Gotowe bibliografie tematyczne / Integration of learning technologies

Gotowa bibliografia na temat „Integration of learning technologies”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Integration of learning technologies"

Dodero, Juan Manuel, Manuel Palomo-Duarte, Ivan Ruiz-Rube, Ignacio Traverso, Jose Miguel Mota i Antonio Balderas. "Learning Technologies and Semantic Integration of Learning Resources". IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 10, nr 1 (luty 2015): 11–16. http://dx.doi.org/10.1109/rita.2015.2391312.

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Zhetpisbayeva, Bakhytgul A., Dmitry V. Dyakov, Saule A. Shunkeyeva i Meirzhan Syzdykov. "CLIL Integration Issues and Distance Learning Technologies". Journal of Siberian Federal University. Humanities & Social Sciences 14, nr 9 (wrzesień 2021): 1322–30. http://dx.doi.org/10.17516/1997-1370-0822.

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This article proposes an expert vision of the problems of applying CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of scientific research devoted to the subject analysis of the integration of CLIL learning and distance learning technologies and related problems. Diagnostics of the existing problems was carried out through an online survey of school teachers and university professors who have experience in using CLIL technology in distance learning. For example, the results of the survey have made it possible to identify an expert opinion on the compatibility of the two teaching technologies, to formulate the main problems and differentiate them in terms of school and university practice. Moreover, the analysis has established relationship problems identified with the history of the modernization of secondary and higher education, and pandemic circumstances of 2020. This also explains different level of CLIL preparedness of school teachers and university professors for the independent development of electronic content, the search for a finished educational product, and the use of educational platforms. In this context, the need for CLIL modern teachers’ training programs and effective mechanisms for their academic support is indicated. Based on the survey results, it was concluded that CLIL distance learning is viable in school and university practice. The integration of the two technologies creates an effective tool to promote the empowerment of CLIL, the development of a virtual learning environment, andemergence of a distance format of students’academic mobility. These results can be significant as a basis for making tactical decisions on the development of the resource and methodological base of CLIL distance learning in the system of secondary and higher education

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Safitri, M., R. Riandi, A. Widodo i W. R. Nasution. "Integration of Various Technologies in Biology Learning". Journal of Physics: Conference Series 895 (wrzesień 2017): 012145. http://dx.doi.org/10.1088/1742-6596/895/1/012145.

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Curry, John H., i Pamela J. Ponners. "The Meaningful Integration of Emerging Learning Technologies". TechTrends 63, nr 1 (29.12.2018): 2–3. http://dx.doi.org/10.1007/s11528-018-0371-9.

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Вilyalova, Albina. "Integration of Digital Technologies into Education". Journal of Digital Art & Humanities 1, nr 2 (30.12.2020): 20–33. http://dx.doi.org/10.33847/2712-8148.1.2_2.

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The number of universities using digital technologies is growing year by year. Digital technology in the modern world is not only a tool, but also a living environment that opens up new opportunities: learning at any convenient time, continuing education, etc. This article aims to describe the specificity of digital education, the current state of its implementation, the expected results and concerns in this respect. Having shown the core of the digital education and the state of its implementation in modern society, this type of education must be critically analyzed in terms of advantages and risks with reference to contemporary students and the effectiveness of the teaching – learning process, in which they participate. In the study pros and cons of digital learning are revealed. The current study presents information about advantages of using electronic educational resources in teaching a foreign language based on the experimental work which was done in Naberezhnye Chelny Institute of Kazan Federal University. The success of the experiment presented in this paper is demonstrated by comparing the results of the test group who were taught using electronic educational resources with the reference group who were taught in a common traditional way. The results of the questionnaire suggest that the majority of students believe they have acquired food knowledge using digital technology in education. The statistical analysis shows that the test group students had better achievements compared to the reference group since students from test group have the digital skills.

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Geng, Hong Ling, i Meng Tian. "Integration of Modern Information Technologies and Mathematics Teaching". Advanced Materials Research 225-226 (kwiecień 2011): 259–62. http://dx.doi.org/10.4028/www.scientific.net/amr.225-226.259.

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The application of information technology in mathematics teaching has been a main direction in mathematics course reform all over the world. The paper expounds the methods of integrating the modern information technology and mathematics teaching, discusses the value and principles of the integration of the two, and proposes the questions that should be paid attention to at the end of the paper. The increasing mature of information technologies and its wide application influence people’s living and learning method profoundly. Since modern information technology can transmit information on the network, and information is displayed in various ways and is stored conveniently, the value, goal contents and learning methods of mathematics education are influenced by it. Therefore, the integration of modern information technologies and mathematics teaching is the key element related to the improvement of college teachers’ information abilities.

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Cardullo, Victoria M., Nance S. Wilson i Vassiliki I. Zygouris-Coe. "Emerging Technologies". International Journal of Information Communication Technologies and Human Development 9, nr 2 (kwiecień 2017): 1–19. http://dx.doi.org/10.4018/ijicthd.2017040101.

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Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

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Gilakjani, Abbas Pourhosein. "A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills". International Journal of English Linguistics 7, nr 5 (27.07.2017): 95. http://dx.doi.org/10.5539/ijel.v7n5p95.

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Technologies have dramatically changed the way people gather information, carry out research, and communicate with others worldwide. Technology has removed the distance obstacles and has made it possible for higher education to effectively teach anyone. Technology integration is being increasingly used in instruction to improve teaching and learning. This rapid development of technology integration has presented a better pattern to find the new teaching models. Consequently, it has a key role in learning and teaching language skills. The integration of technology to create a context to teach and learn English skills has a lot of advantages. The fundamental aim of this paper is to review the issues related to technology integration in the learning and teaching of language skills. In this paper, the researcher defines the term technology integration, expresses the reason of integrating technology, explains the role of technologies in promoting learning, elaborates teachers’ roles and learners’ roles, reviews previous studies on the benefits of technology in the learning and teaching of language skills, indicates the situation of Information and Communication Technologies (ICTs) in Iran, and finally mentions the recommendations for the successful integration of technology. The review of literature revealed that the integration of technology into the classrooms considerably improves the learning and teaching of English language skills.

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Mailizar. "INTEGRATING GEOSPATIAL TECHNOLOGIES IN THE SECONDARY MATHEMATICS CLASSROOM". Visipena Journal 3, nr 2 (31.12.2012): 125–32. http://dx.doi.org/10.46244/visipena.v3i2.65.

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Geospatial technology refers to technology used for visualization, measurement, and analysis of phenomena that occur on the earth. Since features or phenomena that occur on earth relate to mathematical concepts, geospatial technologies have great potential to enhance mathematical learning activities. It is clear that spatial ability is very important in order to succeed in learning mathematics. Geospatial technologies such as Google Earth can facilitate students in enhancing spatial thinking. Moreover Integrating geospatial technology will facilitate learners in making the connection between mathematical concepts and the real world. Finally, the integration will enhance students’ ability in making connections between mathematical concept and their other courses. The integration will face some possible barriers such as limited availability of software and hardware and insufficient ability of the teachers.

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Keengwe, Jared, i Malini Bhargava. "Mobile learning and integration of mobile technologies in education". Education and Information Technologies 19, nr 4 (26.01.2013): 737–46. http://dx.doi.org/10.1007/s10639-013-9250-3.

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Rozprawy doktorskie na temat "Integration of learning technologies"

Elmasry, Sarah Khalil. "Integration Patterns of Learning Technologies". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29070.

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This research proposes sets of design patterns of learning environments as an innovative approach towards an intelligent architectural design process. These patterns are based on teachers’ spatial and pedagogical use of their learning environments. The study is based in the desired condition that learning environments are expected to host learning technologies efficiently, to adapt to the fact that its life span is much longer than that of any technology within it, and to accommodate a variation of teaching modes and learning styles. In an effort to address these issues; calls for designing flexible learning spaces have emerged, as well as recommendations for alternative layouts. Yet, more challenging questions emerge; how efficiently do these technologies integrate with other systems in the classroom space? What should architects and facility planners consider for a successful systems’ integration which incorporates learning technologies in the design of the classroom space? And how can these spaces support variations in pedagogical practice. This study attempts to answer these questions by developing a pattern language to support the early design phases of a technology-rich learning environment. The study is qualitative in nature, and based on interviews with a sample of teachers at academic year Governor’s science and technology schools in Virginia. The researcher attempts to capture problems and challenges related to occupants’ performance within the physical boundaries of the classroom when learning technologies are in use. The variation of teaching-learning modes is taken into consideration. In this process, the researcher focuses on integration patterns of learning technologies with the envelope and the interior systems. The findings are then translated into the design language in the form of a pattern language at the building systems scale.
Ph. D.

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Esterhuizen, Hendrik Daniel. "The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen". Thesis, North-West University, 2012. http://hdl.handle.net/10394/8736.

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North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients.
Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

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Darking, Mary. "Integrating on-line learning technologies into higher education". Thesis, London School of Economics and Political Science (University of London), 2004. http://etheses.lse.ac.uk/259/.

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This dissertation presents an in-depth, qualitative case study that documents the efforts of two UK universities to integrate on-line learning technologies into their teaching practices and course design. It has been claimed that on-line learning technologies have the capacity to transform the provision of higher education. In order to address such claims, participant / observer research was conducted at two institutions, simultaneously, over a period of 18 months. Using ideas from the sociology of association, the organisational, pedagogic and technological activities surrounding the case study institutions' purchase and integration of two leading on-line learning technologies are described. Distinctions between different areas of activity both in and around the university are represented as they emerged 'in practice', allowing ostentive divisions between, for example, 'the education', 'the technological' and 'the organisation' to be temporarily, placed to one side. Building on these empirically grounded findings, this thesis considers the question of 'educational values'. Powerful discourses relating to knowledge, learning and the 'market for education' currently compete for primacy over pedagogic, epistemic and educational interests. By rejecting normative ascriptions of value, in either economic or moral terms, this thesis considers 'values-in-practice', or 'valence' as the enacted priorities that are set as part of organisational work. Through this analysis, values are understood as the basis upon which lines of reason or 'ways of reckoning' are constructed. This analytical approach is shown to be particularly relevant to the study of complex, integration work, where totalising or dichotomous conceptions of knowledge prove insufficient to capture or inform processes of negotiation. Together, the concepts of valence and ways of reckoning serve to support critical reflection on how educational values are constructed in the case of on-line learning. It is argued that only by understanding education as a collective endeavour, capable of promoting and supporting substantive diversity, can educational priorities be properly assessed and asserted.

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Orlando, Amy Diane Vaidya Sheila R. "The integration of learning technologies in the elementary classroom : identifying teacher pedagogy and classroom culture /". Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/489.

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Tassi, Ahmad. "Electronic Learning Management System Integration Impact on Tertiary Care Hospital Learners' Educational Performance". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2694.

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Technological innovations have been shown to improve the quality of health information and improve safety in health care systems. The purpose of this project was to offer hospital nurses a more flexible and practical alternative to education and training than the traditional face-to-face method, supporting nurse educators in overcoming many of the obstacles in responding to nurses' needs in the clinical areas. This project used a randomized, 2-group posttest-only experimental design to measure the effect of treatment at a targeted hospital. The experimental group received a new instructional approach using an Electronic Learning Management System (ELMS) and the control group used the site's traditional standard method; both groups completed the Posttest Knowledge Assessment. The study population consisted of registered nurses who had attended the project site's Safe Blood Transfusion Practice program over a period of 1 month. There were no significant differences between the 2 groups' members' gender, age, level of education, or nursing experience. Data analysis showed a significant (p < .00) difference between the 2 groups' posttest scores, indicating that the participants who used the ELMS attained a higher median knowledge (M = 89.39, SD = 9.26) than did participants who received traditional, face-to-face instruction (M = 76.85, SD = 10.628). These results suggest that ELMS-based learning is a more effective method of instructional delivery that could effectively replace many of the traditional face-to-face education programs. Implementing this innovative system will create positive social change on the targeted hospital by improving health care delivery. The application of the finding would support clinical educators to improve educational delivery to their clients at the clinical areas.

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Young, Bradley J., i n/a. "Evaluating the Integration of Learning Technology at Zayed University: A Case Study of a Laptop University in the United Arab Emirates". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060804.162650.

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In the West there has been a substantial quantity of scholarly work about the integration of learning technologies at tertiary institutions and these works have at times been assigned a noteworthy role in governmental policy development. Although generalised statements have been made on the need for the effective integration of learning technology at national institutions of higher education situated in the Middle East, the issues surrounding the practical adoption of such technology are often more varied and complex than is usually supposed. Indeed, no substantive discussion of the subject has yet been undertaken for an institution situated within the United Arab Emirates (UAE). Yet, there is a clear need for such an analysis which has the potential to influence government policy in the UAE, thereby improving teaching and learning at a time of dramatic political change. The purpose of this study is to evaluate, through detailed investigation, the factors associated with the integration of learning technologies as they relate to the teaching and learning environment of Zayed University (the University). It examines the background of the University and the role technology plays within its curriculum, placing it within the unique political, social, and religious contexts of the UAE. In particular, what are the critical issues involved in the effective integration of technology into such a culturally distinctive higher education environment? An answer to this question involves exploring: (i) the role of technology as expressed in the University's visions and goals; (ii) the outcomes-based curriculum model and the role technology plays in supporting it through an electronic portfolio (ePortfolio) model; and (iii) the level of technology integration within the professional practice of Faculty. Instrumental to the findings of this research is the researcher's design and implementation strategy for a technology integration portfolio (TIP) model. In sum, this thesis presents information, implications and recommendations obtained from an evaluation of the current practices relating to the integration of learning technology into the University curriculum. It is from this information that a clear picture emerges of the present role of technology, at the same time providing possible directions for the next stage of the University's evolution. Indeed, this work responds in a practical way to the possibilities and problems involved in the formulation, implementation and efficient working of further learning technology initiatives at the University. Moreover, the findings of this thesis could also be transferred to other higher educational settings in the UAE that share similar curriculum models and goals for technology integration.

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Young, Bradley J. "Evaluating the Integration of Learning Technology at Zayed University: A Case Study of a Laptop University in the United Arab Emirates". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367558.

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Nyirongo, Nertha Kate. "Technology Adoption and Integration: A Descriptive Study of a Higher Education Institution in a Developing Nation". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26827.

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New electronic technologies like computers and the Internet continue to spread to all parts of the world. Developing nations like Malawi have experienced this thrust in the area of electronic technologies. Mzuzu University, a relatively new university in the Malawian education system has made tremendous efforts in providing computers and the internet to faculty members of the University. It was however not clear if such efforts had resulted in corresponding application and integration of the technologies in teaching and learning. This study ventured to investigate prevailing levels of utilization of the computer technology and the Internet in teaching and learning at the university and uncover factors that facilitate or hinder use and integration of the technologies in teaching and learning. Results of the study revealed that while most faculty members actively engaged with electronic technologies, such engagements often excluded instructional use. Where electronic technologies have been used for instructional purposes, it has been mainly for accessing information for teaching. Factors that affect utilization and integration of electronic technologies comprise limited availability of the technologies; unreliability of the available technologies due to related issues like power outages and poor reception; lack of training; lack of technical, pedagogical and administrative support; and lack of faculty involvement in decision making relating to electronic technologies.
Ph. D.

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Batchelor, Jacqueline. "Innovative teachers’ pedagogical efficacy in their use of emerging technologies". Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24257.

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Innovative teaching is, in essence, the art of breaking down barriers which prevent educators from preparing learners for the gruelling demands of the 21st century by exploiting the affordances of emerging Information and communications technologies (ICT) to enhance their teaching and learning strategies. The resulting new educational practice can affect roles, learning situations, patterns of interaction, learning spaces, strategies and theories as well as modes of assessment (Mioduser, Nachmias, Tubin,&Forkosh-Baruch, 2002a). The problem addressed in this study is that of innovative teacher knowledge construction and its context. The role of educational technologies in teaching and learning has evolved and changed dramatically over time but little is understood of how this knowledge manifests itself in their practice and how it is replicated and shared in practice. Pioneering, innovative teachers have developed personal theories that may potentially inform future practice once articulated and disseminated. This study sets out to deepen our understanding of how new knowledge is created in practice by innovative teachers and how this knowledge manifests itself in teaching and learning with emerging ICT. The consequent collaboration between researcher and participant teachers can act as a reconciliatory measure between practice and theory. The literature reviewed draws on tenets from socio-cultural theory, critical philosophy, emerging technology and teaching and learning theory and aims to construct rational foundations to assist in the articulation of new theories which, in turn, will better our understanding of this new emerging pedagogical practice. A post-modernistic interpretive prism views the research investigation through the work of teachers qualified as finalists in the Microsoft Innovative Teachers Forum Awards (ITFA) competition. This annual competition recognises and connects innovative teachers who share a common interest in the enhancement of teaching and learning through the use of technology. Data collecting instruments include metadata consisting of educational multimedia artefacts, virtual classroom tours (VCT’s), document analysis, innovative teacher workshops and interviews. The data were qualitatively analysed using Straussian Grounded Theory Method to articulate a substantive theory which aims to better our understanding of knowledge creation when innovative teachers use emerging technology to enhance their teaching and learning. The resultant substantive theory’s three core components comprise moral cohesion; innovation negotiations in context; and responsive governance as essential to innovative teachers’ pedagogical efficacy when they engage with emerging technologies. Innovative teachers’ perception of the professional burden they carry along with their bricoleur attitude allude to them using whatever means and whatever is at hand to equip learners with the skills required to make them contributing members of their community and the information society. Strategies for the constant renewal of pedagogical practices and the need for reflexivity included the appropriation of learners’ personal devices for learning where their disposition had to be carefully managed in accordance with ethical considerations and their various capabilities. Innovative teachers are powerful change agents within their school environments and in this regard a certain amount of freedom could be offered to innovative teachers to further explore their own practice whilst at the same time tasking them with additional responsibilities in growing organisational capabilities. Innovative teachers use their increased status and power within their schools to actively lobby for policy changes through participating in advisory committees and assisting in the drafting of documents that hold strategic, ethical and practical implications for the exploitation of emerging technologies within their schools.
Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted

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Alshehri, Khaled Ghanem. "Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study". Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/100706.

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Information and communication technology (ICT) is becoming a critical part of operations and innovations in many sectors around the world (Basri, Alandejani, and Almadani, 2018). As such, ICT is commonly integrated in academic institutions on a global level, and has been used in the educational process inside and outside the classroom. Currently in Saudi Arabia, the integration of technology in educational environments is viewed as essential in the growth of Saudi education (Alali, 2015). However, the integration of such technology in teaching and learning may face some barriers especially in emerging academic institutions. Some scholars report that while the use of ICT is advocated in many universities and schools, and in particular in Saudi Arabia, some instructors are not likely to use it in their teaching processes because of barriers hindering their utilization and integration of such technology (Asiri, 2012; Albugami and Ahmad, 2015; Al Mulhim, 2014; Muhametjanova and Cagiltay, 2016). This study aimed to examine how ICT is being used for teaching and learning within the context of an emerging university in Saudi Arabia, as well as what factors faculty identify as barriers and enablers to its use. The current study replicates the research conducted by Nyirongo (2009) in the country of Malawi, and is based on the theoretical principles of technology adoption proposed by Rogers, Ely, and Surry (Ely, 1999; Rogers, 2003; Surry, 2002). Faculty members at Al-Baha University, a new university in Saudi Arabia, served as the participants. This study found that there are several common factors that impede the adoption and integration of ICT for teaching and learning at Al-Baha University. Those factors are: lack of computer availability and accessibility for faculty members and students, poor Internet connection, lack of faculty participating in decision making regarding electronic technology, access to training and pedagogical support regarding such technology, and lack of technical support. These findings correlate with the same kinds of factors that have been identified as barriers in other educational contexts (Al Mulhim, 2014; Albugami and Ahmed, 2016; Alkahtani, 2017; Hsu, 2016; Kilinc, et al. 2018; Kler, 2014; Machado and Chung, 2015; Nyirongo, 2009).
Doctor of Philosophy
Information and communication technology (ICT) is becoming a critical part of operations and innovations in many sectors around the world (Basri, Alandejani, and Almadani, 2018). Currently in Saudi Arabia, the integration of technology in educational environments is viewed as essential in the growth of Saudi education (Alali, 2015). Some scholars report that while the use of ICT is advocated in many universities and schools, and in particular in Saudi Arabia, some instructors are not likely to use it in their teaching processes because of barriers hindering their utilization and integration of ICT (Asiri, 2012; Albugami and Ahmad, 2015; Al Mulhim, 2014; Muhametjanova and Cagiltay, 2016). This study aimed to examine how ICT is being used for teaching and learning within the context of an emerging university in Saudi Arabia, as well as what factors faculty identify as barriers and enablers to its use. The current study replicates the research conducted by Nyirongo (2009) in the country of Malawi, and is based on the theoretical principles of technology adoption proposed by Rogers, Ely, and Surry (Ely, 1999; Rogers, 2003; Surry, 2002). Faculty members at Al-Baha University served as the participants. This study found that there are several common factors that impede the adoption and integration of ICT for teaching and learning at Al-Baha University. Those factors are: lack of computer availability and accessibility for faculty members and students, poor Internet connection, lack of faculty participating in decision making regarding electronic technology, access to training and pedagogical support regarding such technology, and lack of technical support. These findings correlate with the same kinds of factors that have been identified as barriers in other educational contexts (Al Mulhim, 2014; Albugami and Ahmed, 2016; Alkahtani, 2017; Hsu, 2016; Kilinc, et al. 2018; Kler, 2014; Machado and Chung, 2015; Nyirongo, 2009).

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Książki na temat "Integration of learning technologies"

Keengwe, Jared. Promoting active learning through the integration of mobile and ubiquitous technologies. Hershey, PA: Information Science Reference, 2014.

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Tsukasa, Hirashima, Hoppe, Ulrich, 1954 Sept. 15- i Young Shelley Shwu-Ching, red. Supporting learning flow through integrative technologies. Amsterdam: IOS Press, 2007.

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X, Wang Victor C., red. Integrating adult learning and technologies for effective education: Strategic approaches. Hershey, Pa: Information Science Reference, 2010.

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Kitsantas, Anastasia. Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Charlotte, NC: Information Age Pub., 2009.

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Kitsantas, Anastasia. Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Charlotte, NC: Information Age Pub., 2009.

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Kitsantas, Anastasia. Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Charlotte, NC: Information Age Pub., 2009.

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Nada, Dabbagh, red. Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Charlotte, NC: Information Age Pub., 2009.

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L, Berge Zane, red. Sustaining distance training: Integrating learning technologies into the fabric of the enterprise. San Francisco: Jossey-Bass, 2001.

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1973-, Lytras Miltiadis D., i Pablos Patricia Ordonez de, red. Social web evolution: Integrating semantic applications and Web 2.0 technologies. Hershey, PA: Information Science Reference, 2009.

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Kondrat'ev, Sergey. Theory and practice of personalized learning. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1098272.

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The monograph presents the psychological theory and organization of personalized learning in general education schools. The concept of integrative subjectivity of a person as a form of reflexive and areflexive self-existence is considered as the psychological basis of personalized learning. The author characterizes the personality and the social individual in the light of the humanitarian Christian paradigm: reveals the phenomenology of integrative subjectivity, its structural organization, levels and forms of development of the individual and the social individual. From the standpoint of the Christian psychology of education, the general psychological and socio-psychological aspects of personalized learning are revealed, the psychological typification of students and teachers is justified, the extraordinary pedagogical interaction as a psychological mechanism of personalized learning is presented, the experimental construction of psychological types of primary school students based on the perception of educational material, as well as the typological features of teachers. Technologies of personalized learning are presented. The monograph reflects the results of many years of theoretical and experimental research of the author. It is of interest to seminarians, students, postgraduates of Orthodox educational institutions, students of Higher theological courses, faculties of advanced training and retraining, as well as philosophers, psychologists, teachers, social workers, and specialists in the field of education.

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Części książek na temat "Integration of learning technologies"

Duran, Mesut. "Technology Integration". W Learning Technologies, 11–33. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5_2.

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Sierschynski, Jarek. "Integrating Two Technologies". W Mobile Learning and Stem, 187–98. New York, NY: Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315745831-15.

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Nagpal, Pooja, Sarika Chaudhary i Sunil Kumar. "Detection of Disease in Plants with Android Integration Using Machine Learning". W Applied Computational Technologies, 144–51. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2719-5_13.

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Balakrishnan, Rajani, Dahlila Putri Binti Dahnil i Mohammed Awadh Ahmed Ben Mubarak. "Mobile Learning, Effective Integration of New Technologies into Existing Models". W Envisioning the Future of Online Learning, 317–31. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0954-9_28.

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Grande, R., J. Marsh i G. Sala. "The Integration of Advanced Learning Technologies in Corporate Training Activities". W Learning Technology in the European Communities, 125–36. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2672-4_10.

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Razaulla, Salwa Mohammed, Mohammad Pasha i Mohd Umar Farooq. "Integration of Machine Learning in Education: Challenges, Issues and Trends". W Advanced Technologies and Societal Change, 23–34. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5090-1_2.

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Torrente, Javier, Pablo Moreno-Ger i Baltasar Fernandez-Manjon. "Learning Models for the Integration of Adaptive Educational Games in Virtual Learning Environments". W Technologies for E-Learning and Digital Entertainment, 463–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69736-7_50.

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Dogra, Roopali, Himanshi Babbar i Shalli Rani. "Integration of WSN and IoT: Its Applications and Technologies". W IoT and WSN based Smart Cities: A Machine Learning Perspective, 243–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84182-9_15.

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Nurutdinova, Aida, Dilyara Shakirova, Guluysa Ismagilova, Zulfiia Fazlyeva, Evgeniya Panfilova, Dina Sheinina, Gulnara Galeeva i Sabina Ilminbetova. "The Integrating Face-to-Face Learning, Distance Learning Technologies and M-Learning Technologies: Effectiveness". W New Realities, Mobile Systems and Applications, 478–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96296-8_43.

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Pawlowski, J. M., i M. Bick. "Integration of Learning and Working: Convergent Processes and Systems". W Handbook on Information Technologies for Education and Training, 217–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-74155-8_12.

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Streszczenia konferencji na temat "Integration of learning technologies"

Sun, Sally, i Martin Smith. "PERUSALL INTEGRATION FRAMEWORK". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0928.

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Queiros, Leandro M., Alex S. Gomes i Francisco Kelsen de Oliveira. "Learning experiences design: Integration of e-learning environments". W 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975938.

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Yordanova, Korneliya. "Mobile learning and integration of advanced technologies in education". W the 2007 international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1330598.1330695.

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"MANAGERIAL-LEADERSHIP COMPETENCIES FOR ENHANCING THE INTEGRATION OF INNOVATIVE TEACHING-LEARNING TECHNOLOGIES". W 15th International Conference on e-Learning. IADIS Press, 2021. http://dx.doi.org/10.33965/el2021_202104l009.

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Butakov, Sergey, i Denis Smolin. "Integration Platform for a Learning Environment". W 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.83.

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Reyes Zárate, Gabriela, i Claudia Lizette Garay Rondero. "Experiential Learning for Industry 4.0 in Higher Education: a Challenge-based learning case study". W Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002913.

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Organisations and institutions worldwide know the need for trained workers to handle future workplace challenges. This assertion focuses on the growth of digital literacy and several other skills and abilities known as digital transformation competencies. Universities, employers, governments, and organisations recognise an existing gap in the students' education about developing, utilising, and implementing new technologies. The contribution of this work is to present an educational innovation case study in which students implemented and customised Industry 4.0 technologies. The team designed an assembly line with a collaborative robot and real-time data-accessing dashboards with an Overall Equipment Efficiency (OEE) indicator. Undergraduates start the experiential learning process by studying time and movement tasks, designing workstations, and placing the components for the assembly. Digital tools are used to track assembly line availability, efficiency, and quality in real time, demonstrating the positive impact of a collaborative robot on production. By introducing Industry 4.0 into the industrial engineering curriculum, students can improve their digital tools knowledge, problem-solving, teamwork, and communication. This study provides future directions for students' activities incorporating more technologies and digital enablers in Industry 4.0, adding relevant transversal skills regarding sustainability and citizenship.

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Bekaryan, Lilit, i Anush Ayunts. "INTEGRATION OF LANGUAGE SKILLS THROUGH INTERACTIVE STORYTELLING". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2308.

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Peters, Debra. "TECHNOLOGY INTEGRATION: FLUENCY FOR COMPREHENSION DEVELOPMENT". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0020.

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Muradkhanli, L. G. "Blended learning: The integration of traditional learning and eLearning". W 2011 5th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2011. http://dx.doi.org/10.1109/icaict.2011.6110953.

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Barth, Karla Melinda, i Nicoleta Ramona Ciobanu. "INTEGRATION OF MULTIMEDIA TECHNOLOGIES IN THE TEACHING-LEARNING-ASSESSMENT PROCESS". W INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202196.

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Raporty organizacyjne na temat "Integration of learning technologies"

Marienko, Maiia V., Yulia H. Nosenko i Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4418.

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The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.

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Oleksiuk, Vasyl P., i Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.

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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov i Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.

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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman i Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.

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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys i Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.

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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev i Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, lipiec 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a

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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha i Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.

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Chorna, Olha V., Vita A. Hamaniuk i Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.

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Dungrani, Sanjiv, Melissa Fearnside i Andrew Orlando. Crew Integration and Automation Technologies. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2006. http://dx.doi.org/10.21236/ada454980.

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VAWTER, GREGORY A., SHAWN-YU LIN, CHARLES T. SULLIVAN, WALTER J. ZUBRZYCKI, WENG W. CHOW, ANDREW A. ALLERMAN i JOEL R. WENDT. Photonics Integration Devices and Technologies. Office of Scientific and Technical Information (OSTI), kwiecień 2001. http://dx.doi.org/10.2172/780313.

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