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Ellis, Christina, Mae Lane, Tori Hollas, and Jaime Coyne. "Technologies for Teaching in an Online Environment." Issues in Informing Science and Information Technology 18 (2021): 031–39. http://dx.doi.org/10.28945/4798.
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Aim/Purpose: The authors provide different technology applications useful in online instruction in addition to providing effective strategies for use in a virtual environment. Background: Last year, educators were forced to move their instruction online almost overnight. Many were not prepared to teach effectively in a virtual environment. Contribution: This paper serves as a resource to educators who are unfamiliar with teaching online as well as for those who would like to enhance their current practice. Recommendations for Practitioners: Be flexible when teaching in a virtual environment. Remain open to using new and unfamiliar technologies. Be consistent in providing feedback to students and communicate frequently with them. Impact on Society: The abrupt transition for educators, as well as for most workplaces, to an exclusively online environment in response to COVID has long-lasting effects in how business as usual will be conducted. Being proficient and comfortable in navigating a virtual environment is essential. Future Research: As we continue to work virtually, ongoing research that informs our practice is critical for remaining effective educators. Additionally, it is important to remain knowledgeable about current and new technologies available to us. Keywords online instruction, technology applications, strategies
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Tomei, Lawrence A. "Top 10 Technologies for Designing 21st Century Instruction." International Journal of Information and Communication Technology Education 9, no. 3 (July 2013): 80–93. http://dx.doi.org/10.4018/jicte.2013070106.
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Faculties at all levels of education continue to ask, “How does technology fit into my teaching?” How can I teach my students to become technologically literate?” For some, the answers seem quite simple. Technology should be integrated into as many levels of the curriculum as possible. If we aspire to prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. The key is to know what works best in each classroom situation. Podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others are the latest in instructional technologies. Teachers use these tools to address the growing inventory of requisite 21st century skills that include: global awareness, self-directed learning, ICT literacy, problem solving skills, time management and personal responsibility, lifelong learning, financial, economic, business and entrepreneurial literacies, communications, collaboration, and more. This article explores best practices that lead to change and shares ideas about the use of these tools in the classroom. Emphasis is placed on many real-world examples of how technology has improved teaching and learning. This information paper will examine the hardware and software aspects of the following technologies: interactive white boards, web cameras, videoconferencing, iPods, digital cameras, digital video, wikis and blogs, social networking, digital electronic books, and student response systems. While the paper is not a scholarly endeavor, it is hoped that the review of important teaching and learning tools will provide the reader with an update on the latest in instructional technologies for the classroom. In addition to an introduction that includes a description of the technology, its primary features, advantages and disadvantages, there are links to online videos demonstrating each technology that bear witness to how these technologies actually impact the classroom. Finally, a link to current research pertaining to each technology is offered.
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Kim, Min Kyeong, Janet M. Sharp, and Ann D. Thompson. "Effects of Integrating Problem Solving, Interactive Multimedia, and Constructivism in Teacher Education." Journal of Educational Computing Research 19, no. 1 (July 1998): 83–108. http://dx.doi.org/10.2190/tl44-5llg-wrfl-7ghk.
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Research on mathematics teacher education indicates that offering an appropriate constructivist-based teaching model of mathematics instruction to preservice elementary teachers enhances their teaching abilities and confidence in future teaching. The purpose of this study was to investigate preservice elementary teachers' decisions about teaching strategies and their attitudes toward mathematics and computer-related technologies in a constructivist-centered methods course which included the use of problem solving multimedia. The treatment consisted of six hours of multimedia-enhanced instruction over two weeks. This study focused on three mathematics education topics taught to each group of students: problem-solving, technology, and ratios/proportions. The results indicated that constructivist-based instruction using multimedia helped the participants develop more positive attitudes toward computer-related technologies and influenced their decisions to plan more constructivist-based teaching strategies than those participants in the comparison groups.
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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.
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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.
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Yakubova, U., N. Parpieva, and N. Mirhojaeva. "Using Web Technologies in Effective Teaching of Mathematics at Universities." Bulletin of Science and Practice 7, no. 1 (January 15, 2021): 419–25. http://dx.doi.org/10.33619/2414-2948/62/48.
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The article describes the role of web technologies in effective teaching of mathematics at universities. The advantages of the use of WebQuests are defined. This study aims to examine the effect of WebQuests used in instruction on students’ academic achievements and the student and teacher opinions on WebQuests.
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SAJID, A. W., G. A. EWY, J. M. FELNER, I. GESSNER, M. S. GORDON, J. W. MAYER, C. SHUB, and R. A. WAUGH. "Cardiology patient simulator and computer-assisted instruction technologies in bedside teaching." Medical Education 24, no. 6 (November 1990): 512–17. http://dx.doi.org/10.1111/j.1365-2923.1990.tb02667.x.
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Shomirzayev, Shomirzayev. "National followers in the students use of educational technologies instruction of interests." International journal of linguistics, literature and culture 7, no. 3 (April 26, 2021): 152–57. http://dx.doi.org/10.21744/ijllc.v7n3.1508.
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This article discusses how to use the craft of national crafts. More importantly, the role of the teacher in the learning process is determined by the fact that the learners are helped by independent learning. In addition to teaching the readers not only the knowledge they have, they also understand their role in teaching independent, creative thinking, critical thinking about their personality and knowledge, analyzing information, identifying what needs to be done, drawing conclusions, and teaching their own ideas. The main purpose of collaborative learning is to work on a common problem and focus on the problem.
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Kotsira, Maria, Klimis Ntalianis, Vasiliki Kikili, Filotheos Ntalianis, and Nikolaos Mastorakis. "New Technologies in the Instruction of History in Primary Education." International Journal of Education and Information Technologies 15 (March 10, 2021): 21–27. http://dx.doi.org/10.46300/9109.2021.15.3.
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Nowadays, the exploitation of augmented reality in education is linked to a multitude of pedagogical subjects, including history, geography, natural sciences and arts. The extensive use of computers in the educational process in recent years, in addition to learners’ familiarity with the use of Internet and applications associated with its operation, have led to a search for creative methods, which will enhance interaction in the pedagogical approach. As a result, a digital learning environment has emerged in which trainees gain access to knowledge in an entertaining and interactive way by making use of innovations and gaining the ability to control their knowledge. The purpose of this paper is to feature the role of new technologies in the educational process by studying the use of augmented reality applications in teaching history. Designing such applications requires direct involvement of the teacher and, as established by the case study, the benefits are extremely important; students acquire a particular interest in the learning object and achieve higher performance, as compared to conventional forms of teaching.
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Wang, Huan. "The Application of Data Mining in Distance Instruction." Advanced Materials Research 159 (December 2010): 228–31. http://dx.doi.org/10.4028/www.scientific.net/amr.159.228.
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With the continuous development of the network technology, a Web-based distance learning system and its use is appealed more and more attention, data mining, artificial intelligence and other technologies’ application in distance teaching Systems are becoming more extensive and more in-depth. Association rules, statistical analysis, classification, etc., these data digging techniques used in teaching system have improved the system's intelligence, Better to improve distance education services, so to help students improve learning efficiency much higher.
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Gautreau, Cynthia S., Kristin K. Stang, Chris Street, and Andrea Guillaume. "Making the Move." International Journal of Online Pedagogy and Course Design 4, no. 1 (January 2014): 27–42. http://dx.doi.org/10.4018/ijopcd.2014010103.
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This paper is intended for new faculty and faculty who are new to using digital technologies and a learning management system in their instruction. As experienced faculty in the College of Education, the authors make a concerted effort to support faculty in their use of instructional technology. In this paper, the authors share their experiences with faculty who are taking early the early steps in the journey to integrate digital technologies into their instruction. The authors hope this article will help faculty on their journey by supporting them in teaching with technology. The authors focus on faculty development, adoption of new technologies into faculties' instructional practices, and introductory online teaching practices. The authors' ultimate goal is to support student learning by helping faculty encourage learning for the entire continuum of students: students who need to be supported as they develop digital literacy and those who come to us embracing technologies wholeheartedly.
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Sun, Na Xin, Yue Hui Liu, and Yuan Xiu Wang. "A Look at the Effects of the Web-Based Instruction." Applied Mechanics and Materials 411-414 (September 2013): 989–92. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.989.
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The wide application of Information and Communication Technologies offers great opportunities for the innovation of education, especially in universities. There are varieties of resources on the Internet, which teachers can use for their teaching, assimilating into the curriculum and into teaching methods. Based on constructivism learning theory, this paper centers on the advantages of practicing the web-based instruction by comparison to the traditional one. The media centers, a web-based learning enviroment, has been set up for students to learn as a platform for their after-class review, for their individulized instruction, for their collaborative learning and for exchanging educational resources among teachers. The notes of the Internet-assisting instruction is also discussed to emphasize that the new instruction is a useful complement not replacement to conventional teaching. So it is pointed out that the Internet should become a necessary supplementary for teaching and learning in university as the input resources and the output tools.
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Marcelo-García, Carlos, Carmen Yot-Domínguez, and Cristina Mayor-Ruiz. "University teaching with digital technologies." Comunicar 23, no. 45 (July 1, 2015): 117–24. http://dx.doi.org/10.3916/c45-2015-12.
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This research aims to analyze the level of use of technology by university teachers. We are interested by the frequency of their use in designing the teaching-learning process. The research questions were: what types of learning activities which include are designed by university teachers? What types of technologies do teachers use in the design of their instruction? What is the level of use of digital technologies in the learning designs? To respond to these issues, we designed an inventory of activities of learning technologies at the university which was completed by 941 Andalusian teachers. We have identified the type and frequency of use of technology by university lecturers in their different fields at the same time as studying learning activities that predominate in their learning designs. The results, first of all, reveal a poor integration of ICT in the teaching-learning processes which are, essentially, the teacher-centered learning activities. Secondly, we have identified four profiles which differentiate between d teachers depending on their level of use of ICT. The profile comprising an increased number of teachers makes making reference to the rare use of technology. There are teachers who use technology sparingly, and this is a very small range. Esta investigación tiene por objetivo analizar el nivel de uso que de las tecnologías hace el profesorado universitario, interesándose tanto por la frecuencia de uso de ellas, como por el tipo de actividades de aprendizaje en las que se utilizan. Los problemas de investigación se centraron en: ¿qué tipos de actividades de aprendizaje con tecnologías diseñan los docentes universitarios?, ¿qué tipo de tecnologías utilizan los docentes en el diseño de su enseñanza?, ¿cuál es el nivel de uso de las tecnologías digitales en los diseños del aprendizaje del profesorado universitario? Hemos diseñado el Inventario de Actividades de Aprendizaje con Tecnologías en la Universidad que fue respondido por 941 docentes andaluces. A través de él hemos identificado el tipo y frecuencia de uso que de la tecnología hace el profesorado universitario en sus materias al tiempo que hemos estudiado las actividades de aprendizaje que predominan en sus diseños del aprendizaje. Los resultados revelan una pobre integración de tecnologías en los procesos de enseñanza-aprendizaje los cuales se constituyen, esencialmente, de actividades de aprendizaje centradas en el docente. Hemos identificado cuatro perfiles diferenciados de docentes en función del nivel de uso que hacen de las TIC. De los cuatro, el perfil que mayor número de docentes agrupa es el que hace referencia a un uso poco frecuente de la tecnología; son docentes que emplean escasamente la tecnología y esta es de una gama muy reducida.
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Soetan, Aderonke Kofo, and Adesina David Cokerb. "University lecturers’ readiness and motivation in utilizing online technologies for instructional delivery in Kwara state, Nigeria." World Journal on Educational Technology: Current Issues 10, no. 4 (March 24, 2019): 165–81. http://dx.doi.org/10.18844/wjet.v10i4.4080.
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This study examined university lecturers’ readiness and motivation towards nutilizing online technologies for instructional delivery in Kwara State, Nigeria. The study adopted a survey research design. A total of 254 lecturers drawn from three universities within Kwara State, Nigeria represent the sample for the study. Four research questions were raised to guide the study. The results reveal that lecturers do access online technologies, however at a relatively low extent. Respondents are relatively ready to utilize online technologies in teaching and learning situations and they are also motivated to utilize online technologies in instruction. There is no difference between male and female lecturers readiness to use online technologies for instructional delivery. Both the male and the female lecturers were quite motivated in using online technologies to pass instruction. Based on the findings, it was concluded that university lecturers in Kwara State were relatively ready and highly motivated to utilize online technologies for instructional delivery. The implication of the study is that online technologies could be easily integrated into education with ease. It was recommended that lecturers should develop more interest in online technologies and find more ways they can be incorporated into teaching and learning. Keywords: Online technologies, Utilization, Readiness, Motivation, Instructional delivery, Lecturers, Nigeria.
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Liu, Zhengxia, Jie Hua, and Zixu Zhang. "Scaffolding Instruction in Virtual Language Learning." Journal of Language Teaching and Research 13, no. 2 (March 1, 2022): 386–91. http://dx.doi.org/10.17507/jltr.1302.20.
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In the digital age, language learning by way of Internet technology has been popular among learners and the traditional classroom teaching is being replaced by virtual learning due to the pandemic. The upcoming technologies presenting a number of challenges for language teachers are changing teaching and learning environment. The models of virtual language learning require learners to be more cooperative to construct their own learning pace. A new scaffolding instruction is booming in terms of language education to promote linguistic and academic development. Different from the traditional classroom education, it is necessary for instructors to provide scaffolds for the students to enter the situation, set up a support and explore the differences with independence. The effect of good scaffolding instruction can optimize the virtual language learning in such aspects as cooperative learning and quality control and facilitate the learners’ development on critical thinking with the ultimate purpose of independent learning.
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Shunevych, B. I., H. S. Drapalyuk, and N. I. Pyndyk. "INNOVATIVE COMPUTER TECHNOLOGIES IN FOREIGN LANGUAGES INSTRUCTION AT UKRAINIAN HIGHER SCHOOLS." Ukrainian Journal of Information Technology 2, no. 1 (2020): 73–78. http://dx.doi.org/10.23939/ujit2020.02.073.
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The global process of transition to the information society, as well as economic, political and social changes that accompany it, accelerate the reform of the Ukrainian education system. First of all, it concerns providing access to education and training for all people who have the necessary skills and knowledge. The effective solution of these problems is facilitated by distance and blended learning, carried out on the basis of modern pedagogical, information and telecommunication technologies. In the article the ways of organizing blended teaching/learning of foreign languages in Ukrainian higher education institutions (HEI) are analyzed; types of software used for creating educational materials by means of innovative computer technologies to organize blended language learning are revealed; the prospects of using electronic materials of known platforms of online courses for teaching languages as supplements to distance courses compiled by the lecturers of the Department of Foreign Languages at Lviv Polytechnic National University on the basis of Lviv Polytechnic virtual learning environment (VLE) are considered. Materials of research are as follows: dissertations, scientific papers, materials of Ukrainian and international scientific and practical conferences, published by lecturers of foreign languages at Ukrainian higher education institutions, as well as web pages of these institutions and software for compiling educational materials. On the basis of the analyzed materials, partially presented in the article, it was revealed that for organization of blended learning the lecturers of Foreign Language Departments at HEI, in addition to traditional educational materials for full-time study (manuals, dictionaries, audio and video recordings, etc.), actively use: electronic materials compiled by means of different types of tools in open access; portal materials for language learning; distance courses or their elements compiled by means of the VLE of their educational institutions; educational materials of the platforms of mass open online courses (MOOC). Lecturers of the Department of Foreign Languages at Lviv Polytechnic National University have used MOOC for their students teaching since January 2019. English language practical classes, held at Lviv Polytechic for the first year students, demonstrated that the students using successfully the materials of distance course, compiled by the lecturers of the Department of Foreign Languages for their students, can improve better their knowledge of the language than the rest students. The further researches will be concerned to description of the techniques for organization of foreign languages blended learning by incorporating the materials of the MOOC platforms in the course of classes with full-time and part-time students.
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Ramachandran, Subhadra. "Integrating New Technologies into Language Teaching: Two Activities for an EAP Classroom." TESL Canada Journal 22, no. 1 (October 1, 2004): 79. http://dx.doi.org/10.18806/tesl.v22i1.167.
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In its position statement, the International Reading Association states that technology needs to be an integral part of literacy instruction. This article describes two ways of integrating technology into an EAP curriculum that focuses on building students' reading and writing skills. . In essence, the goal of the article is to demonstrate that teachers can quite easily integrate the existing content with assignments and activities that involve the use of technology without necessarily adding new pieces to the curriculum.
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Alani, Taye Rasheed Rasheed, Omotayo Olabo Obielodan, Amos Ochayi Onojah, Aderele Shadrack Omotayo, Adenike Aderogba Onojah, and Ndaceko Joel Alasan. "Relationship between Sciences and Education Lecturers’ Perceived Use of Mobile Technologies for Instruction." Media Komunikasi FPIPS 21, no. 1 (April 1, 2022): 39–48. http://dx.doi.org/10.23887/mkfis.v21i1.41141.
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Mobile technologies enable both education and science lecturers to provide the educational materials to their students on mobile technologies. But many science and education lectures educators were likely not using mobile technology to its maximum potential. The objectives were to examine the relationship between science and education lecturers and the effect of specialisation in the use of mobile technologies for instruction. The study was a descriptive research of survey type. 160 respondents were randomly selected for this study from the faculty of science and education. Frequency, percentage, multiple regression, and ANOVA were used for the analysis. The findings established that a positive relationship exists between science and education lecturers in the use of mobile technologies for instruction. It was recommended that lecturers should be encouraged to explore different ways in which mobile technologies can be used in teaching and learning.
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Gvelesiani, Ana, and Ketevan Khuskivadze. "Modern Approaches to Spanish Language Teaching, Blended Learning." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (June 24, 2019): 57–65. http://dx.doi.org/10.22333/ijme.2019.13007.
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Every language is a living organismand cannot be taught through the application of only theoretical or practical tools. Therefore, the integration of modern approaches in foreign language instruction takes on a particular importance. Along with the development of online technologies, modern foreign language classes are gradually undergoing changes and modifications. Introduction of online learning is one of such significant changes. There are various forms of online learning, including blended (online) learning, which represents a synthesis of classroom and online education. The present work sets forth the priorities of blended learning, which distinguish the blended approach from other methods of foreign language instruction. The work also includes the results of the student survey conducted to find out whether the Spanish language students actively use online means, in addition to classroom learning and how they view the idea of putting the blended learning model in place.
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Wei, Dan Dan, and Le Xing Qiu. "Research on Key Technologies of Multimedia Courseware Operation Based on Authorware." Applied Mechanics and Materials 443 (October 2013): 571–75. http://dx.doi.org/10.4028/www.scientific.net/amm.443.571.
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Development and making of multimedia courseware also become the focus of instruction and research. This paper researches several key technologies in making multimedia courseware based on Authorware software, including multimedia materials loading, PowerPoint file calling, full screen realization and screen resolution recovery, program package, etc,In order to better reflect the Authorware multimedia teaching courseware making characteristics and function.
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Garstki, Kevin James, Chris Larkee, and John LaDisa. "A Role for Immersive Visualization Experiences in Teaching Archaeology." Studies in Digital Heritage 3, no. 1 (August 16, 2019): 46–59. http://dx.doi.org/10.14434/sdh.v3i1.25145.
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As archaeologists continue to utilize digital 3D visualization technologies, instruction can also benefit from purpose-driven uses of these data. This paper outlines a pilot project that used previously captured 3D data in a large-scale immersive environment to supplement the instruction of basic archaeological concepts to an undergraduate introductory anthropology class. The flexibility of the platform allowed excavation trenches to be investigated in three-dimensions, enhancing the understanding of excavation methods and providing additional insight in the choices of the excavators. Additionally, virtual investigation of the artifacts provided a way for students to interact with objects on the other side of the world in a more complete way. Instructor-led immersive virtual experiences have significant potential to widen the interest in archaeology and enhance the instruction of archaeological concepts. They allow students to interact with the content, guided by an expert, and in the presence of each other. While the facilities are not available at every university at the current time, the cost effectiveness and ability to deliver these experiences via head-mounted displays represents an exciting potential extension for complementary self-paced, yet guided, exploration.
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Jing, Chen. "Innovative Pedagogical Teaching Technologies: Content and Characteristics." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 252–67. http://dx.doi.org/10.31470/2415-3729-2018-8-252-267.
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The article is devoted to the problem of innovative pedagogical teaching technologies, implemented in the institutions of higher education, namely their content and characteristics. Analysing the problem, it was found that the term «educational technologies» is very common in science and education, and there are different approaches to its determination. The author of the article defines that «educational technologies» can be represented in three aspects, namely: scientific-methodological and descriptive, processual effective. It is noted in the article that, determining the structure of the category of «educational technologies», the scientists refer to its conceptual part, substantive, procedural and methodological and software support; they have singled out the basic methodological principles and criteria to be met by educational technologies. It is also noted in the article that the technical information technologies develop the idea of a programmed instruction associated with the unique capabilities of modern computers and telecommunications. The main goal of modern information technologies study is to prepare students for a full life in the informational society. The leading principles, as the basis for educational technologies introduction to higher educational institutions, are: the principle of orientation clearly and thoroughly defined goals; the principle of chosen training; the principle of subjectivity training; the principle of variability study; the pedagogical competence principle; the principle of professional similarities and borrowings; the principle of corresponding human nature. The author of the article defined that the methods of NIT training suppose: a traditional learning model; an alternative learning model. The modern educational technologies are discussed in the article and it gives the reason to believe that now they develop the idea of programmed study, which is associated with the unique capabilities of modern computers and telecommunications. The author of the article makes a conclusion that studies of many authors suggest that the main goal of modern information technology education is to prepare students for a full life in the information society. In author’s opinion, the newest modern technologies are the technologies of mobile learning, based on the intensive use of modern mobile equipment and technologies.
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Kusuma, I. Putu Indra. "EFL teachers’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia." Studies in English Language and Education 9, no. 1 (January 17, 2022): 203–21. http://dx.doi.org/10.24815/siele.v9i1.21239.
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The implementation of online English instruction in remote areas during the COVID-19 pandemic, which mandates school closures, remains unknown, especially given these areas’ reputation for inadequate educational facilities. Additionally, the preparations, implementation, and challenges experienced by English as a Foreign Language (henceforth, EFL) teachers in rural areas remain unclear. This study therefore aimed at exploring the experiences of EFL teachers in rural areas on (1) their readiness for conducting online teaching, (2) their implementation of online teaching, and (3) the challenges during the implementation of online teaching due to the COVID-19 pandemic. The research was conducted in Indonesia with eight English teachers in rural schools. This study was a qualitative study that employed a phenomenological study approach and used semi-structured interviews to collect the data. The findings indicate that EFL teachers, during this pandemic time, were able to conduct fully online English teaching because they possessed sufficient knowledge of English instruction using technology. Additionally, these teachers might leverage various technologies and adapt those tools to transform their usual face-to-face English instruction into online instruction. Nonetheless, these teachers in rural schools frequently encountered challenges with internet connectivity, student-owned technology devices, student enthusiasm, and student netiquette when enrolling in online English teaching. Additionally, this article discusses some practical considerations for implementing online English teaching during a pandemic.
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Zhang, Jingjing. "Computer Assisted Instruction System under Artificial Intelligence Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (March 16, 2021): 4. http://dx.doi.org/10.3991/ijet.v16i05.20307.
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In order to promote the development of intelligent teaching system, artificial intelligence technology is combined with computer assisted instruction (CAI) system to produce intelligent CAI (ICAI), and the design of ICAI is studied in order to facilitate the application and implementation of intelligent teaching system. First, there is an introduction of the basic concepts, related theories, and implementation principles of ICAI. Then, the requirements of ICAI are analyzed in detail on the basis of studying the relevant technologies required by ICAI, including the functional and non-functional requirements. The subsystem is set based on the different needs of the target users (administrator, teacher, and student users). Finally, the general and functional structure of ICAI are designed, and there are tests for the system functions. The results show that the system takes Java Server Pages (JSP) as the development language, Struts2 as the technical framework, and SQL Server 2008 as the back-end database, which realizes a teaching platform mainly for teachers, students, and administrators. After testing, the overall operation of the system is good, and the functional test results of the login module, homework release, and learning resource upload meet the software design requirements. The response time of the system prolongs, the number of users who can’t successfully log in grows, and the utilization of server central procession unit (CPU) and memory utilization both increase, which are caused by the increasing number of concurrent users. The results indicate that the combination of CAI and artificial intelligence (AI) technology can meet students’ online teaching demands, break the time-space limitation of traditional teaching, and provide important reference value for the reform of teaching mode and the improvement of teaching quality
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Buonviri, Nathan O., and Andrew S. Paney. "Technology use in high school aural skills instruction." International Journal of Music Education 38, no. 3 (March 1, 2020): 431–40. http://dx.doi.org/10.1177/0255761420909917.
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In this study, we investigated the use of digital technology for aural skills instruction in Advanced Placement Music Theory (APMT) classes in the United States. Our research questions focused on which technologies teachers use for aural skills, how they incorporate them, and what influences their decisions to use them. We created, piloted, and distributed a survey electronically to a stratified sample by state of 866 instructors. Participants who completed the survey ( N = 317, response rate = 36%) were current APMT teachers representing 48 states. Of the 91% of respondents who used digital technologies for teaching aural skills, 93% used websites, 47% used software programs, and 38% used mobile apps. Participants incorporated technology for student practice outside class (93%) and during class (78%), and to present new material during class (55%). Of those who did not use technologies ( n = 29), 41% cited lack of funds and 34% cited lack of class time. Participants noted that technology can provide extra practice for students and customization for their needs, but that students’ lack of access and limitations of the programs may temper these benefits. Implications for pedagogical practice and music teacher training are discussed.
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Wagner, Monika-Natalia, and Umeda Ovezova. "The use of Internet technologies in the implementation of offline teaching a foreign language to students of non-linguistic universities." KANT 35, no. 2 (June 2020): 199–204. http://dx.doi.org/10.24923/2222-243x.2020-35.41.
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The article discusses the use of Internet technologies in the implementation of autonomous foreign language teaching for students of non-linguistic universities. The analysis of various pedagogical approaches to the definition of the category of "autonomous learning" as a special type of educational activity. The possibilities of using ICT in the process of offline learning a foreign language for students of non-linguistic universities are described. The advantages of using the Internet when teaching a foreign language are given, the means of instruction, the types of independent work when using information technologies, information technologies are identified. A model of the educational process organization on the basis of students' educational autonomy using Internet technologies is presented, examples of the corresponding exercise system using Internet technologies are substantiated and given.
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Leigh, Jacqueline, Cristina Vasilica, Richard Dron, Dawn Gawthorpe, Elizabeth Burns, Sarah Kennedy, Rob Kennedy, Tyler Warburton, and Catherine Croughan. "Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies." British Journal of Nursing 29, no. 10 (May 28, 2020): 566–69. http://dx.doi.org/10.12968/bjon.2020.29.10.566.
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During the current coronavirus pandemic, undergraduate nurse teaching is facing many challenges. Universities have had to close their campuses, which means that academics are working from home and may be coping with unfamiliar technology to deliver the theoretical part of the undergraduate nursing curriculum. Emergency standards from the Nursing and Midwifery Council have allowed theoretical instruction to be replaced with distance learning, requiring nursing academics to adapt to providing a completely virtual approach to their teaching. This article provides examples of tools that can be used to deliver the theoretical component of the undergraduate nursing curriculum and ways of supporting students and colleagues in these unprecedented times.
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Genc, Zeynep. "The opinions of primary school teachers’ candidates towards material preparation and usage." Cypriot Journal of Educational Sciences 11, no. 2 (June 28, 2016): 70. http://dx.doi.org/10.18844/cjes.v11i2.899.
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Instruction materials help students to acquire more memorable information. Instruction materials have an important effect on providing more permanent and simple way of learning in every step of education. Instruction materials are the most frequently used by primary school teachers. Primary school teachers should support their lectures with instruction materials in order to provide permanent learning. The Teaching Technologies and Material Designing (TTMD) course which is one of the compulsory courses that students must take aims to acquire students the information and skills related with the preparation and use of materials. Evaluation of TTMD course is important in terms of the effectiveness of the course which provides the opportunity of motivating the students to learn by attracting their attention, keeping their attentions alive, making abstract concepts more concrete, facilitating the acquisition of knowledge in an organized way in the process of learning and teaching. In this context, it was aimed to determine the opinions of students in the department of primary school teaching about preparation and use of materials through teaching practice which is done within TTMD course in this study. This study is a descriptive study based on qualitative data. The sample of this research included 37 students from the department of primary school teaching who took TTMD course in the second semester in 2014-2015 academic year at Ataturk Education Faculty of Near East University or students who took this course in previous academic years. The data of this research were collected with structured interview form. According to the results, it was revealed that primary school teachers’ candidates attach importance to prepare and use materials based on their answers about the use and preparation of materials in instruction. When the opinions of primary school teachers candidates about the criteria that they give value in preparing and using materials, it was figured out that they emphasize the criteria such as suitability for student level, suitability for aim, simplicity and easy comprehensibility. Furthermore, the results indicated that primary school teachers’ candidates mostly experience difficulty in finding suitable materials and tools for the aim. It was also revealed that the majority of primary school teachers’ candidates stated that they will use materials and a few of them indicated that they will not use materials since they find materials as insufficient based on their answers about the question asking if they will use the materials which they prepared in TTMD course when they begin teaching profession. Keywords: primary school, primary teaching candidates, teaching technologies and material designing (TTMD) course, material design, instruction materials
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D’Agostino, Jerome V., Emily Rodgers, Sinéad Harmey, and Katherine Brownfield. "Introducing an iPad app into literacy instruction for struggling readers: Teacher perceptions and student outcomes." Journal of Early Childhood Literacy 16, no. 4 (July 25, 2016): 522–48. http://dx.doi.org/10.1177/1468798415616853.
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There is a critical need, according to national policy statements in the United States, to integrate information and communication technologies into instruction, and yet research about the effect of such integration on the literacy learning of at-risk populations is scant. In addition, barriers exist that prevent teachers from realizing the goal of information and communication technology integration. To address this issue, we conducted a mixed-methods study to investigate the effects of LetterWorks, an iPad app, on the letter learning of 6- to 7-year-old children in an early literacy intervention, Reading Recovery. We present empirical evidence about the effects of the integration of this iPad app into literacy instruction for struggling learners and we describe teachers’ perceptions about the affordances and challenges of integrating this app into their instruction. Despite the positive effects of the iPad app on the letter learning of the children in the treatment group, teachers identified a misfit between their beliefs about literacy teaching and learning and the app as a barrier to their continued use. We suggest that the successful uptake of information and communication technologies into literacy instruction may depend, at least in part, on whether and how well training addresses the coherence between the information and communication technology itself and teachers’ theories about teaching and learning.
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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
Full textAbstract:
Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
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SEITOVA, M., and Z. ZHUMATAYEVA. "TEACHING ENGLISH DURING THE COVID-19 PANDEMIC." Iasaýı ýnıversıtetіnіń habarshysy 124, no. 2 (June 15, 2022): 233–42. http://dx.doi.org/10.47526/2022-2/2664-0686.19.
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On account of the worldwide Covid-19 pandemic, the move online learning amid the quarantine has different negative impacts on teachers and learners. On the point of the failure to adjust bodily instruction strategies to remove instruction, and the incapacity to plan modern teaching forms has led to pressure and tension being exerted on learning experience; this rings true for students. The present research focuses on exploring the challenges and opportunities of online education while learning English as a Foreign Language (EFL). In consequence, historical process of online education and importance of online education while learning EFL are briefly summarized, and challenges and opportunities of online education, possible security problems faced by online learners and purposes of learners' use of social media are discussed in this research. A questionnaire adapted from Becker (2019), titled ‘E-learning Questionnaire’ was used in the study. 87 students studying at Foreign Languages Teaching department at Khoja Akhmet Yassawi International Kazakh-Turkish University in Kazakhstan participated in the study. The results of this study show that all participants have been using the Internet for years. Most of the participants improve their English language skills through the Internet, and they mostly prefer portable digital technologies to access the Internet. Easy access to updated English resources, learning at one’s personal space, flexibility, and eliminating travel and accommodation costs are among the opportunities of e-learning mostly agreed by the participants. The main challenges of online education are social isolation, not getting instant feedback, negative attitudes towards online education, planning difficulties as a result of lack of self-study habits, and fear of using digital technologies resulting from lack of technical training and support.
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Gyagenda, AbdulSwamad. "Integration of Modern ICTs as Modes of Instruction for Islamic Education in Higher Institutions of Learning." Interdisciplinary Journal of Education 4, no. 2 (December 31, 2021): 133–45. http://dx.doi.org/10.53449/ije.v4i2.62.
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Islamic education has largely been taught using traditional methods. The world has changed in so many aspects of life. Technology has affected all sectors including the teaching-learning environment. Use of electronic materials to search for knowledge and using multimedia for content creation can no longer be separated from education. These developments have to bring a paradigm shift in the mode of instruction of Islamic education in the contemporary world. In this paper, there’s an analysis of the existing literature about the ICT use in the teaching-learning environment. The researcher recommends a blend and balance between the traditional methods and use of modern technologies to enhance the instruction of Islamic education.
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Housseine, Bachiri. "ICT-Based Instruction amid COVID-19: The Case Study of Faculty of Sciences and Technologies, Tangier (FSTT)." Linguistic Forum - A Journal of Linguistics 2, no. 4 (December 30, 2020): 27–32. http://dx.doi.org/10.53057/linfo/2020.2.4.4.
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This paper contextually endeavors to grant insights and perceptions on the teaching of English for Specific purposes (ESP) through ICT-based instruction amid COVID-19 at the Faculty of Sciences and Technologies in Tangier (FSTT). To avoid total curriculum disruption, the FSTT urgently declares online learning, which has palpably manifested a plethora of pitfalls primarily pertinent to logistics according to the study results. Drawing on previously published materials, the use of quantitative research analysis allows the researcher to empirically unravel different challenges and educational gaps among the research population. The findings of the survey indicate that more investment should be made at the level of research in order to enable ICT- based instruction to be more regulated, yet most importantly properly managed. By so doing, students’ motivation and interaction tremendously augment as they become more genuinely and actively engaged in the teaching/learning process.
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Sevilla-Pavón, Ana, and Kyria Rebeca Finardi. "Pandemic Language Teaching: Insights from Brazilian and International Teachers on the Pivot to Emergency Remote Instruction." Journal of Language and Education 7, no. 4 (December 14, 2021): 127–38. http://dx.doi.org/10.17323/jle.2021.11676.
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This article reflects on the experiences of language teachers from Brazil, Spain, France, Cyprus, Costa Rica and Taiwan during the pivot to emergency remote/online instruction during the 2020 pandemic. The research question motivating the study was what language teachers’ perceptions regarding online teaching during the pandemic were. Data were analyzed qualitatively, contrasting data from a questionnaire shared in an asynchronous online form with data from focus group interviews carried out via videoconferencing. The analysis of the questionnaire data showed that the vast majority of respondents used different digital technologies to teach online, both synchronously and asynchronously, but felt unprepared to work in this modality, mostly because of lack of institutional support and training. The analysis of the focus group interviews suggested that most teachers expressed concerns as to the limitations of online teaching for interaction and exams. In addition, some teachers displayed negative attitudes towards online teaching due to the lack of preparation and institutional support. This was aggravated by political implications of migrating to online education that could result in precariousness of the teacher profession. The positive aspects highlighted were the possibility of developing more self-directed and autonomous learning, as well as experimenting with different technologies and approaches. Overall, the analysis of the data suggests that, after the pandemic and with due preparation and support, some of the digital technologies and approaches experimented with will be incorporated into pedagogical practices in blended approaches, which represent a real trend and possibility for language teaching in the post-pandemic context.
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Blake, Mara Rojeski, and Catherine Morse. "Keeping your options open." Reference Services Review 44, no. 3 (August 8, 2016): 375–89. http://dx.doi.org/10.1108/rsr-05-2016-0033.
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Purpose Technologies for teaching abound, but many of them are proprietary systems and software that require institutional and individual subscriptions for use. Instructors and librarians in higher education have open source and free options for many types of teaching technologies. While some of these technologies are free to users, open source goes beyond that and makes the source code that runs it available as well. These provide more options to enhance teaching. Design/methodology/approach This paper will provide an overview of the open source landscape and evaluate free and open source technologies of potential use in the college or university classroom. Findings The paper found a number of free and open source tools appropriate for teaching and learning in higher education. These tools may possibly generate savings over proprietary tools, but could have other costs such as additional learning investment or require hosting. Additionally, free and open source technologies provide students with knowledge about tools that they can continue to access after graduation. Libraries have a role in connecting their constituencies to these tools. Originality/value The paper provides descriptive information about a variety of tools for teaching and learning in higher education, as well as examples from the literature of how the tools might be integrated into the classroom and into library instruction.
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Liu, Mingzhu, and Xian Mu. "Analysis of Computer Network Technology on New Media Problem-Based Learning (PBL) Teaching Method." Wireless Communications and Mobile Computing 2022 (July 12, 2022): 1–10. http://dx.doi.org/10.1155/2022/3235078.
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Today’s skill development can support modern technologies to understand in a simple manner. The teaching methods with problem-based learning (PBL) have improved exploration of collaborative inquiry. The deep understanding of concepts is possible with computer network technology through critical analysis. The reasoning, decision, and defending concepts are solving unfamiliar directions of teaching methods. The computer network technologies are making PBL efficient with teaching method. The 3 factors like learning goals, projecting elements, and teaching practices are maintained by computer network technology. This study solely uses students from one major as the experimental subjects, ignoring the fact that students from other majors have diverse logical thinking styles. As a result, the author will raise the sample size and kind of study items in the next research project. Structuralism is a scientifically educational paradigm that, with its particular vision of information, learning, and students, has become the theoretical foundation of teaching and has offered theoretical direction for many instructors’ instruction. MBPBL learning paradigm outperforms standard PBL and its N-Gain score is obtained as N- Gain > 70 , 30 ≤ g ≤ 70 , and N- Gain < 30 . Training and teaching methods must also be updated on a regular basis. As an emerging technology in the realm of education, virtual reality (VR) technology may assist instructors in implementing immersion instruction. The virtual environment provided by virtual reality technology transcends time and place, allowing students to master new skills in a new “real” setting.
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Ariyan, Margarita. "Implementation of a Teacher̕ s Individual Style in the Process of Foreign Language Instruction." Nizhny Novgorod Linguistics University Bulletin, no. 49 (March 31, 2020): 149–65. http://dx.doi.org/10.47388/2072-3490/lunn2020-49-1-149-165.
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The article deals with the problem of implementing an individual style of teacher activity in the process of foreign language instruction. The purpose of the article is to raise awareness of the need to correlate professional qualities, temperament, and individual style of teacher activity with specific properties and teaching potential of various means and technologies in foreign language teaching. It is noted that the productivity of a teacher’s activities depends on how successfully her individual intellectual, emotional, and other characteristics are harmonized with the nature of the pedagogical tasks she undertakes. The ability of a teacher to make an informed choice of tools and teaching technologies presented in modern methodological literature is associated with formation of a number of professional skills: the ability to evaluate the methodological potential of a given training tool or technology; to analyze a textbook based on selected criteria: to take into account the learning conditions and characteristics of students, etc. Internal reflection that allows the teacher to become aware of her own mental characteristics can provide an important criterion for choosing methods, techniques, and technologies that are organic for the teacher. The article considers various individual styles of activity, largely determined by the characteristics of a teacher’s temperament, and the author concludes that they need to be taken into account when choosing means and technologies for training. The ability to reflect on one’s own psychological characteristics and to develop an individual style of teaching is thus seen as a most important professional quality of a foreign language teacher. The article presents a thorough analysis of the issue, complete with practical and theoretical provisions related to employing professional and personal characteristics of a foreign language teacher in the educational process. It is stated that the effectiveness of a teacher’s professional activity is determined not only by her methodological training but also by her ability to resolve contradictions between her own natural tendencies, personal characteristics, and the nature of situations that take place in the educational process. The article considers various individual styles in terms of performance and identifies both the factors that determine the individual style of the teacher and aspects of the teacher’s professional activity that depend on the chosen style of teaching. In conclusion, the author emphasizes the importance and urgency of researching and developing practical ways for teachers to choose the optimal type of the learning process within given conditions, taking into account the needs of students and the characteristics of their own personality.
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De la Campa Portela, R. M., and A. Bocanegra. "New technologies as tools to support maritime technical english teaching – A revision of current use." EuroCALL Review 12 (September 16, 2007): 13. http://dx.doi.org/10.4995/eurocall.2007.16360.
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<p>The new information and communications technologies must become a standard tool in supporting language teaching within the context of the university. The use of such technology was not widely accepted until very recently. This was probably due to, among other factors, the lack of available equipment in centres as well as the lack of expertise in operating such equipment on behalf of the instructor. The initial reluctance by language teachers in general, and maritime English teaching in particular, to incorporate the new technologies into their teaching and learning methodologies has been overcome, as there are signs of significant improvement and innovation in adapting to these new teaching tools. This article presents an overview of the ways in which maritime English teaching is currently adapting to the new teaching context of ICT, computer labs, and simulations, taking into consideration their need to provide instruction through a common language in order to improve the quality, safety and security of maritime operations.</p>
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Tsehelska, Maryna. "English language instruction for clip thinkers." Філологічні студії: Науковий вісник Криворізького державного педагогічного університету 19 (May 23, 2019): 189–96. http://dx.doi.org/10.31812/filstd.v19i0.2331.
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The advent of modern technologies has dramatically changed human perception and influenced the development of clip (fragmented) thinking in younger generation. Fragmented thinking reflects various properties of objects without taking into account relations between them. Clip thinking is contrasted with linear model, which is characterized from operational point of view by linear thinking. It helps to put in order the already acquired knowledge and operate with it at a higher level.
As both ways have their advantages and disadvantages, they have to be taken into account in up-to-date planning and materials development for language teaching. For this materials have to be compiled in a brain-friendly manner as the information has to be constantly reviewed and recycled. The process of learning has to be structured on the cognitive model of knowledge processing, which is based on the four phases of learning – impressing, memorizing, authorization and initiation. They take into account the neurophysiological mechanisms of human perception and allow building robust constructions in the brains of language learners, from where the information can be easily accessed.
Information has to be presented visually and texts for reading need to be creolized and contain several meaning making models at once. The interaction between visual and verbal parts in creolized texts becomes a basis for the transmission of meaning. Such clip thinking considering teaching tools will greatly enhance the perception of language learners and lead to the development of linear thinking in clip thinkers.
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Azevich, Alexey I. "Virtual reality: educational and methodological aspects." RUDN Journal of Informatization in Education 16, no. 4 (December 15, 2019): 338–50. http://dx.doi.org/10.22363/2312-8631-2019-16-4-338-350.
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Problem and goal. Virtual reality in education is used as the information space, in which the student can not only obtain the necessary information, but also enter into the contact with the fictitious objects. Sinking (immersion) into the educational medium helps students to acquire the habits of interaction with the virtual objects, to develop methods of collective collaboration and to find confidence in the course presentation of its own projects. The process of creating the resources with the elements of interactivity, and also the selection of the necessary instrument means is a technological and a systematic problem for the teachers, who are mastering new information technologies. The purpose of the article is construction and substantiation of the effectiveness of the model of the use of technologies of virtual reality in the course of the instruction of schoolchildren in the system of additional formation. Methodology. The development of the model of the use of technologies of virtual reality in the instruction of students in the extra-curriculum activity was accomplished on the basis of the complex data analysis, obtained in the course of conducting the approval developed educational methods materials in the system of additional formation, structuring of information, generalization of the results of a study. Results. The didactic possibilities of the technologies of virtual reality were identified in the course of the instruction of students in the system of additional formation. The theoretical substantiation is given the need of applying the virtual reality as a means of the development of creative thinking in students and an effective tool of the creation of the immersive training medium. On the basis of a study working program has been prepared, as well as teaching aid and systematic recommendations for the teachers, who use technologies of virtual reality for conducting the training exercises. Conclusion. The results of the conducted investigation made it possible to make a conclusion about the effectiveness of the use of technologies of virtual reality in the system of additional formation. It is ensured by the goal-directed application of the corresponding model of instruction and system of instrumental and teaching aids. The application of virtual reality, different technologies of imitation simulation not only contributes to the development of the algorithmic and creative thinking of students, but also to the maximum disclosure of their intellectual potential.
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Kahveci, Gül, Nergüz Bulut Serin, and Osman Akkus. "Using a tablet-mediated intervention for teaching pre-addition skills to children with autism." Journal of Education and Learning (EduLearn) 17, no. 1 (February 1, 2023): 35–43. http://dx.doi.org/10.11591/edulearn.v17i1.20509.
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Nowadays, tablets and their applications are part of the children’s daily lives. These digital educational activities can become a potent educational tool for efficient and effective in neurotypical as well as children with autism spectrum disorder (ASD). Tablets and their applications allow children to take advantage of new learning platforms and effectively learning through activities in learning domains, such as mathematics. In the present study representational-abstract sequencing instruction in the form of explicit instruction used with the help of mobile technologies. The aim of this study is to match the semi-concrete visual drawings with the correct abstract mathematical pre-addition expressions. Findings suggest using a tablet mediated intervention is effective teaching to match the semi-concrete visual drawing with the correct abstract mathematical expression. Implications for practice and future research are discussed.
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Nugroho, Arif, and Rahima Fitriati. "Flipped Learning Instruction and Pragmatic Competence: A Case of English for Accounting Students." English Learning Innovation 2, no. 1 (February 8, 2021): 1–9. http://dx.doi.org/10.22219/englie.v2i1.14646.
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Twenty-first century English language teaching is the witness of advanced Information and Communication Technology (ICT). Integrating digital technologies in English teaching activities is a prerequisite to enhance learning efficacy and achieve the goal of English communicative competence. Hence, this study examines the impact of flipped learning instruction on pragmatic competence of a group of English for specific purposes students’, i.e. English for Accounting. This pre-experimental study was conducted in ten meetings by involving 36 English for Accounting students of a public university in Surakarta Indonesia as the participants. Drawing on a Discourse Completion Test (DCT) and Focus Group Discussion (FGD), the results portrayed that there was a significant difference between the results of pre-test and post-test on DCT, meaning that the students’ pragmatic competence significantly improved after participating in the flipped learning instruction. An FGD was further conducted to reveal the students’ attitudes about the practice of flipped learning and the results indicated that they positively perceived the implementation of the teaching model in English for Accounting class. These results contribute to offering fruitful insights for teachers and future researchers about the practice of flipped learning instruction in English language teaching, particularly in the context of English for specific purposes. Keywords: English for Accounting, Flipped Learning, Pragmatic Competence
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Cai, Hong. "Cognitive Computation in Ideological and Political Classroom Teaching Based on Digital Sensor Technology." Computational Intelligence and Neuroscience 2022 (July 18, 2022): 1–12. http://dx.doi.org/10.1155/2022/8723327.
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Numerous new ideas and concepts have changed the behavior and value orientation of university students as a result of the internet’s rising popularity on college campuses. This study performs research on digital sensor technologies in order to enhance the intelligent effect of ideological and political classroom instruction. In addition, this study combines the fast Fourier transform principle to enhance digital sensor technology, digital sensor and cognitive computation technology to investigate the ideological and political classroom teaching process, and the actual situation of the ideological and political teaching to digitally process the ideological and political teaching process. In addition, this study employs sensor technology to convey data and digital sensor technology to increase the quality of ideological and political classroom instruction by enhancing the traditional teaching paradigm. In addition, on this premise, this study conducts a performance evaluation of the system, primarily focusing on the digital effect and the enhancement of ideological and political teaching quality. In conclusion, this study proves its teaching system through test research. According to the test results, the intelligent teaching method described in this study has a certain practical effect.
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Khaloufi, Az-eddine, and Hicham Laabidi. "An Examination of the Impact of Computer Skills on the Effective Use of ICT in the Classroom." Indonesian Journal of EFL and Linguistics 2, no. 1 (May 18, 2017): 53. http://dx.doi.org/10.21462/ijefll.v2i1.29.
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The purpose of this paper is to examine the effect of computer skills on the successful integration of Information and Communication Technologies (ICTs) in Moroccan higher education institutions. Actually, the survival of these institutions in the expansion of modern technologies depends on their readiness to qualify professors and students to implement ICTs for educational objectives. Because of the significant role that computer technologies play in today’s job markets, higher education institutions are required to provide the most appropriate learning and teaching conditions for both professors and students to make effective use of these new technologies within classroom practices. The findings revealed that teachers consider ICTs very essential in their teaching. However, there are low levels of computer technology integration in teaching processes. This lack of computer technology use in instruction is attributed to several factors. One of these various factors is teachers’ computer skills. It has been found that there are statistically significant differences between professors’ use of ICT with respect to their computer skills, F (4,158) = 32.776, p<0.05.
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Yang, Chunye. "A Study on Blended Learning of High-quality Translation Courses in the Post-epidemic Era." E3S Web of Conferences 253 (2021): 01073. http://dx.doi.org/10.1051/e3sconf/202125301073.
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In 2020, COVID-19 swept the globe. The whole world faced up with unprecedented challenges. For example, millions of students cannot go back to their campus. Chinese government advocated “No suspension for the class!” Thanks to information technologies, universities and colleges started online learning on various online learning applications, such as Tencent Conference, QQ, Rain Class, Chaoxing. Now in the post-epidemic era, we have to think of the influence of information technology and internet on teaching since it makes distance teaching and learning possible. Blended leaning is a good example of combining face-toface instruction and online learning. Blended learning is a popular distance teaching method currently because it provides flexibility to teachers and learners. This paper studied on blended learning of high-quality translation courses so as to highlight merits of blended learning and what factors should be focused with blended learning. “The most commonly quoted benefits are continuous learning, time saved and reduced travel costs[1]”. This paper finds out: blended class is popular; most teachers and students give positive respond to blended classes; developing a high-quality translation courses needs institutions, teachers and students to do a lot. This paper also summarizes the merits of blended learning as: flexibility in learning environments, continuous learning, supplement for face-to-face instruction, and lubricant among institutions, teachers and students. By blending, teachers should focus on the content, new technologies, and effect of face-to-face instruction; students should focus on cultivating critical thinking ability, controlling learning pace and managing time.
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Radecki, William. "Blended Learning for Emirati Women." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 1 (June 1, 2005): 37–55. http://dx.doi.org/10.18538/lthe.v2.n1.03.
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This paper describes a blended learning course for Emirati women combining face-to-face instruction with heavy use of distance learning technologies such as videoconferencing, email and a “virtual classroom”. Instructors conducted action research in order to 1) improve course design and teaching methods, 2) share distance teaching insights with colleagues, and 3) advise institutional authorities on IT resource management. Results of the study are presented, and conclusions about the suitability and efficacy of distance learning for Emirati women are offered.
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Keengwe, Jared, and Joachim Jack Agamba. "Course Management Systems Integration into Course Instruction." International Journal of Information and Communication Technology Education 8, no. 2 (April 2012): 72–80. http://dx.doi.org/10.4018/jicte.2012040106.
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The emergence of e-learning tools such as Course Management Systems (CMS) offer instructors a practical means to transition from face-to-face to blended delivery modalities that could better serve the needs of digital learners. However, instructors fail to take advantage of such existing modern classroom technologies to provide better learning experiences for their learners. Part of this is due to the lack of a system to determine the underuse of technological tools in a CMS. This project focused on examining the degree of Moodle technology integration into course instruction to support effective student teaching and learning by three instructors. This article stimulates reflections on pedagogical experiences with regard to course content material and instructor practices. The study illustrates that instructors and learners can believe technology is being used well in a CMS course site when the opposite is true.
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Debs, L., B. Hubbard, and M. Zimpfer. "Teaching of emerging technology in construction education." IOP Conference Series: Earth and Environmental Science 1101, no. 8 (November 1, 2022): 082032. http://dx.doi.org/10.1088/1755-1315/1101/8/082032.
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Abstract As technology becomes ubiquitous in the architecture, engineering and construction (AEC) industry, there is a need to evaluate how construction education is incorporating technology in the undergraduate curriculum. Given recent trends, we are especially interested in emerging technologies that facilitate AEC integration. In the first phase of the study, a scoping review of literature was used to identify publications related to eight emerging construction-related technology types. Following, the second phase focused on how these emerging technologies were taught in construction education. Of the 58 papers identified in the second phase, the overwhelming majoring discussed technology as pedagogical aid to improve visualization, while only 10 focused on instruction about the technology itself. Some technology types did not have any education specific publications identified by the researchers. Emerging themes from the data also suggest alignments between drones and surveying, and robotics and programming and computational thinking. A majority of the papers mention several technology types and Building Information Modelling (BIM), suggesting an integrated view of emerging construction technology. We conclude the review by suggesting the need for more publications related to teaching of new technology, so that instructors can share best practices in integrating them into the construction curriculum.
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Gayeta, Norrie E. "TECHNOLOGY-ORIENTED SCIENCE INSTRUCTION APPROACHES AND STRATEGIES." International Journal of Research -GRANTHAALAYAH 7, no. 5 (May 31, 2019): 202–7. http://dx.doi.org/10.29121/granthaalayah.v7.i5.2019.840.
Full textAbstract:
Science education has been identified as an effective instrument toward the attainment of goals for global competitiveness. Thus, science teachers need to be conversant with different strategies suited for the best classroom interaction. According to Sorden [1] pedagogy on technology integration creates contexts for authentic learning. New technologies when integrated in a meaningful ways will enhance the production of knowledge and the communication and dissemination of ideas. It is in this context why the researcher intended to determine the approaches and strategies utilized in technology oriented-science instruction. Descriptive research method was used in this study with researcher-made questionnaire as the main data gathering instrument which was complemented by interviews. Respondents were 35 science teachers from Oblates of Saint Joseph schools. Weighted mean was the statistical tools used to treat gathered data.
Results revealed that science teachers often utilized discussion, collaborative, experiential, reflective, metacognitive and expository practices and approaches in technology-oriented science instruction. Results also indicated that the use of simulations and blended learning were moderately utilized in teaching science. Study recommended that science teachers should be provided with more in-service trainings and seminars relative to teaching-learning resources for technology oriented science instruction particularly on the use of simulations, and blended learning, and the resources for these should also be available for teachers use.
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Savage, Robert, and Yolande Pompey. "What does the evidence really say about effective literacy teaching?" Educational and Child Psychology 25, no. 3 (2008): 21–30. http://dx.doi.org/10.53841/bpsecp.2008.25.3.21.
Full textAbstract:
This paper is shaped by the question: What does the evidence really say about effective literacy teaching? The studies reviewed come from a systematic meta-analysis of randomised control (RCT) design studies, and other closely related relevant research available in English. The aforementioned question was applied to the areas of reading accuracy and phonics; reading comprehension; reading fluency; spelling; and educational technologies. Findings in the area of reading accuracy and phonics suggest that although the evidence exists on the positives results of phonics instruction, more research is needed on the different approaches (e.g. synthetic, analytic). Eight strategies in reading comprehension are briefly explored. It is concluded that the research in this area is relatively weak, as few RCT studies exist in this domain. Similar findings were evident in the area of reading fluency, and spelling. The research in the area of educational technologies proved to be the weakest explored. Of the few studies found, the research seems to imply that educational technologies do not enhance the reading success of the learner. However, recent and more rigorously designed research highlight preliminary results in this area that appear to show promise.