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Qiongqiong, Kang. "Experimental research problems of extracurricular individualization of masters' training in education management." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2019): 79–94. http://dx.doi.org/10.51314/2073-2635-2019-3-79-94.
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Information library resources are significant educational resources in higher education institutions The development of the ability of foreign undergraduates to effectively acquire, evaluate and use these resources in extracurricular time can improve their level of information literacy and their ability to self-study For this purpose, we have developed a technology of extracurricular individualization for professional training of foreign masters under the guidance a librarian with a complex of information library resources (CILR) This educational technology establishes an algorithm of interrelated educational activities between foreign undergraduate and counseling library staff in extracurricular time To test the effectiveness of this technology, we conducted an experiment at the faculty of Pedagogical Education of Moscow State University named after M V Lomonosov During the experiment we used the Training and methodical complex on discipline “Informatization of educational process”, which developed by us To conduct the experiment, we have developed a methodical instrument of objective preliminary, current and final diagnostics to test the knowledge and skills of information literacy of foreign undergraduates and their ability to self-study through information library resources Based on the analysis of experimental data, we have made the conclusions that the proposed technology accelerates and improves the development of students ‘ skills in search, processing, analysis, storage and management of professionally relevant information, inculcates an information culture for them and forms need for independent work.
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Habsy, Bakhrudin All. "Filosofi Ilmu Bimbingan Dan Konseling Indonesia." Jurnal Pendidikan (Teori dan Praktik) 2, no. 1 (May 26, 2017): 1. http://dx.doi.org/10.26740/jp.v2n1.p1-11.
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AbstrakIlmu Bimbingan dan Konseling adalah ilmu pengetahuan yang mandiri berakar pada filsafat dan agama. Perkembangan Ilmu Bimbingan dan Konseling dari filsafat Bimbingan dan Konseling yang didukung oleh ilmu pendidikan, psikologi, sosiologi, antropologi, budaya yang berintegrasi dan saling menguatkan antara filsafat dan disiplin ilmu dasar serta melahirkan filsafat bimbingan dan konseling yang melandasi disiplin ilmu Bimbingan dan Konseling. Dukungan IPTEK, budaya, dan suasana lingkungan menjadi dasar untuk pengembangan teori dan praksis bimbingan dan konseling. Perkembangan Bimbingan dan konseling tidak lagi terbatas pada setting sekolah, melainkan menjangkau bidang-bidang di luar pendidikan yang memberikan nuansa dan corak pada penyelenggaraan upaya pengembangan individu yang lebih sensitif, antisipatif, proaktif, dan responsif terhadap kebutuhan dan tuntutan perkembangan individu dan masyarakat. AbstractGuidance and Counseling Science is an independent science which is rooted in philosophy and religion. The development of Guidance and Counselling Studies of philosophy Counseling is supported by educational science, psychology, sociology, anthropology, cultural integration and mutually reinforcing between philosophy and basic scientific disciplines and delivers philosophy that underlies Guidance and Counseling disciplines. The support of science and technology, culture, and the atmosphere becomes the basis for the development of the theory and praxis of guidance and counseling. The development of guidance and counseling is no longer confined to the school setting, but to reach areas outside of education that give situation and shades on the efforts on the implementation of the development of the more sensitive, anticipatory, proactive, and responsive individuals to the needs and demands of the development of individuals and society.
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Derry, Sharon J., Roy D. Pea, Brigid Barron, Randi A. Engle, Frederick Erickson, Ricki Goldman, Rogers Hall, et al. "Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics." Journal of the Learning Sciences 19, no. 1 (January 27, 2010): 3–53. http://dx.doi.org/10.1080/10508400903452884.
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Zhaina, Beisenbayeva, Sangilbayev Ospan, Mukazhanova Elmira, Kassymova Gulnar, and Bersugirova Tolganay. "Pedagogical Foundations of the Technology of Vocational Guidance for Students." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (December 9, 2020): 770–76. http://dx.doi.org/10.6000/2292-2598.2020.08.04.20.
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Today, considering professional specialists' needs, the content and technology of training in career counseling from the perspective of practice are not sufficiently developed. Thus, a search for new forms, methods, and means of conducting career guidance with students is necessary. This article offers a broad range of technologies and their optimal combination in career guidance work with pupils in the integrated system “School – University.” A leading approach to the study of this problem is an integrative approach that leads to the necessity to use traditional and innovative technologies that contribute not only to effective assimilation of knowledge but also an early social adaptation of the prospective adolescents to university conditions. The present study consists of a needs assessment of students' career guidance and career counseling programs in the university. The research is based on a survey developed on a sample of 120 students from the Almaty schools. The collected data has been both qualitative and quantitative. The students have been inquired about their professional path, about their career decisions, personal and professional values, abilities and competencies, intentions for the future, etc. The study's most relevant results show that: students are poorly informed about job opportunities, their expectations for the future are not connected with their own knowledge and abilities, they do not have a coherent career plan, and they encounter major barriers in the career decision process. The results are important for career counselors as they can be used to develop career guidance programs in the university environment. Purpose of the research: to theoretically substantiate and experimentally test the pedagogical conditions of vocational guidance for senior schoolchildren in the context of specialized education. The article is valuable for teachers and faculty of educational and vocational institutions to organize and conduct career guidance with students, applicants, and students.
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Kanar, Adam M., and Bradford S. Bell. "Guiding learners through technology-based instruction: The effects of adaptive guidance design and individual differences on learning over time." Journal of Educational Psychology 105, no. 4 (November 2013): 1067–81. http://dx.doi.org/10.1037/a0033831.
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Et al., Abdul Mujib. "Islamic Religious Education Based on Life Skills Metro City Public High School." Psychology and Education Journal 58, no. 1 (January 1, 2021): 3276–85. http://dx.doi.org/10.17762/pae.v58i1.1267.
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Education does not only teach or transform knowledge and skills as well as a sense of culture or religion, education should be able to equip students to be able to solve the problems they face, both now and in the future. The challenge of education in general is not a stand-alone problem, but is related to the development of science and technology and other aspects of life, be it economic, political or socio-cultural. The purpose of the school is to help and direct students in applying Islamic guidance, be able to read the Alquran, love the country, have the ability to have academic skills, proficiency in the computer field. The research approach used is a qualitative research approach, which describes the value of changes that cannot be expressed in numbers. Meanwhile, the key informants were the Principal and Deputy Head of Scholl section of the Curriculum. The researcher focuses on the Development of Life Skill Education based on Islamic Religious Education, which contains components such as; Lifelong learning or continuous learning skills, complex thinking or reading, writing, calculating skills, being able to communicate effectively, being able to collaborate or collaborating and having the ability to work and develop character / ethics or morals (spiritual, sense and emotional), then the researcher translates this into research indicators
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Bhat, Christine Suniti. "Cyber Bullying: Overview and Strategies for School Counsellors, Guidance Officers, and All School Personnel." Australian Journal of Guidance and Counselling 18, no. 1 (July 1, 2008): 53–66. http://dx.doi.org/10.1375/ajgc.18.1.53.
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AbstractCyber bullying or bullying via information and communications technology tools such as the internet and mobile phones is a problem of growing concern with school-aged students. Cyber bullying actions may not take place on school premises, but detrimental effects are experienced by victims of cyber bullying in schools. Tools used by cyber bullies are presented and the impact on victims is discussed. Intervention strategies for school counsellors, guidance officers, and school personnel to adopt with students and parents are presented.
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Glasheen, Kevin, Marilyn A. Campbell, and Ian Shochet. "Opportunities and Challenges: School Guidance Counsellors’ Perceptions of Counselling Students Online." Australian Journal of Guidance and Counselling 23, no. 2 (September 4, 2013): 222–35. http://dx.doi.org/10.1017/jgc.2013.15.
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School guidance counsellors worldwide seek ways of providing appropriate professional assistance to all students. While young people integrate online technology into their daily lives and go online for information and to communicate with each other, school counsellors in Australia are not offering online support to students. This cross-sectional study reported on the reluctance of school counsellors to offer online counselling and the reasons for this. A survey was developed focusing on the intention to offer online counselling based on indicative factors favouring the use of this initiative. 210 school guidance counsellors completed the survey online, which showed that there is conditional support for the introduction of online counselling into the school setting. Counsellors indicated that they would use online counselling if students accepted its use in the school setting though they question how genuine students would be in its use. Most respondents reported a lack of confidence in understanding the ethical and legal implications of online counselling. However, the majority of participants were prepared to undertake further professional development in this mode of counselling. Additionally, they sought confirmation of the effectiveness of counselling students online before committing themselves to it. The implications for school guidance practice are discussed.
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Cortés Pascual, Pilar Alejandra. "Un análisis de la orientación profesional desde la tecnoética educativa." REOP - Revista Española de Orientación y Psicopedagogía 17, no. 2 (January 28, 2014): 181. http://dx.doi.org/10.5944/reop.vol.17.num.2.2006.11345.
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RESUMENLa orientación profesional hay que situarla en un contexto sociohistórico concreto que actualmente se caracteriza por la Sociedad de la Información. Desde aquí, nos planteamos que un contenido relativo a la orientación profesional ha ser la comprensión de un análisis ético de las tecnologías y los medios de comunicación, a los que se ha de enfrentar un sujeto en su desarrollo profesional. Esta idea se concretiza en el concepto de tecnoética educativa, y se aborda desde dos parámetros: los valores intrínsecos que incluyen las tecnologías y los medios de comunicación (fin de la tecnoética), y uso de éstos como mediadores de los valores éticos (medio de la tecnoética). Desde ambos sentidos se presenta concisamente la propuesta que se implementa en la actualidad mediante el proyecto Laboratorio de Observación sobre Tecnoética para Adultos (LOTA) y sus implicaciones en la orienta-ción profesional.ABSTRACTCareer Guidance should be set within a specific socio-historical context, which is nowadays characterized by the Society of Information. From this starting point, we think that the understanding of bothan ethical analysis of technology as well as of the means of communication, which individuals will have to deal with in their professional development, must be considered as a content linked to career guidance. This idea becomes more definite in the concept of educational technoethics and it is studied from two parameters: the intrinsic values that technology and the mass-media include (the aim of technoethics) and their use as mediators of ethical values (means of technoethics). Therefore, the proposal that is currently being implemented in the project Observation Laboratory on Technoethics for Adults (LOTA) as well as its implications for career guidance are concisely presented from both points of view.
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Et al., Ruzimurot Kungratovich Choriev. "Content Characteristics of Independent Work of Students (IWS): Modern Conditions and Problems." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1289–94. http://dx.doi.org/10.17762/pae.v58i2.2272.
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The article discusses the problem of organizing independent work under the guidance of a teacher, which can be considered effective only if the educational process is organized as a holistic system in each classroom and in extracurricular activities of students. However, these types of work can be partially interconnected with each other, and several types of classroom training on credit training technology have different goals, each of which has its own goal and is an ideal opportunity to perform the above training tasks. The work of independent students under the guidance of a teacher (IWS) focuses on classroom activities. At the same time, the analysis of normative documents and scientific and methodological literature, the description (IWS) are presented in the same sense in different sources, but nevertheless the main aspects of this concept are defined, and (IWS) is a joint training of students and teachers . type of activity (type of training), which is one of the aspects of ensuring the individual work of the student based on the installation, configuration and control of the teacher.
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Benavent Oltra, José Antonio. "Reflexiones sobre el futuro de la orientación psicopedagógica inmersa en una encrucijada sociocultural." REOP - Revista Española de Orientación y Psicopedagogía 14, no. 1 (February 2, 2014): 41. http://dx.doi.org/10.5944/reop.vol.14.num.1.2003.11604.
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RESUMENEste artículo pretende hacernos reflexionar sobre el futuro de la Orientación psicopedagógica en la actual encrucijada sociocultural apuntando algunas ideas sobre su probable evolución. Invita a situarse ante el problema analizando la importancia que el nuevo campo científico de la "Prospectiva" está adquiriendo para aportar soluciones científicas a los inquietantes retos del futuro. Además, ofrece una somera imagen del estado actual de la Orientación a fin de deliberar sobre sus posibles funciones en la sociedad venidera, en relación con: la demografía (envejecimiento e inmigración poblacional); la juventud; la multiculturalidad; la tecnología; la escuela (especialización, prevención y reforma); el mundo del trabajo y sus tendencias emergentes y, finalmente, sobre la probable evolución de los actuales modelos de orientación. Aunque las grandes interrogantes planteadas quedan abiertas, se ofrecen interesantes sugerencias al respecto. Sugerencias que tratan de ayudarnos a reflexionar y a dilucidar propuestas creativas sobre nuestro futuro profesional.ABSTRACTThis paper tries to make us reflect on the future of Educational and Vocational Guidance within the current sociocultural crossroads and suggests some ideas about its possible evolution. It encourages us to face the problem and analyzes the importance that the new scientific field of "Prospective" is gaining in order to provide scientific solutions to the uncertain future challenges. An overview image of the state of the art in Guidance is suggested in order to discuss its possible functions within the coming society, in relation to: demographics (aging and migrations), youth, multiculture, technology, the school (specialization, diagnosis and reform), the labour world and its emerging trends and, finally, about the potential evolution of the current Guidance models. Suggestions are put forward, but the great questions still remain open. It concludes by emphasyzing that the objective of the paper was just to activate our creative thinking and motivate us to reflect upon our professional future.
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Grant, Candace T., and Kenneth A. Grant. "Improving Moral Behaviour in the Business Use of ICT." International Journal of Cyber Ethics in Education 4, no. 2 (July 2016): 1–21. http://dx.doi.org/10.4018/ijcee.2016070101.
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The 21st century has seen a much-increased focus on the importance of ethical behaviour in business, driven by major scandals, calls for stricter regulation and increased demands for improved governance and reporting. In parallel, there are calls for the incorporation of moral and ethical elements in business education and university accreditation bodies and schools are responding. In particular, the explosion of technology change, particularly Internet, social media and beyond have raised many challenges for individuals, organizations and legislators. However, educational responses are varied and little has been done to determine the effectiveness of what has been done. Most responses to this need to provide ethical education follow a cognitive, rule-based approach, often using case-based techniques. This can improve knowledge and understanding of ethical issues, but it may have limited influence on actual behaviour. A relatively new field – Positive Psychology -- provides an alternate perspective, focusing on what is good rather than what is poor behaviour. One Positive Psychology approach, that of Appreciative Inquiry, which has not previously been used in ICT ethics education, offers a promising technique to develop improved moral attitudes and behaviour. This paper reports on a large-scale pedagogical research project that: (1) examines ethical perspectives from philosophy, psychology and pedagogy in the context of ICT professional education; (2) describes the development and multistage implementation of an ethics course in an undergraduate business ICT program delivered to more than 1,200 students; (3) discusses the formal evaluation of changes in moral attitude following a Positive Psychology intervention in the education of some 300 Business ICT students using the Defining Issues Test, Version 2 (DIT2) and the IMIS Survey developed at the Centre for Computing and Social Responsibility. The project results demonstrate that a well-designed applied ICT ethics course produces measureable positive changes in the ethical stances of participants and that the use of Appreciative Inquiry increases the impact of these changes. In addition to the relevance of the findings for educators they can provide guidance to those in organisations responsible for the ethical behaviour of their ICT employees.
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Siddiky, Md Roknuzzaman, and Shahanaz Akter. "The students’ career choice and job preparedness strategies: A social environmental perspective." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 421. http://dx.doi.org/10.11591/ijere.v10i2.21086.
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<p>The study aimed to investigate the factors determining the students’ career choice and find out their job preparedness strategies. Moreover, the study sought to propose a theory which could explain the students’ career choice from a social environmental perspective. Primary data for this study were collected from 120 students selected from fourteen academic departments of the Noakhali Science and Technology University (NSTU) in Bangladesh based on snow-ball sampling. The study revealed that several factors involving students’ family preferences, teachers’ advice, job prestige, job security, remunerations, scope of promotion, scope of pension, scope of professional development, personal interests, academic majors, educational attainments and career development trainings have significant association with the students’ career decision-making. However, gender and social class did not have significant effects on the students’ career choice. The study proposed a career choice theory which indicates that the students’ career choice and career preferences are not determined by their personal interests alone; rather they are determined by the interplay of several social, cultural and economic forces. The study indicated that the majority of the respondents undertake self-study to pursue their preferred jobs. While career development trainings play an important role in developing the competencies of the students for jobs, a majority of the respondents do not have such trainings. As such, the study suggested that the students of the NSTU should undertake career development courses as a strategy for job preparedness. Finally, the study suggested that the NSTU should set up a career guidance and counseling cell to link their students with the current labor market.</p>
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Abdelwahid Al Djâbir Mohamad, Muhammad Omar Adam, Abdelwahid Al Djâbir Mohamad, Muhammad Omar Adam. "The psychological trends of male and female students of the Faculty of Education of Sebha University in N’djamena towards the members of the Faculty: الاتجاهات النفسية لطلبة وطالبات كلية التربية جامعة سبها بأنجمينا تشاد نحو أعضاء هيئة التدريس." مجلة العلوم التربوية و النفسية 5, no. 25 (July 28, 2021): 213–192. http://dx.doi.org/10.26389/ajsrp.d120121.
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This study aimed to know the psychological trends of male and female students of the Faculty of Education in Ndjamena- Chad, the University of SEBHA towards Faculty members. The research also reveals the differences in their psychological trends and their relationship to some variables, such as social variable (male or female) and major (mathematics, physics, chemistry, nature, education, psychology, philosophy and sociology, and education performance variable (first, second, third, fourth year). The study society reached up to 163 male and female students, which is 70% of the initial study society. The study society has is selected in an arbitrary and layered manner. The researchers used the descriptive approach to describe, analyze, and interpret the psychological trends of male and female students of the Faculty of Education in Ndjamena- Chad, University of SEBHA. The researcher designed a questionnaire in order to recognize the psychological trends of males and females towards Faculty members. The questionnaire is formulated in 20 parts, covered three areas, which is the level of contribution of a faculty member in guiding, orientation, teaching strategies, and extracurricular activities. The study reached a number of results, including, that the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- Chad, the University of SEBHA towards faculty members are positive. Moreover, there are statistical differences in the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- Chad; the University of SEBHA towards faculty members is positive following the gender variable (male and female) in favor of the female gender variable. The study reveals that the statistically significant differences in the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- Chad; the University of SEBHA towards faculty members according to the variable of the scientific major (mathematics, physics, chemistry, sociology, psychology, nature) in favor of the scientific major sociology. The study also reveals that the statistically significant differences in the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- chad; the University of SEBHA towards faculty members according to the variable academic level (first, second, third, and fourth-year) in favor of the third year. The researchers presented a number of recommendations such as the faculty administration should concentrate on developing the positive psychological attitudes of male and female students and continuously improve it through effective student guidance and orientation survives in the faculty. The administration should also work in assessing the psychological attitudes of male and female students towards faculty members, majors and services that the faculty introduce from time to time. Moreover, the administration should offer specialized training in the area of use of educational technology for faculty members in the faculty.
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Sellberg, Charlott, and Mona Lundin. "Tasks and instructions on the simulated bridge: Discourses of temporality in maritime training." Discourse Studies 20, no. 2 (November 2, 2017): 289–305. http://dx.doi.org/10.1177/1461445617734956.
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In higher education programs that train students for professions with high standards of safety, such as aviation, shipping and healthcare, exercises in simulated environments provide opportunities for training in educational settings. This study explores the use of simulators in maritime education, taking an interest in how navigation training is achieved by using simulated environments. By conducting an interaction analysis of video data, the study examines how training students to coordinate with other vessels in traffic is topicalized in simulator exercises, focusing on discourses of temporality in instructions. The results show how instruction during simulations is a continuous interactional achievement built on the ability to assess the fit between the assessment criteria at work in the specifics of the situation and the ongoing tasks as they unfold. During simulations temporality becomes a matter for instruction, both when assessing how to develop the students’ understanding and as a topic in its own right. The results highlight tightly coupled relationships among tasks, instruction and technology. The implications for simulator-based training call for refocusing on training tasks rather than specific skills, and emphasize the importance of professional guidance in order to guide the students toward the discourses of maritime work practice in simulator-based training.
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Hursen, Cigdem. "Message from editor." Cypriot Journal of Educational Sciences 12, no. 2 (June 28, 2017): 46. http://dx.doi.org/10.18844/cjes.v12i2.1941.
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From the Editors
Huseyin Uzunboylu, Cigdem Hursen
Dear Colleagues
It is a great honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences which has 5 articles written by authors from Cyprus, Portugal and Turkey.
The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all authors who have contributed to this issue. There are different focuses in the articles. For example, Sibel Ersel Kaymakamoğlu aimed to explore the English language learning beliefs of the students studying in the Guidance and Counseling Department at one of the Universities in Northern Cyprus. It also explored if the participants’ perceptions about English language learning showed differences according to gender and age. The findings revealed significant differences between the male and female participants’ perceptions about English language learning beliefs. On the other hand, İshak Kozikoğlu aim of this research is to analyze the studies concerning challenges faced by novice teachers in terms of various aspects and compare challenges according to location of the studies conducted in Turkey and abroad. Another study conducted by Fernando Almeida. They describe the experience of using a serious game in the entrepreneurship field in the context of the classroom. For that, they adopt a quantitative research technique based on a survey research to measure the different characteristics experienced by higher education students when using serious games in the classroom to learn entrepreneurship. The students have multidisciplinary competences, coming from courses with strong emphasis in the area of management and technology. The use of the serious game allowed students to develop skills mainly in terms of innovation, leadership, strategic thinking, problem solving, business launch and risk management. Also, Belkıs Tekmen aim of this study is to review and discuss some of these components of preschool teacher education in the Turkish context such as the student selection policy, faculty development, recruitment policies and competencies of the graduates. Finally, Huseyin Bicen and Senay Kocakoyun aimed to determine the opinions of students who participated in the development and application process of an Android application named NEU-CEIT about the mobile learning environment, educational and sharing structure of the developed application. According to the results, it was revealed that outcomes related with the usage structure of the developed application were positive, educational structure of the application is appropriate to follow the curriculum, it is rich in terms of materials and it might be one of the applications that students can use for communication.
I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to publish their articles, and also all reviewers working seriously in this process.
Best regards,
Editor-in-Chief
Prof. Dr. Huseyin Uzunboylu
Executive Editor
Assoc. Prof. Dr. Cigdem Hursen
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Zhai, Lin, and Yin Fei Zhai. "Theoretical and Empirical Study on Deepening Reform of School Physical Education in Modern Education Technology Environment." Applied Mechanics and Materials 66-68 (July 2011): 2312–16. http://dx.doi.org/10.4028/www.scientific.net/amm.66-68.2312.
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The paper understands the essential characteristics of modern educational technology, analyzes the necessity and feasibility of deepening the reform of school physical education and proposes the thinking of making use of modern educational technology to build new sports teaching mode so as to provide theoretical basis and practical guidance for promoting the application and development of modern educational technology in school physical education.
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Kerr, Barbara. "Leta Hollingworth's legacy to counseling and guidance." Roeper Review 12, no. 3 (March 1990): 178–81. http://dx.doi.org/10.1080/02783199009553266.
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Wu, Qing. "The Ontology Based Model of Distance Education Ecosystem." Advanced Materials Research 627 (December 2012): 912–15. http://dx.doi.org/10.4028/www.scientific.net/amr.627.912.
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The problems of too much emphasis on technology lack of people-centered educational philosophy, and the construction of the distance education system lack of system concept and the overall view. In this paper, the modern distance education ecosystem models based on ontology in developed. This paper analyses the learner model specification established by the Committee of Chinese education information technology standards, the ontology-based distance education ecological subject is constructed. After analyzing cognitive psychologists Anderson's Taxonomy of Educational Objectives, ecological environment ontology is promoted. On this basis, the modern distance education ecosystem model is designed. We focus on the use of distance education ecological ontology in modern distance education ecosystem. This paper provides theoretical support for the building of modern distance education ecosystem, and the technical guidance for the design of distance education ecosystem.
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Maree, Prof Dr Kobus. "Message from the Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 8, no. 1 (April 28, 2018): I. http://dx.doi.org/10.18844/gjgc.v8i1.3590.
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It is a great honour for us to publish Volume 8, Issue 1, of the Global Journal of Guidance and Counseling: Current Perspectives. The journal welcomes original empirical investigations and literature review articles on current issues in guidance and counseling. The journal is published quarterly and serves as an international platform for discussing new developments in guidance and counselling. The journal focuses on, but is not limited to, the following major fields as they relate to guidance and counseling: child and adolescent counseling, adult and elder counseling, family counseling, school counseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling, cyber counseling, psychology education, inter-disciplinary approaches to psychology, counseling and guidance, rehabilitation counseling, technology usage in psychology, counseling and guidance, and special education.
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Maree, Prof Dr Kobus. "Message from Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 8, no. 2 (August 10, 2018): I. http://dx.doi.org/10.18844/gjgc.v8i2.3602.
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It is a great honour for us to publish Volume 8, Issue 2, of the Global Journal of Guidance and Counseling: Current Perspectives. The journal welcomes original empirical investigations and literature review articles on current issues in guidance and counseling. The journal is published quarterly and serves as an international platform for discussing new developments in guidance and counselling. The journal focuses on, but is not limited to, the following major fields as they relate to guidance and counseling: child and adolescent counseling, adult and elder counseling, family counseling, school counseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling, cyber counseling, psychology education, inter-disciplinary approaches to psychology, counseling and guidance, rehabilitation counseling, technology usage in psychology, counseling and guidance, and special education.
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Maree, Prof Dr Kobus. "Message from Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 7, no. 1 (December 30, 2017): I. http://dx.doi.org/10.18844/gjgc.v7i1.2939.
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Dear Readers,It is a great honour for us to publish Volume 7, Issue 1, of the Global Journal of Guidance andCounseling: Current Perspectives. The journal welcomes original empirical investigations and literaturereview articles on current issues in guidance and counseling. The journal is published quarterly andserves as an international platform for discussing new developments in guidance and counselling. Thejournal focuses on, but is not limited to, the following major fields as they relate to guidance andcounseling: child and adolescent counseling, adult and elder counseling, family counseling, schoolcounseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling,cyber counseling, psychology education, inter-disciplinary approaches to psychology, counseling andguidance, rehabilitation counseling, technology usage in psychology, counseling and guidance, andspecial education.
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Hawley, Todd S., and Andrew L. Hostetler. "Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology." International Journal of Adult Vocational Education and Technology 8, no. 2 (April 2017): 82–92. http://dx.doi.org/10.4018/ijavet.2017040107.
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In this manuscript, the authors explore self-study as an emerging research methodology with the potential to open up spaces of inquiry for researchers, graduate students, and teachers in a broad array of fields. They argue that the fields of career and technical education (CTE), adult education and technology can leverage self-study methodology in similar ways. They argue that self-study has a great deal to offer both theoretically and practically to those interested in improving their practices as researchers, and for those involved in shaping adult vocational educational experiences. After reviewing the history of self-study as a research methodology, they provide examples of self-study research that have direct implications for those in CTE and adult education and technology. They conclude the manuscript by providing practical guidance to those researching and/or working in schools, community centers and workplaces.
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Et al., Tri Leksono Prihandoko. "Model Development of Mobile-Based Guidance and Counseling Services (Android)." Psychology and Education Journal 58, no. 1 (February 4, 2021): 4225–28. http://dx.doi.org/10.17762/pae.v58i1.1487.
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This study aims to develop a mobile-based (Android) model of guidance and counseling services. This research was conducted using a Research and Development (R&D) approach. Collecting data used a self-esteem scale. From the preliminary data, the researcher found that junior high school students in Semarang needed a cellular-based (android) model of guidance and counseling services. Findings in this study, concluded that so far counseling has several limitations in frequency, material, quantity between counselors and counselees due to limited time and energy so that it is expected that through this media as a solution to provide android-based guidance and counseling services.
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Lukashenia, Zoya, and Natallia Sianiuta. "CONSULTING AS A PEDAGOGICAL GUIDANCE TECHNOLOGY IN THE CONTINUOUS EDUCATION OF A PEDAGOGUE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 190. http://dx.doi.org/10.17770/sie2020vol5.4988.
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The present day tendency of rapid constant changes of the informational and technological space surrounding a pedagogue, suggests the necessity of continuous education. The necessity of constant renovation of knowledge leads a pedagogue to obtain new competences, to the emergence of new educational practices. As a result of high competition in all spheres of society the client-orientated course of modern system of professional education makes a pedagogue search for new forms of getting competences, which are not set in the frames of certain disciplines and thus provide the continuity of educational processes. Here we suggest consulting, having been worked out as a pedagogical technology that guaranties the achievement of the set goals, reproduction and replication. The purpose of our research is to substantiate the expediency of using the pedagogical technology of consulting to support the process of continuous professional training of a teacher directly at the workplace. The article deals with the theoretical stage results of our research in working out a consulting model as a pedagogical technology of continuous pedagogue’s educational guidance as well as the analysis of pedagogue-participants’ opinions concerning the pilot approbation of this model.
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Maree, Prof Dr Kobus. "Message from Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 7, no. 2 (December 30, 2017): I. http://dx.doi.org/10.18844/gjgc.v7i2.2943.
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Dear Readers,
It is a great honour for us to publish Volume 7, Issue 2, of the Global Journal of Guidance and Counseling: Current Perspectives. The journal welcomes original empirical investigations and literature review articles on current issues in guidance and counseling. The journal is published quarterly and serves as an international platform for discussing new developments in guidance and counselling. The journal focuses on, but is not limited to, the following major fields as they relate to guidance and counseling: child and adolescent counseling, adult and elder counseling, family counseling, school counseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling, cyber counseling, psychology education, inter-disciplinary approaches to psychology, counseling and guidance, rehabilitation counseling, technology usage in psychology, counseling and guidance, and special education.
A total number of six (6) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of two (2) high quality research papers were selected and accepted for publication.
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Landrum, Mary S. "Guidelines for implementing a guidance/counseling program for gifted and talented students." Roeper Review 10, no. 2 (December 1987): 103–7. http://dx.doi.org/10.1080/02783198709553095.
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Yakovleva, Irina A. "Pedagogical technologies of career guidance for children and youth of the Republic of Belarus studying in additional education." Pedagogy Of Rural School 1, no. 7 (2021): 98–112. http://dx.doi.org/10.20323/2686-8652-2021-1-7-98-112.
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The article presents the experience of implementing a cyclical educational and vocational guidance project that integrates pedagogical, methodological and socio-cultural resources of additional education for children and youth, institutions of general secondary and vocational education into a complex pedagogical technology of forming a conscious professional choice and motivating professional development. The project presented in this work is the development of the teaching staff of Minsk State Palace of Children and Youth (Republic of Belarus). The peculiarity of the pedagogical approach when developing a project is that it is designed as a modern pedagogical technology of a modular type. The project is addressed to two target groups of participants: the first group is students of institutions of general secondary education, gymnasiums, lyceums, students at the III stage (high school), for whom the situation of professional choice is relevant; the second target group is primary school students of vocational and secondary specialized education institutions. The pedagogical influence on the participants of this target group is aimed at increasing the stability of professional choice, expanding the ideas of student youth about the possibilities of the chosen profession for creative self-realization and the manifestation of business initiative. Ultimately, the expected social effect from the implementation of the project is associated, firstly, with a reasoned motivated choice of an educational and professional strategy and, secondly, with the formation of motivation for professional development and consolidation of promising personnel in the chosen professional field. Cultural, educational and methodological means, which provide the content and activity component of the educational and vocational guidance project, reflect the innovative process of practical solution of strategic and tactical tasks stipulated by the Concept for the development of vocational guidance of youth in the Republic of Belarus. Additional education for children and youth is an integrating factor in the development of career guidance potential of the unified educational system of the capital region of the Republic of Belarus.
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Nakayama, Osamu. "Moral Education in the Japanese Tertiary Sector: Focusing on the Teaching of Morality and Business Studies." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 5 (2019): 13–18. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.45.3002.
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A survey of moral education in the Japanese tertiary sector today reveals a shared conviction among a great number of professors that their institutions fail to provide students with moral guidance or offer courses where discussions of ethics or morality are central. Given that moral and ethical education is not especially common in the tertiary sector in our country, our universities can appear to be remarkably amoral institutions. Today, however, we find ourselves at a major turning point in moral education generally. It has not been a school subject since World War II, but in 2016 the Ministry of Education, Culture, Sports, Science and Technology decided that it will be “special subject” in the next national curriculum; so new moral education classes will start in elementary schools in the 2018-2019 school year, and in junior high schools in the 2019-2020 school year. This initiative has, however, created unease among teachers in charge of moral education, in part at least because they feel unprepared to implement it. They are looking for help here to Japanese universities, but these have neither academic departments nor courses solely devoted to scholarship or instruction in the area of moral studies. The narrow, if important, problem of teacher training offers us a good opportunity to consider the place of moral education in the entire higher education sector. Obviously its role in Japan’s universities should not be restricted to preparing students wishing to become schoolteachers. It is equally vital for to those who require an appropriate understanding of morals when they join the business sector, which is already engaging with business ethics and CSR. We are working to respond to this need, and I will describe some of the initiatives in this field that we are now implementing at Reitaku University, notably in our teaching of morality and business studies.
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Vetchanin, Yevhen, and Dmytro Horbatovskyi. "USAGE OF VIRTUAL REALITY IN THE EDUCATIONAL PROCESS AND VOCATIONAL GUIDANCE ON THE EXAMPLE OF “VRANALYTICS” SOFTWARE." Educological discourse, no. 1 (2020): 80–93. http://dx.doi.org/10.28925/2312-5829.2020.1.7.
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The present article delves into one of the most promising computer technologies in education - virtual reality. Current usage of virtual reality technology in education is quite low, though it has a large number of advantages compared to other modern information technologies and provides possibilities that other technologies do not have. You can find a small amount of articles that highlight usage of virtual reality technology in different fields of education and almost no articles about possibility of using virtual reality technology for vocational guidance in school. Therefore, the main objectives of this article are, first, to describe and analyze potential possibility of usage of virtual reality technology in the modern educational process and vocational guidance. Second, to consider a virtual reality software product “VRAnalytics” that is currently under development. The main three objectives of “VRAnalytics” are: 1. Serve as an information environment aimed at informing the user about the modern world of professions and different specialties that exist nowadays. 2. Create tasks for the user in the form of a set of different puzzles that he/she needs to solve in the virtual reality. The purpose of such tasks is to provide the user with knowledge of the specificities of various professions and information about his/her abilities and skills, as well as their level of development in these skills. 3. Analyze and storage received information for further usage in vocational guidance and counselling. In addition, in the article we compare VR technology with other modern computer technologies and describe advantages and disadvantages of using virtual reality technology in educational process and vocational guidance, such as visibility, security, interactivity, immersion and focusing.
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Seyitkazi, P., and A. Ahmetova. "THE DEVELOPMENT OF PROFESSIONALLY ORIENTED MEDIA EDUCATION AND ITS FUTURE." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 48–53. http://dx.doi.org/10.51889/2020-1.1728-5496.08.
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The scientific article analyzes the importance and relevance of media education. The author provides teachers with the pedagogical foundations of teaching media education in the field of information literacy in the field of vocational education. The scientific article takes into account the fact that the development of information technology in the world contributes to the latest trends in the development of pedagogical personnel and pedagogical technologies in the development of media education in the educational process, assuming that the younger generation will be crucial for information. In the article, the author draws on scientific conclusions, citing examples of the importance and necessity of media education. Considering that information technologies are developing in society, the ways of teacher education are analyzed in a scientific article. The development of science and technology is associated with the need for widespread use and application of the latest technological methods and equipment in the direction of vocational guidance and the role of media education in this direction.
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Maree, Prof Dr Kobus. "Message from Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 6, no. 2 (November 20, 2016): 29. http://dx.doi.org/10.18844/gjgc.v6i2.1212.
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Dear Readers,It is the great honor for us to publish sixth volume, first issue of Global Journal of Guidance and Counseling: Current Perspectives.Global Journal of Guidance and Counseling: Current Perspectives welcomes original empirical investigations and comprehensive literature review articles focusing on current issues related with the area of guidance and counselling. The journal is published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on guidance and counseling in an international arena.The scope of the journal includes, but is not limited to the following major areas as they relate to guidance and counseling; child and adolescent counseling, adult and elder counseling, family counseling, school counseling, higher education counseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling, cyber counseling, psychology education and occupational issues, inter-disciplinary approaches to psychology, counseling and guidance, rehabilitation counseling, technology usage in psychology, counseling and guidance and special education.Problems of parents who have children needing special education, computerized system of pedagogical orientation and relationship between resilience, life satisfaction and general self-efficacy topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume. A total number of ten (10) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of three (3) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Kobus MareeEditor – in Chief
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Li, Qi. "A Study on the Inquiry-Based Instruction Model for Art Design Course of Higher Vocational Schools." Advanced Materials Research 230-232 (May 2011): 1317–21. http://dx.doi.org/10.4028/www.scientific.net/amr.230-232.1317.
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Higher vocational education is a new educational mode different from the traditional academic education. It is employment-oriented under the guidance of the government. It is targeted to “develop senior skillful human resource.” Therefore, vocational education not only requires students to have a good command of certain skills, but also certain high technology and innovative ability. It is required to view the active involvement of the students from the point of competence education, properly deal with the relation between the teacher and the students, transform a knowledge lecture class to a research class and inquiry class, and develop the potentials and abilities of the students.
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Kadeeva, O. E., and V. N. Syritsyna. "Chatbots and features of their use in education." Informatics in school, no. 10 (December 18, 2020): 45–53. http://dx.doi.org/10.32517/2221-1993-2020-19-10-45-53.
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It's the fact that for decades there has been a search for a system that can imitate human mentors and automate some of their tasks. In the 1980s, intellectual tutoring systems appeared. These are systems that include artificial intelligence and support the student's learning process by offering him expert guidance. However, these are systems that are limited to certain areas of knowledge. Unlike intelligent learning systems, chatbots focus on conversation. Their goal is to achieve interaction in the same patterns as in humans. To maintain conversation, these bots must be able to analyze the environment and offer solutions to problems, interpret emotions of the interlocutor and act accordingly, and also help in learning process. The practical significance of the research presented in the article is that it analyzes the basics of chatbot technology, based on educational needs. Assessment of readiness of chatbot technology for operation at a given moment of time and with modern technological development is given.
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Herman Nirwana, Syahniar Syahniar, Firman Firman,. "The Effectiveness of Information Service in Improving Students’ Self Control Against Sexual Harassment in Vocational School in Padang." Psychology and Education Journal 58, no. 1 (February 4, 2021): 4053–58. http://dx.doi.org/10.17762/pae.v58i1.1466.
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Information service as one type of guidance and counseling services in schools has lost its function in helping students to control themselves from performing sexual harassment. This research aims to determine the effectiveness of information service in improving students’ self control against sexual harassment. This is a quantitative research with an experimental design. The research population is students of a Vocational School in Padang and the sampling technique is cluster random sampling. Data collection was performed through a questionnaire on self-control and data were analyzed using t test. The results of the test reveal that information service is effective in improving students’ self control against sexual harassment, with the help of Guidance and Counseling teachers/ the school’s Counselor to prevent sexual harassment in schools.
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Kjelgren, Roger, and Larry Rupp. "Using HortBase in Education." HortTechnology 8, no. 3 (July 1998): 301–6. http://dx.doi.org/10.21273/horttech.8.3.301.
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Computer technology allows horticultural educators to convey information more flexibly and visually to a greater audience. However, accessing and making use of technological teaching tools is as much a hurdle as it is an opportunity. HortBase provides the framework for educators in horticulture to easily access and contribute to quality chunks of horticultural educational by computer. Engaging computer-based instruction such as HortBase in distance or on-campus teaching is a three-step process. First, before assembling the teaching material, the educator must decide on who the target audience is and what information to convey. Audiences on campus often have higher expectations of how they want to learn, being accustomed to face-to-face instruction and guidance, but may not have a clear idea of what they want to learn. Off-campus audiences may have lower expectations but generally are more focused on the information they want. Second, the educator then must decide on how much of the information to bring into digital form oneself and what to draw from elsewhere. Chunks of digitized information can be created by scanning existing images into the computer or created on computer with drawing programs. Once digitized, images can be manipulated to achieve a desired look. This is laborious, so much effort can be saved by taking created chunks from HortBase. Finally, choose a medium for dissemination. Course content can be presented with slide-show software that incorporates digitized slides, drawing, animations, and video footage with text. Lectures can then be output to videotape or broadcast via an analog network. Alternatively, the digitized information can be incorporated into interactive packages for CD-ROM or the World Wide Web.
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Maag, John W., and Antonis Katsiyannis. "Counseling as a Related Service for Students with Emotional or Behavioral Disorders: Issues and Recommendations." Behavioral Disorders 21, no. 4 (August 1996): 293–305. http://dx.doi.org/10.1177/019874299602100404.
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The related services component of the Individuals with Disabilities Act (IDEA) has been one of the most difficult requirements in providing a free appropriate public education (FAPE) for students with disabilities, and it continues to be a persistent challenge with considerable legal precedent. A related service that is receiving increasing attention for students with emotional or behavioral disorders (EBD) is counseling. Counseling services are defined as services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel. The purposes of this article are to examine the controversial provision of counseling as a related service and provide recommendations for improved practice. To accomplish these goals, we will first delineate the type of service options and personnel who may provide counseling under the related services clause of IDEA. Second, we will examine the legal mandates of IDEA involving counseling as a related service. Finally, we will provide recommendations to schools for providing counseling services to students with EBD being served under IDEA.
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Smith, John. "Yet another acronym - Technology-enhanced Academic Language Support (TALS)." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 4–18. http://dx.doi.org/10.53761/1.16.4.2.
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Since the earliest adoption of educational technologies, teachers and researchers have been exploring its efficacy on language learning and development. The speed with which these technologies are now infiltrating academic student support will continue to increase, and so the need for good guidance in this space will likewise increase. Currently in academic language and learning support, however, the digital space while prevalent and expanding is both poorly defined and the literature widely dispersed. It is argued here that a single term of reference, such as TALS, could provide a centralised meeting point where research and experiences from the field can be more readily and conveniently shared.
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Altavilla, Jennifer. "How technology affects instruction for English learners." Phi Delta Kappan 102, no. 1 (August 25, 2020): 18–23. http://dx.doi.org/10.1177/0031721720956841.
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In response to federal policy and the COVID-19 pandemic, schools and districts are using technology to support students designated as English learners (ELs). However, school leaders and teachers have little guidance about how to implement technology effectively to foster these students’ language development and content instruction. To address this need, Jennifer Altavilla raises three concerns specific to technology use with ELs: (1) Technology accessibility and use are equally important, (2) Technologies have baked-in biases, (3) Technology should promote authentic social interaction.
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Cronholm, Stefan. "Lifelong Learning: Principles for Designing University Education." Journal of Information Technology Education: Research 20 (2021): 035–60. http://dx.doi.org/10.28945/4686.
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Aim/Purpose: Due to the rapid development of digital technology, create knowledge to support the development of education for lifelong learning. Background: There is a lack of normative and prescriptive support that can guide the development of education concerning lifelong learning. Methodology: Design science research, interviews, grounded theory and root-cause analysis. Contribution: Contribution to practice: A master program in Information Systems that supports lifelong learning. Contribution to theory: Advancements on design knowledge that can guide the development of education programs concerning rapid advancements in digital technology. Findings: Five design principles: consider rapid development of digital technology, balance time-consuming bureaucratic procedures with companies’ demands for speedy access to modern courses, simplify procedures for students applying with work experience qualifications, implement plans for competence development of teachers, and base courses on rigour and relevance. Recommendations for Practitioners: Companies could enter the whole education program or select interesting courses or course modules. Recommendation for Researchers: The design principles should be considered when research on guidance concerning lifelong learning for adult learners is conducted. Impact on Society: Lifelong learning enhances social inclusion, active citizenship and personal development, as well as competitiveness and employability. Future Research: Further validation of the design principles in order to create knowledge that can support the development of education for lifelong learning.
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Wening Cahyawulan, Aip Badrujaman, Gantina Komalasari,. "Individual Student Planning Services with Web 2.0." Psychology and Education Journal 58, no. 1 (February 4, 2021): 4096–101. http://dx.doi.org/10.17762/pae.v58i1.1471.
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Individual student planning as one of the components in the guidance and counseling comprehensive program provides services to help students understand and monitor their growth and development in order to take action on their next steps. School counselors need to adapt to today’s era in order to help students who are the part of the digital age. Web 2.0 is a recommendation for future career intervention. Web 2.0 tools and resources encourage collaboration between students and a careers counselor. The research method that was used was design-based research (DBR) and the model that is implemented is the Integrative Learning Design (ILD). The web 2.0 content is divided into two descriptions which are individual student planning strategies (individual appraisal, individual advisement, transition planning, and follow up) and peminatan (specialization) which describes the high school curriculum. This paper will discuss how web 2.0 tools can be developed and implemented in guidance and counseling services, specifically the individual student planning component.
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Miao, Liang, Er Feng Zhang, and Chun Rong Sui. "Modular Design of Flash-Based Educational Software." Applied Mechanics and Materials 198-199 (September 2012): 650–55. http://dx.doi.org/10.4028/www.scientific.net/amm.198-199.650.
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In order to resolve the problems of inefficiency and difficulty in educational software development, a new idea of modular method based on Flash technology is proposed in this paper. Under the guidance of advanced education, educational software constitutes are decomposed, the different module types are analyzed, learning modules are built by using Flash layer, different learning modules are integrated through a control module. It is indicated through practice that our method can greatly improve the efficiency of educational software development.
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Maare, Kobus. "From the Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 6, no. 1 (July 30, 2016): 01. http://dx.doi.org/10.18844/gjgc.v6i1.968.
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Message from Editor Dear Readers,It is the great honor for us to publish sixth issue of Global Journal of Guidance and Counseling: Current Perspectives.Global Journal of Guidance and Counseling: Current Perspectives welcomes original empirical investigations and comprehensive literature review articles focusing on current issues related with the area of guidance and counselling. The journal is published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on guidance and counseling in an international arena.The scope of the journal includes, but is not limited to the following major areas as they relate to guidance and counseling; child and adolescent counseling, adult and elder counseling, family counseling, school counseling, higher education counseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling, cyber counseling, psychology education and occupational issues, inter-disciplinary approaches to psychology, counseling and guidance, rehabilitation counseling, technology usage in psychology, counseling and guidance and special education.School attachment, peer bullying, resilience, self-efficacy, life satisfaction and violence in drawings of children topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of nine (9) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of three (3) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards, Prof. Dr. Kobus MareeEditor – in Chief
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Bikbulatova, A. A., A. V. Karplyuk, and O. V. Tarasenko. "Model of Activities of the Resource Training Center of the Russian State Social University in Terms of Professional Orientation and Employment of Persons with Disabilities." Психологическая наука и образование 22, no. 1 (2017): 26–33. http://dx.doi.org/10.17759/pse.2017220105.
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The paper focuses on the importance of professional and vocational guidance for persons with disabilities. It describes the main approaches to providing such type of guidance to the disabled students and reveals the technologies of motivating people with disabilities to seek education and to make informed choices of profession. The research was aimed at developing the model of career guidance offered at resource and training centers established by the Ministry of Education and Science of the Russian Federation on the basis higher educational institutions. The paper presents the developed model of professional and vocational guidance for persons with disabilities and explains the algorithm of its implementation in the resource and training centers. Also, the paper gives recommendations on how to change the technology of communication between universities, regional job centers and offices of medical and social assessment.
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Mohamad Aminudin. "PENDIDIKAN BERWAWASAN GLOBAL DAN BERBASIS AGAMA." Educreative : Jurnal Pendidikan Kreativitas Anak 5, no. 1 (February 11, 2020): 115–24. http://dx.doi.org/10.37530/edu.v5i1.16.
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Education is the guidance or help given by adults to the development of children to achieve their maturity with the aim that the child is capable enough to perform his own life duties do not depend on another person. Islamic education should be directed to the needs and changes of globalization era society. A global insightful education is an educational process designed to prepare students with the basic intellectual skills and responsibilities to enter a competitive life and with a degree of interdependence between nations. The current globalization in Islamic education can create a paradox or a symptom of counter morality, the conflict of two moral visions in a dianetral basis. The main challenges of globalization are: the advancement of science and technology, democracy, and the cultural field.
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Suwastini, Ni Komang Arie, Ni Putu Dewi Ersani, Ni Nyoman Padmadewi, and Luh Putu Artini. "Schemes of Scaffolding in Online Education." RETORIKA: Jurnal Ilmu Bahasa 7, no. 1 (April 30, 2021): 10–18. http://dx.doi.org/10.22225/jr.7.1.2941.10-18.
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Scaffolding in learning has been argued to facilitate the students’ progress. As the educational paradigm inevitably shifts into online modes, strategies for scaffolding provision need to be adjusted. This study aimed to understand the nature of the online learning environment and explore the aspects, types, and methods of scaffolding provision in online learning contexts by adopting George's (2008) research method into a qualitative design. The data were collected from experts' opinions and previous studies, as published in reputable international journals, using Education Resources Information Center (https://eric.ed.gov/), Google Scholar (https://scholar.google.com), and Research Gate (https://www.researchgate.net) as the databases. The research result is presented in an informal method. The review reveals that critical aspects of scaffolding are contingency, fading, and transfer of responsibility, which are applicable in synchronous and asynchronous learning with the support provided by peers, teachers, or technology through static or dynamic interaction. Based on its purpose, the four types of scaffolding are procedural, conceptual, metacognitive, and strategic, which can be performed strategically in online contexts through orientation to the course structure, access to resource and tools, critical thinking development, guidance to problem-solving, provisions of hints, sufficient examples, probing questions, and providing constructive feedback. These findings imply the importance of implementing scaffolding strategies in online learning contexts, although further studies need to be conducted to provide more comprehensive scaffolding models.
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Bosco, Alejandra, Noemí Santiveri, and Susanna Tesconi. "Digital Making in Educational Projects." Center for Educational Policy Studies Journal 9, no. 3 (September 24, 2019): 51. http://dx.doi.org/10.26529/cepsj.629.
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Digital Making as an Educational Project is an innovative educational experience that has been carried out with students of the Primary Education and Social Education degrees for three consecutive years. The experience introduces digital making as an activity in which students create an object using digital technology. In the process, they not only gain an insight into how the technology works, but also learn the content and competences of the curriculum. This innovative teaching practice was carried out as action research in order to improve traditional higher education practices. In this sense, the proposal puts the student at the centre of the process as the author and protagonist of their own learning process. The experience is based on their own interests: they decide what to make based on a given context. The students work in groups and look for what they need to learn to overcome a particular challenge, while the teacher supports the process as a facilitator, offering guidance and resources when necessary. The evaluation of the whole process is regulated via a group diary (a shared online document) and an individual diary (a blog) that the students produce. The final evaluation is not only of the printed product; the students also produce a video in the form of storytelling, in which they explain how the process evolved from the initial idea to the final impression of the object. They also reflect on what they have learned, how teamwork has worked and what possibilities they believe digital making offers in the primary and non-formal educational contexts in which they will work. All of the processes are compiled in the students’ blogs, as well as in the teachers’ field notebooks. The experience was executed in collaboration with the Digital Fabrication Centres of Barcelona. The results were organised to highlight the strengths and weaknesses of using technologies to improve higher education offering an approach in which students are at the centre of the whole process. Strengths: strong student motivation, promotion of self-directed and collaborative learning and learning by doing, and familiarisation with a transforming integration of technology as protagonists. Weaknesses: hesitance and resistance to facing the challenge, management of scarce time, large time investment by the teachers, and the difficulty of achieving in-depth reflection on how digital fabrication could be introduced in educational contexts such as primary school and non-formal contexts.
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Roliak, Anhelina, Hanna Dutka, Kostyantyn Mylytsya, Olena Matiienko, and Natalia Oliinyk. "Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment." Independent Journal of Management & Production 12, no. 3 (May 1, 2021): s071—s084. http://dx.doi.org/10.14807/ijmp.v12i3.1521.
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Nowadays every European knowledge-based society demands a highly qualified, competent workforce being able to adjust to modern innovative production. To educate such specialists is the aim of contemporary teachers. So efficient and innovative pedagogic education becomes an integral part of the European education system. The article deals with the analysis of problem-based technology in the modern system of Danish teacher training in pedagogical higher educational institutions. Analyzing works of European scientists and problem-based model of teacher education in Denmark, working with university and college programs and documents we came to the conclusion that principles of problem-based technology in professional teacher training are similar in the whole European educational environment and in general they may be described as an approach to learning and instruction that has the following characteristics: 1) the use of problems as the starting point for learning, 2) small-group collaboration, 3) flexible guidance of a tutor, 4) student-initiated learning, 5) time availability for self-study. The findings imply that well-designed problem-based learning may lead to better educational results. Multiple sources in Ukrainian, European, and Danish educational environments at various time points from 1990 till 2020 have been used in data collection for this study. Pedagogic education in Ukraine requires a substantial adjustment at the legislative, structural, and technological levels. European experience in this sphere of teacher education modernization can become a valuable asset of the comparative pedagogic science. This practice will lead to effective technological change in teacher professional training in Ukraine.
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Phillips, Marion, Peter Scott, and Judith Fage. "Towards a Strategy for the Use of New Technology in Student Guidance and Support." Open Learning: The Journal of Open, Distance and e-Learning 13, no. 2 (June 1998): 52–58. http://dx.doi.org/10.1080/0268051980130210.
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Bello, Hashim Sabo, Sa’adatu Umar Idris, and Abubakar Bappayo. "Media and educational technology in Nigeria: Managing the broadcast programmes of Radio Nigeria Globe FM towards girl child education." International Journal of Innovative Research in Education 7, no. 1 (June 30, 2020): 16–25. http://dx.doi.org/10.18844/ijire.v7i1.4715.
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This study was carried out in Shall and Yalwa village areas of Tafawa Balewa and Dass local government areas, respectively, in Bauchi state (Nigeria) with a strong view of determining the efficacy of media in education towards managing girl child issues in Nigeria. An intensive oral interview was employed in data collection from staff of Radio Nigeria Globe FM, as well as the students and staff of schools and the parents from both Shall and Yalwa villages. The study employed a survey design and utilized a documentary approach to obtain data. Descriptive statistics (means, frequency and percentages) and χ2were used in analysing the socio-economic characteristics of the stakeholders in girl child education. The results revealed that 91.2% of the responses hold the opinion that the strategies used by the Radio Nigeria GlobeFM to intervene in girl child education proffered unique and far-reaching benefits in educating the girl child to discover herself and associate with the right group of people, marry the right kind of men, make the right contributions and help men develop sustainable environment. The results also revealed that 61.8% of the responses hold the belief that Radio Nigeria GlobeFM programmes on the Nigerian girl child are much effective, educative and relevance. The study suggested that the adoption of educational technology strategies is a way forward to managing girl child education, which is a progressive approach in Nigeria, there by setting up booster stations and organise village rallies, discussion programmes with women as moderators to serve as role models for young girls, radio links programme to initiates talks with parents and other stakeholders, initiate kiddies programme fashioned after the likes of the world of children and finally strategies for career guidance.
Keywords: Broadcast programme, educational technology, girl child, management, media.