Thematische Bibliographien / Technological learning tools

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Auswahl der wissenschaftlichen Literatur zum Thema „Technological learning tools“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "Technological learning tools"

Ramli, Ramli, Andi Hamzah Fansury, and Vivit Rosmayanti. "TECHNOLOGICAL TOOLS IN EFL CLASS." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 7, no. 1 (2025): 390–406. https://doi.org/10.52208/klasikal.v7i1.1313.

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Mobile-assisted Language Learning (MALL) and IoT technology have revolutionized language learning approaches, bringing a new level of flexibility and accessibility to the field. Technological Pedagogical Content Knowledge (TPACK) is a framework for enhancing teacher knowledge and teaching practices in educational contexts. It emphasizes the integration of teacher competencies and the development of Information and Communication Technology (ICT) in language teaching and learning. Some technologies have been integrated into teaching and learning English and effectively enhance language learning

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Shazia, Kouser, and Majid Ishfaq. "Technological Tools for Enhancing Teaching and Learning Process." Towards Excellence 13, no. 1 (2021): 366–73. https://doi.org/10.5281/zenodo.6406733.

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In recent years technology has changed dramatically. Due to the increasing need and accessibility of technology, it has expanded the toolbox and provides opportunities to the teachers for using technology. Computer devices are considered to be the more powerful tools which have come in various forms. The internet helps connect those devices and can connect students in the classrooms, through schools or around the world. Now a day, there is an availability of computers and interactive boards in schools, and the schools were connected as well as to the whole world providing high-speed network co

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Sheripbayeva, Shiyrin. "USING TECHNOLOGY TOOLS IN CLASSROOMS." Multidisciplinary Journal of Science and Technology 5, no. 3 (2025): 715–18. https://doi.org/10.5281/zenodo.15103147.

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The digital transformation of education has ushered in an unprecedented era of pedagogical innovation, fundamentally redefining the teaching-learning paradigm. This comprehensive analysis examines the multifaceted integration of technology tools in contemporary classrooms, exploring their transformative potential and inherent limitations. From adaptive learning platforms and AI-driven analytics to immersive extended reality (XR) environments and decentralized learning networks, technological advancements are reshaping educational delivery, assessment, and accessibility. However, this rapid dig

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Ismaila, A.A., N. Abdulaziz, and S.H. Wokili. "Impacts and Challenges of Using Podcasting for Teaching and Learning in Higher Educational Institutions in Nigeria." Rima International Journal of Education (RIJE), ISSN: 2756 - 6749 1, no. 2 (2022): 83–90. https://doi.org/10.5281/zenodo.7050780.

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<em>Podcasting are short clips that can be either on audio or video. This paper discussed the impacts and challenges of using podcasting for teaching and learning in higher educational institutions in Nigeria. If we look at the technological progression globally, it becomes imperative to review the impacts of using such technologies as podcast, and others and also the challenges encountered by teachers using such technologies in their instructional practices. The emergence of technological tools makes teaching and learning easy, interesting and enjoyable. This paper highlighted a number of sta

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Ortigueira, Sánchez Luis Camilo. "Derived Importance-Performance Analysis in Determining Technological Tools Applied to The Learning Process." GECONTEC: Revista Internacional de Gestión del Conocimiento y la Tecnología 4, no. 2 (2016): 69–75. https://doi.org/10.5281/zenodo.7506585.

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Present paper study effectiveness in the evaluation of technological tools applied in learning process. The paper proposes to evaluate these tools to determine the contribution of them in terms of user's perceptions. Importance performance analysis with derived importance and diagonal model was applied to cover this objective. The results reveal the technological tools most involved in the process. Conclusion revealed that the use of IPA analysis permit to achieve better decisions about the use of technological tools that involve financial resource consumption.

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Dianati, Seb, Mai Nguyen, Phung Dao, Noriko Iwashita, and Claudia Vasquez. "Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus." Journal of University Teaching and Learning Practice 17, no. 5 (2020): 52–66. http://dx.doi.org/10.53761/1.17.5.4.

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Technological tools used in teaching and learning have been reported to influence their satisfaction, engagement and their continued effort in learning (Roach, 2014). The present study, therefore, investigated students’ perceptions of technological use in a flipped classroom at university level through evaluation of three different web-based tools, using the lens of the Technology Acceptance Model (TAM) (Davis, 1989; Venkatesh & Davis, 2000). These tools include a collaborative canvas tool (Padlet), a live polling platform (Kahoot!) and an annotation tool (Cirrus). Results from focus group

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Papanikolaou, Kyparisia A., Katerina Makrh, George D. Magoulas, Dionisia Chinou, Athanasios Georgalas, and Petros Roussos. "Synthesizing Technological and Pedagogical Knowledge in Learning Design." International Journal of Digital Literacy and Digital Competence 7, no. 1 (2016): 19–32. http://dx.doi.org/10.4018/ijdldc.2016010102.

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Based on a design rational for constructivist pre-service teacher training on Technology Enhanced Learning (TEL), in this paper the authors consider teachers as designers of innovative digital educational content. Under this lens, the selection of appropriate technologies is considered as a threefold process that concerns the availability of technological tools for implementing a virtual classroom that facilitates communication, collaboration, and administration, the enabling technologies for serving specific learning purposes, and the technologies or tools that support trainees to design effe

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GUILLERMO, QUIROGA MONJA JESÚS, SOSA, DANIEL ALBERTO, INFANTES RIVERA, PEDRO RICARDO, BORJA TORRES, ROLANDO JUAN, LEÓN VERGARA, RAFAEL RENE, and MANCO CHÁVEZ JOSÉ ANTONIO. "Technological Tools in the Assessment of Meaningful Student Learning." International Journal of Religion 5, no. 10 (2024): 4732–43. http://dx.doi.org/10.61707/cse01s14.

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Concerning regular basic education in our country public schools after the pandemic, it has been observed that students have a low level in their academic performance, being reflected in the assessments made from the formative approach. The aim of the research was to demonstrate the influence of computer platforms in the assessment of significant learning to students in a public school in San Martín de Porres (SMP), 2023. It is an applied research, with experimental level and quasi-experimental design. The population was made up of 450 high school students, and the sample included 48 third gra

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Omar, Chamorro-Atalaya1, Alvarado-Bravo2 Nestor, Aldana-Trejo3 Florcita, et al. "Technological tools for virtual teaching and their effect on the satisfaction of online learning." Indonesian Journal of Electrical Engineering and Computer Science 25, no. 3 (2022): 1634–43. https://doi.org/10.11591/ijeecs.v25.i3.pp1634-1643.

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The objective of the research is to analyze the satisfaction of the online learning of the applied electricity subject, when implementing technological tools for virtual teaching. The development of the research determines a high level of student satisfaction, finding the perception of reliability with 93.05%, that of security with 93.2%, that of answer’s capacity with 90.73% and empathy with 82.87%. Satisfaction with the technological tools of virtual teaching is related to the adequate and accessible use of simulation software during online learning, which allowed compliance with the s

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Vásquez-Álvarez, Jessica Cecilia, and Tania Alexandra Rodas-Auquilla. "Technological tools for teaching english as a foreign language." IUSTITIA SOCIALIS 7, no. 1 (2022): 51. http://dx.doi.org/10.35381/racji.v7i1.1701.

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The purpose of the research project is to determine the appropriate technological tools for teaching English as a foreign language to the students of the indigenous community of Salasaca. Qualitative research was applied at first, through a bibliographic review, and then quantitative research was applied, as descriptions of the tools were developed and specific data from teachers and students were quantified. The use of technology as a mechanism for learning the English language allows teachers to incorporate in their pedagogical process new ways to make learning more efficient and meaningful,

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Dissertationen zum Thema "Technological learning tools"

Mukherjee, Michelle M. "Technological tools for science classrooms : choosing and using for productive and sustainable teaching and learning experiences." Thesis, The University of Queensland, 2013. https://eprints.qut.edu.au/66862/1/s41236307_phd_thesisfinal.pdf.

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In this age of rapidly evolving technology, teachers are encouraged to adopt ICTs by government, syllabus, school management, and parents. Indeed, it is an expectation that teachers will incorporate technologies into their classroom teaching practices to enhance the learning experiences and outcomes of their students. In particular, regarding the science classroom, a subject that traditionally incorporates hands-on experiments and practicals, the integration of modern technologies should be a major feature. Although myriad studies report on technologies that enhance students’ learning outcomes

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Aljundi, Liam. "Moving Mathematics : Exploring constructivist tools to enhance mathematics learning." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42981.

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The challenges faced by mathematics education reflect the more immense difficulties of the schooling system as a whole. This thesis investigates such challenges in the light of an ethical learning foundation and aims for a transformation through the use of technologies as learning tools. Interaction design methods are used to craft constructivist learning kits that aim to move mathematics students from passive receivers of knowledge to active learners. The proposed tools modify new technologies by adapting them to teachers’ and learners’ needs to be best suited for mathematics classroom adopt

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Shaw, Stephen William. "The Changing Role of Teachers and Students in an ICT English Unit: Is ICT the ‘Harry Potter’s Wand’ for Engaging Student Learning and Developing Pedagogy in English?" Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366028.

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Responding to the escalation of technological educational tools and the expectation of technology delivering educational miracles, this research addresses the need to understand more about the ways in which technology impacts classroom practice, roles and relationships. It analyses the perceived roles of students and teachers in responding to an ICT integrated poetry unit, responds to the Australian Curriculum imperative for subject English to increase the integration of ICTs, and examines the perceived pedagogical and learning effect on teachers and students regarding integrating ICTs into su

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Mann, Anne-Marie. "Child-centred technologies as learning tools within the primary classroom : exploring the role of tablets and the potential of digital pens in schools." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11012.

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This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future. This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practi

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Kimber, Kay D. "Technoliteracy, teacher agency and design: Shaping a digital learning culture." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36677/1/36677_Digitised%20Thesis.pdf.

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Despite educational directives advocating the integrated use of technology, some staff remain resistant to the adoption of computer-mediated classroom practice. As resistance is sometimes akin to lack of confidence or understanding, this thesis sought to illuminate the nature of work for teachers and students in a digital environment. It reports on a descriptive and interpretive case study on the classroom experiences of teachers and senior secondary school students in two humanities subjects where technology use was integrated with literacy practices for learning (technoliteracy). Findings su

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Chuquilin, Castro Victor Roger, Vilela Xiomara Mercy Cubillas, Medina Angela Geraldine Granados, Ore Raisa Stefany Jaque, and Huaman Christian Nicolas Sihua. "Kusqa." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656903.

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El objetivo de nuestra idea de negocio se apoya en satisfacer las necesidades que existen actualmente en el rubro de la educación en nuestro país ya que, por la coyuntura presente causada por la pandemia del COVID-19, varios centros educativos se vieron en la necesidad de permanecer cerrados y enfocar en promover una educación de forma virtual. El sistema de educación se ha adaptado de manera abrupta y ha manifestado que tanto los alumnos como el profesorado no están capacitados para recibir y adoptar educación a distancia de calidad respectivamente. Por esta razón, se busca que mediante los c

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Ferreira, Cleiton Pons. "As ferramentas do pensamento como estratégia de aprendizagem para o estímulo e desenvolvimento da criatividade com alunos do ensino técnico e tecnológico." reponame:Repositório Institucional da FURG, 2015. http://repositorio.furg.br/handle/1/5014.

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Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-05-22T19:18:55Z No. of bitstreams: 1 Cleiton Pons Ferreira.pdf: 1630704 bytes, checksum: bb4002663294fadfaa88d95fb9a71c6d (MD5)<br>Rejected by Vitor de Carvalho (vitor_carvalho_im@hotmail.com), reason: Título está todo em caixa alta. on 2015-06-08T16:58:54Z (GMT)<br>Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-06-09T00:42:36Z No. of bitstreams: 1 Cleiton Pons Ferreira.pdf: 1630704 bytes, checksum: bb4002663294fadfaa88d95fb9a71c6d (MD5)<br>Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@ho

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Serrander, Agnes, and Isabelle Larsson. "Digitalisering i bildämnet." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39799.

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This study aims to explore how today's digitalization looks in art specific educational research, bylooking at how teaching and teachers act towards digital techniques and tools to developstudents’ knowledge and abilities in arts education. The overview is constructed by a systematicsearch on two different databases. The presentation of the articles is done through three thematicdivisions: (i)The effects of teachers' view on digitalisations’ role in arts education, (ii)Teachers design of digitalarts educationand (iii)Students learning in relation to design of digital arts education. After thet

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Hillman, Thomas. "Re:design for Learning: A Study of the Co-construction of a Technological Tool for Mathematical Learning." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19991.

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This dissertation examines the development and use of an educational technology with the aim of enriching our understanding of the relationships among technology, teachers, students and mathematical activity. Drawing inspiration from the premise articulated in the genetic analysis research of Vygotsky (1978, 1986) that to understand a learning situation we must study it in situ and, in addition, investigate its history, I propose that examining the development of an educational technology can help us to better understand how and why it comes to be used the ways it does in classrooms. Starting

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Hart, Francine. "An Elementary Teacher’s Feelings of Self-Efficacy, Needs, and Pedagogical Strategies When Learning to Use the Interactive Whiteboard to Teach Science." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31218.

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Studies have shown elementary teachers may not be well prepared to use technology in their classrooms. This study examines one elementary teacher’s feelings of technology self-efficacy (TSE), needs and pedagogical strategies when using the interactive whiteboard (IWB) to teach elementary science. It employed a single case study design, where the researcher and participant worked together during supportive professional development (PD) sessions. Data sources are twelve PD sessions, the Computer Technology Integration Survey (adapted for IWB use in the classroom), and two interviews, three in-cl

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Bücher zum Thema "Technological learning tools"

Ochoa, Marilyn N. Collaborative teaching and learning tools. Association of Research Libraries, 2012.

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Wang, Victor C. X. Handbook of research on technologies for improving the 21st century workforce: Tools for lifelong learning. Information Science Reference, 2013.

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Brooks-Young, Susan. Teaching with the tools kids really use: Learning with web and mobile technologies. Corwin Press, 2010.

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Brooks-Young, Susan. Teaching with the tools kids really use: Learning with Web and mobile technologies. Corwin, 2010.

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Brooks-Young, Susan. Teaching with the tools kids really use: Learning with Web and mobile technologies. Corwin, 2010.

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Brooks-Young, Susan. Eaching with the tools kids really use: Learning with web and mobile technologies. Corwin Press, 2010.

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Renwick, Matt. 5 myths about classroom technology: How do we integrate digital tools to truly enhance learning? ASCD, 2015.

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Krantz, Steven G. How to teach mathematics. American Mathematical Society, 2015.

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Teacher education programs and online learning tools: Innovations in teacher preparation. Information Science Reference, 2013.

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Build Your Own Garage: Blueprints and Tools to Unleash Your Company's Hidden Creativity. Free Press, 2001.

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Buchteile zum Thema "Technological learning tools"

Lenne, Dominique, Marie-Hélène Abel, and Philippe Trigano. "Technological Tools to Support Self-Regulated Learning." In Self-Regulated Learning in Technology Enhanced Learning Environments. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-654-0_7.

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Popescu, G. "E-learning Tools in Naval Engineering." In Technological Developments in Education and Automation. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_97.

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Cavalli-Sforza, Violetta, and Alan Lesgold. "Intelligent Learning by Doing Tools for Technical and Dialectical Knowledge." In Organizational Learning and Technological Change. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79550-3_13.

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Talmo, Tord, Maria Sapountzi, George Dafoulas, and Alessia Valenti. "Collaborative Learning Using Technological Tools - A Framework for the Future." In Learning and Collaboration Technologies. Designing the Learner and Teacher Experience. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05657-4_34.

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Hirschi, Kevin, and Okim Kang. "Machine Learning (ML) tools for measuring second language (L2) intelligibility." In Routledge Handbook of Technological Advances in Researching Language Learning. Routledge, 2024. http://dx.doi.org/10.4324/9781003459088-42.

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Nikolova, Sonya, Jordan Boyd-Graber, and Christiane Fellbaum. "Collecting Semantic Similarity Ratings to Connect Concepts in Assistive Communication Tools." In Modeling, Learning, and Processing of Text Technological Data Structures. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22613-7_5.

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Lee, Joanne, Ariel Ho, and Eileen Wood. "Harnessing Early Spatial Learning Using Technological and Traditional Tools at Home." In Creativity and Technology in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72381-5_11.

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Taran, Viktoriya, Lilia Savelova, and Jabir Abdullaev. "Increasing Learning Motivation Through the Use of Educational and Technological Tools." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-78776-8_7.

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Chukharev, Evgeny, Wren Bouwman, Nadezhda Dobrynina, Emily Dux Speltz, MacKenzie Novotny, and Noëmie Sollier. "Designing computer- assisted language learning tools as platforms for data collection in applied linguistics." In Routledge Handbook of Technological Advances in Researching Language Learning. Routledge, 2024. http://dx.doi.org/10.4324/9781003459088-15.

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Karasavvidis, Ilias. "Wikibooks as Tools for Promoting Constructivist Learning in Higher Education: Findings from a Case Study." In Technological Developments in Networking, Education and Automation. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9151-2_23.

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Konferenzberichte zum Thema "Technological learning tools"

Viteri, Alexandra Estefania Ojeda, and Cristina Páez-Quinde. "Technological Tools as a Motivational Strategy in English Language Learning among University." In 2024 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2024. http://dx.doi.org/10.1109/isec61299.2024.10664884.

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Jiménez-Castillo, Gabino, Jaime Ortiz-Ballesteros, María Ramírez-Díaz, Catalina Rus-Casas, Juan Domingo Aguilar-Peña, and Francisco José Muñoz-Rodríguez. "PROJECT AND PROBLEM-BASED LEARNING IN RENEWABLE ENERGY: STRATEGIES AND TECHNOLOGICAL TOOLS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1627.

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Carvalho, Jéssica, Pedro Rodrigues, Daniela Mascarenhas, and António Barbot. "THE MOBILISATION OF EMERGING TECHNOLOGICAL TOOLS IN THE CURRICULAR ARTICULATION OF MATHEMATICS AND NATURAL SCIENCES IN THE 6TH YEAR OF SCHOOLING." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0869.

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Pérez-Silva, Patricio, Franklin Pazos-Espinoza, Santiago Páez-Andrade, and Carlos Ramos-Galarza. "Neurodidactics Technological Tools." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100978.

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The integration of technological tools into the neurocreativity phases of Neurodidactics, propose to relate the teaching of mathematics and the improvement of meaningful learning in students at the secondary level. The study in this research is based on an exploratory, descriptive, and pre-experimental methodology carried out into a high school intervention group. The application of the tests showed the numerical values increased the quantitative analysis.

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Lakshmi, D. Vijaya, and M. Sri Lakshmi. "Integrated Technological Tools for Effective Blended Learning." In 2020 IEEE Bombay Section Signature Conference (IBSSC). IEEE, 2020. http://dx.doi.org/10.1109/ibssc51096.2020.9332223.

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García-Riaza, Blanca, and Ana Iglesias-Rodríguez. "Mobile devices as learning tools." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM, 2016. http://dx.doi.org/10.1145/3012430.3012586.

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Kanjilal, Arpita, Osmana Manzar, and Pankaj Sharma. "Democratising Technological Innovation through Makerspaces." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2751.

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The Maker’s Space is an attempt to democratize technological innovation by providing space and tools to rural youth to experiment and learn. Lack of infrastructure and access to educational tools inhibits the youth in rural India from realizing their full potential and creating innovative context-appropriate solutions for their communities. // The Maker's Space initiative is based on the idea of ‘innovate, invent, peer-learn, co-create,’. In these spaces, the students and adolescents are exposed to a hands-on, STEM-based approach and creative ways of learning to encourage them to design, build

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Queiros, Leandro Marques, Yves H. S. M. S. Bouckaert, Izautino V. P. de Oliveira, Francisco Kelsen de Oliveira, Fernando Moreira, and Alex Sandro Gomes. "The Adoption of Learning Experience Design Tools in Classroom Planning Activity." In TEEM'19: Technological Ecosystems for Enhancing Multiculturality. ACM, 2019. http://dx.doi.org/10.1145/3362789.3362792.

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Queiroz-Neto, Jose P., Diego C. Sales, Hayanne S. Pinheiro, and Benjamin O. Neto. "Using modern pedagogical tools to improve learning in technological contents." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344383.

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Caratozzolo, P., and A. Alvarez-Delgado. "EDUCATION 4.0 FRAMEWORK: ENRICHING ACTIVE LEARNING WITH VIRTUAL AND TECHNOLOGICAL TOOLS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7160.

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At the beginning of 2020, many educators were still unclear what exactly it meant to design teaching-learning processes in the Fourth Industrial Revolution, “Education 4.0”. Despite this, and due to the Corona crisis, all institutions were dizzyingly pushed into partially known digital and technological environments, dragging teachers and students with them. In the field of higher education, the situation was doubly challenging: there were still deep misunderstandings about how to improve the cognitive abilities of Generation Z students, and serious confusion about the fact that technological

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Berichte der Organisationen zum Thema "Technological learning tools"

Bruni, Stefania, Alessandro Zocchi, and Carina Frossasco. To tech or not to tech: does technology enhance learning or hijack cognitive growth? Future Education Institute, 2025. https://doi.org/10.63523/m2r73a.

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Digital technologies have radically transformed the way we learn, interact with information, and relate to others, highlighting new needs and challenges in the contemporary educational and social context. Digital innovation has increased the demand for adaptable learning tools and methods aimed at enhancing knowledge access, critical and creative thinking, and emotional skills. However, these technological advancements also introduce significant challenges, including the transformation of attentional processes and the growing prevalence of multitasking, with profound implications for learning

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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essen

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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?

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Díaz Gamboa, Juliana Andrea. Institutional Strengthening in Technological Competencies and Instructional Design to Address the Educational Challenges Presented by COVID-19 at ÚNICA. Institución Universitaria Colombo Americana, 2025. https://doi.org/10.26817/paper.31.

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The study investigated how the implementation of professional development (PD) programs has influenced the pedagogical practices of UNICA teachers during their synchronous sessions. The research question focuses on revealing what those practices are after one year of participating in the PD programs of digital tools and innovative didactic methodologies during 2020 and 2021. The methodology used is qualitative, as recommended by Cresswell (2012), to explore specific phenomena in the educational field from an in-depth perspective. The participants in this study were 24 teachers from the institu

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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The ana

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Prasad, Deepak. The Impact of Blended Learning at the Fiji National University. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4749.

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Blended learning has been an on-going mode of teaching and learning along with fully face-to-face and online modes at the Fiji National University (FNU) since the university adopted Moodle and other technological tools. However, online and blended learning became more significant in April to November 2021, when the university closed as part of the national disease control measures in the face of the Covid-19 pandemic. As part of the technology-enabled learning supported by the Commonwealth of Learning at FNU a study on the impact of blended learning was conducted to assess the university’s use

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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, princ

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concep

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expe

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