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AKHMETBEKOVA, G. S., and I. B. FAKHRUDENOVA. "DIGITAL TEACHING TOOLS IN PEDAGOGICAL ACTIVITIES." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 2 (2021): 107–12. http://dx.doi.org/10.51883/20704046_2021_2_107.
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Juan, Rubio Antonio Daniel, and Conesa Isabel María Garcia. "The use of digital tools in the English classroom." Journal of Language and Linguistic Studies 18, no. 3 (2022): 214–36. https://doi.org/10.5281/zenodo.14668574.
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In recent years, the rapid growth of information and communication technologies and social networks has radically changed our lives. The digital revolution has had a positive impact on all areas of society, especially in education, allowing students to improve their communication and language skills. Today, knowledge is on the web and teachers are the ones in charge of guiding the students in their learning process. For this reason, the teachers’ work is more important than ever; their role needs to be reconsidered and they must be ready for the challenges of a digital education. This study aims to be a tool to guide their steps towards a teaching prepared for society challenges, in which, as we have seen in recent years, at any time face-to-face teaching can falter. Teachers must make an effort and prepare themselves for the teaching of the future. Methodology, resources, tools and even evaluation must be adapted to the new era. This paper focuses on the integration of digital tools in English as a foreign language classroom. Its main objective is to design a program based on the development of digital competences of English language teachers. To this end, the evolution of the use of digital tools in the educational field and more specifically in the teaching of foreign languages will be scrutinized, analyzing the main advantages and disadvantages of their integration in the classroom. As for the program, the starting point will be an initial assessment based on the collection of information through a questionnaire to assess the digital competence of teachers. Moreover, activities aimed at teachers of our school English department are developed in order to put into practice the tools that will be analyzed throughout the program.
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Yordming, Raksamon. "Teachers’ Perspective towards Digital Teaching Tools in Thai EFL Classrooms." International Journal of Languages, Literature and Linguistics 3, no. 2 (2017): 45–48. http://dx.doi.org/10.18178/ijlll.2017.3.2.108.
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A. Govardhini. "Innovation in Teaching English with Digital Tools." Shanlax International Journal of English 12, S1-Dec (2023): 252–55. http://dx.doi.org/10.34293/rtdh.v12is1-dec.106.
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The technology is omnipresent and indispensable at present era. Due to the technology, the education of teaching English is undergone an enormous transformation. The recent technology signifies the major development in the English language teaching and learning methods. The English teachers are very energetically integrating the technological teaching materials planned to make possible and through this, it helps the most advantageous in teaching delivery. According to the language teaching, the digital virtual media is occupied the classroom. At present era, the teaching is too interesting because of the digital media. The language teachers are creating a visualized of innovative in approach. “Technology in Education” is being an important role in educational field. The students need for technology in the education system. The conventional methods are based on lecturing but the present learning is foundation on interactive learning method. The modern technologies like Internet, Skype, Interactive Boards, Blogs, Android phones, Twitter, YouTube are used for the learner’s interactive session in the classroom. The research paper attempts to establish the use of technology in language teaching and it brings new teaching technique and to make sure the effective and quality based teaching.
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Napal, María, Ana María Mendióroz-Lacambra, and Alicia Peñalva. "Sustainability Teaching Tools in the Digital Age." Sustainability 12, no. 8 (2020): 3366. http://dx.doi.org/10.3390/su12083366.
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The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.
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Nikitina, Natalia, and Olga Lakiychuk. "Use of digital tools in English teaching." Human Studies. Series of Pedagogy, no. 44 (2021): 151–57. http://dx.doi.org/10.24919/2413-2039.12/44.24.
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Williams, Mary, Patti Lockhart, and Cathie Martin. "Digital teaching tools and global learning communities." F1000Research 4 (March 5, 2015): 59. http://dx.doi.org/10.12688/f1000research.6150.1.
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In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal, The Plant Cell (published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.
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Williams, Mary, Patti Lockhart, and Cathie Martin. "Digital teaching tools and global learning communities." F1000Research 4 (July 20, 2015): 59. http://dx.doi.org/10.12688/f1000research.6150.2.
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In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal,The Plant Cell(published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.
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Liu, Xiaoxue. "Application and Effect Analysis of Digital Teaching Tools in College Dance Teaching." Highlights in Art and Design 5, no. 3 (2024): 41–44. http://dx.doi.org/10.54097/rm1jrj94.
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In order to explore the application effect of digital teaching tools in college dance teaching, this study uses case analysis and empirical evaluation methods to analyze the specific application methods and teaching effectiveness of various digital tools in dance teaching. The research focused on dance courses at several universities in the country and abroad, collecting data through feedback from teachers and students. The results show that the rational use of digital teaching tools can significantly improve teaching interactivity and students' learning motivation, and also promote the rapid improvement of students' dance skills. However, teachers' proficiency in the use of these tools and support for the resources remain key factors influencing their effectiveness. The study recommends that the training of teachers and the investment of educational resources should be strengthened to maximize the potential of digital tools in dance teaching.
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Mishra, Karen E., and Aneil K. Mishra. "Innovations in Teaching Advertising: Teaching Digital on a Shoestring Budget." Journal of Advertising Education 24, no. 1 (2020): 8–20. http://dx.doi.org/10.1177/1098048220913342.
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The field of advertising is becoming increasingly integrated with public relations and social media ( Kim, 2012 ). As a result, many employers expect new graduates to understand how to navigate this from both an integrated and digital perspective in their new careers. The challenge is that some advertising courses may be taught from a theoretical perspective and without the digital tools that new graduates will need to know how to use. The Tool Kit Friday innovation is designed to help students learn how to use new digital tools, and to create client projects with those tools while also learning advertising strategy.
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Daher, Wajeeh, Nimer Baya'a, and Ahlam Anabousy. "Emotions and Self-efficacy as Mediators of Pre-Service Teachers' Adoption of Digital Tools." Emerging Science Journal 5, no. 5 (2021): 636–49. http://dx.doi.org/10.28991/esj-2021-01301.
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The present research examines whether the pre-service teachers’ preparation in using digital tools in their teaching develops their acceptance of these tools for teachings. The research also examines the mediation of self-efficacy, anxiety of using digital tools for teaching mathematics and science and enjoyment of this use between the constructs of acceptance of digital tools for teaching. We used the TAM questionnaire in addition to scales that measure enjoyment, self-efficacy and anxiety. Forty-eight mathematics and science pre-service teachers participated in the study. We analyzed the collected data using SPSS 21. The research results indicate that the pre-service teachers’ preparation resulted in significant differences in their scores of affective and usage constructs associated with their acceptance of digital tools for mathematics and science teaching, except in the scores of anxiety. Self-efficacy proved to be a partial mediator between attitude and intention-to-use. Enjoyment proved to be a partial mediator between ease-of-use and attitude, but not between usefulness and attitude. Moreover, enjoyment proved to be a partial mediator between attitude and intention-to-use. These findings contribute to the understanding of mediators that affect the acceptance of digital tools for teaching. Doi: 10.28991/esj-2021-01301 Full Text: PDF
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Barrios, Michael Van Q. "Teaching - Learning Environments And Digital Education Tools On Student’s Academic Engagement." International Journal of Research Publication and Reviews 6, no. 5 (2025): 5059–72. https://doi.org/10.55248/gengpi.6.0525.1745.
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Qu, Linyan. "Research on the Current Situation, Challenges, and Improvement Strategies for the Digital Teaching Competence of English Teachers in Higher Vocational Colleges Amidst the Background of Artificial Intelligence." Scientific Journal Of Humanities and Social Sciences 7, no. 3 (2025): 14–22. https://doi.org/10.54691/fn5pab82.
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In the context of the increasingly prevalent digital teaching and learning, this study selected ChatGPT as a typical case and conducted an in-depth questionnaire survey on 59 English teachers. The survey covered a number of key dimensions such as teachers’ attitudes towards digital teaching tools such as ChatGPT, their actual use status, and the current status of their teaching competence. The results of the study revealed that English teachers encountered a series of challenges in their digital teaching practices, including: limitations in integrating diverse digital teaching resources, relatively low frequency of digital teaching tools, lack of sufficient self-confidence in adopting digital teaching tools, concerns about students’ ability to learn on their own, and an urgent need to receive professional training on digital tools. In response to the above problems, this study further proposes a series of targeted strategies and suggestions, aiming to provide English teachers with reference for better adapting to the digital teaching environment and improving the quality of teaching.
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Sawiji, Bekti. "POWERFUL TOOLS FOR TEACHING AND LEARNING: DIGITAL STORYTELLING." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (2016): 8. http://dx.doi.org/10.29407/jetar.v1i2.477.
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Digital storytelling is the telling of stories using computer-based tools to tell stories. It combines the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing. In the field of education, teachers and their students, from early childhood classrooms through graduate school, are using digital storytelling in many different content areas and across a wide range of grade levels. The purpose of this article is to explain the way how the digital storytelling can be created. There are five steps in creating digital storytelling in this workshop. 1. Determine Topic and Write a Script, 2. Collect Digital Resources, 3. Select Content and Develop a Storyboard, 4. Import, Record, Finalize, and 5. Share, Teach, Improve. It is expected that after having completed reading this article, the readers can create their own digital storytelling for educational use.
 Key Words: Digital Storytelling, Computer Based Tools
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Rusinova, E. S. "Methodology for using digital educational tools." Transport Technician: Education and Practice 4, no. 2 (2023): 144–48. http://dx.doi.org/10.46684/2687-1033.2023.2.144-148.
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The article discusses the process of designing a modern lesson using electronic educational resources and digital tools, the role of teaching aids in the educational process.Analyzed didactic model of V.P. Smirnov, which is used in both traditional and distance learning. The process of designing a lesson through this model is looked at.In pedagogical work, when summing up the final results of training, mental skills are systematized and classified using the taxonomy of the American psychologist B.S. Bloom. In accordance with the taxonomy, the learning outcomes make it possible to understand how well the student has mastered the content of the discipline.The studies of Robert Gagne were studied, who developed a simple 9-step algorithm that can make the learning process as efficient as possible. Each level of education corresponds to a specific task, for the solution of which a variety of techniques, methods, teaching aids are offered. These stages of events are known to pedagogy even before Gagne, he designed and assembled them into his system. Stimulating internal learning processes with digital tools can dramatically improve performance.The teacher is asked to be careful about the choice of digital tools for implementation in their professional activities, to use well-established teaching methods and tools, to introduce new resources gradually.
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Sokol, Iryna, and Kyra Stadnychenko. "REMOTE TEACHING OF INFORMATICS: FEATURES, PROBLEMS, DIGITAL TOOLS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 191–202. http://dx.doi.org/10.28925/2414-0325.2021.1016.
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Today, in a pandemic crisis, there is a forced transition from the traditional system of education, designed for full-time «classroom», to a paradigm of learning, where face-to-face stages must be organically combined with remote, and their alternation must occur as required by conditions quarantine restrictions. The usual «quarantine vacations» of previous years have become impossible, when students were able to simply stay at home, and the lost time was further compensated by the intensification of education. Education now faces a situation where views on the basic organizational and methodological principles of learning, the format of the lesson, the use of digital tools, the involvement of students in online work, the use of new distance forms and methods of learning must change. During 2020, significant changes in the regulatory framework took place in education in Ukraine, in particular, the provisions on the distance form of full general secondary education and sanitary regulations for general secondary education institutions were approved, and electronic journals were introduced. However, the analysis of the definitions showed that different documents provide different definitions of the basic concepts of «distance education», «distance learning». Much attention is now being paid to teaching teachers the current way of teaching and the digital tools that can provide it. However, there are still many problems and issues regarding the effectiveness of distance learning, the choice of appropriate programs and services, the rational presentation of educational material. The article highlights a topical issue – providing remote teaching of certain school subjects, in particular the subject «Computer Science». Various methods and approaches to learning are given, digital learning tools tested by the authors of the article are proposed, which can be used as an alternative to local software during distance learning, relevant examples are given.
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K Sunny, Stephy, and Dr K. Ramasamy. "TEACHING DIGITAL LITERACY: TOOLS AND TECHNIQUES FOR CLASSROOM." Emperor International Journal of Library and Information Technology Research 01, no. 05 (2021): 08–12. http://dx.doi.org/10.35337/eijlitr.2021.1502.
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Abramovich, Sergei, and Yakov Yu Nikitin. "Teaching Classic Probability Problems with Modern Digital Tools." Computers in the Schools 34, no. 4 (2017): 318–36. http://dx.doi.org/10.1080/07380569.2017.1384687.
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Aşık, Asuman. "Digital Storytelling and Its Tools for Language Teaching." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 1 (2016): 55–68. http://dx.doi.org/10.4018/ijcallt.2016010104.
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This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.
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Bard, Delphine, Tina-Henriette Kristiansen, and Eva Frühwald Hansson. "Teaching acoustics at architect students using digital tools." Journal of the Acoustical Society of America 133, no. 5 (2013): 3364. http://dx.doi.org/10.1121/1.4805751.
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Mialkovska, Liudmyla, Liudmyla Zhvania, Mariia Rozhylо, Oksana Terebus, Maksym Yablonskyy, and Volodymyr Hrysiuk. "Digital Tools in Teaching the Mass Media Language." World Journal of English Language 13, no. 4 (2023): 43. http://dx.doi.org/10.5430/wjel.v13n4p43.
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The functioning of language in modern media is a complex set of different types of discourses. It involves using mental and cultural codes, concepts and archetypes, taking into account the specifics of Internet content and methods of its promotion, along with traditional newspaper journalism, knowledge of the basics of cognitive, communicative and information-theoretical theories and methods, etc. The purpose of the academic paper is to clarify the features and modern tendencies of teaching the mass media language with the help of digital tools, as well as to establish particular practical aspects of using such educational means in the process of teaching the mass media language. In the course of the research, the analytical-bibliographic method was used to study the scientific literature on teaching the mass media language with the help of digital tools. Along with this, induction, deduction, analysis, synthesis of information, system-structural, comparative, logical-linguistic methods, abstraction, and idealization were applied for studying and processing data. At the same time, the questionnaire survey was conducted in online mode by the research authors to practically clarify certain aspects of using digital educational tools in teaching the mass media language. Based on the research results, the primary and most significant theoretical aspects of the process of teaching the mass media language using digital educational tools were highlighted. Moreover, the standpoints of education seekers and teachers of higher educational institutions regarding the key aspects of this issue were clarified.
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Santos, Silvana Maria Aparecida Viana, Alex Sandro Soares Tesch, Aline Braga Caetano, et al. "Active methodologies and digital tools: redefining contemporary teaching." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 17, no. 2 (2024): e5193. http://dx.doi.org/10.55905/revconv.17n.2-155.
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This bibliographic review addressed the integration of active methodologies and digital tools in contemporary education. The central problem investigated was the effectiveness of this integration in redefining educational practices. The main objective was to analyze the impact of combining active methodologies and digital tools on the teaching and learning process. Using a literature review methodology, relevant studies were compiled and analyzed for a comprehensive understanding of the topic. The results indicated that the integration of these approaches improves student performance and motivation, promoting more interactive and engaging learning. However, challenges such as the need for teacher training and equitable access to technology were identified. The final considerations suggest that, despite these challenges, the future perspectives for the integration of active methodologies and digital tools in education are promising, indicating a path towards more effective and adaptive teaching.
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M. Harsha Vardhini. "Role of Digital Tools in English Language Teaching." Shanlax International Journal of English 12, S1-Dec (2023): 507–12. http://dx.doi.org/10.34293/rtdh.v12is1-dec.85.
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Digital tools play a vital role in teaching English as a second language. Digital tools, especially integrated data management systems, help in systematically organizing, analysing, and retrieving this data. This ensures timely submissions, adherence to data requirements by different regulatory agencies, and a reduced risk of data-related non-compliance. The language classroom has benefited from technological advancements in various academic fields. The advancement of technology should be enthusiastically welcomed by English teachers and use it as a medium to support their goals. Process of teaching and learning. This updated method of instruction has been welcomed and acknowledged by all educators, both the parent and the student. Students exhibit increased enthusiasm and eager to learn things in this novel way. Training has been provided by shifted from being teacher-cantered to being student-centric. Using contemporary technology to actively engage students in language learning and inspire them to practically acquire English language skills is one of the ultimate goals. This can be acquired by means of an open setting for learning that encourages transparency and access to the topics and data via contemporary technology, ways in which pupils are inspired and guided to converse with one another. Regarding the future growth, it’s obvious that multimedia will be essential to the methodical approach to teaching English to contemporary norms. Therefore, the Caliber of instruction and implementation of pupils to contemporary educational frameworks would gain from a thorough evaluation of your English language proficiency to raise general communication skills. In this article,the use of various digital tools which helps in learning and teaching English is elaborately discussed.
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Turdiyeva, Komila Usmankulovna. "MODERN METHODS OF TEACHING ENGLISH THROUGH DIGITAL TOOLS." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 6 (2023): 559–62. https://doi.org/10.5281/zenodo.8037313.
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Speaking is the one type of productive skills but in order to communicate in a target language listening (a receptive skill) is also increasingly important when having a conversation. There are many factors to consider with teaching speaking. This essay will examine three main factors: cultural, learning and L1 factors. It is important to understand that many cognitive processes are taking place when a student speaks in the target language and so fluency can be a key focus when improving the skill.
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Botezatu, V.N., and F.G. Nicolae. "THE USE OF DIGITAL TOOLS IN LANGUAGE TEACHING." POLISH JOURNAL OF SCIENCE, no. 77 (August 17, 2024): 13–17. https://doi.org/10.5281/zenodo.13336801.
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The use of digital tools in language teaching represents an increasingly widespread and effective practice in the contemporary educational context. With the advent of new technologies and the wide availability of online resources, teachers have at their disposal a vast arsenal of digital tools that allow them to enrich and enhance the process of learning foreign languages. This article aims to analyze three most used platforms in language teaching as well as the reasons behind this growing trend, examining the benefits and challenges it entails.
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Petratos, Sue, Reinhardt Botha, and Mxolisi Mtshabe. "Digital Skills’ Impact on the Use of Digital Learning Tools." European Conference on e-Learning 23, no. 1 (2024): 299–306. http://dx.doi.org/10.34190/ecel.23.1.2995.
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Innovations and developments in the ICT sector drive significant changes in how higher education institutions (HEIs) execute their teaching and learning processes. HEIs have always succeeded in the implementation of ICT tools for the facilitation of the process of teaching and learning. However, they have faced many challenges related to using these tools. Various tools have been introduced, not only for teaching and learning but also for socialisation. These tools include social media tools that are used to achieve different activities in response to the demands of society. Social media, however, is more utilised than digital learning tools, causing major concerns because users appear more interested in social media tools to perform academic activities than in digital learning tools. Students entering the university spaces are often comfortable using their phones but less comfortable using laptops or PCs. These, however, are the primary devices used in digital classrooms at institutions of higher learning. The basic ability to use them is crucial in succeeding in today’s digitised e-learning classrooms. This study investigates the impact digital literacy could have on using digital learning tools in HEIs. The study employed quantitative research methods using a survey developed and distributed to university alums to assess their digital skills upon entering their studies and how this impacted their learning experience. The participants were recruited from two public universities and one private university in the Eastern Cape. The purpose of the study was to formulate a checklist, based on the analysis of the data collected, that will inform the digital literacy factors impacting the use of digital learning in HEIs. While the study acknowledges that different students have different learning needs, it was still possible to create a solution through the suggested checklist consisting of eight (8) interventions developed to guide universities in improving the use of digital learning tools in their institutions.
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Peng, Xiaoxing. "The Role of Digital Tools in Enhancing the Interactivity of Teaching Cultural Industry Management." Archives des Sciences 74, no. 1 (2024): 114–22. http://dx.doi.org/10.62227/as/74114.
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With the development of technology, digital tools have become an important part of education, this paper investigates the role of digital tools in enhancing the interactivity of cultural industry management teaching and discusses its impact on teaching effectiveness. 513 pieces of valid information were collected from a random sample of frontline teachers and students in a university in Jiangxi Province using questionnaires and interviews, the results of the study show that digital tools play an important role in enhancing the interactivity of teaching and learning. Specifically, teachers and students identified basic teaching skills, instructional design ability, collaborative teaching ability, data diagnosis ability, and instructional decision-making ability as the main skills required for the application of digital tools in teaching and learning, among which, instructional design ability performs the best in stimulating students’ motivation strategy, with a mean score of 3.938. In addition, multiple linear regression analysis revealed that digital tools have a significant impact on the development of cultural industry management and the development of cultural industry management. In addition, multiple linear regression analysis reveals that digital knowledge and digital skills have a significant positive effect on the interactivity of cultural industry management teaching, and the study concludes that the effective integration of digital tools can significantly improve the interactivity and effect of cultural industry management teaching and promote the innovation of teaching mode.
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Toelch, Ulf, and Dirk Ostwald. "Digital open science—Teaching digital tools for reproducible and transparent research." PLOS Biology 16, no. 7 (2018): e2006022. http://dx.doi.org/10.1371/journal.pbio.2006022.
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Aminat, Aderonke Agoro, Folasade Adeoye Ikeoluwa, and Olajumoke Alayande Kikelomo. "Empowering STEM Educators: Leveraging Digital Tools for Enhanced Teaching." International Journal of Novel Research in Life Sciences 12, no. 2 (2025): 58–67. https://doi.org/10.5281/zenodo.15227527.
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<strong>Abstract:</strong> Integrating digital tools in STEM education can transform traditional teaching methods and provide enhanced learning experiences. This paper explores the significance of empowering STEM educators through the adoption and effective utilization of digital tools in teaching and learning STEM concepts. The study examines various digital resources, including interactive simulations, virtual labs, Google Classroom, virtual field trips, coding platforms, robotic and engineering kits, Mathematics learning tools, Game-based learning platforms, online learning platforms, and 3D modeling (DT), and their impact on teaching practices and students’ engagement. By leveraging tools, STEM educators can create dynamic, immersive learning environments that foster critical thinking, problem-solving, and collaborative skills. This paper highlights best practices for integrating these technologies into curricula, addressing challenges such as digital literacy and access to resources. The findings from the literature suggest that when STEM educators are equipped with the appropriate digital tools and training, they are better positioned to inspire and motivate students, have access to global knowledge, increase students’ engagement, and ultimately contribute to a more robust, dynamic, and innovative STEM education landscape. <strong>Keywords:</strong> Digital Literacy, Digital tools, Empowering, Professional Development, STEM Educator, Students’ engagement, Teaching Practices. <strong>Title:</strong> Empowering STEM Educators: Leveraging Digital Tools for Enhanced Teaching <strong>Author:</strong> Aminat Aderonke Agoro, Ikeoluwa Folasade Adeoye, Kikelomo Olajumoke Alayande <strong>International Journal of Novel Research in Life Sciences </strong> <strong>ISSN 2394-966X</strong> <strong>Vol. 12, Issue 2, March 2025 - April 2025</strong> <strong>Page No: 58-67</strong> <strong>Novelty Journals</strong> <strong>Website: www.noveltyjournals.com</strong> <strong>Published Date: 16-April-2025</strong> <strong>DOI: https://doi.org/10.5281/zenodo.15227527</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.noveltyjournals.com/upload/paper/Empowering%20STEM%20Educators-16042025-3.pdf</strong>
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Franklin, Thambi Jose. S., Muniisvaran Kumar, and J. Preethi. "Exploring The Application of Digital Tools in Teaching and Learning." International Journal of Science and Social Science Research 2, no. 3 (2024): 220–24. https://doi.org/10.5281/zenodo.14487776.
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A study is done on the title, ‘Exploring the application of Digital Tools in Teaching and Learning’. The major objective of the study is to explore the application of digital tools in teaching and learning in Sri Lanka schools. A study is conducted among school students of selected schools from Negombo, Sri Lanka. Quantitative research method is used in this study. Data are collected from the school students using a well-structured questionnaire with several elements. Further, descriptive analysis method was used in the study. The study finds out that 100% of the students are being happy to use digital tools in their classrooms. Moreover, 99.4% and 99.8% of the students responded that they have general facility related to digital tools in their schools and are interested in using digital tools in their classrooms respectively. The study concludes that students are interested to learn with digital tools, but the application is less in the classrooms. The study recommends to utilising the digital tools in all the schools so that students can also travel with the technology.
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Speer, Annabelle, and Andreas Eichler. "Developing Prospective Teachers’ Beliefs about Digital Tools and Digital Feedback." Mathematics 10, no. 13 (2022): 2192. http://dx.doi.org/10.3390/math10132192.
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In classrooms today, teachers are asked to support their teaching with digital tools. For this purpose, teachers require not only technological knowledge but also corresponding beliefs about the advantages of digital tools. The development of those beliefs should already be embedded in the university education of teachers. To this end, we developed a university seminar aimed at fostering prospective teachers’ confidence in the utility of digital tools, using the digital tool STACK as an example. The seminar is based on learning mathematics with the digital tool STACK, independently designing digital tasks with said tool, and finally, reflecting on a teaching experiment with school students using STACK. To make the development of prospective teachers’ beliefs visible throughout the seminar, we worked with different qualitative methods. The results of this case study show that there are four developmental phases of prospective teachers’ beliefs which include an initial situation, a purely positive phase, a disillusionment, and a phase of differentiated beliefs. It becomes apparent that it is possible to develop prospective teachers’ beliefs about digital tools in a positive way.
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Parkita, Ewa. "Digital Tools of Universal Music Education." Central European Journal of Educational Research 3, no. 1 (2021): 60–66. http://dx.doi.org/10.37441/cejer/2021/3/1/9352.
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The purpose of this article is to present various solutions concerning music education aided by computer technologies. The article applies public music education. The author attempts to provide an answer to questions concerning the role of music teachers working with new media , which requires them to constantly improve and expand their skills. How are they able to utilise new technological achievements while at the same time blending them with well-proven, traditional methods of music teaching/learning, without falling prey to the dangers of modern media ? Any attempts at using innovative solutions are bound to cause numerous challenges for students, teachers, and the entire education system. However, the effects of such actions could contribute to the improvement of the quality of music education in society, which justifies the efforts. The intention of the author is attempt to look into the future on the basis of the existing data sources, analyses and global pedagogical trends and to search for theoretical and practical solutions, which may influence the formulation of the paradigms in modern music teaching.
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Dancsa, Daniel, Iveta Štempeľová, Ondrej Takáč, and Norbert Annuš. "Digital tools in education." International Journal of Advanced Natural Sciences and Engineering Researches 7, no. 4 (2023): 289–94. http://dx.doi.org/10.59287/ijanser.717.
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Over the past decades, the demands placed on education systems have changed. Workers in the labour market need certain competences such as technical, methodological, social and personal competences. The aim of education today is to create a new educational paradigm that prepares the workforce of the future for the new challenges. This change is accompanied by the introduction of new didactic concepts such as blended learning, which combines the advantages of face-to-face and online learning with the use of digital teaching tools that can help develop the desired competences. The pandemic has led to a huge and rapid increase in the use of digital tools in education, which has necessitated the development of guidelines for their use. Therefore, the aim of this work is to present the digital tools that have been introduced into education and that require the development of digital competences by students and teachers, thus enabling teachers and managers of educational institutions to take advantage of the use of digital tools in the post-pandemic renewed situation.
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Pankeaw, Pisan, and Natsuda Satayaban. "Task-Based Language Teaching (TBLT) in the Digital Age." Interdisciplinary Academic and Research Journal 5, no. 3 (2025): 153–72. https://doi.org/10.60027/iarj.2025.281796.
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Background and Aim: In the evolving landscape of education, Task-Based Language Teaching (TBLT) has gained prominence for promoting real-world communication skills. However, the rapid transition to digital learning during and after the COVID-19 pandemic highlights the need to explore the role of digital tools in enhancing TBLT’s collaborative and interactive dimensions. Despite numerous studies focusing on digital tools in education, a critical gap remains in understanding how these tools specifically support meaningful task completion, engagement, and teamwork within TBLT frameworks in post-pandemic educational settings. This study aims to address this gap by examining the effectiveness of digital tools in promoting interaction and collaboration, which are core elements of TBLT. Methodology: This qualitative study draws on a comprehensive review of peer-reviewed journal articles, books, and research reports published between 2010 and 2023. The selected literature focuses on the intersection of TBLT, educational technology, and digital tools. Using a thematic content analysis framework, the study identifies recurring themes, insights, and challenges related to the use of learning management systems (LMS), video conferencing platforms, mobile applications, and collaborative tools in TBLT environments. Emphasis is placed on evaluating these tools' capacity to facilitate student engagement, foster teamwork, and personalize learning experiences. Results: The findings demonstrate that digital tools, particularly LMSs such as Moodle and Blackboard, and video conferencing platforms such as Zoom and Google Meet, play a vital role in enhancing students' engagement and interaction. These tools enable synchronous and asynchronous communication, provide access to diverse resources, and support real-time collaboration through features like breakout rooms and shared documents. Collaborative tools such as Google Docs and Padlet further enhance task completion by enabling students to work together, regardless of location. However, challenges remain, including varying levels of students’ digital literacy, unequal access to technology, information overload, and difficulties in maintaining language authenticity during digital interactions. Conclusion: The study underscores the importance of integrating a combination of learning management systems, real-time communication platforms, and collaborative tools to create effective TBLT environments. Educators are encouraged to design tasks that leverage these tools while maintaining a focus on language-learning objectives. Careful scaffolding and ongoing feedback are essential to ensure meaningful participation and language development. Policymakers should also prioritize equitable access to digital resources to bridge the digital divide among learners. While this study provides valuable insights into the use of digital tools in TBLT, it is limited by the lack of direct empirical data from classroom implementations. Future research should focus on longitudinal and mixed-method studies to measure the sustained impact of digital tools on language acquisition, especially in diverse educational contexts. Additionally, investigating how different tools support specific language skills, such as speaking and writing, would provide deeper insights into optimizing TBLT practices.
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H. Sofia. "Embracing Digital Tools to Design Materials for a New Humanity." Shanlax International Journal of English 12, S1-Dec (2023): 444–51. http://dx.doi.org/10.34293/rtdh.v12is1-dec.139.
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Digital technologies have developed rapidly today in all fields. It is beyond doubt that it has impacted education too. This paper will explore some of the digital tools that can be used by the teaching faculty in designing teaching materials which will provide learning experiences of the new generation.Digital tools are revolutionizing education and fostering innovation. Usage of these tools to design teaching materials for a traditional classroom fosters the development of essential 21st century skills like critical thinking, creativity, communication and collaboration.This paper will also focus on how the successful implementation of AI tools like twee in material design can enhance teaching for a new generation. Effective use of such tools will empower the teachers to make innovations in teaching methods.
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Reichert-Schlax, Jasmin, Olga Zlatkin-Troitschanskaia, Katharina Frank, Sebastian Brückner, Moritz Schneider, and Anja Müller. "Development and Evaluation of Digital Learning Tools Promoting Applicable Knowledge in Economics and German Teacher Education." Education Sciences 13, no. 5 (2023): 481. http://dx.doi.org/10.3390/educsci13050481.
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Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning tools usable in instruction is still urgent. The TWIND project develops digital learning tools for teacher education and evaluates them in a quasi-experimental design. The present work investigates the usability and application of these newly developed tools. Sixty-three trainee teachers worked independently over four weeks with one of two digital learning tools, focusing on either ‘Multilingualism in Classrooms’ or ‘Professional Communication in Classrooms.’ This study includes a pre–post-test of pedagogical knowledge facets as well as student and instructor ratings on the digital tools. The digital learning tools led to a positive change in the respective target facets of pedagogical knowledge. The student and instructor feedback reflected positively on the usability and usefulness of the new digital tools. Based on these findings, the limitations of the study as well as implications for further research and teacher education practice have been outlined.
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Totter, Alexandra, Christine Rast, and Marlies Keller-Lee. "Wortschatzlernen mit digitalen Tools des Französischlehrmittels «dis donc!»." Babylonia, no. 1 (April 26, 2022): 32–37. https://doi.org/10.5281/zenodo.6557165.
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In the French textbook «dis donc! 5-9», digital tools are an integral part of the teaching material. Digital exercises included in the said material support the practice and consolidation of vocabulary at both the content and formal level. This paper presents a study based on usage diaries that investigates how pupils use these digital exercises during one unité. The recorded usage behaviour indicates that the digital exercises meet the different needs of the pupils and have been selected by them in such a way as to successfully support vocabulary practice and retention at both of the targeted levels.
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Kesson, Hugh. "Reading digital texts: obstacles to using digital resources." English Teaching: Practice & Critique 19, no. 2 (2020): 155–68. http://dx.doi.org/10.1108/etpc-02-2019-0019.
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Purpose Digital texts are increasingly widespread and research is needed on how students use digital texts, particularly in school-based classwork. The purpose of this study is to challenges persistent myths about young people’s affinity with digital tools by investigating the factors that condition or limit the ways students interact with and respond to digital web-based texts. Design/methodology/approach Two 12th grade English classes, 21 students in all, produced written responses to a digital text. Following a preliminary analysis of student writing, 7 students, representing diverse reading backgrounds, were interviewed. Content units were used as a unit of analysis for both interviews and written data. Following open coding, 14 initial codes were condensed into 3 categories, namely, routines, tools and beliefs. Findings This study suggests that for students to see digital textual resources as significant, they must be guided to engage with these features. Classroom routines, the tools used in teaching and learning reading and the beliefs students hold about their school-based reading can restrict student uptake of digital features of texts. Instruction must be adapted to include teaching on digital texts. Originality/value Students interact with digital texts daily, yet explicit teaching on reading digital texts presents particular demands. This study contributes to understanding the challenges faced by students and teachers when they grapple with texts in different forms.
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DIAS, Cleverson Danrley Cruz Dias, JÚNIOR Ronaldo Silva SILVA, Vanessa Durans SILVA, Susanne Caldas AZEVEDO, and NETO Manoel Dionizio MORAIS. "USE OF DIGITAL GAMES FOR THE TEACHING OF BIOLOGICAL SCIENCES." Boletim de Conjuntura (BOCA) 14, no. 42 (2023): 125–38. https://doi.org/10.5281/zenodo.8011268.
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Today's society is in constant transformation, especially with regard to the implementation of digital media that have favored a new way of conceiving information, however, Biology teaching still has numerous characteristics of a traditional education. Reflecting on this issue, the Digital Information and Communication Technologies (TDIC) emerge, which bring an effective contribution to the teaching of Science and Biology, as long as it is used correctly, very positively with the teacher in the construction of knowledge. Digital resources provide greater engagement, in which students are stimulated by interactive and integrated learning, as it corresponds to their reality, moving away from the school traditionalism of passive classes. Thus, the general objective is to investigate the use of digital games as educational tools in Biology teaching, based on a systematic review and analysis of articles present on the academic google platform, (2020 to 2022) that have as their theme digital games in teaching of biology as a didactic-methodological resource. The results obtained through this study reveal the students' receptiveness to new tools and forms of teaching, and demonstrate that technological resources can be allies in the teaching-learning process, motivating and arousing interest and curiosity, also enabling the deepening of knowledge.
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Turchi, Laura B. "Teaching Shakespeare: Digital Tools for Teaching Shakespeare: Making Sense of Queen Mab." English Journal 109, no. 6 (2020): 112–15. http://dx.doi.org/10.58680/ej202030800.
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Trung, TRAN, TRINH Thi Phuong Thao, NGUYEN Ngoc Giang, KIM Manh Tuan, and HOANG Thi Mai. "DIGITAL TRANSFORMATION IN HIGH SCHOOL EDUCATION: EXPLOITING DIGITAL PLATFORMS, DIGITAL DATA AND DIGITAL TOOLS." Vinh University Journal of Science 53, Special Issue 2 (2024): 33–45. http://dx.doi.org/10.56824/vujs.2024.htkhgdm10.
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Digital technology in education includes artificial intelligence, Internet of Things, cloud computing, etc. contributes to transforming teaching methods from traditional to digital environment. This article presents the levels and characteristics of digital technology in education according to the ecosystem approach in general education in Vietnam. Based on this structure, digital technology ensures convenient, rich access to digital transformation, open connection, increased collaboration, and high automation in education, helping educational institutions, administrators, teachers, and students adapt to rapidly developing and sustainable digital technologies. Keywords: Digital transformation; digital technology; digital platform; digital data; high school education.
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Shcherbakova, Olena, and Svitlana Nikiforchuk. "The Use of Digital Tools During Distance Learning." Viae Educationis. Studies of Education and Didactics 2, no. 1 (2023): 36–44. http://dx.doi.org/10.15804/ve.2023.01.04.
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The article reveals the problem of the simultaneous development of methods of the use of information and communication technologies application in the teaching process of an educational institution. In the current conditions of education, in the conditions of war, the educational model can exist only in combination with the use of modern technologies for teaching English. The education system needs to modernize teaching methods by means of innovative tools of information and communication technologies and to carry out such training of teachers at the state level, as well as to rely on the self-education of active teachers-practitioners. Instead of simply restricting students to linear displays, such as reading text from a book, media products create this process by involving various elements to make it more dynamic and interesting. The authors analyzed the advantages and peculiarities of the technology which are actively used in the presentation of information. When introducing and updating lexical or grammatical material, it is effective to use presentations that contain not only certain information, grammatical material, but also slides with illustrations, pictures, and small text tasks. The authors also gave information about some wide spread digital platforms for teaching and learning that are convenient as for teachers so for students. Moodle is an integration platform for teaching a foreign language: it is quite stable, scalable, and modularity and support for open integration protocols have been a priority for developers from the very beginning. Puzzle English is an online platform (website and mobile applications) for self-study of a foreign language. Kahoot is a free educational platform that can be used to conduct interactive classes and test students’/pupils’ knowledge through online testing. It is suitable for studying any academic discipline in any education institution. Canva was created as a graphic resource, but now it is actively used by teachers.
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Asgarov, Taleh, and Nargul Badalova. "Digital Tools in Education." SCIENTIFIC RESEARCH 4, no. 12 (2024): 37–42. https://doi.org/10.36719/2789-6919/40/37-42.
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The increasing role of digital technologies in the modern education system has led to the transformation of teaching and learning processes. This article provides a comprehensive analysis of the significance, advantages, and potential challenges of applying digital tools in education. The integration of digital technologies into education not only enriches students’ learning experiences but also offers teachers broad opportunities to implement innovative pedagogical methods. Research shows that interactive platforms, artificial intelligence-based learning programs, and mobile applications significantly contribute to the personalization, accessibility, and quality enhancement of the educational process. However, the integration of digital tools into education also presents challenges such as technological inequality, security issues, and the professional development of teachers. The article systematically explores the role of digital technologies in the education system in a modern context, identifying their potential benefits and development directions. The proper use of digital tools ensures a personalized approach for students by considering their learning pace and style. Teachers, on the other hand, utilize analytical platforms to monitor students’ academic progress and create opportunities for them to unlock their full potential. Strengthening technological infrastructure and improving digital literacy are highlighted as critical factors for the sustainable development of education. Digital technologies possess vast potential to enhance the quality of education.
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Waddell, Myra, and Elena Clariza. "Critical digital pedagogy and cultural sensitivity in the library classroom: Infographics and digital storytelling." College & Research Libraries News 79, no. 5 (2018): 228. http://dx.doi.org/10.5860/crln.79.5.228.
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Academic librarians have a demonstrated interest in digital tools for teaching and learning and often provide support for these tools to their wider campus communities. Additionally, many librarians incorporate these tools into their own teaching in the information literacy classroom. However, little has been written about how digital tools can support critical information literacy and critical pedagogy specifically in library instruction. Eamon Tewell defines critical information literacy as instruction that asks “students to engage with and act upon the power structures underpinning information’s production and dissemination.”1 According to Paulo Freire, critical pedagogy acknowledges that education is a political action that can have an adverse effect on certain students.2 We define critical as self-reflexive and intentionally engaged with power structures.
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V.I., Normuratova. "EXERCISES FOR DEVELOPING CRITICAL AND DIGITAL THINKING IN TEACHING FOREIGN LANGUAGES." Frontline Social Sciences and History Journal 4, no. 10 (2024): 48–55. http://dx.doi.org/10.37547/social-fsshj-04-10-06.
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The article explores the interplay between critical thinking and digital literacy in today's technology-driven society. This article explores various exercises designed to enhance critical and digital thinking skills in the context of teaching foreign languages. It emphasizes the integration of language learning with digital literacy, presenting activities for developing critical thinking such as source evaluation, comparative analysis, digital footprint assessment, online discussion evaluation, ethical considerations, digital content analysis, online research and presentation tools to produce their project, reflective blogging, virtual debate. Additionally, it highlights the importance of engaging in digital scavenger hunt, evaluating online language tools, creating digital content, online discussion forums, web-based language projects, analyzing digital media, digital storytelling, online forums for better digital communication and project-based learning for collaboration based on digital thinking.
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Maziane, Brahim, Abdessamad Tridane, and Said Belaaouad. "Digital resources' role in university teaching and learning exploration." International Journal for Innovation Education and Research 11, no. 8 (2023): 1–14. http://dx.doi.org/10.31686/ijier.vol11.iss8.4134.
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The evolution of digital tools in education has created a disparity between the tools teachers use and those available to students, leading to an unequal relationship. This disparity has hindered the shift from traditional teaching to student-centered learning, a crucial aspect of novel approaches in cognitive psychology.
 The primary objective of this transition is to prioritize the learner in the education system, enabling them to acquire knowledge in a more active, autonomous, and participatory manner. However, achieving this transformation requires in-depth research to examine the nature of the digital tools accessible to teachers and compare them with those available to students.
 The analysis of research results reveals a prevalence of digital tools focused on teaching, creating an imbalance that favors instructional activities over the learning process. The tools available to teachers often prioritize one-way transmission of knowledge, emphasizing information presentation and dissemination.
 From a learning perspective, promoting active interactions, experimentation, practical exercises, and problem-solving activities is crucial. Unfortunately, digital tools intended for students often lack active engagement and participation opportunities, limiting their potential for autonomous and interactive learning.
 This article proposes to identify and evaluate the digital resources teachers and students use to determine the extent to which these tools lean toward teaching or learning. This evaluation aims to better understand the nature of current tools and identify the gaps that need to be addressed to foster a more balanced learning experience. The study focuses on teachers and students in teacher training programs as the target population.
 This research aims to develop more inclusive and effective educational practices that empower learners and enhance their overall educational experience by addressing the disparity between teacher-focused and student-centered digital tools.
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Süğümlü, Üzeyir. "Developing Digital Content Production Skills for Mother Tongue Teaching with Web 2.0 Tools in Teacher Education: An Action Research." International Journal of Contemporary Educational Research 10, no. 3 (2023): 687–701. http://dx.doi.org/10.52380/ijcer.2023.10.3.481.
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Today, it is widely acknowledged that the use of the Internet and the development, production, and sharing of content over the web has become widespread. Web technologies that provide these conveniences are commonly referred to as Web 2.0 tools. This study aims to develop the skills of pre-service teachers who will teach Turkish as a mother tongue to produce digital content for mother tongue teaching with Web 2.0 tools. The research was conducted with action research, one of the qualitative research methods. The participants developed their digital content production skills through the research using many different Web 2.0 tools. With these different Web 2.0 tools, the participants developed instructional content such as puzzles, online quizzes, presentations, video preparation and editing, blogs/websites, and concept maps. The various digital contents developed by the participants with different Web 2.0 tools are digital teaching materials for reading, writing, listening/watching, and speaking skills that form the basis of mother tongue teaching. The participants' thoughts about feeling inadequate about web 2.0 tools before the implementation changed after the implementation. The participants could produce content with Web 2.0 tools, improve their teaching skills, and benefit from these tools in their teaching practicum.
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Nikolova, Mariyana, and Tanya Evtimova. "Digital Educational Tools – Potential, Application, and Perspectives." Mathematics, Computer Science and Education 5, no. 1 (2022): 64–83. http://dx.doi.org/10.54664/malf1684.
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The paper examines the technologies for creating digital educational resources from the point of view of necessity, implementation, and techniques for their creation. Various digital educational tools and their capabilities according to their application are described: learning and learning management programmes, tools for creating online tests and surveys, tools for creating online quizzes and educational games, interactive worksheets, tools for video lessons, OneNote electronic notebook. A study was conducted on the opinion and attitude of teachers and students about the electronic resources used in different academic disciplines, both for teaching learning content and for control and self-control. The results of two surveys are presented – one aimed at students and the other at teachers. The opinions of 155 teachers and 180 students from four regions in Bulgaria are summarized. The two main aspects of an application – for teaching learning content and for control and self-control – have been analyzed.
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Shakirova, A. A. "Digital Tools in Foreign Language Teaching at the University." KAZAN LINGUISTIC JOURNAL 5, no. 2 (2022): 257–69. http://dx.doi.org/10.26907/2658-3321.2022.5.2.257-269.
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Pfeiffer, Caitlin N., and Abdul Jabbar. "Adaptive e-Learning: Emerging Digital Tools for Teaching Parasitology." Trends in Parasitology 35, no. 4 (2019): 270–74. http://dx.doi.org/10.1016/j.pt.2019.01.008.
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