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Thematische Bibliographien / Technological learning tools / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Technological learning tools“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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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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Daher, Wajeeh. "Inquiry and Uncertainty of Thinking: Education with Technology." Journal of Educational Thought / Revue de la Pensée Educative 54, no. 3 (2022): 277–94. http://dx.doi.org/10.55016/ojs/jet.v54i3.74686.

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Abstract: This paper develops an argument regarding thinking, inquiry, uncertainty and subject in working with technology. This development serves the analysis of learning with technology and discusses the educational consequences of working with technology. Doing that, the paper discusses the influence of two main features of technological cognitive tools on the learner’s inquiry: interactivity and dynamicity. It argues that interactivity and dynamicity of the technological cognitive tools support the learner in his or her interaction processes during inquiry to investigate uncertain situatio

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Sophie, Manikuzwe, and Mugiraneza Faustin. "Inclusion of Technological Tools in Teaching and Students’ Learning Outcomes in Public Secondary in Rwanda: A Case of Gisagara District, Rwanda." International Journal of Management and Development Studies 13, no. 5 (2024): 17–33. http://dx.doi.org/10.53983/ijmds.v13n5.002.

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This study aimed to investigate the impact of incorporating technological tools in teaching on students' learning outcomes in public secondary schools in Rwanda. Specifically, it focused on three objectives: identifying the technological tools used in teaching in public secondary schools in Gisagara District, Rwanda; examining the learning outcomes required in these schools; and evaluating the relationship between the use of technological tools in teaching and students' learning outcomes. The study was based on Constructivism and Socio-Cultural theories and employed a descriptive design to col

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Chamorro-Atalaya, Omar, Belmira Marcelo-Veliz, Guillermo Morales-Romero, et al. "Collaborative learning through virtual tools: Analysis of the perception of student satisfaction of teaching performance." Indonesian Journal of Electrical Engineering and Computer Science 26, no. 2 (2022): 1082–90. https://doi.org/10.11591/ijeecs.v26.i2.pp1082-1090.

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The objective of this article is to identify the results of the evaluation of collaborative learning through technological tools as part of the pedagogical strategies in the virtual teaching process. For the evaluation, the SERVQUAL model was used, through which it was identified that 97.73% satisfactorily evaluate the reliability and security of pedagogical strategies through technological tools used in collaborative learning in the teaching process in virtual environments. The optimal evaluation regarding the reliability of collaborative learning is 100% related to compliance with the syllab

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Chamorro-Atalaya, Omar, Belmira Marcelo-Veliz, Guillermo Morales-Romero, et al. "Collaborative learning through virtual tools: Analysis of the perception of student satisfaction of teaching performance." Indonesian Journal of Electrical Engineering and Computer Science 26, no. 2 (2022): 1082. http://dx.doi.org/10.11591/ijeecs.v26.i2.pp1082-1090.

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The objective of this article is to identify the results of the evaluation of collaborative learning through technological tools as part of the pedagogical strategies in the virtual teaching process. For the evaluation, the SERVQUAL model was used, through which it was identified that 97.73% satisfactorily evaluate the reliability and security of pedagogical strategies through technological tools used in collaborative learning in the teaching process in virtual environments. The optimal evaluation regarding the reliability of collaborative learning is 100% related to compliance with the syllab

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Gracilla, Salvador, Angelo Henry ABELLAR, Marvin CENIDOZA, et al. "Toward Learning Tools: Analyzing Precision of Tool Maker and Optical Comparator." RADINKA JOURNAL OF SCIENCE AND SYSTEMATIC LITERATURE REVIEW 2, no. 3 (2024): 462–68. https://doi.org/10.56778/rjslr.v2i3.332.

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This paper aims to provide a clear analysis to choose what is the best tool for their specific needs. This is a quantitative descriptive correlation study that determines the difference in terms of accuracy and precision of optical comparator and toolmaker. Two different materials were measured using an optical comparator and tool maker microscope at the Technological University of the Philippines Manila Campus. Technological University of the Philippines is one of the schools in the Philippines that uses the equipment. Two measuring machines can be located at the College of Industrial Technol

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Abukhalil, Thaer A. R., Shaima M.-F. Halawani, and Wajeeh M. Daher. "School Principals’ Evaluation of the Effectiveness of Employing Distance Learning Tools by Teachers." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 19 (2021): 64. http://dx.doi.org/10.3991/ijim.v15i19.24837.

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<p class="0abstract">The study examined the criterions that school principals used to evaluate the effectiveness of the use of distance learning tools in the COVID-19 pandemic by school teachers. Six school administrators were interviewed regarding their evaluation of the technological tools used by the teachers in distance. The constant comparative method was used to analyze the interview data. The study results indicated ten criterions that served the principals in their evaluation:(1) Availability of the technological tool in students’ hands, (2) The teacher's ability to handle the to

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Paubel Junger, Alex, Sidinei de Andrade, Cristiane Gomes de Carvalho Fontana, Renata Martins Correa, and Antonio Carlos de Alcântara Thimóteo. "Technological tools in teaching and learning in brazilian educational institutions." Journal on Innovation and Sustainability RISUS 14, no. 2 (2023): 80–87. http://dx.doi.org/10.23925/2179-3565.2023v14i2p80-87.

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This study aims to reflect on the technological tools that help teaching and learning published at the Brazilian Meeting of Graduate Students in Mathematics Education (EBRAPEM) between 2017 and 2019. Based on the inclusion criteria, 130 were found articles published at the Meeting, however, when analyzing the exclusion criteria, 29 studies remained to be analyzed. Among the results, it is informed that GeoGebra is the most present tool in the articles, having a great flexibility of use, as it serves age groups from Basic Education to Higher Education. The selected studies address with concern

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Zhang, Yuanyi. "Integrating Technological Tools into Blended Learning to Achieve Effective Classroom Instruction and Practical Skill Development." International Journal of Education and Humanities 15, no. 2 (2024): 342–45. http://dx.doi.org/10.54097/vt14jw05.

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This article explores the integration of technological tools in blended learning to enhance classroom instruction and promote practical skill development. Blended learning, a mix of traditional classroom teaching and online resources, offers numerous advantages over traditional methods. By incorporating technological tools, educators can create engaging learning experiences, improve instruction effectiveness, and facilitate hands-on skill development. The role of technological tools in blended learning is crucial for preparing students for the demands of the digital age. This paper discusses t

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Singh, Mohinder. "Technological Adaptation Amidst the COVID-19 Pandemic." International Journal of Digital Literacy and Digital Competence 14, no. 1 (2023): 1–17. http://dx.doi.org/10.4018/ijdldc.330424.

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The Internet has transformed people's way of life and their access to education in the 21st century. The use of digital technologies in education has become extremely prevalent. The teaching-learning environment has shifted dramatically with the advent of ICT. Although some institutions are still wedged to traditional teaching learning procedures, refusing to incorporate technological tools in their teaching and learning. Their teaching-learning is based on old techniques. The unexpected outburst of Covid-19 in March 2020 shuttered the entire world. This sudden outbreak revolutionizes the whol

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Ben-Zvi, Dani. "Toward Understanding the Role of Technological Tools in Statistical Learning." Mathematical Thinking and Learning 2, no. 1-2 (2000): 127–55. http://dx.doi.org/10.1207/s15327833mtl0202_6.

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Santos, Silvana Maria Aparecida Viana, Brunela dos Santos Rodrigues, Fabiana Campos De Brito, et al. "Secondary education and technological innovation: educational tools for modern learning." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 17, no. 2 (2024): e5191. http://dx.doi.org/10.55905/revconv.17n.2-153.

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This study addressed the impact of technological innovation in high school and the implementation of modern educational tools. The central problem investigated was the effective integration of these technologies into the educational environment and their effect on student performance and engagement. The overall objective was to analyze the impact of these innovations, identify the most effective tools, and explore inclusive and equitable implementation practices. The methodology adopted was a literature review, allowing for a comprehensive analysis of the topic. The results indicated that desp

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Rim, Haemee, Dongjo Shin, JinHyeong Park, et al. "Research on development of technological tool utilization materials according to the 2022 revised mathematics curriculum." Korean School Mathematics Society 27, no. 1 (2024): 43–69. http://dx.doi.org/10.30807/ksms.2024.27.1.003.

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This study aimed to develop teaching, learning, and assessment materials emphasizing the use of technological tools in the revised 2022 mathematics curriculum. To achieve the aim, this research reviewed previous studies to list technological tools applicable to the curriculum, analyzed achievement standards related to the use of technological tools, and developed 20 teaching, learning, and assessment materials based on these achievement standards. This process was conceptualized using the LED model, which consists of the List-up, Elaboration, and Development stages, allowing for systematic rel

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Iza Pazmiño, Sarah Jacqueline, Verónica Elizabeth Chicaiza Redin, Edgar Guadia Encalada Trujillo, and Cristina del Rocío Jordan Buenaño. "Students' perceptions of the use of technological tools that facilitate self-regulated English language learning." ConcienciaDigital 5, no. 1.1 (2022): 6–19. http://dx.doi.org/10.33262/concienciadigital.v5i1.1.1982.

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This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate Englis

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Iza Pazmiño, Sarah Jacqueline, Verónica Elizabeth Chicaiza Redin, Edgar Guadia Encalada Trujillo, and Cristina del Rocío Jordan Buenaño. "Students' perceptions of the use of technological tools that facilitate self-regulated English language learning." ConcienciaDigital 6, no. 1.4 (2023): 6–19. http://dx.doi.org/10.33262/concienciadigital.v6i1.4.1982.

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This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate Englis

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Mahmud, Malissa Maria, Nor Fazlin Mohd Ramli, Siti Fauziana Zakaria, Rusreena Rusli, Mohammad Radzi Manap, and Shiau Foong Wong. "Learning analytics and tech-tools: Insights of the practical implications for stakeholders’ perspectives." International Journal of Asian Social Science 13, no. 10 (2023): 293–304. http://dx.doi.org/10.55493/5007.v13i10.4896.

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The aim of the current study is to perform a systematic review of the literature to determine how learning analytics and technological tools used in education relate to one another. The review looked at 30 samples from 15 (n=15) academic databases, and found that the recent learning analytics research typically used web-based applications, Web 2.0 tools, dashboard and visualization tools, and eye-tracking devices. These technological tools, such as learning management systems and social networking websites, are widely employed in order to facilitate online learning and communication as well as

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Ohazuruike, Kennedy. "Blended learning and technological pedagogical knowledge." Journal of Global Social Sciences 2, no. 7 (2021): 3749. http://dx.doi.org/10.31039/jgss.v2i7.24.

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Information technology has converted the entire teaching pedagogy to a learner-centred pedagogy; this has led to the acquisition of tools of learning technology as a basic requirement on the part of both the teachers and the learners. Blended learning and pedagogical technology are veritable means of transmitting knowledge in the 21st Century. That is why the teachers and students alike are encouraged to embrace this form of learning to successfully migrate into this millennium. While we understand that this method has its unique limitations and difficulties, it is our hope that when fully exp

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Talosa, Arlene, Billy Javier, and Estela Dirain. "Higher Education students' technological characteristics and technological self-efficacy during Covid 19: Implications to flexible learning framework." Multidisciplinary Science Journal 6, no. 2 (2023): 2024017. http://dx.doi.org/10.31893/multiscience.2024017.

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The new normal, to now normal and the next normal will undoubtedly include technological adaption with flexible teaching and learning. This descriptive-survey study describes the technological characteristics and self-efficacy of higher education students on flexible learning. Participated by 2380 consented students of a state university, responses were processed from a data set collected through Google forms. Majority of the participants or 63.9 percent were female. A substantial percentage belong to a family with joint monthly income below 5,000.00 as parents were mostly working as farmers o

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Mallari, Jordan B., Ivy T. Lozarita, John Harry S. Caballo, and Jobert C. Regidor. "Freshmen’s Technological Expertise and Distance Learning Readiness: A Convergent Parallel Design." American Journal of Smart Technology and Solutions 3, no. 1 (2024): 22–31. http://dx.doi.org/10.54536/ajsts.v3i1.2423.

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This convergent parallel mixed methods study primarily focused on technological expertise and distance learning readiness of freshmen students. The study had two phases: the quantitative phase and the qualitative phase. In the quantitative phase, results found that technological expertise and distance learning readiness were highly correlated with each other, with an R-value of .828 and a p-value of 0.000. In the qualitative phase, four themes were extracted: Technological Tools as a Significant Factor in Distance Education, Technological Expertise as Influenced by Minor Skills and Educational

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Judijanto, Loso. "Implementation Trends of Cooperative Learning in Digital Learning Environments bibliometric approach." Sanskara Pendidikan dan Pengajaran 3, no. 01 (2025): 41–51. https://doi.org/10.58812/spp.v3i01.514.

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This study provides a comprehensive bibliometric analysis of the trends and collaborations in cooperative learning within digital environments, focusing on how these pedagogical strategies are being integrated with technological advancements. Utilizing data from academic publications and conferences, the analysis identifies key contributors and highlights the role of the United States as a central hub in the research network. The findings reveal significant global collaborations and contributions from countries like Germany, the United Kingdom, and Malaysia, indicating a strong international i

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Asgarov, Taleh, and Nargul Badalova. "Digital Tools in Education." SCIENTIFIC RESEARCH 4, no. 12 (2024): 37–42. https://doi.org/10.36719/2789-6919/40/37-42.

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The increasing role of digital technologies in the modern education system has led to the transformation of teaching and learning processes. This article provides a comprehensive analysis of the significance, advantages, and potential challenges of applying digital tools in education. The integration of digital technologies into education not only enriches students’ learning experiences but also offers teachers broad opportunities to implement innovative pedagogical methods. Research shows that interactive platforms, artificial intelligence-based learning programs, and mobile applications sign

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Mukherjee, Nivedeeta. "Technological Synergy : Tools and Frameworks Shaping Innovative Projects." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 01 (2025): 1–9. https://doi.org/10.55041/ijsrem41197.

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This paper shows an in-depth analysis of various web applications developed using Django, a high-level Python web framework. It examines the technological methodologies and architectural designs employed to address diverse challenges across different domains. The study highlights Django's flexibility in handling complex functionalities such as real-time data processing, secure communication, and efficient database management. By exploring the implementation strategies and potential enhancements, this paper demonstrates the significant role Django plays in modern web application development, sh

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Teplytskyi, O. I. "Cloud tools for learning object-oriented modeling." CTE Workshop Proceedings 1 (March 21, 2013): 33–34. http://dx.doi.org/10.55056/cte.74.

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The social constructivist Web 2.0 tools, exhaustively described in the works of E. D. Patarakin, form the technological basis of combined object-oriented modeling training.The cloud infrastructure opens up opportunities for the use of social services in pedagogical practice:- the use of social services promotes participation in collective constructivist and constructionist activities;- By participating in collective activities using social services, students change their position from a consumer to a creative (research) one;- social services help students to interact.

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Hudson, Rick A., Dionne I. Cross, Mi Yeon Lee, and Lauren Rapacki. "Learning to tinker." Teaching Children Mathematics 18, no. 8 (2012): 508–13. http://dx.doi.org/10.5951/teacchilmath.18.8.0508.

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Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K-grade 6 classrooms. Technological tools such as TinkerPlots support elementary school students in constructing statistical meaning and making data-based decisions.

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Zheltukhina, Marina R., Natalia N. Kislitsyna, Evgeny G. Panov, Anastasia Atabekova, Tatyana Shoustikova, and Nina I. Kryukova. "Language learning and technology: A conceptual analysis of the role assigned to technology." Online Journal of Communication and Media Technologies 13, no. 1 (2023): e202303. http://dx.doi.org/10.30935/ojcmt/12785.

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As technology advances, the teaching-learning process becomes more robust. In addition to technological possibilities and opportunities, the functions that academics give to technology have an impact on its effective application in the field of education. In this study, it is intended to investigate technologically based studies in the field of English language instruction. The study evaluated research articles published in the journals "Language Learning &amp; Technology" "The Journal of the European Association for Computer Assisted Language Learning" and "Computer Assisted Language Lear

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Dewi Nurmala and Ratna Dewanti. "Enhancing English Language Learning through Deep Learning Approaches in MTS Al-Amin Kampung Pajak." PEBSAS: Jurnal Pendidikan Bahasa dan Sastra 2, no. 3 (2024): 46–55. https://doi.org/10.61721/pebsas.v2i3.517.

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This study aims to explore the potential of integrating deep learning approaches into English language learning at MTS Al-Amin Kampung Pajak. The approach is expected to enhance the effectiveness of English instruction by providing more personalized, interactive, and adaptive learning tools. This research uses a qualitative descriptive method with a case study design, involving interviews with English teachers, classroom observations, and document analysis. The findings indicate that while both teachers and students have a positive attitude toward the use of technology, the main challenges lie

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Putri, Marisca Revani, Venansia Ajeng S. A. Pedo, and Norma Pawestri. "STUDENT’S LEARNING EXPERIENCE IN THE UTILIZATION OF ZOOM AND MICROSOFT TEAMS IN ONLINE LEARNING SETTING." E-LINK JOURNAL 8, no. 2 (2021): 108. http://dx.doi.org/10.30736/ej.v8i2.474.

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Teachers around the world currently struggled to find the most suitable learning tools and learning models to be implemented in the online classroom setting. Limited time and low attention span in online setting triggered teachers to set strategies to ensure the students experienced effective and rich learning process. One of the strategies to provide the effective learning experience was by utilizing technological tools. This research aimed to investigate the utilization of Zoom in synchronous sessions and Microsoft Teams during the asynchronous sessions. Experimental research design was impl

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Arroyo-Cedeño, Carmen Gemaris, Dayana Yirley Zambrano-Mera, and Henry Xavier Mendoza-Ponce. "Technological tools in English language teaching activities to deaf students." International journal of humanities, literature & arts 7, no. 1 (2024): 1–8. http://dx.doi.org/10.21744/ijhla.v7n1.2235.

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A study of the impact that technological tools have on the activities of teaching the English language to deaf students is shown. The difficulties that this segment of the student population has in relation to the resources or materials available for the teaching-learning process of the English language, in addition to the difficulties they have in the development of these language skills. In this sense, the research adopted a mixed qualitative-quantitative approach. The objective was to diagnose the technological tools used in learning the English language in the EGB student of the Liceo "El

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Neto, José Genilson Romão, and Maria Erilúcia Cruz Macêdo. "Hybrid Teaching: Teaching-Learning Process by Technological Tools, Challenges and Possibilities." International Journal of Advanced Engineering Research and Science 7, no. 12 (2020): 108–16. http://dx.doi.org/10.22161/ijaers.712.15.

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Huff, Marie, and Sherry Edwards. "Using Technological Tools to Enhance Learning in Social Work Diversity Courses." Journal of Technology in Human Services 18, no. 1 (2001): 51–64. http://dx.doi.org/10.1300/j017v18n01_05.

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Toledo-Lara, Gustavo. "Retroalimentación y herramientas TIC utilizadas porprofesores universitarios." Alteridad 20, no. 2 (2025): 246–58. https://doi.org/10.17163/alt.v20n2.2025.07.

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Feedback is the act that aims to transmit to students a set of considerations and evaluations on the development of academic activities. There are several types of feedback according to the pedagogical intentionality of this and in a virtual learning context, teachers have to use technological tools to transmit feedback. This research aims to: 1) describe the type of feedback that teachers develop, and 2) explore the technological tools they use and recommend. A descriptive-explanatory quantitative research was designed, applying an instrument to 28 teachers which consisted of 25 items distrib

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Montelongo, Ricardo, and Paul William Eaton. "Online learning for social justice and inclusion." International Journal of Information and Learning Technology 37, no. 1/2 (2019): 33–45. http://dx.doi.org/10.1108/ijilt-11-2018-0135.

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PurposeThe purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.Design/methodology/approachThis qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, kn

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Valanides, Nicos. "TECHNOLOGICAL TOOLS: FROM TECHNICAL AFFORDANCES TO EDUCATIONAL AFFORDANCES." Problems of Education in the 21st Century 76, no. 2 (2018): 116–20. http://dx.doi.org/10.33225/pec/18.76.116.

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Modern technology is transforming in an accelerating rate our physical, economic, cultural and educational environments. The new generation of learners, both adults and students of all ages, is surrounded by a multitude of technological tools, and these tools (computers, robots, software, internet etc.) are used ubiquitously not only in learning environments, but in daily life as well. Today’s children are furthermore characterized as “digital natives” and are clearly distinguished from their teachers and adults who constitute the generation of “digital immigrants” (Prensky, 2001). Visual prog

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Biares, Carlito C. "Technological Proficiency Level of English Faculty Members of a Philippine State University: Application of Cognition Learning Approaches." International Journal in Information Technology in Governance, Education and Business 3, no. 1 (2021): 36–45. http://dx.doi.org/10.32664/ijitgeb.v3i1.85.

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In today’s digital society, the role of teachers in the classroom has technologically challenged them over the past so many years. New technological tools including interactive videos, digital light processing projectors, and other significant appurtenances of digital learning have become more prevalent amidst its essential impulse to the millennial learners. In conjunction with this, teachers must delve into innovative teaching strategies and how to effectively integrate them into the classroom and adapt these methods with the new digital learning devices. The study notes that teacher technol

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Rokiah Paee. "Enhancing Japanese Language Learning: The Role of Technological Tools and Supplementary Materials Among JFL Learners." Proceeding of International Seminar Enrichment of Career by Knowledge of Language and Literature 12, no. 1 (2025): 24–29. https://doi.org/10.25139/eckll.v12i1.9600.

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This study explores the technological tools and supplementary materials used by Japanese as a Foreign Language (JFL) learners to enhance their language learning. Interviews were conducted with 24 Malaysian undergraduate students enrolled in JFL courses, focusing on their resource preferences and learning strategies. The findings highlight significant challenges in memorizing vocabulary and Japanese characters, attributed to the high volume of required content. To address these challenges, many learners supplement traditional textbooks with digital tools such as Japanese Study, Obenkyo, and Bus

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Dushu, Yusuf Tangkat, and Kenneth Ohis Irenoa. "21st Century Competencies needed of Librarians to Deploy and Manage Technological Tools in the Federal University Libraries of South-South Nigeria." Niger Delta Journal of Library and Information Science 4, no. 1 (2023): 23–33. https://doi.org/10.5281/zenodo.8332371.

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<em>The study investigated the competencies required of librarians to deploy and manage technological tools in federal university libraries of south-south Nigeria. Three research objectives were formulated to guide the study. E-learning theory formed the basis for the theoretical framework. The study adopted a descriptive survey design; the population of the study consisted of all the hundred (100) professional librarians in the six federal university libraries in the south-south zone of Nigeria. Four-point Likert scale type of questionnaire tagged: Competency of Librarians to Deploy and Manag

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Maria Apostolidou. "Dyscalculia and intervention tools." GSC Advanced Research and Reviews 22, no. 3 (2025): 323–40. https://doi.org/10.30574/gscarr.2025.22.3.0092.

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This article focuses on dyscalculia, a learning disorder affecting mathematical skills, without being related to the child’s intelligence. In modern education, the diagnosis of dyscalculia is becoming more reliable with the use of technological tools. Children with this disorder often struggle with understanding mathematical concepts, performing calculations, and recognizing mathematical relationships. However, early diagnosis and appropriate intervention can significantly contribute to enhancing their learning abilities. Technology, such as digital games and educational software, has proven t

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Angouti, Saeid, and Karim Jahangiri. "Transforming ESL Teaching Modalities Using Technological Tools." English Language and Literature Studies 9, no. 1 (2019): 134. http://dx.doi.org/10.5539/ells.v9n1p134.

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A qualitative approach was used to analyze the effect of technology on enabling ESL students to grasp new content. The major objective of this research was to explore the techniques and strategies implemented by ESL tutors. The research also identified the technological tools such as smart board computers, and tablets that ESL teachers can use in passing information so as to allow students relate with whatever is being taught. Data was collected through conducting interviews on two ESL tutors who are highly experienced, and by conducting an in-depth literature review. In the findings, four the

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Moore, Kathleen A., Camille Rutherford, and Keith A. Crawford. "Supporting Postsecondary English Language Learners’ Writing Proficiency Using Technological Tools." Journal of International Students 6, no. 4 (2016): 857–72. http://dx.doi.org/10.32674/jis.v6i4.321.

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Postsecondary international students who are also English language learners face a number of challenges when studying abroad and often are provided with services to support their learning. Though some research examines how institutions can support this population of students, few studies explore how technology is used to support language development and writing proficiency. This article reports on an exploratory study that examined the resources English language learners use to support their writing and the impact of the use of writing productivity software’s on writing proficiency. Data were

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Ramlie, Mohd Khairulnizam, Ashraf Abdul Rahaman, Ahmad Khairul Azizi Ahmad, and Muhammad Abdullah. "The Evolution of Technology use in Education Institutions: Learning Method Innovation." Idealogy Journal 8, no. 1 (2023): 94–103. http://dx.doi.org/10.24191/idealogy.v8i1.407.

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The rapid evolution of technological tools, particularly in the provision of multimedia materials, has continued to support the development of multimedia materials. Because of the benefits offered in increasing motivation and emotions in student learning, multimedia materials began to be used in the education system. Every educational revolution has coincided with the advancement of technological tools. As a result, educational institutions must become more competitive in their use of technology tools in order to produce quality students and graduates. The education revolution is also seen in

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Ifeanyichukwu. D, Okoro, Dr Jolaosho, Ramon Adisa, Adanu, and Jeremiah. "Technological Tools for Enhancing Quality Social Science Education Pedagogy." International Journal of Research Publication and Reviews 04, no. 01 (2023): 462–66. http://dx.doi.org/10.55248/gengpi.2023.4107.

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The purpose of the study was to explore the technological tools used by social science education lecturers in Imo State University (IMSU). The study adopted a descriptive survey research design. Two research questions and two hypotheses guided the study. The population of the study was 21 lecturers from the department of social science education (12 females and 9 males) in Imo State University (IMSU). The entire population was used for the study. This is because the population of the study was small and manageable. On this ground, no samples were drawn. A structured questionnaire developed by

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