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Journal articles on the topic 'Education technologie'

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Author: Grafiati

Published: 11 March 2023

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1

Blanchard, Marianne. "BENOIST (Pierre), Une histoire des instituts universitaires de technologie (IUT)." Histoire de l'éducation, no. 148 (December 31, 2017): 213–16. http://dx.doi.org/10.4000/histoire-education.3826.

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2

Dieuzeide, Henri. "Reinventer La Technologie De l'Education." International Review of Education 32, no. 3 (September 1986): 285–93. http://dx.doi.org/10.1007/bf02426063.

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3

Shomirzayev, M. Kh. "Developing Educational Technologies In School Technology Education." American Journal of Engineering And Techonology 02, no. 07 (July 30, 2020): 51–57. http://dx.doi.org/10.37547/tajet/volume02issue07-08.

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4

NOVOTNÝ, Jan. "COMPUTER TECHNOLOGY IN SCIENCE EDUCATION." Journal of Technology and Information 3, no. 2 (August 1, 2011): 59. http://dx.doi.org/10.5507/jtie.2011.028.

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5

SERAFÍN, Čestmír, and Jana DEPEŠOVÁ. "DIGITALIZATION AND DIGITAL TECHNOLOGY IN EDUCATION." Trends in Education 11, no. 2 (December 21, 2018): 68–77. http://dx.doi.org/10.5507/tvv.2018.015.

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6

BAUDET, JEAN C. "La Technologie est une Science Humaine." European Journal of Engineering Education 18, no. 3 (January 1993): 293–99. http://dx.doi.org/10.1080/03043799308923247.

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7

Leung, Stephen Y. Y., Cindy C. Y. Law, Sonam Maghera, and Daniel Goubran. "A Time to Talk about Technology – Discussion about Medical Technology with the ATIME Group at The Ottawa Hospital." University of Ottawa Journal of Medicine 5, no. 2 (November 2, 2015): 67–69. http://dx.doi.org/10.18192/uojm.v5i2.1307.

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ABSTRACT:In recent years, the use of technology in medicine has become increasingly common. Medical technology has the potential to introduce innovative solutions to clinical problems and supplement current methods of medical education. Advancements in Technology In Medical Education (ATIME) at The Ottawa Hospital is dedicated to discovering and sharing advances in technology with the medical community, as well as promoting the appreciation and use of technology in the next generation of physicians.RÉSUMÉ:Au cours des dernières années, l’utilisation de la technologie en médecine est devenue de plus en plus commune. La technologie médicale a le potentiel d’introduire des solutions innovatrices à des problèmes cliniques et de compléter les méthodes actuelles en éducation médicale. Advancements in Technology In Medical Education (ATIME) à L’Hôpital d’Ottawa est dédié à la découverte et au partage des progrès en technologie avec la communauté médicale, ainsi que voué à la promotion de l’appréciation et de l’utilisation de la technologie dans la prochaine génération de médecins.

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8

Șestacov, Andrei. "Cyber Security Deficiencies in the Education Environment." Homo et Societas 5 (2020): 141–49. http://dx.doi.org/10.4467/25436104hs.20.010.13243.

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Information technologies have already radically transformed the communications and information technology sectors, trade, media, and the education sector, especially education, which is on the top priority. Digital technologies will radically change the way data is sent and retrieved, will allow immediate and real-time feedback from students, will facilitate access to education through distance learning, will allow new service providers to enter traditional markets education. Thus, a diligent and well planned implementation of cyber security, as well as information security of information networks of educational institutions will provide a definite competitive advantage in the information environment. In the context of a dynamic information environment prone to large-scale cyber-attacks, in which cybercriminals are using increasingly advanced methods to implement attack vectors that are undetectable and difficult to neutralize, this scientific study is designed to protect data and security of your institutions as well as to ensure the confidentiality of your students and teachers. Whether we are talking about large or small educational institutions, this study provides a series of recommendations on the secure use of social networks with a minimum set of measures needed to prevent cyber-attacks as well as reduce the damage caused in case of attacks. At the same time, it will examine the best practices in the online environment, effectively analyze the privacy settings of mobile devices and present some top tips for the secure use of social networks. The study aims to comply with the following minimum set of measures in order to prevent cyber-attacks in educational institutions, and reduce the damage caused in the event of attacks. Cyber-bezpieczeństwo w obszarze edukacji Technologie informacyjne radykalnie przekształciły sektory komunikacji, handlu, mediów i edukacji. Technologie cyfrowe zmienią sposób przesyłania i wyszukiwania danych, umożliwią natychmiastową informację zwrotną od uczniów w czasie rzeczywistym oraz ułatwiają dostęp do edukacji poprzez kształcenie na odległość. Zatem rzetelne i dobrze zaplanowane wdrożenie cyberbezpieczeństwa, a także bezpieczeństwa informacyjnego sieci informacyjnych placówek oświatowych zapewni zdecydowaną przewagę konkurencyjną w środowisku informacyjnym. Artykuł ma na celu przedstawienie środków zapobiegawczych przeciw cyberatakom w placówkach edukacyjnych i ograniczania szkód wyrządzanych w przypadku takich ataków.

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9

Wrońska, Marta. "Technologie informacyjne w edukacji – stan obecny i perspektywy ich zastosowania." Lubelski Rocznik Pedagogiczny 36, no. 4 (August 22, 2018): 11. http://dx.doi.org/10.17951/lrp.2017.36.4.11.

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10

Damphousse, Jolyane, Audrey Groleau, and Ghislain Samson. "Réalisation d’une démarche d’analyse technologique par des élèves de science et technologie au secondaire : trois cas de figure." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 3 (September 30, 2021): 624–47. http://dx.doi.org/10.53967/cje-rce.v44i3.4195.

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L’analyse technologique consiste à examiner un objet pour en comprendre le fonctionnement. Dans cet article, nous étudions comment des élèves du secondaire procèdent lorsqu’ils effectuent une démarche d’analyse technologique en classe de science et technologie. Les observations et entretiens réalisés auprès de douze élèves montrent qu’ils procèdent d’au moins trois manières différentes, que nous avons appelées « dissection séquentielle » (démonter l’objet en entier, puis tenter d’en comprendre le fonctionnement), « dissection par systèmes » (démonter l’objet partiellement pour comprendre l’articulation de ses systèmes) et « dissection en spirale » (démonter une pièce à la fois en tentant de comprendre sa fonction). Mots-clés : analyse technologique, dissection mécanique, science et technologie

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11

Matulewski, Marek. "NEW TECHNOLOGIES IN THE SOCIAL AND EDUCATION SPHERES ON THE EXAMPLE OF THE POLISH HUNTING ASSOCIATION." Ekonomiczne Problemy Usług 131 (2018): 255–64. http://dx.doi.org/10.18276/epu.2018.131/2-24.

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12

Lebeaume, Joël. "Construction de la technologie pour l'ecole moyenne en France : Un aperçu historique." Canadian Journal of Science, Mathematics and Technology Education 3, no. 1 (January 2003): 83–99. http://dx.doi.org/10.1080/14926150309556553.

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13

PAWLUK-SKRZYPEK, AGNIESZKA, and IWONA BŁASZCZAK. "Nowoczesne technologie a uczniowie z dysleksją – możliwości i zagrożenia." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 23 (December 15, 2018): 235–47. http://dx.doi.org/10.14746/ikps.2018.23.14.

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Agnieszka Pawluk-Skrzypek, Iwona Błaszczak, Nowoczesne technologie a uczniowie z dysleksją – możliwości i zagrożenia [Modern technologies and students with dyslexia – opportunities and threats]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 235-247. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.14 The article focuses on the issue of the possibility of using modern technologies in the education and pedagogical therapy of students with developmental dyslexia. The article draws attention to the difficulties experienced by students with developmental dyslexia in contact with modern technologies due to the specificity of their functioning, which consists in the fact that their problems “do not manifest themselves only within the letter system, but apply to all character systems (symbols), which exist to denote (naming, ordering) the existing reality. This also applies to codes that regulate the use of certain symbols, in other words – dyslexia causes difficulties with the use of symbols and the abstraction and application of rules for the use of these symbols. Both letters and numbers, notes, Morse code, numeric time stamping, etc”.

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14

Bekhti, Mohammed. "Conception D'un Filtre Passe-Bas En Technologie Microruban." International Journal of Electrical Engineering & Education 34, no. 2 (April 1997): 133–40. http://dx.doi.org/10.1177/002072099703400204.

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15

Tomaszewska, Grażyna B. "Nowe media i technologie cyfrowe a kształcenie interpretacji." Jednak Książki. Gdańskie Czasopismo Humanistyczne, no. 10 (December 28, 2018): 117–35. http://dx.doi.org/10.26881/jk.2018.10.09.

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The article analyses the relations which exist between the hopes related to the use of education of new media and digital technologies and the specifics of Polish Language teaching. The paper shows the complexities of such relations by means of the problem of using new technologies as tools which help to teach complex skills, such as interpretation. The article indicates the optimistic suggestions steming from the Internet interpretative practice and the limitations connected with it in the case of teaching interpretative competences. The paper includes the outcome of an experiment which directly tested the new media and digital technologies in the process of teaching the skill of interpretation.

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16

Tenorth, Heinz-Elmar. "Der Erzieher als Techniker, die Technologie der Pädagogik." Vierteljahrsschrift für wissenschaftliche Pädagogik 95, no. 4 (December 5, 2019): 467–83. http://dx.doi.org/10.30965/25890581-09501043.

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Abstract The Educator as a Technician, the Technology of Pedagogy The article reconstructs the ambivalent history of dealing with the metaphor of technology between educational philosophy, practical knowledge of educationalists and empirical educational research. The sharp rejection of technology and a relatively unproblematic reflection and use of pedagogical technologies characterize the historical situation. The diagnosis of the simultaneity of technology deficit and technology verdict has redefined the subject and above all has shown that, despite new research, there is still no universally recognized understanding of the practices of education or clarity about the connection between knowledge, science and action in basic theory and educational philosophy. The metaphor codes fractions, but complicates the formation of theory.

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17

GALANCIAK, SYLWIA, ANNA WEISS, and MIRIAM JUDGE. "Technologie mobilne jako nośnik zmiany – w opinii nauczycieli z czterech krajów europejskich." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 23 (December 15, 2018): 203–20. http://dx.doi.org/10.14746/ikps.2018.23.12.

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Sylwia Galanciak, Miriam Judge, Anna Weiss, Technologie mobilne jako nośnik zmiany – w opinii nauczycieli z czterech krajów europejskich [Mobile technologies as a carrier of change – in the opinion of teachers from four European countries]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 203-220. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.12 The article presents partial results of qualitative research conducted among 83 respondents (28 teachers and 55 students) from four European countries, using tablets to work at school. The aim of the research was to recognize the scope of application of mobile technologies by teachers and students and also their opinions on the usefulness of these technologies as a support in the process of education. An image of teachers and students, who realistically assess the advantages and disadvantages of tablets, and who redefine their role in the educational process, emerges from the individual interviews and focus conversations.

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18

Nowak, Ewa. "Dydaktyka online i semi-online: jak stosować technologie cyfrowe w nauczaniu filozofii i etyki." Filozofia Publiczna i Edukacja Demokratyczna 1, no. 2 (July 31, 2018): 24–43. http://dx.doi.org/10.14746/fped.2012.1.2.2.

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Internet access and semi-online teaching methods seem to be useful in a scientific and technological education. How efficient they can be in a philosophical and sociomoral education? Experiencing of full inclusion and open discourse are preconditions of moral and democratic education. I show supporting opportunities for semi-online teaching by giving an exemple that is based o story from A. Schopenhauer.

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19

Vincent, Suzanne, Catherine Garnier, and Lynn Marinacci. "Les pratiques éducatives en sciences et en technologie: Points de vue d'enseignants et d'enseignantes." Canadian Journal of Science, Mathematics and Technology Education 6, no. 2 (April 2006): 119–43. http://dx.doi.org/10.1080/14926150609556692.

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20

Wojcieszak, Eric, and Abdelkarim Zaid. "L'accompagnement en sciences et technologie à l'école primaire : entre médiation didactique et médiation d'expertise scientifique." RDST, no. 13 (October 24, 2016): 103–32. http://dx.doi.org/10.4000/rdst.1328.

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21

Chartier, Anne-Marie. "LEBEAUME Joël (2008). L’enseignement des sciences à l’école. Des leçons de choses à la technologie." Recherche & formation, no. 59 (December 1, 2008): 165–66. http://dx.doi.org/10.4000/rechercheformation.676.

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22

PEXA, Petr. "HTML5 IN EDUCATION AT THE DEPARTMENT OF COMPUTER SCIENCE OF THE FACULTY OF EDUCATION AT THE UNIVERSITY OF SOUTH BOHEMIA, ČESKÉ BUDĚJOVICE, CZ." Journal of Technology and Information 5, no. 3 (December 1, 2013): 54–59. http://dx.doi.org/10.5507/jtie.2013.035.

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23

Neufville, Richard de. "Technologie et politique au MIT: la formation par la recherche aux U.S.A." European Journal of Engineering Education 9, no. 3-4 (March 1985): 221–24. http://dx.doi.org/10.1080/03043798508903623.

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24

McDougall, Douglas. "Une génération de la Revue canadienne de l'enseignement des sciences, des mathématiques et de la technologie." Canadian Journal of Science, Mathematics and Technology Education 20, no. 4 (December 2020): 588–91. http://dx.doi.org/10.1007/s42330-020-00125-3.

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25

Lebeaume, Joël. "Une intervention didactique décisive : le choix des objets-produits par les professeurs de technologie en collège." Recherche & Formation 46, no. 1 (2004): 23–42. http://dx.doi.org/10.3406/refor.2004.2051.

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26

Soler, Julien, and Pascale Trompette. "Une technologie pour la santé : traces et expertises." Revue d'anthropologie des connaissances Vol 4, 2, no. 2 (2010): 323. http://dx.doi.org/10.3917/rac.010.0323.

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27

Mardakhayev, L. V. "INFORMATION TECHNOLOGIE AND THEIR IMPACT ON PROFESSIONALLY-ORIENTED SOCIALIZATION STUDENTS OF THE HIGHER EDUCATION INSTITUTION." BULLETIN Series of Pedagogical Sciences 70, no. 2 (June 25, 2021): 32–38. http://dx.doi.org/10.51889/2021-2.1728-5496.04.

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The article reveals the essence of professionally-oriented socialization of a student at the higher education institution, which determines the formation of his/her identity as a specialist for professional purposes. The result of socialization is characterized – is to be socialized. Internal and external factors that significantly affect the process of socialization are identified and characterized. The analysis of the influence of distance-learning technologies on profession-oriented socialization of students, including such factors as sociocultural environment of a higher educational institution, teaching and extracurricular work with students, as well as teaching staff, is presented. As a result of the study, logical conclusions are made that, in the process of professional formation of the student, complex identification changes occur in it, due to professional and personal socialization.

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28

Geimer, Claude. "Institut Superieur de Technologie: Institution of Higher Technical Education of the Grand‐Duchy of Luxemburg." European Journal of Engineering Education 20, no. 1 (January 1995): 91–105. http://dx.doi.org/10.1080/0304379950200113.

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29

Shomirzayev, M. Kh. "Technology Of Educational Process In School Technology Education." American Journal of Social Science and Education Innovations 02, no. 07 (July 30, 2020): 212–23. http://dx.doi.org/10.37547/tajssei/volume02issue07-28.

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30

Minulina, Alsu Rafaelevna. "Education and Technology Entrepreneurship: Projects, Technologies, and Evaluation." Journal of Advanced Research in Dynamical and Control Systems 12, SP3 (February 28, 2020): 608–15. http://dx.doi.org/10.5373/jardcs/v12sp3/20201298.

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31

Opatrný, Dominik. "K etickým aspektům tzv. autoplagiátů: Aneb technologie zpracování vědeckého recyklátu." Caritas et veritas 5, no. 1 (March 30, 2015): 42–50. http://dx.doi.org/10.32725/cetv.2015.006.

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32

Guzikova, Zaneta, and Dusan Kostrub. "DIGITAL TECHNOLOGIES USED BY CHILDREN IN KINDERGARTEN." Slavonic Pedagogical Studies Journal 11, no. 2 (September 2022): 310–19. http://dx.doi.org/10.18355/pg.2022.11.2.12.

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Today's children have become the first generation where their entire development takes place in an age full of information and digital technologies. This led us to identify opinions related to the use and mastery of digital technologies in teaching among children completing compulsory pre-primary education. We investigated and interpreted the view of the teaching process with digital technologies from the perspective of the research subjects. We applied a qualitative methodology and the investigation had a hermeneutic character with the use of a narrative interview, direct and indirect observation. We found that the child manages and controls digital technologies and places himself / herself in the role of an expert in their management and control. We suggest that educators rethink the way that children are learning, the way that they teach children and how teachers create a suitable digital learning environment. We will formulate the following research findings into recommendations for teachers' pedagogical practice to ensure their pedagogy.

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33

TRIGANO, PHILIPPE. "Self-Regulated Learning in a TELE at the Universite de Technologie de Compiegne: an analysis from multiple perspectives." European Journal of Education 41, no. 3-4 (September 2006): 381–95. http://dx.doi.org/10.1111/j.1465-3435.2006.00272.x.

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34

Fortin, Jean-Claude, and Gandayi Gabudisa Busugutsala. "Le contexte politico-administratif du Zaïre: incidence sur l'efficacité du coopérant et le transfert de la technologie nord-américaine." Canadian Journal of Education / Revue canadienne de l'éducation 14, no. 3 (1989): 311. http://dx.doi.org/10.2307/1495361.

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35

Darley, Bernard. "Christine Couture & Liliane Dionne (dir.). La formation et le développement professionnel des enseignants en sciences, technologie et mathématiques." RDST, no. 2 (December 31, 2010): 275. http://dx.doi.org/10.4000/rdst.350.

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36

Terlon, Claire. "Attitudes des adolescent(e)s à l'égard de la technologie [Une enquête internationale]." Revue française de pédagogie 90, no. 1 (1990): 51–60. http://dx.doi.org/10.3406/rfp.1990.1396.

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37

Gaha, Raoudha, Pierre-Marie Nicolet, Matthieu Bricogne, and Benoit Eynard. "TEACHING EXPERIMENTS FOR ENGINEERING EDUCATION BASED ON CLOUD CAD SOFTWARE." Proceedings of the Design Society 1 (July 27, 2021): 2951–60. http://dx.doi.org/10.1017/pds.2021.556.

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AbstractToday we live a high increasing digitalization in industry 4.0. As part of the evolution of CAD solutions on the market, there is a particular interest in new generation software which are distributed as Software-as-a- Service (SaaS) such as Onshape, 3D Experience, Fusion 360, etc. In order to prepare engineering students for integrating such software within the Université de Technologie de Compiègne (UTC), a further practicing study is carried out in this paper. This study aims to identify, analyze, experiment, evaluate and compare the capacities of Cloud-based CAD solutions on the market and in scientific research work in order to define potential benefits for their implementation in mechanical engineering education. Therefore, we tested two use scenarios of the two Cloud-based software; Onshape and Fusion 360 on a case study. Then, we discussed the comparison results.

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38

Marec, Claude-Émilie, Christian Tessier, and Simon Langlois. "Évolution du sentiment d’efficacité des enseignants du primaire ayant suivi un programme de formation et d’accompagnement en sciences et technologie." Canadian Journal of Science, Mathematics and Technology Education 19, no. 4 (August 16, 2019): 351–66. http://dx.doi.org/10.1007/s42330-019-00058-6.

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39

Karimifar, Banafsheh, Aline Germain-Rutherford, Sarah Heiser, Martina Emke, Joseph Hopkins, Pauline Ernest, Ursula Stickler, and Regine Hampel. "Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers." TESL Canada Journal 36, no. 3 (December 30, 2019): 55–81. http://dx.doi.org/10.18806/tesl.v36i3.1321.

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In this article, we present the initial results of the first phase of our international Research Network, which sets out to revisit the current needs of language teachers in terms of training to achieve the integration of technology within their educational contexts. We focus on the type of needs and their order of priority from the viewpoint of English as a Second/Foreign Language (ESL/EFL) teachers and suggest some recommendations for training programs. These data, collected via an online questionnaire distributed in several countries, were analyzed quantitatively and qualitatively in relation to participants’ perceptions of needs regarding language education technology, as well as participants’ perceptions of the “ideal” teacher, and their relation to the use of technology. Results indicate that despite overall satisfaction regarding training received, many teachers mention their need for a posttraining follow-up. They also express interest in developing “learning task design” skills and in exploring course management platforms such as Moodle. Furthermore, while most participants fully or partially agree with the relationship between technology and excellence in language teaching, their definition of the “ideal” language teacher rarely includes the use of technology. A shift in “ideal” teacher beliefs seems, therefore, necessary for better adoption and use of technology in language education. Dans cet article, nous présentons les premiers résultats de la phase initiale d’une étude effectuée par notre Réseau international de recherche, qui vise à réexaminer les besoins actuels des professeurs de langues en termes de formation sur l'intégration de la technologie dans leur propre contexte éducatif. Nous mettons l’accent sur les types de besoins et leur ordre de priorité du point de vue des professeurs d’anglais langue seconde/langue étrangère (ESL/EFL) en proposant plusieurs recommandations pour les programmes de formation. Les données ont été collectées par le biais d’un questionnaire en ligne distribué dans plusieurs pays, et ont fait l'objet d'une analyse quantitative et qualitativement par rapport aux perceptions des participants sur les besoins en matière de technologie de l'enseignement des langues. Le questionnaire interroge aussi les participants sur leur perception de l'enseignant « idéal », et leur relation avec l'utilisation de la technologie. Les résultats indiquent que malgré la satisfaction générale concernant la formation reçue, de nombreux enseignants mentionnent leur besoin d'avoir un suivi. Ils expriment également leur intérêt à développer des compétences en conception de tâches d’apprentissage et à explorer des plates-formes de gestion des cours comme Moodle. En outre, bien que la plupart des participants reconnaissent un lien positif entre la technologie et l'excellence dans l'enseignement des langues, leur définition du professeur de langues « idéal » inclut rarement l'utilisation de la technologie. Il semble donc nécessaire que les croyances relatives à la définition du professeur de langue « idéal » évoluent afin de favoriser l’adoption et l’usage de la technologie dans l’enseignement de langues.

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40

Mackenzie, Donald. "Produire des comptes : finitisme, technologie et application de la règle." Revue d'anthropologie des connaissances 3, 2, no. 2 (2009): 207. http://dx.doi.org/10.3917/rac.007.0207.

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41

Lemaître, Denis. "Zaid, A. (2017). Élaborer, transmettre et construire des contenus. Perspective didactique des dispositifs d’éducation et de formation en sciences et technologie." Recherche & formation, no. 87 (April 30, 2018): 132–34. http://dx.doi.org/10.4000/rechercheformation.3149.

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42

Hauf, Petra. "Neue methodische Ansätze zur Erfassung der Beziehung zwischen Wahrnehmung und Handlung in früher Kindheit." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 41, no. 4 (October 2009): 214–24. http://dx.doi.org/10.1026/0049-8637.41.4.214.

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Zusammenfassung. Die vorliegende Untersuchung zum Zusammenhang von Wahrnehmung und Handlung in früher Kindheit konnte unter Verwendung innovativer Eyetracking Technologie belegen, dass die aktive Handlungsausführung einen direkten Einfluss auf die nachfolgende Wahrnehmung von Handlungen anderer hat. Neun- und Elfmonatige betrachteten länger den Handlungsbereich in einem Video, wenn die Handlung mit einem Objekt ausgeführt wurde, mit dem sie bereits eigene Erfahrung gesammelt hatten (Experiment 1). Umgekehrt zeigte sich ein Einfluss von wahrgenommenen Handlungen auf die Ausführung eigener Handlungen. Beide Altersgruppen fokussierten bei der Betrachtung eines Videos länger auf das Handlungsobjekt als auf ein statisches Objekt und wählten in der nachfolgenden Handlungsphase das gleiche Objekt aus und spielten länger damit (Experiment 2). Die Befunde untermauern einen angenommenen direkten Zusammenhang von Wahrnehmung und Handlung bereits im ersten Lebensjahr.

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Ramesh, Sujatha, and Natarajan K. "Integrating Educational Technologies into Engineering Education in Indian Technical Universities." Journal of Advanced Research in Dynamical and Control Systems 11, no. 10-SPECIAL ISSUE (October 25, 2019): 125–31. http://dx.doi.org/10.5373/jardcs/v11sp10/20192783.

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Kulicke, Marianne, Peter Kaufmann, and Leo Urban Wangler. "Virtuelles Frühjahrstreffen 2021 des Arbeitskreises Forschungs-, Technologie- und Innovationspolitik der DeGEval. Die Förderung von Transformationsprozessen in der Forschungs-, Technologie- und Innovationspolitik – aber wie sind deren Wirkungen messbar?" Zeitschrift für Evaluation 2022, no. 01 (April 25, 2022): 137–42. http://dx.doi.org/10.31244/zfe.2022.01.13.

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Kulicke, Marianne, Peter Kaufmann, and Leo Urban Wangler. "Virtuelles Frühjahrstreffen 2021 des Arbeitskreises Forschungs-, Technologie- und Innovationspolitik der DeGEval. Die Förderung von Transformationsprozessen in der Forschungs-, Technologie- und Innovationspolitik – aber wie sind deren Wirkungen messbar?" Zeitschrift für Evaluation 2022, no. 01 (April 25, 2022): 137–42. http://dx.doi.org/10.31244/zfe.2022.01.13.

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Armstrong, C. J. "User Education in the Online Age: Third IATUL Seminar, Université de Technologie de Compiègne, France, 7–11 July 1986." Education for Information 4, no. 4 (October 1, 1986): 329–31. http://dx.doi.org/10.3233/efi-1986-4407.

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Lancereau-Forster, Nicole. "Variation de la perception de besoins langagiers dans un contexte d’IUT (Institut Universitaire de Technologie)." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT, Vol. XXXIII N° 1 (February 15, 2014): 151–67. http://dx.doi.org/10.4000/apliut.4222.

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Barroca-Paccard, Marco, Denise Orange Ravachol, and Pierre-Henri Gouyon. "Quelle prise en compte du concept de biodiversité dans les programmes français de sciences et technologie et de sciences de la vie et de la Terre ?" RDST, no. 18 (December 31, 2018): 59–78. http://dx.doi.org/10.4000/rdst.1980.

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Shomirzayev, Makhmatmurod Khuramovich. "Combined In Technology Courses Use Of Technologies." American Journal of Social Science and Education Innovations 03, no. 05 (May 31, 2021): 389–96. http://dx.doi.org/10.37547/tajssei/volume03issue05-70.

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The article highlights the essence of the formation of creative abilities in students through the use of integrated technologies in the organization of practical lessons in school technology education.

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Nxumalo, Fikile, and Wanja Gitari. "Introduction à la thématique spéciale portant sur le combat contre le racisme anti-noir dans la formation donnée en sciences, en mathématiques, en technologie et dans les STIM." Canadian Journal of Science, Mathematics and Technology Education 21, no. 2 (June 2021): 232–38. http://dx.doi.org/10.1007/s42330-021-00162-6.

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