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.
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Philips, Kathleen Chinyere, and Olalekan Abiola Awujoola. "The use of assistive technologies in teaching technical and vocational education for students with hearing impairments in government technical colleges in Southwestern Nigeria." Library and Information Perspectives and Research 6, no. 1 (2024): 154–67. http://dx.doi.org/10.47524/lipr.v6i1.155.
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A potent way out of poverty is empowering the youths and creating individuals who can in turn be employers of labour through technical and vocational education. One of the major problems confronting Africa, especially Nigeria, is poverty. The publication of Sahara reporter dated November 6, 2020 with the heading “Nigerians living in extreme poverty now 105 million”, revealed that more Nigerians have been plunged into extreme poverty and a greater proportion of the population category plunged in poverty is the youths. One can then imagine the lot of students with hearing impairment who are limited because of their disabilities. The teaching of technical and vocational education in government technical colleges in Southwestern Nigeria therefore must include these students who could have been excluded because of their hearing impairments and the additional teaching aids required for teaching them technical and vocational education. The study investigated the use of assistive technology devices and efforts of government in integrating students with hearing impairment in vocational and technical education and training in government technical colleges in Southwestern Nigeria. The study adopted the descriptive research design and collected quantitative data from all technical teaching staff in six (one from each state) government technical colleges from six states in Southwestern Nigeria. The states are Ekiti, Lagos, Ogun, Ondo, Osun and Oyo. Quantitative data were analysed using simple percentages, and presented in pie charts. The study revealed that augmentative and alternative communication devices and FM system were the most used teaching aids, and behind-the-ear hearing aids and in- the-ear hearing aids were the most common assistive device for hearing, though, head-band oscillator and vibrotactile were also common. The alerting device mostly used for the students were alarm clock and flashing light. In this regard, the use of doorbell and screen display was competitive. The study concludes that the use of assistive devices by lecturers in government technical colleges is imperative to teach technical and vocational education to students with hearing impairment. The study recommended that teachers should be involved in the decision on the criteria for choosing assistive devices to be used in teaching technical and vocational education to students.
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Al-Mubireek, Sami. "Teacher Perceptions of the Effectiveness of Using Handheld Devices in Saudi EFL Classroom Practices." International Journal of Emerging Technologies in Learning (iJET) 15, no. 22 (November 30, 2020): 204. http://dx.doi.org/10.3991/ijet.v15i22.16689.
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This study aims to investigate the effectiveness of using handheld devices such as smartphones and tablets for language teaching purposes (Mobile-Assisted Language Learning, or MALL). A questionnaire with a comment section was distributed in order to investigate EFL teachers’ perceptions on including or excluding smartphones and tablets in the EFL learning process. Data were collected through a 5-Likert scale questionnaire in a leading Saudi university. The findings revealed that the majority of teachers claimed to hardly ever use Android System Phones or iPhones (iOS System), Android tablets or iPads (iOS System) in classroom teaching. Importantly, the study found out that there is a statistically significant difference between male and female teachers in terms of which smart device operating system was reported being used. Within the few participants who employed technology, it was found that teachers with less teaching experience were more open to using technological devices in classroom. In addition, the findings showed that a significant number of teachers admitted to rarely using handheld devices in teaching reading, writing, listening, grammar or playing language-learning games. However, the majority of teachers said they sometimes used applications to assign online exercises, share information about the course, provide visual aids, develop the learners’ speaking skills or as a translation tool. Moreover, teachers claimed to employ these devices frequently to teach vocabulary through visual aids when teaching. Teachers also rely heavily on these devices to communicate with students via social networks, and to access textbooks. Overall, teachers did not effectively integrate MALL into completing classroom language-learning activities or practicing language functions or skills.
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Watson, G. "Competencies and a Bibliography Addressing Students’ Use of Low Vision Devices." Journal of Visual Impairment & Blindness 83, no. 3 (March 1989): 160–63. http://dx.doi.org/10.1177/0145482x8908300310.
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The increasing demand for the use of low vision devices by school-aged students has left special educators with a need to develop competency-based teaching approaches. In addition, these educators may lack a thorough background of knowledge about visual development, visual skills, and a theoretical framework of low vision. What follows are competencies for students and a bibliography for special educators.
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Bancong, Hartono, Ana Dhiqfaini Sultan, Subaer Subaer, and Muris Muris. "The Development of Physics Teaching Aids to Demonstrate the Intensity of Blackbody Radiation As a Function of Temperature." Jurnal Pendidikan Fisika 7, no. 1 (February 3, 2019): 9–18. http://dx.doi.org/10.26618/jpf.v7i1.1719.
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The purpose of this study was to develop teaching aids of blackbody radiation experiment and practicum devices based on modified free inquiry which are valid and reliable. This teaching aids was designed to demonstrate the relationship between the intensity of radiation and the absolute temperature of a blackbody (the law of Stefan-Boltzmann). The principle of this experiments is the amount of current will flow from the voltage source and enter to the black box. The black box will absorb and emit radiation. There is a nichrome wire inside the black box that will be light up, heat and emit radiation when electrically flowed. The emitted heat will be measured by temperature sensors using thermocouple located outside the black box. Based on experts and practitioner evaluation, the developed teaching aids of blackbody radiation experiment and practicum devices based on modified free inquiry were found to be valid, and reliable. The results of the experiment showed that the intensity of blackbody radiation was directly proportional to its temperature. This result is consistent with the law of Stefan-Boltzmann. Furthermore, the average of students’ perception of the developed teaching aids and practicum devices of blackbody radiation are 74.92% (good) and 80.17% (very good) respectively. This indicates that the teaching aids and practicum devices that have been developed can be used to demonstrate and prove the modern physics concepts related to blackbody radiation.Keywords: Teaching Aids, Stefan-Boltzmann’s law, Blackbody RadiationPenelitian ini bertujuan untuk mengembangan alat peraga eksperimen radiasi benda hitam dan perangkat praktikum fisika berbasis modified free inquiry yang valid dan reliabel. Alat peraga tersebut dirancang untuk mendemonstrasikan hubungan antara intensitas radiasi benda hitam dengan suhu mutlak yang dipancarkannya (Hukum Stefan-Boltzmann). Prinsip kerja dari alat peraga tersebut adalah arus akan mengalir dari sumber tegangan dan masuk ke dalam kotak lubang hitam. Kotak ini berfungsi untuk menyerap dan memancarkan radiasi. Di dalam kotak terdapat kawat nicrom yang akan menyala dan memancarkan radiasi ketika dialiri arus listrik. Panas yang dipancarkan akan diukur oleh termokopel radiasi yang berada di luar kotak. Berdasarkan penilaian validator, alat peraga eksperimen radiasi benda hitam dan perangkat praktikum fisika berbasis modified free inquiry yang telah dikembangkan dinyatakan valid dan reliabel. Hasil uji coba menunjukkan bahwa intensitas radiasi yang dipancarkan oleh benda hitam berbanding lurus dengan temperaturnya yang sesuai dengan hukum Stefan-Boltzmann. Selanjutnya, rata-rata persepsi praktikan terhadap alat peraga eksperimen radiasi benda hitam dan perangkat praktikum yang telah dikembangkan secara berturut-turut adalah 74,92% (baik) dan 80,17% (sangat baik). Hal ini mengindikasikan bahwa alat peraga dan perangkat praktikum yang telah dikembangkan dapat digunakan untuk mendemonstrasikan dan membuktikan konsep-konsep fisika modern yang berhubungan dengan radiasi benda hitam.Kata kunci: Alat Peraga, Hukum Stefan-Boltzmann, Radiasi Benda Hitam
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Manzano Pérez, Rodrigo Javier, Tannia Elizabeth López Pérez, Renato Sebastián Manzano Pérez, and Mauricio Vladimir Pérez López. "Teaching through digital devices during the COVID-19 pandemic." Ibero-American Journal of Education & Society Research 3, no. 1 (March 10, 2023): 83–88. http://dx.doi.org/10.56183/iberoeds.v3i1.601.
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Introduction: In December 2019, an outbreak of a new virus called COVID-19 originated in the city of Wuhan in the country of China, which spread to countries around the world in a very short time, forcing schools, schools, universities and other institutions, both work and educational, to temporarily close their doors. Objective: To describe the importance of technological devices in virtual education caused by COVID-19, through a systematic review of the bibliography. Methodology: 12 publications appropriate to the search keywords and according to the estimated inclusion and exclusion criteria for their choice were selected. Results: The use of technological devices means that the student can obtain a more personalized learning, improving their work style and their way of acquiring knowledge, in such a way that the quality of education has been increased. Conclusions: New technologies and the use of technological devices have favored student learning, providing better interaction in real time and allowing the teacher to give more prominence to the student for the development of their learning.
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Umam, D. K., S. Saehana, A. Kade, and Yunanli. "Development of Thermal Energy Conversion Devices into Electrical Energy as Physics Learning Teaching Aids." Journal of Physics: Conference Series 2126, no. 1 (November 1, 2021): 012011. http://dx.doi.org/10.1088/1742-6596/2126/1/012011.
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Abstract This research aimed to produce a device for converting heat energy into electrical energy as a teaching aid for physics. This research process is development research, which refers to the Research and Development (R&D) model. The instrument used was a questionnaire with a five Likert scale, which addressed media experts, material experts, physics teachers in SMA Negeri 2 Sigi, and class XII MIA SMA Negeri 2 Sigi students. The product quality data obtained were analyzed using descriptive analysis. Based on the analysis of the media expert’s assessment, the quality of the product obtained a percentage value of 87.69% with the interpretation of “Very Good”. Based on the analysis of the assessment by material experts, the quality of the product obtained a percentage value of 84.44% with the interpretation “Very Good”. For the results of the physics teacher’s response, a percentage value of 86.00% was obtained with the interpretation “Strongly Agree”. For the results of the responses of class XII MIA students in the limited test, a percentage value of 83.56% was obtained with the interpretation “Strongly Agree”. The test results and questionnaire analysis showed that the heat energy conversion device developed into electrical energy was feasible to use.
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Calderón, Patricio, and Carlos Humberto Chancay Cedeño. "The use of pictorial devices to improve english idioms elucidation among efl seventh-grade students." UNESUM - Ciencias. Revista Científica Multidisciplinaria 7, no. 3 (December 5, 2023): 50–59. http://dx.doi.org/10.47230/unesum-ciencias.v7.n3.2023.50-59.
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Idioms are considered one of the most complex aspects students of English as a Foreign Language must face on their road to mastering it, and although the literature about the pedagogical principles to teach idioms is not abundant, known studies made about the didactical aspects of idioms teaching, point in the direction of using imagery or visual aids as a successful way to help students to interpret them. Throughout the quantitative method, this paper collects the results of a study made with A1-A2 level seventh-grade students that shows how helpful in an EFL classroom the use of imagery in the process of idioms elucidation, with an improvement rate of over fifty per cent when an idioms interpretation test is accompanied with visual aids in opposition to a test with no visual aids at all.
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Chusna, Aliba`ul. "PEMBELAJARAN BAHASA ARAB BERBASIS MULTIMEDIA." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 10, no. 2 (December 1, 2012): 277. http://dx.doi.org/10.21154/cendekia.v10i2.416.
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Abstract: Teaching Arabic language is difficult for many teachers. The Arabic teachers faces various problems while they were explaining the lesson. Mostly, these problems are caused by not understanding learners to the content of the lesson. So, the teachers should use the teaching aids or modern technological devices that help them to solve these problems significantly. Many kind of the teaching aids has made that are information and communication technology or commonly known as the multimedia. Multimedia means is one of the new technology based on computer program that can make the media more complete. It use various methods and reliable for education. Multimedia as new product from modern technology seeks to involve all the senses, including visual, hearing and feeling. And if we compared it with other educational media, multimedia are the tools and methods used to make the good communication between teachers and learners during the learning process.
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Note, Hafsiahnor Pua. "Peningkatan Pemahaman Siswa tentang Sistem Pencernaan Manusia dengan Menggunakan Alat Peraga pada Mata Pelajaran IPA di Kelas V SD Negeri 6 Cakranegara." MASALIQ 2, no. 3 (May 30, 2022): 465–73. http://dx.doi.org/10.58578/masaliq.v2i3.547.
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This research began with the low level of students' understanding of the science subject matter of Human Digestive Devices at SD Negeri 6 Cakranegara. The method used by the teacher in the classroom is less innovative and the use of teaching aids is not maximized by the teacher during learning. Teachers only use the lecture method in the learning process, so that student learning outcomes are less than the maximum, only 62.5% of students whose scores are above the KKM. Based on this, teachers need to innovate new learning and increase the use of teaching aids, so as to improve student learning outcomes. This study applies learning by using teaching aids in science subjects for the human digestive tract material so that it helps students make it easier to understand and remember the material being taught. The objectives of this study are: 1) to describe how the application of learning using teaching aids in improving students' understanding in science learning the material of human digestive system for fifth grade students at SD Negeri 6 Cakranegara. 2) describe the increase in the success of the application of learning using teaching aids in improving students' understanding in science learning about the human digestive system material for fifth grade students at SD Negeri 6 Cakranegara. This research was conducted using Kurt Lewin's model consisting of 2 cycles. This research was conducted at SD Negeri 6 Cakranegara with 32 students. Research data obtained by using data collection techniques through observation, interviews, tests and documentation. Based on the results of teacher activity research, student activities and student learning outcomes have increased for the better. The results showed: 1) the application of the use of teaching aids media can increase teacher activity from cycle I 80% in cycle II to 88%. Student activity from the first cycle 66% in the second cycle to 78%. 2) The increase in the percentage of students' learning completeness in the pre-cycle was 62.5%, the first cycle was 84.21% and the second cycle was 89.47%.
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Paoletti, Gisella. "The body in online teaching: presence or absence of gaze and gestures." Research on Education and Media 14, no. 1 (June 1, 2022): 55–61. http://dx.doi.org/10.2478/rem-2022-0007.
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Abstract In this note, we analyse the use of gestures and gazes by a group of university lecturers while distance teaching. We investigated the video lessons produced and recorded by 22 lecturers, with the purpose of spotting the presence of signalling behaviours such as glances aimed at drawing the attention to parts of the screen, or pointing gestures, or ad hoc devices such as the mouse tracker or text highlighting. The guiding hypothesis behind this study is that the introduction of new tech devices for distance teaching might amplify the difficulties in signalling and attention guidance by the teachers, thus reducing the efficacy of such signalling as aids for comprehension and learning. The data we collected appear to support this hypothesis and induce interesting suggestions and guidelines towards avoiding the spotted problems.
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Akporobaroh, Oduh William, Agboola James Odunayo, and Ironua Michelle Onyinye. "Availability of Instructional Materials and Interest of Secondary School Students in the Study of Physics in Oredo Local Government Area of Edo State, Nigeria." Journal of Technology and Humanities 1, no. 2 (August 2, 2020): 1–10. http://dx.doi.org/10.53797/jthkkss.v1i2.1.2020.
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The study was carried out to investigate the relationship between availability of instructional aids and students’ interest in studying physics in secondary school. This research was conducted using physics students in public senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The specific purpose of the study was to find out the instructional aids that are available for teaching physics in secondary schools. It also investigated if the deployment of these materials in teaching physics influenced the interest of secondary school students in learning different topics in physics. The study utilized the correlation design while the population comprised all SS II students who offered physics in public senior secondary schools in Oredo Local Government Area of Edo state with a total number of 1,223. Out of the population, 123 physics students, that is 10%, were selected using the simple random sampling technique, and this formed the sample of the study. The instrument used for this study was a questionnaire which elicited the respondents’ biodata, checklist of instructional aids for teaching physics and items designed to measure students’ interest. Mean, percentage, standard deviation and Pearson product Moment Correlation were the statistics used for analyzing the data generated. Findings showed that most of the instructional materials needed by the teacher for effective teaching of physics were available but not functioning; the students used for the study had high level of interest in learning the different topics in physics. However, it found that there was no significant relationship between availability of instructional aids and students’ interest in studying of physics in public senior secondary schools in the area of study. As a sequel to the findings of the study, it was recommended that government and school administrators should provide teachers with instructional materials relevant to the teaching of physics in senior secondary schools in Edo State; teachers should regularly deploy instructional materials when teaching physics in senior secondary schools in Edo State. Finally, teachers are encouraged to design simple instructional aids that could be used as alternatives for teaching relevant topics in physics in senior secondary schools in Edo State in the absence of standard teaching devices.
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Jing Wang. "Research on the Correlation Analysis Algorithm between School Teachers' Equipment and Teaching Quality." Journal of Electrical Systems 20, no. 6s (April 29, 2024): 127–34. http://dx.doi.org/10.52783/jes.2622.
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In this research, we delve into the correlation between school teachers' equipment and teaching quality, aiming to uncover insights that contribute to educational advancements. The study employs a specialized Correlation Analysis Algorithm to systematically analyse the relationship between the equipment utilized by school teachers and the resulting impact on the quality of teaching. By examining various factors such as technological tools, teaching aids, and instructional devices, we seek to discern patterns and correlations that influence the effectiveness of educational practices. The research is driven by the overarching goal of enhancing teaching quality through informed decisions regarding the selection and integration of educational tools. The abstract provides a glimpse into the methodology and objectives of the study, emphasizing its potential contributions to the optimization of teaching practices in educational institutions.
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Ariana, Fika, Muhammad Prayito, Nurina Happy, and Wisnuningtyas Wirani. "use of teaching props to improve mathematics learning outcomes in number pattern material in STEM village Yogyakarta." Union: Jurnal Ilmiah Pendidikan Matematika 12, no. 1 (March 24, 2024): 215–26. http://dx.doi.org/10.30738/union.v12i1.16991.
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Since mathematics is an abstract discipline, context is necessary to understand it when learning. This pilot study at SDN 1 Kentungan, a "STEM Village" in Joho Village, Yogyakarta, aims to determine the impact of stick-board teaching aids on second-grade students' mathematics learning results in the domain of number patterns. The devices used for collecting data include pre- and posttests, interview sheets, observation sheets, and other methods. Meanwhile, the small set of test participants consisted of two class II students from SD N 1 Kentungan who attended the STEM Village in Kampung, Joho. The conclusions of this descriptive study show the following: (1) the way teaching tools are used affects how number patterns are taught to primary school pupils; when instructional aids are utilized to assist students in learning a subject more easily and contextually, they are guided by more than just formulas. (2) Students perform better on their pretest and posttest. (3) Students' understanding improves after using visual aids compared to before using them. (4) Students become more curious and engaged in the learning process. The results of the study suggest that class II students at SDN 1 Kentungan benefit from the use of instructional aids, which are regarded as effective and well-done.
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Goh, Felicia, Annemaree Carroll, and Robyn M. Gillies. "A review of the use of portable technologies as observational aids in the classroom." Information and Learning Sciences 120, no. 3/4 (March 11, 2019): 228–41. http://dx.doi.org/10.1108/ils-08-2018-0080.
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Purpose Current classroom observation strategies include questionnaires, interviews, tests, self-report metrics and live or video review observation. However, these traditional methods are subject to biases from observers in determining behavior nuances, as well as being difficult to analyze for rapid and practical feedback. In addition, the invasiveness of extra body equipment in the classroom may alter the dynamic between students and teachers. The emergence of portable devices into mainstream usage has opened a pathway for a relatively novel source of quantitative data, free from observer bias and often with accompanying analytical tools for convenience. The purpose of this study is to summarize current uses of portable technology and explore how such devices could be used as monitoring tools by both schools and education researchers. Design/methodology/approach Functions based on utility outside the education field are proposed for monitoring student activity, posture and movement, as well as proximity and relationships to others and their environment. Deterrents to device implementation in regular classroom use, such as the importance of considering ethical issues and hardware limitations, are also covered. Findings While current portable technology is unlikely to replace more commonly used techniques of observing classes, they have the capacity to augment qualitative strategies, particularly in the area of real-time data output. Research limitations/implications Ideally, the lack of unbiased observational tools available and increased adoption of portable devices in classrooms could prompt future advances in technology for teaching and learning environments. Originality/value This review summarizes potential uses for portable technology in classroom observation strategies undertaken by researchers and teachers to improve learning and teaching practices.
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Muttappallymyalil, Jayakumary, Susirith Mendis, Lisha Jenny John, Nisha Shanthakumari, Jayadevan Sreedharan, and Rizwana B. Shaikh. "Evolution of technology in teaching: Blackboard and beyond in Medical Education." Nepal Journal of Epidemiology 6, no. 3 (October 3, 2016): 588–94. http://dx.doi.org/10.3126/nje.v6i3.15870.
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Teaching and learning - the passing of knowledge from one generation to another - has been in existence from the earliest times of human civilization. It began in 1801, with a large piece of slate hung on the wall in a school in Scotland to provide information to a large audience at one time. In the US by mid-19th century, every class room had a blackboard to teach students. The modern version of the blackboard is either green or brown board. This was introduced in late 1960s. The whiteboards came into use during the late 1980s. Projected aids have been used since 1420. The various devices used are the epidiascope, slide projector, overhead projector for transparencies and the micro projector. An instrument to project images from a horizontal surface onto a vertical screen was invented in the 1870s. By the 1960s, transparencies were in use in classrooms.The ‘Hyalotype’, a transparent image of a photograph using actual black and white photographs on a glass slide that could be projected was invented in 1851. By 1916, the German company Agfa started producing colored lantern slides. The first version of PowerPoint was released by Microsoft in the year 1990.Cell phones, palmtops, and handheld computers; tablets, laptops, and media players are included under mobile learning devices. With the evolution of technology, students achieved competence and interested in interactive learning. The education industry has moved from distance learning to e-learning and finally to m-learning as knowledge expanded exponentially and the demand escalated.While using teaching aids with advanced technology, we must not forget the lessons from the past, striking a balance between embracing new methods of teaching and learning while upholding the timeless principles of education. The newer educational technology can be part of a comprehensive system for lifelong education.
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Mishra, Yudhisthir, and Miss Kshireswari Khamari. "4E Strategy for Pedagogical Analysis of Content." International Journal for Research in Applied Science and Engineering Technology 10, no. 11 (November 30, 2022): 2038–42. http://dx.doi.org/10.22214/ijraset.2022.47723.
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Abstract: Pedagogical analysis is based on four essentials pillars along with their inherent mutual relationships and interdependence for being considered essential in the effective teaching-learning process. Content analysis of the topic being taught by the teacher in the subject. Setting of the teaching or instructional objectives of the content material of the topic in hand by writing them in specific behavioral term. Suggesting methods, techniques, teaching-learning activities aids and equipments helpful for the teaching-learning of the topic in hand quite in tone with the realization of the set instructional objectives. Suggesting appropriate evaluation devices in the form of oral, written or practical activities and test questions etc. for evaluating the outcomes of the teaching-learning process carried in relation to the teaching-learning process carried in relation to the teaching of the topic in hand. Researcher developed a strategies for pedagogical analysis of a particular content that is called “4E Strategy”.
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Alam, Md Zahangir, and Farhana Binte Mizan. "The Perceptions about Computer Assisted Language Learning for L2 Vocabulary Acquisition." Journal of Language Teaching and Research 10, no. 5 (September 1, 2019): 926. http://dx.doi.org/10.17507/jltr.1005.04.
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Being the digital natives, instructors and learners of this cutting edge era largely depend on technology to intensify their learning and teaching process inside and outside the classroom. Many devices are found to make language teaching more effecting and alluring for the learners. Arguably, both parties’ teachers and students are receiving some benefits after including this addition of modern science in their learning and teaching process. This study focuses on how CALL aids learning and teaching to this integral component of the language. It is found that certain software which were installed in the computer offer learners help immensely to internalize ESL vocabulary. Indeed, accesses of visual imagery on computer screen aids learners make concrete images of uncommon vocabulary which support very effectively L2 vocabulary acquisition. Most notably the study has found that CALL eases learning points for the special children besides it helps learners retain the vocabulary which they learn. With the availability, teachers can present lesson in realistic fashion which guide learners internalize the L2 vocabulary. Teachers are found ambivalent about including CALL tools in their daily taught lessons as technology always carries some fringe crisis though none expressed any negative feelings about the worth of CALL in case of vocabulary acquisition.
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Santos, Douglas Manoel Antonio de Abreu Pestana dos. "Class plans and math education: what did the Covid-19 pandemic teach us?" Revemop 6 (July 18, 2024): e2024008. http://dx.doi.org/10.33532/revemop.e2024008.
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In recent years, Math Education has gained prominence in the production of scientific knowledge and its continual updating within the educational process. Investigating the methods, procedures, and techniques used by pedagogue teachers in the early years to teach Mathematics contributes to constructing a theoretical-methodological framework. This framework aids in understanding the intrinsic aspects of each teaching group or network and formulating new proposals for developing educational devices that enhance the quality of learning and teaching processes. This article presents a case study involving five pedagogue teachers from different municipal education networks in the State of São Paulo. The study focuses on their understanding of planning and evaluation during and after the pandemic, as evidenced by lesson plans produced in a continuing education course in 2020. The analysis methodology used was discourse analysis from the French perspective, which allowed for the investigation of the ideological bases of discursive formations on the conceptions, as expressed by the teachers in their written discourses. The study revealed: (i) categorical enunciation of evaluative forms during the pandemic, (ii) the use of constructivist teaching perspectives as an ideological basis for teaching, and (iii) a lack of procedural description of methodological and evaluative devices for the planned teaching process.
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Zheng, Ya Di. "Research on the Combination of Modern Information Technology and English Teaching." Advanced Materials Research 433-440 (January 2012): 5274–76. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.5274.
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With the popularization of multi-media and network technology, some Chinese schools are applying the high technology to the class. The author believes that the model of teaching and learning focus on the establishment of multi-media class environment and the after-school autonomous learning system. The utilization reflects the development process of the combination of modern information technology and English teaching. The modern teaching technology, which includes multi-media, network system and various teaching aids, enriched the choice of teaching resources and provided plenty of materials for teaching so as to supply more opportunities for students. The applications of information transition to class, such as multi-media and network technology are increasingly concerned and favored by teachers and students and have becoming one of the best devices for modern education. The author of this paper divide the application of multi-media and network technology to English teaching into two parts according to the experience of teaching practice and the utilization of language lab: the language class environment based on the use of multi-media and the after-school autonomous learning system based on network technology.
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Et. al., Rajeswari B,. "Teaching Graphs To Students With Visual Impairment In Inclusive Schools." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 10 (April 28, 2021): 7324–26. http://dx.doi.org/10.17762/turcomat.v12i10.5623.
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This present study aimed to explore the level of performance of graphs skills among students with visual impairment. Here in this study, the performance was measured in terms of plotting and finding points in the Cartesian plane using tactile/ any other graphing aid. In addition, this study attempted to find out the method of answering to graph questions in the tests/ exams. This survey study comprised of 30 special teachers. The tool used in the study was a questionnaire containing 20 questions focussing on level of performance of graph skills among students with visual impairment, plotting and finding points in the Cartesian plane using tactile / any other graphing aid and the method of answering to graph questions in the tests/exams. The results revealed that there were scanty number of aids/ devices to perform graphs and all the students with visual impairment used scribe to answering graph question in the test/ exam.
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Eduardo Romero, Juan. "The use of technical aid resources in the history of education: sharing anecdotic and historical events." Arts & Humanities Open Access Journal 5, no. 2 (June 9, 2023): 117–22. http://dx.doi.org/10.15406/ahoaj.2023.05.00195.
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The history of education includes the educational aids and resources that the teachers have used to transmit the knowledge best through the years. The objective of this article is to review some of the devices used to aid education from an anecdotal and personal point of view. I used it in my academic life, many of this equipment. The initial teaching experiences in the history of the world were probably developed from one instructor to a unique person and, after a time, included more people until to reach the concept of the actual group of learners in a classroom.
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Trivunović, Bojana, and Olivera Gajić. "The application of the BYOD (Bring Your Own Device) concept in industry and education: Implications for a change of university practice." Andragoske studije, no. 2 (2020): 197–218. http://dx.doi.org/10.5937/andstud2001197t.
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With the development of mobile technology emerge fundamental changes in all spheres of human endeavor. In education, new methods of remote studying are being developed, with a particular emphasis on "m-learning" (learning with the help of mobile devices). Taking into consideration that mobile devices are one of the fastest-developing forms of technology, the importance of their assistance in the process of teaching and studying has been recognized. The goal of this paper is to introduce the concept of Bring Your Own Device (BYOD) in the context of industry and education as an example of disruptive technology. This concept implies that students bring their own mobile devices to the classroom and use them when learning. Using a descriptive research method and analysis of the relevant bibliography, the authors of the paper distinguish the implications for the change of university practices on the basis of critical analysis of positive and negative consequences of their use, redefined positions of the teachers and the students in the educational process, as well as the modified educational design.
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Naisianoi, Monicah, Peter Koome, and Esther Marima. "Influence of teaching and learning materials availability on the development of pupils in upper primary schools in Karunga Zone, Gilgil Sub County." International Journal of Research in Business and Social Science (2147- 4478) 9, no. 5 (September 20, 2020): 294–301. http://dx.doi.org/10.20525/ijrbs.v9i5.864.
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It is through education where a foundation for growth, groundwork on which most of our social and economic well-being is developed. This study sought to establish the influence of teaching and learning materials available on the development of pupils in upper primary schools in Karunga Zone, Gilgil Sub County. Teaching and learning materials are devices and aids through which learning and teaching are done in schools. The study was anchored on the Theory of Instruction and adopted the descriptive research design. The target population was 587 teachers of primary schools in Karunga zone, Gilgil Sub County from which a sample of 100 teachers were selected using the stratified random sampling method. Data was collected using questionnaires and analyzed through descriptive and inferential statistics. Results showed that teaching and learning materials availability (r= .652, p .000; β= .751, p .000) has a positive and statistically significant influence on the development of pupils in upper primary. Based on this finding, the study recommends that the government of Kenya through the Ministry of Education Science and Technology should improve the availability of teaching and learning resources in public primary schools in order to promote optimal development of pupils.
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Shonola, Shaibu Adekunle, Mike S. Joy, Shaibu Adekunle Shonola, and Mike S. Joy. "Learners’ Perception on Security Issues in M-learning (Nigerian Universities Case Study)." Exchanges: The Interdisciplinary Research Journal 2, no. 1 (October 10, 2014): 102–22. http://dx.doi.org/10.31273/eirj.v2i1.103.
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With the advent of modern technology, mobile phones and smartphones are used not only for calling and text messages but also for banking and social networking. Recent developments in technology have made the use of mobile devices feasible in other sectors such as education and government. While educators are using mobile devices as teaching aids, students are also using them as learning tools. In some cases the developers of mobile learning in universities are making m-learning apps without serious consideration for security aspects whereas the handheld devices pose a serious threat to confidentiality, integrity and privacy of users including the learners. As a case study, this paper investigates the security concerns that students may have with the introduction of m-learning in higher education institutions in Nigeria and how this impacts on their learning. It examines the effects of security threats in m-learning on students and provides recommendations for alleviating these threats.Photo credit: "Sysop actions of la cabale camembière - croped" by PierreSelim - Own work. Licensed under Creative Commons Attribution 3.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Sysop_actions_of_la_cabale_camembi%C3%A8re_-_croped.jpg#mediaviewer/
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Nadhan, Archana S., Chetana Tukkoji, Boosi Shyamala, N. Dayanand Lal, A. N. Sanjeev Kumar, V. Mohan Gowda, Zameer Ahmed Adhoni, and Melaku Endaweke. "Smart Attendance Monitoring Technology for Industry 4.0." Journal of Nanomaterials 2022 (June 21, 2022): 1–9. http://dx.doi.org/10.1155/2022/4899768.
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Keeping track of employee attendance in academic settings can be a difficult task. It frequently wastes a significant percentage of the category’s productive time when done manually. In this study, the OpenCV open-source image processing library presents an effective Raspberry Pi-based methodology that reduces product cost and aids in connecting to heterogeneous devices for attendance. When teaching and testing and collecting employee photos and taking attendance, the system delivers a user-friendly interface that maximizes the user experience. Face detection and recognition are done with LBP histograms, and the database is updated with SQLite (a lightweight version of SQL for the Raspberry Pi) rather than MySQL.
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Tkachuk, Halyna V. "ОСОБЛИВОСТІ ВПРОВАДЖЕННЯ МОБІЛЬНОГО НАВЧАННЯ: ПЕРСПЕКТИВИ, ПЕРЕВАГИ ТА НЕДОЛІКИ." Information Technologies and Learning Tools 64, no. 2 (April 30, 2018): 13. http://dx.doi.org/10.33407/itlt.v64i2.1948.
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The article presents the results of the analysis of the prospects for the introduction of mobile learning on the basis of statistical data on the use of mobile devices, mobile training programs, wireless access. It was determined the place of mobile learning in the system of blended learning as the main form of organization of educational process using electronic learning means. Based on existing models of education, it was determined the main components of mobile learning. Also there are analyzed content types that can be used to organize mobile learning. It has been determined that the main types of mobile content may be a mobile site; mobile application; adapted electronic teaching aids; a separate type of content created by a teacher; social networks; unique content (augmented reality). The author are described the advantages and disadvantages of mobile learning and the use of mobile devices in the learning process.
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Кононец, Наталія Василівна, and Світлана Іванівна Нестуля. "THE IMPLEMENTATION EXPERIENCE OF STUDENTS MOBILE TRAINING IN THE FUNDAMENTALS OF LEADERSHIP AS A RESOURCE-ORIENTED FORM." Information Technologies and Learning Tools 78, no. 4 (September 11, 2020): 116–31. http://dx.doi.org/10.33407/itlt.v78i4.3097.
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In the article, the authors consider mobile learning as a form of resource-based learning of university students in the study of professionally-oriented disciplines. The advantages of mobile learning are revealed: using the latest technology in training; using lightweight, compact, portable devices in training; delivering blended, resource-oriented learning; providing a quality support for training in any format; teaching students with special needs; reducing the costs of educational support; using the new ways of educational content developing; providing the continuous targeted support for the educational process; creating a fun, exciting and comfortable learning experience. The conditions necessary for organization of mobile education in the educational environment of a modern university are described: availability of mobile devices for students and teachers; access to developed electronic educational resources (electronic textbooks and manuals, educational websites, distance learning courses); organization of feedback between the teacher and the student. On the example of the discipline "Fundamentals of Leadership" at the University of Ukoopspilks "Poltava University of Economics and Trade" (PUET), Ukraine, the authors propose ways of organizing mobile learning for distance students. The developed distance course (via distance learning platform Moodle) and the electronic manual on "Fundamentals of Leadership" for mobile devices (program Dr.Explain) are offered. The opportunities and benefits of Dr.Explain program, which allows you to create e-learning manuals for mobile learning, are demonstrated. The article states that Dr.Explain is a convenient and effective tool / aid for developing a variety of electronic educational resources, ranging from electronic lectures and manuals to complete electronic courseware package and educational Internet resources. The authors emphasize that for mobile learning, it is necessary to create electronic teaching aids in the formats supported by mobile devices.
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김현숙 and 한경임. "A Study on the Use of English Teaching Aids and Improvement based on Smart Devices for Students with Hearing Impairment." Journal of Special Children Education 16, no. 2 (June 2014): 27–47. http://dx.doi.org/10.21075/kacsn.2014.16.2.27.
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Alimin, Roche, Joshua Tandio, and Handry Khoswanto. "Perancangan Reaction Wheel Inverted Pendulum Sebagai Alat Peraga Sistem Kontrol Berbasis Sistem Kontrol PID." Jurnal Teknik Mesin 17, no. 2 (October 8, 2020): 38–41. http://dx.doi.org/10.9744/jtm.17.2.38-41.
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A control system will be easier to understand if demo devices are available that can be used as learning media. Reaction wheel inverted pendulum is an under-actuation device so that the existence of a controller is absolutely necessary. This will be very interesting if used as a teaching aid of a control system. One application of this reaction wheel inverted pendulum is for the humanoid robot balance system. In this research project the physical design of the teaching aids and the design of the controller are carried out. The design starts from designing mechanical part first, starting from the dimensions and shape of the tool to the needs of the motor. Furthermore, a controller is designed that can balance the device automatically. The controller used is based on Arduino. The test results show that the reaction wheel inverted pendulum demo device can work quite well even though there is some drawback.
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Herrada Valverde, Rosario Isabel, and Raúl Baños Navarro. "Aprendizaje cooperativo a través de las nuevas tecnologías: Una revisión." @tic. revista d'innovació educativa, no. 20 (June 21, 2018): 16. http://dx.doi.org/10.7203/attic.20.11266.
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Information Communication Technologies have brought a revolution in education, causing structural changes in the way we teach and how we learn. Currently, the existence of a wide variety of virtual teaching-learning environments enables teachers and students to interact synchronously or asynchronously using computers and mobile devices. This has led to the implementation of active teaching-learning methodologies with proven pedagogical effectiveness, such as cooperative learning, that encourage students to acquire skills and improve their academic performance. Despite the importance of the subject, almost no papers have analysed the state-of-the-art on educational experiences that promote cooperative learning using new technologies. In order to respond to this demand, this paper presents a comprehensive review of the related bibliography that include a large number of papers written in Spanish in which new technologies are used to implement cooperative learning activities in different subjects and educational levels. From the analysis of these papers, it can be concluded that there is a growing interest by teachers and researchers in implementing cooperative learning using virtual teaching-learning environments and computer applications, as well as social networks or MOOC. Further, these experiences receive positive feedback from teachers and students involved.
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Kostolányová, Kateřina, Jana Šarmanová, and Ondřej Takács. "Adaptive Form of Elearning." International Journal of Information and Communication Technologies in Education 1, no. 2 (November 1, 2012): 55–67. http://dx.doi.org/10.1515/ijicte-2012-0005.
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Abstract Among classic and electronic forms of education, a new type is being considered - the individualised form of education. The main reasoning behind individualised education is to respect differences of individual students. This individualised form of education in connection with the ever-present ICT devices leads to a new form of education - adaptive eLearning: a form of educational process that is in harmony with individual needs of students. This article deals with the basic principles of creating adaptive learning environment; with the current conditions of this issue in the Czech Republic and abroad; and with the outline of possible solutions to the adaptive electronic teaching process. In the second half of the article, the structure of adaptive study aids is described in detail.
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Svalina, Vlasta, and Vlatka Ivić. "Case Study of a Student with Disabilities in a Vocational School during the Period of Online Virtual Classes due to Covid-19." World Journal of Education 10, no. 4 (August 22, 2020): 115. http://dx.doi.org/10.5430/wje.v10n4p115.
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In this research we will get an insight into the achievements in mastering foreign languages for one specific student with difficulties. The student with disabilities, the foreign language teacher, the student's mother and the educational rehabilitator participated in the research. The teacher states the support of the inclusive secondary vocational school that the student attends and copes with all challenges. One of the methods used in teaching was mobile learning during the three-month online teaching period of pandemic situation caused by Covid-19. During this period Croatia was forced for the first time in history to implement online teaching. For the purpose of this study all of the students besides this student attended classes in the virtual classroom called Edmodo. Edmodo is the mobile application which is considered as a tool for mobile learning. Mobile learning means that students use their portable devices in order to learn. The interview, used as a method of data collection, was written by participants via email due to the required physical distancing. The materials were then transcribed and a quantitative data analysis was performed. Difficulties in the work of foreign language teachers have been identified, such as lack of experience, lack of teaching assistants as well as lack of additional teaching aids and specific materials and the specific teachers’ training for teaching in the contemporary inclusive school. At the end, the authors suggest guidelines for teachers in vocational schools in adopting new skills and competences in their teaching process in an inclusive school.
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Kanivets, Oleksandr V., Irina M. Kanivets, and Tetyana M. Gorda. "Development of an augmented reality mobile physics application to study electric circuits." Educational Technology Quarterly 2022, no. 4 (December 21, 2022): 347–65. http://dx.doi.org/10.55056/etq.429.
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The use of virtual teaching aids with AR technology in various areas of education, including physics, has been studied. The similarity between physical and electrical models has been established, and the development of a mobile app for studying simple electric circuits has been validated. The feasibility of developing the technique of augmented reality mobile apps has been established. The following milestones have been identified in the development of the augmented reality app: production of electronic models, installation of the game engine Unity3D, development of all program scenes, operation testing, and demonstration. The application of scenarios for electronic models rotation and movement has received special attention. In-house created augmented reality mobile app for mobile devices "Augmented reality program for studying the simplest electric circuit" has been offered. The developed mobile app reads, recognizes, and displays the product electronic model on the screen. It has been demonstrated that the augmented reality application produced by the author team as mobile teaching software can be used to complete assignments for students' individual work as well as classroom studies at colleges.
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Allaham, Mazen, Yan-Li Siaw, and Azmawaty Mohamad Nor. "PROFESSIONAL DEVELOPMENT AND RESOURCES FOR SPECIAL EDUCATORS IN THE RESOURCE ROOM: A CASE STUDY ON SPECIAL EDUCATION IN PALESTINE." International Journal of Education, Psychology and Counseling 8, no. 50 (June 27, 2023): 326–44. http://dx.doi.org/10.35631/ijepc.850024.
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In Palestine, resource rooms were established to assist students with Special Educational Needs (SEN). Therefore, getting acquainted and familiarized with the knowledge, experiences, and professional needs of resource room teachers (RRTs) is vital. This qualitative case study aimed to explore RRTs’ professional needs. Data were collected from three resource room teachers using semi-structured interviews and reviewing relevant documentation. Thematic analysis of the data generated two themes in addressing the objective of the study. The emerging themes were (1) professional development, and (2) resources. Results revealed that RRTs required in-service training, including diagnosing students with special needs, teaching methods, creating teaching aids and IEPs, and assessments. Additionally, hands-on experience is required. RRTs also needed resources including raw materials, stationery, devices, and references. The novelty factor of this research is that this is the first Palestinian study to provide insight into RRTs’ professional needs. The outcomes may considerably help policymakers improve resource room practices and enhance the services, support, and special education programs offered to special educators.
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Kenesbaev, Serik M., and Aigerim A. Makhmetova. "Contemporary trends in designing and using computer technologies in special education." Special School LXXVIII, no. 3 (June 8, 2017): 199–209. http://dx.doi.org/10.5604/01.3001.0010.0309.
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This article examines the current trends in the development and use of computer technology in special education, as well as provides the basic characteristics of the classification of TME. Technical meansoccupy a special positionin the system of education, as their use increases the effectiveness of education. The article states that teaching geography is impossible without the use of visual aids, as most of the objects and natural phenomena presented in the school course can not be observed in nature, and, in this sense, the study of geography requires students to have an advanced imagination and distraction techniques . The use of computer technologies in teaching geography to children with hearing impairment is difficult due to the lack of specially designed electronic aids, particularly taking into account the age and mental development of children in this category and guidelines for working with modern technical means of education. Using TME in a special (remedial) school is of great importance for the overall development of students with reduced motivation to learn. It should be noted that, over time, a number of technical means of educationin special remedial schools is becoming less relevantand is being replaced by modern technical devices, computer technology, for which the methods of operation are not well developedat the moment. The use of technical means opens up new opportunities for extra-curricular and leisure activities of environmental study nature with hearing-impaired students. The intensive nature of introducing computer technology in the educational process of remedial schools and the lack of special modern technical means of teaching geography to children with hearing impairmentare indicative of the need to establish the scientific concept of developing methodological support of technical means of education. The authors highlight the significant role of TME in the formation of knowledge on geographic objects and phenomena in students with hearing impairment.
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Sawadogo, Mahamadou, Moses Kwadwo Kambou, and Inoussa Malgoubri. "Digital Audio-visuals Aids and Listening in English as a Foreign Language Classrooms." Asemka: A Bi-Lingual Literary Journal of University of Cape Coast, no. 10 (September 1, 2020): 253–69. http://dx.doi.org/10.47963/asemka.vi10.285.
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Many scholars and language practitioners have stressed the importance of listening and speaking in language learning and teaching particularly in formal contexts. However, learners of English as a Foreign Language (EFL) in Burkina Faso appear to perform very poorly in those basic language skills. This experimental study investigates the potential of digital audio-visuals to improve the listening skills of EFL learners in secondary schools in Burkina Faso. Assuming that learners born around the year 2000 are digital natives, we have tried to integrate smartphone-friendly audio-visuals in their EFL classrooms in a four-week experiment involving one Experimental Group and one Control Group. The experiment aimed at gauging the effectiveness of those aids operated via students‘ smartphones in improving learners‘ listening and speaking skills. Independent T-tests were used to compare the groups and Sample Paired T-Tests to make comparisons within groups. Furthermore, Cohen‘s d, an effect size formula, was used to measure the effect size. The findings show that the listening skills of the students exposed to the digital audio-visual aids improved on average from 10.2 to 18.5. It was noticed incidentally that their speaking skills improved as well. The study suggests that, if appropriately used, smartphones are excellent devices for language teachers and learners in this digitizing world.
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Syaflita, Dina, and Muhammad Nor. "THE EFFECTIVENESS OF LEARNING DEVICES OF EARTH AND SPACE PHYSICS ORIENTED INQUIRY MODELS TO IMPROVE CRITICAL THINKING SKILL OF STUDENTS." Jurnal Geliga Sains: Jurnal Pendidikan Fisika 6, no. 2 (February 11, 2019): 92. http://dx.doi.org/10.31258/jgs.6.2.92-97.
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Physics of earth and space is one of the subject that learn about natural phenomena. Leraning activity thatlearn about nature require students to be able to think logically and critically about a phenomena. Therefore,learning models and learning tools are needed that support lecture activity that allow students to constructknowledge through experiments and gather various information. The fact found that the lectures of earth andspace physics that are used today are still conventional. This does not support the improvement of student’scritical thinking skill. One solution that can be done is to develop lecture devices consisting of worksheetsoriented to inquiry models and earth teaching aids which are implemented in lectures. The aim of thisresearch is to obtain the effectivity value of the devices of earth and space physics lecture to improve thecritical thinking skill of students. Data collection instrument is pretest and posttest before and after use theproduct. Data analysis technique use t-test correlates with product moment. The result of this research is theworksheet of earth and space physics oriented inquiry model is effective improve of student’s critical thinkingskill with the value of the product moment is 60%.
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Connors, Elyse, and Helen Lee. "Roles of Vision Rehabilitation Therapists in the 21st Century." Journal of Visual Impairment & Blindness 114, no. 3 (May 2020): 173–84. http://dx.doi.org/10.1177/0145482x20924902.
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Introduction: Vision rehabilitation therapists (VRTs) carry out many specific job tasks. This study seeks to better understand the VRT profession by organizing many tasks into a few specific roles in which VRT practitioners are involved. Methods: Using the results of the 2017 online survey, a principle component analysis was carried out to extract clusters of specific job tasks. The reliability of the resulting job role constructs was assessed using Cronbach’s alpha. Results from this analysis are compared to a similar analysis of VRT job roles conducted 28 years ago. Results: Four job roles are extracted from the survey’s frequency data: (1) teaching activities, (2) case management, (3) technology, and (4) low vision and assessment. Seventy specific job tasks are retained under the four roles. Discussion: Extracted job roles of teaching and case management are similar to Leja’s (1990) findings, indicating that these roles remain important aspects of the VRT job. Two new roles have emerged since Leja’s examination, and they are related to technology and low vision and assessment. The advancement, availability, and affordability of technologies and low vision interventions has increased the need for teaching the use of access technologies across the daily living spectrum. The availability of low vision devices has expanded the role of the VRT in the provision of functional low vision assessments, strategies for reading and daily tasks, appropriate use of optical and nonoptical aids, and environmental assessment for safety and optimal visual performance. Implications for practitioners: VRT survey participants are performing additional job roles in technology and low vision and assessment. This presents challenges related to resources and training for practitioners who already provide instruction across a broad set of skill domains. Issues include access to new technologies, adequate time to learn new devices and software, and standardized assessment tools.
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Husain, Naushad. "ICT Usage in Learning and Instruction of Teacher Trainees from Teacher Education Institutions (TEIs) of Bhopal, Madhya Pradesh India." Bioscience Biotechnology Research Communications 17, no. 1 (January 25, 2024): 41–48. http://dx.doi.org/10.21786/bbrc/17.1.7.
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Teacher education plays a pivotal role in any education system and the same role of School Internship and Teaching Practice is for any teacher education programme. It produces the quality teachers for any country. Integration of ICT in teaching learning process is one of the indicators for quality teaching and learning. Now, ICT integration is inevitable. Hence, the researchers intended to explore which type of technology is used by teacher trainees in their academic endeavors. The present study was carried out to explore the uses of ICT integration in learning and instruction of teacher trainees studying in Teacher Education Institutions (TEIs) of Bhopal city of Madhya Pradesh (India). The descriptive survey method was adopted to accomplish the objectives of the study. Simple Random sampling technique was employed to select the 239 Teacher Trainees from intact classes of six TEIs of Bhopal. Researchers’ self-constructed questionnaire was administered to the teacher trainees of selected TEIs. The data was analyzed through Frequencies and Percentages. The findings revealed that 72.8% of teacher trainees had used their Computer/ Laptop/Services/ ICT devices/ tools for accomplishing teaching-learning activities at home; 83.7% of them responded that ICT and Internet helped in preparing lesson plans; 90.8% of them reported that ICT and Internet helped in preparing teaching aids for delivering their lesson; 93.7% replied that ICT and Internet has helped them in preparing their assignments; 98.3% of them used social media for their teaching-learning related activities. Only few (i.e. 10%) of them found difficulties in using computer or laptop. Excessive uses of the ICT and internet have created medical, psychological and socio-emotional problems for 72.8%, 73.2% and 74.5% of teacher trainees respectively.
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Utama, Mohamad Maulidin Alif. "FORMULASI MULTISENSORY DALAM PEMBELAJARAN TEMATIK." Jurnal Asy-Syukriyyah 21, no. 02 (October 16, 2020): 218–24. http://dx.doi.org/10.36769/asy.v21i02.113.
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Learning materials that are still abstract is one of the obstacles for teachers in understanding students. Specific thematic learning, it is necessary learning that not only keeps students active in learning activities, but also students can understand the intent and purpose of the theme they are learning, the students' understanding can be improved through the model Multisensory learning.Multisensory learning is basically a learning that involves a variety of sensory stimuli including hearing, sight, touch, and sometimes also smell and taste. Multisensory learning models involve a variety of visual aids including IT-based media in support of its application process. The use of visual images, interactive video that is broadcast through the projector can certainly stimulate the student's sensory to the material being studied. Multisensory learning in practice is a learning that for learning materials that are abstract into concrete material. Therefore, the application of multisensory learning needs to involve a variety of critical inquiry activities conducted by students on the various realities of everyday life. for example, when teaching science on food chains, this material will be more easily understood by the child if the child is invited to directly watch the process of occurrence of the food chain in everyday life or at least watch the video showing the concept of the chain of food.The linkage between the multisensory learning model and the thematic learning lies in the process of implementation. The combination of sensory devices in multisensory learning is appropriate when applied to thematic learning in recognizing the material attributed to real-life everyday. Thematic learning uses many teaching aids and sometimes uses the senses that students have.