Artykuły w czasopismach: „Integration of learning technologies”

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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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Куликова, Т., T. Kulikova, Н. Поддубная i N. Poddubnaya. "The Tools of Realisation of the Distant Learning Technologies". Standards and Monitoring in Education 7, nr 1 (20.02.2019): 32–35. http://dx.doi.org/10.12737/article_5c540d3049a748.60754182.

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The article is related to the organization of educational process with the application of electronic training and distant learning technologies. The issues of establishing and functioning of the unifi ed electronic information and education environment including various instruments and training resources in the educational institution are considered. The means of information and communication technologies, in particular, educational integration platforms which can be used for the development, management and distribution of online materials as a part of the distant training courses are analyzed. The main criteria, essential when choosing the tools for the organization of electronic training are revealed. The analysis of the information development and the functionality of the educational integration platforms from the learning content management systems (LCMS) and the learning management systems (LMS) to up to date personal learning environment (PLE) and virtual learning environment (VLE) is carried out. The issues of the incorporation of the PLE and VLE tools into the LMS are considered, the ways of their integration are set forward.

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Menard, Lauren A., i Diane F. Olivier. "New Technologies in Professional Learning Networks". International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 9, nr 2 (30.09.2014): 106–15. http://dx.doi.org/10.24908/ijsle.v9i2.5453.

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Web-based Professional Learning Networks (PLN) expand the collective knowledge base and improve project coordination and integration. Web-based networks hold potential for improving service-learning by (a) broadening participation and reaping the benefits of collective knowledge; (b) encouraging engagement, discussion, and collaboration through asynchronous communication; (c) improving the sharing, storage, organization, and retrieval of project information and materials; (d) keeping all members informed through efficient emailing notifications and posts; (e) distributing certificates and badges as incentives; and (f) surveying members for feedback and evaluation to guide improvement. The present article illustrates practical applications of PLN technologies and describes a free social learning platform.

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Vishniakou, U. A., i A. P. Kovalev. "ONLINE-SERVICES AND INFORMATION TECHNOLOGIES IN DISTANCE LEARNING". «System analysis and applied information science», nr 4 (8.02.2018): 66–71. http://dx.doi.org/10.21122/2309-4923-2017-4-66-71.

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The article deals with the analysis of distance learning (DL) methods, approaches, technologies, tools, the use as known online services so and developing the new ones. The terminology in area of DL is discussed and differences between correspondence course and DL are done. The development tendencies of distance learning are analyzed. Their technical and organization components are done. The course programs for DL are realizing by software which functions are shown. The typical lines of DL, their advances and lacks are conceded. As DL advances are self activity, individuality, independence and so on. As DL lacks are insufficiently individual, psychological, practical aspects, writing forms of DL and so on.Technologies and organization of DL including IT are discussed. The tutor activity is divided on two stages: decision of methodological, organizational problems and realization of distance courses. The various kind of online services in DL such as chats, web, TV, video conferences multimedia, robot learning, web-services are shown. Such IT for DL as CD, net, TV, satellite, cloud are discussed.The models of integration decisions for DL development such as Remote Procedure Calls (RPS), Enterprise Application Integration (EAL), Web-Services (WS), Enterprise Service Bus (ESB) are proposed. The content of e-learning online services including intellectual technologies and cloud computing are done. As new one integration method for DL is Semantic Web and Web-service (SWWS) with knowledge representation support on ontology base and knowledge processing on agents support are representation.

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Scheer, Dirk. "Risk governance and emerging technologies: learning from case study integration". Journal of Risk Research 16, nr 3-4 (kwiecień 2013): 355–68. http://dx.doi.org/10.1080/13669877.2012.729519.

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Morris, Jeffrey S., i Veerabhadran Baladandayuthapani. "Statistical contributions to bioinformatics: Design, modelling, structure learning and integration". Statistical Modelling 17, nr 4-5 (15.06.2017): 245–89. http://dx.doi.org/10.1177/1471082x17698255.

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The advent of high-throughput multi-platform genomics technologies providing whole- genome molecular summaries of biological samples has revolutionalized biomedical research. These technologiees yield highly structured big data, whose analysis poses significant quantitative challenges. The field of bioinformatics has emerged to deal with these challenges, and is comprised of many quantitative and biological scientists working together to effectively process these data and extract the treasure trove of information they contain. Statisticians, with their deep understanding of variability and uncertainty quantification, play a key role in these efforts. In this article, we attempt to summarize some of the key contributions of statisticians to bioinformatics, focusing on four areas: (1) experimental design and reproducibility, (2) preprocessing and feature extraction, (3) unified modelling and (4) structure learning and integration. In each of these areas, we highlight some key contributions and try to elucidate the key statistical principles underlying these methods and approaches. Our goals are to demonstrate major ways in which statisticians have contributed to bioinformatics, encourage statisticians to get involved early in methods development as new technologies emerge, and to stimulate future methodological work based on the statistical principles elucidated in this article and utilizing all available information to uncover new biological insights.

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Disney, Leigh, Alan Barnes, Lesley Ey i Gretchen Geng. "Digital play in young children’s numeracy learning". Australasian Journal of Early Childhood 44, nr 2 (17.03.2019): 166–81. http://dx.doi.org/10.1177/1836939119832084.

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Advances in technology have seen a proliferation of touch-screen interfaces available to young children. These screens have changed the way in which young children engage with digital technology; with increased exposure and use, it raises debates about the suitability of integrating digital technology within early childhood settings. There are limited empirical studies that investigate the appropriateness of emergent digital technology within the field of early childhood. Based upon the TPACK model, this timely paper thus discussed the Digital Play Model (Numeracy) and reported on a project investigating the integration of digital technologies into childcare settings. In particular, the focus of this paper was to report on the use of games using a gestural interface device have on 3- to 4-year-old children’s ability to learn numeracy concepts. This study found that young children’s numeracy learning outcomes were improved. This paper also provided empirical evidence of the use of Apps via iPad technologies on young children’s numeracy learning, with an implication to a need for a pedagogical model for successful integration of digital technology within early childhood settings.

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Oloruntoyin, Sefiu Taiwo. "Integration of Knowledge Management and E- Learning Technologies in Academic Institutions". Journal of Islam and Science 7, nr 2 (31.12.2020): 88. http://dx.doi.org/10.24252/jis.v7i2.16069.

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This work investigates the integration of e-Learning systems and knowledge management technology to improve, capture, organize and deliver large amounts of knowledge. First, a model is proposed for the phases of knowledge management. The model is then enhanced with concepts and technology from e-Learning. The model is then used to illustrate real world scenarios that add increasing amounts of knowledge management to an e-Learning environment. The system, AMID promises high interactivity, efficiency and effectiveness of integration of knowledge management and e-learning. In addition, the developed system will enhance technical learning process.

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Lytvyn, A. V. "Educational opportunities of the latest Microsoft technologies". CTE Workshop Proceedings 1 (21.03.2013): 114–15. http://dx.doi.org/10.55056/cte.155.

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The purpose of informatization of vocational education in Ukraine is to improve the quality of training, ensuring the competitiveness of domestic educational institutions, their integration into the world educational space. As noted by V. Bykov, the modern stage of informatization of educational systems is characterized by significant target, content and technological changes occurring both at the level of computer-oriented learning tools and their complexes, and at the level of ICT-means organize and support the learning process. In particular, technological changes include the use of mobile Internet devices, Web 2.0 and Web 3.0, as well as cloud computing technologies, which are becoming basic tools for the learning process. At the same time, the integration of cloud services into professional education is the most urgent psychological and pedagogical problem.

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N, Anish Jackson, i Susmitha Shyamsundar. "Integration of MS Teams as an LMS Tool for Language Classroom: An Analysis using SAMR Model". Journal of Humanities and Education Development 4, nr 6 (2022): 91–95. http://dx.doi.org/10.22161/jhed.4.6.9.

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The digital transformation that happened in the field of education has made its way in teaching methodology supported by the integration of digital technologies. With the normalization of using digital technology among the generation Z and Alpha, the educational approaches are being constructed and reconstructed using latest digital technologies. The change in approaches can be identified from computer assisted to mobile assisted, blended to flipped and regular courses to Massive Open Online Courses (MOOC) or Learning Management System (LMS). In the context of language teaching and learning, the current digital technologies are being supportive tools in imparting language skills. Hence, this study aims to analyse the effectiveness of integrating Microsoft Teams (Teams) as an LMS tool to support language teaching using Substitution, Augmentation, Modification and Redefinition (SAMR) framework. The four degrees of the SAMR framework helps in understanding the effectiveness of the integration of digital technologies to language teaching methods. The findings of the study conclude that MS Teams can be considered as an efficient LMS tool for language teaching-learning process.

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Fertalj, Kresimir, Natasa Bozic-Hoic i Hrvoje Jerkovic. "The integration of learning object repositories and learning management systems". Computer Science and Information Systems 7, nr 3 (2010): 387–407. http://dx.doi.org/10.2298/csis081127001f.

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The systems aimed for manipulating large number of courses and students are called Learning Management Systems (LMS). A LMS can have excellent performance implemented through advanced Web technologies but it is often accompanied by a poor or rarely used repository of institution?s educational content. It has still remained. Still remains a problem how to allow users of a LMS to easily modify and integrate the content from federated e-learning repositories into their courses. This article presents an analysis of present repository frameworks and projects. FEDORA (Flexible Extensible Digital Repository Object Architecture) framework is explained as an alternative repository solution. A pilot application has been developed to demonstrate the interaction between a LMS and its repository.

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Mueller, Julie, i Eileen Wood. "Patterns of Beliefs, Attitudes, and Characteristics of Teachers That Influence Computer Integration". Education Research International 2012 (2012): 1–13. http://dx.doi.org/10.1155/2012/697357.

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Despite continued acceleration of computer access in elementary and secondary schools, computer integration is not necessarily given as an everyday learning tool. A heterogeneous sample of 185 elementary and 204 secondary teachers was asked to respond to open-ended survey questions in order to understand why integration of computer-based technologies does or does not fit with their teaching philosophy, what factors impact planning to use computer technologies in the classroom, and what characteristics define excellent teachers who integrate technology. Qualitative analysis of open-ended questions indicated that, overall, educators are supportive of computer integration describing the potential of technology using constructivist language, such as “authentic tasks” and “self-regulated learning.” Responses from “high” and “low” integrating teachers were compared across themes. The diversity of the themes and the emerging patterns of those themes from “high and low integrators” indicate that the integration of computer technology is a complex concern that requires sensitivity to individual and contextual variables.

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Jassim, Lina Lafta. "Using E-Learning Technologies in Teaching and Learning Process". International Journal of Social Learning (IJSL) 1, nr 1 (31.12.2020): 15–23. http://dx.doi.org/10.47134/ijsl.v1i1.1.

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The Information and Communication Technologies (ICTs) use has become a major driving force in transforming education worldwide. Similarly, in the last ten years, the usage of Information and Communication Technologies and e-learning approach in Iraq has increased. Whereas, the latest educational policy of the Government of Iraq has focused on using Information and Communication Technologies and e-learning in schools and universities. The national professional standards for teachers have also suggested teachers to integrate Information and Communication Technologies in their classrooms and develop e-Learning Platforms for teaching and learning processes. However, in this study the effectiveness of Information and Communication and e-learning Technologies integration in teaching and learning has been assessed. The context selected for this research study is University of Baghdad Iraq. The research gap, which has been founded through the extensive literature review indicated that most of the students are not able to utilize Information and Communication Technologies effectively. The first objective of this study is to enable students to gain wider range of knowledge and make them enable to access internet for developing a global outlook. Moreover, the second objective of this study is to develop students’ capabilities of processing information more effectively and efficiently for teaching and learning.

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Goga, Maria, i Dănuț Roșu. "The Integration of New Technologies in the Geography Lessons". Revista Romaneasca pentru Educatie Multidimensionala 13, nr 1 (16.03.2021): 234–46. http://dx.doi.org/10.18662/rrem/13.1/370.

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The new technologies have become indispensable in the students' lives, influencing their development at academic and personal levels. It is evident that their use in education is going to change the way of teaching, learning and assessment. Geography lessons are much more interactive when new technologies are integrated into the curriculum. In this article we describe a study regarding the integration of the new technologies in geography lessons. At the study 250 people - 73 teachers and 177 students, from schools and high schools in Romania, both rural and urban areas participated. The research is based on the application of questionnaires and interviews to teachers as well as to students from different schools. As a result of this research, it was concluded that the use of new technologies in geography lessons is important because it helps the formation and consolidation of the knowledge of the children; students understand the information more quickly and easily; lessons are interactive and students' motivation for learning is higher.

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Sendak, Mark P., William Ratliff, Dina Sarro, Elizabeth Alderton, Joseph Futoma, Michael Gao, Marshall Nichols i in. "Real-World Integration of a Sepsis Deep Learning Technology Into Routine Clinical Care: Implementation Study". JMIR Medical Informatics 8, nr 7 (15.07.2020): e15182. http://dx.doi.org/10.2196/15182.

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Background Successful integrations of machine learning into routine clinical care are exceedingly rare, and barriers to its adoption are poorly characterized in the literature. Objective This study aims to report a quality improvement effort to integrate a deep learning sepsis detection and management platform, Sepsis Watch, into routine clinical care. Methods In 2016, a multidisciplinary team consisting of statisticians, data scientists, data engineers, and clinicians was assembled by the leadership of an academic health system to radically improve the detection and treatment of sepsis. This report of the quality improvement effort follows the learning health system framework to describe the problem assessment, design, development, implementation, and evaluation plan of Sepsis Watch. Results Sepsis Watch was successfully integrated into routine clinical care and reshaped how local machine learning projects are executed. Frontline clinical staff were highly engaged in the design and development of the workflow, machine learning model, and application. Novel machine learning methods were developed to detect sepsis early, and implementation of the model required robust infrastructure. Significant investment was required to align stakeholders, develop trusting relationships, define roles and responsibilities, and to train frontline staff, leading to the establishment of 3 partnerships with internal and external research groups to evaluate Sepsis Watch. Conclusions Machine learning models are commonly developed to enhance clinical decision making, but successful integrations of machine learning into routine clinical care are rare. Although there is no playbook for integrating deep learning into clinical care, learnings from the Sepsis Watch integration can inform efforts to develop machine learning technologies at other health care delivery systems.

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Sohokon, Olena, Oleksandr Donets i Yevheniia Shostak. "CONTINUOUS INTEGRATION IN APPLICATION OF HEALTH-CARE TECHNOLOGIES IN DISTANCE LEARNING". B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 45, nr 1 (2021): 34–40. http://dx.doi.org/10.31376/2410-0897-2021-1-45-34-40.

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Fouad AlCattan, Rasha. "Integration of Cloud Computing and Web2.0 Collaboration Technologies in E-Learning". International Journal of Computer Trends and Technology 12, nr 1 (25.06.2014): 46–55. http://dx.doi.org/10.14445/22312803/ijctt-v12p110.

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Carbonaro, Mike, Sharla King, Elizabeth Taylor, Franziska Satzinger, Fern Snart i Jane Drummond. "Integration of e-learning technologies in an interprofessional health science course". Medical Teacher 30, nr 1 (styczeń 2008): 25–33. http://dx.doi.org/10.1080/01421590701753450.

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Pratt, Dee. "Effective Integration of Information and Communication Technologies in Blended Learning Programs". International Journal of Learning in Higher Education 20, nr 2 (2014): 89–103. http://dx.doi.org/10.18848/1447-9494/cgp/v20i02/48694.

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Ukaigwe, P. C., i Innocent U. Igbozuruike. "Planning and Integration of Technologies for Effective Implementation of Blended Learning in Universities in Rivers State, Nigeria". Advances in Social Sciences Research Journal 7, nr 1 (28.01.2020): 452–62. http://dx.doi.org/10.14738/assrj.71.7647.

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The study investigated planning the integration of technologies in higher institutions as a strategy for effective implementation of blended learning in universities in Rivers State. The design used was descriptive. The population of this study consisted of the 4,377 teaching staff in the three (3) public universities in Rivers State, comprising 2,348 male and 2,029 female teaching staff. The universities are the University of Port Harcourt, Rivers State University and Ignatius Ajuru University of Education. The sample of this study was 590 elements, comprising 327 male and 263 female teaching staff that were drawn from the population using stratified random sampling technique. Instrument of data collection was a questionnaire that yielded a reliability index of 0.84, using test-retest and Pearson Product Moment Correlation techniques. The data generated were analysed using mean to answer research questions. z-test was used to test hypotheses at 0.05 significance level. Findings showed that aligning university's visions with the aspirations of full integration of blended learning into university system, provision of required communication networking infrastructures and modifying curriculum designs to become deliverable through blended learning mode are key ways of integrating blended learning in the university system. Recommendations made included that university managers should consider seriously, the advantages of blended learning in the school system, with a view to using planning to foster the integration of the learning innovation into the traditional face-to-face teaching and learning approach for improving students learning experiences and achievements.

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HAMUTOĞLU, Nazire Burçin. "Bulut Bilişim Teknolojilerinin İş birliğine Dayalı Öğrenme Aktiviteleri ile Entegrasyonu". Cukurova University Faculty of Education Journal 51, nr 2 (31.08.2022): 760–94. http://dx.doi.org/10.14812/cuefd.879444.

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Bu çalışmada Bulut Bilişim Teknolojileri (BBT) ile desteklenmiş ve BBT ile desteklenmemiş iş birlikli öğrenme etkinlikleri ortamlarının üniversite öğrencilerinin BBT kabul, paylaşmaya uygunluk ve öğrenme performanslarına etkisinin belirlenmeyi amaçlamakta olup 2x3 faktöriyel desene uygun olarak yürütülmüştür. Çalışmanın katılımcıları Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü 1. sınıfta öğrenim görmekte olan 57 öğrenciden oluşmaktadır. BBT ile desteklenmiş iş birlikli öğrenme ortamında Google Classroom platformu ve Google Drive ortamı kullanılmış olup doküman (docs), sunum (slides), e-tablo (e-table) ve form (forms) araçları ile iş birlikli öğrenme aktiviteleri gerçekleştirilmiştir. Elde edilen sonuçlar BBT’nin kullanıldığı grubun BBTK 3 ölçeğinden aldıkları son test puanları üzerinde artış olduğunu, ancak bu artışın diğer grupla kıyaslandığında anlamlı olmadığını göstermektedir. Ayrıca deney gruplarında uygulanan işlemin grup çalışmalarında paylaşmaya uygunluk puanları üzerinde yükselişe neden olduğu, ancak bu yükselişin gruplar arasında anlamlı olmadığı görülmektedir.

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Charlotte, Ojukwu, Njideka-Nwawih, Agim Eliezer Chukwuyere i Ameh Catherine. "Educational Technology for Teaching and Learning in the Post Covid-19 Era: A Case Study of Tertiary Institutions in Imo State, Nigeria". International Journal of Research and Review 8, nr 7 (14.07.2021): 90–98. http://dx.doi.org/10.52403/ijrr.20210713.

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The research work was on educational technologies for teaching and learning in the post covid 19 era: A case of tertiary institutions in Imo State. The study has 4 research questions. The study adopted survey research design. A sample population of 10 educators each was drawn from the department of Library and Information Science of Federal Polytechnic Nekede Owerri (FPNO) and Imo State University Owerri (IMSU). Observation checklist and questionnaire were used to collect data. Data collected were analyzed using frequencies, percentages and mean scores. The study found that the available educational technologies for teaching and learning in tertiary institutions in Imo State were computers, powerpoint equipment, social media tools, projectors, etc. The educational technologies integrated in teaching and learning in the post covid 19 era are computers, whiteboards, smart boards, projectors, tablet or smartphone, digital cameras, etc. The challenges to the integration of educational technologies for teaching and learning are inadequate funding, insufficiency of ET/ICT infrastructure, erratic power supply, high cost of ET, and poor ICT policy in the use of ICT/ET etc. The solutions to the challenges in the integration of educational technologies for teaching and learning are adequate funding, sufficiency of ET/ICT infrastructure, good power supply, good maintenance culture on ET, adequate technical support, and regular training of educators in use of ET etc. The research concluded that the outburst of Covid 19 pandemic has provided educators with the opportunity to adopt educational technologies for teaching and learning in the post covid 19 era, and integrating these educational technologies in tertiary institutions will improve digital education and as well enable students to continue their learning activities. The study recommended that adequate training on the use of educational technologies should be provided for educators and their students to improve their teaching and learning, and that there should be adequacy of educational technological tools and resources to support teaching and learning activities in the post covid 19 era. Keywords: Educators, Educational technologies, Teaching and learning, Tertiary institutions, Post covid 19 era.

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QASEM, ARWA AHMED ABDO, i G. VISWANATHAPPA. "TEACHERS’ PERCEPTION TOWARDS ICT INTEGRATION: PROFESSIONAL DEVELOPMENT THROUGH BLENDED LEARNING". Main Issues Of Pedagogy And Psychology 10, nr 1 (4.04.2016): 20–26. http://dx.doi.org/10.24234/miopap.v10i1.137.

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The rapid growth in Information Communication and Technologies (ICT) has brought remarkable changes in the recent years. ICT is becoming increasingly important in daily lives and in educational system. As the teacher plays a very essential role in the management of learning, they should possess training in using the most modern technologies in the field of education. So the teachers’ perception is important as it forms a tendency which helps them to be favourable or unfavourable towards the usage of the most modern technology in the field of education in future when they go out for teaching.

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Zidoun, Youness, Rachid Dehbi, Mohamed Talea i Fatima-Zohra El Arroum. "Designing a Theoretical Integration Framework for Mobile Learning". International Journal of Interactive Mobile Technologies (iJIM) 13, nr 12 (18.12.2019): 152. http://dx.doi.org/10.3991/ijim.v13i12.10841.

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<br /><table class="data" width="100%"><tbody><tr valign="top"><td class="value"><p>New technologies are rapidly changing mobile learning and making it difficult to control. In addition to educational factors and learning content, a modern mobile learning system must take into account the technical and personal aspects of learning, the devices and aspects related to its evolution and interoperability. Teaching on the other hand has also evolved involving more flexibility in tasks and learning stages, thus using modern technologies that offer more alternatives now. In addition, such tasks may be specific to the learning content as well as the learning context or furthermore the learner's environment.</p><p>Traditionally, mobile platform design relies on the skills of a mobile developer whose knowledge allows him to design mobile applications that are useful to users. But with mobile learning, the design phase involves more than just mobile development skills. For example, if you are designing a platform for practical work, the instructors responsible for the training should be involved. However, the empirical results show that educators do not integrate technology effectively into their curricula. To enable these instructors to develop mobile learning platforms, it is important to facilitate their integration through a theoretical model that will take into account all the ingredients necessary to complete this learning and to balance them in order to ensure its efficiency. In this study authors used a thematic synthesis methodology to present a framework for mobile devices integration in learning. They focused on three models that they think are the most cited in the field of ICT (information and communication technologies) integration in learning.</p><p>The five-axis framework consists of enriching the TPACK framework(Technological Pedagogical Content Knowledge model in order to more precisely address mobile learning by covering the following parts: pedagogy, content, mobile technology, learning environment and learner’s profile. It describes relatively in depth the various factors involved as well as the effective interconnection to be ensured to achieve an optimal and efficient integration of m-learning. Balancing those five parts will be a matter of plural reflection when designing or consulting on a mobile learning platform.</p></td></tr></tbody></table>

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Avelino, Nur Maechea, i Hanita Hanim Ismail. "Teachers’ Levels of Knowledge and Readiness in Integrating 4IR Technologies: The Primary ESL Classroom Context". International Journal of Learning, Teaching and Educational Research 21, nr 3 (30.03.2022): 415–33. http://dx.doi.org/10.26803/ijlter.21.3.22.

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Students’ language performance as well as their educational development are affected by English as a second language (ESL) teachers’ ability to integrate technologies into their teaching practices. It is therefore necessary to assess teachers’ levels of knowledge and readiness in integrating Fourth Industrial Revolution (4IR) technologies into their teaching practices. This paper assesses ESL teachers’ levels of knowledge and readiness in integrating 4IR technologies into their teaching practices. Two variables were used to form research questions: ESL primary teachers’ (1) level of knowledge and (2) level of readiness. A quantitative research design was employed in this research involving 306 respondents. The findings of the research indicated that teachers’ levels of knowledge and readiness influence their integration of 4IR technologies into their teaching practices. Teachers should acquire knowledge regarding 4IR technologies to ensure that they are able to meet the demands of the present education system as well as to help their learners become more proficient in learning the English language. In conclusion, the integration of 4IR technologies is an important aspect that needs to be utilized in teachers’ teaching practices.

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Vargas Arteaga, Jacob, Marbel Lucía Gravini-Donado i Lorenzo Domenico Zanello Riva. "Digital Technologies for Heritage Teaching: Trend Analysis in New Realities". International Journal of Emerging Technologies in Learning (iJET) 16, nr 21 (15.11.2021): 132. http://dx.doi.org/10.3991/ijet.v16i21.25149.

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The irruption of digital technologies in social contexts and their integration in educa-tion has led to new learning environments where the communication, interaction and access to knowledge are an essential part of the educational process. This paper shows a literature review and mapping of the most important technological tools used in the contexts where heritage teaching has been conducted in the last decade. For this aim developed a bibliometric analysis of scientific publications in high impact journals through selective searches in the specialized databases Scopus and Science Direct. The findings show trends in the educational practice approach regarding herit-age, integrating emerging technologies such as augmented reality, 3D modelling, arti-ficial intelligence, QR coding and virtual reality that offer situated and immersive learning experiences on mobile apps and web-based platforms. From the studies analyzed in different contexts, it is concluded that the integration of digital technolo-gies in the teaching and heritage appropriation is a field that in recent years shows a clear increase, so that it is necessary to consider the potential of these tools in it’s diffusion, teaching and preservation to strengthen existing work lines and open up possibilities to future studies.

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Vandevoorde, Koenraad, Lukas Vollenkemper, Constanze Schwan, Martin Kohlhase i Wolfram Schenck. "Using Artificial Intelligence for Assistance Systems to Bring Motor Learning Principles into Real World Motor Tasks". Sensors 22, nr 7 (23.03.2022): 2481. http://dx.doi.org/10.3390/s22072481.

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Humans learn movements naturally, but it takes a lot of time and training to achieve expert performance in motor skills. In this review, we show how modern technologies can support people in learning new motor skills. First, we introduce important concepts in motor control, motor learning and motor skill learning. We also give an overview about the rapid expansion of machine learning algorithms and sensor technologies for human motion analysis. The integration between motor learning principles, machine learning algorithms and recent sensor technologies has the potential to develop AI-guided assistance systems for motor skill training. We give our perspective on this integration of different fields to transition from motor learning research in laboratory settings to real world environments and real world motor tasks and propose a stepwise approach to facilitate this transition.

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Guo, Tiantian, Yang Chen, Minglei Shi, Xiangyu Li i Michael Q. Zhang. "Integration of single cell data by disentangled representation learning". Nucleic Acids Research 50, nr 2 (24.11.2021): e8-e8. http://dx.doi.org/10.1093/nar/gkab978.

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Abstract Recent developments of single cell RNA-sequencing technologies lead to the exponential growth of single cell sequencing datasets across different conditions. Combining these datasets helps to better understand cellular identity and function. However, it is challenging to integrate different datasets from different laboratories or technologies due to batch effect, which are interspersed with biological variances. To overcome this problem, we have proposed Single Cell Integration by Disentangled Representation Learning (SCIDRL), a domain adaption-based method, to learn low-dimensional representations invariant to batch effect. This method can efficiently remove batch effect while retaining cell type purity. We applied it to thirteen diverse simulated and real datasets. Benchmark results show that SCIDRL outperforms other methods in most cases and exhibits excellent performances in two common situations: (i) effective integration of batch-shared rare cell types and preservation of batch-specific rare cell types; (ii) reliable integration of datasets with different cell compositions. This demonstrates SCIDRL will offer a valuable tool for researchers to decode the enigma of cell heterogeneity.

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Lesovskis, Andrejs, Vladimirs Kotovs i Leonids Novickis. "Integration of the tagging mechanism in the collaborative e-learning system". Applied Computer Systems 13, nr 1 (8.11.2012): 54–60. http://dx.doi.org/10.2478/v10312-012-0007-1.

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Abstract - The tagging mechanism is a technique that can be used to implement the personalized collaboration in the e-Learning systems, thereby increasing the efficiency of such a system. Semantic Web technologies can be used to enhance tags with machine-readable annotations to improve the accuracy of tag-based recommendation services. The novelty of the proposed approach is the combined use of the Semantic Web technologies and the reuse-oriented model in the development of the e-Learning environment.

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Sothilingam, Rohith, Eric Yu i Arik Senderovich. "Towards Higher Maturity for Machine Learning: A Conceptual Modelling Approach". IJournal: Graduate Student Journal of the Faculty of Information 5, nr 1 (3.01.2020): 80–97. http://dx.doi.org/10.33137/ijournal.v5i1.33476.

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Integrating machine learning (ML) applications into business settings presents challenges for many organizations despite rapid advances in ML technologies. There is a lack of systematic guidance in integrating ML into business applications. Conceptual modelling techniques have been used widely to analyze and enhance information systems. This paper outlines how conceptual modelling can be used to help organizations design their processes in order to fit their different needs when integrating ML into business applications. We identify the characteristics and challenges of ML as well as demonstrate how conceptual modelling can be applied to enhance ML integration processes and assist them in meeting these challenges.

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Stobaugh, Rebecca, i S. Kay Gandy. "Seamless Integration of Technology into an Industrialization Unit of Study". Social Studies Research and Practice 9, nr 1 (1.03.2014): 146–53. http://dx.doi.org/10.1108/ssrp-01-2014-b0008.

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A significant number of inventions and innovations appeared during the time known as the Industrial Revolution. Changes in technology quickly transformed American life in the past and continue to impact businesses, communities, and schools today. Technologies like Skype™, Prezi®, and Poll Everywhere™ provide new methods for engaging students in learning and assess their understanding of content. Each of these technologies is free and can be used in one-computer classrooms or computer labs. These technologies can enhance the learning experience by engaging students in critical thinking and collaboration, allowing real-world applications of the content, and profiling various perspectives while utilizing digital tools that captivate students’ interests. We showcase a myriad of ways that these technologies can be seamlessly integrated into a social studies unit on Industrialization.

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Crawford, Caroline M. "Podcasting and Video Integration into the Learning Environment: Ubiquitous Technologies and Learning Using Today’s Innovations". International Journal of Learning: Annual Review 13, nr 9 (2007): 39–48. http://dx.doi.org/10.18848/1447-9494/cgp/v13i09/45044.

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Kademiia, M. Yu, i V. M. Kobysia. "Opportunities offered by cloud technologies". CTE Workshop Proceedings 1 (21.03.2013): 66–67. http://dx.doi.org/10.55056/cte.94.

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Information technologies are changing all areas of life, including the learning process. Queues in libraries, blackboards with class schedules, journaling with grades have become irrelevant. The process of sharing and storing necessary learning materials has also undergone significant changes and is reflected in a qualitatively new way.В. Y. Bykov argues that the main conceptual principles of the strategy for further large-scale informatization of education and science in Ukraine should be based on the concept of cloud computing with a significant deepening of integration of industry efforts in this direction and the capabilities of the ICT-business based on the application of outsourcing mechanisms.

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Khamroev, Rustam. "Integration role of information technologies in knowledge transfer". Общество и инновации 2, nr 1/S (10.02.2021): 170–77. http://dx.doi.org/10.47689/2181-1415-vol2-iss1/s-pp170-177.

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The article examines the importance of introducing information technology into the education system, the impact of information technology on the quality of education. The creation and use of electronic textbooks in the learning process is recommended. This is important in a situation of insufficient provision of educational and methodological literature, as well as a way to resolve the contradiction between the desire to cover as much demonstration material as possible and practical. Since it takes time and some skill to master the specialized programming environment, e-tutorials can be created in a well-studied presentation preparation program. The use of software products based on the concept of “electronic patient” is emphasized. The article calls for the acquisition of knowledge, professional skills and abilities, and practical skills are not so much therapeutic and diagnostic manipulations as mastered methods of productive mental activity that provide correct, quick and economical diagnosis and effective treatment. The article will be useful to students, university professors, staff, and management personnel of the education system.

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Kapenieks, Atis, i Bruno Zuga. "INTERNET, TELEVISION AND MOBILE TECHNOLOGIES FOR INNOVATIVE ELEARNING". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (9.05.2015): 301. http://dx.doi.org/10.17770/sie2012vol1.50.

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<p>We are developing an innovative cross-media learning delivery system (eBig3, ETM) that goes beyond traditional web-based learning approaches. The approach combines wide availability of television and mobile technologies with the capacity and flexibility of Internet based e-learning. This approach allows the learner to use either a single learning delivery system (depending on availability and preferences) or a complementary combination of two or three delivery systems, thus supporting the anywhere, anytime — by any preference—learning paradigm. The development of the eBig3/ETM learning solutions includes integration of technical aspects of cross-media learning content delivery. Moreover, the approach incorporates pedagogical and usability principles based on an understanding of the target users learning needs and their contexts.</p>

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Goncharuk, Natalia P., i Evgeniya I. Khromova. "Intellectualization of professional and pedagogical activity based on the integration of pedagogical and digital technologies". Pedagogy and Psychology of Education, nr 2, 2020 (2020): 83–92. http://dx.doi.org/10.31862/2500-297x-2020-2-83-92.

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The article is dedicated to the issues of intellectualization of professional and pedagogical activity with the main purpose of continuously development of teachers’ competencies in the field of using digital technologies in the educational process, transformation of the teachers’ activities in accordance with the capabilities of modern information and communication technologies and the digital educational environment. The article highlights the potential of massive open online courses and open educational resources that contribute to the development of ways to effectively use Internet technologies in education. The article points out the role of the pedagogical technologies’ integration with the latest digital technologies in updating and developing the competencies of teachers. The article describes how to use online courses in the educational process, scenarios for integrating online courses into the educational process, technologies for placing educational materials, interaction tools in an electronic informational and educational environment. The article focuses on blended learning technology as a means of implementing an integrated learning model using Internet resources. The article highlights the main characteristics of blended learning technology allowing the use of modern methods and tools of online learning, combining the advantages of educational and digital technologies. Particular attention is paid to the “MOOC discipline support” model which uses massive open online courses as additional material. The article describes variants of methodological support for the process of implementing an online course, Internet services for organizing academic work and networking.

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Elsakova, Renata, Nadezhda Kuzmina i Daria Kochkina. "Smart Technology Integration in the System of Bachelors’ Language Training". International Journal of Emerging Technologies in Learning (iJET) 14, nr 15 (1.08.2019): 25. http://dx.doi.org/10.3991/ijet.v14i15.10565.

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This paper considers the problem of smart technology integration into the system of bachelors’ language training at higher school environment. The use of smart technology in education helps to enrich traditional teaching methods and bring positive learning outcome. However, the application of smart technologies is connected with challenges both educators and students can face. The aim of the article is to consider and assess the use of smart technologies implemented into a foreign language teaching process. For that purpose, we applied such methods as a needs analysis (among lecturers of English from South Ural State University), a questionnaire and an interview (among three groups of students from similar bachelor’s program). The findings show that the majority of those surveyed do understand the importance of smart technology for professional education, but they are not familiar with the types of smart technologies and how to use them. Based on the results of this analysis, the authors applied smart technologies in the process of English teaching, such as different language learning platforms (Ed-modo, TEDed), social networks (VKontakte, Facebook), and a new online language development course, “English for General Purposes” which was implemented through the Moodle (the university corporate learning management system). The analyzed results and the drawn conclusions indicate that the integration of smart technologies allows to boost foreign language skills and encourage motivation.

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Gikandi, Joyce Wangui. "Enhancing E-Learning Through Integration of Online Formative Assessment and Teaching Presence". International Journal of Online Pedagogy and Course Design 11, nr 2 (kwiecień 2021): 48–61. http://dx.doi.org/10.4018/ijopcd.2021040104.

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The proliferation of information communication technologies (ICT) continues to increase opportunities for effective pedagogical approaches and online learning. This paper reports a study on integration of online formative assessment from a teaching presence perspective of the community of inquiry (CoI) framework. The effects of this integrative pedagogical approach on students' learning experiences are explored. The study was conducted in a post graduate online course. Case study research design was utilized. The study exemplified the core elements of formative assessment including integration of authentic assessment activities within teaching and learning processes, explicit learning goals, formative feedback, and documentation of evidence of learning. These elements were aligned to the functions of teaching presence, namely design, facilitation, and direct instruction. This approach enhanced meaningful engagement with critical learning experiences including interactive collaboration, critical thinking, reflective thinking, multi-dimensional perspectives, and self-regulation.

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Cartelli, Antonio. "Web Technologies and the Integration of Different E-Learning Strategies in Education". International Journal of Web-Based Learning and Teaching Technologies 3, nr 2 (kwiecień 2008): 23–34. http://dx.doi.org/10.4018/jwltt.2008040102.

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Baporikar, Neeta. "Technology Integration and Innovation during Reflective Teaching". International Journal of Information and Communication Technology Education 12, nr 2 (kwiecień 2016): 14–22. http://dx.doi.org/10.4018/ijicte.2016040102.

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With emerging innovations, the use of technology tools to make learning process effective is foreseeable. Hence, appropriate incorporation of technology can make a valuable contribution to the learning and undoubtedly reflection is core to learning. With today's twenty-first century learners, it is important that educators advocate integrating twenty-first century skills into their reflection activities. In Ray and Coulter's study (2008) on the use of blogs by teachers for reflective purposes, the authors conclude that “Teachers would benefit from combining the skills of technology and reflection,” and that “these kinds of public technologies provide a way for teachers not only to analyze their own practice, but also to share their reflections with others” (p. 20). Teachers and students can now avail themselves of various online and computer-based applications in order to reflect on their learning. As technology integration process takes time and efforts, a systemic plan is required. This paper examines reflective teaching through concerted technology integration.

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D’Agostino, Jerome V., Emily Rodgers, Sinéad Harmey i Katherine Brownfield. "Introducing an iPad app into literacy instruction for struggling readers: Teacher perceptions and student outcomes". Journal of Early Childhood Literacy 16, nr 4 (25.07.2016): 522–48. http://dx.doi.org/10.1177/1468798415616853.

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There is a critical need, according to national policy statements in the United States, to integrate information and communication technologies into instruction, and yet research about the effect of such integration on the literacy learning of at-risk populations is scant. In addition, barriers exist that prevent teachers from realizing the goal of information and communication technology integration. To address this issue, we conducted a mixed-methods study to investigate the effects of LetterWorks, an iPad app, on the letter learning of 6- to 7-year-old children in an early literacy intervention, Reading Recovery. We present empirical evidence about the effects of the integration of this iPad app into literacy instruction for struggling learners and we describe teachers’ perceptions about the affordances and challenges of integrating this app into their instruction. Despite the positive effects of the iPad app on the letter learning of the children in the treatment group, teachers identified a misfit between their beliefs about literacy teaching and learning and the app as a barrier to their continued use. We suggest that the successful uptake of information and communication technologies into literacy instruction may depend, at least in part, on whether and how well training addresses the coherence between the information and communication technology itself and teachers’ theories about teaching and learning.

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