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Journal articles on the topic 'Digital tools in teaching'

Author: Grafiati

Published: 24 June 2021

Last updated: 29 July 2025

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1

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 st

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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 bec

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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

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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

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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 b

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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

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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 learni

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Daher, Wajeeh, Nimer Baya'a, and Ahlam Anabousy. "Emotions and Self-efficacy as Mediators of Pre-Service Teachers' Adoption of Digital Tools." Emerging Science Journal 5, no. 5 (2021): 636–49. http://dx.doi.org/10.28991/esj-2021-01301.

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The present research examines whether the pre-service teachers’ preparation in using digital tools in their teaching develops their acceptance of these tools for teachings. The research also examines the mediation of self-efficacy, anxiety of using digital tools for teaching mathematics and science and enjoyment of this use between the constructs of acceptance of digital tools for teaching. We used the TAM questionnaire in addition to scales that measure enjoyment, self-efficacy and anxiety. Forty-eight mathematics and science pre-service teachers participated in the study. We analyzed the col

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BAINIYAZOV, Daniyar. "Teaching English Language Through Digital Technologies." International Journal of Pedagogics 5, no. 5 (2025): 357–59. https://doi.org/10.37547/ijp/volume05issue05-93.

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This research explores the incorporation of digital technology in the creation of educational resources for the English language and its effects on improving learner effectiveness, motivation, and accessibility to education. It reviews various technologies ranging from mobile applications to online learning platforms, including gamification tools and virtual reality, while presenting research findings and international case studies. The paper encourages discussion on technical frameworks, digital literacy, and teacher preparedness, offering practical recommendations for the successful implemen

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Barrios, Michael Van Q. "Teaching - Learning Environments And Digital Education Tools On Student’s Academic Engagement." International Journal of Research Publication and Reviews 6, no. 5 (2025): 5059–72. https://doi.org/10.55248/gengpi.6.0525.1745.

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Qu, Linyan. "Research on the Current Situation, Challenges, and Improvement Strategies for the Digital Teaching Competence of English Teachers in Higher Vocational Colleges Amidst the Background of Artificial Intelligence." Scientific Journal Of Humanities and Social Sciences 7, no. 3 (2025): 14–22. https://doi.org/10.54691/fn5pab82.

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In the context of the increasingly prevalent digital teaching and learning, this study selected ChatGPT as a typical case and conducted an in-depth questionnaire survey on 59 English teachers. The survey covered a number of key dimensions such as teachers’ attitudes towards digital teaching tools such as ChatGPT, their actual use status, and the current status of their teaching competence. The results of the study revealed that English teachers encountered a series of challenges in their digital teaching practices, including: limitations in integrating diverse digital teaching resources, relat

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Sawiji, Bekti. "POWERFUL TOOLS FOR TEACHING AND LEARNING: DIGITAL STORYTELLING." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (2016): 8. http://dx.doi.org/10.29407/jetar.v1i2.477.

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Digital storytelling is the telling of stories using computer-based tools to tell stories. It combines the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing. In the field of education, teachers and their students, from early childhood classrooms through graduate school, are using digital storytelling in many different content areas and across a wide range of grade levels. The purpose of this article is to explain the way how the digital storytelling can be created. There are five steps in creating digital storytelling in this workshop. 1.

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Rusinova, E. S. "Methodology for using digital educational tools." Transport Technician: Education and Practice 4, no. 2 (2023): 144–48. http://dx.doi.org/10.46684/2687-1033.2023.2.144-148.

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The article discusses the process of designing a modern lesson using electronic educational resources and digital tools, the role of teaching aids in the educational process.Analyzed didactic model of V.P. Smirnov, which is used in both traditional and distance learning. The process of designing a lesson through this model is looked at.In pedagogical work, when summing up the final results of training, mental skills are systematized and classified using the taxonomy of the American psychologist B.S. Bloom. In accordance with the taxonomy, the learning outcomes make it possible to understand ho

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Sokol, Iryna, and Kyra Stadnychenko. "REMOTE TEACHING OF INFORMATICS: FEATURES, PROBLEMS, DIGITAL TOOLS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 191–202. http://dx.doi.org/10.28925/2414-0325.2021.1016.

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Today, in a pandemic crisis, there is a forced transition from the traditional system of education, designed for full-time «classroom», to a paradigm of learning, where face-to-face stages must be organically combined with remote, and their alternation must occur as required by conditions quarantine restrictions. The usual «quarantine vacations» of previous years have become impossible, when students were able to simply stay at home, and the lost time was further compensated by the intensification of education. Education now faces a situation where views on the basic organizational and methodo

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K Sunny, Stephy, and Dr K. Ramasamy. "TEACHING DIGITAL LITERACY: TOOLS AND TECHNIQUES FOR CLASSROOM." Emperor International Journal of Library and Information Technology Research 01, no. 05 (2021): 08–12. http://dx.doi.org/10.35337/eijlitr.2021.1502.

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Abramovich, Sergei, and Yakov Yu Nikitin. "Teaching Classic Probability Problems with Modern Digital Tools." Computers in the Schools 34, no. 4 (2017): 318–36. http://dx.doi.org/10.1080/07380569.2017.1384687.

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Aşık, Asuman. "Digital Storytelling and Its Tools for Language Teaching." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 1 (2016): 55–68. http://dx.doi.org/10.4018/ijcallt.2016010104.

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This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods

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Bard, Delphine, Tina-Henriette Kristiansen, and Eva Frühwald Hansson. "Teaching acoustics at architect students using digital tools." Journal of the Acoustical Society of America 133, no. 5 (2013): 3364. http://dx.doi.org/10.1121/1.4805751.

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Mialkovska, Liudmyla, Liudmyla Zhvania, Mariia Rozhylо, Oksana Terebus, Maksym Yablonskyy, and Volodymyr Hrysiuk. "Digital Tools in Teaching the Mass Media Language." World Journal of English Language 13, no. 4 (2023): 43. http://dx.doi.org/10.5430/wjel.v13n4p43.

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The functioning of language in modern media is a complex set of different types of discourses. It involves using mental and cultural codes, concepts and archetypes, taking into account the specifics of Internet content and methods of its promotion, along with traditional newspaper journalism, knowledge of the basics of cognitive, communicative and information-theoretical theories and methods, etc. The purpose of the academic paper is to clarify the features and modern tendencies of teaching the mass media language with the help of digital tools, as well as to establish particular practical asp

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Santos, Silvana Maria Aparecida Viana, Alex Sandro Soares Tesch, Aline Braga Caetano, et al. "Active methodologies and digital tools: redefining contemporary teaching." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 17, no. 2 (2024): e5193. http://dx.doi.org/10.55905/revconv.17n.2-155.

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This bibliographic review addressed the integration of active methodologies and digital tools in contemporary education. The central problem investigated was the effectiveness of this integration in redefining educational practices. The main objective was to analyze the impact of combining active methodologies and digital tools on the teaching and learning process. Using a literature review methodology, relevant studies were compiled and analyzed for a comprehensive understanding of the topic. The results indicated that the integration of these approaches improves student performance and motiv

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M. Harsha Vardhini. "Role of Digital Tools in English Language Teaching." Shanlax International Journal of English 12, S1-Dec (2023): 507–12. http://dx.doi.org/10.34293/rtdh.v12is1-dec.85.

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Digital tools play a vital role in teaching English as a second language. Digital tools, especially integrated data management systems, help in systematically organizing, analysing, and retrieving this data. This ensures timely submissions, adherence to data requirements by different regulatory agencies, and a reduced risk of data-related non-compliance. The language classroom has benefited from technological advancements in various academic fields. The advancement of technology should be enthusiastically welcomed by English teachers and use it as a medium to support their goals. Process of te

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Turdiyeva, Komila Usmankulovna. "MODERN METHODS OF TEACHING ENGLISH THROUGH DIGITAL TOOLS." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 6 (2023): 559–62. https://doi.org/10.5281/zenodo.8037313.

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Speaking is the one type of productive skills but in order to communicate in a target language listening (a receptive skill) is also increasingly important when having a conversation. There are many factors to consider with teaching speaking. This essay will examine three main factors: cultural, learning and L1 factors. It is important to understand that many cognitive processes are taking place when a student speaks in the target language and so fluency can be a key focus when improving the skill.

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Botezatu, V.N., and F.G. Nicolae. "THE USE OF DIGITAL TOOLS IN LANGUAGE TEACHING." POLISH JOURNAL OF SCIENCE, no. 77 (August 17, 2024): 13–17. https://doi.org/10.5281/zenodo.13336801.

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The use of digital tools in language teaching represents an increasingly widespread and effective practice in the contemporary educational context. With the advent of new technologies and the wide availability of online resources, teachers have at their disposal a vast arsenal of digital tools that allow them to enrich and enhance the process of learning foreign languages. This article aims to analyze three most used platforms in language teaching as well as the reasons behind this growing trend, examining the benefits and challenges it entails.

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Petratos, Sue, Reinhardt Botha, and Mxolisi Mtshabe. "Digital Skills’ Impact on the Use of Digital Learning Tools." European Conference on e-Learning 23, no. 1 (2024): 299–306. http://dx.doi.org/10.34190/ecel.23.1.2995.

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Innovations and developments in the ICT sector drive significant changes in how higher education institutions (HEIs) execute their teaching and learning processes. HEIs have always succeeded in the implementation of ICT tools for the facilitation of the process of teaching and learning. However, they have faced many challenges related to using these tools. Various tools have been introduced, not only for teaching and learning but also for socialisation. These tools include social media tools that are used to achieve different activities in response to the demands of society. Social media, howe

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Peng, Xiaoxing. "The Role of Digital Tools in Enhancing the Interactivity of Teaching Cultural Industry Management." Archives des Sciences 74, no. 1 (2024): 114–22. http://dx.doi.org/10.62227/as/74114.

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With the development of technology, digital tools have become an important part of education, this paper investigates the role of digital tools in enhancing the interactivity of cultural industry management teaching and discusses its impact on teaching effectiveness. 513 pieces of valid information were collected from a random sample of frontline teachers and students in a university in Jiangxi Province using questionnaires and interviews, the results of the study show that digital tools play an important role in enhancing the interactivity of teaching and learning. Specifically, teachers and

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Toelch, Ulf, and Dirk Ostwald. "Digital open science—Teaching digital tools for reproducible and transparent research." PLOS Biology 16, no. 7 (2018): e2006022. http://dx.doi.org/10.1371/journal.pbio.2006022.

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Aminat, Aderonke Agoro, Folasade Adeoye Ikeoluwa, and Olajumoke Alayande Kikelomo. "Empowering STEM Educators: Leveraging Digital Tools for Enhanced Teaching." International Journal of Novel Research in Life Sciences 12, no. 2 (2025): 58–67. https://doi.org/10.5281/zenodo.15227527.

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<strong>Abstract:</strong> Integrating digital tools in STEM education can transform traditional teaching methods and provide enhanced learning experiences. This paper explores the significance of empowering STEM educators through the adoption and effective utilization of digital tools in teaching and learning STEM concepts. The study examines various digital resources, including interactive simulations, virtual labs, Google Classroom, virtual field trips, coding platforms, robotic and engineering kits, Mathematics learning tools, Game-based learning platforms, online learning platforms, and 3

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Franklin, Thambi Jose. S., Muniisvaran Kumar, and J. Preethi. "Exploring The Application of Digital Tools in Teaching and Learning." International Journal of Science and Social Science Research 2, no. 3 (2024): 220–24. https://doi.org/10.5281/zenodo.14487776.

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A study is done on the title, ‘Exploring the application of Digital Tools in Teaching and Learning’. The major objective of the study is to explore the application of digital tools in teaching and learning in Sri Lanka schools.  A study is conducted among school students of selected schools from Negombo, Sri Lanka. Quantitative research method is used in this study. Data are collected from the school students using a well-structured questionnaire with several elements. Further, descriptive analysis method was used in the study. The study finds out that 100% of the students are

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Speer, Annabelle, and Andreas Eichler. "Developing Prospective Teachers’ Beliefs about Digital Tools and Digital Feedback." Mathematics 10, no. 13 (2022): 2192. http://dx.doi.org/10.3390/math10132192.

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In classrooms today, teachers are asked to support their teaching with digital tools. For this purpose, teachers require not only technological knowledge but also corresponding beliefs about the advantages of digital tools. The development of those beliefs should already be embedded in the university education of teachers. To this end, we developed a university seminar aimed at fostering prospective teachers’ confidence in the utility of digital tools, using the digital tool STACK as an example. The seminar is based on learning mathematics with the digital tool STACK, independently designing d

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Parkita, Ewa. "Digital Tools of Universal Music Education." Central European Journal of Educational Research 3, no. 1 (2021): 60–66. http://dx.doi.org/10.37441/cejer/2021/3/1/9352.

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The purpose of this article is to present various solutions concerning music education aided by computer technologies. The article applies public music education. The author attempts to provide an answer to questions concerning the role of music teachers working with new media , which requires them to constantly improve and expand their skills. How are they able to utilise new technological achievements while at the same time blending them with well-proven, traditional methods of music teaching/learning, without falling prey to the dangers of modern media ? Any attempts at using innovative sol

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Dancsa, Daniel, Iveta Štempeľová, Ondrej Takáč, and Norbert Annuš. "Digital tools in education." International Journal of Advanced Natural Sciences and Engineering Researches 7, no. 4 (2023): 289–94. http://dx.doi.org/10.59287/ijanser.717.

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Over the past decades, the demands placed on education systems have changed. Workers in the labour market need certain competences such as technical, methodological, social and personal competences. The aim of education today is to create a new educational paradigm that prepares the workforce of the future for the new challenges. This change is accompanied by the introduction of new didactic concepts such as blended learning, which combines the advantages of face-to-face and online learning with the use of digital teaching tools that can help develop the desired competences. The pandemic has l

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H. Sofia. "Embracing Digital Tools to Design Materials for a New Humanity." Shanlax International Journal of English 12, S1-Dec (2023): 444–51. http://dx.doi.org/10.34293/rtdh.v12is1-dec.139.

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Digital technologies have developed rapidly today in all fields. It is beyond doubt that it has impacted education too. This paper will explore some of the digital tools that can be used by the teaching faculty in designing teaching materials which will provide learning experiences of the new generation.Digital tools are revolutionizing education and fostering innovation. Usage of these tools to design teaching materials for a traditional classroom fosters the development of essential 21st century skills like critical thinking, creativity, communication and collaboration.This paper will also f

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Pankeaw, Pisan, and Natsuda Satayaban. "Task-Based Language Teaching (TBLT) in the Digital Age." Interdisciplinary Academic and Research Journal 5, no. 3 (2025): 153–72. https://doi.org/10.60027/iarj.2025.281796.

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Background and Aim: In the evolving landscape of education, Task-Based Language Teaching (TBLT) has gained prominence for promoting real-world communication skills. However, the rapid transition to digital learning during and after the COVID-19 pandemic highlights the need to explore the role of digital tools in enhancing TBLT’s collaborative and interactive dimensions. Despite numerous studies focusing on digital tools in education, a critical gap remains in understanding how these tools specifically support meaningful task completion, engagement, and teamwork within TBLT frameworks in post-p

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Totter, Alexandra, Christine Rast, and Marlies Keller-Lee. "Wortschatzlernen mit digitalen Tools des Französischlehrmittels «dis donc!»." Babylonia, no. 1 (April 26, 2022): 32–37. https://doi.org/10.5281/zenodo.6557165.

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In the French textbook «dis donc! 5-9», digital tools are an integral part of the teaching material. Digital exercises included in the said material support the practice and consolidation of vocabulary at both the content and formal level. This paper presents a study based on usage diaries that investigates how pupils use these digital exercises during one unité. The recorded usage behaviour indicates that the digital exercises meet the different needs of the pupils and have been selected by them in such a way as to successfully support vocabulary practice and retention at b

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Reichert-Schlax, Jasmin, Olga Zlatkin-Troitschanskaia, Katharina Frank, Sebastian Brückner, Moritz Schneider, and Anja Müller. "Development and Evaluation of Digital Learning Tools Promoting Applicable Knowledge in Economics and German Teacher Education." Education Sciences 13, no. 5 (2023): 481. http://dx.doi.org/10.3390/educsci13050481.

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Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning tools usable in instruction is still urgent. The TWIND project develops digital learning tools for teacher education and evaluates them in a quasi-experi

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Kesson, Hugh. "Reading digital texts: obstacles to using digital resources." English Teaching: Practice & Critique 19, no. 2 (2020): 155–68. http://dx.doi.org/10.1108/etpc-02-2019-0019.

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Purpose Digital texts are increasingly widespread and research is needed on how students use digital texts, particularly in school-based classwork. The purpose of this study is to challenges persistent myths about young people’s affinity with digital tools by investigating the factors that condition or limit the ways students interact with and respond to digital web-based texts. Design/methodology/approach Two 12th grade English classes, 21 students in all, produced written responses to a digital text. Following a preliminary analysis of student writing, 7 students, representing diverse readin

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DIAS, Cleverson Danrley Cruz Dias, JÚNIOR Ronaldo Silva SILVA, Vanessa Durans SILVA, Susanne Caldas AZEVEDO, and NETO Manoel Dionizio MORAIS. "USE OF DIGITAL GAMES FOR THE TEACHING OF BIOLOGICAL SCIENCES." Boletim de Conjuntura (BOCA) 14, no. 42 (2023): 125–38. https://doi.org/10.5281/zenodo.8011268.

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Today's society is in constant transformation, especially with regard to the implementation of digital media that have favored a new way of conceiving information, however, Biology teaching still has numerous characteristics of a traditional education. Reflecting on this issue, the Digital Information and Communication Technologies (TDIC) emerge, which bring an effective contribution to the teaching of Science and Biology, as long as it is used correctly, very positively with the teacher in the construction of knowledge. Digital resources provide greater engagement, in which students are s

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Turchi, Laura B. "Teaching Shakespeare: Digital Tools for Teaching Shakespeare: Making Sense of Queen Mab." English Journal 109, no. 6 (2020): 112–15. http://dx.doi.org/10.58680/ej202030800.

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Trung, TRAN, TRINH Thi Phuong Thao, NGUYEN Ngoc Giang, KIM Manh Tuan, and HOANG Thi Mai. "DIGITAL TRANSFORMATION IN HIGH SCHOOL EDUCATION: EXPLOITING DIGITAL PLATFORMS, DIGITAL DATA AND DIGITAL TOOLS." Vinh University Journal of Science 53, Special Issue 2 (2024): 33–45. http://dx.doi.org/10.56824/vujs.2024.htkhgdm10.

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Digital technology in education includes artificial intelligence, Internet of Things, cloud computing, etc. contributes to transforming teaching methods from traditional to digital environment. This article presents the levels and characteristics of digital technology in education according to the ecosystem approach in general education in Vietnam. Based on this structure, digital technology ensures convenient, rich access to digital transformation, open connection, increased collaboration, and high automation in education, helping educational institutions, administrators, teachers, and studen

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Shcherbakova, Olena, and Svitlana Nikiforchuk. "The Use of Digital Tools During Distance Learning." Viae Educationis. Studies of Education and Didactics 2, no. 1 (2023): 36–44. http://dx.doi.org/10.15804/ve.2023.01.04.

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The article reveals the problem of the simultaneous development of methods of the use of information and communication technologies application in the teaching process of an educational institution. In the current conditions of education, in the conditions of war, the educational model can exist only in combination with the use of modern technologies for teaching English. The education system needs to modernize teaching methods by means of innovative tools of information and communication technologies and to carry out such training of teachers at the state level, as well as to rely on the self

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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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Waddell, Myra, and Elena Clariza. "Critical digital pedagogy and cultural sensitivity in the library classroom: Infographics and digital storytelling." College & Research Libraries News 79, no. 5 (2018): 228. http://dx.doi.org/10.5860/crln.79.5.228.

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Academic librarians have a demonstrated interest in digital tools for teaching and learning and often provide support for these tools to their wider campus communities. Additionally, many librarians incorporate these tools into their own teaching in the information literacy classroom. However, little has been written about how digital tools can support critical information literacy and critical pedagogy specifically in library instruction. Eamon Tewell defines critical information literacy as instruction that asks “students to engage with and act upon the power structures underpinning informat

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V.I., Normuratova. "EXERCISES FOR DEVELOPING CRITICAL AND DIGITAL THINKING IN TEACHING FOREIGN LANGUAGES." Frontline Social Sciences and History Journal 4, no. 10 (2024): 48–55. http://dx.doi.org/10.37547/social-fsshj-04-10-06.

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The article explores the interplay between critical thinking and digital literacy in today's technology-driven society. This article explores various exercises designed to enhance critical and digital thinking skills in the context of teaching foreign languages. It emphasizes the integration of language learning with digital literacy, presenting activities for developing critical thinking such as source evaluation, comparative analysis, digital footprint assessment, online discussion evaluation, ethical considerations, digital content analysis, online research and presentation tools to produce

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Maziane, Brahim, Abdessamad Tridane, and Said Belaaouad. "Digital resources' role in university teaching and learning exploration." International Journal for Innovation Education and Research 11, no. 8 (2023): 1–14. http://dx.doi.org/10.31686/ijier.vol11.iss8.4134.

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The evolution of digital tools in education has created a disparity between the tools teachers use and those available to students, leading to an unequal relationship. This disparity has hindered the shift from traditional teaching to student-centered learning, a crucial aspect of novel approaches in cognitive psychology. The primary objective of this transition is to prioritize the learner in the education system, enabling them to acquire knowledge in a more active, autonomous, and participatory manner. However, achieving this transformation requires in-depth research to examine the nat

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Nikolova, Mariyana, and Tanya Evtimova. "Digital Educational Tools – Potential, Application, and Perspectives." Mathematics, Computer Science and Education 5, no. 1 (2022): 64–83. http://dx.doi.org/10.54664/malf1684.

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The paper examines the technologies for creating digital educational resources from the point of view of necessity, implementation, and techniques for their creation. Various digital educational tools and their capabilities according to their application are described: learning and learning management programmes, tools for creating online tests and surveys, tools for creating online quizzes and educational games, interactive worksheets, tools for video lessons, OneNote electronic notebook. A study was conducted on the opinion and attitude of teachers and students about the electronic resources

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Shakirova, A. A. "Digital Tools in Foreign Language Teaching at the University." KAZAN LINGUISTIC JOURNAL 5, no. 2 (2022): 257–69. http://dx.doi.org/10.26907/2658-3321.2022.5.2.257-269.

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Pfeiffer, Caitlin N., and Abdul Jabbar. "Adaptive e-Learning: Emerging Digital Tools for Teaching Parasitology." Trends in Parasitology 35, no. 4 (2019): 270–74. http://dx.doi.org/10.1016/j.pt.2019.01.008.

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