Relevant bibliographies by topics / Digital tools in teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Digital tools in teaching'

Author: Grafiati
Published: 24 June 2021
Last updated: 21 June 2025

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Journal articles on the topic "Digital tools in teaching"

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AKHMETBEKOVA, G. S., and I. B. FAKHRUDENOVA. "DIGITAL TEACHING TOOLS IN PEDAGOGICAL ACTIVITIES." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 2 (2021): 107–12. http://dx.doi.org/10.51883/20704046_2021_2_107.

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Juan, Rubio Antonio Daniel, and Conesa Isabel María Garcia. "The use of digital tools in the English classroom." Journal of Language and Linguistic Studies 18, no. 3 (2022): 214–36. https://doi.org/10.5281/zenodo.14668574.

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In recent years, the rapid growth of information and communication technologies and social networks has radically changed our lives. The digital revolution has had a positive impact on all areas of society, especially in education, allowing students to improve their communication and language skills. Today, knowledge is on the web and teachers are the ones in charge of guiding the students in their learning process. For this reason, the teachers’ work is more important than ever; their role needs to be reconsidered and they must be ready for the challenges of a digital education. This study aims to be a tool to guide their steps towards a teaching prepared for society challenges, in which, as we have seen in recent years, at any time face-to-face teaching can falter. Teachers must make an effort and prepare themselves for the teaching of the future. Methodology, resources, tools and even evaluation must be adapted to the new era. This paper focuses on the integration of digital tools in English as a foreign language classroom. Its main objective is to design a program based on the development of digital competences of English language teachers. To this end, the evolution of the use of digital tools in the educational field and more specifically in the teaching of foreign languages will be scrutinized, analyzing the main advantages and disadvantages of their integration in the classroom. As for the program, the starting point will be an initial assessment based on the collection of information through a questionnaire to assess the digital competence of teachers. Moreover, activities aimed at teachers of our school English department are developed in order to put into practice the tools that will be analyzed throughout the program.
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Yordming, Raksamon. "Teachers’ Perspective towards Digital Teaching Tools in Thai EFL Classrooms." International Journal of Languages, Literature and Linguistics 3, no. 2 (2017): 45–48. http://dx.doi.org/10.18178/ijlll.2017.3.2.108.

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A. Govardhini. "Innovation in Teaching English with Digital Tools." Shanlax International Journal of English 12, S1-Dec (2023): 252–55. http://dx.doi.org/10.34293/rtdh.v12is1-dec.106.

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The technology is omnipresent and indispensable at present era. Due to the technology, the education of teaching English is undergone an enormous transformation. The recent technology signifies the major development in the English language teaching and learning methods. The English teachers are very energetically integrating the technological teaching materials planned to make possible and through this, it helps the most advantageous in teaching delivery. According to the language teaching, the digital virtual media is occupied the classroom. At present era, the teaching is too interesting because of the digital media. The language teachers are creating a visualized of innovative in approach. “Technology in Education” is being an important role in educational field. The students need for technology in the education system. The conventional methods are based on lecturing but the present learning is foundation on interactive learning method. The modern technologies like Internet, Skype, Interactive Boards, Blogs, Android phones, Twitter, YouTube are used for the learner’s interactive session in the classroom. The research paper attempts to establish the use of technology in language teaching and it brings new teaching technique and to make sure the effective and quality based teaching.
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Napal, María, Ana María Mendióroz-Lacambra, and Alicia Peñalva. "Sustainability Teaching Tools in the Digital Age." Sustainability 12, no. 8 (2020): 3366. http://dx.doi.org/10.3390/su12083366.

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The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.
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Nikitina, Natalia, and Olga Lakiychuk. "Use of digital tools in English teaching." Human Studies. Series of Pedagogy, no. 44 (2021): 151–57. http://dx.doi.org/10.24919/2413-2039.12/44.24.

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Williams, Mary, Patti Lockhart, and Cathie Martin. "Digital teaching tools and global learning communities." F1000Research 4 (March 5, 2015): 59. http://dx.doi.org/10.12688/f1000research.6150.1.

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In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal, The Plant Cell (published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.
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Williams, Mary, Patti Lockhart, and Cathie Martin. "Digital teaching tools and global learning communities." F1000Research 4 (July 20, 2015): 59. http://dx.doi.org/10.12688/f1000research.6150.2.

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In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal,The Plant Cell(published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.
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Liu, Xiaoxue. "Application and Effect Analysis of Digital Teaching Tools in College Dance Teaching." Highlights in Art and Design 5, no. 3 (2024): 41–44. http://dx.doi.org/10.54097/rm1jrj94.

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In order to explore the application effect of digital teaching tools in college dance teaching, this study uses case analysis and empirical evaluation methods to analyze the specific application methods and teaching effectiveness of various digital tools in dance teaching. The research focused on dance courses at several universities in the country and abroad, collecting data through feedback from teachers and students. The results show that the rational use of digital teaching tools can significantly improve teaching interactivity and students' learning motivation, and also promote the rapid improvement of students' dance skills. However, teachers' proficiency in the use of these tools and support for the resources remain key factors influencing their effectiveness. The study recommends that the training of teachers and the investment of educational resources should be strengthened to maximize the potential of digital tools in dance teaching.
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Mishra, Karen E., and Aneil K. Mishra. "Innovations in Teaching Advertising: Teaching Digital on a Shoestring Budget." Journal of Advertising Education 24, no. 1 (2020): 8–20. http://dx.doi.org/10.1177/1098048220913342.

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The field of advertising is becoming increasingly integrated with public relations and social media ( Kim, 2012 ). As a result, many employers expect new graduates to understand how to navigate this from both an integrated and digital perspective in their new careers. The challenge is that some advertising courses may be taught from a theoretical perspective and without the digital tools that new graduates will need to know how to use. The Tool Kit Friday innovation is designed to help students learn how to use new digital tools, and to create client projects with those tools while also learning advertising strategy.
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Dissertations / Theses on the topic "Digital tools in teaching"

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Moberg, Helén. "Digital tools in mathematics teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30487.

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Syftet med min studie var att undersöka om problemlösning i matematik gick att förena med användandet av digitala hjälpmedel/program ur ett elev- och lärarperspektiv. Mina frågeställningar rörde hur digitala program som verktyg påverkade matematikundervisningen och hur elever och lärare såg på att arbeta på detta sätt.Det har visat sig i olika rapporter och bland forskare att skolan i Sverige generellt är dålig på att använda digitala verktyg i matematikundervisningen. I skolans styrdokument står det tydligt att moderna verktyg ska användas i undervisningen. Vidare visar rapporter på att matematikundervisningen fortfarande tenderar att vara tyst räkning. Forskare menar att om man använder sig av digitala verktyg leder detta till samspel. Jag ville undersöka kombinationen digitala verktyg och att använda sig av problemlösning i matematiken.Metoden jag har använt är att läsa böcker, tidningar, artiklar, avhandlingar och även på webben. Mitt underlag bygger på observationer i en andraklass vid fyra tillfällen, intervjuer med fyra elever och läraren i klassen. Klassen arbetade med digitala program där de löste problemlösningsuppgifter i matematik.Resultatet visade att digitala program i undervisningen gav eleverna möjligheter till att samspela, samtala, reflektera och att använda sig av matematiska begrepp. Slutsatsen är att digitala verktyg är ett av flera verktyg som bidrar till att eleverna samspelar, samtalar med varandra, reflekterar och använder ett matematiskt språk. Digitala verktyg ger eleverna ett lustfyllt verktyg till att lösa uppgifter av problemlösande karaktär i matematik som också finns i deras vardag. Dock ser jag att lärarens betydelse är stor och att det är viktigt hur undervisningen är upplagd.
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Granados, Martinez Alejandro. "Haptics-based simulation tools for teaching and learning digital rectal examinations." Thesis, Imperial College London, 2015. http://hdl.handle.net/10044/1/61896.

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Anorectal and prostate abnormalities are commonly diagnosed via Digital Rectal Examinations (DRE). DRE is challenging to learn as opportunities for practice are limited, it is hard to standardise, there is a lack of feedback and ineffective assessment since visual cues are minimal, and there is vague information as to what constitutes adequate performance. Traditionally, trainees learn initially on plastic benchtop models and on patients later on. However, models are reported to have severe limitations and awareness of ethical issues has curtailed training opportunities. In order to overcome these limitations, a quantitative approach to better understand DREs via a visualization and analysis framework based on position and pressure sensors is presented, together with a series of progressive haptics-enabled learning tools for knowledge acquisition, procedural skills rehearsal and confidence development that aim to fill the existing gap in traditional teaching methods. These tools allow a trainee to literally see-through whilst practicing on benchtop models, visualise anatomical variability of MRI-scanned healthy volunteers, playback of expert performance, execute a series of Cognitive Task Analysis-based steps, rehearse procedural skills via haptics and deformation modelling of patient-specific anatomy, provide formative and summative feedback, and build up communication skills on a hybrid simulator. Experimental studies to validate the visualisation and analysis framework on both benchtop models and real subjects, and to quantify performance of experts from different specialties are presented. Results of evaluation studies with experts to validate the feedback tool and the haptics-based simulator are discussed, and a pre-evaluation study related to the learning tools with medical students is presented. The proposed quantitative analysis has the potential for enhancing the understanding of DRE, and thus to improve learning. The presented body of knowledge, together with the input from the various clinical specialties that routinely perform DRE, relevant educational theory and innovative technology design, constitute an important contribution that may help overcome limitations of current DRE training methods.
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Garms-Cray, Grietje. "Vollkommen digital, digital und vollkommen? – Das digitale Lehrwerk im didaktischen Kontext : Digitale Werkzeuge und das digitale Lehrwerk im Fremdsprachenunterricht an schwedischen Schulen im deutschschwedischen Vergleich – eine Literaturstudie." Thesis, Högskolan Dalarna, Tyska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30496.

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This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.
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Rountree, Janet, and n/a. "A framework for virtual artifacts : digital images as teaching tools in Classical art." University of Otago. Department of Information Science, 2005. http://adt.otago.ac.nz./public/adt-NZDU20060809.112225.

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This thesis explores the problem of how to present digital images of ancient artifacts in a manner that supports the task of visual analysis. The real object presents the "truth": exact scale, colour, and fine details. An original work of art provides the viewer with the opportunity to react directly with the object, is closest to the impact intended by the artist, and provides a tangible physical link with the past. Digital images limit and alter the experience of a work of art (1) with regard to the amount of data available (resolution), and (2) through the interpretation of the object by the producers of the digital copy (mediation). A new framework is developed to improve the understanding and presentation of virtual artifacts. This Fidelity-Mediation framework provides a continuum for considering the effects of design strategies on media used in teaching Classical arch�ology. Two small-scale experiments and follow-up interviews were undertaken to assess the usefulness of the Fidelity-Mediation framework as a descriptive model. During the experiments, quantitative analysis could detect no statistical difference in the effectiveness of different types of presentation (real object, VR object, and still digital images). This is a surprising result as it might be expected that there is nothing like seeing the real thing. Digital images provide less visual integrity. However, the digitised artifacts make up for the loss of excitement and authenticity by providing the advantage of mediated focus. Digitised artifacts thus turn out to be useful, effective study tools in the analysis of Classical art. Findings from this research are expected to generalise only to learning situations which support task orientation--situations conducive to developing personal skills and mastery--in contrast to performance orientation where the goal is to display performance relative to others. The distinction between task orientation and performance orientation is discussed in Chapter Eight of this thesis.
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Cheng, Shao-Chia. "Teachers’ perceptions on the use of digital tools in English teaching and learning." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27448.

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Malmstedt, Josefin. "Digitala verktyg i matematikundervisningen : En kvalitativ studie om lågstadielärares tillgång till, och uppfattning om, digitala verktyg." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62823.

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Digital technology is to be found in many places today, especially in school. The purpose of this study was to examine the use of digital tools in the teaching of mathematics by lower secondary teachers. The method of the study was a qualitative method in which eight teachers from tree different schools were interviewed. The material collected from the interviews was analyzed on the basis of a content analysis, where the results were divided into two main categories and then into subcategories. The two main categories that emerged were "Digital tools in teaching" and "Teachers´ perception of digital tools". The earlier research indicated that the teachers´skills had great influence in how they choose to use the digital tools. Research also showed that digital tools, if used for the right purpose, could affect student motivation and mathematical understanding in a positive way. The result of the study shows that all the teachers that participated see digital tools as something positive even though they themselves think that they should have had more digital skills. They however see a profit with digital tools and believe that students become more committed when they use them. They also think that digital tools are important in order to make a difference in their teaching. What emerges from the result is that digital tools in teaching have a good effect on students´ motivation but that teachers´ digital skills need to be improved. The government´s decision to clarify the curriculum in terms of digital competence also places higher demands on teachers.<br>Digital teknik finns i dagens läge på många ställen, inte minst i skolan. Syftet med den här studien var att undersöka lågstadielärares användning av digitala verktyg i matematikundervisningen. Studien genomfördes med en kvalitativ metod där åtta lärare i från tre olika skolor intervjuades. Det material som samlades in från intervjuerna analyserades utifrån en innehållsanalys där resultatet delades in i två olika huvudkategorier och sedan i underkategorier. De två huvudkategorierna som uppstod var "Digitala verktyg i undervisningen" och "Lärarnas uppfattning om digitala verktyg". Den tidigare forskning som togs fram antydde att lärarens kompetens påverkar mycket hur de väljer att använda de digitala verktygen. Forskningen visade också att digitala verktyg, om de används i rätt syfte, kan ge en positiv effekt på elevers studiemotivation och matematiska förståelse. I resultatet framkom att alla lärare ser digitala verktyg som något positivt trots att de själva anser att de borde fått mer kompetensutveckling i ämnet. De ser en vinst med digitala verktyg och anser att eleverna blir mer engagerade när de får använda dem. De menar också att digitala verktyg är viktiga för att få till en variation i sin undervisning. Det som framkommer utifrån resultatet är att digitala verktyg i undervisningen har en god effekt på elevers motivation men att lärarnas kompetens inom området måste förbättras.  Regeringens beslut om att förtydliga läroplanen vad gäller digital kompetens ställer också högre krav på lärare.
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Redhaa, Azal, and Jathal Asmael. "Use of digital tools in mother tongue language teaching From the mother tongue teacher's perspective." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30486.

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Abstract Syftet med studien är att undersöka hur modersmålslärarna använder sig utav digitala verktyg i undervisningen, samt att ta reda på fördelarna och nackdelarna med användning av digitala verktyg som läromedel i modersmålsundervisningen. Studien bygger på en kvalitativ undersökning, där sex modersmålslärare intervjuades och sex lektionsobservationer genomfördes. Resultaten analyserades med hjälp av ett analysverktyg. Analysverktyget heter SAMRmodellen, som handlar om hur informations- och kommunikationsteknik (IKT) används i lärandet. Resultaten visade att alla modersmålsläraren är positiva till att använda olika former av digitala verktyg. Det underlättar deras arbete samt främjar elevernas modersmål. Respondenterna har tillgång till digitala verktyg som kan lånas ut till elever och de får regelbundet kompetensutveckling om hur de kan undervisa digitalt. Det som framkommit i vår studie är att lärarna arbetar utifrån olika nivåer enligt SAMRmodellen, och att modersmålslärare jobbar med digitala verktyg för tre olika syfte: att söka information, att kommunicera och att presentera. Fördelarna med användningen av digitala verktyg var många. Digitala verktyg ökar elevernas intresse och motivation, erbjuder stora möjligheter för att variera undervisningen. Det underlättar uppföljning av elevernas arbete för att ge eleverna feedback och respons, vilket hjälper dem att utveckla sina arbeten. Digitala verktyg främjar elevernas lärande av sina modersmål. Nackdelarna var inte så många jämfört med fördelarna. De negativa upplevelserna var framför allt elever som gör annat vid datorerna under lektionen, vilket tar både tid och fokus från undervisningen. Vad gäller informationssökning så har en del elever inte tålamod att vara källkritiska. Nyckelord: digitala verktyg, IKT, modersmål, SAMR-modell.
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Doko, Kujtesa. "Emergency remote teaching and its challenges in the initial stages of Covid-19." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45647.

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This study investigates teachers and students challenges in online classes during Covid-19.  Also, the effectiveness of using technology devices in online English classrooms. There are frequent opportunities for students to be actively engaged in the classroom whereas in the online classroom these differences respond a little diversely. In addition, challenges for teachers arose since students should be motivated and involved in the lessons. However, online education has revolutionized the education industry. Learning a foreign language through a computer has been an important issue only for people that have had an interest in this field, but nowadays digital tools are very important and much related to teaching and learning in the global educational process. Due to the COVID-19 pandemic lockdown, all schools and other educational institutions realized that technology is the tool that they should use since everything was different than it used to be. Previous experimental researches in this field have been positively impacted by the use of technology. In this paper, I present the analysis of different research studies which are focused on switching to distance learning during the initial stage of Covid-19. This study investigates the challenges that teachers encounter in their teaching during the initial stages of Covid-19. I conclude with a discussion of the implications of the studies which include the possible challenges that teachers and students encounter during online classes. Therefore, I also investigate the most effective digital tools in 2L learning and the participants’ attitudes towards learning.
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Kuehne, Teresa A. "Science Teacher Perceptions Toward Digital Simulations and Virtual Labs as Digital Tools in the 7-12th Science Classroom." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596202329122156.

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Ivanov, Nikola. "Participatory Design Approach to Teaching and Learning of School Mathematics." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22365.

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The thesis explores the possibilites of involving users – students and teachers – into the design process for an interactive textbook for assisting the teaching and learning of mathematics at a secondary school level. Involvement of students and teachers is executed with participatory design methodology for the purpose of infrastructuring between different actors – developers, designers, students and teachers, in order to suggest and emphasize novel, in terms of the market, ways for ideating, creating and evaluating concepts in the field of digital learning. The design process is executed with the aim of producing a re-design proposal for an existing interactive textbook – namely Exponent 1b by Gleerups Utbildning AB - a renowned Swedish publisher of learning materials. The proposal is part of the ideation phase of Gleerups’ project and the design process is adressed accordingly.The initial sections introduce a theoretical framework for looking at interactive learning environments and present examples of such environments and their functionalities. Significant focus is dedicated to the preliminary analysis of the current state of Exponent 1b and the follow-up participatory analysis and re-design process. The author’s proposals for improvements in the core functionalities and the interactions are based on the initial research of the theoretical framework, presented examples of integrated learning environments examples and services, and predominantly on the outcomes from the participatory analysis and design process. At the end of the thesis the author summarizes the outcomes concerning involvement of students, teachers, designers and developers, and inclusion of digital tools to facilitate learning and variety in teaching.
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Books on the topic "Digital tools in teaching"

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O, Oviedo Ollie, Walker Joyce R, and Hawk Byron, eds. Digital tools in composition studies: Critical dimensions and implications. Hampton Press, 2010.

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Maureen, Morriss, and Hartnell-Young Elizabeth, eds. Digital portfolios: Powerful tools for promoting professional growth and reflection. 2nd ed. Corwin Press, 2007.

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Berger, Pam. Choosing Web 2.0 tools for learning and teaching in a digital world. Libraries Unlimited, 2010.

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Berger, Pam. Choosing Web 2.0 tools for learning and teaching in a digital world. Libraries Unlimited, 2010.

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Berger, Pam. Choosing Web 2.0 tools for learning and teaching in a digital world. Libraries Unlimited, 2010.

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Mahiri, Jabari. Digital tools in urban schools: Mediating a remix of learning. University of Michigan Press, 2011.

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Anderson, Rebecca S., and Clif Mims. Handbook of Research on Digital tools for writing instruction in K-12 settings. Information Science Reference, an imprint of IGI Global, 2014.

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Lonskaya, Svetlana. Practical teaching methods in the context of digital transformation: the history of law in higher education. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1859922.

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The manual discusses the issues of practical methods of teaching law students historical and legal disciplines. The author shares his opinions and experience regarding general didactic issues, subjects of teaching the history of law, gives concrete examples and applied advice on technologies for developing and using educational tasks, planning and diagnosing the learning process. A special place is given to digital tools for teaching the history of law.&#x0D; The content of the manual fully complies with the requirements of the federal state educational standards of the latest generation.&#x0D; It is intended for university teachers and graduate students in enlarged groups of training areas 40.00.00 "Jurisprudence".
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Strebeleva, Elena, Alla Zakrepina, Galina Mishina, et al. Special didactics of digital education for students with disabilities. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1971849.

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The monograph is devoted to the didactics of digital education, reflecting the realities of the time and the views of researchers on the possibilities and prospects of modern education of children with disabilities. Understanding the importance and role of digital education tools in the learning process will make it possible to effectively implement differentiated and individual approaches to teaching children with disabilities, taking into account the peculiarities of their development and special educational needs.&#x0D; For students, postgraduates and teachers of pedagogical universities and faculties, as well as a wide range of readers interested in teaching children with disabilities.
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Connolly, Evelyn M. The incorporation of multimedia and multimodal learning tools into the teaching of research: A case study of digital storytelling in a high school English class. The Edwin Mellen Press, 2011.

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Book chapters on the topic "Digital tools in teaching"

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Seymour, Marnie, and Monika Pazio. "Foreign language teaching using digital tools." In Teaching and Learning with Technologies in the Primary School, 3rd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003408925-14.

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Beach, Richard, Deborah Appleman, Bob Fecho, and Rob Simon. "Use of Multimodal/Digital Tools for Responding to and Creating Multimodal/Digital Texts." In Teaching Literature to Adolescents. Routledge, 2020. http://dx.doi.org/10.4324/9780429347337-7.

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Bekiari, Eleni, and Maria Xesternou. "Teaching Humanities Through Digital Tools in Secondary Education." In Research on E-Learning and ICT in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34291-2_10.

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Strasser, Thomas. "Digital tools in foreign language teaching and learning:." In A Practical Guide to Teaching Foreign Languages in the Secondary School, 3rd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003281399-6.

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Pan, Jingwen, Ying Hu, and Wanying Jin. "Practical Applications of Teaching Platforms and Digital Tools." In Lecture Notes in Educational Technology. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-8144-7_33.

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Elola, Idoia, and Ana Oskoz. "Chapter 1. Sociocultural approaches to L2 digital collaborative writing." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.59.01elo.

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Whereas collaborative writing is an established approach to second language (L2) education, the use of this approach in the L2 classroom has now been bolstered by the ubiquity of digital tools. Sociocultural theory (SCT) and activity theory (AT), both frameworks that inform digital collaborative writing, conceptualize writing as a holistic activity in which several key elements interact dynamically, including participants, tools, and outcomes. This chapter explores the value of knowledge sharing, meaning negotiation, scaffolding, mediation, intersubjectivity, and action completion – all pivotal tenets in collaborative writing – through these frameworks. It also illustrates critical issues (e.g., knowledge co-construction and interaction) and concludes by acknowledging unexplored areas of research and instructional practices that could further advance digital collaborative writing.
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Gibbons, John, and Miriam Akoto. "Chapter 9. Use of digital technologies for collaborative writing." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.59.09gib.

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This chapter provides a brief overview of current technologies for collaborative writing. We begin by sharing the distinctive features of three commonly used platforms in computer-mediated collaborative writing (i.e., Google Docs, wikis, and Etherpad) which have been found to offer L2 learners a safe space to freely work (Ware &amp; Warschauer, 2006) and promote co-authorship and collaboration (Li &amp; Storch, 2017). Next, in line with the increasing implementation of digital multimodal writing tasks, we present another set of multimedia tools (i.e., Canva infographics and Plot storyboards) which allow L2 users to incorporate multimodal publishing and collaboration during L2 writing practices (Krauss, 2012; Maamuujav et. al., 2019). We conclude with pedagogical recommendations for instructors who intend to use any of these tools.
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Crymble, Adam, and Maria José Afanador-Llach. "Digital History: The Globally Unequal Promise of Digital Tools for History: UK and Colombia’s Case Study." In Teaching History for the Contemporary World. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0247-4_7.

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Nagajek, Damian, Michał Rąpała, Kamil Wołoszyn, Krzysztof Turchan, and Krzysztof Piotrowski. "Modular Platform for Teaching Robotics." In Digital Interaction and Machine Intelligence. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37649-8_17.

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AbstractThe Fourth Industrial Revolution causes changes in the economy and shifts the job market demand towards workforce with high technical skills. To keep an undisturbed economic growth we have to encourage more young people to develop competences in STEAM (science, technology, engineering, arts and mathematics). This has met with a response from some education systems which have prepared special programmes focusing on developing technical skills among students. One of the desired field is robotics, which involves constructing and programming. We have already conducted some workshops for high school students in this subjects and we would like to find the correct teaching tools to attract primary school students. Our idea is to create a modular platform, which elements could be used as black boxes, to teach robotics to young children. We have noticed that Arduino based kits are a bit too complicated and we decided to test a LEGO Technic set equipped with an external microcontroller. We have verified the interest level of children and the difficulty and time needed for a teacher to master the whole teaching platform. According to our study, LEGO attracts students much more than Arduino and is easier in operation and less time consuming during classes for teachers.
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Karkuzhali, S., and S. Senthilkumar. "Digital Transformation Using ICT Tools for Blended Teaching and Learning." In The Evolution of Business in the Cyber Age. Apple Academic Press, 2020. http://dx.doi.org/10.1201/9780429276484-3.

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Conference papers on the topic "Digital tools in teaching"

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Mrykhina, Oleksandra, Nataliya Didukh, Olha Korytska, and Tetiana Stepura. "Implementation of Digital Tools in Teaching of Interdisciplinary Courses in Higher Educational Institutions." In 2024 IEEE 19th International Conference on Computer Science and Information Technologies (CSIT). IEEE, 2024. https://doi.org/10.1109/csit65290.2024.10982611.

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Bautista Hernández, José de Jesús, and Eduardo Bustos Farías. "Improving Pedagogical and Digital Competencies Through Digital Tools: A Proposal for Semi-school Language Teaching Programs in Oaxaca, Mexico." In 16th International Conference on Society and Information Technologies. International Institute of Informatics and Cybernetics, 2025. https://doi.org/10.54808/icsit2025.01.78.

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Mahano, Boitshepo, and Reuben Dlamini. "INCLUSIVITY THROUGH THE USE OF DIGITAL TOOLS IN TEACHING AND LEARNING: A SOUTH AFRICAN PERSPECTIVE." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0858.

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Klimo, Marek, Eugen Antal, and Miroslav Kvassay. "Education Tools for Teaching Classical Ciphers." In 2023 International Conference on Information and Digital Technologies (IDT). IEEE, 2023. http://dx.doi.org/10.1109/idt59031.2023.10194444.

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Fojcik, Marcin, Martyna K. Fojcik, Lars Kyte, Bjarte Pollen, and Jan Ove Rogde Mjånes. "TEACHING IN DIGITAL SURROUNDINGS – STUDENTS OPINION ON DIGITAL TOOLS AND DIGITAL LECTURES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end059.

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In today’s world, education in higher education institutions needs to use digital technologies to reach students without them being in the same room as the teacher. The “classical lecture”, with a teacher talking and writing on a blackboard interacting with students, has been in many ways exchanged with different digital or hybrid solutions. On one hand, it allows teachers to challenge their practices and try new ways of engaging students to learn, but on the other hand, it can be challenging to master different digital solutions in a way that ensures a clear message for the students. When the whole world went into lockdown, the education at all levels needed to emergency transform learning in classrooms to learning through digital platforms. New structures had to be made, new routines, and new approaches. For some subjects it was not enough to move from sitting in a lecture room to sitting in front of a computer, it was necessary to develop solutions for presenting different programs or motivating students to be active, even if they were without a camera or microphone. Some teachers needed a blackboard to write and draw on while they talk, others needed to change between different programs to show different representations or purposes. In some cases, the digital lectures were synchronous, with teachers and students meeting at the same time to discuss a topic both in small and big groups, other times the digital lectures were asynchronous to give the students more time to prepare themselves and to activate their learning by giving them a responsibility to study individually (self-study). After few months of trying different solutions, the teachers from Western Norway University of Applied Sciences (HVL) and Volda University College (HVO) have investigated the student’s views on the different solutions they have experienced. The students were asked to answer an anonymous questionnaire of their opinion, views, and experiences with different digital solutions. The results were categorized and analyzed to select some tools or approaches that most of the students found either better or worse for their learning.
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De Giusti, Giovanna. "Using digital tools to engage Kenyan development students with data." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17602.

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This paper describes the use of innovative tools for teaching research methods to undergraduate students in Development Studies and Political Sciences in Kenya. These tools included open educational resources such as those available in Computer-Assisted Statistics Textbooks and Statistics Made Simple. Such resources, rooted in practical examples and real-life scenarios, enabled students understanding theoretical concepts through their application. Open Data Kit, an open- source suite of tools that enables the design of surveys, data collection through mobile devices and data submission to an online server, was used to provide the students with practical experience. These tools can be used to transform teaching and provide graduates with the practical skills required in the field of development. Moreover, they can be successfully deployed in resource-poor environments like Kenya, where relatively few students have access to laptops or computers and the internet connectivity is relatively low, but most have access to mobile devices.
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van Langeveld, Mark Christensen, and Robert Kessler. "Digital visualization tools improve teaching 3D character modeling." In the 41st ACM technical symposium. ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734293.

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Bard, Delphine, Tina-Henriette Kristiansen, and Eva Frühwald Hansson. "Teaching acoustics at architect students using digital tools." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4799494.

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Mezak, J., and P. Pejic Papak. "Project Based Teaching with Digital Tools in Primary Education." In 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2020. http://dx.doi.org/10.23919/mipro48935.2020.9245078.

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Navarro, Denis, Oscar Lucia, Luis A. Barragan, Isidro Urriza, and Jose I. Artigas. "Teaching digital electronics courses using high-level synthesis tools." In 2013 7th IEEE International Conference on e-Learning in Industrial Electronics (ICELIE). IEEE, 2013. http://dx.doi.org/10.1109/icelie.2013.6701269.

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Reports on the topic "Digital tools in teaching"

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Wilson, Chris. Using Digital Tools for Live Q+A within Teaching Sessions. The Economics Network, 2022. http://dx.doi.org/10.53593/n3541s.

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Kramarenko, T. H., O. S. Pylypenko, and O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Goncharova, Oksana V. Methodological support of the educational process: digital control and evaluation tools for conducting current control and intermediate certification in the discipline "Tourism and sports orienteering" for students of the training direction 44.03.01 Pedagogical education, orientation (profile) Physical Culture. SIB-Expertise, 2023. http://dx.doi.org/10.12731/er0724.05102023.

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Digital control and evaluation tools for conducting current control and intermediate certification in the discipline "Tourism and sports orienteering" are intended for students of the training direction 44.03.01 Pedagogical education, orientation (profile) Physical Culture. The goal is to control the generated systematized knowledge in the field of teaching methods for the basics of sports tourism and orienteering.
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Hernández Orellana, Marisol. Educating for the Future: Why Universities Must Lead the Way in Ethical and Digital Competence. Carver University; Universidad Autónoma de Chile, 2025. https://doi.org/10.32457/hernandez2202597.

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As artificial intelligence (AI) reshapes our world, higher education faces a pivotal decision: will it merely adopt these technologies or will it actively guide their integration in ways that preserve human judgment, ethics, and intellectual autonomy? This opinion article argues that universities must take a leadership role—not only to safeguard their institutional identity but also to contribute to a society populated by digitally competent, ethically grounded professionals. Recent studies show that AI tools like ChatGPT and Wolfram Alpha are increasingly used by students to automate complex academic tasks, from essay writing to mathematical problem-solving. While these tools offer clear advantages in terms of efficiency and access, they also risk diminishing critical thinking, ethical reasoning, and problem-solving abilities—skills essential for lifelong learning and civic engagement. The concept of Professional Noticing, which refers to the ability of educators to interpret and respond to nuanced learning signals, is under threat. Delegating this judgment to algorithms may erode the relational and reflective dimensions of teaching. Research by Jacobs et al. (2010) and Yang et al. (2020) underscores that this competency cannot be replaced by data analysis alone; it is inherently human, contextual, and ethical.
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Bilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4409.

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The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international study on the quality of education PISA (Programme for International Student Assessment) which stimulated the development of the problem of using AR in mathematics teaching. Within the limits of realization of research work of students of the Borys Grinchenko Kyiv University the AR-application on mathematics is developed. To create it used tools: Android Studio, SDK, ARCore, QR Generator, Math pattern. A number of markers of mathematical objects have been developed that correspond to the school mathematics course (topic: “Polyhedra and Functions, their properties and graphs”). The developed AR tools were introduced into the process of teaching students of the specialty “Mathematics”. Prospects of research in development of a technique of training of separate mathematics themes with use of AR have been defined.
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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, and M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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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 institution who faced the challenge of transitioning to online teaching without prior experience. The results indicate that ÚNICA teachers integrated various technological tools and the SOFLA (Synchronous Online Flipped Learning Approach) (Marshall &amp; Kostka, 2023) to enrich synchronous sessions from a didactic perspective. The tools used included TEAMS, WhatsApp, Meet, Zoom, and Blackboard Collaborate, which were widely adopted to facilitate real-time communication and collaboration. Additionally, applications like Google Docs, Padlet, Quizziz, and Mentimeter were used to encourage active student participation, allowing for greater interactivity and dynamism in classes. The impact of these PD programs was significant, as they not only improved teachers' technological skills but also transformed their pedagogical practices. Teachers adopted them to adapt to the educational demands imposed by the pandemic, resulting in enhanced interaction and collaboration in synchronous classes. The research concludes that the implementation of these programs was crucial for effective and participatory teaching.
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