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Artículos de revistas sobre el tema "Technology education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Shomirzayev, M. Kh. "Technology Of Educational Process In School Technology Education". American Journal of Social Science and Education Innovations 02, n.º 07 (30 de julio de 2020): 212–23. http://dx.doi.org/10.37547/tajssei/volume02issue07-28.

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Shomirzayev, M. Kh. "Developing Educational Technologies In School Technology Education". American Journal of Engineering And Techonology 02, n.º 07 (30 de julio de 2020): 51–57. http://dx.doi.org/10.37547/tajet/volume02issue07-08.

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Serik, M., G. Nurbekova y J. Kultan. "Big data technology in education". Bulletin of the Karaganda University. Pedagogy series 100, n.º 4 (28 de diciembre de 2020): 8–15. http://dx.doi.org/10.31489/2020ped4/8-15.

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The article discusses the implementation of big data in the educational process of higher education. The authors, analyzing a large amount of data, referring to the types of services provided by e-government, indicate that there are many pressing problems, many services are not yet automated. In order to improve the professional training of teachers of Computer Science of the L.N. Gumilyov Eurasian National University, educational programs and courses have been developed 7M01514 — «Smart City technologies», «Big Data and cloud computing» and 7М01525 — «STEM-Education», «The Internet of Things and Intelligent Systems «on the theoretical and practical foundations of big data and introduced into the educational process. The arti-cle discusses several types of programs for teaching big data and analyzes data on the implementation of big data in some educational institutions. For the introduction and implementation of special courses in the educational process in the areas of magistracy in the educational program Computer Science, the curriculum, educational and methodological complex, digital educational resources are considered, as well as hardware and software that collects, stores, sorts big data, well as the introduction into the educational process of theoretical foundations and methods of using the developed technical and technological equipment.

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4

Makhammatov, Abdumannon. "Computerization Technology Of Music Education". American Journal of Social Science and Education Innovations 02, n.º 10 (31 de octubre de 2020): 418–21. http://dx.doi.org/10.37547/tajssei/volume02issue10-67.

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5

Abdolrahimzadeh, Seyyed Jamal y Nikoo Bagheri. "Reflection and educational technology in Iranian EFL education: Types and Barriers". International Academic Journal of Humanities 06, n.º 01 (26 de junio de 2019): 100–114. http://dx.doi.org/10.9756/iajh/v6i1/1910013.

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YOSHIDA, Kiichi. "Technology and Technology Education". Journal of the Society of Mechanical Engineers 103, n.º 974 (2000): 46–48. http://dx.doi.org/10.1299/jsmemag.103.974_46.

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Deeson, Eric y Mike Johnson. "Technology education". British Journal of Educational Technology 36, n.º 1 (2 de diciembre de 2004): 113–14. http://dx.doi.org/10.1111/j.1467-8535.2005.00445_3.x.

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Brander, Stephanie. "Education technology". Nursing Standard 25, n.º 4 (29 de septiembre de 2010): 71. http://dx.doi.org/10.7748/ns.25.4.71.s65.

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Algabri, Hayder Kareem. "Curriculum Technology Integration for Higher Education". Journal of Advanced Research in Dynamical and Control Systems 12, n.º 1 (13 de febrero de 2020): 295–300. http://dx.doi.org/10.5373/jardcs/v12i1/20201043.

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Malikova, Khurshida I. "HIGHER EDUCATION TECHNOLOGY OF TEACHING SURDOPYEDAGE". European International Journal of Multidisciplinary Research and Management Studies 02, n.º 04 (1 de abril de 2022): 197–202. http://dx.doi.org/10.55640/eijmrms-02-04-35.

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This article describes the analysis of the technology of teaching deaf pedagogical disciplines in higher education. The essence of the principles of scientific, conscious and active, comprehensible, visual, thorough, individual approach, consistency and regularity, the relevance of theory to practice and other principles used in the process of special education is revealed.

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11

Turaeva, Gulnoz Ergashevna. "PERSON-CENTERED TECHNOLOGY OF COLLABORATIVE EDUCATION". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, n.º 08 (31 de agosto de 2021): 68–71. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-15.

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This article is based on the experience of well-known Uzbek, Russian and foreign educators, namely: A. Avloni, Fitrat, H. H. Niyazi, K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy, Ya. .Korshak, V.A. Sukhomlinsky, K.D. Makarenko, S.T. Shatsky, Y.A. Kamensky, J.J. Russo, K. Rodgers, E. Bern and others.

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12

Dr. P.G. Ramanujam, Dr P. G. Ramanujam. "Blended Learning - Integrating Technology In Education". Indian Journal of Applied Research 1, n.º 1 (1 de octubre de 2011): 38–40. http://dx.doi.org/10.15373/2249555x/oct2011/12.

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13

Yadav, Neetu, Kritesh Gupta y Vibhor Khetrapal. "Next Education: Technology Transforming Education". South Asian Journal of Business and Management Cases 7, n.º 1 (22 de marzo de 2018): 68–77. http://dx.doi.org/10.1177/2277977918754443.

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The approach towards teaching and learning has drastically changed with the advent of technology. Classrooms are no longer what they used to be. The traditional spaces fitted with blackboards and controlled by overbearing/strict teachers have given way to the new-age ‘smart’ classrooms. The post-millennial generation, which is highly exposed to gadgets like smartphones, has a short attention span and seeks quick learning at the click of a button. They want the freedom to decide what and how they want to learn; this wish is fulfilled by technology that has democratized Indian education system. The integration of technology and education was seen as a thrust area for business development in the early 2000s. In 2007, two IIT alumni and serial entrepreneurs, Beas Dev Ralhan and Raveendranath Kamath, started Next Education with the aim of changing the face of education in India by melding it with technology. In a short span of 10 years, it reached over more than 10,000 schools across the country transforming lives of more than 1,000,000 students with its flagship products such as TeachNext, LearnNext, MathsLab, Next ERP and aims at becoming the leader in technology-based education solution provider. The journey has been quite challenging with stiff competition from EdTech market leaders and resistance from various stakeholders. The questions Ralhan and Kamath were facing: How to enter into an industry which was at the nascent stage? How to create its market space and how to sustain it? How to beat the challenges in establishing a foothold in technology-driven education industry?

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14

Sharma, Prof Nirmal Kumar y Dr Vijay Pithadia. "Application of Information Technology in Management Education". International Journal of Scientific Research 1, n.º 6 (1 de junio de 2012): 104–6. http://dx.doi.org/10.15373/22778179/nov2012/39.

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Katrodia, Ankit y Dr Vijay Pithadia. "Application of Information Technology in Management Education". International Journal of Scientific Research 1, n.º 6 (1 de junio de 2012): 111–12. http://dx.doi.org/10.15373/22778179/nov2012/42.

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16

Omelyanenko, Vitaliy, Inna Semenets-Orlova, Olena Khomeriki, Lyudmyla Lyasota y Yuliia Medviedieva. "Technology transfer management culture (education-based approach)". Problems and Perspectives in Management 16, n.º 3 (20 de septiembre de 2018): 454–63. http://dx.doi.org/10.21511/ppm.16(3).2018.36.

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Research deals with the analysis of theoretical aspects of increasing the competence of scientists and experts, whose task is to work with technology as a good promotion of technology on the market with a view to its commercialization or search for technological solutions according to the tasks of the organization and to examine the startup methodology as a tool of improving the technology transfer skills efficiency. The new specifics of technology transfer management within the Education 3.0 paradigm are considered. In the paper, the authors analyze the technology transfer as important source of innovation creation and an integral part of business development. Target result of technologies introduction, implemented within limited period with limited resources as an innovative purpose of technology transfer, which is aimed at the best possible development of organization, is identified. The paper also suggests consider¬ing processes of technology development and technology transfer based on startup methodology.

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17

Friyanto, A., I. Prasetyo y C. N. Albar. "Technology-based education". Journal of Physics: Conference Series 1764, n.º 1 (1 de febrero de 2021): 012193. http://dx.doi.org/10.1088/1742-6596/1764/1/012193.

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18

Bergeron, Bryan P. "Technology-enabled education". Postgraduate Medicine 103, n.º 5 (mayo de 1998): 31–34. http://dx.doi.org/10.3810/pgm.1998.05.477.

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19

Marzullo, Rossella. "Education and Technology". Journal of Systemics, Cybernetics and Informatics 20, n.º 1 (enero de 2022): 163–73. http://dx.doi.org/10.54808/jsci.20.01.163.

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The aim of this paper is to explore what we know about the difficulties from comprehension of digital texts in comparison with traditional texts with a particular focus on new readers. The question we want to investigate is whether the reading of an electronic text is more (or less) difficult than that of a paper text. In the first part of the paper, the object of the study is presented; in the second part research studies in the field are examined through an analysis of the evidence-based literature; in the third and final part, we try to draw some conclusions from data. Do we read more or read less in the time of digital media? Does reading on the screen change the way we understand meanings? And does the way we write change? These are some of the questions that parents and teachers ask themselves to understand what are the correct spaces and times to leave for devices at home, at school, in free time. Research suggests that the question of time is crucial. Maryanne Wolf, a neuroscientist who has been studying the brain that reads for years, noted that reading on the screen ends up inhibiting deep reading in the long run. We run away, looking for some articulations of the text that allow us to synthetically grasp its meaning without taking the time to weigh every single part: the risk is that the ability to understand exactly the meaning of what is being read is compromised. Fast thoughts and slow thoughts should both belong to our cognitive economy: the former are useful in some cases, the latter in others. In fact, however, the speed at which we are progressively more and more required in everyday life, at home as well as in organizations, can mean that we tend to resort more and more frequently, especially to quick thoughts. The real problem, therefore, is not digital, but speed. We need to find a way to slow down because only by slowing down is it possible to activate our slow thoughts.

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20

Ejnavarzala, Haribabu y Malini Bhargava. "Education Technology Development". International Journal of Technologies in Learning 20, n.º 4 (2014): 19–26. http://dx.doi.org/10.18848/2327-0144/cgp/v20i04/49147.

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21

Segura, J. "Technology continuous education". IEEE Design & Test of Computers 18, n.º 5 (septiembre de 2001): 120. http://dx.doi.org/10.1109/mdt.2001.953279.

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22

Rada, Roy y James Schoening. "Education technology standards". ACM SIGUCCS Newsletter 27, n.º 1-2 (marzo de 1997): 21–23. http://dx.doi.org/10.1145/270534.270547.

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23

Main, Christine y Marsha Berry. "Technology and Education". Adult Learning 4, n.º 3 (enero de 1993): 10–11. http://dx.doi.org/10.1177/104515959300400305.

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24

Barojas, Jorge. "Technology Efficiency Education". Industry and Higher Education 13, n.º 4 (agosto de 1999): 257–66. http://dx.doi.org/10.1177/095042229901300406.

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The concept of a culture of technology efficiency is considered in the context of a plan designed to prepare engineers who teach technicians. The conditions essential to the development of such a culture have been established and tested in terms of goals, cognitive tools and operational factors, and these are discussed and analysed in this paper. These factors were applied to a joint programme undertaken in Mexico by the Department of Education of the National Commission for Energy Efficiency and the General Direction of Technological and Industrial Education under the Ministry of Education. After describing this programme and assessing the results, the author concludes with more general remarks concerning the planning, development and evaluation of educational projects in the context of technology efficiency.

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25

Petrina, Stephen. "Multidisciplinary Technology Education". International Journal of Technology and Design Education 8, n.º 2 (mayo de 1998): 103–38. http://dx.doi.org/10.1023/a:1008889513151.

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26

Chow, Clement H. M. "Education, communication, technology". Educational Technology Research and Development 37, n.º 3 (septiembre de 1989): 114–15. http://dx.doi.org/10.1007/bf02299065.

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27

ROTHSCHILD, JOAN. "Technology and Education". American Behavioral Scientist 32, n.º 6 (julio de 1989): 708–18. http://dx.doi.org/10.1177/0002764289032006010.

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28

Neumeister, Michael W. "Technology and Education". Plastic and Reconstructive Surgery - Global Open 4, n.º 6 (junio de 2016): e777. http://dx.doi.org/10.1097/gox.0000000000000780.

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29

Withrow, Frank B. "Education Technology: Innovations". Bulletin of Science, Technology & Society 6, n.º 2 (junio de 1986): 319–20. http://dx.doi.org/10.1177/027046768600600234.

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“We raised the power of reason, the power of manipulating words, above all other faculties. The written word became our god. We forgot that before words there were actions … that there have always been things beyond words. We forgot that spoken words preceded the written one. We forgot that written form of our letters came from ideographic pictures … that standing behind every letter is an image like an ancient ghost. The image stands for natural movements of the body and other living things.” Frank Herbert

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Withrow, Frank B. y Frank B. Withrow. "Education Technology: Innovations". Bulletin of Science, Technology & Society 6, n.º 3 (junio de 1986): 319–20. http://dx.doi.org/10.1177/027046768600600334.

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31

Wollard, K. "Technology '88: education". IEEE Spectrum 25, n.º 1 (enero de 1988): 68–69. http://dx.doi.org/10.1109/6.4491.

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32

Wurster, Susann L. "Technology in education". TechTrends 43, n.º 2 (marzo de 1998): 12–13. http://dx.doi.org/10.1007/bf02818169.

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33

Sadikova, Dilafruz. "DEVELOPMENT OF PROFESSIONAL KACHESTV STUDENTS OF PRESCHOOL EDUCATION ON THE BASIS OF INNOVATIVE EDUCATION TECHNOLOGY - AS AN ACTUAL EDUCATIONAL PROBLEM". European International Journal of Multidisciplinary Research and Management Studies 02, n.º 06 (1 de junio de 2022): 46–50. http://dx.doi.org/10.55640/eijmrms-02-06-09.

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The article discusses the ways of developing the professional qualities of students of pedagogical universities. Today, the actual problem of education is the choice of profession. In the era of informatization of society, an important aspect of teaching is the widespread use of innovative technologies. The introduction of new technologies in teaching in order to instill in students an interest in knowledge, independently seek information to choose modern professions.

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34

Cheng, Yabing, Zengming Feng y Zhang Lei. "39521 The using of Virtual Prototyping technology in education(Education and Software Developments)". Proceedings of the Asian Conference on Multibody Dynamics 2010.5 (2010): _39521–1_—_39521–6_. http://dx.doi.org/10.1299/jsmeacmd.2010.5._39521-1_.

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35

Ismoilova, Mahsuma Narzikulovna y Dilrabo Zhalilovna Halimova. "USE OF HEURISTIC LEARNING TECHNOLOGY IN HIGHER EDUCATION". Scientific Reports of Bukhara State University 3, n.º 3 (30 de marzo de 2019): 273–78. http://dx.doi.org/10.52297/2181-1466/2019/3/3/13.

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On the basis of the analysis of pedagogical activity, it was revealed the need for intensive use of heuristic teaching methods, it is shown in which cases it is advisable to use heuristic teaching methods in teaching and how these methods can improve the effectiveness of a teacher’s professional activity and the degree of material learning by students.

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36

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

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37

HRUBÝ, Miroslav. "SUBJECT INFORMATION TECHNOLOGY IN MILITARY EDUCATION – CIVILIAN STUDY". SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, n.º 1 (24 de junio de 2016): 455–62. http://dx.doi.org/10.19062/2247-3173.2016.18.1.63.

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38

Autio, Ossi. "Technology Education: Craft, Creativity, Textbooks or Technology". i-manager's Journal on School Educational Technology 2, n.º 1 (15 de agosto de 2006): 26–30. http://dx.doi.org/10.26634/jsch.2.1.866.

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39

YOSHIDA, Kiichi. "F-1605 Technology Criticism and Technology Education". Proceedings of the JSME annual meeting IV.01.1 (2001): 385–86. http://dx.doi.org/10.1299/jsmemecjo.iv.01.1.0_385.

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40

Yager, Robert E., John Dunkhase, John Tillotson y Lynn W. Glass. "Science-technology reform via distance education technology". TechTrends 40, n.º 5 (octubre de 1995): 19–22. http://dx.doi.org/10.1007/bf02818828.

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41

Thompson, Kate, Linda Corrin, Gwo-Jen Hwang y Jason M. Lodge. "Trends in education technology in higher education". Australasian Journal of Educational Technology 37, n.º 3 (29 de julio de 2021): 1–4. http://dx.doi.org/10.14742/ajet.7396.

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42

Wright, R. Thomas. "Technology Education: Essential for a Balanced Education". NASSP Bulletin 83, n.º 608 (septiembre de 1999): 16–22. http://dx.doi.org/10.1177/019263659908360802.

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In its broadest sense, technology is all the knowledge and actions that people use to create the human-built world. The products of technology can be as simple as a paper clip or as complex as a spaceship; as essential as a dwelling or as frivolous as a firecracker.

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43

Minić, Siniša. "Tablet technology in education". Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, n.º 11 (2017): 49–57. http://dx.doi.org/10.5937/zrufpl1711049m.

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44

Giannoukos, Georgios, Vasilios Hioctour, Christos Galiropoulos y Georgios Besas. "New Technology in Education". Journal of Educational and Social Research 7, n.º 1 (26 de enero de 2017): 9–12. http://dx.doi.org/10.5901/jesr.2017.v7n1p9.

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Abstract This paper discusses the use of new technology in education. It refers to different types of literacy namely technological, digital, mathematical, scientific and information literacy as well as to the definitions and characteristics of the use of computers in education such as CAL, CBE, CAT etc. The use of technology in the constructivist and behavioural learning approach are mentioned and the advantages and disadvantages of the use of new technology in education are given.

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Romeu, Jorge Luis. "Technology and International Education". Journal of Educational Technology Systems 28, n.º 4 (junio de 2000): 305–10. http://dx.doi.org/10.2190/5m1r-mpdh-9g4v-aey8.

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Technology, particularly e-mail communication, listservers, newsgroups participation and uses of Web pages, has greatly increased the interaction between faculty and students of universities of different countries. These advances have also raised the interest in, the need for, and the possibilities about participating in international faculty and student exchanges and international course development and implementation. For example, for several years now this panelist has worked on a Student/Faculty exchange project between State University of New York (SUNY) and Mexican universities, using these technologies to substitute scant funds, yet obtaining significant results. This article describes Conference on Instructional Technology (CIT) Panel discussion that addressed some of the problems panelists found in developing their international exchange projects. It also discusses some problems encountered in developing the traditional and two new models of student exchanges and in the lack of a central SUNY structure capable of sustaining projects developed in one campus but benefitting all SUNY. We discuss how technology has helped to circumvent these problems and to provide working solutions that contribute positively. Benefits from as well as the costs of such exchanges are examined, traded off, and openly debated.

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Bhusari, Deepak y Abhijit Banubakode. "Technology Effecting on Education". Journal of Innovations in Data Science and Big Data Management 1, n.º 3 (21 de junio de 2022): 8–12. http://dx.doi.org/10.46610/jidsbdm.2022.v01i03.002.

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Development is a gift of God. After the progress of life, it is maybe perfect of God's gifts. It is the mother of updates, of explanations and of sciences. Development has unequivocally changed how we live. It has impacted various pieces of life and rethought living. Indication of this present reality, improvement anticipates a central part in each circle of life. A couple of manual undertakings can be robotized, by honorability of progress. Also, exceptional wavering and principal cycles ought to be conceivable really and more obvious capacity with the assistance of current new turn of events. By commendable nature of the utilization of progress life has evolved, and it has evolved for the better. Development has changed the field of getting ready. It is impossible to overestimate the importance of development in schools.. Really, with the beginning of PCs in planning, it is now clearer for educators to acquaint themselves with information and for understudies to acquire it. The use of technology has made the most all-encompassing saw method for overseeing schooling and seeing comprehensively truly remarkable.

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Blewett, Kristine y Bronwen Cowie. "Leadership in technology education". Curriculum Matters 3 (1 de junio de 2007): 176–88. http://dx.doi.org/10.18296/cm.0085.

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Hunter, M. Gordon y Peter Carr. "Technology in Distance Education". Journal of Global Information Management 10, n.º 2 (abril de 2002): 50–54. http://dx.doi.org/10.4018/jgim.2002040105.

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49

Akyeampong, Albert, Teresa Franklin y Jared Keengwe. "Technology and Teacher Education". International Journal of Information and Communication Technology Education 6, n.º 2 (abril de 2010): 1–10. http://dx.doi.org/10.4018/jicte.2010040101.

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This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.

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SUKIGARA, SACHIKO. "Textile Education and Technology". Sen'i Gakkaishi 73, n.º 7 (2017): P—253—P—253. http://dx.doi.org/10.2115/fiber.73.p-253.

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