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1
Lovell-Johnston, Meridith Ann. "Do “Interactive” Educational Technologies Promote Interactive Literacy Instruction?" Language and Literacy 21, no. 3 (August 27, 2019): 79–111. http://dx.doi.org/10.20360/langandlit29448.
Повний текст джерелаАнотація:
This article explores the concept of lesson interactivity within six primary and elementary teachers’ use of whole-class and personal digital devices over multiple lessons including Interactive Whiteboards, data projectors, laptop computers, and others. The analysis focuses on the differences between technical vs pedagogic interactivity (Smith, Higgins, Wall, & Miller, 2005) where technical interactivity refers to direct tactile interaction with technology and pedagogic interactivity refers to the interaction between teachers, students, and lesson content which may occur with or without technology use. Technical interactivity varied in duration between teachers and lessons, but teachers’ use of whole-class devices typically exceeded students’ use. Use of personal devices by students was infrequent, and often supported the content displayed on a whole-class device. In terms of pedagogic interactivity facilitated by technology use, the most frequent activities were teacher-directed questioning and guided practice, during which the teachers had a correct answer or method in mind. Use of deeper pedagogic interaction through discussion, student inquiry, or research were not observed. Teachers expressed that they faced barriers to interactive technology use including program and resource constraints as well as lack of teacher comfort with technology. This research was conducted following Tri-Council guidelines for the Ethical Conduct of Research Involving Humans. It has passed the research ethics board of two universities and two school districts.
2
Chen, Boyuan, and Shuai Lan. "Research on Museum Educational Display Based on Image Recognition Tracking." Wireless Communications and Mobile Computing 2022 (March 18, 2022): 1–9. http://dx.doi.org/10.1155/2022/7314887.
Повний текст джерелаАнотація:
Based on the VR display project of the museum, this paper elaborates the temporal restoration, spatial restoration, and immersive experience of virtual reality technology and discusses the basic research of virtual reality technology in the museum, the display of the platform, and the prospect of cultural communication. By studying the working principle of somatosensory interaction technology, the development status of the somatosensory interaction device Kinect, and the programming algorithm, this paper explores its development trend and application prospect in the field of interactive exhibit design and production in science and technology museums. A prototype system of human-machine interaction is realized in the exhibit design, using Unity3D as the engine to build the interaction platform, and using webcam and other interactive devices to realize somatosensory interaction, improve the design scheme of interactive science exhibits, and practice diversified and multisensory innovative exploration of science forms.
3
Daukilas, Sigitas, and Judita Kasperiūnienė. "Technology-based curriculum features of education and business organizations." Management Theory and Studies for Rural Business and Infrastructure Development 36, no. 3 (October 14, 2014): 471–84. http://dx.doi.org/10.15544/mts.2014.044.
Повний текст джерелаАнотація:
Integrating technology-based learning tools into business and educational institutions, it is important to identify epistemological differences that are preconditioned by the circumstances of interactive and high-quality cognition. The research was carried out aiming to reveal the aspects between the pedagogical and andragogical interaction applying technology-based learning tools in business and educational institutions. Studies have shown that in business organizations and educational institutions differences in curriculum cognition are due to the interactive, high-quality, technology- based forms of studies. Personalization elements and enhancement of cognitive knowledge warrant an interactive technology-based curriculum in educational institutions at cognitive, emotional, sensual and practical perception levels. Business organizations give priority to cognitive form of perception that is often realized by adults applying the elements of reflective and experiential learning. Technology-based curriculum for adult education can be impersonalized.
4
Iriskulovna, Yusupova Khabiba, and Yusupova Mokhira Iriskulovna. "Collaborative Educational Technology Of Preparing Students For Interethnic Communication." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 637–40. http://dx.doi.org/10.37547/tajssei/volume02issue11-110.
Повний текст джерелаАнотація:
This article describes the collaborative educational technology and its interactive and ethno pedagogical forms of education, aimed at ensuring the cooperation of the class, school community and school, family and cultural and educational institutions in preparing students for interethnic communication.
5
Orekhova, Yuliya M. "Use of interactive teaching technology at different stages of a university foreign language class." Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 21, no. 2 (June 24, 2021): 217–21. http://dx.doi.org/10.18500/1819-7671-2021-21-2-217-221.
Повний текст джерелаАнотація:
The importance of communicative learning of foreign languages in higher education has increased due to economic, political and cultural processes taking place in the world nowadays. The problem of finding effective means of ensuring the communicative nature of the educational process seems to be highly relevant at the present stage of teaching methodology development. The use of interactive methods can help teachers to implement the requirements of the Standard in the organization of the educational process of teaching foreign languages at university. The article is devoted to the analysis of the use of interactive methods at foreign language classes which can help teachers to implement the requirements of the new Federal Educational Standard of higher education. The necessity of interactive trainings for development of foreign language competence in the context of competence-based approach is described. The main changes of the educational process which have required a review of means and methods of foreign language teaching are also identified. The comparative analysis of traditional and interactive-based lessons proves that interaction allows to solve educational problems of a foreign language lesson and to redefine the roles of all participants of the educational process. The examples of the use of interactive teaching methods in accordance with the didactic structure of a foreign language lesson are given.
6
Volkova, Natalia, Olha Lebid, Olha Hrom, Nataliia Zinukova, and Tetiana Korobeinikova. "Teamwork as an interactive educational technology at pedagogical universities." SHS Web of Conferences 104 (2021): 03003. http://dx.doi.org/10.1051/shsconf/202110403003.
Повний текст джерелаАнотація:
A significant shift is taking place at higher educational institutions and emphasizes group or teamwork during the academic process. This article introduces incorporating teamwork into pedagogical courses. The application of the teamwork pedagogy is relevant due to a strong necessity to find a successful educational technology of professional teachers' competencies development required by the modern international labor market. Sufficient results have been achieved with the use of theoretical and empirical research methods as analysis, generalization, and systematization of scientific papers, observation, reflectivity, and social intelligence diagnosis, pedagogical modeling, questioning, and collecting data. The scientific novelty of the theoretical part is highlighted through the importance of applying teamwork as a more successful educational technology, proving effective tools, and strategies for designing the new teamwork-based educational process of master's degree students in Pedagogy. On the practical side, this new pedagogy has been applied in two universities, and it is concluded that teamwork can enhance problem-solving and creativity, generates understanding, support, commitment, acceptance, and bring out the best of the future university teacher.
7
Gladun, Mariia, and Mylana Sablina. "MODERN ONLINE INSTRUMENTS OF INTERACTIVE EDUCATION AS TECHNOLOGY OF COOPERATION." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 4 (2018): 33–43. http://dx.doi.org/10.28925/2414-0325.2018.4.3343.
Повний текст джерелаАнотація:
One of the decisive directions for solving problems of improving the quality of education is the development of pedagogical systems and their components, the use of new approaches and teaching methods, which are implemented in close interaction with the latest information technologies. Increasing the motivation of students, involving them in interaction within the educational process, can improve the quality of education, develop the necessary competencies. It is proved that interactive learning technologies have great educational and development potential, provide maximum activity of the participants in the educational process, optimal training time and its effectiveness. The article highlights the essence of innovative educational technologies, examines the peculiarities of pedagogical technology "learning in cooperation" as an integral part of the personality-oriented approach in teaching. It was analyzed author's research about training in cooperation with the use of computer technology. The article describes the structure of conducting classes in the form of training in cooperation, the stages of teaching communication, didactic conditions that can provide an effective organization of the stages of learning communication, taking into account the specifics of the learning process. The possibilities of using online tools of interactive learning for the implementation of educational cooperation are demonstrated. The possibilities of using online tools and resources that allow organizing cooperation during the educational process are analyzed. The stages and directions of cooperation with the use of online services are considered. An overview of the tools was carried out and examples of their application were prepared at all stages of the educational process. The advantages of using the described services are demonstrated.
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Alimjanova, Feruza Ibrohimjonovna. "IMPLEMENTING INTERACTIVE METHODS FOR DEVELOPING STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 05 (May 20, 2021): 20–24. http://dx.doi.org/10.37547/pedagogics-crjp-02-05-04.
Повний текст джерелаАнотація:
It is known that any language teaching technology is based on new principles of education, but at the same time should serve for developing students’ intercultural communicative competence in the educational process. One of the main tasks of pedagogy is to improve the quality of education, increase the intellectual activity of students, the formation of the speech culture, and the introduction of new methods in the classroom. The subject and object of the educational process are a teacher and a student in effective pedagogical technology.
9
Song, Lei. "Debate - the innovative type of educational technology." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2012): 118–26. http://dx.doi.org/10.51314/2073-2635-2012-2-118-126.
Повний текст джерелаАнотація:
The article analyses an efficiency of an interactive educational game - Debate in activating self-education of all actors of educational process, one's individual potential capability, skills of formulating one's opinion and giving reasons to defend it. The technology of implementing the game Debate into study process and its impact on students haven't been researched enough by pedagogical science yet, and cause the reason for writing this article.
10
Davis, James W. "The Educational Contribution of Interactive Whiteboards." International Journal of Conceptual Structures and Smart Applications 6, no. 1 (January 2018): 63–76. http://dx.doi.org/10.4018/ijcssa.2018010105.
Повний текст джерелаАнотація:
Interactive whiteboards (IWBs) are a key element of smart technology being used in classrooms. The principal concern when using interactive whiteboards in an educational setting is how effectively IWB's serve the student and the instructor. A key question is whether the high cost of interactive whiteboards is providing enough value to justify the cost. The purpose of this article is to provide a preliminary exploration of the perceptions of students and teachers regarding their use of IWBs. The study also discusses the factor of bias that might influence these perceptions. This study reported preliminary results of what will be a larger report on the full content analysis. However, preliminary results showed wide variance between teacher and student perceptions of interactive whiteboard use that suggests a need for further research.
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Sadulla qizi, Mustabova Guzal. "USE OF INTERACTIVE METHODS IN MUSIC LESSONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 03 (March 1, 2022): 80–82. http://dx.doi.org/10.37547/pedagogics-crjp-03-03-14.
Повний текст джерелаАнотація:
In the application of advanced pedagogical technologies in the educational process in connection with the organization of innovative activities on a scientific basis, it is important to take into account the readiness and interest of students in these activities and the selection of appropriate technology.
12
Tuma, Faiz. "The use of educational technology for interactive teaching in lectures." Annals of Medicine and Surgery 62 (February 2021): 231–35. http://dx.doi.org/10.1016/j.amsu.2021.01.051.
Повний текст джерела
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Seal-Wanner, Carla. "Interactive Video Systems: Their Promise and Educational Potential." Teachers College Record: The Voice of Scholarship in Education 89, no. 3 (April 1988): 373–83. http://dx.doi.org/10.1177/016146818808900304.
Повний текст джерелаАнотація:
Interactive video is an exciting technology, but why might the addition of interactivity to moving images that are already ubiquitous for the young with movies and television make them more educative? Here are three hypotheses pertaining to this question.
14
Thompson, Christy L., Michelle L. Buchanan, Laura L. Westlake, and Kenneth B. Heinlein. "Utilizing Interactive Technology to Conduct Team Assessments: Teaming With Technology Research Project." NHSA Dialog 8, no. 1 (March 2005): 121–34. http://dx.doi.org/10.1207/s19309325nhsa0801_11.
Повний текст джерела
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ОLIINYK, Natalia. "FORMATION OF AGRICULTURAL STUDENTS’ SELF-EDUCATIONAL COMPETENCE." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 120–24. http://dx.doi.org/10.31651/2524-2660-2020-4-120-124.
Повний текст джерелаАнотація:
The results of the research on the formation of selfeducational competence of agricultural students with the help of interactive computer technologies are considered . High speed of science development quickly makes knowledge acquired by students in high school obsolete and reveals the urgent need for the formation of selfeducational competence. In conditions of widespread computerization and active use of the latest modern technical developments in everyday life, the use of interactive computer technology seems the most effective and promising direction to form selfeducational competence of university students. We have identified four components of selfeducational competence: knowledge; motivation; activity; communication. In accordance with these components we developed criteria, indicators and tools to determine selfeducational competence formation of university students through interactive computer technology. The pedagogical experi- ment took place from 2017-2019 on the basis of Chernyatyn College of Vinnytsia National Agrarian University. The survey covered 87 students of four faculties, 26 people were in the control group and 61 in the experimental group. To standardize the initial results of diagnostic tests and questionnaires we used percentile. After calculating percentiles for each component of self- educational competence, a table of standardization was composed. Four levels of component formation of selfeducational competence were identified: low, below average, above average and high. The purpose of the formative phase of the experiment was the model testing of selfeducational competence formation of university students through interactive computer technology. It can be concluded that students of control and experimental groups have significant differences caused not only by random factors but a certain legitimate reason. The reason was the experimental work performance to implement structural and functional models for selfeducational competence formation of university students through interactive computer technology.
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Odinokaya, Maria, Tatyana Krepkaia, Oksana Sheredekina, and Maya Bernavskaya. "The Culture of Professional Self-Realization as a Fundamental Factor of Students’ Internet Communication in the Modern Educational Environment of Higher Education." Education Sciences 9, no. 3 (July 17, 2019): 187. http://dx.doi.org/10.3390/educsci9030187.
Повний текст джерелаАнотація:
This article deals with the problem of the culture of professional self-realization of Russian students in the process of university education at the present stage. The role of information and communications technologies is revealed, in particular the interactive technology of self-regulation developed by the authors, as a necessary pedagogical condition for the successful professional self-realization of students. The paper describes the interactive technology of self-regulation formation used in teaching a foreign language in order to improve the educational process. The paper provides an analysis of the current state of the classroom educational environment in teaching a foreign language in order to determine the possibilities of improving the educational process. The main goal of the interactive technology of self-regulation formation is to optimize and intensify the activities of students in the classroom and extracurricular activities. The interactive technology of self-regulation formation in a nonlinguistic university was applied in the proposed work. Special attention was paid to the problem of structuring and the algorithmization of independent work. Ways for increasing interactivity are revealed, and an algorithm for teaching and speech actions in interactive mode was developed. It was established that the introduction of structured algorithmization using the interactive technology of self-regulation formation could be effectively used for teaching poorly prepared students. It has been established that the culture of professional self-actualization for modern students is directly dependent on the quality of online interaction with a university teacher. It was revealed that it is the student’s awareness of the objectives of learning interaction and ways for its implementation that allow him to competently perform his academic work, which in turn contributes to the actualization of personal professional qualities that are required by a university graduate for successful implementation in the future.
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Terenko, Olena. "Technologies of Adult Education: Northern-American Experience." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 44–50. http://dx.doi.org/10.2478/rpp-2019-0028.
Повний текст джерелаАнотація:
Abstract Factors that influence motivation are split into external and internal. Key peculiarities of adult who learns are found out. A person who studies can trace connection between educational needs and solution of everyday life problems. Basic terms of learning efficiency are: self-orientation and independence. The main principles of adult education are systematized. They are the following: necessity to know, consciousness, willingness to learn, focus on learning, intrinsic motivation, self-orientation, relying on experience, situational, practice-orientation, motivation. The concept “educational technology” is analysed. Educational technology is systematic targeted approach to learning that combines specific teaching methods, educational technology, and takes into account psychological part of the learning process – relationship between learners and those who teach; systemic ways of activities of those who teach and those who study for the effective achievement of learning goals. Principles of educational technology usage are outlined. They are: individualization, creativity, self-motivation, cooperation, activity. The gist of interactive technology is found out. Interactive learning technology is based on the interaction between participiants of training; organization of joint activities based on dialogic teaching methods; a way of organizing learning of adults considering the needs, interests, personal and professional experience. Basic forms and methods of adult’s interactive teaching in the USA are: conversation, discussion, collective solving of creative situations, the method of “round table”, project method, playing techniques, mentorship, coaching – training in small groups, storytelling, method of narrative.
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Polupan, Ksenia L. "Interactive Intellectual Environment as a Digital Technology of Continuous Education." Higher Education in Russia 27, no. 11 (December 21, 2018): 90–95. http://dx.doi.org/10.31992/0869-3617-2018-27-11-90-95.
Повний текст джерелаАнотація:
The article presents the experience of developing technology that ensures effective digital quality control of continuous education, development of intellectual abilities and professional competencies both of students and teachers. A description of the substantive changes in control, self-development and activity processes is given. The developed technology makes it possible to completely change the control of educational and research activities not only of a student, but also of a teacher, providing an opportunity for personal design of the educational route. In the context of presence of all the subjects of the educational process in the environment, the scheme for obtaining new knowledge is fundamentally changing; this is achieved by joint actions, since the basis of an interactive intellectual environment is an interaction, a constant exchange of information, opinions, decisions, experience. Such environment has a developing character; it promotes the formation of project and heuristic skills as well as skills associated with finding and implementing non-standard solutions in professional activities. Continuous feedback distinguished by an individual approach and a high differentiation of education by means of providing each student with a personal teacher, tutor, whose role is fulfilled by a computer.
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Ulishchenko, Violetta, Andriy Ulishchenko, and Olena Kefeli-Yanovska. "Application features of educational quests in the format of blended learning in higher educational establishments." Intercultural Communication 7, no. 1 (December 22, 2022): 69–80. http://dx.doi.org/10.13166/ic/712022.4991.
Повний текст джерелаАнотація:
In the process of work with students (post-graduate students, interns, teachers), the application of interactive forms of work has proven its effectiveness and relevance. At the same time, we should expand the methodological diversity of the interactive, involve such forms of work that best as possible meet the needs of the blended learning format.
Quest as an interactive technology has many advantages – from a collective goal setting, definition of a strategy of movement to coordinated performance of intermediate tasks, search for substantiations and presentation of a collective decision. The main thing is that there are no obstacles to the realization of the educational quest, such as online or offline, because the help comes from the interactive board Miro.
The purpose of the work is to substantiate the peculiarities of the application of the educational quest as a game technology in blended and distance education with the goal of deepening the motivation of students of higher education institutions of Ukraine, in particular medical ones; to intensify scientific research activities, to improve interaction in groups and teams, to promote the development of clinical thinking and communicative competence.
Research methods. Theoretical (processing of the source base) and empirical (development and implementation of didactic quests in educational activities) research methods were used in the work. Due to the combination of these components, the expediency of application of quest-technologies in a blended form of education in higher education institutions is substantiated.
Conclusions. Thanks to the involvement of quests, those who study will not only save motivation, but they will also structure, renew, update the acquired knowledge for further professional growth.
Quests do not require students to be physically present in the classroom, and under the condition of a proper organization (script, route sheets for teams), the final result of their conducting in the format of blended education (through ZOOM, MIRO, another online platform for group work) is quite high.
It is also interesting to note that quests in the form close to the competition, provide the opportunity to carry out summative and formative assessment, which is extremely important for monitoring the quality of knowledge.
The application of educational quests in higher medical education with the involvement of interactive online boards opens up the opportunity to provide active interaction of subjects of training in conditions of a blended format.
During the quest, the teacher performs the functions of a moderator, since organizational moments and the working atmosphere during group communication depend on him, as well as possible help in the form of vector direction (if the discussion has reached a dead end), and substantiation of the final results.
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Pečiuliauskienė, Palmira, and Agnė Saylik. "The Crossroad of Technology: Does IBW Develops The Creativity Of Elementary School Students?" Pedagogika 112, no. 4 (December 23, 2013): 88–100. http://dx.doi.org/10.15823/p.2013.1780.
Повний текст джерелаАнотація:
The article discusses the possibilities of the development of creative writing skills of primary school pupils while using interactive whiteboard. Creative writing skills are described with respect to the features of creative thinking: anticipation of the title of narrative corresponding to the essence of the story (originality); disclosure of the topic of narrative according to the number of statements described (elaboration); logic and sequence of narrative (flexibility); structure of narrative and anticipation of its main parts (fluency).
The problem of the research is to determine how application of interactive whiteboard in educational practice effects creative writing skills of primary school pupils. The object of the research is the development of creative writing skills of primary school pupils while using interactive whiteboard. The research aims at evaluating the influence of the use of interactive whiteboard as an additional learning tool to the improvement of creative writing skills of primary school pupils.
The study conducted by authors during Lithuanian language lessons in primary grades showed that interactive whiteboard can have a positive effect on pupils’ creative writing skills if it is used as addition rather than an alternative tool. This was ensured by authors’ chosen methods of teaching narrative writing: interactive whiteboard was used as a traditional board during the first three lessons while the forth lesson was dedicated to interactive teaching with the full use of interactive whiteboard and its possibilities. Results show that educational effectiveness of interactive whiteboard to pupils’ creative writing skills depends on the appropriate use of its complex components in educational practice.
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Vieira, Lindsay C. "Technology for Africa." Journal of Educational Technology Systems 17, no. 2 (December 1988): 103–5. http://dx.doi.org/10.2190/6dqf-07b4-hgf2-3cjn.
Повний текст джерелаАнотація:
This article provides a synopsis of a two-year experiment in the use of interactive video for the upgrading of black teachers of secondary school mathematics. The courseware was written locally and the experiment has proved highly successful, not only for the quantified educational improvement, but for the solution to so many nonquantifiables that the use of this technology promises.
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Yehorchenkova, Nataliia, Oleksii Yehorchenkov, and Iuliia Khlevna. "ANALYSIS OF MODERN METHODS OF IMPROVING THE EFFICIENCY OF PROJECT AND PROGRAM PORTFOLIO MANAGEMENT." Management of Development of Complex Systems, no. 50 (June 27, 2022): 68–75. http://dx.doi.org/10.32347/2412-9933.2022.50.68-75.
Повний текст джерелаАнотація:
Global trends in many areas of human activity are aimed at the transition to digital transformation. The transformation of modern business requires changes in the learning process of higher education. Based on this, among the main trends in the development of the educational process is the use of interactive teaching methods and technologies, which are designed to create comfortable learning conditions in which each student feels his success and intellectual ability. Interactive methods fascinate listeners, arouse their interest and motivation, teach them to think and act independently. The analysis revealed that one of the popular areas of interactive technologies is the use of chatbots, which in the educational process of higher education is a promising trend in terms of digital transformation, but currently the use of these technologies is not widespread. Popular chatbots used in the educational process of higher education institutions are shown. The article proposes to consider an interactive learning technology that is based on the telegram chatbot "Digital Professor". The aim of the article is to demonstrate the structure and basic principles of using information interactive learning technology "Digital Professor". Information interactive learning technology "Digital Professor" is designed to improve the learning process in higher education. The structure and interface of information interactive learning technology "Digital professor" are shown, as well as its following features: Learning Management System, assessment and assistance. The results of the introduction of information interactive learning technology "Digital professor" in the educational process are demonstrated and the results of a survey among students are shown. The prospect for further research is to expand the capabilities of information interactive learning technology "Digital Professor", namely the addition of technologies of neurolinguistic programming and artificial intelligence.
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Оliinyk, Natalia A. "Self-educational Competence as an Integral Part of the Professional Competence of Future Agricultural Students." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (December 28, 2020): 41–49. http://dx.doi.org/10.52534/msu-pp.6(2).2020.41-49.
Повний текст джерелаАнотація:
The author analyses the content of the development of selfeducational competence of students of agricultural educational institutions with the help of interactive computer technologies. High speed of science development quickly renders any knowledge acquired by students in high school obsolete and reveals the urgent need for the development of self-educational competence. In conditions of widespread computerisation and active use of the latest modern technical developments in everyday life, the use of interactive computer technology appears to be the most effective and promising line of self-educational competence development among university students. Four components of self-educational competence are identified: knowledge; motivation; activity; communication. In accordance with these components, criteria, indicators, and tools were developed to determine the self-educational competence development of university students through interactive computer technology. The pedagogical experiment took place from 2017-2019 based on Chernyatyn College of Vinnytsia National Agrarian University. The survey covered 87 students of four faculties, 26 people were in the control group and 61 people in the experimental group. To standardise the initial results of diagnostic tests and questionnaires, percentiles were used. After calculating percentiles for each component of self-educational competence, a table of standardisation was composed. Four levels of component development of self-educational competence were identified: low, below average, above average, and high. The purpose of the formative phase of the experiment was the model testing of self-educational competence development in university students through interactive computer technology. The analysis of indicators of transition of students to a high level of development of self-educational competence demonstrated that the process of development of self-educational competence of students of experimental group passes more effectively than at students of control group. The reason was the experimental work performance to implement structural and functional models for self-educational competence development of university students through interactive computer technology
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Ding, Liangxi, and Vinh Chau. "Construction of Interactive Higher Education Model Based on “VR + Internet”." Wireless Communications and Mobile Computing 2022 (July 26, 2022): 1–7. http://dx.doi.org/10.1155/2022/6444864.
Повний текст джерелаАнотація:
With the popularization of Internet and VR technology in various fields, people’s lifestyle has gradually changed, and the field of educational engineering is constantly innovating and developing. Among many educational technologies, VR virtual reality technology is particularly eye-catching. The rapid development of VR technology has created new opportunities for all fields. Realizing VR in the industry can promote the development and progress of the industry itself. Network education is the product of the combination of information technology and computer technology. The combination of VR technology and Internet will inevitably promote the further development of interactive college education mode. China is facing the crisis of network education reform and development, but the combination of internet and education is the objective need of internet development and education development. The interactive mode of higher education not only promotes the innovation of higher education mode but also optimizes and innovates the structure of interactive education field. The combination of VR technology and Internet can make students better integrate into the teaching situation, improve learning efficiency, and effectively achieve the educational purpose. Therefore, it can be predicted that the interactive college education mode is an inevitable trend in the development of interactive education. Based on this, this paper first makes a brief analysis of VR technology and the Internet, then examines the significance of realizing the combination of the two, and finally puts forward the strategies and methods to realize the combination of interactive education and VR technology.
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Gaisina, R. Sh. "APPLICATION OF INTERACTIVE TECHNOLOGY CASE-STUDY IN THE DEVELOPMENT OF PRACTICAL LESSONS ON THE SUBJECT "HISTORY OF SUIT AND CUT" FOR STUDENTS IN THE DIRECTION OF "FASHION DESIGN"." INTERNATIONAL JOURNAL OF WORD ART 5, no. 3 (May 30, 2020): 218–25. http://dx.doi.org/10.26739/2181-9297-2020-5-33.
Повний текст джерелаАнотація:
This article examines the use of Case-study interactive technology in the development of practical lessons on the subject "History of suit and cut" for students in the direction of "Fashion Design". The technology itself, situations and methods that activate the educational process are considered. The goals and objectives of this discipline are stated. The article provides examples of developed situations (cases) on a specific topic. The importance of practical exercises in the educational process is also explained. Case-study interactive technology was tested in practice and had a positive result. A conclusion is given on the introduction of interactive technology into the subject "History of costume and cut".
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Zhansugurova, K. T. "EFFICIENT USE INTERACTIVE LEARNING TECHNOLOGIES IN HIGHER EDUCATIONAL INSTITUTIONS." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 137–42. http://dx.doi.org/10.51889/2020-2.1728-5496.23.
Повний текст джерелаАнотація:
Higher education in our country at present is characterized, on the one hand, continue to improve, rethinking and revision of conceptual frameworks, and with another - increased competition in the education market, increased requirements to the innovative potential of teachers, increased requirements to the quality of the educational process. Today, virtually exhausted reserves of growth of efficiency and quality of training of students, based on the use of word-book. The article is based on the relevance of interactive learning technology. Learning methods using interactive learning technologies are considered. The main ideas of interactive technologies are highlighted.
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Chukwuemeka, Emeka Joshua, Oluwole Caleb Falode, Kadinebari Dome, and Modupe Esther Falode. "Development of an Interactive Mobile Application for Learning Undergraduate Educational Technology Concepts." International Journal of Professional Development, Learners and Learning 4, no. 1 (April 14, 2022): ep2204. http://dx.doi.org/10.30935/ijpdll/12009.
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Samsonova, Olga. "Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs)." International Journal of Technology Enhanced Learning 13, no. 1 (2021): 60. http://dx.doi.org/10.1504/ijtel.2021.10032781.
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Samsonova, Olga. "Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs)." International Journal of Technology Enhanced Learning 13, no. 1 (2021): 60. http://dx.doi.org/10.1504/ijtel.2021.111591.
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Dekhtiarova, Yu O. "Interactive tool SMART kapp in modern education." CTE Workshop Proceedings 4 (March 21, 2017): 100–103. http://dx.doi.org/10.55056/cte.333.
Повний текст джерелаАнотація:
One of the effective ways in organizing education with informational technologies and media education is a productive use of SMART Education and cloud technologies. The aim of this research is to disclosure the essence of modern educational SMART kapp tool, which is built on principle includes cloud technology. The objectives of the research are to analyze the principle of SMART kapp; to identify opportunities to use it in the classroom. The object of research is the modern educational process. The subject of research is modern tools used for teaching in higher education. The author analyzed the native and foreign experience. It is established that due SMART kapp training participants can take part in training, brainstorming, or presentations regardless of location. Using the tool SMART kapp, which is built on a cloudy principle in modern educational process is an effective tool for collaboration and information visualization. The results of the research will be used to train future teachers of Informatics to use modern technology in professional activities.
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Imber, Viktoriia I. "ОРГАНІЗАЦІЯ НАВЧАЛЬНОЇ ВЗАЄМОДІЇ ВИКЛАДАЧА І СТУДЕНТІВ ЗАСОБАМИ SMART BOARD". Information Technologies and Learning Tools 64, № 2 (30 квітня 2018): 119. http://dx.doi.org/10.33407/itlt.v64i2.1950.
Повний текст джерелаАнотація:
The article deals with the stages in the organization of teacher -student educational interaction by means of Smart Board. The possibilities of the updated SMART Learning Suite software have been described, including the Smart Lab interactive application for game technology learning, the new Smart Response 2 used as a student’s assessment tool for the organization of students’ cooperation within the single virtual Smart Amp workspace, student’s personal devices usage, online assignments accomplishment through Smart Learning Suite Online. It has been determined that the new forms of teacher-student educational interaction can be successfully implemented in the modern educational system. This will provide an opportunity for teachers to create interactive lessons, to find free time for assessing students’ achievements, master new forms of online classroom training, and provide the students’ training at their own pace. The set of interactive exercises and how to organize student’s learning process with the use of SmartLab tools have been introduced.
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Ugochukwu Okwudili Matthew, Ado Saleh Kazaure, Jazuli Sanusi Kazaure, Ibrahim Muhammad Hassan, Andrew Chinonso Nwanakwaugwu, and Nwamaka U. Okafor. "Educational Technology Adaptation & Implication for Media Technology Adoption in the Period of COVID-19." December 2022 4, no. 4 (November 2, 2022): 226–45. http://dx.doi.org/10.36548/jtcsst.2022.4.002.
Повний текст джерелаАнотація:
Following the COVID-19 pandemic outbreak, many institutions immediately adapted multimedia electronic learning technologies, to provide enablement of electronic learning system, shifting from in-person classroom attendance to online synchronous and asynchronous transmissions. In the current paper, the goal of multimedia electronic learning system is reviewed through the combination of various pedagogical media tools that enabled wide range of curricula presentation. This study has considered four hundred postgraduate scholars from the faculty of computer science and information technology that adopted multimedia electronic learning systems to guarantee that the scheduled graduation date was not surpassed on the account of the institution lockdown. In this paper, the integrated system of creating personalized and self-directed learning through multimedia pedagogical methodology has been highlighted. The study sought to draw attention to the importance of creating an immersive and interactive learning environment using AI-mediated innovation, which provide students with the increased skills required to become cognizant and reflective digital natives. The paper has portrayed that an increased level of electronic engagement via interactive media tools, link to the requirements for the innovative educational transformation which demand an execution of educational curriculum. The educational goals and needs are first defined, and then the most effective learning environment for students has been designed.
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Dоmina, Viktoriia, Natalia Gutareva, and Julia Sedova. "Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 133–40. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-133-140.
Повний текст джерелаАнотація:
The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.
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Tsangaratos, P., M. Perraki, and I. Ilia. "Developing an interactive application embodied in the geosciences educational procedure." Bulletin of the Geological Society of Greece 47, no. 2 (January 24, 2017): 1031. http://dx.doi.org/10.12681/bgsg.11142.
Повний текст джерелаАнотація:
The aim of this study is to develop a Geovisual Mineralogical Cognitive Tool (GeMiCo Tool), a digital application that utilizes techniques from the domain of Information and Communication Technology. The application is part of the educational tools used at the Mineralogical Museum of the School of Mining and Metallurgical Engineering, National Technical University of Athens and concerns students of Higher, Primary and Secondary Education. The learning tool developed here embodies Google Earth API (Application Programming Interface), allowing users to interactively display and investigate geological and mineralogical related data. By that, users are able to select and present thematic layers of information related to the geo-exhibits, to create queries and searches and to navigate in 3D environment. The application runs on a large format multi-touch interactive display in the Mineralogical Museum of NTUA that attracts audiences and engages them in interactive collaborative tasks.
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Tsangaratos, P., M. Perraki, and I. Ilia. "Developing an interactive application embodied in the geosciences educational procedure." Bulletin of the Geological Society of Greece 47, no. 2 (January 24, 2017): 1031. http://dx.doi.org/10.12681/bgsg.11430.
Повний текст джерелаАнотація:
The aim of this study is to develop a Geovisual Mineralogical Cognitive Tool (GeMiCo Tool), a digital application that utilizes techniques from the domain of Information and Communication Technology. The application is part of the educational tools used at the Mineralogical Museum of the School of Mining and Metallurgical Engineering, National Technical University of Athens and concerns students of Higher, Primary and Secondary Education. The learning tool developed here embodies Google Earth API (Application Programming Interface), allowing users to interactively display and investigate geological and mineralogical related data. By that, users are able to select and present thematic layers of information related to the geo-exhibits, to create queries and searches and to navigate in 3D environment. The application runs on a large format multi-touch interactive display in the Mineralogical Museum of NTUA that attracts audiences and engages them in interactive collaborative tasks.
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Wibowo, Iwan Kurnianto, and Muhammad Andan Cahyo. "Scouting Interactive Games for Scouts Based on Embodied Interaction Using Embedded System." EMITTER International Journal of Engineering Technology 9, no. 1 (May 28, 2021): 107–25. http://dx.doi.org/10.24003/emitter.v9i1.569.
Повний текст джерелаАнотація:
Scouts is the scouting level after the cub scout aged 11-15 years old. In their age range, they can use logical thinking in the form of physical objects to solve a problem. The development of the Scout Movement has had ups and downs, and recently the number of children interest in scouting activities decreases. The impact is the scouting insight they get isn't optimal. One strategy to solve this problem is by developed forms, tools, and learning media of scouting. Game is one of the learning media that can be used to create effective learning. The educational game is a popular learning media and widely developed by experts, as well as in Indonesia. Unfortunately, in the field of scouting, educational games are less developed. In this research, the author will build an educational scouting game for scouts. In the scouts level, they began to be introduced about communication code, skills, natural recognition, and others. Games created using Embodied Interaction technology. This technology allows users to control the game using body movement. The purpose of this game is to increase the interest and insight of children on Scout activities. From the results of research that has been done, it can be seen that after playing the game, 95,7% of children thought it is exciting, and 87% of them became enthusiastic join scouting activity. Based on the results of the pre-test and post-test, scouting insight increased after playing the game with an average percentage of increased insight being 18.7%.
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Mukaddas, Akhmedova, and Dilmurodova Nilufar. "The use of interactive methods in teaching professional speech to students." Linguistics and Culture Review 5, S2 (November 18, 2021): 1122–30. http://dx.doi.org/10.21744/lingcure.v5ns2.1801.
Повний текст джерелаАнотація:
Interactive teaching methods provide solutions to educational problems in various aspects. The use of interactive methods allows you to organize independent cognitive activity of students during the lesson. Possession of interactive learning technology and its use in the educational process will undoubtedly contribute to the development of students' qualities that correspond to the processes taking place in life today. This paper presents the technologies of conducting Uzbek language lessons using interactive methods and their significance.
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Yang, Xiao Feng. "Design Practice Guidance Modes Based on Network Technology." Applied Mechanics and Materials 687-691 (November 2014): 2796–800. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2796.
Повний текст джерелаАнотація:
Combining computer network and students feature, with analysis the exited features of students’ practice guidance ,mainly as real-time interaction for core, the purpose of which is to design educational practice guidance modes based on BLOG, and BBS and QQ, the article takes students of year 2007 in Shangluo university for object as case to explore BBS –based interactive discussion mode, reaching the purpose of settlement of difficult offsite management ,insufficient practice guidance and incomplete exchange between teachers and students, etc. thereby, archieve an effective guidance for students’ practice.
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Sanalan, Vehbi Aytekin, and Elif Taşlıbeyaz. "Discovering Turkish Generation-Z in the Context of Educational Technology." Journal of Educational Issues 6, no. 2 (October 25, 2020): 249. http://dx.doi.org/10.5296/jei.v6i2.17552.
Повний текст джерелаАнотація:
The main aim of this study was to investigate the new generation in order to identify their distinctive characteristics considering their everyday technology use during their lifespan. The secondary aim was to examine the needs of individuals in the Generation-Z in educational environments equipped with technology. A mixed-method research design was utilized. Data were collected by the New Generation Characteristics Scale (NGCS), and by an interview form. The participants of this study were 882 university students. The quantitative data were analyzed using descriptive and inferential techniques, and the qualitative data using content analysis. As a result, participants’ internet and social media use frequency was found to be related with their NGCS scores. Internet use from childhood was also found to be an important characteristic for Generation-Z. On the other hand, socio economical statuses were not effective in identifying Generation-Z members. In addition, it was seen that interactive technological applications should be included in the courses in which students can work in collaboration. The students preferred interactive technologies and applications, supporting multitasking features of Generation-Z. In addition, the students wanted to see the availability of more flexible environments, such as online discussions and access to materials outside the classroom. In this study, Generation-Z was more open to cooperation, and they had higher communication skills, which is consistent with previous research.
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Reed, Karen, and Eldon D. Lehmann. "Interactive Educational Diabetes/Insulin Tutorial at www.2aida.info." Diabetes Technology & Therapeutics 8, no. 1 (February 2006): 126–37. http://dx.doi.org/10.1089/dia.2006.8.126.
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Nikolaevna, Kalinina Olga, Shakarova Feruza Dolievna, and Yadgarova Guzal Isanbayevna. "The role of interactive teaching methods in the formation of students' professional competence." Linguistics and Culture Review 5, S2 (December 8, 2021): 1424–30. http://dx.doi.org/10.21744/lingcure.v5ns2.1958.
Повний текст джерелаАнотація:
This article is devoted to the topical topic of the application of interactive methods. Interactive teaching methods provide the solution to educational problems in various aspects. The interest in interactive methods is caused by the need to improve the modern system. The possession of interactive learning technology and its use in the educational process, including in Russian language lessons, will undoubtedly contribute to the development of students ' qualities that correspond to the processes taking place in life today. The paper also presents the technologies of conducting Russian language lessons using interactive methods and their significance.
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K., Arypbekova,. "Convergence of the Phenomenon of Specialization in the Field of Digital Technology of Education." Bulletin of Science and Practice, no. 1 (January 15, 2023): 314–17. http://dx.doi.org/10.33619/2414-2948/86/45.
Повний текст джерелаАнотація:
Analyzes the problems of convergence of the phenomenon of socialization in interactive methods of online learning. The advantages and some disadvantages of digital technology in comparison with traditional teaching technologies are listed. New educational technologies define a convergent model of an intellectual educational environment and point to the convergence of educational programs and standards.
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Georgieva, Krasimira, Vanya Stoykova, Nevena Ivanova, and Emiliya Dimova. "APPLICATION OF INFORMATION TECHNOLOGIES AND INTERACTIVE TOOLS FOR IMPROVING EDUCATIONAL QUALITY." CBU International Conference Proceedings 3 (September 19, 2015): 468–74. http://dx.doi.org/10.12955/cbup.v3.640.
Повний текст джерелаАнотація:
The rapid development of science, technology, and information technologies in various sectors of the economy imposes increased requirements and expectations in the preparation of engineering professionals in higher education. In recent years, there have been some difficulties in engineering and technology training related to the assimilation of the methodology for constructive thinking, the development of clear and precise knowledge structuring, improvement of the ability of expressing thoughts, and graphical presentation of information.This article presents some applications and best practices in the use of e-learning systems, interactive boards, and accessories. The application of active teaching methods and use of information technologies with interactive tools, providing active involvement of the students in training, leads to considerable interest and improvement in the quality of teaching and learning.
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Skrypnyk, Serhiy, and Viktor Rybak. "THE INFLUENCE OF INTERACTIVE TECHNOLOGY “WORLD CAFE” ON THE FORMATION THE TYPES OF THINKING, THE LEVELS OF CREATIVITY AND THE LEVEL OF EDUCATIONAL PUPILS’ ACHIEVEMENTS OF THE BIOLOGY IN THE 8TH FORM." Psychological and Pedagogical Problems of Modern School, no. 2(8) (October 27, 2022): 13–20. http://dx.doi.org/10.31499/2706-6258.2(8).2022.268045.
Повний текст джерелаАнотація:
At the article researched the effectiveness of the implementation of the innovative and interactive technology “World Cafe” which was implemented in the educational process in biology in the eighth form based on the Khmelnytskyi educational complex. The relevance of the relevant topic is that increasing requirements to the level of professionalism of the modern biology teacher, his competencies, the metodical organization and the introduction of the latest high-quality learning and teaching technologies, which will contribute to maintaining the competitiveness of both the teacher himself and the student, are fundamentally changing. In the conditions of modern changes in education, the quality depends significantly on the interaction between the teacher and the student. Therefore, interactive teaching methods are acquire relevance today. Exactly they who need not only active feedback between the teacher and the pupil, but also the organization of interaction between the pupils themselves, which unites the pupils and gives them the opportunity to work in a group (solve complex problems together, model different options for solving various biological tasks etc). The implementation of the innovative and interactive technology “World Cafe” provides an opportunity to involve every pupil in active work, through the formation of a comfortable atmosphere of openness, ease and psychological safety, that is providing a feeling of “Equal to equal”. The undeniable advantages of the implementation of the innovative and interactive technology “World Cafe” are: conducting a fruitful dialogue between completely different pupils on different topics; the discussion of biological material focuses on consideration don’t wide, but professional-specific issues; facilitating the exchange of opinions in various formats; expanding the boundaries of knowledge to more global situations, for example; the number of possible participants varies from 3 to ten; duration from 40 minutes to several hours, depending on the number and complexity of questions; management of the degree of spontaneity and spontaneity of discussions; does not require special equipment, can be carried out both indoors and outdoors. This approach to education promotes the development of pupils’ cognitive activity.
Keywords: the type of thinking, the level of creativity, the level of educational achievements, innovative technologies, interactive methods, “World Cafe” technology, interactive learning.
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Daineko, Yevgeniya, Dana Tsoy, Madina Ipalakova, Bagdat Kozhakhmetova, Altay Aitmagambetov, and Aigul Kulakayeva. "Development of an Interactive Mobile Platform for Studying Radio Engineering Disciplines Using Augmented Reality Technology." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 19 (October 19, 2022): 147–62. http://dx.doi.org/10.3991/ijim.v16i19.32373.
Повний текст джерелаАнотація:
Currently, we are witnessing the active introduction of modern digital technologies in the field of education. One of the main reasons for this was the transition to distance learning due to the global COVID-19 pandemic. More and more virtual labs, virtual textbooks, as well as educational platforms that allow students to acquire the necessary skills and abilities remotely using the Internet, are being used in the educational process. The most promising educational platform is an interactive mobile learning platform. It has several advantages, among which one can especially single out the convenience of learning due to its interactivity and organization of the studied material. The application of augmented and virtual reality allows for increasing the effectiveness of classes. These technologies provide another level of interaction and material perception by students. However, VR and its high level of immersion require special equipment and more actions from the user while AR is cheaper and more affordable, but still interactive and has great visual aids. The aim of the paper is to demonstrate how augmented reality can be used for radio engineering disciplines on the example of an interactive mobile platform. This article discusses the process of developing a mobile platform that allows studying the material of radio engineering courses using augmented reality technology. The work also contains the results of a survey conducted among the students who used it as a part of their class activities. In addition, sections of the article contain a description of the project development process, its structure, international experience, and the conclusions.
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Li, Zhen. "An Online Interactive Courseware for the Course of Textile Materials." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 145. http://dx.doi.org/10.3991/ijet.v12i09.7494.
Повний текст джерелаАнотація:
In the era of network information, interactive multimedia application technology develops rapidly, and is widely applied in teaching courseware. Online interactive courseware is simple, clear, vivid, visual, convenient, flexible and fast, which also greatly reforms the teaching methods and has become a way of educational informatization. Online interactive courseware has been applied in the course of textile materials. This paper mainly aims to design and construct the method of testing and evaluating the multimedia courseware of Textile Materials based on the multimedia courseware interaction technology in combination with the patented method and device of PPT file playing. By appropriately applying and analyzing the courseware of Textile Materials based on the interaction technology, the results demonstrate that “flip” in class can be basically realized, to realize individualized learning; students’ learning attitude can be changed, and students can form independent learning ability; student-student communications via multiple channels and equal student-teacher interaction can be promoted; comments and reviews can be given on the teaching results, so that the desired teaching objectives can be achieved. These findings indicate that online interactive courseware can improve the teaching effect of textile materials course, and relevant conclusions can provide technical reference for the application of online interactive courseware.
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Лысенко, Е., E. Lysenko, О. Михайленко, O. Mihaylenko, Л. Назарова, and L. Nazarova. "Innovative Approaches to the Organization of Educational Process in the Information and Educational Environmenty." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 3 (October 1, 2018): 20–25. http://dx.doi.org/10.12737/article_5bab270a702321.67366466.
Повний текст джерелаАнотація:
The article deals with the important issues related to informatization of professional education on the example of vocational teacher education. The research problem consists in the definition of innovative approaches to the organization of the educational process in the information and educational environment that facilitate the integration of the interests of society in the training of competent personnel and the interests of the students. The authors consider the essence and structure of the information and educational environment, the features of its functioning in the university teaching process, as well as the role and place of the educational portal elms.timacad.ru. The authors consider the use of blended learning technology, combining the possibilities of the Internet and digital media with classroom activities, for the preparation of future vocational teachers on the example of the course "Management psychology and personnel management". In particular, the authors use the "flipped classroom" model of blended learning technology: before the lesson begins, students independently study theoretical material (usually using ICTs: video lectures, audio lectures, interactive materials, diagnostic techniques, etc.), and the lesson focuses on solving problems, cooperation, training interaction, applying knowledge and skills in a new situation, creating a new training product. Empirical data are presented on the students' assessments of the effectiveness of the blended learning model on the basis of the educational portal. The main difficulties of application of mixed training technology are revealed: high labor-capacity of development of educational content for e-courses and low level of teachers’ information competence.
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Onojah, Amos Ochayi, Adenike Aderogba Onojah, and Christianah Oluwakemi Aransiola. "Determinant of Students’ Academic Triumph via Class Attendance." Randwick International of Education and Linguistics Science Journal 1, no. 1 (June 23, 2020): 44–53. http://dx.doi.org/10.47175/rielsj.v1i1.28.
Повний текст джерелаАнотація:
The study investigated the influence of students’ attendance for lecture on their academic performance and the interactive effect of students’ IQ on students’ academic achievement. The study adopted a true experimental treatment design. 30 computer science students and 50 educational technology students were purposively sampled. Four educational technology lecturers from the department of educational technology, University of Ilorin validated the lesson plan and the performance test that covered the content on a selected Educational Technology concept. Mean and percentage were used to answer the research questions. For hypothesis testing, pearson product moment correlation (PPMC) was used to test hypothesis one while Hypothesis two was analyzed using ANCOVA. All hypotheses were tested at 0.05 level of significance. The findings established that there was significant influence of class attendance on their academic performance but there was no significant interactive effect of students’ IQ on students’ academic achievement. The study concluded that students who attended class regularly perform better than those who do not.
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Isaeva, Tatiana, Natalia Malishevskaya, Elena Goryunova, Liliya Lazareva, and Mikhail Churikov. "Psychological and pedagogical aspects of simulation technology at English lessons for future engineers of the agro-industrial complex." E3S Web of Conferences 273 (2021): 12011. http://dx.doi.org/10.1051/e3sconf/202127312011.
Повний текст джерелаАнотація:
During the period of COVID-19 pandemic when mostly all the universities have transferred to distant learning, the educational effect of many interactive methods partially reduced. However, simulation is underestimated by university professors and scarsely used in the educational process. Despite a profound interest in interactive methods, theoretical and practical issues of simulation still need examination, especially in the context of competence-based education. In present research pedagogical, psychological and linguistic issues of simulation are studied. Though, simulation is often referred to as a method or a game, we consider it to be an educational technology. Contrary to entertaining simulation, educational simulation used as technology usually is more than a case, because it has a structured scenario with a system of rules and prohibitions, which are created with a certain idea of forming specific competences. The practical part of the article contains a description of the empirical study of the simulation technology results used at English lessons at the technical university, which prove a high educational efficiency of simulation technology in the professional development of future engineers of agro-complex.
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Kirichenko, O. M., and S. A. Shpetna. "The Use of Interactive Methods in Comprehensive Teaching of the Russian Language and Culture of Speech to Foreigners." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (345) (2021): 186–94. http://dx.doi.org/10.12958/2227-2844-2021-7(345)-186-194.
Повний текст джерелаАнотація:
The article examines the problems of using interactive methods in the comprehensive teaching of the Russian language and culture of speech to foreigners based on the experience of teachers, working at the Department of World Literature and Russian Linguistics of Luhansk Taras Shevchenko National University. The author also analyses current interactive forms and methods of education, considering the specifics of the subjects taught. The problem of interactive teaching as a form of educational process is discussed on the example of students studying the discipline „The Russian language and culture of speech”. The methods of interactive teaching, used during practical classes in the aforementioned discipline, are demonstrated as an illustration of some theoretical provisions that reveal the very essence of interactive teaching. According to the author, the technology of interactive teaching is an effective means of intensification and optimization of the educational process, as well as increasing the interest and motivation of students to learn Russian as a foreign language. The use of interactive teaching technology in the process of preparation of a teacher to school contributes to the development and improvement of foreign language communication skills of future professionals and the formation of their personal and professional qualities, which is the key to successful functioning in modern educational space.