the effects of such actions could contribute to the improvement of the quality of music education in society, which justifies the efforts. The intention of the author is attempt to look into the future on the basis of the existing data sources, analyses and global pedagogical trends and to search for theoretical and practical solutions, which may influence the formulation of the paradigms in modern music teaching.
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Pfeiffer, Caitlin N., und Abdul Jabbar. „Adaptive e-Learning: Emerging Digital Tools for Teaching Parasitology“. Trends in Parasitology 35, Nr. 4 (April 2019): 270–74. http://dx.doi.org/10.1016/j.pt.2019.01.008.
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Kesson, Hugh. „Reading digital texts: obstacles to using digital resources“. English Teaching: Practice & Critique 19, Nr. 2 (16.04.2020): 155–68. http://dx.doi.org/10.1108/etpc-02-2019-0019.
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Purpose Digital texts are increasingly widespread and research is needed on how students use digital texts, particularly in school-based classwork. The purpose of this study is to challenges persistent myths about young people’s affinity with digital tools by investigating the factors that condition or limit the ways students interact with and respond to digital web-based texts. Design/methodology/approach Two 12th grade English classes, 21 students in all, produced written responses to a digital text. Following a preliminary analysis of student writing, 7 students, representing diverse reading backgrounds, were interviewed. Content units were used as a unit of analysis for both interviews and written data. Following open coding, 14 initial codes were condensed into 3 categories, namely, routines, tools and beliefs. Findings This study suggests that for students to see digital textual resources as significant, they must be guided to engage with these features. Classroom routines, the tools used in teaching and learning reading and the beliefs students hold about their school-based reading can restrict student uptake of digital features of texts. Instruction must be adapted to include teaching on digital texts. Originality/value Students interact with digital texts daily, yet explicit teaching on reading digital texts presents particular demands. This study contributes to understanding the challenges faced by students and teachers when they grapple with texts in different forms.
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Waddell, Myra, und Elena Clariza. „Critical digital pedagogy and cultural sensitivity in the library classroom: Infographics and digital storytelling“. College & Research Libraries News 79, Nr. 5 (04.05.2018): 228. http://dx.doi.org/10.5860/crln.79.5.228.
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Academic librarians have a demonstrated interest in digital tools for teaching and learning and often provide support for these tools to their wider campus communities. Additionally, many librarians incorporate these tools into their own teaching in the information literacy classroom. However, little has been written about how digital tools can support critical information literacy and critical pedagogy specifically in library instruction. Eamon Tewell defines critical information literacy as instruction that asks “students to engage with and act upon the power structures underpinning information’s production and dissemination.”1 According to Paulo Freire, critical pedagogy acknowledges that education is a political action that can have an adverse effect on certain students.2 We define critical as self-reflexive and intentionally engaged with power structures.
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Mei, Xiang Ying, Endre Aas und Magnhild Medgard. „Teachers’ use of digital learning tool for teaching in higher education“. Journal of Applied Research in Higher Education 11, Nr. 3 (01.07.2019): 522–37. http://dx.doi.org/10.1108/jarhe-10-2018-0202.
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Purpose The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation. Design/methodology/approach A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation. Findings The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings. Originality/value The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.
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Perifanou, Maria, Anastasios A. Economides und Katerina Tzafilkou. „Teachers’ Digital Skills Readiness During COVID-19 Pandemic“. International Journal of Emerging Technologies in Learning (iJET) 16, Nr. 08 (23.04.2021): 238. http://dx.doi.org/10.3991/ijet.v16i08.21011.
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The COVID-19 crisis revealed the necessity for teachers to have digital skills in order to effectively teach online. Teachers should be able to exploit, use, and apply digital technologies in all educational activities. This paper investigates teachers’ perceptions regarding their digital skills for performing their teaching and professional responsibilities during the pandemic. More than eight hundred teachers participated in a survey regarding the use of digital technologies in their teaching and their professional responsibilities. Indicative digital tools that can be used by digital competent teachers are also presented to cover all areas of the teachers’ professional activities. Their answers revealed that they mostly used digital tools for finding, evaluating, and developing educational resources as well for teaching. They also used digital tools for self-study, students’ assessment, as well as interacting and communicating with students. However, they hardly used digital tools for other teaching activities such as feedback and final evaluation of the students, or revising the educational resources. Finally, they could not deal with long-term planning, management, and development of either their school or education in general. Although it is important for teachers to effectively respond to their daily emergent teaching responsibilities, consideration should also be given to the long-term planning and development of the digital school and digital education in general.
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Cortina-Pérez, Beatriz. „Teaching and Learning English through WebCT Tools: Promoting Digital Scaffolding“. International Journal of Technology, Knowledge, and Society 2, Nr. 5 (2006): 129–38. http://dx.doi.org/10.18848/1832-3669/cgp/v02i05/55622.
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Sučić, Goran, Željko Požega und Boris Crnković. „Digital Technologies as Tools in Contemporary Teaching Practices – Economic Benefits“. Economic Research-Ekonomska Istraživanja 26, sup2 (Januar 2013): 269–80. http://dx.doi.org/10.1080/1331677x.2013.11517678.
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Elstrodt-Wefing, Nadine, und Ute Ritterfeld. „Home-schooling during the pandemic: A push for digital education in German classrooms?!“ Media Education 11, Nr. 2 (02.11.2020): 27–36. http://dx.doi.org/10.36253/me-9686.
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The COVID-19 home-schooling situation has become a catalyst for educational institutions to search for and deploy innovative solutions within a relatively short period of time. Since many teachers have been forced to employ technical or digital approaches with which they have had little to no prior experience, this situation might give rise to a push for digital education. In the present study we employed a two-part interview-survey to investigate how home-schooling affects German teachers’ general technical affinity and their digital teaching competence during home-schooling. Furthermore, the qualitative properties of the implementation of home-schooling were explored. The results of the study revealed that the teachers’ digital teaching competence, but not their technical affinity, changed during the pandemic. An increase in digital teaching competence was only identifiable for the first weeks of the pandemic. Qualitative analyses showed that the teachers used three different types of educational tools: (1) digital tools, (2) analogue tools, and (3) technical tools. Over the course of the pandemic the usage of those tools became more structured. However, structures were mostly built on a micro-level, e.g., by individual teachers for their classes; no macro-structures like class-comprehensive rules or even strategy papers for digital teaching were developed.
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Savu, Ionel Dănuț, Cristina Constanța Drăghescu, Sorin Vasile Savu und Dalia Simion. „Systemic Approach of Digital Competences Building at Teachers’ Level - Highest Necessity in SARS-CoV2 Pandemic Conditions“. Advances in Science and Technology 110 (27.09.2021): 55–60. http://dx.doi.org/10.4028/www.scientific.net/ast.110.55.
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In the conditions of the SARS-CoV2 pandemic, education and training are predominantly online or hybrid. In this case, teachers and lecturers have at their disposal, in the activities of preparation of teaching units, as well as in the units of effective teaching or assessment of the accumulation of knowledge after teaching activities, various types of digital tools. Digital tools dedicated to teaching and learning are the defining factors for online and hybrid activities. They have the role of facilitating the teaching and training activity within each of the 3 moments mentioned above. However, in order to be able to use them, the teacher or lecturer or instructor needs a series of skills related to understanding, operating and streamlining the use of digital systems. The paper presents an analysis of the complex of knowledge and skills needed to use the main digital tools: knowledge and operation with digital information, knowledge and ability to use the online environment, knowledge and operation with various types of digital equipment and devices usable in the activity of training and assessment, knowledge and use of digital tools online and offline, the ability to communicate and interact digitally with partners in the training process and last but not least the ability to exploit the digital media environment. The full potency of these components depends on the nature of the information and implicitly the discipline taught.
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Gu, Yan, und Li Gu. „Exploration on Digital Teaching of industrial design course“. E3S Web of Conferences 236 (2021): 05013. http://dx.doi.org/10.1051/e3sconf/202123605013.
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In the spring of 2020, affected by the new epidemic situation, the state called for "suspension of classes and no suspension of school", and encouraged schools to use the Internet and other informationbased means for teaching. Deepening the reform of China's higher education, actively exploring the teaching of industrial design under the digital background, and cultivating designers with innovative spirit and innovative ability are the responsibilities of industrial design teachers. Digital teaching mode emphasizes students' independent and innovative learning, which is easy to realize digital virtualization of learning environment, and provides students with more creative space and practical freedom. Teachers should combine the requirements and characteristics of industrial design courses, with the help of webbased network teaching platform, multimedia production tools and network programming tools to construct the system mode of digital teaching resources system for industrial design courses. Digital teaching provides an effective means for teachers to implement innovative education and build a platform for students to learn independently. Exploring the advantages of digital teaching, developing multimedia courseware and innovating multi-media teaching material database have become effective teaching means to cultivate students' ability and ensure the quality and sustainable development of industrial design talents.
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Bodrova, E. G., und L. N. Degterenko. „DIGITAL TOOLS AND SERVICES IN THE PROFESSIONAL REALM OF MODERN TEACHER“. Современная высшая школа инновационный аспект, Nr. 2 (2021): 48–56. http://dx.doi.org/10.7442/2071-9620-2021-13-2-48-56.
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The problem of using electronic educational resources (EER) in teaching is updated. The concept of electronic educational resource is discussed. Their classifications for different criteria are presented. It is noted that digital tools and services are a subset of EER. Classifications and examples of the latter are presented. The reasons important for the teachers to use digital tools and services in their professional activities are defined. Tasks for the teacher t o introduce digital tools and services to teaching are formulated.
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Tammaro, Rosanna, und Anna D'Alessio. „Teacher Training and Digital Competence“. International Journal of Digital Literacy and Digital Competence 7, Nr. 2 (April 2016): 1–10. http://dx.doi.org/10.4018/ijdldc.2016040101.
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Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.
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Jasionavičienė, Sandra. „Integrating Web 2.0. Tools “Blog” and “Wiki” into Academic Writing Programme at University“. Pedagogika 110, Nr. 2 (10.06.2013): 35–40. http://dx.doi.org/10.15823/p.2013.1816.
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This article presents a new approach towards teaching writing in English. The 21st century learners communicate basically in writing – writing text messages, instant messages, e-mail messages, etc. Every person wants to become and to be an accomplished writer, engaged learner and active participant in the present-day digital and interconnected world. Therefore, educators around the globe started talking about teaching digital writing and the need to change the teaching methods to meet the needs of their learners who are now called digital natives and to reduce the digital divide between teachers and students. That is why, the Web which provides a read-write environment nowadays can be used in the teaching-learning process, especially teaching writing skills. Such Web 2.0 tools as blogs and wikis are seen as providing a great learning space, motivating learners to write and successfully develop their digital writing skills. Besides, these tools provide them with real-life experience, intercultural communication, full participation and interaction not only with the teacher but with other students as well. This way students learn collaboratively which is very important if they want to learn to communicate in the present-day world.
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Khan, Abdul Wadood. „Digital-Native Trends in Teaching ESP to Engineering Students in Saudi Arabia“. English Language Teaching 12, Nr. 9 (07.08.2019): 13. http://dx.doi.org/10.5539/elt.v12n9p13.
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The internet has redefined every aspect of human life-personal routines, business practices, and education. Advances in information and communication technology have also influenced English language learning and teaching in classrooms. This study explores the effectiveness of eLearning tools in teaching English for Specific Purposes (ESP) courses to engineering students in Saudi Arabia. To achieve the objectives of the study, a questionnaire with 15 questions about the employment of eLearning tools in Saudi universities was distributed to 60 ESP instructors selected from across universities in Saudi Arabia based on convenience sampling. The analysis of the data is inferential and interpretive. The results reveal that the adoption of eLearning tools in ESP classrooms is perceived by instructors to be effective for teaching the English language to engineering students. However, as per the result, eLearning tools along with traditional teaching methods are considered more convicing for teaching ESP to engineering students.
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Marcial, Dave E., und Alfie Q. Arcelo. „END-USER TRAINING ON DIGITAL TEACHING TOOLS: REACTION, LEARNING, BEHAVIOR, RESULTS, AND MANAGEMENT“. Information Technologies and Learning Tools 55, Nr. 5 (31.10.2016): 81. http://dx.doi.org/10.33407/itlt.v55i5.1478.
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The newly developed digital teaching tools, namely mobile class record application and portable learning management system were launched and distributed. This paper measures the evaluation rating of the region-wide end-user training on the classroom use and integration of the two digital teaching tools. A total of 74 trainees in Central Visayas, Philippines were trained. Using the New World Kirkpatrick Model, the trainees evaluated the training regarding reaction, learning, behavior, results, and management. The data show that the trainees rated the training with an overall mean of 3.70 described as “strongly agree.” The result implies that the end-user training on digital teaching tools is very successful and excellent.
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Campbell, Kristin R., Sandra B. Wilson, P. Christopher Wilson und Zhenli He. „Interactive Online Tools for Teaching Plant Identification“. HortTechnology 21, Nr. 4 (August 2011): 504–8. http://dx.doi.org/10.21273/horttech.21.4.504.
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Interactive review exercises were developed as an online learning component of an existing native plant landscaping course. The instruments were designed with specific goals for students to 1) test their plant identification knowledge, 2) practice leaf terminology with specific plant examples, and 3) associate landscape performance with native ecosystem characteristics. The plant identification tool was developed within a spreadsheet application using formulas consisting of logic statements. This tool tests the students’ ability to identify plants and spell scientific and common names associated with high-resolution plant images. The leaf terminology tool was developed using a multimedia platform. It uses a drag-and-drop interface where students are asked to associate a specific leaf term (i.e., margin, apex, base, texture, arrangement) with a scanned image that best matches the taxonomic term. The ecosystem tool, also developed using a multimedia platform, uses digital images captured for each of Florida's major ecosystems in conjunction with sets of plant combinations and site characteristics. Students select the appropriate choices and submit their answers online, after which they receive immediate feedback. Students reported an improvement in plant recognition after they had access to these identification tools. These interactive learning tools not only benefit students enrolled in this specific course but can be adapted to a variety of online courses nationwide.
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Svensson, Eva, Ann-Marie Pendrill und Susanne Pelger. „Teaching with Google Classroom“. Educare - vetenskapliga skrifter, Nr. 4 (21.12.2020): 158–91. http://dx.doi.org/10.24834/educare.2020.4.7.
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The use of digital tools in education is subject to debate in school as well as in wider society. This motivates studies on the potential of these tools to facilitate teaching and learning. One of the digital tools being used is Google Classroom (GC). In order to increase knowledge of its usage and effects in content teaching, semi-structured interviews were conducted with 18 teachers in Swedish compulsory school. The aim is thus to answer three research questions: 1) How do teachers describe their usage of GC in teaching? 2) What effects of using GC do teachers perceive? 3) How can GC be used to develop students’ communicative and metacognitive abilities? In the interviews teachers primarily described usage of GC as structuring, but also with some pedagogical objectives. Teachers also reported on perceived effects on students’ motivation to learn and development of knowledge and skills. In summary, the interviews indicate teachers’ different degrees of appropriation of GC and opinion on its affordance.
We conclude that GC has the potential to promote students’ learning, but that teachers may need training and support to take advantage of that potential.
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Lim, Pei Rong, und Norah Md Noor. „Digital Storytelling as a Creative Teaching Method in Promoting Secondary School Students’ Writing Skills“. International Journal of Interactive Mobile Technologies (iJIM) 13, Nr. 07 (11.07.2019): 117. http://dx.doi.org/10.3991/ijim.v13i07.10798.
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Abstract - With the current needs of shaping 21st-century classroom in schools, the use of technology has now become compulsory for teachers to incorporate in the classroom. The exposure to technology is highly necessary for the current generation to prepare them for the future ahead. Digital storytelling is one of the tools available in the market for learning. There is no much research yet found in Malaysia that investigates the usefulness of the digital storytelling in promoting secondary school students’ writing skills. Therefore, this research tries to implement one digital storytelling tool in teaching Writing for English Form 1 and tries to identify the elements of digital storytelling tool that might be able to promote students’ writing skills. This research involved fifteen Form 1 students. The data was collected through four (4) time series tests in a pre-experimental research study. The students’ performance in each treatment were marked according to the Rubrics to Assess Digital Stories and were analysed using Friedman Ranks Test. The finding shows that there is an improvement in students’ performance after four treatments of using the Digital Storytelling tools. For the elements of digital storytelling tool that affected after using the digital storytelling tool, the student respondents always applied six elements: ‘Overall Purpose of the Story’, ‘Dramatic Questions’, ‘Choice of Content’, ‘Pacing of the Narrative’, ‘Quality of the Images’ and ‘Good Grammar and Language Usage’. Furthermore, there is an improvement in student respondents’ post-test marks after four treatments of using Storybird. The study shows a relationship between elements of digital storytelling tool in the four treatments and students’ writing performance in post-test. All of the elements shows a significant relationship with students’ writing performance except for ‘Dramatic Questions’.
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Eroglu, Mehmet Ali. „Integrating Digital Tools for Teaching of Writing Expression in Turkish Language“. International Journal of Learning and Teaching 11, Nr. 1 (30.01.2019): 34–41. http://dx.doi.org/10.18844/ijlt.v11i1.1031.
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Web 2 is one of the most important tools among the internet users. At this paper, it is given the answer to question “how can it be integrate social web tools into education?”It’s focused on written expression of Turkish teaching for adults. It will be explained a process of implementation for a semester period. Students are selected from different profession departments. Each week has focusing a different subject. There are two hours regular, a few practical lectures. It’s given brief information what and how they use tools in class. Most of the students are aware of selected tools which is integrated into teaching subjects but they do not know how they use. It has been asked to use integrated applications as voluntary by students. A few students are refused to use some tools from different reasons. Some other students try at first time. 10 voluntary assistant has been appointed from among them to help others. They support friends about using integrated app. and collaborate with the instructor on evaluation.At this research period show us that how can be new generation students adopt into written integrated teaching system. Privacy setting is offered students as follows:To share their writing expression as a publicTo share their writing expression as inside the friendsTo share their writing expression as assistants and instructor for evaluationTo share their comment and likes about friends’ writing expressionTo share their opinion in class but it is too limited because of not enough time.Teaching writing expression’s aim is that, it is able to express students’ ideas clearly. Students get knowledge progress from, not only teacher but also their friends and others. Integrated teaching methods with tools is not only in class but also where students are moodle lms Keywords: Turkish Language; Writing Expression; Motivation; Learning Strategies; Self-Regulation.
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Vonog, V. V., I. V. Batunova und V. V. Kolga. „Digital platforms and tools used in the system of teaching English“. SHS Web of Conferences 113 (2021): 00019. http://dx.doi.org/10.1051/shsconf/202111300019.
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Technogenic educational environment provided by means of Zoom, Skype, Webinar и Discord finds a wide application nowadays. The relevance of the paper is explained by new conditions and challenges faced by participants in the educational process in connection with the pandemic of the coronavirus infection Covid-19, which has reached a global scale. The new way of contact work and control of the educational environment revealed some problems. The purpose of this article is to identify significant, in the opinion of the authors, the digital platforms and tools used in the system of teaching English, to describe the advantages and disadvantages of the most popular of them from the point of view of teachers and students. According to the authors’ point of view, such digital platforms as Zoom, Skype, Webinar и Discord are characterized by similar features including audio and visual contact, communication in chats, as well as opposing ones, e.g. limit of the free access, functions of video recording, waiting hall, calendar integration, etc. In the process of teaching English, cooperation and control obtain a personality-oriented nature, which results in increasing the motivation of students for independent and distance learning.
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da Silva Medola, Larissa, Celina de Oliveira Barbosa Gomes und Eduardo Alberto Felippsen. „Select Teaching: authoring tool for building Learning Objects for language teachers´ training and teaching support“. Revista Liberato 21, Nr. 36 (18.12.2020): 107–20. http://dx.doi.org/10.31514/rliberato.2020v21n36.p107.
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The use of technological instruments in educational environments and contexts was facilitated by the popularization of technology in general, which significantly supported the teaching-learning process. This fact highlights the importance of teachers´ training to use these tools, as well as the presence of softwares and other appropriate tools for specific educational approaches. Thus, the present paper presents the creation of a didactic tool, the "Select Teaching", to be applied in the production of didactic material in the format of electronic handouts with foreign language content. The research is mainly characterized by the feasibility of considering these handouts as Learning Objects to be used by the language teachers of the Federal Institute of Paraná (IFPR) - Campus Assis Chateaubriand. Palavras-chave: Modern foreign language teaching. Digital didactic material. Learning Objects.
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Hassell, Lewis A., JoElle Peterson und Liron Pantanowitz. „Pushed Across the Digital Divide: COVID-19 Accelerated Pathology Training onto a New Digital Learning Curve“. Academic Pathology 8 (01.01.2021): 237428952199424. http://dx.doi.org/10.1177/2374289521994240.
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Bringing digital teaching materials into residency training programs has seen slow adoption, expected for many new technologies. The COVID-19 pandemic dramatically shifted the paradigm for many resident teaching modalities as institutions instituted social distancing to prevent spread of the novel coronavirus. The impact of this shift on pathology trainee education has not been well studied. We conducted an online survey of pathology trainees, program directors, and faculty to assess pre- and post-COVID-19 use of, and response to, various digital pathology modalities. Responses were solicited through both social media and directed appeals. A total of 261 respondents (112 faculty, 52 program directors, and 97 trainees) reported a dramatic and significant increase in the use of digital pathology-related education tools. A significant majority of faculty and program directors agreed that this shift had adversely affected the quality (59% and 62%, respectively) and effectiveness (66%) of their teaching. This perception was similar among learners relative to the impact on quality (59%) and effectiveness (64%) of learning. Most respondents (70%-92%) anticipate that their use of digital pathology education tools will increase or remain the same post-COVID. The global COVID-19 pandemic created a unique opportunity and challenge for pathology training programs. Digital pathology resources were accordingly readily adopted to continue supporting educational activities. The learning curve and utilization of this technology was perceived to impair the quality and effectiveness of teaching and learning. Since the use of digital tools appears poised to continue to grow post-COVID19, challenges due to impaired quality and effectiveness will need to be addressed.
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Anggeraini, Yentri. „LANGUAGE TEACHING IN THE DIGITAL AGE: TEACHERS` VIEWS AND ITS CHALLENGES“. Research and Innovation in Language Learning 3, Nr. 3 (31.10.2020): 163. http://dx.doi.org/10.33603/rill.v3i3.3444.
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The update technology usage and its changes come and give positive effects to us including the teaching and learning process in school practices. It enjoys, motivates, and facilitates the students in learning English This qualitative research aimed at analyzing the English teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. The results indicated that the English teacher provided digital teaching tools including laptop, speaker, mobile phones, websites and the teacher used the downloaded materials and videos from You Tube as the digital media. Lack of training for teachers, lack of time, and lack of facilities were the challenges for the English teachers in order to apply the digital teaching efficiently and create their own digital media in the school practices. Findings suggest that English teachers should participate actively on the teacher professional developments such as group discussion, workshop, training, and seminar in order to be familiar with the evolution of the new technology.
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Cartelli, Antonio, und Leila DeVito. „Teaching at the University“. International Journal of Digital Literacy and Digital Competence 8, Nr. 1 (Januar 2017): 1–21. http://dx.doi.org/10.4018/ijdldc.2017010101.
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The paper reports the results of an investigation on teaching supported by digital equipments in an Italian university. The opportunity for the study arises from the creation of a particular training activity for first employed teachers (called TFA), and it aims at analyzing the teaching styles adopted by professors when the use of digital technologies is proposed to support didactics. Two main results emerge from the collected data: first, most part of professors have a common view of the use of digital technology in teaching, based on the support that tools can give to their work; second, university professors usually have little or no consciousness of the positive influence that virtual environments can have on teaching and how e-learning can help students in autonomously building and develop their knowledge.
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Mercier, Véronique Breguet, Ulrich Scholten, Richard Baltensperger, Ludovic Gremaud und Michal Dabros. „Distance Teaching in Chemistry: Opportunities and Limitations“. CHIMIA International Journal for Chemistry 75, Nr. 1 (28.02.2021): 58–63. http://dx.doi.org/10.2533/chimia.2021.58.
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Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools. A survey was conducted after 3 months of emergency remote teaching linked to the COVID-19 pandemic and showed that half of the students estimated it was difficult to study remotely, and reported they had to invest more time compared to classroom teaching, which led to a drop in motivation. Professors also noted that the time necessary to invest in order to produce digital teaching content was enormous. Massive open online laboratories (MOOLs) and process simulators are interesting tools, but practical lab work and related know-how cannot fully be replaced by digital techniques. Finally, it appeared that the professor–student interaction is very important in the distance-learning process, and that a high level of pedagogical (inter)activity is mandatory to maintain motivation and better quality of teaching and learning.
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Otrel-Cass, Kathrin, Bronwen Cowie und Elaine Khoo. „ICT in support of science teaching and learning: Teaching landforms and erosion“. Set: Research Information for Teachers, Nr. 3 (01.11.2010): 15–21. http://dx.doi.org/10.18296/set.0451.
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Two Years 7/8 teachers planned, implemented and reflected on teaching a unit about erosion and landforms with the support of ICT tools. They used videos, photos, animations and digital microscopes—as well as Internet resources, such as Google Earth and other maps—to help the students work and think like an earth scientist.
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Krzywicka, Monika, und Jerzy Grudziński. „Digital mind maps in teaching materials science at the university level“. E3S Web of Conferences 132 (2019): 01010. http://dx.doi.org/10.1051/e3sconf/201913201010.
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Mind maps increase attractiveness of classes and motivation of students to create their own associations and stimulate them to expand the knowledge acquired during the course. The aim of the work was to review information technology (IT) tools for building digital mind maps in terms of their use for teaching materials at the university level and to examine students’ opinions on their use as a tool to support the acquisition of knowledge. The results of questionnaire surveys among university students from two different non-technical majors confirmed research hypotheses about the increase in student acceptance for introducing new educational techniques.
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Brox, Hilde. „Troublesome tools: How can Wikipedia editing enhance student teachers’ digital skills?“ Acta Didactica Norge 10, Nr. 2 (05.04.2016): 329–46. http://dx.doi.org/10.5617/adno.2493.
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Digitale ferdigheter i skole og høyere utdanning tolkes ofte som evnen til å utnytte digitale verktøy i læringsarbeid. Artikkelen argumenterer for at lærerutdanningen også bør fokusere på digital teknologi som tema i tillegg til å betrakte teknologi som hjelpemiddel for å oppnå læring i de ulike fagene. I det følgende beskrives et undervisningsopplegg i samfunnsfag hvor første års lærerstudenter settes til å skrive en fagrelatert artikkel på Wikipedia. Gjennom ulike typer data analyseres hvilke innsikter som åpner seg for studentene når de selv skaper innhold de hittil bare har forholdt seg til som konsumenter. Artikkelen peker på at studentene gjør en rekke vesentlige oppdagelser underveis, men at det fortsatt er sider ved denne type kunnskapsproduksjon de ikke helt forstår. Artikkelen argumenterer for at opplegget likevel har sin berettigelse fordi det gir studentene en sjelden anledning til å tematisere viktige sider av digital teknologi på en måte som er både relevant og gjennomførbar innenfor de faglige rammene i lærerutdanningen.Nøkkelord: digital kompetanse, lærerutdanning, lærerstudenter, Wikipedia, wiki, digitale verktøy, digitale ferdigheterAbstractIn schools and in higher education, we often understand digital skills as the ability to use various digital tools for learning. The article argues that in addition to viewing technology as means to acquire subject-related learning, teacher education also needs to include an explicit focus on technology as a topic in itself. This article presents a Wikipedia editing assignment in Social Science for a group of first-year student teachers. A range of data are used to analyze some of the self-reported insights that open up to the students when they themselves become contributors of content they normally deal with exclusively as consumers. The study shows that although the students make a series of discoveries after becoming editors, they do not fully comprehend all the complexities of a massively collaborative tool like Wikipedia. The article argues that the assignment nevertheless provides the students with a significant and rare opportunity to address the use of digital technology, in a way that is both relevant and feasible within the frames of subject teaching and of teacher education.Keywords: professional digital competence, teacher education, student teachers, Wikipedia, wikis, digital tools, digital skills
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Alnajjar, Marwa, und Billy Brick. „Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching“. International Journal of Computer-Assisted Language Learning and Teaching 7, Nr. 1 (Januar 2017): 1–18. http://dx.doi.org/10.4018/ijcallt.2017010101.
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This study explores five in-service teachers' perceptions with regards to the technical and pedagogical usability of digital flashcards in English language teaching. All the teachers were enrolled in a one-year Masters of Art in English Language Teaching program at Coventry University and had previous teaching experience ranging from elementary to university level. The study adopted a quan?QUAL mixed-method research design, combining elements of surveys and case studies, to examine the factors that affected the teachers' perceptions in addition to how they view three specific websites: Cram, Quizlet, and StudyStack. Participants explored these websites and created sets of flashcards in a computer lab, then completed a survey and participated in a focus group interview. Findings suggest that although the teachers were willing to integrate digital flashcards in their future teaching, it is dependent on several factors, including: learners' age, the quality of graphics in the websites, and the teachers' prior experience as students on their MA program. Nonetheless, the “wow” factor seemed to influence their perceptions of the usability of these websites, which can either be extreme positive or negative initial reactions as a result of the websites' presentational scheme.
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Savu, Sorin Vasile, Ionel Dănuț Savu, Gabriel Constantin Benga, Adrian Bebe Olei und Iulian Ştefan. „Need Analysis for the Integration of Digital Tools for Teaching, Learning and Assessment of the Welders“. Advances in Science and Technology 110 (27.09.2021): 47–53. http://dx.doi.org/10.4028/www.scientific.net/ast.110.47.
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This paper aims to identify the needs for updating the European Welder Training Guideline in order to introduce chapters for new digital innovative tools that can be used both in theoretical and practical training of welders. The objective of the revision of curriculum in the context of digital tools is to boost the digital skills of trainers, both youngsters (I-VET) and older personnel seeking further training (C-VET), thus targeting the issues raised during COVID-19 pandemic crisis as well as to increase the attractiveness of secondary/vocational schools and innovativeness of learning programmes. The paper present a research among VET school teachers for identify in what extent the new theoretical and practical digital tools can be implemented in order to increase the level of digital competences of the teachers as well as digital and professional competences of the learners.
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Waks, Leonard J. „Thinking in Dewey's Experimentalist Education: The Contribution of the Internet and Digital Tools“. ECNU Review of Education 1, Nr. 2 (Juni 2018): 1–22. http://dx.doi.org/10.30926/ecnuroe2018010201.
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Purpose —The purpose of this paper is to explain how the introduction of the Internet and digital tools renews and enriches John Dewey's experimentalist model for teaching and learning with particular attention to the place of and resources for higher order thinking. Design/Approach/Methods —The methods include a close exposition of Dewey's classical texts, and a thought experiment introducing ICT elements into Dewey's design diagrams for teaching and learning. Findings —Dewey's model has inherent difficulties, and that digital technologies helps resolve them. Originality/Value —With the Internet and new digital tools, teachers can design new virtual learning spaces and learning activities. Learners can use online information and communication tools to act more effectively using higher-order thinking skills.
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Zimmermann, Julian, Julian Happes und Nadja Bergis. „Transformation and Continuity in Urban Space“. Journal of Educational Media, Memory, and Society 11, Nr. 2 (01.09.2019): 30–44. http://dx.doi.org/10.3167/jemms.2019.110202.
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The progressive digitization of society is irreversibly changing education. Specialists in teaching methodologies are having to address questions raised by the digital revolution in schools and develop appropriate training for teachers. This article responds to this revolution by proposing that smartphones be used to support digital teaching and learning processes in extracurricular learning settings. Specifically, it presents digital city tours as potential tools designed to help learners to explore the urban space integral to their living environment, recognize its historical dimension, and work on this dimension by developing digital narratives. The smartphone is understood here as a tool that makes it possible for learners to experience history and that encourages them to develop learning skills.
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Terentyeva, Irina, Aleksandr Lunev, Svetlana Kashina, Liliya Sadrieva, Irina Korolyuk und Natalya Pugacheva. „The Virtual Construction Site: Knowledge Management in Virtual Environments“. International Journal of Emerging Technologies in Learning (iJET) 15, Nr. 13 (10.07.2020): 81. http://dx.doi.org/10.3991/ijet.v15i13.14655.
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The purpose of this study is to examine the potential of the virtual construction site as a tool of knowledge management on technological processes of construc-tion production at the university. A digital paradigm that ensures the unity of in-novative and smart technologies in construction education and improves knowledge management tools has become the methodological basis. The authors present the criteria for the effectiveness of teaching technological processes with the help of virtual construction site (digital, professional, personal). The guide-lines for teaching students to make a technological map in construction are pro-posed. The levels of knowledge of modern digital technologies are presented. The practical significance of the study is to present the experience of teaching techno-logical processes using digital content. The social significance lies in the for-mation of a sustainable orientation of students towards the digitalization of con-struction production. Originality of research consists in substantiation of virtual construction site as the effective tool of knowledge management.
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Suwartono, Tono, und Asfi Aniuranti. „Digital Teaching Tools in 21st Century EFL Classroom: Are Our Teachers Ready?“ ELLITE: Journal of English Language, Literature, and Teaching 3, Nr. 2 (20.01.2019): 57. http://dx.doi.org/10.32528/ellite.v3i2.1916.
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