Academic literature on the topic 'Teaching, aids and devices, bibliography'
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Journal articles on the topic "Teaching, aids and devices, bibliography"
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Roach, Patricia B., and Winifred Fraser. "Teaching about AIDS: An Annotated Bibliography." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 8 (April 1990): 348–50. http://dx.doi.org/10.1080/00098655.1990.10114125.
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Mrázek, Michal, Daniel Kučerka, Čestmír Serafín, and Hana Bučková. "Use of material teaching aids in teaching." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 23, no. 2 (2024): 111–21. http://dx.doi.org/10.54937/ssf.2024.23.2.111-121.
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The contribution focuses on material didactic means. We described the material didactic means in the work as teaching aids and technical devices. Subsequently, we outlined the possibilities of using material didactic tools in practice. In the end, experimental research on the use of material teaching aids is processed. In the conclusion, the possibilities of using material didactic aids in teaching at secondary industrial schools, secondary vocational schools and primary schools in Slovakia and the Czech Republic are shown.
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Faisal, Faisal, Damaiwaty Ray, Naeklan Simbolon, and Stelly Martha Lova. "STRENGTHENING TEACHER COMPETENCY IN UTILIZING EDUCATIVE DEVICES IN PAUD SEROJA DESA ARA PAYUNG." Journal of Community Research and Service 2, no. 2 (May 9, 2019): 219. http://dx.doi.org/10.24114/jcrs.v2i2.13151.
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AbstractThis mentoring program aims to improve teacher competency in utilizing educational teaching aids (APE) at the PAUD Seroja Desa Ara Payung. The stages of activities carried out through the mentoring program include: (1) mentoring the preparation of the Learning Implementation Plan (RPP) in PAUD, (2) mentoring on how to make educational teaching aids in PAUD, (3) mentoring how to use teaching aids in PAUD learning, (4) simulation in the form of lesson study on the use of educational teaching aids in PAUD, (5) open class/real teaching using educational teaching aids in PAUD learning, (6) monitoring and evaluation, and (7) follow-up. Based on the stages of the activities carried out, teacher competency can be improved in terms of formulation of the lesson plan, the making of educational teaching aids, and their effective use in learning in PAUD. Specific targets and outcomes generated through the mentoring program include: (1) the module for making educational teaching aids in PAUD learning, (2) educational teaching aids based on themes in PAUD learning, (3) teachers using educational teaching aids that will documented in the form of learning videos, (4) scientific publications in online ISSN journals and mass media. The method of implementing assistance is carried out through several stages, including (1) preparation, (2) implementation, (3) monitoring and evaluation, and (4) follow-up. With the method used, it is able to improve teacher competencies related to the use of educational teaching aids in the learning process effectively in PAUD.Keywords: Educative Teaching Aids, Teacher Competence, PAUD.
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Caton, Hiram. "Teaching Biopolitics to Humanities Students." Politics and the Life Sciences 5, no. 1 (August 1986): 113–21. http://dx.doi.org/10.1017/s0730938400001696.
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The article describes a course entitled “Biosocial Approaches to Political Theory,” which is currently being taught at Griffith University. Course orientation, pedagogy, assessment strategy, teaching aids, and course bibliography are described. The humanities milieu of the course produced collegial friction whose management by the instructor is discussed. The legitimacy dispute arising from the friction led to a public controversy in the national media. The politics of that dispute are analyzed.
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Kalashnikov, A. V. "Mnemonic Aids in Linguodidactic Discourse." NSU Vestnik. Series: Linguistics and Intercultural Communication 19, no. 4 (November 22, 2021): 93–102. http://dx.doi.org/10.25205/1818-7935-2021-19-4-93-102.
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The article examines modern English memory aids as part of linguodidactic discourse in teaching English, and the patterns of mnemonic devices represented by sentence, acronym, abbreviation and verse. The empirical material of the research incorporates 54 units. The focus is made on an extensive number of mnemonics compiled as a meaningful text and the patterns of the devices in the form of a sentence, and the mnemonic acronyms homonymous to general vocabulary, i. e. homoacronyms. At that, the mnemonic aids which are not similar to other words, are not so often used as mnemonic devices. The mnemonic devices in the paper have been studied on the basis of the English and Russian sources published in the 21st century.Mnemonic devices have become part of research only in recent years. Previously mnemonics were studied within the framework of pedagogical discourse in teaching Geography, Biology, Astronomy, History, and Music. In the present research the mnemonics related to teaching English were distributed by structure. Afterwards, mnemonic sentences and the mnemonics homonymous to the existing lexemes were identified. The analysis of the structures showed the domination of the mnemonics structured as sentences and homoacronyms. 54 units of mnemonics under study were presented in the form of 22 sentences, 3 verses, 17 acronyms and 12 abbreviations. The most common structure proved to be a sentence, while the least common one was verse. The mnemonics considered contained only 13 units which were not sentences or homoacronyms: 12 abbreviations and 1 acronym of primary nomination. The examination of the structures showed the domination of the mnemonics organized as a sentence or a homoacronym. The research confirms the assumptions made earlier on the frequent use of sentence mnemonics, which, as it turned out, exceed the shares of the other mnemonic patterns. In their turn, homoacronyms made up a larger share compared to acronyms and abbreviations with no reference to general English words or verse. Thus, we can consider these structures (sentences and homoacronyms) within English teaching as part of pedagogical discourse. To sum it up, while compiling mnemonic aids, preference should be given to sentences or homoforms based on the vocabulary, while verses and abbreviations might be used economically. The article has also revealed additional features of mnemonics, in particular applying asyndeton in acronyms and abbreviations, the average number of 3 or 4 components in a mnemonic aid. Studying such structures will contribute to examining shortened forms and functioning of mnemonics in linguodidactic discourse.
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Bancong, Hartono, Ana Dhiqfaini Sultan, Subaer Subaer, and Muris Muris. "Development and Students’ Perception on Teaching Aids of Photoelectric Effect Experiment Using Leds." Jurnal Pendidikan Fisika 7, no. 3 (August 26, 2019): 253–61. http://dx.doi.org/10.26618/jpf.v7i3.2332.
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The photoelectric effect experiment generally uses a very sophisticated and expensive apparatus. Some high schools and even universities in Indonesia cannot afford to conduct this experiment because of the high price of the apparatus. The purpose of this study was to develop a user-friendly, and cost-effective teaching aids which can be used to demonstrate the concepts of modern physics related to the photoelectric effect. The stages of this study employed the Four-D model, namely define, design, develop, and disseminate. Based on experts and practitioner evaluation, the developed teaching aids and practicum devices of photoelectric effect experiment were found to be valid and reliable. The results of the experiment by using this developed teaching aids of the photoelectric effect showed that there is a linear relationship between the stopping potential and the frequency of light emitted by the LED. These results are consistent with Millikan's experimental results, the first physicist who succeed in proving Einstein's hypothesis of the photoelectric effect, that in the photoelectric effect the stopping potential does not depend on the intensity of light but depends only on the frequency of light. In this study, the Planck’s constant value obtained is 6.408x10-34 J.s. Although this value is slightly smaller than the accepted value of Planck's constant that is 6.626x10-34 J.s, it is good enough considering the instrumental error occurred during the measurement of current and voltage. Furthermore, the students’ perception of the developed teaching aids and practicum devices of the photoelectric effects experiment are 74.9% (good) and 80.2% (very good), respectively. This indicates that the photoelectric effect experiment teaching aids and practicum devices that have been developed can be used to demonstrate and prove the concepts of modern physics related to the photoelectric phenomena correctly.Keywords: Teaching Aids, Photoelectric Effect, Students’ Perception
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Agrawal, Ajai. "Role of modern teaching aids and technologies in Ophthalmic teaching." Nepalese Journal of Ophthalmology 8, no. 2 (March 22, 2017): 192–95. http://dx.doi.org/10.3126/nepjoph.v8i2.17022.
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Clinical teaching in Ophthalmology is a big challenge. In the words of a senior professor, “I still remember those days when I used to be an undergraduate student of medicine in 1964-67 and later on as a post graduate in 1968-71, there used to be a batch of twenty to twenty-five students for OPD or indoor clinics for case presentations. The case was being shown on the indirect ophthalmoscope or slitlamp or in the operation theatre. Since it was not possible that all the students could see the patients individually by torch or on slitlamp or on any other device, therefore we had to rely most of the time on the statements of our teachers.” Now the scenario has entirely changed. All the equipments are attached with electronic devices and projection on computer monitor or much higher magnification, with the help of LCD projector, to larger group of students is possible. Thus, Ophthalmic teaching has become much easier and simpler because the teachers and the students see and discuss the same things together, at the same time. There is no need of giving the false consent of understanding when one has not comprehended what is being taught.
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Amoroso, N., D. A. Balladin, O. St C. Headley, I. A. McDoom, A. Parasram, K. Rampersad, and S. Shakeer. "Introduction of solar energy devices to secondary schools as teaching aids." Solar Energy 64, no. 1-3 (September 1998): 79–86. http://dx.doi.org/10.1016/s0038-092x(98)00042-5.
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Kanmani, T. "Assistive and Adaptative Devices in Inclusive Education." Shanlax International Journal of Arts, Science and Humanities 11, S1i2-Nov (November 20, 2023): 120–23. http://dx.doi.org/10.34293/sijash.v11is1i2-nov.7330.
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Assistive technology incorporates a variedchoice of tools and strategies that are intended to compensate for specific abilities. These can range from simple, low-tech devices such as crutches or specialized pen grips, to more advanced options like hearing aids or glasses. Inclusive classrooms can benefit from high-tech devices like computers with specialized software that assist dyslexic students in reading. The focus of this paper is to emphasize the rehabilitative and adaptive aspects of technology in the context of an inclusive classroom, as these technical aids and assistive equipment greatly enhance the effectiveness of the teaching and learning process.
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Ni Putu Intan Bidari and Made Vera Yanti. "VISUAL AIDS FOR TEACHING ENGLISH TO STUDENTS WITH AUTISM SPECTRUM DISORDER." JETA (Journal of English Teaching and Applied Linguistic) 2, no. 1 (June 21, 2021): 24–37. http://dx.doi.org/10.52217/jeta.v2i1.641.
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English is a language that is used by people around the world. Hence, it is necessary for everyone to learn it, including the students with special needs. This study aims to review the use of visual aids in teaching English for students with special needs, especially Autism Spectrum Disorder. The study is a library study that focuses on collecting theoretical and empirical studies about the use of visual aids in teaching students with ASD. Autism Spectrum Disorder is a neurological disorder that affects the function of the human brain. Visual aids are the tools or devices that are shown by the teacher in the classroom to help students understanding the learning materials. The study finds that the use of visual aids is effective for teaching English to students with Autism Spectrum Disorder. Therefore, teachers should consider using visual aids in teaching autistic students. This study is expected to give insightful information in educational fields.
Dissertations / Theses on the topic "Teaching, aids and devices, bibliography"
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Mona, Elmon Henis. "An application of multimedia in English Second Language mathematics and science classroom at George Mhaule Primary School in Mpumalanga Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1776.
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Duy, Nicole. "Revising instructional materials : uniformity among four revisers and their attention to learner data." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59883.
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Despite the emphasis that is placed on collecting learner data in formative evaluation, there has been little research to support its use in the revision of instructional materials. In addition, although the literature suggests that different revisers making changes to the same instructional materials will yield different revisions, little research has been conducted to confirm this. The present study addressed these two issues by having four instructional designers, acting as revisers, make revisions to a draft version of an instructional presentation while thinking aloud. A coding scheme was applied to the think-aloud protocols. Revisions were sorted using a product attribute categorization system consisting of three main categories central to evaluating instructional materials. The results suggest that revisers do give a considerable amount of attention to learner data when revising materials. In addition, there was a great deal of uniformity among the revisions that were generated by the different revisers.
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Tremblay, Diana. "Comparison of feedback generated by subject matter and learner experts during formative evaluation." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26344.
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The literature on formative evaluation advocates the use of both subject matter and learner experts to review instructional materials, yet there has been little research to support this recommendation. The present study investigates the distinguishing characteristics of these two expert reviewers, in particular the type and amount of oral feedback they produced and the cognitive processes they engaged in. The think-aloud method was employed to obtain feedback about a six page instructional unit from eight experts; four subject matter and four learner experts. Comments from the experts were transcribed, segmented and coded according to three coding systems. Results indicated that the two groups produced similar data. In addition, the findings showed that both groups referred to similar domains of knowledge, evoked or constructed similar plans and identified their task as detecting problems. These findings contradict the use of both types of experts during formative evaluation. Some practical recommendations for practitioners are offered.
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Bordonaro, Tino. "A comparison of the effectiveness cost and efficiency of four formative evaluation conditions /." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68074.
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This study compared the effectiveness, cost and efficiency of four formative evaluation conditions: (a) revision based on learner data (RLD), (b) revision based on expert data (RED), (c) revision based on both learner and expert data (RBD), and (d) revision without data (RND). Two more conditions were present in the study: materials in draft (MID) and no treatment (NT). The NT condition consisted of students who were tested without exposure to the instructional materials. The instruction that was formatively evaluated was a six-page article describing the relationship between diet and cancer. The article was written by chemistry professors for an "undergraduate chemistry course for non-science students". Undergraduates (n = 187) provided the effectiveness data. They randomly received one of the four formatively evaluated versions of the article, read the article, answered questions on an objective test, and indicated their confidence with respect to their responses. Professional revisors (n = 8) provided cost data. Each revisor provided cost estimates for all formative evaluation conditions. Efficiency was provided by combining effectiveness with cost data. Effectiveness differences were found between the MID and RLD, and the MID and RBD. The mean test scores, as well as the mean confidence-weighed test scores, of both RLD and RBD were significantly higher than those of the MID. Cost differences indicated three levels of cost. RND was the least costly formative evaluation condition. RLD and RED were equivalent in cost and more costly than RND. RBD was the most costly formative evaluation condition. With respect to efficiency, RLD was recommended. RLD was the least costly condition that was significantly more effective than MID. (Abstract shortened by UMI.)
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Goyette, Els Spekkens. "The effects of dictionary usage on text comprehension." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40129.
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The ability of dictionaries, either in printed or electronic form, to enhance text comprehension has not been systematically investigated. Consequently, in order to investigate whether dictionary support improves text comprehension, this study compared readers' first-language (L1) and second-language (L2) text comprehension across three dictionary conditions and two proficiency levels. Recall, dictionary usage and reading times were the measures employed. Subjects were anglophone members of the Canadian Armed Forces military personnel with high-intermediate to advanced French second-language skills.Procedural texts were used: subjects read both an L1 and an L2 text in each of three conditions: (a) no dictionary access; (b) access to hard-copy dictionaries; and (c) access to on-line computerized dictionaries. The number of words looked up varied greatly by language, by proficiency level and by dictionary modality, with a far greater number of words accessed in L2 than in L1, by intermediate- than by advanced-level readers and in the on-line rather than in the hard-copy dictionary condition. The variance in dictionary usage was explained by the two-way interactions between language, proficiency level and dictionary condition.
Reading times were higher for intermediate-level readers than for advanced-level readers, and when L2 rather than L1 texts were read. These reading time results are consistent with the patterns of dictionary consultation, where intermediate L2 reading produced the most look-ups.
Most readers expressed a preference for on-line dictionaries, reporting that the ease of access led to faster and better text comprehension, but this impression was not confirmed by the findings. Analyses of recall protocols indicated that there was no main effect for the type of dictionary consulted. Similar levels of recall were found on all passages read with access to dictionaries, regardless of the language of presentation. Significantly lower recalls were found on passages read with no access to dictionaries, with L2 recall lower than L1 recall. This study indicates that the type of dictionary accessed does not significantly influence comprehension. The high number of L2 dictionary look-ups does suggest that readers may use dictionaries to compensate for weaker second language vocabulary skills, resulting in similar levels of text comprehension across languages.
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MITCHELL, MYRNA LOU WILLIAMS. "A COMPARISON OF THE EFFECTIVENESS OF INNOVATIVE INSTRUCTIONAL METHODS UTILIZED IN LOWER DIVISION MATHEMATICS AS MEASURED BY STUDENT ACHIEVEMENT: A META-ANALYSIS OF THE FINDINGS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184030.
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Mathematics presents a stumbling block to many students, particularly those majoring in scientific fields, business administration, or elementary education. Improvement of student achievement in mathematics at the lower division college level is needed. Seven instructional methods were investigated in terms of student achievement: programmed instruction (P.I.), individualized instruction (I.I.), computer based instruction (CBI), laboratory and discovery methods (Lab), television (TV), audio-tutorial (A-T), and tutoring. The research questions were: (1) What is the relative effectiveness of the innovative instructional methods as measured by student achievement and compared to the traditional lecture method? (2) What is the relative effectiveness of the innovative instructional methods on students of differing ability and course levels. (3) What is the effectiveness of combinations of the innovative instructional methods? A meta-analytical approach was used. Studies comparing an innovative method to the lecture or to another innovative method were located, and the summary data in each were used to calculate an "effect size"--a standardized measure of the effectiveness of the innovative method--to which statistical procedures were applied. The meta-analysis found that (1) Relative to the lecture method, six of the innovative methods produced a positive effect on student achievement. The ranking of the methods in order of decreasing effectiveness was: tutoring, CAI, A-T, I.I., P.I., Lab, TV. (2) The most effective methods by level of course were: (a) Precalculus level: CAI, A-T, and tutoring; (b) Calculus level: tutoring, I.I., P.I., and A-T; (c) Foundations of Mathematics (elementary education majors): P.I.; Descriptive Geometry: TV. The most effective methods by ability level of the student were: (a) High ability: CAI and Lab; (b) Middle ability: CAI, I.I., and P.I.; (c) Low ability: P.I. and A-T. (3) The lack of empirical studies prevent a determination of the relative effectiveness of combinations of the innovative methods. Recommendations include the following: (1) Variation of instructional methods; (2) Incorporation of specific, effective elements of innovative methods into the lower division college mathematics instructor's repertoire; and (3) Empirical investigation of the effectiveness of combinations of methods and of various instructional methods on students of different ability levels.
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Latendresse, Lucille B. "Etude de l'habileté à utiliser un matériel pictographique pour comprendre des histoires, chez des enfants d'âge préscolaire." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72088.
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This study examined the ability of preliterate Kindergarten students to use pictographic sequences as cues in comprehending stories. Thirty-six children were trained to use a pictographic encoding for objects, actions, and spatial and temporal relations. Sequences of these pictographs were used to represent events and relations among objects. The children's use of the pictographic sequences in comprehending stories was investigated in three studies. Study 1 assessed the cuing effect of pictographic information that was available while children listened to stories. Study 2 assessed the cuing effect of pictographic information that was available to the children as they recalled a story to which they had listened previously. Study 3 assessed the cuing effect of pictographic information available during recall for stories in which the initial input for the stories was only pictographic information.Children's comprehension in telling or retelling a story was analyzed in terms of recall, recall and inference, and inference types of processing of semantic propositions according to Frederiksen's (1975) propositional analyses model. The analyses revealed that for all studies, most comprehension processing was of the joint recall and inference type. This result indicates that the children were attempting to comprehend the story, as opposed on the one hand to memorizing the story (as would be indicated by high recall) and on the other to producing a story (as would be indicated by high inference).
Study 1 revealed that looking at pictographic material during an oral presentation of the story did not facilitate comprehension as compared to an oral presentation only.
Study 2 revealed that the presence of pictographic material during recall production enhanced comprehension as compared to recall without such material being available. In this situation, pictographs appeared to serve as cues helping the subject to retrieve relevant information about the story.
Study 3 revealed that cuing facilitation of pictographic sequences during recall found in Study 2 also occurred when the story was initially presented by pictographic sequences alone.
The results of the three studies indicate that preliterate Kindergarten children can use pictographic sequences to augment their comprehension of simple stories presented orally, and that in certain situation they can comprehend such stories in a substantial manner from pictographic sequences alone.
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Nguyen, Luz Elena. "The use of reciprocal teaching as a mediational tool to enhance reading comprehension." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3278.
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The purpose of this project was to study how Reciprocal Teaching can best serve students in a third grade classroom for reading comprehension. A curriculum was developed to help the classroom teacher find a better way to teach reading comprehension using four important reading strategies: predicting, summarzing, clarifying and questioning. Several mediated tools were developed to enhance reading comprehension with clear explanations on how to implement Reciprocal Teaching with the current curriculum and California Standards on comprehension.
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Dzambara, Tobias Munyaradzi. "An analysis of the distribution and use of teaching aids in mathematics in selected Windhoek secondary schools." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001410.
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This study investigates the types of mathematics teaching aids available at both public and private secondary schools in Windhoek. The study characterises their usage and source as well as teachers’ perceptions towards the use of such teaching resources in the Mathematics classroom. The study is grounded in an interpretive paradigm and employed a mixed methods approach to generate both quantitative and qualitative data in two sequential phases. Phase 1 of the research process, which involved 75 Mathematics teachers, took the form of an audit of the availability and use of teaching aids at 25 secondary schools in Windhoek. A case study methodology was adopted in Phase 2 which focused on five purposively selected schools that displayed different characteristics in terms of the availability of teaching resources. The study found that the majority of teachers at secondary schools in Windhoek have a positive attitude towards the importance and role of teaching aids in Mathematics, seeing them as promoters of hands-on engagement, visual reasoning, active participation and motivation amongst learners. However, in some instances schools are underresourced with respect to certain types of teaching aids, specifically graph boards, geoboards, geometric models and computers. A need for appropriate in-school support on the use of teaching aids was also identified
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Pedraza, Vincent. "CATSY, computer aided teaching system : system overview, graphics and applications." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/416441.
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Computer Aided Teaching System (CATSY) is an interactive graphics system, utilizing current microcomputer technology, along with a graphics tablet and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of the supporting graphics software (POLY-ReGIS) and the computer peripherals used in the development of CATSY.The development of interactive graphics is stressed in this thesis. Applications of these graphics to CATSY are presented and an introduction to the data structures used in this system is also given. This thesis is intended to support and complement the masters thesis presented by Mr. John Raab, which deals primarily with the system implementation, data structures and the text editor used in CATSY.
Books on the topic "Teaching, aids and devices, bibliography"
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Laboratory), Test Center (Northwest Regional Educational. Portfolio resources bibliography. Portland, Ore: Test Center, Evaluation and Assessment Program, Northwest Regional Educational Laboratory, 1993.
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Association, National Middle School, ed. Directory of middle level teacher preparation programs. Columbus, OH: National Middle School Association, 1992.
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Teachers, National Union of. Teaching practice. London: N. U. T., 1985.
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Teachers, National Union of. Teaching practice. London: NUT, 1985.
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universitet, Peterburgskiĭ evreĭskiĭ, ed. Metodicheskie posobii͡a︡ v pomoshchʹ uchiteli͡u︡ evreĭskoĭ shkoly byvshego SSSR. S.-Peterburg: Izd. Peterburgskogo evreĭskogo universiteta i In-ta problem evreĭskogo obrazovanii͡a︡, 1997.
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Robbins, R. Robert. The universe at your fingertips. [s.l: s.n.], 1985.
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United States. Dept. of Agriculture. Office of the Secretary, ed. Resource guide to educational materials about agriculture: A project of Agriculture in the Classroom. [Washington, DC]: U.S. Dept. of Agriculture, Office of the Secretary, 1993.
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Branch, Alberta Curriculum Standards. Curriculum materials for teaching Ukrainian: Alberta Education, Edmonton Public Schools, Edmonton Catholic Schools, Ukrainian Language Education Centre, ACCESS The Education Station, Saskatchewan Education, Manitoba Education and Training, other sources. [Edmonton, AB]: Alberta Education Curriculum Standards Branch, 1996.
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PÉLAGIE, Council of Ministers of Education (Canada), and Services documentaires Multimedia, eds. PÉLAGIE: Bibliographie de matériel didactique de langue française créée par le CMEC et gérée par SDM. [Montréal]: SDM, 1988.
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Urbanik, Mary Kay. Curriculum planning and teaching using the library media center. Metuchen, N.J: Scarecrow Press, 1989.
Find full textBook chapters on the topic "Teaching, aids and devices, bibliography"
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Zaini, Khairulnisak Mohamad, and Aznan Che Ahmad. "A Preliminary Evaluation of Learning Sign Language Through Information and Communications Technology (ICT)." In Comparative Research on Diversity in Virtual Learning, 215–40. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-3595-3.ch011.
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Sign language is a medium of communication used to teach students with hearing problems and is also used in their daily lives in lieu of spoken language. Although there are individuals with hearing problems who still have the ability to speak the language, their number is minimal, and their verbal ability is very limited. The educational application or aids which are tailored and designed for mobile devices towards sign language is scarce. And there is a lack of teaching and learning aids to assist the deaf community in the learning process and those who are interested in learning Malaysian Sign Language. So, this chapter investigates a preliminary evaluation and previous research regarding the use of information and communications technology (ICT) for sign language. Future studies for this research will help a researcher develop a teaching aid based on mobile devices and enable users to use it as a reference and improve their communication. This mobile application is not only suitable for the deaf community but also for the general public.
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Finetti, Michael, and Nicole Luongo. "Assistive Technology for Blindness and Visual Impairments." In Using Assistive Technology for Inclusive Learning in K-12 Classrooms, 74–103. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6424-3.ch004.
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This chapter will provide K-12 educators in regular and special education programs with an overview of the various assistive technology (AT) devices and services that can be used for students who are blind or have visual impairments. This chapter will include introductory information about blindness and visual impairments, including the causes, characteristics, types, prevalence, identification, assessment, and educational placement alternatives. The authors will introduce the student, environment, task, and tools (SETT) framework to identify a struggling student's learning needs and match those needs with the most appropriate assistive technology options. The chapter will cover the implementation of specific low-tech to high-tech AT devices, such as covered overlays, magnifying aids, vibrating pocket watches, large print backlit keyboards, electronic magnifiers, braille display devices, special optic glasses, and voice typing applications. Finally, this chapter will provide support organizations and resources for K-12 educators teaching in inclusive educational environments.
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Shereef, Shafi, and Nisha Varghese. "“ED-IOT”: SCOPE, APPLICATION AND CHALLENGES, OF THE INTERNET OF THINGS IN EFFECTIVE EDUCATION." In Futuristic Trends in Artificial Intelligence Volume 3 Book 2, 139–60. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bdai2p2ch8.
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Education is derived from the Latin word "Educare," meaning 'to train.' It involves teaching, learning, and skill development in schools and colleges to enhance knowledge and abilities. Education holds immense importance in life, providing skills, information, and understanding to fulfill societal, family, and national duties. It empowers individuals, instills confidence, aids in decision-making, and fosters mental agility, problem-solving, and logical thinking. Education brings stability, financial security, and contributes to a safe and peaceful world. The COVID-19 pandemic caused unprecedented disruptions worldwide, significantly impacting education. The sector faced challenges as teachers and students shifted to crisis-mode and adopted online education to a certain extent. Smartphones became essential tools for educational and entertainment purposes, with more than 82 percent of children aged 10 to 17 using them. As new technologies, including the Internet of Things (IoT), emerged, the education sector saw a transformative shift, giving rise to Ed-IoT (Education based on the Internet of Things). The primary objective of Ed-IoT is to enhance the educational sector through intelligent networking, rather than mere programming. It combines hardware and software, utilizing smart boards, RFID, wearables, and other interconnected devices, allowing data sharing through mobile applications. Ed-IoT benefits not only students and teachers but also institutions by facilitating better functionality and administration. Moreover, it breaks barriers of age, geography, and time, catering to formal, informal, and non-formal education. Ed-IoT's applications in education are extensive, including interactive learning, smart board enhancements, augmented reality implementation, remote class management, student and staff progress monitoring, special education for disabled students, safety enhancement, real-time data collection, exam surveillance, smart energy management, and more. By reducing reliance on physical aspects and human resources, Ed-IoT helps minimize time and cost, offering a globalized education experience. However, implementing Ed-IoT poses challenges, such as infrastructural costs, data storage, and ensuring data safety and security. Addressing these issues is crucial for the successful integration of Ed-IoT and its transformative impact on education.
Conference papers on the topic "Teaching, aids and devices, bibliography"
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Briggs, Shannon, Jonas Braasch, Tomek Strzalkowski, Bryan Burns, Samuel Chabot, Abraham Sanders, and Erfan Al-Hossami. "A Cognitive Immersive Room for Intelligence Analysis Scenarios (CIRIAS)." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003867.
Full textAbstract:
Intelligence can be understood as the timely delivery of actionable information. Our Cognitive Immersive Room for Intelligence Analysis Scenarios (CIRAS) supports foraging and processing information during time-critical scenarios. Intelligence has an ambiguous meaning and could either refer to the ability to learn and reason well using a logical approach or to use a standard procedure to gather and process public and secret information about an adverse entity (e.g., a foreign country) to forecast threats and opportunities. While the latter definition of intelligence roots in military operations, similar methods have been successfully applied in the civil domain, for example, forensic sciences and corporate business decisions. In this paper, we describe the use of cognitive immersive environments for collaborative decision-making using the general procedures of intelligence analysis, especially the concept of the foraging loop by Pirolli and Card (2005). We focus on three use cases, traffic-pattern analysis, bibliographic search, and travel planning, to explain the benefit of virtual environments for the efficient and time-constrained decision-making process. Each of these examples leans heavily on information-foraging behaviors, which have been historically a bottleneck for intelligence gathering. By leveraging the cognitive immersive technology, we will transfer some of the granular search and sort activities to the system, reducing the cognitive load experienced by users during intelligence tasks. The progressive dialog system paired with our map views allows users to plan points of interest across travel itineraries and allows users to plan routes during challenging traffic. Our brainstorming tool supports text source discovery, allowing users to build a knowledge base, and supports bibliography creation.This approach aids analysis in reducing time and time and effort; timely analysis is typically critical in reconnaissance and other intelligence analyst tasks. During collection and analysis, information has to be pulled from various sources and shared among an expert team. CIRIAS possesses matured technologies to source information through personal interfaces such as computer terminals, handheld devices, and dialog systems while also allowing interfacing between groups of people.The latter is important within the shared context between analysts to allow sharing the most relevant information while deferring other information. To bridge this technology gap, we propose a Situations Room environment that enables small teams to pursue intelligence analyst tasks together. In this room, each member can gather information individually while also exchanging and displaying relevant data among each other on large immersive displays. The room provides immersive audio/visual displays to facilitate this as a shared resource while connecting participants to personal devices. The room tracks participants via gestural and acoustic sensors, displays information in spatial relationships to users and extracts speech information and gestures. An existing audio/visual tracking system provides continuous locations of team members using a 6-camera network and a 16-channel spherical microphone. The latter is also used for speech recognition, and assigns input to individual participants for context-based dialog functions utilizing beamforming and tracking. The system can be adapted to different tasks in a flexible manner, which we will explore during our use case discussion.
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Georgiev, Tsvetozar, Hristo Dimitrov, and Evgeniya Georgieva. "HTML5 BASED SYSTEM FOR MOBILE LEARNING." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-099.
Full textAbstract:
In recent years, university education is undergoing major changes regarding ways of teaching. It must meet the emerging challenges and to adapt to them. Increasingly, in educational institutions and their educational levels are offered distance courses or Web-based training aids. Having a wide range of new technologies help realize innovative training methods, thereby expanding traditional. Mobile learning is one of these new innovative methods. One of the advantages of m-learning is that it is fixed on increasing the ability of students to organize themselves their training. Through this kind of training they have the opportunity to learn, using their own mobile devices, anytime and anywhere. Mobile learning is extremely flexible, as is practically available. It opens new opportunities for students who otherwise could not participate in the traditional learning process for one or another reason. Mobility enables students to be in contact with their peers, teachers and educational resources when they are unable to attend traditional training. This report describes a HTML5 based system for mobile learning developed in the University of Ruse. The system is adaptable depending on the used device - personal computer or mobile device. When a PC is used the system supports four user groups - administrator, teacher, student and guest. When a mobile device is used the system supports two user groups - student and guest. The system is designed on a modular basis. Separating the business logic from the user interface enables faster and more easily update of the system. As mobile devices are characterized by the small screen and limited methods for input the information compared to PCs, the interface design for mobile version is consistent with these characteristics and does not burden customers with unnecessary complexity.
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Ramachandran, Madhumitha, Zahed Siddique, Gül E. Okudan Kremer, and Firas Akasheh. "Bridging Learning Gap Through Peer-to-Peer Information Exchange in a Flat Environment." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47379.
Full textAbstract:
In this paper, we present a technology assisted flat learning environment, Teaching to Learn (TeatoL), where all participants have dual roles as students and instructors. The main objective of this work is to investigate how peer-to-peer information exchange aids in bridging knowledge gap in a flat-learning environment. We present our TeatoL implementation that was developed to enhance ill-structured problem solving skill along with its assessment. The participants in the learning environment were given an open design problem related to sheet metal forming. A short lecture about 35 minutes (Phase 0) was given and then student teams were asked to make an instructional video (Phase I) describing their approach for solving the open-ended problem. The videos were viewed by peers, using their computers and mobile devices. The students then critiqued and provided feedback on the posted videos (Phase II). The final step of the process had students write short reports on their problem solving approach (Phase III) that was modified based on peer-to-peer interactions. Student learning in all three phases was assessed to understand the effects of different modes of learning in TeatoL. Our findings indicate that TeatoL is an effective flat online learning environment. Correlation analysis suggests that learning gains are dependent on the level of knowledge on the topic for the learning community (class) and the number of meaningful comments provided by peers. The findings from this work can be utilized to develop technology based online peer learning environments to improve learning outcomes through active collaborative learning. Such an environment can be particularly useful for open course delivery.