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1
Guan, Yu Mei. „Applied AHP Technology and Information Technology in Evaluation for Teaching Quality of University“. Advanced Materials Research 1022 (August 2014): 229–32. http://dx.doi.org/10.4028/www.scientific.net/amr.1022.229.
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With the constant development of information technology, information into education teaching quality evaluation has injected new vitality.The evaluation for teaching quality of university is to add the power and energy of teaching. Evaluation for teaching quality of university based on AHP is proposed in the paper. Evaluation scale among evaluation indexes is given, and the weights of evaluation indexes are obtained. The absolute weights of the second-degree indexes are gained. The economics teacher is applied to evaluate the effectiveness of AHP technology. The experimental results show the evaluation for teaching quality of university based on AHP has excellent results.
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Borbych, Nataliia, Natalia Denisenko, Serhii Marchuk, Iryna Kovalchuk, Sergii Pustovalov und Larisa Stakhova. „Assessment of the effectiveness of correspondence teacher education“. LAPLAGE EM REVISTA 7, Extra-B (13.06.2021): 511–20. http://dx.doi.org/10.24115/s2446-622020217extra-b962p.511-520.
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The article examines one of the features of the development of modern society is the process of informatization, which has now acquired a global character. It has been proven that under the influence of informatization, changes are currently taking place in all spheres of life. One of the elements of informatization are new information technologies, the use of which allows finding new approaches to solving various problems. The consequence of the general informatization of society is the informatization of education, one of the forms of which is distance learning. Distance education technology is an element of distance education. However, along with the intensive introduction of new educational technologies into the educational process, the question arises: how effective is the distance learning system?
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Leifa, Andrey Vasilevich, Natalia Nikolaevna Dvoeriadkina, Tatiana Aleksandrovna Yurieva und Natalia Anatolevna Chalkina. „Methodology for the formation of university teacher readiness for the digitalization of the educational process“. SHS Web of Conferences 101 (2021): 03019. http://dx.doi.org/10.1051/shsconf/202110103019.
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The article discusses the methodology of forming the teacher's readiness to use the electronic educational environment by immersion technology. The relevance of the study is determined by the challenges of our time. During the pandemic, all educational institutions of the Russian Federation had to switch to distance learning for students. Which presupposes possession of digital technologies by all participants in the educational process. To bridge the «digital divide» in the student-teacher relationship, a methodology has been developed to improve the qualifications of the teaching staff, which allows them to organize their professional activities using digital technologies. The leading method of researching this problem was a pedagogical experiment conducted among teachers and students, which made it possible to identify a positive trend in the willingness of teachers to use the capabilities of the University's electronic information and educational environment based on the results of the proposed methodology. The article clarifies the structure of a teacher's readiness to use the electronic information and educational environment of an educational organization, substantiates the effectiveness of the methodology for the formation of readiness using immersion technology.
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Syahputra, Frandrio, und Hasan Maksum. „The Development of Interactive Multimedia Learning in Information and Communication Technology Subjects“. Journal of Education Research and Evaluation 4, Nr. 4 (05.12.2020): 428. http://dx.doi.org/10.23887/jere.v4i4.29931.
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Learning media is an important learning component. Therefore, teachers must able to develop instructional media that can improve student abilities. One of the learning media that supports these goals was interactive multimedia. This study aimed to develop valid, practical, and effective interactive multimedia learning on Information and Communication Technology subjects. This research was research and development. The development model used was a 4-D model, which consists of defining, designing, developing, and disseminating stages. The defined stage was carried out with curriculum analysis, material analysis, and student analysis. The design stage was carried out by designing the learning media. At the development stage, validity tests were carried out through validation sheets of learning media, practicality tests through media application observation sheets, teacher and student response questionnaires, effectiveness tests obtained from the knowledge competency assessment. The disseminated stage was carried out by spreading the device. The analysis results showed that the Interactive learning media in Information and Communication Technology subjects have been tested and got a valid score (89.25%), according to the teacher's response (90.23%) in very practical category, students’ response (90.09%). The response was in the very practical category. With this score, interactive multimedia is categorized as practical and effective learning media.
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Li, Ya Juan. „Research on the Multimedia Teaching in Chinese Universities“. Advanced Materials Research 971-973 (Juni 2014): 2621–24. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2621.
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Multimedia technology integration is becoming a core part in the development of teaching. Multimedia teaching adapts to the needs of the higher education, and realizes three-dimensional teaching process. But we find that there are some problems in multimedia teaching in practice, such as misunderstanding of multimedia teaching methods, poor teaching effectiveness, etc. The main reasons are the irrational teacher evaluation system, poor ability of information teaching, etc. We should reform the teacher evaluation system, and strengthen the training of teachers and so on.
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Bauer, William I., Sam Reese und Peter A. McAllister. „Transforming Music Teaching via Technology: The Role of Professional Development“. Journal of Research in Music Education 51, Nr. 4 (Dezember 2003): 289–301. http://dx.doi.org/10.2307/3345656.
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The purpose of this study was to determine if 1-week technology workshops can be an effective means for the professional development of music teachers in using technology for instruction. The results indicate that three indicators of effectiveness—teacher knowledge, teacher comfort, and frequency of teacher use—can he significantly improved in these settings. Participants ( N = 63) were music teachers enrolled in summer music technology workshops. At the beginning of the workshops, participants completed a questionnaire designed to provide demographic information and assess their knowledge of music technology, degree of comfort with music technology, and the frequency with which they used music technology in their teaching. Following an intensive weeklong workshop dealing with strategies for teaching music to K—12 students using music technology, participants completed a second questionnaire that was parallel to the first. Participants completed another similar questionnaire 9 to 10 months after the workshop. Significant differences were found between the pre-and. postworkshop questionnaires, between the preworkshop and follow-up questionnaires, and, between the postworkshop and follow-up questionnaires in all three areas. There was also a moderate correlation ( r = .43, p = .00) between participants' frequency of technological use and the degree to which they reported their access to technological resources.
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Hucks, Darrell, Patrick Hickey und Matthew Ragan. „Collaborations for Transformative Learning Experiences“. International Journal of Cyber Ethics in Education 4, Nr. 1 (Januar 2016): 16–31. http://dx.doi.org/10.4018/ijcee.2016010102.
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The purpose of this exploratory action research study was to examine how the modeling by a collaborative team of instructors regarding technology integration and information literacy would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted over two distinct years with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the interventions. Findings suggest that teacher education students' level of engagement increased regarding the integration of technology, information literacy, ethical information use, and children were more engaged and actively involved during the teaching of methods students' mathematics and science lessons.
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Gukalenko, Olga, Vladimir Borisenkov, Vasiliy Kuznetsov, Liubov Panova und Liubov Tkach. „Technological effectiveness of modern education: features, traditions, innovations“. E3S Web of Conferences 273 (2021): 12074. http://dx.doi.org/10.1051/e3sconf/202127312074.
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The purpose of the study is to analyze the experience in organizing the learning process at a university using digital technologies, aimed at realizing the content of pedagogical education in the context of its structural components and indicators of students’ readiness to work in an educational institution. The positive and negative aspects of the use of IT- technologies in the formation of the experience of professional and pedagogical activities of students in the direction of “Pedagogical education” are noted. The relevance of using digital technologies in the educational process is dictated by the prevailing socio-cultural conditions, the development of information and communication means of transmission and information. At the same time, the problem is the unwillingness of the faculty, students, to their use for several reasons: news, illiteracy, lack of equipment in detail-spatial environment of technical means, the quality of Internet connection. And technologies which provide ability to save dialogicality pedagogical culture, allowing to establish a dialogue in the systems “teacher-student”, “student-teacher” and the polylogue “student-teacher-students” are particularly in demand. The use of the technology “Immersion in professional and pedagogical activity through culture with the support of the teacher” allows the teacher to conduct a dialogue with students and purposefully form their readiness for pedagogical activity in modern conditions based on the acceptance of the values of pedagogical culture and identification in her, personal and semantic attitude to labor functions for the provision of educational services for the main educational programs of educational organizations of different levels.
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Simanjuntak, Christina, Nunuk Hariyati und Endang Purbaningrum. „Improving Teacher Pedagogy In the Creation of IT-Based Learning Media“. AL MURABBI 6, Nr. 1 (31.12.2020): 48–57. http://dx.doi.org/10.35891/amb.v6i1.2406.
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Effective learning using information technology is one of the opportunities that can be utilized by teachers to improve the effectiveness of learning. This study aims to describe the implementation of IT-based learning media creation training to improve teacher pedagogical skills as measured from the practical aspects and effectiveness of the Model used, namely the Critical Event Model (CEM). The subjects of this study were the teachers of SD Santo Yosef Surabaya. This research is an implementation research with quantitative approach. The data collection method used in this research is in the form of questionnaires to assess aspects of practicality and media assessment to assess aspects of effectiveness. The results showed that the training that had been evaluated through media assessment by the trainer and questionnaire scores by participants, both had a high percentage. Based on the results of the research shows that the implementation of training on creating IT-based learning media has been effective and practical
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Cobb, Hazel B., und Charles J. Horn. „Planned Change in Special Education Technology“. Journal of Special Education Technology 8, Nr. 2 (September 1986): 18–27. http://dx.doi.org/10.1177/016264348600800203.
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Handicapped learners stand to benefit a great deal from educational technology. The technology for teacher training is gradually emerging. It is this technology that is a prerequisite to the systematic use of instructional technology by the classroom teacher. Since teacher educators are instrumental in the adoption of technology in public education there is a necessity to know the current status of adoption and use of technology in special teacher education programs. A comprehensive study was conducted at the University of Alabama in which the researchers examined the extent of planning for technological change being conducted by teacher education institutions in special education. Data for the study were collected by the use of a mailed survey form. The survey included all 697 special education/teacher education programs in the United States. A total was 298 (43%) surveys completed by program chairpersons at each institution was returned. Results of the study indicate that teacher education institutions are not using a variety of the newest technologies needed to acquaint current and future special educators with the tools of the information age. There is no relationship between systematic planning for adoption of a new technology and the subsequent success of the adopted technology. Teacher education institutions in special education are not anticipating adopting a wide variety of new technology. It appears teacher educators are creating a technology gap at the very time they should be leading the effort to explore the potential of new technologies for improving effectiveness and efficiency of instruction for exceptional individuals.
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Sutono, Sutono, und Abdul Rozak Arrifa'i. „Pemanfaatan Teknologi Informasi Untuk Mendukung Kegiatan Pembelajaran Di SMP N 4 Karangmoncol“. Jurnal Pengabdian Dharma Bakti 3, Nr. 2 (25.08.2020): 20. http://dx.doi.org/10.35842/jpdb.v3i2.119.
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The development of information technology has brought changes in almost all aspects of human life. In the world of education improving the quality of teachers is something that must be done by the education unit, especially improving the skills of teachers in making information technology-based learning media. The aim is to improve the quality of learning processes and outcomes in schools. From the results of an interview with one of the teachers at SMPN 4 Karangmoncol Purbalingga, they have not maximized information technology to be used as a learning medium. They still use manual learning in class (calcical) so that one of the problems when the teacher has a meeting or need, the class becomes empty there is no teaching and learning process. Based on this, we are from community service trying to provide assistance in activities to improve the skills of teachers of SMPN 4 Karangmoncol in making information technology-based learning media. This training program can meet the needs of the community (teachers) in the scope of Karangmoncol Middle School 4 in order to improve the quality of teachers in Karangmoncol Middle School 4, especially in making information technology-based learning media. This training program is also carried out in order to succeed the government program for teachers so that they are literate in technology and apply it in the learning process which results in the effectiveness of achieving learning objectives. Keywords: improvement, skills, junior high school teachers and students, learning media, information technology.
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Beni Akhy, Khalid, und Weningtyas Parama Iswari. „Information Communication Technology in EFL Classroom“. Journal of English as A Foreign Language Teaching and Research 1, Nr. 1 (30.03.2021): 61–70. http://dx.doi.org/10.31098/jefltr.v1i1.485.
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Information Communication Technology (ICT) has penetrated into the teaching of English as a foreign language (EFL) around the world, not to mention in Morocco. However, due to some obstacles faced in its implementation, its effectiveness needs to be improved. This paper is intended to explore the potentials of ICT to be used in EFL classes in Morocco and how to prepare teachers to be ready in incorporating the ICT in their language teaching. The potentials cover, among others, what multimedia resources are available, how to make use of them and how ICT becomes the tools to develop student's English language skills. As the teachers' role is very significant, they should get professional development training in ICT for education
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Dewanti, Paula, Ni Nyoman Supuwiningsih und Desak Putu Saridewi. „Utilizing Educational Technologies to Optimize Student and Teacher Learning at Dharma Laksana Mataram Orphanage“. Journal of Innovation and Community Engagement 2, Nr. 1 (01.08.2021): 11–20. http://dx.doi.org/10.28932/jice.v2i1.3601.
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Educational technology is the study and practice of using technology to facilitate and enhance learning performance. During the Covid-19 pandemic, digital learning and the use of information technology were one of the solutions to minimize the risk of Covid-19, according to the government's health protocol. As a Non-Governmental Organization (NGO), the Dharma Laksana Orphanage receives computer set donations from their funders. Based on preliminary reviews, the use of these computer devices is not optimal, both for students and teachers. The inability to optimize the use of computer devices seems to have an impact on the effectiveness of learning approaches by utilizing information technology. This Community Service was performed using the Service Learning methodology and was designed to assist in the development of human resources related to learning methods and media used during the Covid-19 pandemic. During this activity, Edmodo, the leading social learning platform, was successfully introduced. Blended Learning with Google Apps is also covered. It increased both student and teacher awareness of digital learning, as well as teacher competence in creating interactive learning media, by introducing a variety of educational platforms.
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Li, Hua. „Research on CAI Application Based on Information Technology“. Applied Mechanics and Materials 513-517 (Februar 2014): 1139–43. http://dx.doi.org/10.4028/www.scientific.net/amm.513-517.1139.
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The purpose of this article is to familiarize EFL teachers with the effectiveness of using the art of discourse with computer-assisted instruction (CAI) due to its advantages of multimedia, instantaneousness, interaction, flexibility and variety. CAI and the art of discourse are integrated to enhance the effect of college EFL teaching and learning.
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Chou, Mei-Ju. „Kindergarten Teachers’ Information Technology Teaching Beliefs: The Critical Path Toward Teaching Effectiveness“. Procedia - Social and Behavioral Sciences 89 (Oktober 2013): 261–69. http://dx.doi.org/10.1016/j.sbspro.2013.08.844.
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Rahmadani, Heni, Yenita Roza und Atma Murni. „Design of Information and Technology Based Teaching Materials in Mathematics Subjects of IT High School Pekanbaru Students“. Mathematics Education Journal 4, Nr. 1 (08.03.2020): 17. http://dx.doi.org/10.22219/mej.v4i1.11467.
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This research is based on the low mathematical representation ability of students and the lack of textbooks used by teachers in presenting teaching material. This study aims to describe the results of the development of information technology-based teaching materials to improve the mathematical representation ability of students in class X Trigonometry Function Materials that are valid, practical, and effective. The model used in this research development is the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation. The research instruments used in this article are validation sheets (validity aspects), teacher assessment sheets and student assessment sheets (practical aspects), and mathematical representation ability tests (effectiveness aspects). Analysis of the data used in this research is parametric statistics, the t-test with the help of SPSS 18.00 using the Independent-Sample t-Test. This research resulted in a product of teaching materials based on information and technology in valid mathematics (87.11%), practical (90.81%) and effective (0.043 <0.05).
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Cheng, Eric C. K. „Knowledge management strategies for sustaining Lesson Study“. International Journal for Lesson and Learning Studies 9, Nr. 2 (03.12.2019): 167–78. http://dx.doi.org/10.1108/ijlls-10-2019-0070.
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Purpose The purpose of this paper is explore the relative effectiveness of people-based and information technology-based knowledge management (KM) strategies as implemented by principals in Hong Kong schools to facilitate and sustain Lesson Study for teachers’ knowledge sharing and internalization. Design/methodology/approach Data from 184 principals in Hong Kong were collected by a cross-sectional quantitative survey. Confirmatory factor analysis and reliability tests have been used to examine the constructed validity and reliability of the instrument. A structural equation model was applied to confirm the predictive effect of people-based and information technology-based KM strategies on teachers’ knowledge sharing and internalization through Lesson Study. Findings Results show that people-based KM strategy predicts knowledge sharing and internalization by and among teachers. However, while information technology-based knowledge management strategies predict teachers’ knowledge sharing, they do not predict how effectively they internalize knowledge. Practical implications Cultivating communities of practice, professional learning communities and mentoring schemes in schools can nurture a knowledge-sharing culture to facilitate and sustain Lesson Study for teacher learning. Institutionalizing an information technology system can help teachers to retrieve, share and store the school’s explicit knowledge. Originality/value The paper not only suggests school management strategies and practices for school leaders to facilitate and sustain Lesson Study, but also brings a new research dimension, KM, to the research area.
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Smailova, Z. Z., und D. Zhauyntayeva. „USE OF CREATIVE PROJECTS FOR THE FORMATION OF INFORMATION COMPETENCE OF TEACHERS OF ART WORK“. Bulletin of Korkyt Ata Kyzylorda University 57, Nr. 2 (2021): 216–22. http://dx.doi.org/10.52081/bkaku.2021.v57.i2.058.
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The article considers the possibilities of using creative projects to form the information competence of teachers of artistic work. A theoretical model for the formation of information competence of teachers of technological education in the process of performing creative projects is proposed. The formation of information competence of teachers of technological education requires the identification and theoretical justification of the necessary organizational and pedagogical conditions as a set of measures aimed at ensuring the effectiveness of the formation of information competence. Since in our research work, the formation of information competence was carried out in the process of performing creative projects using CAD, the requirement to ensure interactive interaction of students with the teacher and other students came to the fore – creative co-executors of the project as a whole or its individual stages, as well as with all necessary to complete the project information-educational environment (educational-methodical materials, recommendations on the development of theoretical and practical material, Glossary, systematic list of the literature, the system of consultations in the form of newsgroups, forums, computer technology of collective creative activity, etc.). This condition allows the realization of each student's individual educational trajectory in the process of developing a creative project and maximize the use of all the possibilities of a creative project as a form of training to build the necessary level of information competence of teachers of technological education. Keywords: creative project, information competence, technological education, computer-aided design systems, art teacher
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Yusuf, Adie E. „The Implementation of Ict Based Education in Elementary Teacher Education (PGSD) in Indonesia“. Humaniora 7, Nr. 1 (30.01.2016): 8. http://dx.doi.org/10.21512/humaniora.v7i1.3391.
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In fact, Information Communication and Technology (ICT) have been utilized in schools even though relatively small in numbers. At present, there is a program for Elementary Teacher Education called PGSD program in Indonesia. The PGSD program is an in-service teacher training program especially for elementary school teachers in Indonesia, to improve their qualifications from Diploma-2 to Strata-1 level, conducted through ICT-based distance learning mode. This study uses survey method to examine the accessibility of ICT infrastructure and networks, and the effectiveness of using ICT for teaching and learning in six university member of PGSD program in Indonesia. The results of the study show that the PGSD program needs to improve the ICT infrastructure and networks as well as apply ICT based teaching and learning skills.
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Marcial, Dave E., Mitzi S. Fortich und Jeambe B. Rendal. „ICT SKILLS ENHANCEMENT TRAINING IN TEACHER EDUCATION: THE CASE IN CENTRAL VISAYAS, PHILIPPINES“. Information Technologies and Learning Tools 39, Nr. 1 (10.02.2014): 230–39. http://dx.doi.org/10.33407/itlt.v39i1.964.
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There are many evidence that the use of information and communication technology (ICT) in education provides effective pedagogical benefits. This paper describes the ICT skills enhancement training among faculty members in the teacher education in the four provinces, in Central Visayas, Philippines. The technology literacy training was designed for teacher educators who have the minimal or no knowledge or who have the ability to explain and discuss the task, but have not experienced the actual process of ICT operations in the classroom. It aimed to enhance skills in ICT operations and concepts using international and local ICT competency standards for teacher education. A total of 60 trainees who are coming from 30 private and public higher education institutions in the region participated in the training. The success level of the training program was measured in terms of the effectiveness of the trainers, learning level acquired by trainees, effectiveness of the administration of the training, relevance of the topic, and adequacy of information shared by the trainers. The evaluation shows that trainers were extremely efficient, and training is excellent in terms of the administration, relevance of the topic, and adequacy of information shared by the trainers. This study concludes that the training program attained its objectives, and it turned out into a big success. To ensure sustainability, a structured training program should be conducted.
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Markovich, Olga S., und Alexey N. Sergeev. „Evaluation of the effectiveness of the use of case-technology in teaching computer modeling of future teachers of informatics“. RUDN Journal of Informatization in Education 16, Nr. 4 (15.12.2019): 351–64. http://dx.doi.org/10.22363/2312-8631-2019-16-4-351-364.
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Problem and goal. The article describes the problem of using case-technology in teaching computer modeling to future teachers of informatics. The relevance of solving this problem is determined by the need to find new approaches to combining the fundamental and applied training of future teachers in order to form a holistic competency that provides a solution to professional pedagogical problems. The purpose of this study was to design a model of training future teachers of informatics in the field of computer modeling using case-technology, as well as testing this model during a pedagogical experiment. Methodology. The basis of the developed methodological approach was the use of subject-oriented cases in teaching computer modeling to future teachers of informatics. This type of cases is considered as a set, which includes: 1) situational problem; 2) tasks, the implementation of which leads to the solution of the problem; 3) materials needed to complete tasks; 4) software tools for solving the problem. The model of training of future teachers of informatics using case-technology is considered as a set of target (formation of competence of the teacher of informatics in the field of computer modeling), content (the content of the course “Computer Modeling”) and process components (three stages of design, development and direct application of the subject-oriented case of computer modeling in the classroom). To assess the effectiveness of the case-technology application, a pedagogical experiment was conducted, involving the implementation of training in experimental and control groups. Results. The article presents the results of an experiment conducted at the Volgograd State Socio-Pedagogical University. During the experiment in the control and experimental groups, a course of computer modeling was implemented with the preservation of the content, but with the use of case-technology in the experimental group. Criterion evaluation of the effectiveness of the formation of competence of the teacher of informatics in the field of computer modeling was carried out in the subject and research aspects. The results of the experiment showed that in the experimental groups increased the number of students represented at high, as well as medium and high levels of formation of both the subject and research component of the competence. Conclusions. The study showed that the proposed approach to the use of case-technology provides high results. The obtained and statistically confi data of the experiment allow us to speak about the effectiveness of the use of case-technology as a means of teaching computer modeling to future teachers of informatics.
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Suyasa Ariputra, I. Putu, Ni Made Anggreni, I. Ketut Wisarja und Kadek Aria Prima Dewi PF. „The Effectiveness Of Free Laptop Distribution For The Students Of Elementary School In Badung Regency (Case Study Sd 6 Dalung)“. Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 3, Nr. 2 (31.10.2019): 202. http://dx.doi.org/10.25078/ijhsrs.v3i2.1131.
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<p><em>Mastery of Science and Technology is one of the components to be achieved national education. Badung district government gives free laptop as much as 8,636 laptops for the students of elementary school. This free laptop distribution is borrowing to students to prepare human resources that not only the function as recipients of information flow but also equip themselves with information and technology management capabilities in order to be able to manage, adjust and develop what they receive through the development of these technologies. Looking at the conditions of technology mastery (laptop) as the access of information is not enough controlled by the teacher as an educator and employee as an educational staff but also learners (students).</em></p>
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Avidov Ungar, Orit, Becky Leshem, Adva Margaliot und Etty Grobgeld. „Faculty Use of the Active Learning Classroom: Barriers and Facilitators“. Journal of Information Technology Education: Research 17 (2018): 485–504. http://dx.doi.org/10.28945/4142.
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Aim/Purpose: The study aimed to examine teacher educators’ perceptions regarding their ability to implement innovative pedagogies following a year during which they used a newly equipped Active Learning Classroom (ALC), designed for teacher training Background: To this end, we asked how participants perceived the effective use of the ALC and how they were able to leverage the use of the ALC to implement innovative pedagogies. Methodology: Using the grounded theory method, we conducted qualitative analysis of data collected from semi-structured in-depth personal interviews. The sample included 22 randomly-selected teacher educators in a single teacher-education college, who had used the ALC over the last year. Average teaching tenure was 22 years. Contribution: As part of the transition to using innovative pedagogies in an ICT (Information Communication Technology) enhanced teaching environment, our proposed model can be used to map teachers’ perceptions and proficiencies, so as to address the specific needs of each group. Findings: Analysis revealed four pedagogic teaching patterns. Based on the TPACK (Technology, Pedagogy, and Content, Knowledge) model as a theoretical framework, we were able to relate these patterns to participants’ strengths and weaknesses in technological and pedagogic knowledge and the ways in which they used the ALC. These patterns testify that there are different levels of use and integration of technology and pedagogy by teacher educators. Recommendations for Practitioners: Enhancing teachers’ knowledge, promoting innovative concepts and removing barriers for ICT usage require integrated technological-pedagogic guidance, which should be provided to the teachers by instructors with integrated TPK (Technology Pedagogy Knowledge). Recommendation for Researchers: The ability to map technological and pedagogic strengths in accord with teaching patterns and styles provides an advantageous and applicable foundation that can be used by any future studies that wish to pursue this line of investigation. Impact on Society: Formulating new strategies in teacher education would effectively make teacher educators the leading force driving the desired transformation, whereby teachers have the skills and knowledge to prepare students to become productive members of society in the 21st century. Future Research: Future studies are encouraged to use our proposed model (which maps technological and pedagogic strengths in accord with teaching patterns) to examine additional questions, for example, what is the relationship between teaching style and teaching effectiveness and can it provide the impetus to attempt to shift teachers’ attitudes and styles?
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Abbasova, L. I., I. V. Zotova und Z. I. Mustafaeva. „The technology of formation of future teachers’ information culture“. SHS Web of Conferences 113 (2021): 00051. http://dx.doi.org/10.1051/shsconf/202111300051.
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The article describes features of the formation of future teachers’ information culture. The relevance of the development, implementation and maintenance of the technology of forming process of information culture of future teachers is substantiated. Different views of scientists on the definitions of “information culture of a person”, “technology” are considered. The main components of information culture are highlighted: computer literacy, information competence, information reflection, information culture creation. The constituent elements of pedagogical technology are listed, which is represented by a set of goals and methods aimed at implementing the projected learning process and is presented by a phased implementation plan. The main characteristics of a technology for the formation of information culture of a future educator are revealed and disclosed. The article describes the results of experimental work to identify the current level of formation of information culture of future teachers. Comparative results of the data obtained during the control experiment testify to the effectiveness of the probed technology and the readiness to use information technologies in professional activities.
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Лысенко, Е., E. Lysenko, О. Михайленко, O. Mihaylenko, Л. Назарова und 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, Nr. 3 (01.10.2018): 20–25. http://dx.doi.org/10.12737/article_5bab270a702321.67366466.
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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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Kuchay, Tetyana, Oleksandr Kuchay und Nadiya Marynets. „Application of smart-technologies in training of future specialists“. Academic Notes Series Pedagogical Science 1, Nr. 189 (August 2020): 26–29. http://dx.doi.org/10.36550/2415-7988-2020-1-189-26-29.
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The article considers the use of smart technologies in the training of future professionals. The functions of smart-technologies are covered. It is emphasized that smart-technologies are successfully used in the field of education and training. A special place is occupied by computer educational multimedia systems, which allow to deepen knowledge, reduce the duration of training, increase the number of students per teacher. Improving the effectiveness of training in modern free economic education is impossible without the introduction of smart-technologies in the organization of the educational process. The function of smart-technologies and multimedia technologies is that they use a source of new content information, take on certain functions of both teacher and student, have the characteristics of different types of visualization. If interactive information is presented through a multimedia projector on an interactive whiteboard, the effectiveness of learning is significantly improved Multimedia systems are successfully used today in the field of education and training. A special place is occupied by computer educational multimedia systems, which allow to deepen knowledge, reduce the duration of training, increase the number of students per teacher. Improving the efficiency of education in modern free economic education is impossible without the introduction of new forms of organization of the educational process. Thus, future professionals will constantly use multimedia technologies in their professional activities. It is important to teach students to use them correctly, to acquaint them with the maximum benefits of these learning tools and valuable information resources. High school teachers need to be clear that multimedia technology is a powerful and effective learning tool that allows for more diversified methods of involving students in education.
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Ahmed Qasem, Arwa, und G. Viswanathappa. „The teachers’ perception towards ICT integration: Professional development through Blended learning“. Journal of Information Technology Education: Research 15 (2016): 561–75. http://dx.doi.org/10.28945/3562.
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Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions are a major predictor of the use of new technologies in instructional settings. Early studies have indicated that blended learning can be as successful as either online or face-to-face instruction, particularly in teacher preparation programs. Blended learning can lead to improved training, increased access and flexibility, and better cost-effectiveness. The objective of this paper is to analyse in-service science teacher perceptions towards integrating ICT in instructional design by training them using the blended learning approach. The present study is quasi-experimental in nature wherein a pre-test/post-test design was employed. The study was conducted on a sample of 60 science teachers of secondary schools in Yemen. A questionnaire was used to determine the in-service teacher perceptions towards integrating ICT in instructional design, which included 25 items. To analyse and interpret the data, t-test and ANCOVA statistical techniques were used. The findings show that there was a significant difference in teacher perceptions towards integrating ICT, especially in the group who were trained through the blended learning approach. The recommendations are, given that teachers are ready to use ICT, that Yemeni authorities in charge of education integrate ICT into programmes for in-service teachers.
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Agyei, Elizabeth Darko, Thuthukile Jita und Loyiso C. Jita. „EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS’ EXPERIENCES“. Journal of Baltic Science Education 18, Nr. 6 (12.12.2019): 816–32. http://dx.doi.org/10.33225/jbse/19.18.816.
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Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana’s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers’ teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations. Keywords: high school physics, ICT, interactive teaching, pre-service teachers, simulation-based lessons.
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Et al., Zaenab Hanim. „Interactive Learning Multimedia Development Using Articulate Storyline 2 on Plant Breeding Course in State Vocational School Loa Janan, East Kalimantan, Indonesia“. Psychology and Education Journal 58, Nr. 1 (20.01.2021): 5628–36. http://dx.doi.org/10.17762/pae.v58i1.2184.
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The research aims to find out the feasibility and effectiveness of using interactive multimedia using articulate storyline 2 on plant breeding course. It was conducted at State Vocational Senior High School (SMK Negeri 1) Loa Janan, East Kalimantan, Indonesia. It is development-based research which is a process used to develop and validate educational products using interactive multimedia Articulate Storyline 2 with the following respondents: multimedia experts, school teachers and all students of grade X of the school. Interviews were conducted with the school principal, media expert of Information Technology (IT), the teacher of plant breeding course and 4 students of the grade X, while the data were descriptively analyzed. The results of the research indicated that the feasibility of the research development was categorized very good or very feasible and its effectiveness has increased even exceeded the school completeness standard of 75.
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Sam'ani, Sam'ani, Sutami Sutami und Muhammad Haris Qamaruzzaman. „IMPLEMENTASI APLIKASI PEMBELAJARAN UNTUK ANAK BERBASIS ANDROID“. Martabe : Jurnal Pengabdian Kepada Masyarakat 2, Nr. 2 (31.10.2019): 106. http://dx.doi.org/10.31604/jpm.v2i2.106-110.
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Permendiknas No. 16/2007 concerning Academic Qualification Standards and Teacher Competence, Pedagogical Competence of 5th / Senior High School teachers says that "High School / Vocational Teachers must utilize information and communication technology for the benefit of learning". Reinforced in Permendiknas No. 41 of 2007 concerning Process Standards, in accordance with Graduates Competency Standards and Content Standards, the learning principle used in point 13 states that "Utilization of information and communication technology to improve the efficiency and effectiveness of learning". But now when the world is entering the era of the industrial revolution 4.0. or the fourth world industrial revolution where technology has become the basis in human life the use of information and communication technology for learning must begin at the Early Childhood Education level (PAUD) in order to be more interesting and interactive and increase children's interest and curiosity in what is taught . The method of applying science and technology used is mobile technology which is very popular at the moment, namely the Android-based children's learning application as an effort to increase knowledge and understanding as well as increase the learning interest of students in grades 2, 3 and 4 of Bereng Kajang Elementary School I. The purpose of this program is to increase knowledge and understanding and increase learning interest of students in grades 2, 3 and 4 of Bereng Kajang I Elementary School on various things including letters, numbers, colors, vegetables, animals, fruits, jobs and vehicles. Both in Indonesian and English pronunciation through the implementation / dissemination of learning applications for children based on Android. Keywords: Learning applications, Children, Android, Implementation
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Kovtun, Oksana, und Valentyna Krykun. „METHODOLOGY OF FLIPPED LEARNING TECHNOLOGY APPLICATION IN THE PROCESS OF TRAINING OF PROSPECTIVE FOREIGN LANGUAGE TEACHERS“. OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 153–60. http://dx.doi.org/10.28925/2414-0325.2019s14.
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The modernization of Ukrainian education and its orientation towards the preparation of a new generation of teachers, integration into the European educational space in the context of dynamic growth of information and mass communication in social networks, constant updating of social and humanitarian knowledge require new approaches to the organization and content of professional training of future teachers. The article actualizes the necessity of introducing new methods and technologies in teaching that would meet the challenges of the time; the methodology of application of the flipped learning technology is considered. The instrumental possibilities of the introduction of the «flipped learning» technology in the process of preparation of future foreign language teachers are revealed. The essence of the technology of «flipped classroom» and the relevance of its integration into the teaching of a foreign language in modern higher education institutions are investigated. The advantages and disadvantages of its use for teachers and students are highlighted. Possibilities of introduction of the model of the flipped classroom in the educational process of HEI are determined. The algorithm for ensuring the effectiveness of flipped learning is outlined. It is stated that the use of the «flipped learning» technology if it is methodologically correctly applied, will contribute to the development of the digital competence of the teacher and the development of students' scientific skills, enhancing their motivation and success.
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Somprach, Kanokorn, Thanomwan Prasertcharoensuk und Tang Keow Ngang. „Factors Affecting the Effectiveness of Thai Secondary World Class Standard School“. International Journal of Learning and Teaching 8, Nr. 1 (17.01.2016): 20. http://dx.doi.org/10.18844/ijlt.v8i1.513.
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AbstractThis study aimed to explore the relationship and effect of administrative factors that affecting the effectiveness of Thai World class Standard Schools. A total of 375 samples were selected by using stratified random sampling. Researchers employed a survey designed questionnaire as research instrument to collect data. Data was analyzed using descriptive and inferential statistics such as percentage, mean score, standard deviation and stepwise multiple regression analysis. Findings of the study revealed that all the factors affecting the effectiveness of Thai World Class Standard Schools were at high level. Strategic planning factor was identified as highest mean score whereas teacher professional development factor was found as lowest mean score. Consequently, result also revealed that there were four significant predictors toward effectiveness of Thai Secondary World Class Standard Schools. These four significant predictors were factors for using information and communication technology(X8), teacher professional development (X6), internal process management (X2), and the focus on learners and stakeholder (X7) which have successful contributed 65.60 percent variance of effectiveness of Thai World Class Standard Schools at 0.01 significance level with multiple correlation coefficient as 0.81. This study is able is to promote the importance of factors that affecting effectiveness of Thai World Class Standard Schools.Keywords: School effectiveness; World Class Standard School; administrative factors
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Raman, Arumugam, und Som Bint Shariff. „RELATIONSHIP BETWEEN TECHNOLOGY LEADERSHIP, ICT FACILITY, COMPETENCY, COMMITMENTS AND TEACHERS PRACTICES ON IMPLEMENTATIONS WITH EFFECTIVE TEACHER’S MANAGEMENT TASKS IN SCHOOLS“. Scholedge International Journal of Multidisciplinary & Allied Studies ISSN 2394-336X 4, Nr. 9 (29.11.2017): 88. http://dx.doi.org/10.19085/journal.sijmas040901.
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<p>Information and Communication Technology (ICT) is something that is growing rapidly in a globalized era and becoming an important element in the development of an organization. Leaders play an important role in ensuring effective application of ICT in the organization, particularly in schools. Review of previous studies more engaged to the level of technology leadership and the characteristics of technological leadership practiced by leaders in the school, while the factors of a more comprehensive which include facilities for ICT, competence, and commitment of teachers in the practices of applying ICT in the management which contributes a grant impact on the management duties of teachers in schools has not been studied in Malaysia. The purpose of this study is to identify whether there is a positive relationship between technology leadership, ICT facilities, competence, commitment and practice of applying ICT teachers with effective management duties of teachers in schools using ICT. This quantitative study involves 370 teachers in secondary schools in the Kedah state which were selected randomly. Respondents gave their views on aspects of technology leadership and ICT facilities available in schools. Respondents also indicated the level of competence and commitment to apply the computer in addition to giving an opinion on the effectiveness of the application of ICT in managerial duties at the school through a questionnaire validated by experts. The findings show that there is a positive relationship between technology leadership, ICT facilities, competence and commitment of teachers to use ICT and the effectiveness of management duties of teachers using ICT in school. The role of teacher practices using ICT to be used as a moderator has a positive correlation with ICT facilities. The framework established by adopting some models related to technology leadership and Unified Theory of Acceptance and Use of Technology (UTAUT) can be used as guidelines in the application of ICT in the education system to make it more effective, particularly in systems management at school.</p>
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Ogange, Betty Obura, John Agak, Kevin Odhiambo Okelo und Peter Kiprotich. „Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment“. Open Praxis 10, Nr. 1 (22.02.2018): 29. http://dx.doi.org/10.5944/openpraxis.10.1.705.
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Assessment is an integral part of the teaching-learning process in both conventional and distance education contexts. Literature suggests that with the increase in the use of Information and Communications Technology in the delivery of learning, a number of institutions are resorting to formative assessment practices that are mediated by technology to not only provide flexible and more efficient means of assessment but also attain improved learning outcomes. This paper investigated student perceptions of the effectiveness of different types of formative assessment used in online learning environments. A 31-item questionnaire was used to gather data on student perceptions. On the level of difficulty, students generally perceived the various types of formative assessment as having no significant differences. Results further indicated that students received more prompt feedback from peer assessment and computer-marked assessment, compared to teacher-marked assessment. The findings of this study will support practitioners in eLearning to use formative assessment and feedback mechanisms more effectively to influence student engagement as well as learning outcomes.
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Bright, George W. „Factors Influencing the Effectiveness of Technology Inservice for Middle School Mathematics Teachers“. Computers in the Schools 8, Nr. 1-3 (29.04.1991): 307–10. http://dx.doi.org/10.1300/j025v08n01_44.
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Varga, Attila, Éva Bácsné Bába, Gergely Ráthonyi und Anetta Müller. „The Attitudes of Pete Program Applicants Towards Information and Communication Technologies“. Applied Studies in Agribusiness and Commerce 13, Nr. 1-2 (20.12.2019): 75–80. http://dx.doi.org/10.19041/apstract/2019/1-2/8.
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As information and communication technology has permeated all aspects of life education cannot be considered an exception either. The schools of the 21st century require the use of the latest digital devices whose effectiveness is greatly determined by the motivation, ICT-related attitude, and the respective competences of teachers managing and directing the given teaching and learning process. Since P.E. also requires the use of information and communication devices it would be crucial that prospective teachers develop a positive attitude toward such equipment. The present research aims at exploring the attitudes of students applying to P.E. teacher programs at the Eszterházy Károly University toward such instruments and approaches. Additional research objectives include the exploration of potential correlation between the sex of the applicants and the respective attitudes. Our inquiry utilized the questionnaire method and the computer-based attitude scale was completed by a sample of 130 applicants in the 2016/2017 and the 2017/2018 academic years. Our research concluded that both men and women maintain a positive attitude toward the use of digital devices, or the tools of information and communication technology. Students representing both sexes consider the computer as a valuable learning device promoting the efficiency of the knowledge acquisition process. Furthermore, a significantly greater proportion of male respondents stated that they were capable of repairing computer problems emerging during use than that of their female counterparts. At the same time men are less apprehensive to use computers during instruction and this attitude appears to be an indispensable requirement for the application of ICT devices in class. The research can contribute to a deeper exploration of the given field along with performing a gap filling function as such examination has not yet been conducted among applicants to P.E. programs provided by higher education institutions in Hungary.
JEL Classification: Z2, I23
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Mohammed, Muneera. „The Effectiveness of Instructional Technology on English Language Learning in EFL Classroom“. International Journal of Linguistics 12, Nr. 1 (09.01.2020): 13. http://dx.doi.org/10.5296/ijl.v12i1.16205.
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The present study aimed to investigate the effectiveness of instructional technology on English language learning. It also examined the teachers’ attitudes towards applying instructional technology. The study adopted the analytical descriptive and applied the quantitative and qualitative methods to collect data from the participants. Moreover, it used a questionnaire, an information form, and a classroom observation checklist as data collection tools. The population of the study numbered (392) English teachers at the basic schools in Khartoum State. The study revealed that applying instructional technology to language teaching and learning made learners more co-operative and participating in English language classes. Thus, they could improve their performance and competence.
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Mukhlasin, Ahmad, und Mansyur Hidayat Pasaribu. „Effectiveness of Online Learning during The Covid-19 Pandemic in Deli Serdang District Junior High School“. EDUTEC : Journal of Education And Technology 4, Nr. 3 (16.03.2021): 460–68. http://dx.doi.org/10.29062/edu.v4i3.173.
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The purpose of this study is to explain about the effectiveness of online learning during the covid-19 pandemic in junior high school in Deli Serdang Regency, North Sumatra, this research method is descriptive qualitative and conducted with online media, the result of this study is: The implementation of online learning in SMP Deli Serdang district contributes to habituation efforts in using online applications that are likely to grow in the future. Teachers' ability to choose learning methods and their skills in operationalizing online learning applications strongly supports the online learning process. All teachers of Deli Serdang District Junior High School are able to operate WhatsApp application even though it is not yet maximized. This online learning is considered ineffective in Deli Serdang Junior High School, because there are still obstacles such as: 1) quotas that must be purchased by students, 2) the assignments given always accumulate, 3) the conditions and circumstances of the student's home are different so that students must be divided into focus with other things, 4) understanding and explanation of the teacher has been delivered but less so directly understood by students so that they need help from others, 5) intrinsic motivation of students, lack of motivation to learn from parents. The success of the online learning system depends largely on some components of learning itself, whether from students, learning resource teachers, or information technology. .
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Al-Mubireek, Sami. „Teacher Perceptions of the Effectiveness of Using Handheld Devices in Saudi EFL Classroom Practices“. International Journal of Emerging Technologies in Learning (iJET) 15, Nr. 22 (30.11.2020): 204. http://dx.doi.org/10.3991/ijet.v15i22.16689.
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This study aims to investigate the effectiveness of using handheld devices such as smartphones and tablets for language teaching purposes (Mobile-Assisted Language Learning, or MALL). A questionnaire with a comment section was distributed in order to investigate EFL teachers’ perceptions on including or excluding smartphones and tablets in the EFL learning process. Data were collected through a 5-Likert scale questionnaire in a leading Saudi university. The findings revealed that the majority of teachers claimed to hardly ever use Android System Phones or iPhones (iOS System), Android tablets or iPads (iOS System) in classroom teaching. Importantly, the study found out that there is a statistically significant difference between male and female teachers in terms of which smart device operating system was reported being used. Within the few participants who employed technology, it was found that teachers with less teaching experience were more open to using technological devices in classroom. In addition, the findings showed that a significant number of teachers admitted to rarely using handheld devices in teaching reading, writing, listening, grammar or playing language-learning games. However, the majority of teachers said they sometimes used applications to assign online exercises, share information about the course, provide visual aids, develop the learners’ speaking skills or as a translation tool. Moreover, teachers claimed to employ these devices frequently to teach vocabulary through visual aids when teaching. Teachers also rely heavily on these devices to communicate with students via social networks, and to access textbooks. Overall, teachers did not effectively integrate MALL into completing classroom language-learning activities or practicing language functions or skills.
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Lewandowska, Dorota, und Daniel Kozhan. „INFORMATION TECHNOLOGIES IN THE ACTIVITY OF PLOCK PRESCHOOL INSTITUTIONS (ON THE EXAMPLE OF THE PUBLIC PRESCHOOL INSTITUTION № 33 NAMED AFTER JEAN VANIER AND PRESCHOOL ACADEMY MAX IN PLOCK)“. Osvitolohiya, Nr. 9 (2020): 113–27. http://dx.doi.org/10.28925/2226-3012.2020.9.12.
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In the proposed article, the authors present the results of research related to the use of information technology resources, which were conducted in two preschool institutions in Plock. The article emphasizes the importance of introducing the various means of modern information technology in the lessons. In preschool education, as in other fields of education, the using of information technology resources is very useful and has a positive attitude of the children, which increases the effectiveness of didactic and educational interactions in the educational process. The use of modern technologies is an attempt to achieve educational reform. It is also an opportunity to present interesting and innovative activities that accelerate and promote the acquisition of various skills. The author also emphasizes that the constant use of a computer can lead to addiction, which in turn will lead to aggression, fatigue, frustration, insomnia, and loss of health, such as impaired vision, severe spinal defects, caused by lack of movement. Such results are presented by numerous developments. The aim of the article is to find «the golden mean» — the appropriate ways, methods, forms of introducing information technology into the didactic process from the beginning of education, from an early age. The article presents an attempt to outline the problems associated with the introduction of ICT use and to inform about them. The data obtained as a result of the study highlight another issue: the arrangement of public kindergartens doesn’t improve the quality of teachers’ work. Many educators still avoid modern technologies (due to their age, lack of skills in operating modern equipment, beliefs, etc.). Young teachers who want to work on the basis of modern technology, they are much more open to such work. Therefore, it is important for the city to consider the possibility of introducing teacher training courses for the development of all innovations.
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Handayani, Sri, Sri Umi Mintarti, Rizza Megasari und Noritah Omar. „Developing of STEM-based learning models for economic education student for facing Industry revolution 4.0 in East Java“. E3S Web of Conferences 153 (2020): 03003. http://dx.doi.org/10.1051/e3sconf/202015303003.
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The Government of Indonesia has established Making Indonesia 4.0 to deal with R.I 4.0. To realize this, education should also develop strategies for achieving quality education. Quality education can be realized by increasing the skills possessed by a teacher. In this case, economic education includes students who will become teachers. To become a professional teacher requires special skills in RI 4.0 era. STEM is an acronym for science, technology, engineering, and mathematics. The purpose of this study is: 1) develop STEM-based learning models for students of economic education in East Java in the face of the R.I Era. 4.0; 2) decide the effectiveness of the implementation of STEM-based learning models for students of economic education in measuring teacher skills in the R.I era 4.0. The method consists of 1) Potential and Problems; 2) Gathering information; 3) Product design; 4) Design validation; 5) Design improvements; 6) Product trials; 7) Product revision; 8) Trial usage; and 9) Product revisions. The results of this study are: 1) STEM-based learning models can be implemented and in accordance with the characteristics of R.I 4.0 and 2) This model is effective in increasing the skills of students of economic education in the R.I 4.0 era.
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Winarti. „Penggunaan Media Sosial Pada Proses Pembelajaran Online Menggunakan Analisis Diskriptif Kuantatif“. Jurnal Intake : Jurnal Penelitian Ilmu Teknik dan Terapan 12, Nr. 1 (28.04.2020): 13–19. http://dx.doi.org/10.48056/jintake.v12i1.117.
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The development of knowledge in the field of information and communication technology has received positive support from the world of education. The development of computers and supporting software can help in the visualization of objects or abstract concepts. The online learning system is one of the information technology breakthroughs that offers flexibility in a learning system. In addition, online media is very effective in creating an open learning environment, therefore online learning media is needed. One of the media is Facebook and Telegram. The purpose of this development is to utilize Facebook and Telegram as a means of collaboration in the world of learning. In addition, it is also to determine the effectiveness of the interactions that occur in online learning. Facebook and telegram learning was developed as material for social media groups by utilizing websites, blogs, yahoogroups, virtual laboratories, and google as supporting programs. The advantage of Facebook is that it is equipped with chat facilities that provide other sites. Facebook is a place for teachers, students, and enthusiasts of thermochemistry to interact outside of the classroom. Facebook was developed to be used for learning group members without the presence of a teacher or instructor, can be accessed by group members at any time and costs are relatively affordable, and can support information technology-based network programs according to government programs
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Ostrovska, Galina. „THE TECHNOLOGICAL APPROACH TO THE STUDYING OF LITERATURE IN SCHOOL“. Continuing Professional Education: Theory and Practice, Nr. 3 (2020): 24–30. http://dx.doi.org/10.28925/1609-8595.2020.3.3.
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The article covers the issue of using a technological approach in the construction of literature lessons. The educational achievements in the sphere of the problem, modern possibilities of innovative educational technologies, and their role in a modeling of school literature lessons are analyzed. The technology of the constructed scientific literature has been revealed, focusing on the reading ability of a teacher, his (her) cognitive activity in using modern pedagogical and information technologies. Improving the effectiveness of teaching literature in a technological pedagogical process is associated with the formation of the teacher’s readiness to model a holistic system of lessons as an algorithm of step-by-step student-reader actions based on a deep understanding of lesson structure and logic, taking into account clear goals and objectives at each stage, rational use of time and modern technologies. It is claimed that the introduction of modern information technologies in the study of fiction at school has a positive impact on the perception of works of previous eras, bridges the gap in time, increases interest in literature and a teacher-innovator, increases the level of modern literary education. Therefore, the technological lesson is a clear algorithm that provides a systematic way of its construction, connects general didactic, methodical and artistic aspects of the lesson, acts as an indicator of its modernity and efficiency. The article indicates the typical disadvantages of introducing modern technologies by teachers and the construction of a lesson based on a technological approach. The author draws attention to the main contradiction in the work of linguists – a misunderstanding of the difference between a technologically structured lesson and a lesson with technology warns against literal technologicalization in the work of a teacher of philology.
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Suparjan, Suparjan. „INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN ELEMENTARY SCHOOLS: TEACHERS’ ATTITUDES AND BARRIERS“. Ta'dib 24, Nr. 1 (28.06.2021): 151. http://dx.doi.org/10.31958/jt.v24i1.2584.
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Unquestionably, the rapid development of ICT has had a significant impact on various areas of human life including education in the past few decades. The use of Information and Communication Technology (ICT) to support educational activities in schools has increased significantly in several developing countries as in the case of Indonesia. The study aims to examine the attitudes of teachers of elementary schools located in all districts in West Kalimantan, one of the provinces on the Island of Kalimantan, Indonesia, towards ICT as a medium to support teaching and learning activities which includes the ease of use, effectiveness and satisfaction. This study investigates how elementary school teachers view ICT as a supporting tool for classroom learning activities and the barriers faced regarding the use of the technology in teaching and learning activities. A total of 102 elementary school teachers were involved in this investigation by acting in response to a questionnaire and 13 participants were selected voluntarily to take part in in-depth interviews about their attitudes on the use of ICT as a tool for educating activities and the barriers these teachers encountered. The findings indicate that elementary school teachers had a positive attitude towards the employment of ICT for instruction along with the various barriers they faced during teaching and learning activities.
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Robbani, M. „Pengembangan Program Pelatihan TIK bagi Guru Pendidikan Agama Islam dalam Meningkatkan Keterampilan Menggunakan Media Pembelajaran di Sekolah Menengah Atas Negeri 6 Palembang“. Muaddib: Islamic Education Journal 2, Nr. 2 (14.12.2019): 46–55. http://dx.doi.org/10.19109/muaddib.v2i2.5762.
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An increasingly uncertain future with a variety of challenges to be faced has wide and profound implications for a variety of teaching designs and learning techniques. This is not only related to teacher competence to be able to educate, but how teachers are able to use/utilize learning media based on Information and Communication Technology (ICT) in teaching and learning activities. Therefore this study aims to; produce ICT training programs for Islamic education teachers in improving skills using instructional media in Palembang 6 Public High School and assess the effectiveness of ICT training programs for Islamic education teachers in improving skills using learning media in Palembang 6 Public High School. The average posttest score was 81.67 and the pretest value was 53.33, there was a difference in value of 28.33. Then the t value is -8,500 with sig <0.05 (0.014 <0.050). After comparing with the significance level of 5%, there is a significant difference in the improvement of the skills of Islamic religious education teachers in Palembang 6 Public High School in using IT-based learning media.
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Banerjee, Soumendu, Kh Amirul Islam, Sunil Karforma und Akash Nag. „OBJECT ORIENTED METRIC BASED ANALYSIS OF TEXT TRANSMISSION IN E-LEARNING THROUGH NATURAL LANGUAGE STEGANOGRAPHY“. International Journal of Engineering Technologies and Management Research 4, Nr. 11 (06.02.2020): 68–74. http://dx.doi.org/10.29121/ijetmr.v4.i11.2017.125.
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E-learning is an application of information and communication technology in the field of learning. Through steganography the e-learning institution can provide security to other participants of e-learning like teacher and learner. Here we use text steganography with modified SNOW algorithm while passing secret texts from the administrator to the learner in an e-learning system. In this paper, we calculate the object oriented metric based analysis of CK and MOOD metrics of our proposed model, which ensures the advantages of code redundancy, code reusability, and cost effectiveness and so on.
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Wang, Li Hua. „Information System Design for Teaching System Based on Web“. Applied Mechanics and Materials 738-739 (März 2015): 1319–22. http://dx.doi.org/10.4028/www.scientific.net/amm.738-739.1319.
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Internet-based multimedia network for moral teaching system already been an ordinary thing, but they all lack of teachers and students in interactive sessions, in order to effectively improve the interactivity and effectiveness of online teaching, this paper studies the online browsing courseware, online division and online various teaching resources systems, providing a good online learning platform, the use of second-generation network technology to achieve real-time communication between teachers and students and students to enhance the online teaching interaction of teaching system.
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Muthukumari, J., und N. Ramakrishnan. „DEVELOPMENT AND VALIDATION OF E-CONTENT ON HISTORY SUBJECT (THE BEGINNING OF MODERN AGE) OF IX STANDARD STUDENTS“. International Journal of Research -GRANTHAALAYAH 5, Nr. 9(SE) (30.09.2017): 46–50. http://dx.doi.org/10.29121/granthaalayah.v5.i9(se).2017.2255.
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Technology in the information revolution has provided many unique benefits to instructional programs. Normally in the growth of technology applications in education, we are moving towards a Virtual Reality where the distance between the teacher and the taught is nil. The possibility of such virtual reality can be made by generating good e-Contents and accessible by all. E-contents are basically a package that satisfies the conditions like i.e. minimization of the distance, cost effectiveness, user-friendliness and adaptability to local conditions. The purpose of this study is to develop and validate e-content package on the unit “the Beginning of Modern Age” of IX standard student’s history syllabus of Tamil Nadu government.
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Umarova, Fotima Abdurakhimovna. „USE OF MODERN INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE TRAINING OF DESIGNERS“. Journal of Central Asian Social Research 01, Nr. 01 (15.08.2020): 34–44. http://dx.doi.org/10.37547/jcass/volume01issue01-a4.
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The purpose of this article is to analyze the introduction and use of information and communication technologies (ICT) in the special disciplines of higher education, to teach teachers how to improve the effectiveness of teaching and learning through information and communication technologies (ICT). This article discusses the issues of improving the knowledge and skills of students through the use of modern information and communication technologies in the preparation of designers, increasing students' interest in the educational process and the ability to apply their knowledge in practice in the future. The focus is on the need to develop appropriate strategies for a new educational role and, in addition, to enhance the role of learners in integrating information and communication technologies (ICT) into the educational process. The role and perspective of the teachers was very important, highlighting them as key players in the process. The data show that there is a belief that the use of information and communication technologies (ICT) in the educational process will help increase the effectiveness of education and facilitate the organization of the educational process. In particular, it shows that the contribution of information and communication technologies (ICT) to the improvement of the educational process in educational institutions, where information and communication technologies (ICT) is an innovative factor, is high. Achieving this high level means that the educational institution must not only modernize technological means, but also change the models of teaching. We need to acquire digital knowledge and modern information technology in order to achieve development. This will allow us to take the shortest path. Indeed, the deep penetration of information technology into all parts of the world today creates new opportunities.
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Won Kim, Seong, und Youngjun Lee. „The Effects of the TPACK-P Educational Program on Teachers’ TPACK: Programming as a Technological Tool“. International Journal of Engineering & Technology 7, Nr. 3.34 (01.09.2018): 636. http://dx.doi.org/10.14419/ijet.v7i3.34.19405.
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Background/Objectives: This study examined the effects of introducing programming as a technological tool for teachers’ Technological Pedagogical Content Knowledge (TPACK) development.Methods/Statistical Analysis: Thirty-two teachers were divided into two groups, completing different types of TPACK educational programs. The control group’s TPACK training program was based on information and communication technology (ICT), while that of the experimental group was based on programming. To verify the effectiveness of the TPACK training program, tests were administered before and after the educational program. A statistical analysis of questionnaire results also investigated changes resulting from TPACK.Findings: Both the control and experimental groups showed statistically significant improvements in the post-test compared with the pre-test. However, in the detailed areas of TPACK by group, the improvements in the two groups differed. Unlike the control group, the experimental group showed a statistically significant improvement in the knowledge related to technology. This result illustrated that programming is effective in solving the problem of integrating technology into the classroom. In contrast, there was no significant difference in the post-test, as this was applied in the short term. However, programming has been shown to affect Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and TPACK. In summary, the results showed that a TPACK educational program based on programming is effective for teachers’ TPACK development. Keywords: TPACK, In-service teacher, Programming, TPACK-P, Educational program