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Добірка наукової літератури з теми "Education technologie"

Автор: Grafiati

Опубліковано: 11 березня 2023

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Статті в журналах з теми "Education technologie"

Blanchard, Marianne. "BENOIST (Pierre), Une histoire des instituts universitaires de technologie (IUT)." Histoire de l'éducation, no. 148 (December 31, 2017): 213–16. http://dx.doi.org/10.4000/histoire-education.3826.

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Dieuzeide, Henri. "Reinventer La Technologie De l'Education." International Review of Education 32, no. 3 (September 1986): 285–93. http://dx.doi.org/10.1007/bf02426063.

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Shomirzayev, M. Kh. "Developing Educational Technologies In School Technology Education." American Journal of Engineering And Techonology 02, no. 07 (July 30, 2020): 51–57. http://dx.doi.org/10.37547/tajet/volume02issue07-08.

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NOVOTNÝ, Jan. "COMPUTER TECHNOLOGY IN SCIENCE EDUCATION." Journal of Technology and Information 3, no. 2 (August 1, 2011): 59. http://dx.doi.org/10.5507/jtie.2011.028.

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SERAFÍN, Čestmír, and Jana DEPEŠOVÁ. "DIGITALIZATION AND DIGITAL TECHNOLOGY IN EDUCATION." Trends in Education 11, no. 2 (December 21, 2018): 68–77. http://dx.doi.org/10.5507/tvv.2018.015.

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BAUDET, JEAN C. "La Technologie est une Science Humaine." European Journal of Engineering Education 18, no. 3 (January 1993): 293–99. http://dx.doi.org/10.1080/03043799308923247.

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Leung, Stephen Y. Y., Cindy C. Y. Law, Sonam Maghera, and Daniel Goubran. "A Time to Talk about Technology – Discussion about Medical Technology with the ATIME Group at The Ottawa Hospital." University of Ottawa Journal of Medicine 5, no. 2 (November 2, 2015): 67–69. http://dx.doi.org/10.18192/uojm.v5i2.1307.

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ABSTRACT:In recent years, the use of technology in medicine has become increasingly common. Medical technology has the potential to introduce innovative solutions to clinical problems and supplement current methods of medical education. Advancements in Technology In Medical Education (ATIME) at The Ottawa Hospital is dedicated to discovering and sharing advances in technology with the medical community, as well as promoting the appreciation and use of technology in the next generation of physicians.RÉSUMÉ:Au cours des dernières années, l’utilisation de la technologie en médecine est devenue de plus en plus commune. La technologie médicale a le potentiel d’introduire des solutions innovatrices à des problèmes cliniques et de compléter les méthodes actuelles en éducation médicale. Advancements in Technology In Medical Education (ATIME) à L’Hôpital d’Ottawa est dédié à la découverte et au partage des progrès en technologie avec la communauté médicale, ainsi que voué à la promotion de l’appréciation et de l’utilisation de la technologie dans la prochaine génération de médecins.

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Șestacov, Andrei. "Cyber Security Deficiencies in the Education Environment." Homo et Societas 5 (2020): 141–49. http://dx.doi.org/10.4467/25436104hs.20.010.13243.

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Information technologies have already radically transformed the communications and information technology sectors, trade, media, and the education sector, especially education, which is on the top priority. Digital technologies will radically change the way data is sent and retrieved, will allow immediate and real-time feedback from students, will facilitate access to education through distance learning, will allow new service providers to enter traditional markets education. Thus, a diligent and well planned implementation of cyber security, as well as information security of information networks of educational institutions will provide a definite competitive advantage in the information environment. In the context of a dynamic information environment prone to large-scale cyber-attacks, in which cybercriminals are using increasingly advanced methods to implement attack vectors that are undetectable and difficult to neutralize, this scientific study is designed to protect data and security of your institutions as well as to ensure the confidentiality of your students and teachers. Whether we are talking about large or small educational institutions, this study provides a series of recommendations on the secure use of social networks with a minimum set of measures needed to prevent cyber-attacks as well as reduce the damage caused in case of attacks. At the same time, it will examine the best practices in the online environment, effectively analyze the privacy settings of mobile devices and present some top tips for the secure use of social networks. The study aims to comply with the following minimum set of measures in order to prevent cyber-attacks in educational institutions, and reduce the damage caused in the event of attacks. Cyber-bezpieczeństwo w obszarze edukacji Technologie informacyjne radykalnie przekształciły sektory komunikacji, handlu, mediów i edukacji. Technologie cyfrowe zmienią sposób przesyłania i wyszukiwania danych, umożliwią natychmiastową informację zwrotną od uczniów w czasie rzeczywistym oraz ułatwiają dostęp do edukacji poprzez kształcenie na odległość. Zatem rzetelne i dobrze zaplanowane wdrożenie cyberbezpieczeństwa, a także bezpieczeństwa informacyjnego sieci informacyjnych placówek oświatowych zapewni zdecydowaną przewagę konkurencyjną w środowisku informacyjnym. Artykuł ma na celu przedstawienie środków zapobiegawczych przeciw cyberatakom w placówkach edukacyjnych i ograniczania szkód wyrządzanych w przypadku takich ataków.

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Wrońska, Marta. "Technologie informacyjne w edukacji – stan obecny i perspektywy ich zastosowania." Lubelski Rocznik Pedagogiczny 36, no. 4 (August 22, 2018): 11. http://dx.doi.org/10.17951/lrp.2017.36.4.11.

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Damphousse, Jolyane, Audrey Groleau, and Ghislain Samson. "Réalisation d’une démarche d’analyse technologique par des élèves de science et technologie au secondaire : trois cas de figure." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 3 (September 30, 2021): 624–47. http://dx.doi.org/10.53967/cje-rce.v44i3.4195.

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L’analyse technologique consiste à examiner un objet pour en comprendre le fonctionnement. Dans cet article, nous étudions comment des élèves du secondaire procèdent lorsqu’ils effectuent une démarche d’analyse technologique en classe de science et technologie. Les observations et entretiens réalisés auprès de douze élèves montrent qu’ils procèdent d’au moins trois manières différentes, que nous avons appelées « dissection séquentielle » (démonter l’objet en entier, puis tenter d’en comprendre le fonctionnement), « dissection par systèmes » (démonter l’objet partiellement pour comprendre l’articulation de ses systèmes) et « dissection en spirale » (démonter une pièce à la fois en tentant de comprendre sa fonction). Mots-clés : analyse technologique, dissection mécanique, science et technologie

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Дисертації з теми "Education technologie"

Djetebaye, Djimet. "Radio et education au tchad pour un projet d'une technologie educative au service du developpement." Caen, 1986. http://www.theses.fr/1986CAEN1015.

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Phenomene sociologique en afrique et notamment au tchad la radio ne peut que naturellement interesser la politique d'education de masse l'objet de cette etude est de tenter de poser les jalons (sous forme de projet) d'une demarche methodologique permettant d'exploiter les potentialites de la radiodiffusion. Ce, dans une optique d'interactions aussi bien au niveau de la production des messages educatifs que de sa distribution. Il est necessaire que la methode d'approche des systemes de communication cesse de se concentrer exclusivement sur la source et le contenu des messages, c'est a dire leur production; pour s'interesser aussi au processus de leur distribution, c'est a dire leur destination ou destinataire
In africa in general, and in chad in particular, broadcasting is considered as a sociological phenomenon ans as such must naturally be helpful for mass education. My intention here will be only to try to set out the basis (as a project) of a methological approach allowing to exploit the potentialities of broadcasting. I'll tackle the problem in a way of inteactions on two levels : the production the educational messages and their distribution. To be complete, i think that the method of approaching the systems of communication must absolutely stop concentring on the origins and the meaning of the messages only that is to say their production and take into account the process of their distribution too that is to say how they reach the listener

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Alves, de Jesus José. "Nucleo de Tecnologia Educacional de Jacobina - NTE14 : um estudo sobre a falta de conhecimento de uma abordagem pedagogica /." Thèse, Chicoutimi : [Senhor do Bonfim, Brasil : Université du Québec à Chicoutimi ; Universidade do Estado da Bahia], 2003. http://theses.uqac.ca.

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Lortie, Johanne. "Le transfert de la technologie des communications en Amérique du Sud." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5745.

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Nooriafshar, Mehryar. "New and Emerging Applications of Tablet Computers such as iPad in Mathematics and Science Education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82920.

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Kakavand, Samaneh. "The University’s Strategy behind the Implementation of Mobile Technology in Education & User Adaptation." Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTD020/document.

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Les études empiriques sur les technologies mobiles dans le cadre de l'éducation sont rares. Selon la revue de la littérature, différentes études théoriques critiquent les modèles actuels d'acceptation et d'adoption de la technologie mais peu d'études ont été menées sur le terrain. Il existe également peu de données empiriques sur la stratégie de l’université en matière d’adoption et de mise en œuvre de la technologie mobile. Nos propres recherches confirment le manque de telles études empiriques, en particulier en ce qui concerne les réponses des utilisateurs à la technologie mobile et leurs stratégies d'adaptation. De plus, la revue de la littérature suggère un manque de consensus théorique sur l'adaptation de la technologie mobile dans l'éducation. La théorie montre que l'éducation a besoin d'une vision holistique de l'adoption de la technologie mobile et de la recherche de ses différents aspects et composants. L’objectif de notre recherche est de comprendre la stratégie de l'université pour adopter et mettre en œuvre la technologie mobile. Cette recherche se structure autour de deux questions principales : Pourquoi la technologie mobile est-elle utilisée dans l’enseignement supérieur ? (au niveau stratégique) Comment la technologie mobile est-elle utilisée dans l’enseignement supérieur ? Cette thèse est une recherche exploratoire. Afin de laisser la théorie émerger des résultats empiriques, cette thèse est inspirée de la théorie enracinée. Au total, deux études de cas ont été menées. Deux écoles d'ingénieur françaises ont été choisies comme nos terrains de recherche. Première étude de cas réalisée par observation directe pendent 6 mois dans une école d'ingénieur A (1155 heures d’observations) comprenant 193 étudiants et 88 enseignants. Deuxième étude de cas réalisée par observation directe pendant 4 mois dans une école d'ingénieur B (704 heures d’observations) comprenant 115 étudiants et 29 enseignants. De plus, 15 entretiens semi-directifs ont été réalisés avec des professeurs en charge du projet de la technologie mobile, le directeur de l’université, le directeur du département et le personnel informatique et administratif. Toutes les données ont été codées et analysées. Au cours de cette recherche, nous avons constamment comparé nos résultats, les données codées, les incidents émergents et les concepts émergents pour générer des catégories et les comparer avec les résultats des terrains de recherche. Les apports principaux peuvent être classés en quatre catégories : Utilisation de la technologie mobile (selon les réponses des étudiants et des enseignants). Une analyse des perceptions du participant sur la technologie mobile adoptée. Une analyse des activités d'adaptation des participants (relatif à TI, aux tâches et l’individu) et trois phases du processus d'adaptation (au niveau individuel, organisationnel et du groupe). Une étude de la stratégie principale de l’université vers l’adoption de la technologie mobile et des moyens engagés pour soutenir les changements en vue de l'appropriation de la technologie mobile. En conclusion nous préconisons des implications managériales et théoriques et différents axes de recherche qui pourraient être développés ultérieurement en vue d’affiner le travail réalisé pour cette thèse et aussi afin de tester et généraliser les résultats aujourd'hui obtenus
Empirical studies of mobile technology in education are scarce. According to the literature review, different theoretical studies criticizing the current models of technology acceptance and adoption are seeking for changes, but not many research works have been conducted in the field. There are few empirical data about the university’s strategy in adoption and implementation of mobile technology as well.This research confirms the lack of such empirical studies, especially regarding user’s responses to mobile technology and their adaptation strategies in education. Hence, more rigorous research is needed to understand the perceptions and adaptation process of university’ participants. Furthermore, the literature review suggests a lack of theoretical consensus on adaptation of mobile technology in education.Theory shows that the education needs a holistic view of mobile technology adoption and investigation of its different aspects and components. Few research works were conducted in investigating a whole organizational implementation.This dissertation aims at understanding the strategy of university for adopting and implementing the mobile technology.This research is articulated around two main research questions:• Why is mobile technology used in higher education? (at the strategic level)• How is mobile technology used in higher education?This study is an exploratory research in order to allow the theory to emerge from the empirical results and this research is inspired from the Grounded Theory.In total, two case studies were conducted. Two French engineering universities were selected as our fields of study:• First case study is carried out during a 6-month direct observation at engineering university A (equal to 1155 hours) including 193 students and 88 faculty members.• Second case study is carried out during a 4-month direct observation at engineering university B (equal to 704 hours) including 115 students and 29 faculty members.In addition, 15 semi-directive interviews were conducted with professors in charge of mobile technology project, the university’ director, head of the department as well as IT and administrative staff. All data were coded and analyzed.During this research, we constantly compared our findings and the coded data to the emerging incidents and to the emerging concepts with the purpose of generating categories and comparing with the findings acquired from the fields of research.The main contributions can be classified into four categories:• Utilization of mobile technology (according to students, faculty members use),• An analysis of the participant’s perceptions of the adopted mobile technology• An analysis of participant’s coping activities (IT related, Task related and self-related) and three phases of adaptation process (individual, organizational, and group level)• A study of the main university’s strategy towards the adoption of mobile technology and how far it supports changes towards mobile technology appropriation.The conclusion brings managerial implications, theoretical implications and some recommendations for further studies in order to deepen the research and to answer several hypotheses issued from our results

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Hanusová, Lucie. "Analýza využívání ICT v procesu vzdělávání na základních školách." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-199043.

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The thesis focused on instruments of ICT, their using in educational environment of primary schools and their influence on educational process. In theoretical part, the readers get to know the concept of information literacy, opinions and ICT attitudes in education field over the years. The implementation and using of ICT in Education may have been causes by many reasons and this thesis tries to describe their advantages and disadvantages. The other chapters in this part describe some other methods of education and modern didactic instruments and their own historical development. The end of the theoretical part belongs to possible development in future of modern technologies in whole educational process. The second part presents some selected research studies from different EU countries schools. The research examines the implementation of ICT in educational process and impact of modern technologies on education in general and - basically studying. This chapter deals with the outcomes of the studies and emphasize significant findings and recommandations. The empirical part begins with description of author's own research, its realization, goals, methodics and hypothesis. In main part, author analyzes using of modern technologies and their influence on educational process based on interviews and questionnairies. In the final part, author evaluates the hypothesis and summarize all findings and achievements. Goal of the thesis is to spread information and new point of view on issue which is dealing with whole process of implementation and using of modern technologies in educational process and analysis present influence of ICT on education in selected primary schools.

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Houle, Hélène. "Les croyances préalables d'enseignants, à l'ordre primaire, à l'égard des pratiques pédagogiques relatives à la gestion de l'enseignement et à la gestion de l'apprentissage des sciences et de la technologie au primaire /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2001. http://theses.uqac.ca.

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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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Lavoie, Francyne. "Étude sur la technologie de l'instruction du langage à la maternelle /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1990. http://theses.uqac.ca.

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Bosch, Horacio E., Claudia Guzner, Mercedes S. Bergero, Blasi Mario A. Di, Adriana Schilardi, and Leonor Carvajal. "Innovations in Educational Research and Teaching of Experimental Calculus." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79493.

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For several decades, there have been a varying number of books on Calculus following the classic line of mathematical thought, where Mathematics is taught for everybody by means of rigorous definitions, theorems, and carefully detailed and extensive demonstrations. For mathematical education into the XXI Century the students need to achieve ability in handling of present mathematical tools and concepts from the beginning of their courses. These needs can be achieved today by means of a paradigmatic change in the focus of mathematics teaching: to learn to develop ideas and to experiment and test those ideas in such way that students can verify their own inferences. In this paper we report an educational research in teaching and learning functions models according to a new paradigm in hands-on experimental mathematics, with applications in the real world, i.e. sciences and engineering by using Computer Algebra Systems. The study of functions is presented, focused into the framing of Exploratory Learning Systems, where students learn by means of the action and their participation in it. It is designed for teachers working together with students in a computer laboratory like hands-on workshops-type activities on other sciences. In this way students have a more “alive”, “realistic” and “accessible” touch in Calculus.

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Книги з теми "Education technologie"

Jean-Yves, Lescop, and Université du Québec Télé-université, eds. Technologie et communication éducatives: VIe colloque. Sainte-Foy, Québec: Conseil interuniversitaire des professeurs en technologie éducative, 1988.

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Barski, Tadeusz. Technologie informacyjno-komunikacyjne w edukacji. Opole: Wydawn. Uniwersytetu Opolskiego, 2006.

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Zounek, Jiří. Učitelé a technologie: Mezi tradičním a moderním pojetím. Brno: Paido, 2009.

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1929-, Rüschenschmidt Heinz, Schulte Peter, and Germany (West). Bundesministerium für Bildung und Wissenschaft., eds. Technologie- und Wissenstransfer an den deutschen Fachhochschulen. Bonn: Der Bundesminister, 1987.

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ERIC Clearinghouse on Higher Education., Association for the Study of Higher Education., and George Washington University. Graduate School of Education and Human Development., eds. Digital dilemma: Issues of access, cost, and quality in media-enhanced and distance education. San Francisco: Jossey-Bass, 2000.

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ERIC Clearinghouse on Higher Education and Association for the Study of Higher Education, eds. The virtual campus: Technology and reform in higher education. Washington, D.C: The George Washington University, Graduate School of Education and Human Development, 1997.

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1945-, Orwig Gary W., ed. New technologies for education: A beginner's guide. 2nd ed. Englewood, Colo: Libraries Unlimited, 1995.

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1945-, Orwig Gary W., ed. New technologies for education: A beginner's guide. 3rd ed. Englewood, Colo: Libraries Unlimited, 1997.

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1945-, Orwig Gary W., ed. New technologies for education: A beginner's guide. Englewood, Colo: Libraries Unlimited, 1993.

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Trends shaping education 2010. [Paris]: OECD, 2010.

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Частини книг з теми "Education technologie"

Rahm, Jrène, Patrice Potvin, and Jesús Vázquez-Abad. "Science Education in Québec: La science et la technologie pour tous." In Science Education in Canada, 129–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06191-3_7.

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Loveland, Thomas. "Educational Technology and Technology Education." In Technology Education for Teachers, 115–36. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_6.

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Ryan, Yoni, and Colin Latchem. "Educational Technologies in Distance Education." In The Wiley Handbook of Learning Technology, 160–79. Hoboken, NJ: John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781118736494.ch10.

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Gruzdeva, Marina L., Olga I. Vaganova, Svetlana N. Kaznacheeva, Natalia V. Bystrova, and Anna V. Chanchina. "Modern Educational Technologies in Professional Education." In Lecture Notes in Networks and Systems, 1097–103. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15160-7_110.

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de Vries, Marc J. "Approaches To Technology Education and the Role of Advanced Technologies: An International Orientation." In Advanced Educational Technology in Technology Education, 139–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_10.

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McCormick, Robert. "Integration of Advanced Educational Technology into Technology Education." In Advanced Educational Technology in Technology Education, 5–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_1.

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Green, Timothy, Jennifer Ponder, and Loretta Donovan. "Educational Technology in Social Studies Education." In Handbook of Research on Educational Communications and Technology, 573–82. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_45.

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Parikka, Matti, Aki Rasinen, and Arto Ojala. "Technology Education." In Positioning Technology Education in the Curriculum, 133–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_11.

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Elshof, Leo. "Technology Education." In Positioning Technology Education in the Curriculum, 145–62. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_12.

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Watson, Molly. "Technology and Technology Education." In New Frontiers in Technological Literacy, 47–55. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137394750_4.

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Тези доповідей конференцій з теми "Education technologie"

Chevalier and Duchene. "Biomedical Universite de Engineering Education In Technologie De Compiegne." In Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1992. http://dx.doi.org/10.1109/iembs.1992.594738.

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Chevallier, Georges M., and Jacques Duchene. "Biomedical engineering education in université de technologie de compiègne (France)." In 1992 14th Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1992. http://dx.doi.org/10.1109/iembs.1992.5761377.

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Biehler, Rolf. "Cognitive Technologie for Statistics Education: Relating the Perspective of Tools for Learning and of Tools for doing Statistics." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93302.

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Ramazanova, Zarina, and Alfiya Kitibayeva. "INNOVATIVE TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES AT AN EARLY AGE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(27).

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The article presents an analysis of the most popular innovative educational technologies used in the modern educational process. The author gives the main methodological principles and criteria that can ensure the effectiveness of the use of innovative educational technologies and improve the quality of foreign language education. The research aim is to analyze new methods of technologies in education process, particularly, in a foreign language teaching. For Generation Z diversity of teaching approaches are required. Innovative technologies are intended for diversifying the methods and forms of teaching. During the study interactive technology, game technology, mobile learning and “quest” technology were examined. In addition to it, their essence and characteristics are observed

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Langa, Claudiu, and Liana Tausan. "INVESTIGATING ICT SHARE IN THE ENSEMBLE OF METHODS IN HIGHER EDUCATION - COMPARATIVE STUDY." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-029.

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One of the dimensions of contemporary pedagogy principles underlying the construction of current educational systems aims at using information technologies in education (computer, internet, etc.) in: teaching designing, learning direction, didactical act monitoring. Given the use of information and communication technologies in modern society, the educational environment constantly attempts to integrate the use of ICT, both in the initial and continuous training of human resources, and in the managerial act specific to the higher education field. ICT integration in the performance of the educational act in higher education and the adaptation of such technology potential to the specific nature of the instructive and educative process constitute proactive measures and desiderates of the higher education reform. The purpose of the study is to investigate the share of using the means specific to the information and communication technology in the ensemble of teaching and learning methods and means, the modalities of acquiring the possession of course materials, the bibliographic information sources indicated by teachers, the modalities of presenting seminar papers by students. The general research hypothesis of this study is: the share of using the means specific to the information and communication technology in the university environment is lower in performing the instructive and educative activities specific to philological specializations than in the case of IT and engineering specializations. Two working hypotheses resulted from this hypothesis: 1. there are significant differences between the students at the humanist specializations and those from exact science specializations as regards the presentation of seminar papers by means of computer. 2. There are significant differences between the humanist science didactical staff and the exact science teachers as regards the use of the information and communication technology in the ensemble of teaching and learning methods and means. The methodology used in this investigative approach is the questionnaire applied on a group of 85 students from the humanist and exact sciences from the "1 decembrie 1918" Alba Iulia University and the University of Pitesti. The findings and results of this study have aimed at the verification of research hypotheses. The working hypotheses have been confirmed following data processing and interpretation.

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Crisan, Alina, and Roxana Enache. "THE ROLE OF INTERNET IN EDUCATION - CHANGE AND TRANSFORMATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-211.

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Correlating the observations and the results of all activities during our research , we find that the Internet represents a challenge socially and it use in education involves an art to transform the power of these resources in the power of learning, a power to develop educational scenarios that optimally integrate Internet into traditional education. Educational potential of the Internet cannot be exploited without effort. There emerges, as a prime necessity, the need to address research in this area - the ways in which Internet can be used to effectively improve education - both enthusiastically and critically. As shown in the analysis of curriculum documents and of conducted lessons, educational potential of the Internet is not only related to the transfer of information and communication but can be extended to form a diverse set of skills and develop attitudes, behaviors and values. Efficiency of new information technologies in education One challenge which educational players must consider is the way in which new information and communication technologies and the Internet in particular are integrated and involved in education. Promoting the use of technology in education requires a holistic approach and concurrent strategies. A challenge to the use of Internet in education both for policy makers and educational actors is the cost issue. We should not expect that the introduction of information and communications technology, particularly the Internet in education to lead to a decrease in costs. Given the tension between large investments in implementing new technologies and the fact that education is facing some financial problems, comprehensive studies regarding the cost effectiveness should be part of the future research agenda in the field of education.

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Zeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng, and Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.

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Over time, forest education has had to adapt to keep up with global changes and to accomodate the needs of students and society. While facing pressing global issues like climate change, deforestation, illegal logging and food security, the role of higher forest education has shifted away from traditional teaching approaches and practices to methods that emphasize sustainable development, community-based management and environmental conservation in forestry. In doing so, forest education has cultivated human expertise that understands the complexity of ever-changing environments, masters state of the art technologies to manage fores and natural resources, and is capable of creating, communicating and implementing related policies in global communities and societies. In this context, educational technology and online lerning enable flexible, accessible, effective, and high-quality forest education. A case study of a Sustainable Forest Management Online program led by the Faculty of Forestry, University of British Columbia (UBC) shows that appropriately integrating educational technologies into an interntionally developed and recognized high quality curriculum is an effective way to create accessible and affordable forest education in meeting the demand of evolving societal and environmental conditions.Keywords: forest education; educational technology; international collaboration, open educational resources

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Dumancic, Mario. "SMART EDUCATION IN SMART CITY AND STUDENT MODEL." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-077.

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Smart cities are not just a trend; they have become a tendency of development of living and social environment. Green energy, coexistence with the nature, better and technologically supported living environment are the foundation of Smart cities. Smart cities are broader and more complex social projects to change the life we live. One of the elements of the Smart cities project is also "smart education". Strong impetus for development of Smart cities has to come from development of Smart Education environment. In Smart Cities, the need for educating all citizens is the basic element of the very development of Smart Cities. Only continually educated (lifelong learners) citizens will be able to make this step. Today's education and its organization and implementation are not sufficient for the future of smart cities. The development of smart education encompasses the use of different educational technologies and access to IoT technology in education. Creating a new technological environment IoT provides new approaches to education of all regardless of age. The current educational approaches will not be able to support the needs of education. ICT infrastructure is changing which will directly affect the existing approaches and technology in education . The future of education is smart education. Are we ready for new changes? What are the options and what are the mistakes? This paper discusses the notion and the characteristics of Smart education on the example of Smart cities of the future. Are we ready for new changes? What are the options and what are the mistakes? This paper discusses the notion and the characteristics of Smart education on the example of Smart cities of the future.

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Stoica, Marian, Marinela Mircea, and Bogdan Ghilicmicu. "USING BLOCKCHAIN TECHNOLOGY IN SMART UNIVERSITY." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-187.

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The evolution of information and communications technology (ICT) has a huge impact in all spheres of activity, leading to major changes in every process, gaining important benefits but also facing challenges, especially those related to data security and protection. In the educational sector, there was a switch from traditional university to ICT based university. The use of SOA (Service Oriented Architecture), Cloud Computing, Internet of Things (IoT) and other technologies paves the way to switch to a new stage: intelligent university. Although IoT offers numerous benefits to the educational system, scalability and security of increasing number of objects connected to the network are major challenges. Switching to a decentralized IoT may be a solution for this challenge. Blockchain technology allows decentralization of process management thus being able to solve many of current problems of IoT, especially regarding the security. Also, the grows of e-learning and m-learning sectors requires using technologies that improve the trust and value of distance education. Additionally, increasing amount of electronic content, new law requirements regarding personal data security and protection and storing data in clouds require the adoption of new technologies that can solve current problems (see the Fog Computing paradigm). Blockchain technology may improve the educational system in various aspects, like: trust, collaboration, transparency, data security, issuing and security of certificates, management and protection of intellectual property, fighting intellectual fraud, lifelong high quality education, decentralized education, etc. Use of blockchain technology in educational system is in early stage. Very few universities have started using this technology, most of them only for validation of certificates/diplomas. There are few researches addressing the use of blockchain in education and the benefits and challenges of adopting this technology. This paper approaches three major issues: benefits of adopting blockchain in universities, challenges of adopting blockchain technology in universities, state of using blockchain technology in Romania.

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Simion, Elena, Narcisa delia valentina Chirvasiu, and Theodora Michel. "INFORMATION AND COMMUNICATION TECHNOLOGIES AND THE EQUALIZATION OF OPPORTUNITIES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-125.

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Information and communication technology (ICT) is a useful expression to describe the multitude and variety of ways in which technology has infiltrated into many aspects of everyday life, in education, at work or at home in the spare time. The last 20 years have brought remarkable innovations in the delivery of educational content. Traditionally distinct, text, sound, graphics and video content are now combined into a single "multimedia" document. The world around us is becoming increasingly interconnected through computer networks. Moreover, the evolution of the field of ICT is closely intertwined with the advancement of science in general and technology in particular and with the development of legislative initiatives that support research, implementation and dissemination of its applications within the educational system. The use of assistive technologies allows students with special needs to participate actively in the process of interaction and communication; in other words, technology can recover or replace deficiency to a very great extent, depending on several factors: the moment when its use was introduced, the manner of implementation, ongoing support from the persons around etc. The use of interactive information technologies has great potential for the education of children with special educational needs. Technology can be an equalization factor - for many people with disabilities, technology can serve as a support to overcome or compensate for cognitive difficulties in learning. This paper attempts to summarize some of the current directions for the deployment of information and communication technologies in education. Various possibilities of using these technologies in the educational process are presented, with reference to the use in teaching, to the use as a communication tool, as a compensatory tool or means for training, exploration or evaluation.

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Звіти організацій з теми "Education technologie"

Vakaliuk, Tetiana A., Dmytro S. Antoniuk, and Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.

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Morze, Natalia V., and Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4438.

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Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.

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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.

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Demeuov, Аrman, Zhanna Tilekova, Yerkin Tokpanov, Olena Hanchuk, Natalia Panteleeva, and Iryna Varfolomyeyeva. Use of GIS technology in geographical education. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4619.

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At the present stage, digital information technologies create a new education system focused on the global educational space. In general education schools, in connection with the adoption of the updated program, the section Geoinformatics and cartography provides for the use of developing a map-scheme, modeling and conducting small studies on the topic under study. As a result, digital technology has a place in geographical education. This is due to significant changes in the pedagogical and methodological approach in teaching geography and other disciplines. As a result, the education system has changed, the content of education has been updated, a new approach has appeared, a new attitude to geoinformation technologies in schools. The article discusses the importance of computer technologies in the education system, including the effectiveness and necessity of using geoinformation technologies. The article substantiates the relevance of the use of geoinformation technologies in the teaching of geography.

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NELYUBINA, E. G., and L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.

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At the present time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and retrain. The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The technology of blended learning, one of the models of which is “inverted learning”, allows to succinctly include information and communication technologies in the educational process, while increasing the quality of education, creating a new level of personal responsibility for the student and by creating conditions for the development of metasubject competencies. Purpose - to develop methodological techniques for the implementation of the “flipped learning” technology in the framework of teaching chemistry in basic school, aimed at the formation of subject universal educational activities in chemistry. Method or methodology of the work: the main research methods were analysis, pedagogical experiment and interpretation of the results of the experiment. Results: solved at the theoretical and methodological level the problem of selection of methodological techniques aimed at the implementation of the technology “inverted learning” in the basic school.

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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 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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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov, and Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3749.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.

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Ruiz, Pati, Eleanor Richard, Carly Chillmon, Zohal Shah, Adam Kurth, Andy Fekete, Kip Glazer, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, October 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.

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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.

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Rybalko, Lina, and Elena Lavrentieva. Innovative Technologies Application in Education as a Condition for Education for Society Sustainable Development. International Journal of Engineering & Technology, 2018. http://dx.doi.org/10.31812/123456789/4573.

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The article presents the results of the scientific research on the issue of environmental studies based on ecological-evolutionary approach. The meaning and content of the term ecological-evolutionary approach and the conceptual ideas of ecological-evolutionary approach (the idea of evolution and ecocentrism) are explained. Teaching technologies based on ecological-evolutionary approach are characterized with the approach explained as the innovative technology that, in use, will provide modernization of environmental studies within the educational aspect for the society’s sustainable development. The pedagogical experiment results are presented, confirming the technology’s effectiveness based on ecological-evolutionary approach and the implementation of ecological-evolutionary approach concepts and didactic fundament in teaching environmental subjects.

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