Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Technological learning tools.
Zeitschriftenartikel zum Thema „Technological learning tools“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Technological learning tools" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Dianati, Seb, Mai Nguyen, Phung Dao, Noriko Iwashita und Claudia Vasquez. „Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus“. Journal of University Teaching and Learning Practice 17, Nr. 5 (01.12.2020): 52–66. http://dx.doi.org/10.53761/1.17.5.4.
Der volle Inhalt der QuelleAnnotation:
Technological tools used in teaching and learning have been reported to influence their satisfaction, engagement and their continued effort in learning (Roach, 2014). The present study, therefore, investigated students’ perceptions of technological use in a flipped classroom at university level through evaluation of three different web-based tools, using the lens of the Technology Acceptance Model (TAM) (Davis, 1989; Venkatesh & Davis, 2000). These tools include a collaborative canvas tool (Padlet), a live polling platform (Kahoot!) and an annotation tool (Cirrus). Results from focus group interviews show that most of the students had positive perceptions of the three technological tools targeted in this study. Nevertheless, using the TAM model that draws on two indexes, namely usefulness and perceived ease of use, the findings revealed students’ mixed perceptions towards the three tools. Particularly, Padlet was perceived to be useful for both independent and colloborative learning, but less easy to use when there was too much content. Kahoot! was considered the most useful and easy to use for revision of learnt concepts. Finally, Cirrus was easy to use, but less useful for creative tasks. The results are discussed in terms of the role of technological tools in flipped learning, and implications for technologically enhanced flipped instruction are suggested.
2
Papanikolaou, Kyparisia A., Katerina Makrh, George D. Magoulas, Dionisia Chinou, Athanasios Georgalas und Petros Roussos. „Synthesizing Technological and Pedagogical Knowledge in Learning Design“. International Journal of Digital Literacy and Digital Competence 7, Nr. 1 (Januar 2016): 19–32. http://dx.doi.org/10.4018/ijdldc.2016010102.
Der volle Inhalt der QuelleAnnotation:
Based on a design rational for constructivist pre-service teacher training on Technology Enhanced Learning (TEL), in this paper the authors consider teachers as designers of innovative digital educational content. Under this lens, the selection of appropriate technologies is considered as a threefold process that concerns the availability of technological tools for implementing a virtual classroom that facilitates communication, collaboration, and administration, the enabling technologies for serving specific learning purposes, and the technologies or tools that support trainees to design effective TEL-based courses. A number of questions emerge as the authors are looking for the most appropriate technologies for cultivating certain competences related to class operation, learning design and student engagement in a constructive manner. As a first step, in this paper, they investigate how trainees combine particular technologies with pedagogical tools to cultivate specific competences i.e. certain types of Technological Pedagogical Content Knowledge. Lastly, factors that trainees perceive as influential when adopting TEL tools in practice are revealed by their study.
3
Ben-Zvi, Dani. „Toward Understanding the Role of Technological Tools in Statistical Learning“. Mathematical Thinking and Learning 2, Nr. 1-2 (April 2000): 127–55. http://dx.doi.org/10.1207/s15327833mtl0202_6.
Der volle Inhalt der Quelle
4
Zogheib, Bashar, Ahmad Rabaa'i, Salah Zogheib und Ali Elsaheli. „University Student Perceptions of Technology Use in Mathematics Learning“. Journal of Information Technology Education: Research 14 (2015): 417–38. http://dx.doi.org/10.28945/2315.
Der volle Inhalt der QuelleAnnotation:
Although most universities and educators are relying on implementing various technological tools in the curriculum, acceptance of such tools among students is still not sufficient. The Technology Acceptance Model (TAM) has been widely used by researchers to test user’s acceptance of technology in business, education and other domains. This research study is an attempt that tests the integration of TAM and user satisfaction in the educational field. It particularly investigates students’ acceptance to use MyMathLab, a technological tool, in university math classes in the Middle East. Structural equation modelling with various constructs was used. Findings support the theoretical model showing the great influence of user satisfaction on perceived ease of use and subjective norm on behavioural intention. The findings of this study also demonstrate that self-efficacy, user satisfaction, subjective norms, perceived usefulness, perceived ease of use, and students’ attitude constructs all have a positive impact on students’ behavioural intentions to adopt and use technological tools in a mathematics class room. Findings of this research have greater implications for educators and students worldwide.
5
Cowan, Frank L. „Making Sense of Flake Scatters: Lithic Technological Strategies and Mobility“. American Antiquity 64, Nr. 4 (Oktober 1999): 593–607. http://dx.doi.org/10.2307/2694207.
Der volle Inhalt der QuelleAnnotation:
AbstractRecent theoretical developments in the organization of lithic technology provide powerful tools for learning about prehistoric settlement systems and the roles of sites within settlement systems. Strong relationships between mobility and the designs and production methods of stone tools provide a means for testing hypotheses about the functional and organizational roles of sites; this is especially important for learning about "plow zone lithic scatters" and other small, poorly preserved sites. Subsistence-settlement models for three periods of western New York prehistory imply different roles for small sites in the interior of the region. These hypotheses are tested by the analysis of dominant tool-production methods. Strong differences in stone tool assemblages indicate major differences in site roles, but greater analytical detail and discriminatory power are obtained from the analysis of tool-production methods from flakes.
6
Hudson, Rick A., Dionne I. Cross, Mi Yeon Lee und Lauren Rapacki. „Learning to tinker“. Teaching Children Mathematics 18, Nr. 8 (April 2012): 508–13. http://dx.doi.org/10.5951/teacchilmath.18.8.0508.
Der volle Inhalt der QuelleAnnotation:
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K-grade 6 classrooms. Technological tools such as TinkerPlots support elementary school students in constructing statistical meaning and making data-based decisions.
7
Neto, José Genilson Romão, und Maria Erilúcia Cruz Macêdo. „Hybrid Teaching: Teaching-Learning Process by Technological Tools, Challenges and Possibilities“. International Journal of Advanced Engineering Research and Science 7, Nr. 12 (2020): 108–16. http://dx.doi.org/10.22161/ijaers.712.15.
Der volle Inhalt der Quelle
8
Huff, Marie, und Sherry Edwards. „Using Technological Tools to Enhance Learning in Social Work Diversity Courses“. Journal of Technology in Human Services 18, Nr. 1 (16.08.2001): 51–64. http://dx.doi.org/10.1300/j017v18n01_05.
Der volle Inhalt der Quelle
9
Valanides, Nicos. „TECHNOLOGICAL TOOLS: FROM TECHNICAL AFFORDANCES TO EDUCATIONAL AFFORDANCES“. Problems of Education in the 21st Century 76, Nr. 2 (15.04.2018): 116–20. http://dx.doi.org/10.33225/pec/18.76.116.
Der volle Inhalt der QuelleAnnotation:
Modern technology is transforming in an accelerating rate our physical, economic, cultural and educational environments. The new generation of learners, both adults and students of all ages, is surrounded by a multitude of technological tools, and these tools (computers, robots, software, internet etc.) are used ubiquitously not only in learning environments, but in daily life as well. Today’s children are furthermore characterized as “digital natives” and are clearly distinguished from their teachers and adults who constitute the generation of “digital immigrants” (Prensky, 2001). Visual programming languages, specifically designed for young learners, provide additional programming tools that are integrated in robotics education as well, while additional advances provide support to the idea of following the STEM (Science, Technology and Engineering and Mathematics) approach.
10
Quezada, Ramiro, Luis Rivera, Rosa Delgadillo und Byron Hidalgo Cajo. „Technological Aspects for Pleasant Learning: A Review of the Literature“. Informatics 8, Nr. 2 (08.04.2021): 25. http://dx.doi.org/10.3390/informatics8020025.
Der volle Inhalt der QuelleAnnotation:
The teaching–learning process, at each educational level, is often an open problem for educators and researchers related to the stated topic. Researchers combine emerging technologies to formulate learning tools in order to understand the abstract contents of the subjects; however, the problem still persists. A technological learning tool would be effective when projected into an educational model that looks at motivation, usability, engagement, and technological acceptability. Some of these aspects could be attributed through the use of augmented reality and games. The aim of this work is to analyze, in the literature, the trends of learning models based on computer technologies for an effective and enjoyable learning activity. The analysis of the literature in that context—emphasizing acceptability, categories, entertainment, educational models—shows that it is still not well explored.
11
Angouti, Saeid, und Karim Jahangiri. „Transforming ESL Teaching Modalities Using Technological Tools“. English Language and Literature Studies 9, Nr. 1 (29.01.2019): 134. http://dx.doi.org/10.5539/ells.v9n1p134.
Der volle Inhalt der QuelleAnnotation:
A qualitative approach was used to analyze the effect of technology on enabling ESL students to grasp new content. The major objective of this research was to explore the techniques and strategies implemented by ESL tutors. The research also identified the technological tools such as smart board computers, and tablets that ESL teachers can use in passing information so as to allow students relate with whatever is being taught. Data was collected through conducting interviews on two ESL tutors who are highly experienced, and by conducting an in-depth literature review. In the findings, four themes became evident. They are; 1) Numerous techniques are applicable in teaching ESL such as tablets, computers, and smartboards; 2) A major benefit of incorporating technology in ESL is higher independency rates among students 3) Various challenges are normally faced by the tutors when using technology to teach ESL including lack of knowledge on how to use the provided technology, poor student engagement, failure of emerging technologies in being user friendly, and off-task behavior. 4) Teachers, parents, and students appreciate the use of technology in teaching and learning. Moreover, this research reviewed the specific strategies that are applied by teachers so as to ensure that there is better receptivity amongst students. This research paper is intended to help provide a better understanding to tutors who may want to incorporate technology in teaching ESL.
12
Montelongo, Ricardo, und Paul William Eaton. „Online learning for social justice and inclusion“. International Journal of Information and Learning Technology 37, Nr. 1/2 (11.12.2019): 33–45. http://dx.doi.org/10.1108/ijilt-11-2018-0135.
Der volle Inhalt der QuelleAnnotation:
PurposeThe purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.Design/methodology/approachThis qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments. Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.FindingsData analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronocity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.Research limitations/implicationsThe study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.Originality/valueThere is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.
13
Moore, Kathleen A., Camille Rutherford und Keith A. Crawford. „Supporting Postsecondary English Language Learners’ Writing Proficiency Using Technological Tools“. Journal of International Students 6, Nr. 4 (01.10.2016): 857–72. http://dx.doi.org/10.32674/jis.v6i4.321.
Der volle Inhalt der QuelleAnnotation:
Postsecondary international students who are also English language learners face a number of challenges when studying abroad and often are provided with services to support their learning. Though some research examines how institutions can support this population of students, few studies explore how technology is used to support language development and writing proficiency. This article reports on an exploratory study that examined the resources English language learners use to support their writing and the impact of the use of writing productivity software’s on writing proficiency. Data were collected using a survey, writing samples, and a focus group. Findings indicate students frequently use technological tools to enhance learning and that technology-based supports such as writing productivity software can complement face-to-face supports.
14
Dahraj, Maheen Tufail, Hina Manzoor und Mahnoor Tufail. „Use of Digital Technological Tools among Undergraduate English Language Learners in Pakistan“. International Journal of English Linguistics 10, Nr. 4 (28.04.2020): 61. http://dx.doi.org/10.5539/ijel.v10n4p61.
Der volle Inhalt der QuelleAnnotation:
Technology has become an important source for enhancing the knowledge of the students. Apart from the non-academic purposes, the use of technology for the academic purposes also has greater impact on the process of learning specifically on tertiary education. Therefore, it has become essential for higher education institutions to focus on the available opportunities for integrating technology in the academic setting. The developing countries like Pakistan, however; are facing some major challenges in technology integration due to the unavailability of sufficient financial resources. Hence, this study explores the use of digital technological tools at undergraduate level in one of the public sector universities of Pakistan. The study also examines the impact of the medium of instruction and respective discipline of the tertiary level students on the use of technology. For this purpose, an online survey was conducted from 200 undergraduate students studying in four different disciplines in the university. The findings revealed that the majority of the students at the undergraduate level have accessibility to smartphones, laptops or desktop computers in the university but only a few students use these available technological tools for learning purposes. Smartphones were determined to be the most easily available technological tool while the students generally do not prefer carrying their laptops to the university. Besides this, the students also reported having limited technological knowledge and skills for the digital tools to be used for educational and learning purposes. However, a greater percentage of the students were willing to participate in training sessions for learning.
15
Lozano, Paula Gabriela Benavidez, M. ª. Alejandra Ávalos-Ramos und Lilyan Vega-Ramírez. „Interdisciplinary Experience Using Technological Tools in Sport Science“. Sustainability 12, Nr. 23 (25.11.2020): 9840. http://dx.doi.org/10.3390/su12239840.
Der volle Inhalt der QuelleAnnotation:
In the framework that interdisciplinary projects could be a potential tool to improve learning processes in higher education, a teaching innovation experience was carried out. This study presents the didactic experience carried out between two first-year subjects of the Degree in Physical Activity and Sport Sciences. The experience consisted of designing and implementing a practice activity from an interdisciplinary approach and with the support of technological tools, such as the use of platforms, recordings and sports technique analysis software. The main aim of the present study was to assess such an experience according to students’ perception. The instrument used to assess such an interdisciplinary experience was a questionnaire of 17 items. The sample comprised 79 students who attended both subjects simultaneously. The reliability of the instrument is ensured according to Cronbach’s alpha (a = 0.903). The results of this study, as interdisciplinarity and organizational aspects, were highly assessed. The analysis of the survey also indicates that this interdisciplinary practice activity helped subjects to achieve a more meaningful level of both integrated and specific knowledge.
16
Umachandran, Krishnan, Amuthalakshmi P und Roosefert Mohan T. „Technological Approaches in Applied Social learning“. INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 19 (01.03.2019): 7485–92. http://dx.doi.org/10.24297/ijct.v19i0.8161.
Der volle Inhalt der QuelleAnnotation:
Industry 4.0 covers the readiness of achieving expertise that impacts the society, strategy, talent and technology. Individual, social and economic demands pose ever-changing challenges for education and training even in today’s world. In spite of the shrinking rapidity, which progressively affects the cognitive, biological, and information offerings into the new insights on people learning, for an effective reformation to an even more miniature of scientific and technological connect, ultimately on the knowledge content. Today’s students will compete in a technological, diverse, multi-cultural world and must be prepared to thrive in that futuristic environment; therefore, it is vital that today’s pedagogy produce lifelong learners, who can succeed in a global arena. To ensure our educational technology progresses at the rate demanded by today’s ubiquitous digital learners, we are reviewing emerging technologies and traditional teaching methods and propose desirable changes. Further enhancement in student learning and outcomes through technology enabled learning builds alliances among institutional units, employers, community partners and provides the effective delivery of learning services and opportunities to students. Technology depends on the cleverness and the innovative application of theoretical tools from control and estimation for scalability through hierarchy and multi-modality. Educational technology enhances the learning experience for students, faculty, the university and community at large. Hence, to develop a richer context for student learning, covering societal inadequacies, injustices in empowerment to learning access among students, cross-cultural involvements, and opportunity to learn, we deliberate on the latest trends in pedagogy - intelligent tutoring systems and ICT integration that can be modified during their implementation to suit future needs for industry 4.0 requirements.
17
Fratto, Victoria A. „Enhance Student Learning with PowerPoint Games“. International Journal of Information and Communication Technology Education 7, Nr. 2 (April 2011): 13–20. http://dx.doi.org/10.4018/jicte.2011040102.
Der volle Inhalt der QuelleAnnotation:
Stakeholders encourage accounting educators to provide active learning opportunities, to integrate the creative use of technology into the curriculum, and to emphasize learning by doing. The principles of good teaching practice can use technology to promote active learning, to provide prompt feedback to students, to increase student time on task, and to make learning more effective and efficient for the student. Technological tools can permit students to become active participants and can improve student learning by giving students convenient access to review material with immediate feedback. This article describes the use and development of a PowerPoint game in an introductory accounting course (managerial accounting) that provides the student with immediate feedback and is designed to be accessed by the student outside of the classroom. This technological tool can be used in other undergraduate academic disciplines.
18
Hadjerrouit, Said. „Assessing the Affordances of SimReal+ and their Applicability to Support the Learning of Mathematics in Teacher Education“. Issues in Informing Science and Information Technology 14 (2017): 121–38. http://dx.doi.org/10.28945/3692.
Der volle Inhalt der QuelleAnnotation:
Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability
19
Zoneva, Lyubima. „DEGREE OF DIGITAL TECHNOLOGICAL INTEGRATION IN THE BULGARIAN SECONDARY TECHNOLOGICAL EDUCATION“. Proceedings of CBU in Social Sciences 1 (16.11.2020): 289–94. http://dx.doi.org/10.12955/pss.v1.87.
Der volle Inhalt der QuelleAnnotation:
Global informatization is one of the dominant trends in contemporary social reality. Digital information and communication technologies have enormous innovation potential for the overall modernization and transformation of education and the enrichment of pedagogical sciences. Realizing this potential requires technologies to be fully integrated into educational practice. A high degree of integration is a prerequisite for the implementation of constructivism, increasing autonomy, personal responsibility of learners and the opportunity for personalized learning.
Digital technological integration is a progressive change of education to a degree of transformation. In the process of gradual merging of information and communication and pedagogical technologies, innovative pedagogical practices are created, and they cannot be realized without modern technological means. The characteristics of the methods of teaching and learning with digital technologies determine different degrees of integration which are entry, adoption, adaptation, infusion, and transformation.
The current features of the applied methods for using Information Communication Technology (ICT) in the Bulgarian secondary education in technology, and entrepreneurship (grades 5-7) were studied by surveying 127 pedagogues teaching this subject. A questionnaire is attached examining the goals, frequency use of digital tools in the educational process, and the applied management decisions for choosing the digital tools and working with them. The analysis of the obtained data showed that ICT was used, but the degree of integration was low and corresponded to the initial levels of entry and initial adoption of the integration process. In isolated cases, lessons were held according to how students performed in activities specific to their level of adaptation.
20
Espitia, Martha Isabel, und Amaparo Clavijo Olarte. „Virtual Forums: A Pedagogical Tool for Collaboration and Learning in Teacher Education“. Colombian Applied Linguistics Journal 13, Nr. 2 (21.11.2011): 29. http://dx.doi.org/10.14483/22487085.3763.
Der volle Inhalt der QuelleAnnotation:
Implementing technological tools in EFL classes has not been easy for language teachers, they often struggle to make class activitiesconsistent with the curriculum, policies, students’ needs and likes and lately, with computer and internet-based ICTs. The problem regularlyis that EFL teachers do not possess the pedagogical and technological knowledge to use technological tools to foster communication andinteraction among students to learn collaboratively. This study deals with a teacher education experience in which tools such as blogs, learningsoftware, e-mail, forums and internet-based tools were used to improve EFL learning and teaching. Data were gathered from the group ofEFL teachers in two phases: the first phase included participants’ planning, discussion, and implementation of a pedagogical project for youngEFL learners; the second phase consisted of the participants’ reporting and evaluating their performance using forums and blogs with theirstudents. The study demonstrated that teacher education experiences are crucial for teacher learning to integrate the use of forums and blogsin the EFL Curriculum. It also showed that the use of blogs and forums requires addressing language pedagogy from a perspective that valuescommunication, collaboration and participation as central elements of learning.
21
Stout, Dietrich, und Nada Khreisheh. „Skill Learning and Human Brain Evolution: An Experimental Approach“. Cambridge Archaeological Journal 25, Nr. 4 (15.10.2015): 867–75. http://dx.doi.org/10.1017/s0959774315000359.
Der volle Inhalt der QuelleAnnotation:
Increasing reliance on skill-intensive subsistence strategies appears to be a hallmark of human evolution, with wide-ranging implications for sociality, brain size, life-history and cognitive adaptations. These parameters describe a human technological niche reliant on efficient intergenerational reproduction of increasingly complex foraging techniques, including especially the production and effective use of tools. The archaeological record provides a valuable source of evidence for tracing the emergence of this modern human condition, but interpretation of this evidence remains challenging and controversial. Application of methods from psychology and neuroscience to Palaeolithic tool-making experiments offers new avenues for establishing empirical links between technological behaviours, neurocognitive substrates and archaeologically observable material residues. Here we review recent progress and highlight key challenges for the future.
22
Vergara, Diego, Jamil Extremera, Manuel Pablo Rubio und Lilian P. Dávila. „The Technological Obsolescence of Virtual Reality Learning Environments“. Applied Sciences 10, Nr. 3 (31.01.2020): 915. http://dx.doi.org/10.3390/app10030915.
Der volle Inhalt der QuelleAnnotation:
The concept of technological obsolescence that affects computer programs is a readily observable phenomenon that has been widely studied over the past half century. The so-called virtual reality learning environments (VRLEs) which are used to support university classes are significantly affected by this technological obsolescence, decreasing their formative effectiveness as the obsolescence process advances. In this study, the technological obsolescence of two VRLEs is analyzed by means of an empirical research based on survey results (N = 135) after using the VRLEs in engineering classes. Several key performance indicators (KPIs) were analyzed during seven academic courses, including motivation, interactivity, ease of use and usefulness. Since both VRLEs were updated during this research work, the influence of these improvements is discussed in detail from a technological obsolescence point of view. Results suggest that the technological obsolescence negatively affects the students’ opinion regarding motivation and interactivity, but the other KPIs (ease of use and usefulness) are hardly affected. In contrast, results indicate that the technological obsolescence can be reversed if periodic updates of educational tools are carried out using modern development software.
23
Gomez, José, und Elías Gutiérrez. „Redesign of technological tools to increase the level of learning of CIBERTEC students“. SCIÉNDO 21, Nr. 2 (29.06.2018): 191–200. http://dx.doi.org/10.17268/sciendo.2018.019.
Der volle Inhalt der Quelle
24
Ediyani, Muhammad, Ulfi Hayati, Salwa Salwa, Samsul Samsul, Nursiah Nursiah und M. Bahriza Fauzi. „Study on Development of Learning Media“. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, Nr. 2 (08.05.2020): 1336–42. http://dx.doi.org/10.33258/birci.v3i2.989.
Der volle Inhalt der QuelleAnnotation:
The development of science and technology is increasingly encouraging renewal efforts in the use of technological outcomes in the teaching and learning process. The teachers are required to be able to use the tools that can be provided by the school, and it is also possible that the tools are in accordance with the development and demands of the times. The teachers can at least use inexpensive and unpretentious tools but is a necessity in the effort to achieve the expected learning goals. The development of instructional media is a plan to develop existing media or intermediary tools in order to improve the quality of information delivery in the teaching-learning process. Development activities learning media in broad outline must go through three major steps namely planning, production and penialian activities.
25
Turner, Elizabeth T. „Meeting Learners’ Needs through Project-Based Learning“. International Journal of Adult Vocational Education and Technology 3, Nr. 4 (Oktober 2012): 24–34. http://dx.doi.org/10.4018/javet.2012100103.
Der volle Inhalt der QuelleAnnotation:
There is a significant divide between what students want and what students receive in the classroom. Students increasingly lack interest and motivation to participate and learn. Instructional practices within and across schools vary widely, creating inconsistencies. Teachers’ instructional plans may put content and curricular needs above individual student needs. For some, the lack of desire to learn causes them to leave school. However, project-based learning, a student-centered, inquiry-based activity set in a real-world context, which uses technological tools to produce real-world artifacts, may be the solution to this dilemma. Project-based learning motivates students to actively apply critical thinking skills for project planning, collaborative problem solving, and higher-order thinking. Project-based learning can motivate students because it requires students to take ownership of their projects and learning, employ real-world technological tools and skills, collaborate with peers, reflect continuously on the process and the project, and develop a solution to a complex problem.
26
Jana, Bekešová, und Romanová Iveta. „Six Technological Innovations That Changed English Language Teaching“. International Journal of Information and Communication Technologies in Education 8, Nr. 1 (01.03.2019): 30–38. http://dx.doi.org/10.2478/ijicte-2019-0003.
Der volle Inhalt der QuelleAnnotation:
Abstract The paper focuses on six technological innovations which have influenced English language teaching and learning. Their potential is analysed and the way suggested how they could be creatively used. In the research part, authors introduce the most popular ones among English teachers and present those they would like to apply within the lessons. Being able to analyse the opposite point of view as well, small number of English students were asked which of these technological tools their English teachers use the most and on the other hand, would like to experience when learning English. In addition, we compare the difference in their choice when teaching and learning English at primary and secondary school.
27
Jeretin-Kopf, Maja, Claas Christian Wuttke, Rüdiger Haas und Christian Wiesmüller. „Methods and Tools for Enabling Employees to Contribute to Technological Progress“. International Journal of Engineering Pedagogy (iJEP) 6, Nr. 3 (27.07.2016): 45. http://dx.doi.org/10.3991/ijep.v6i3.5779.
Der volle Inhalt der QuelleAnnotation:
This paper introduces an interdisciplinary continuing professional development concept aiming at providing engineers and technicians with the appropriate skills to foster the Simultaneous Working & Learning programs (SWLP) in their enterprises. It is furthermore shown, how the need of qualification for the technical personnel can be detected using internal and external sources. In addition the derivation process of individual qualification needs for each employee depending on his function and position in the companies’ organization is demonstrated. For each of the above mentioned task appropriate tools are proposed.
28
Dr. Mohammed Mahdi Sikhee, Asmaa Ouda Sachit,. „University Professors' Level Of Technological Skills And Its Relationship To The Orientation Towards E-Learning“. Psychology and Education Journal 58, Nr. 1 (29.01.2021): 595–608. http://dx.doi.org/10.17762/pae.v58i1.809.
Der volle Inhalt der QuelleAnnotation:
The aim of this research is to determine the level of university professors’ technological skills and its relationship to the orientation towards electronic education. To achieve the objectives of this research, five null hypotheses were formulated. We used the descriptive method and chose a random sample of university professors totalling around (200) professors distributed among (14) colleges of Dhi Qar University. In order to achieve the research objectives, we prepared two tools: the first is a technological skills questionnaire consisting of (45) constructs which included six main skills (preparation and planning skill, implementation skill, mastery of scientific material, skill of using pedagogical techniques, evaluation skill, classroom management skill). The validity and robustness of the questionnaire were verified.
The second tool is a scale to measure the orientation towards e-learning that included five areas (university professors' vision of e-learning, motivation in e-learning, the desired benefit of e-learning in society, fun in e-learning, self-concept in e-learning). The scale consisted of of (54) constructs the validity and robustness of which were also verified. The research tools were applied to the research sample of (200) professors and the research results were statistically treated using the Statistical Package for Social Sciences (SPSS) program.
The results showed that the sampled professors have a higher-than-average level of technological skills as well as statistically significant positive orientation towards electronic education. Results also showed that there is a positive relationship between the level of university professors' mastery of technological skills and their orientation towards electronic learning. In light of the research results, we presented a number recommendations and proposals.
29
Ko, Chao Jung, Siew Ming Thang und Shu-chen Ou. „Investigating the ICT Use and Needs of ‘Digital Natives' In Learning English at a Taiwanese University“. International Journal of Web-Based Learning and Teaching Technologies 9, Nr. 2 (April 2014): 32–45. http://dx.doi.org/10.4018/ijwltt.2014040103.
Der volle Inhalt der QuelleAnnotation:
This article reports key findings of a study which investigated the use of technology by 569 ‘digital natives' students for English Language learning and recreational purposes. Their views on the applicability of technological tools such as facebook, blogging and skype for English Language teaching and learning were also investigated. The findings showed that although the students expressed positive views with regard to the use of technologies for language learning, they seemed to use less technological tools for academic learning than for recreational purposes. Discipline differences were not a determining factor. In addition, they appeared to use similar well-established technologies rather than new and emerging technologies for both learning and recreation. Finally, they also appeared satisfied with their English instructors' teaching approaches.
30
Kaivo-oja, Jari Roy Lee, und Iris Theresa Lauraeus. „The VUCA approach as a solution concept to corporate foresight challenges and global technological disruption“. foresight 20, Nr. 1 (12.03.2018): 27–49. http://dx.doi.org/10.1108/fs-06-2017-0022.
Der volle Inhalt der QuelleAnnotation:
Purpose Under current market conditions of corporate foresight, turbulence is a key element of the business landscape. Turbulence can be summarised using the trendy managerial acronym “VUCA”: volatility, uncertainty, complexity and ambiguity. This paper aims to combine, for the first time, scientific discussion of technological disruption with the VUCA approach. Gartner Hype Cycle is used as a case example of technological turbulence and “vucability”. Design/methodology/approach First, the authors present the key concepts of technological disruption and radical innovation. Both these concepts are highly relevant for modern corporate foresight. Second, the authors discuss the key elements of current technological transformation and summarise it to create a bigger picture. Third, the authors link this discussion to the VUCA approach. Fourth, the authors present the new corporate foresight framework, which is highly relevant for corporations and takes current technological transformation more seriously than previous proposals, which expect more stable business and a technological landscape. Findings Key issues in modern VUCA management are agility (response to volatility), information and knowledge management (response to uncertainty), restructuring (response to complexity) and experimentation (response to ambiguity). Useful foresight tools are challenging tools, decision-making tools, aligning tools, learning tools and the ability to combine these management tools in the practices of corporate foresight and management systems. The VUCA approach is a key solution concept to technological disruption. Practical implications The authors present the new corporate foresight framework and management tool based on foresight, which help leaders to manage VUCA – especially under the conditions of hyper-competition and technological disruption. Originality/value Corporate leaders should reinvent the strategic planning framework and adjust it to the VUCA conditions and simply be more strategic. Traps and typical failures of foresight are adopting it too early, giving up too soon, adapting too late and hanging on too long. In particular, technological transformation with disruptive technologies is changing and challenging many basic assumptions of business management and strategic planning. Our comparative analysis with Gartner Hype Cycle (fast technological changes from 2008 to 2016) verifies this important aspect of technological disruption.
31
Sánchez-Peralta, Luisa F., Francisco M. Sánchez-Margallo, José Blas Pagador, José Luis Moyano-Cuevas, Enrique J. Gómez Aguilera und José Francisco Noguera-Aguilar. „E-Learning and Multimedia Contents for Minimally Invasive Surgery Learning“. International Journal of E-Health and Medical Communications 4, Nr. 2 (April 2013): 80–93. http://dx.doi.org/10.4018/jehmc.2013040106.
Der volle Inhalt der QuelleAnnotation:
Background: Minimally Invasive Surgery has revolutionized the surgical practice for the last years but it presents specific training processes. At the same time, e-Learning platforms and multimedia contents are now having great success within teaching processes in different fields. Purpose: to determine perception of surgeons towards e-MIS: e-Learning and multimedia contents for minimally invasive surgery. Methods: A 19-item online survey was sent. Statistical and descriptive analyses were performed. Results: 307 surgeons responded to the survey. 99% of participants agree to include new technologies in surgical learning and 99.3% consider surgical videos as a good training tool. Conclusion: The widespread use and capabilities of e-Learning together with the use of surgical videos within the surgical learning process makes possible creating new technological systems and tools that address current problems in surgical training derived from time constraints and patient safety concerns.
32
Liu, Ming, Abelardo Pardo und Li Liu. „Using Learning Analytics to Support Engagement in Collaborative Writing“. International Journal of Distance Education Technologies 15, Nr. 4 (Oktober 2017): 79–98. http://dx.doi.org/10.4018/ijdet.2017100105.
Der volle Inhalt der QuelleAnnotation:
Online collaborative writing tools provide an efficient way to complete a writing task. However, existing tools only focus on technological affordances and ignore the importance of social affordances in a collaborative learning environment. This article describes a learning analytic system that analyzes writing behaviors, and creates visualizations incorporating individual engagement awareness and group ranking awareness (social affordance), and review writing behaviour history (technological affordance), to support student engagement. Studies examined the performance of the system used by university students in two collaborative writing activities: collaboratively writing a project proposal (N = 41) and writing tutorial discussion answers (N = 25). Results show that students agreed with what the visualization conveys and visualizations enhance their engagement in a collaborative writing activity. In addition, students stated that the visualizations were useful to help them reflect on the writing process and support the assessment of individual contributions.
33
Hunt, Gavin R., Jawad Abdelkrim, Michael G. Anderson, Jennifer C. Holzhaider, Amy J. Marshall, Neil J. Gemmell und Russell D. Gray. „Innovative pandanus-tool folding by New Caledonian crows“. Australian Journal of Zoology 55, Nr. 5 (2007): 291. http://dx.doi.org/10.1071/zo07048.
Der volle Inhalt der QuelleAnnotation:
The ratcheting of evolutionary innovations over time has enabled humans to produce complex technology. This process requires (1) technological innovations, (2) the accurate transmission of innovations by social learning, and (3) the faithful maintenance of new technology by its standardised reproduction. Although nonhuman primates are good behavioural innovators, there is no evidence that they have evolved cumulative technology. It has been previously suggested that New Caledonian crows have made cumulative changes to their pandanus tool manufacture. However, technological innovation by individual New Caledonian crows in the wild had not been observed. Here, we report that two distantly related male crows at the same location have a novel way of using pandanus tools by first folding them into a boomerang-like shape. The fine manipulation to fold tools was highly routinised and its two main manipulatory components (direction of head movement and holding technique) were exclusively lateralised. As a consequence the fold arrangement was invariable irrespective of a tool’s position before folding. The males’ tool-folding confirms that New Caledonian crows have a disposition to routinise and lateralise complex sequences of manipulatory actions. Such a disposition may facilitate the evolution of cumulative technology because it can act to standardise the reproduction of a technological innovation.
34
O'Donnell, Eileen, Séamus Lawless, Mary Sharp und Vincent P. Wade. „A Review of Personalised E-Learning“. International Journal of Distance Education Technologies 13, Nr. 1 (Januar 2015): 22–47. http://dx.doi.org/10.4018/ijdet.2015010102.
Der volle Inhalt der QuelleAnnotation:
The realisation of personalised e-learning to suit an individual learner's diverse learning needs is a concept which has been explored for decades, at great expense, but is still not achievable by non-technical authors. This research reviews the area of personalised e-learning and notes some of the technological challenges which developers may encounter in creating authoring tools for personalised e-learning and some of the pedagogical challenges which authors may encounter when creating personalised e-learning activities to enhance the learning experience of their students. At present educators who wish to create personalised e-learning activities require the assistance of technical experts who are knowledgeable in the area. Even with the help of an expert the creation of personalised e-learning activities still remains a complex process to authors who are new to the concept of tailoring e-learning to suit learner diversity. Before the successful utilisation of adaptive authoring tools can be realised, academic authors need to learn how to effectively use these tools. All learners come to education with a diverse set of characteristics; educators need to decide which learner characteristic(s) they wish to focus on addressing through the use of personalised e-learning activities. Further investigation, evaluation and analyses of authoring tools is required before personalised e-learning to support learner diversity can be achieved by many academics. Research members of the AMAS (2013) project team are currently involved in developing an authoring tool for adaptive activities for e-learning.
35
Leonardo Emiro Contreras et al.,, Leonardo Emiro Contreras et al ,. „Technological Tools and Problem-based Learning to Promote Creativity and Design in Engineering Courses“. International Journal of Mechanical and Production Engineering Research and Development 10, Nr. 5 (2020): 437–46. http://dx.doi.org/10.24247/ijmperdoct202044.
Der volle Inhalt der Quelle
36
Mills, Jamie D., und Yuejin Xu. „Statistics at a Distance: Technological Tools, Learning, and Design Features for Today's Modern Course“. Journal of Educational Technology Systems 34, Nr. 4 (Juni 2006): 427–46. http://dx.doi.org/10.2190/dhke-8aec-76ga-xbat.
Der volle Inhalt der Quelle
37
Bostan, Derya, und Sabriye Şener. „The Role of Technological Pedagogical Content Knowledge (TPACK) of English Teachers on High School Learners’ Acceptance of Mobile Learning Tools“. Shanlax International Journal of Education 9, S1-May (10.05.2021): 42–52. http://dx.doi.org/10.34293/education.v9is1-may.3998.
Der volle Inhalt der QuelleAnnotation:
Educational technology is benefitted in diverse areas of education and mobile learning tools are one of the components of educational technology. Therefore, using technology in accordance with content and pedagogy has become more important. It is also important for teachers to know how to integrate technology into the learning and teaching process using appropriate methods and techniques. The aim of this study is to understand how students perceive technological pedagogical content knowledge (TPACK) of teachers and adaptation of mobile learning tools by students. This research was designed as a quantitative study and survey methodology was used to collect data from 352 high school students during the spring term in 2018. Participants were identified using convenience sampling method and only one state school with all students was included in the study. Two scales were used to collect the data: TPACK scale developed by Tseng (314-315) and Mobile Learning Tools Acceptance Scale (MLTAS) developed by Özer and Kılıç (586). The results showed that high school students perceived the TPACK of EFL teachers positively with all subcategories. They were also found to have positive perceptions of mobile learning tools. The study concluded that the more knowledge students perceived, the more they accept mobile learning tools.
38
Novikova, N. N., und S. E. Tyapkin. „Modern approaches to learning biotechnologies in the conditions of digitalization of technological education“. Informatics in school, Nr. 2 (27.04.2021): 32–35. http://dx.doi.org/10.32517/2221-1993-2021-20-2-32-35.
Der volle Inhalt der QuelleAnnotation:
The article discusses approaches to teaching the "Biotechnology" module in modern technological education in the context of its digital transformation. On the example of using digital simulations and models, the methodological aspects of using educational tools that allow organizing the interactive cognitive activity of students when caring for plants are described. The experience of using a remote controlled hydroponics system in technology lessons is described. A description of the means and tools, software for the remote hydroponics system and a methodology for constructing technology lessons for growing indoor and vegetable plants are given. It is noted that the creation and application of a hydroponics system is a unique example of interdisciplinary integration of knowledge in ecology, biology, informatics and technology. The proposed approaches to the use of modern digital means make it possible to activate the cognitive activity of students in the study of modern biotechnologies and in practice to apply basic knowledge of programming.
39
Rybakina, A. D., und V. N. Dobrinin. „Prototype of software and technological support quality management of knowledge acquisition by university students“. System Analysis in Science and Education, Nr. 4 (2020) (30.12.2020): 57–70. http://dx.doi.org/10.37005/2071-9612-2020-4-57-70.
Der volle Inhalt der QuelleAnnotation:
Currently there are a large number of services and platform for organizing remote learning and manag-ing the quality of knowledge acquisition by university students. For example, Moodle, Ispring, Edmodo, Ёстади. All of them have a testing device, the ability to store and present theoretical material in different formats: in the form of audio, video, test, etc.Despite this, some areas are developing related to the improvement of tools and tools for knowledge control, analysis ofthe quality of the learning process, analysis of the quality of educational and methodological materials. There is a need for mobile components that allow students to evaluate and analyze the acquired knowledge in the learning process, actively identify missing knowledge, receive recommendations and advice at the right time, and thus effectively use classroom and extracurricular time.
40
Barakhsanova, Elizaveta Afanasyevna, Mikhail Petrovich Sivtsev, Nyurgun Mikhailovich Pavlov, Afanasy Radnaevich Batorov und Maria Egorovna Alekseeva. „Approaches to the development of online learning In the digital environment of higher education in Yakutia“. LAPLAGE EM REVISTA 7, Extra-B (01.06.2021): 173–80. http://dx.doi.org/10.24115/s2446-622020217extra-b909p.173-180.
Der volle Inhalt der QuelleAnnotation:
The authors justified the idea of developing online courses based on the use of Moodle tools, allowing the formation of knowledge in the field of technological and methodological skills and abilities to use educational applications, services, and their application in professional activities in the implementation of online learning in the digital environment of the university. Assessment of the effectiveness of the online course is confirmed by the solution of professional tasks from the knowledge of the digital educational environment with interdisciplinary content and tasks requiring the use of e-learning tools. Analysis of the results using two-way analysis of variance revealed a significant effect of factors on the effective feature using the F-test. The significance of the study lies in the development of online advanced training courses aimed at improving the technological level of teachers and educators of the Republic of Sakha (Yakutia) in the implementation of the remote format of training using online distance learning tools and technologies.
41
Teixeira, Paula Cristina, José Manuel Matos und António Domingos. „Mathematics Teachers Building New Didactic Tools: Coping With Technology Paula Cristina“. Pedagogika 119, Nr. 3 (23.09.2015): 126–33. http://dx.doi.org/10.15823/p.2015.028.
Der volle Inhalt der QuelleAnnotation:
Using the paradigm of activity theory, the central problem of this paper (This paper is supported by FCT – Foundation for Science and Technology (Project “Promoting Success in Mathematics” – PTDC/CPE-CED/121774)) is the characterization of the processes through which teachers replicate, adapt, and improvise tasks of textbooks with use of technological resources (CD-ROMs and web portals). In other words, we seek to identify teachers’ use of schemas in actions mediated by these technological elements. Two of us accompanied Portuguese secondary mathematics teachers in the assessment of learning tasks involving the use of new technological resources and the analysis of feedback of teaching performance after implementation in the classroom. This feedback was obtained from their peers, trainers and teachers’ reflection on the actions in classes and occurred during the sessions of the training activities. The study shows that teachers plan coordinated tasks that integrate technology resources and apply them in classes adjusting them to the technological environment of their schools. However, some difficulties in interpreting feedback are revealed.
42
Husaini, Al, Hendra Syarifuddin und Usmadi Usmadi. „The Practicality of Learning Devices Cooperative Models Based on Blended Learning to Improve Learning Outcomes of 10th-Grade MA Students“. International Journal of Trends in Mathematics Education Research 2, Nr. 3 (30.06.2019): 157. http://dx.doi.org/10.33122/ijtmer.v2i3.121.
Der volle Inhalt der QuelleAnnotation:
Less active and low learning outcomes of students learning by the learning model used by the teacher. Among the variations that can be done is to take advantage of existing technological developments. Therefore, a study was conducted involving the development of learning devices. The research carried out was the development of cooperative learning mathematical learning tools in the form of Blended Learning Based Student Worksheets (LKPD). This study aims to produce a blended learning based learning tool that is practical to improve student learning outcomes. This development research uses the Plomp model which consists of three phases namely the initial investigation phase, the development phase, and the improvement phase. The subjects of this study were 10th-grade religion students of MA KMM Kauman Padangpanjang. Based on the learning outcomes, students are active in learning. The results of the interview show that the devices are easily developed and motivate students in learning and the results of the practicality questionnaire that shows the learning tools developed have met the practical requirements in terms of implementation, ease and time needed. The value of each meeting also increases with an average value of 83 daily test scores. Based on these results it can be concluded that the cooperative mathematics learning model based on blended learning to improve learning outcomes of class X MA students can be used practically.
43
Toth, Eva Erdosne. „"Virtual Inquiry" in the Science Classroom“. International Journal of Information and Communication Technology Education 5, Nr. 4 (Oktober 2009): 78–87. http://dx.doi.org/10.4018/jicte.2009041008.
Der volle Inhalt der QuelleAnnotation:
The article examines prior research on students’ difficulties with inquiry learning and outlines research-based decisions for the consideration of software-based scaffolds for inquiry teaching and learning. The objective is to detail research findings in a way that assists teachers in their development of pedagogical content knowledge as relevant to the selection and use of technological tools for classroom inquiry in the high school biology or college introductory biology classrooms. Employing a worked-out-example in the popular domain of DNA science, the article illustrates the research-based integration of instructional design decisions coordinated with the features of selected software tools. The coordination of software-design with instructional design has the potential of significantly enhancing students’ learning while also supporting the development of teachers’ technological pedagogical content knowledge.
44
Barzdenas, Vaidotas, Gediminas Grazulevicius und Aleksandr Vasjanov. „TCAD tools in undergraduate studies: A laboratory work for learning deep submicron CMOS processes“. International Journal of Electrical Engineering & Education 57, Nr. 2 (22.05.2019): 133–63. http://dx.doi.org/10.1177/0020720919846811.
Der volle Inhalt der QuelleAnnotation:
This article discusses one exemplary and one original laboratory work from the micro- and nano-electronics manufacturing process laboratory works cycle. These laboratory works have been successfully introduced into the undergraduate programme and have been attended by students for several years at Vilnius Gediminas Technical University, Faculty of Electronics. This laboratory work is unique in that it consistently displays and graphically depicts practically all CMOS transistor manufacturing processes: from the preparation of the silicon wafer to the final passivation. Silvaco TCAD tools are used in order to simulate these technological processes. This type of laboratory works provides students with the necessary knowledge of chip manufacturing processes and TCAD tools without the use of costly manufacturing equipment specific to each technological process in the fabrication chain, long-term experiments and a large amount of human resources. This article also presents and discusses student feedback statistics over several years of studies, the advantages of this laboratory work, recommendations for further improvement and formulates conclusions.
45
Pečiuliauskienė, Palmira. „Application of Statistical Methods in Education Sciences: the Didactical Principles in the Educational Means Prepared by Bronislovas Bitinas“. Pedagogika 124, Nr. 4 (02.12.2016): 47–57. http://dx.doi.org/10.15823/p.2016.50.
Der volle Inhalt der QuelleAnnotation:
Based on works of professor B. Bitinas this article analyses educational materials on applying statistical methods in education sciences. The educational materials on applying statistical methods in education sciences can be classified into two groups: methodological group (the application of mathematical statistics in quantitative research) and technological group (computer software for processing quantitative research data). The article analyses application of didactical principles in the methodological group and the technological group.
Didactical principles provide direction for learning process and govern contents, methods and organisation of learning. Different didactical principles can be used when preparing educational materials on the applying statistical methods in education as principle of the availability and principle of relation between the theory and practise.
Application of statistical methods in education sciences is influenced by technological tools used for processing statistical data. These tools changed from electronic calculating machines (ECM) to modern computers with modern statistical programs. Technological change influences didactical principles applied for preparing educational materials on applying statistical methods in education sciences.
The comparative analysis of learning materials on applying statistical methods in education sciences prepared by Professor B. Bitinas shows that the principle of availability was an important principle at the time of the processing statistical data using the ECM. This principle is less important when statistical data is processed using modern statistical computer programs. Didactical principle of the relation between theory and practice was important in the early (the eighth-ninth decade of XX century) and later stages (the twentyfirst century.)
Professor B. Bitinas prepared both methodological (the usage of mathematical statistics into quantitative research) and technological (computer software for quantitative research data processing) learning means. The didactical principles in the methodological and technological learning means are different. The principle of the availability and the principle of relation between the theory and practise dominate in the methodological learning means. The principle of systematization and continuity is important in technological learning means.
46
Valiulis, Algirdas Vaclovas, Vytautas Bučinskas und Eligijus Toločka. „Strengthening Mobility for Better Learning“. Solid State Phenomena 220-221 (Januar 2015): 1014–17. http://dx.doi.org/10.4028/www.scientific.net/ssp.220-221.1014.
Der volle Inhalt der QuelleAnnotation:
In a modern environment, during the evolution of international activities, from mobility to international education hubs, universities are searching for new internationalization tools to implement those undertakings more effectively in terms of finance and time. Co-operation with other regions of the world and international openness are the key factors in the development of the European Higher Education Area. To illustrate the situation arising from student mobility of studying technological sciences, the paper analyses information about student mobility in the fields of mechanical engineering and mechatronics for the period 2009–2013.
47
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.
Der volle Inhalt der QuelleAnnotation:
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.
48
Panagiotidis, Panagiotis. „Technology as a Motivational Factor in Foreign Language Learning“. European Journal of Education 1, Nr. 3 (29.11.2018): 43. http://dx.doi.org/10.26417/ejed.v1i3.p43-52.
Der volle Inhalt der QuelleAnnotation:
It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students’ personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students’ motivation. Amongst the various factors -tools, methods or strategies- that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language learning applications. In order to determine the real impact of technology on learners' motivation, an extensive literature review focusing on studies that have examined the impact of technology use in language learning and teaching on motivation to learn, has been carried out. Furthermore, this paper discusses the concept of motivation in learning context and the relationship between technology and language learning, summarizes some of the numerous studies and researches on this subject, presents a synthesis of the studies examined, and formulates conclusions and perspectives for effective integration of technology as a motivational tool / factor in language learning context.
49
Mardiana, Harisa, und Haris Kaisar Daniels. „The Role of Rationality and Technological Change in Learning Process“. Indonesian Journal of Learning Education and Counseling 1, Nr. 2 (18.02.2019): 151–59. http://dx.doi.org/10.31960/ijolec.v1i2.64.
Der volle Inhalt der QuelleAnnotation:
My goal in examining the role of rationality and technological change in the learning process is to investigate knowledge, the use of technology, especially in the classroom and belief from lecturers in following the changes in learning. The problems in Indonesia are that lecturers have difficulty in adopting technology and indeed need improvement, and some lecturers are even weak in technological knowledge, development of knowledge, lecturer’s belief that the lecturer will never be able to change which will be complicated education on Indonesian campuses. The method used in this research is a quantitative method and is supported by a semi qualitative method using a Likert scale. Data collection was taken from 129 respondents who as lecturers spread throughout Indonesia from January 2018 to early May 2018; questionnaires were distributed using Google Form via email, Whatsapp, Facebook Messenger. The result of this study is that there is a relationship between rationality and technological change in the learning process. The author found small changes from several lecturers in using technology, even though technology became one of the tools in learning. Changes in the lecturers believe that they are difficult to adopt technology due to old age.
50
Putri, Marisca Revani. „Reflection on Technology-Enhanced Learning in Research Based Teaching Method Implementation“. Humaniora 11, Nr. 1 (11.05.2020): 45. http://dx.doi.org/10.21512/humaniora.v11i1.6363.
Der volle Inhalt der QuelleAnnotation:
The research aimed to investigate the utilization of technological tools in implementing the research-based teaching method in English for Academic Writing Course. The narrative research design was implemented to reach the conclusion of the research. 66 (sixty-six) students enrolled in English for Academic Writing Course were observed. Lecturer’s reflective journal and portfolios were analyzed. An online interview was conducted to confirm the initial findings. There were six technological tools and applications utilized during the preparation process, instruction, and practice process, as well as in the assessment and transfer process. Through a structured reflection process based on Gibbs’ model of reflection, the result shows that the students’ motivation is increased during the use of technology. Technology also enables students to work collaboratively. Nevertheless, preparation and briefing are needed to be done before the class begins. Like the classic problem of technology implementation, internet access becomes the main challenge in conducting Technology-Enhanced Learning (TEL) in the classroom.