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Journal articles on the topic 'Integration of technologies into the curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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1

Kazhenova, M., and R. Zhussupova. "Integrating New Technologies into Curriculum." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 124, no. 3 (2018): 46–52. http://dx.doi.org/10.32523/2616-678x-2018-124-3-46-52.

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Nonato, Karla Jocelya, and Nielce Meneguelo Lobo da Costa. "Connections between the Pedagogical Project of an Undergraduate Course in Mathematics and the Content Technological and Pedagogical Knowledge." Acta Scientiae 23, no. 3 (June 30, 2021): 241–64. http://dx.doi.org/10.17648/acta.scientiae.6513.

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Context: As Digital Information and Communication Technologies (DICT) evolve, they enable to implement innovations that reflect on social life, including school and its curricula, requiring various teachers' knowledge to act in the new educational scenarios. Objective: To identify the presence of DICT in the curriculum and the possibilities of integration in the future pedagogical practice of Undergraduate course students in Mathematics. Design: In order to answer the question of how the Course Pedagogical Project of the Course (PPC) is organized, in the face of current technological advances, a documental analysis, of an interpretative nature, was developed at the PPC of the Undergraduate Course in Mathematics of Federal University of Grande Dourados (UFGD), located in Dourados, Mato Grosso do Sul (MS), Brazil, deployed in 2017. Data collection: Syllabuses and bibliographies presented in PPC were analysed. Results: Choosing as categories those established in the project itself and interpreted in the light of the theoretical framework constituted by the TPACK (Technological Pedagogical Content Knowledge), Web curriculum and Mathematical Enculturation. The following were considered: the social context, the technologies integration into the curriculum and the new knowledge construction by the graduation students. Conclusions: PPC prescribes a curriculum that, by being transformed into practiced curriculum, it can integrate the DICT and promote the construction of technological and pedagogical knowledge of the graduation students’ content and the Web curriculum construction is seen in this process.
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Romero, Margarida, and Jean-Nicolas Proulx. "Conceptions and Instructional Strategies of Pre-Service Teachers towards Digital Game based Learning Integration in the Primary Education Curriculum." International Journal of Digital Literacy and Digital Competence 7, no. 2 (April 2016): 11–22. http://dx.doi.org/10.4018/ijdldc.2016040102.

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Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.
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Norland, Ryan, Matthew Muchnick, Zachary Harmon, Tiffany Chin, and Rumit Singh Kakar. "Opportunities for Regenerative Rehabilitation and Advanced Technologies in Physical Therapy: Perspective From Academia." Physical Therapy 96, no. 4 (April 1, 2016): 550–57. http://dx.doi.org/10.2522/ptj.20150057.

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As rehabilitation specialists, physical therapists must continue to stay current with advances in technologies to provide appropriate rehabilitation protocols, improve patient outcomes, and be the preferred clinician of choice. To accomplish this vision, the physical therapy profession must begin to develop a culture of lifelong learning at the early stages of education and clinical training in order to embrace cutting-edge advancements such as stem cell therapies, tissue engineering, and robotics, to name a few. The purposes of this article are: (1) to provide a current perspective on faculty and graduate student awareness of regenerative rehabilitation concepts and (2) to advocate for increased integration of these emerging technologies within the doctor of physical therapy (DPT) curriculum. An online survey was designed to gauge awareness of principles in regenerative rehabilitation and to determine whether the topic was included and assessed in doctoral curricula. The survey yielded 1,006 responses from 82 DPT programs nationwide and indicated a disconnect in familiarity with the term “regenerative rehabilitation” and awareness of the inclusion of this material in the curriculum. To resolve this disconnect, the framework of the curriculum can be used to integrate new material via guest lecturers, interdisciplinary partnerships, and research opportunities. Successfully mentoring a generation of clinicians and rehabilitation scientists who incorporate new medical knowledge and technology into their own clinical and research practice depends greatly on sharing the responsibility among graduate students, professors, the American Physical Therapy Association (APTA), and DPT programs. Creating an interdisciplinary culture and integrating regenerative medicine and rehabilitation concepts into the curriculum will cultivate individuals who will be advocates for interprofessional behaviors and will ensure that the profession meets the goals stated in APTA Vision 2020.
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Redden, Lauren, Wesley Collins, and Jeff Kim. "Integration of Construction Mobile Technologies into Construction Management Curriculum: A Case Study." Procedia Engineering 196 (2017): 535–42. http://dx.doi.org/10.1016/j.proeng.2017.08.026.

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Cauley, Fattaneh G., K. Damon Aiken, and L. Keith Whitney. "Technologies Across Our Curriculum: A Study of Technology Integration in the Classroom." Journal of Education for Business 85, no. 2 (November 30, 2009): 114–18. http://dx.doi.org/10.1080/08832320903258600.

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Adams, Carl R., and Jae Hyon Song. "Integrating Decision Technologies: Implications for Management Curriculum." MIS Quarterly 13, no. 2 (June 1989): 199. http://dx.doi.org/10.2307/248928.

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Goga, Maria, and Dănuț Roșu. "The Integration of New Technologies in the Geography Lessons." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 234–46. http://dx.doi.org/10.18662/rrem/13.1/370.

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The new technologies have become indispensable in the students' lives, influencing their development at academic and personal levels. It is evident that their use in education is going to change the way of teaching, learning and assessment. Geography lessons are much more interactive when new technologies are integrated into the curriculum. In this article we describe a study regarding the integration of the new technologies in geography lessons. At the study 250 people - 73 teachers and 177 students, from schools and high schools in Romania, both rural and urban areas participated. The research is based on the application of questionnaires and interviews to teachers as well as to students from different schools. As a result of this research, it was concluded that the use of new technologies in geography lessons is important because it helps the formation and consolidation of the knowledge of the children; students understand the information more quickly and easily; lessons are interactive and students' motivation for learning is higher.
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Qasim, Amer, Hussein Issa, Ghaleb A. El Refae, and Alexander J. Sannella. "A Model to Integrate Data Analytics in the Undergraduate Accounting Curriculum." Journal of Emerging Technologies in Accounting 17, no. 2 (August 18, 2020): 31–44. http://dx.doi.org/10.2308/jeta-2020-001.

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ABSTRACT This paper proposes a model to integrate data analytics into current undergraduate accounting curricula across existing courses rather than offering a stand-alone data analytics course. One of the advantages of curriculum integration is that students are introduced to data analysis in a progressive or sequential way. Furthermore, such an approach typically does not require additional credit hours to reflect the changes made to the accounting curriculum to introduce the emerging technologies used in the accounting profession. The model proposes course learning outcomes (CLOs) related to the data analytics applications linked to specific levels of study and accounting courses. In addition, teaching materials including the main textbook, supplemental reading materials, and case studies are mapped across accounting courses. This model is expected to be beneficial for accounting educators and members of curriculum committees when updating an accounting curriculum to include data analytics.
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Ávila-Fernández, José Antonio, and Julio Tello-Díaz. "Reflections on curricular integration of new communication technologies." Comunicar 11, no. 22 (March 1, 2004): 177–82. http://dx.doi.org/10.3916/c22-2004-27.

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In the XXIst century society, technological media have invaded all the environments of the people. New concepts, ideas and terms appear, and together with innovative processes of access to information and to development of work. This paper reflects upon t En la sociedad del siglo XXI los medios tecnológicos han invadido todos los ámbitos del ser humano. Aparecen nuevos conceptos, ideas y términos acompañados de innovadores procesos de acceso a la información y al desarrollo del trabajo. En este artículo se reflexiona sobre la presencia de las TIC en la escuela, la necesaria actualización del profesorado y las aportaciones que éstas ofrecen desde la óptica constructivista.
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Meletiou-Mavrotheris, Maria, Efi Paparistodemou, and Christiana M. Christou. "Integrating Mobile Devices in the Mathematics Curriculum." International Journal of Mobile and Blended Learning 11, no. 3 (July 2019): 19–37. http://dx.doi.org/10.4018/ijmbl.2019070102.

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The case study took place in a primary school in Cyprus (student ages 6-12), which implemented a two-year multifaceted professional development program aimed at the effective integration of tablet technologies within the mathematics curriculum. The program adopted a systemic, school-based and collaborative model of professional development that focused on the broad preparation and ongoing engagement of all key stakeholders. This article focuses on research conducted during the first year of the program implementation. It portrays the initial state of mobile device use in the case study school ecosystem, describes the process of tablet integration within the school setting, and interrogates the self-reported reflections of a core team of six (n=6) teachers in the school regarding their professional learning experiences as a result of participating in the program. Findings suggest that the model of professional development adopted by the program effectively contributed to the integration of mobile devices into the school setting and to teacher professional learning.
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Tao, Tian, Zou Nengfeng, Jiang Jiyu, and Xu Xiaochun. "Application of Practical Curriculum for College Specialty of Economic Management under TPACK Framework – Taking “Enterprise Operation and Decision Simulation System” Curriculum as an Example." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (July 12, 2017): 124. http://dx.doi.org/10.3991/ijet.v12i07.7223.

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As a new type of educational knowledge integration framework under the appeal for informatization, Technological Pedagogical and Content Knowledge (TPACK) has become a prerequisite for teachers to integrate technologies into their teaching effectively. A comprehensive analysis of the current challenges faced by practical curriculums on economic management is presented in this paper. A curriculum design model was constructed based on the TPACK theoretic framework and the constructivism learning theory. The curriculum “Enterprise Operation and Decision Simulation System” was taken as an example, and the practical curriculum system for economic management under the TPACK framework was designed from three aspects, namely, teaching content, teaching methodology, and teaching technique. On this basis, an econometric analysis software was used to analyze the effects of curriculum implementation. Research indicates that TPACK plays a significant role in improving teaching quality, elevating student satisfaction, and cultivating students’ professional application and practice abilities. The research conclusion is of certain reference value to the practical teaching reform and development in universities.
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M. Sabry Nokhal, Ayman, and Noor Azizi Ismail. "Mis-alignment between IT knowledge/skills importance and IT knowledge/skills integration level into the accounting curriculum in Egypt." Journal of Financial Reporting and Accounting 12, no. 1 (July 1, 2014): 45–61. http://dx.doi.org/10.1108/jfra-03-2012-0008.

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Purpose – This paper aims to investigate the alignment between the information technology (IT) knowledge/skills importance or required by the business environment and the IT knowledge/skills integration level in the accounting curriculum in the specific context of Egyptian universities. Design/methodology/approach – Data were collected from a survey of 249 accountant lecturers by emails. Findings – The results indicate that the most important technologies are generalized audit software, embedded audit modules/real-time modules, small business accounting software, computer-aided systems engineering tools, test data and tax return preparation software, and the most technologies integrated in the accounting curriculum in Egypt are wording processing, electronic spreadsheets and electronic presentations. These results mean there is a gap between what is required and what is integrated in the accounting curriculum. Originality/value – This study is the first attempt to investigate the alignment between the IT required and integrated in the accounting curriculum, especially in Egypt.
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Kuzovkina, Y. A. "INTEGRATING GREEN TECHNOLOGIES INTO CURRICULUM FOR TOMORROW'S PROFESSIONALS." Acta Horticulturae, no. 881 (November 2010): 363–65. http://dx.doi.org/10.17660/actahortic.2010.881.54.

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Китайгородский, Mikhail Kitaygorodskiy, Муртазин, and Igor Murtazin. "Integration of Technologies within Elective Courses at a Profession-Oriented School." Profession-Oriented School 3, no. 1 (February 16, 2015): 22–30. http://dx.doi.org/10.12737/7785.

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The paper presents the model for integrating IT and material technologies within elective courses taught during pre-profile training of students. The model is developed based the classification of integration levels. On the basis of the generalized model of integration the authors have developed detailed models for different levels of technology integration. The presented models can be used as the basis for designing elective courses curricula.
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Kamoun, Faouzi, and Hussein Fakhry. "Improving The Nexus Between Research And Teaching In Undergraduate IS Education." Review of Business Information Systems (RBIS) 15, no. 2 (April 11, 2011): 25–36. http://dx.doi.org/10.19030/rbis.v15i2.4201.

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This study outlines a framework to assess the merits of integrating IS research into undergraduate teaching. Though the general merits of such integration have been explored, with limited empirical evidences in many previous (non-IS related) studies, this integration is particularly much needed in the IS field. This urgency is justified by many factors, such as the rapid pace in the rollout of IS tools, technologies and terminologies and the shallow focus on research in most IS curricula. Our study adds to existing literature in at least two aspects. First, to our best knowledge, this is the first reported study that reflects upon the integration of research into teaching within the IS context. Second, our research is a first initiative that contributes to establishing a formal framework for the planning and the assessment of such integration. Such an assessment framework will be very useful for continuous improvement to ensure that the integration achieves the learning outcomes it was designed for. Based on the proposed assessment framework and research methodology, this research proposes multiple sources of evidence to assess the merits of incorporating IS research into undergraduate teaching. The paper also shares the experience of a three-semester case study that aimed to diffuse research into teaching in an undergraduate computing and information systems course. Our research underlines the need for formal frameworks to assess the learning outcomes of undergraduate research dissemination into the curriculum. Objectives, performance criteria and measurement indicators should be clearly defined. Careful planning, judicious implementation, based on best practices and thorough assessment, are some basic ingredients for successful integration of research into the classroom. These requirements need to be integrated in the overall assessment strategy of the program curriculum. The assessment tools and research methods presented in this study can be very useful in assisting other IS departments establish a permeable boundary between undergraduate teaching and research.
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Jacobs, Derya A., David Dryer, and William Swart. "Integrating Virtual Collaborative Engineering into a Freshman Curriculum." Industry and Higher Education 15, no. 2 (April 2001): 111–15. http://dx.doi.org/10.5367/000000001101295533.

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Experience in distributed virtual collaborative engineering is becoming more and more important as the use of advanced communication and information technologies is transforming engineering companies. To prepare students for this new reality and to respond to corporate demand, universities must begin to incorporate ‘virtual collaborative engineering’ concepts and ‘e-engineering’ technologies into their curricula. In this paper, design, implementation and assessment of a multidisciplinary freshman engineering and technology course is discussed. The aim of the course is to provide students with the necessary skills and practices in the latest methodologies and technologies to apply in a virtual collaborative engineering environment.
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Zhang, Zong Fei. "Research on the Curriculum Development for Software Technology Major in Higher Vocational Schools Based on Work Process." Advanced Materials Research 268-270 (July 2011): 1928–33. http://dx.doi.org/10.4028/www.scientific.net/amr.268-270.1928.

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The curriculum development is the core task of the current teaching reform of higher vocational schools in China. The curriculum development for the higher vocational education is a complicated systematic project. With the software technology major in Taizhou Vocational & Technical College as its background, according to the curriculum development theory based on work process, this paper first analyzes the basic methods of curriculum development, and then researches on the curriculum development technologies for software technology major in higher vocational schools from the four aspects of work task analysis, typical work integration, curriculum system construction and curriculum teaching implementation, and designs a specific implementation process. Practice shows that the proposed method of curriculum development in this paper has strong operability and obvious implementation results, which provides curriculum reform for the software technology major in higher vocational schools in China with a significance of reference.
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Lin, Li-Mei Grace, and Chris L. Ward. "The Integration of Web2Quest Technology into Multicultural Curriculum in Teacher Education." International Journal of Online Pedagogy and Course Design 1, no. 2 (April 2011): 46–59. http://dx.doi.org/10.4018/ijopcd.2011040104.

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The study examines the attitudes and past experiences of pre-service teachers and teacher educators in Taiwan and the U.S. regarding the use of Web2Quests to promote multicultural education. The demographics in many countries are increasingly changing, especially regarding the growth of students from diverse backgrounds. In all classrooms, teachers need to have high levels of multicultural competency to create welcoming and equitable learning environments. However, multicultural education in the curriculum of many teacher education programs is still limited. Technology is an extremely useful tool that can enhance learning experiences for both teachers and students. Technology can be implemented to foster multicultural education in interesting and engaging ways. The study shows that the majority (about 93%) of the pre-service teachers and teacher educators who responded to the survey both in Taiwan and the United States enjoyed the Web2Quest strategy and viewed it to be effective in promoting higher-level thinking and social constructivist activities. Participants suggested that professional development is needed to help teachers design effective WebQuests, especially using the new version of WebQuests which utilizes Web 2.0 technologies. This professional development may have a significant impact when preparing teachers and, ultimately, students to be productive global citizens.
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Hess, M., D. Garside, T. Nelson, S. Robson, and T. Weyrich. "OBJECT-BASED TEACHING AND LEARNING FOR A CRITICAL ASSESSMENT OF DIGITAL TECHNOLOGIES IN ARTS AND CULTURAL HERITAGE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W5 (August 18, 2017): 349–54. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w5-349-2017.

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As cultural sector practice becomes increasingly dependent on digital technologies for the production, display, and dissemination of art and material heritage, it is important that those working in the sector understand the basic scientific principles underpinning these technologies and the social, political and economic implications of exploiting them. The understanding of issues in cultural heritage preservation and digital heritage begins in the education of the future stakeholders and the innovative integration of technologies into the curriculum. This paper gives an example of digital technology skills embedded into a module in the interdisciplinary UCL Bachelor of Arts and Sciences, named “Technologies in Arts and Cultural Heritage”, at University College London.
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Xefteris, S. "Developing STEAM Educational Scenarios in Pedagogical Studies using Robotics: An Undergraduate Course for Elementary School Teachers." Engineering, Technology & Applied Science Research 11, no. 4 (August 21, 2021): 7358–62. http://dx.doi.org/10.48084/etasr.4249.

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In recent years we have observed a clear trend for the transformation and evolution of teaching practices using Information and Communication Technologies (ICT) and in particular educational robotics. As modern society gives great importance to scientific and technological literacy and new technologies, the educational process must play a central role in the development of the respective skills. Thus, the training of future teachers in corresponding fields is especially important. In this paper, we present the curriculum design of a course named "S.T.E.A.M Teaching Scenarios using Educational Robotics" implemented for undergraduate pre-service teachers at the Elementary Education Department of the University of Western Macedonia in Florina, Greece. The objectives of the course include the development of critical and computational thinking, familiarity with robots, and the process of their integration in curricula focusing on interdisciplinary practices facilitated by embodied learning affordances.
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Oigara, James N., and Jared Keengwe. "Pre-Service Teachers and Technology Integration with Smart Boards." International Journal of Information and Communication Technology Education 7, no. 4 (October 2011): 84–92. http://dx.doi.org/10.4018/jicte.2011100108.

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This study explores pre-service teachers’ experiences integrating SMART Board technology into their teaching practice. The results suggest that pre-service teachers found the technology mentoring process to be useful in preparing them to integrate instructional technology into their lessons. The pre-service teachers developed high interest in integrating SMART board technology within their own practice. They also reported the technology mentoring process to be useful in preparing them to integrate instructional technology into their teaching. This article highlights the need for teacher educators to create a better curriculum aimed at preparing teachers who can selectively, purposely, and effectively integrate appropriate educational technologies into classroom instruction.
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Ukaigwe, P. C., and Innocent U. Igbozuruike. "Planning and Integration of Technologies for Effective Implementation of Blended Learning in Universities in Rivers State, Nigeria." Advances in Social Sciences Research Journal 7, no. 1 (January 28, 2020): 452–62. http://dx.doi.org/10.14738/assrj.71.7647.

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The study investigated planning the integration of technologies in higher institutions as a strategy for effective implementation of blended learning in universities in Rivers State. The design used was descriptive. The population of this study consisted of the 4,377 teaching staff in the three (3) public universities in Rivers State, comprising 2,348 male and 2,029 female teaching staff. The universities are the University of Port Harcourt, Rivers State University and Ignatius Ajuru University of Education. The sample of this study was 590 elements, comprising 327 male and 263 female teaching staff that were drawn from the population using stratified random sampling technique. Instrument of data collection was a questionnaire that yielded a reliability index of 0.84, using test-retest and Pearson Product Moment Correlation techniques. The data generated were analysed using mean to answer research questions. z-test was used to test hypotheses at 0.05 significance level. Findings showed that aligning university's visions with the aspirations of full integration of blended learning into university system, provision of required communication networking infrastructures and modifying curriculum designs to become deliverable through blended learning mode are key ways of integrating blended learning in the university system. Recommendations made included that university managers should consider seriously, the advantages of blended learning in the school system, with a view to using planning to foster the integration of the learning innovation into the traditional face-to-face teaching and learning approach for improving students learning experiences and achievements.
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Dagada, Rabelani, and Agnes Chigona. "Integration of E-Learning into Curriculum Delivery at University Level in South Africa." International Journal of Online Pedagogy and Course Design 3, no. 1 (January 2013): 53–65. http://dx.doi.org/10.4018/ijopcd.2013010104.

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Most South African universities have been acquiring new technologies for teaching and learning. This paper aims at understanding the domestication of e-learning platforms. The authors want to understand the factors that affect the domestication of the platform to become an integral part of teaching and learning. A qualitative research approach was employed. One-on-one interviews with eighteen snowball sampled participants was the data collection method used results of the study show that few academics have appropriated the technology into their pedagogy; however, many are still in need of professional development to successfully integrate the technology in their pedagogy. Most academics are lacking the understanding of the complex relationships between content, pedagogy and the technology to be integrated into the curriculum delivery. Therefore, there is a need for the institutions to assist the academics to improve their technological pedagogical content knowledge if the institutions are to successfully domesticate e-learning platforms.
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Holler, J. "HUMAN GEOGRAPHY WITH OPEN GIS AS A TRANSFORMATIVE INTRODUCTORY HIGHER EDUCATION COURSE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-4/W14 (August 23, 2019): 99–106. http://dx.doi.org/10.5194/isprs-archives-xlii-4-w14-99-2019.

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<p><strong>Abstract.</strong> Curricula in human geography and GIS can integrate open-source GIS with critical human geography, moving beyond a curricular divide between critical human geography and technical GIS. This integration requires significant transformation of GIS curricula, requires students to simultaneously develop fundamental knowledge of both GIS and human geography to critically address spatial problems in society, and calls for transformation of GIS technology itself. The curriculum is transformed to teach GIS fundamentals experimentally through video tutorials and handouts, teach GIS problem-solving with error detection and debugging skills, teach human geography concepts by reading and replicating research papers, and apply critical human geography concepts and open-source GIS techniques to solve novel problems. Students develop skills in assessing error and uncertainty in GIS, applying GIS to solve human geography problems, and questioning the powerful interactions between politics, economics, and geospatial technologies. GIS technology is transformed as instructors develop software features to facilitate human geography inquiry for novice GIS students and students apply their new problem-solving skills to identify bugs and consider new GIS features.</p>
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Issenberg, S. B., S. Pringle, R. M. Harden, S. Khogali, and M. S. Gordon. "Adoption and integration of simulation-based learning technologies into the curriculum of a UK Undergraduate Education Programme." Medical Education 37 (October 27, 2003): 42–49. http://dx.doi.org/10.1046/j.1365-2923.37.s1.10.x.

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Ramachandran, Subhadra. "Integrating New Technologies into Language Teaching: Two Activities for an EAP Classroom." TESL Canada Journal 22, no. 1 (October 1, 2004): 79. http://dx.doi.org/10.18806/tesl.v22i1.167.

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In its position statement, the International Reading Association states that technology needs to be an integral part of literacy instruction. This article describes two ways of integrating technology into an EAP curriculum that focuses on building students' reading and writing skills. . In essence, the goal of the article is to demonstrate that teachers can quite easily integrate the existing content with assignments and activities that involve the use of technology without necessarily adding new pieces to the curriculum.
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Tarakhovskiy, Aleksey. "EXPERIENCE IN INTEGRATING CAD/CAM/CAE TECHNOLOGIES IN THE BACHELOR'S CURRICULUM." Theoretical & Applied Science 96, no. 04 (April 30, 2021): 384–89. http://dx.doi.org/10.15863/tas.2021.04.96.77.

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Tomei, Lawrence A. "Top Technologies for Integrating Online Instruction." International Journal of Online Pedagogy and Course Design 1, no. 1 (January 2011): 12–28. http://dx.doi.org/10.4018/ijopcd.2011010102.

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Online learning is the epitome of applied technology and should be integrated into as many levels of online curriculum as possible. To prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. Most importantly, teachers must know what works best in an online classroom situation, i.e., podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others. In this regard, this paper reviews specific technology-based tools that have demonstrated a rapid implementation in higher education in general and online learning specifically. In addition, it explores best practices that lead to the best use of these tools in the virtual classroom. Links to online videos demonstrating each technology are provided and an emphasis is placed on many real-world examples of how technology has already improved student learning. This paper calls for greater inclusion of specific technologies by teachers in the online classroom.
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Kim, Hye Jeong, and Hwan Young Jang. "Sustainable Technology Integration in Underserved Area Schools: The Impact of Perceived Student Change on Teacher Continuance Intention." Sustainability 12, no. 12 (June 12, 2020): 4802. http://dx.doi.org/10.3390/su12124802.

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This study aims to examine the determining factors of teachers’ continuance intention to integrate technology in a smart classroom of schools in underserved areas. Smart classrooms provide a supportive learning environment for students by equipping them with advanced multi-functional and mobile technologies. A smart classroom can provide opportunities for teaching and learning by facilitating curriculum implementation and encouraging student success. The sustainable integration of technology in a smart classroom depends on the teacher’s ability to effectively utilize digital technology in the classroom. We assessed teachers’ perceptions of their technology integration by building a research model for sustainable technology integration in an underserved area in South Korea. For this, we included four aspects of teachers’ perceptions: the frequency of technology integration, the effort toward instructional practices, student change, and continuance intention. Data were gathered via a self-administered online survey with a sample of teachers who are participating in a smart school program and were analyzed using partial least squares structural equation modeling. The findings of the study show that teachers in smart classrooms are motivated to continue technology integration when they experience positive changes among students after employing smart classroom technologies. The research findings can contribute to the efforts of educators, scholars, and policy-makers to pursue sustainable development in underserved area schools.
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Babieva, N. A., T. И. Klyuchenko, and Yu N. Dresher. "University’s resources to teach information science and information technologies." Scientific and Technical Libraries, no. 5 (December 7, 2018): 36–46. http://dx.doi.org/10.33186/1027-3689-2018-5-36-46.

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In the case study of Kazan State Institute of Culture, the authors analyze the potential of the Institute in training skilled professionals in information studies and information technologies highly demanded by labor market. In 2017, to optimize the curriculum, the discipline “Information studies and information technologies” was introduced in every training program, and “Information security and information protection” in several programs.The authors name the major components of the Institute’s information and education environment, that is: the faculty, facilities and equipment. The steps to introduce digital training are discussed. The examples of organizational infrastructure of the faculty and the students in advanced training and teaching information technologies; introduction of MOODLE system, retraining courses to support digital learning, students engagement to collaborative projects using specialized software, are given. The survey data are presented to characterize students’ and professors’ attitude towards digital training and learning.The authors emphasize the humanitarian character of information science, its orientation towards human resource priming, integration of information and computer technologies.
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Takayesu, James K., Eric S. Nadel, Kriti Bhatia, and Ron M. Walls. "Incorporating simulation into a residency curriculum." CJEM 12, no. 04 (July 2010): 349–53. http://dx.doi.org/10.1017/s1481803500012458.

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ABSTRACT The integration of simulation into a medical postgraduate curriculum requires informed implementation in ways that take advantage of simulation's unique ability to facilitate guided application of new knowledge. It requires review of all objectives of the training program to ensure that each of these is mapped to the best possible learning method. To take maximum advantage of the training enhancements made possible by medical simulation, it must be integrated into the learning environment, not simply added on. This requires extensive reorganization of the resident didactic schedule. Simulation planning is supported by clear learning objectives that define the goals of the session, promote learner investment in active participation and allow for structured feedback for individual growth. Teaching to specific objectives using simulation requires an increased time commitment from teaching faculty and careful logistical planning to facilitate flow of learners through a series of simulations in ways that maximize learning. When applied appropriately, simulation offers a unique opportunity for learners to acquire and apply new knowledge under direct supervision in ways that complement the rest of the educational curriculum. In addition, simulation can improve the learning environment and morale of residents, provide additional methods of resident evaluation, and facilitate the introduction of new technologies and procedures into the clinical environment.
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Kurmangaliyev, A. "ISSUES OF ICT INTEGRATION IN RURAL SECONDARY SCHOOLS OF KAZAKHSTAN." Scientific Journal of Astana IT University, no. 5 (July 27, 2021): 84–93. http://dx.doi.org/10.37943/aitu.2021.45.41.008.

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The problem with attaining education equality for various categories of the population has been one of the priority topics of social and political studies. Kazakhstan has recently stated the aim to ensure equal access for all participants in the educational process to the best resources and technologies. However, half of all state schools are in rural areas and supporting them is often inadequate in comparison to urban schools. These schools have minimal infrastructure, for example, a lack of proper Internet access and professional development opportunities for teachers. The barriers to information and communication technologies in education seem to be one of the main issues for teaching staff in rural settings. The purpose of this research was to explore the issues of ICT integration in teaching and learning processes among secondary school teachers. This multiple case study explored the experiences of eight instructors from three rural schools through semi-structured interviews, lesson observations, and curriculum analysis. The results reveal evidence of the very poor quality of the Internet in visited rural schools. The findings also demonstrate that teachers often have to use their personal mobile phones at work despite the ban from administration. This, along with the poor technological capability of the schools, negatively affects the educational process in visited schools.
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Xiao, Wen Ya, and Jian Xia Ge. "Applications of Modern Information Technology in the Teaching of College Curriculums." Applied Mechanics and Materials 347-350 (August 2013): 2821–26. http://dx.doi.org/10.4028/www.scientific.net/amm.347-350.2821.

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In this paper, it carries out more in-depth study on the integration of modern educational technology with college curriculums, especially on the application of multimedia technologies in the college teaching and obtains some valuable achievements. There are many issues worthy of study on the integration of modern information technology with college curriculums; in this paper it carries out certain researches from multimedia technologies on issues of teaching resources in college curriculums and classrooms, issues of courseware in the production and use processes, and issues of the integration of the traditional teaching method and modern teaching methods, etc., aspects, in which direction many problems are waiting for us to study, explore and solve.
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Gutiérrez-Martín, Alfonso. "El discurso tecnológico de los nuevos medios: implicaciones educativas." Comunicar 9, no. 18 (March 1, 2002): 90–95. http://dx.doi.org/10.3916/c18-2002-14.

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The author of this article starts from the presence and the importance of the information and communication technologies (ITC) or new multimedia technologies (NMT) in order to analyse the ideology or implicit discourse that these new media bring with them. It is also analysed the educational implications of the technological discourse, that is to say, how the way in which ICT are introduced affects their integration in the curriculum development; and also haw it affects teachers and students’ expectations and the use of these media in education. El autor de este artículo parte de la presencia e importancia de las tecnologías de la información y la comunicación (TIC) o nuevas tecnologías multimedia (NTM) para analizar la ideología o el discurso que estos nuevos desarrollos tecnológicos traen consigo. Se analizan también las implicaciones educativas del discurso tecnológico, es decir, cómo la forma en que se presentan las NTM afecta a su integración curricular, cómo afectan a las expectativas de profesores y alumnos, y al uso que de estos medios se hace en los entornos educativos.
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deNoyelles, Aimee, and Ryan Seilhamer. "Facilitating professional development of mobile and eTextbook technologies." Journal of Applied Research in Higher Education 7, no. 1 (April 13, 2015): 55–67. http://dx.doi.org/10.1108/jarhe-03-2014-0030.

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Purpose – While the integration of mobile and eTextbook technologies is rapidly growing throughout higher education learning environments, these technologies are often challenging to implement across the university landscape. Professional development tailored to these fluid and evolving technologies is essential to supporting effective classroom integration. The purpose of this paper is to describe and evaluate a special interest group approach to professional development regarding mobile and eTextbook technologies implemented by one university in the USA. Issues such as recruitment of members, selection of face-to-face and online spaces, and curriculum design are addressed. Design/methodology/approach – To evaluate effectiveness, a survey was given to the participants that asked about sense of community, perceived increase in knowledge and teaching practices, and overall satisfaction with the experience. Findings – The interrelated factors of sense of community, knowledge, and teaching practices were identified as valuable, along with group organization. Survey results revealed that participants highly valued the opportunity to share best practices with others they typically would not, and benefitted from the expertise of guest speakers. Online spaces were found to serve as a repository of on-demand resources and dissemination of information, while face-to-face meetings capitalized on interactivity and nurtured community. Sharing the work of the members with the university and beyond was critical to incentivizing members to produce, and also built further professional networks. The planning team identified a tension between encouraging active involvement from instructors and offering it in convenient ways given their other commitments. Originality/value – Although this is a single case, this analysis suggests generalizable strategies that may create and sustain a community interested in mobile and eTextbook technologies.
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Shaǵraeva, B. B., A. E. Bıtemırova, N. M. Baıseıtova, and G. E. Túımebaeva. "Features of Novel Methods in Integrated Teaching of a Chemistry Lesson in English." Iasaýı ýnıversıtetіnіń habarshysy 4, no. 118 (December 15, 2020): 117–26. http://dx.doi.org/10.47526/2020/2664-0686.041.

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The article discusses the features of novel methods of subject-language integrated learning, as well as the conditions for its application in the field of education. The theoretical significance of this issue was carried out in the process of teaching interdisciplinary integration of chemistry and foreign language subjects. Integration with the English language made it possible to achieve learning outcomes using various methods and approaches. Currently, the lesson allows students to develop and improve themselves, strengthen their creative abilities – thus, in modern society, training prepares students for a successful life. Currently, English language proficiency is considered as the basis of tools for improving the level and opportunities of professional education. In this regard, there are new innovative technologies for teaching English. One of these technologies is the method of subject-language integrated learning CLIL (Content and Language Integrated Learning). The CLIL methodology uses English as a tool for teaching other subjects. The article contains elements of the updated curriculum and an example of a practical training plan.
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Shaǵraeva, B. B., A. E. Bıtemırova, N. M. Baıseıtova, and G. E. Túımebaeva. "Features of Novel Methods in Integrated Teaching of a Chemistry Lesson in English." Iasaýı ýnıversıtetіnіń habarshysy 4, no. 118 (December 15, 2020): 117–26. http://dx.doi.org/10.47526/2020/2664-0686.041.

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The article discusses the features of novel methods of subject-language integrated learning, as well as the conditions for its application in the field of education. The theoretical significance of this issue was carried out in the process of teaching interdisciplinary integration of chemistry and foreign language subjects. Integration with the English language made it possible to achieve learning outcomes using various methods and approaches. Currently, the lesson allows students to develop and improve themselves, strengthen their creative abilities – thus, in modern society, training prepares students for a successful life. Currently, English language proficiency is considered as the basis of tools for improving the level and opportunities of professional education. In this regard, there are new innovative technologies for teaching English. One of these technologies is the method of subject-language integrated learning CLIL (Content and Language Integrated Learning). The CLIL methodology uses English as a tool for teaching other subjects. The article contains elements of the updated curriculum and an example of a practical training plan.
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Agnello, Mary Frances, and Penny Carpenter. "Integrating geospatial technologies, action research, and curriculum theory to promote ecological literacy." Multicultural Education & Technology Journal 4, no. 3 (August 24, 2010): 188–97. http://dx.doi.org/10.1108/17504971011075183.

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Lawrence, Geoff, Farhana Ahmed, Christina Cole, and Kris Pierre Johnston. "Not More Technology but More Effective Technology: Examining the State of Technology Integration in EAP Programmes." RELC Journal 51, no. 1 (April 2020): 101–16. http://dx.doi.org/10.1177/0033688220907199.

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Technology use in English for Academic Purposes (EAP) programmes is seen as a strategy to support pedagogical innovation and intensifying growth in post-secondary international student enrolments. This article discusses government-funded research documenting the largely undefined use of technologies in post-secondary North American EAP programmes. This study surveyed EAP teachers and administrators in over 40 universities and colleges across North America using qualitative and quantitative approaches. Site visits involving classroom observations, interviews with teachers and administrators, student focus groups and student surveys were then conducted to deepen understanding of the affordances of technology-mediated EAP approaches from stakeholder perspectives in situated post-secondary contexts. Findings reveal widespread enthusiasm about emerging technologies to engage learners, develop autonomous learning, instructional pathways and transferable 21st century skills. However, despite this enthusiasm, many participating teachers, administrators and students also expressed critical views towards technology integration. Instructors noted time, lack of pedagogical guidance and vision, inadequate support, and training impacting their actual use and visions of technology use. Participants also revealed a ‘visioning’ dilemma where they had difficulty identifying the potential of emerging technologies that they had no concrete experience with. Findings suggest the need for sound theoretically informed techno-pedagogy in order to support technology integration in EAP. Implications for teacher education, further research and EAP teaching and curriculum design in today’s digital era conclude the article.
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Maumbe, Blessing Mukabeta. "Mobile Agriculture in South Africa." International Journal of ICT Research and Development in Africa 1, no. 2 (April 2010): 35–59. http://dx.doi.org/10.4018/jictrda.2010040103.

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The rapid diffusion of mobile and wireless technologies is transforming agricultural development globally. In South Africa, rural e-government service delivery has been hampered by low Internet penetration. Mobile government offers a promising alternative to deliver public services to remote rural communities. In this regard, the author examines the potential of mobile and wireless technologies to deliver value-added services to rural communities in South Africa. An implementation framework comprising a multi-functional agro-portal and mobile agriculture services is proposed. The benefits and barriers of using mobile and wireless technologies in rural areas are examined, while key considerations and policy implications for mobile agriculture are discussed. The author advocates the development of “value-based” and “demand-driven” mobile agriculture services for the future growth and survival of mobile agriculture, which requires greater competition among service providers, use of multi-lingual e-content, integration of indigenous knowledge, mobile agriculture curriculum, mobile cyber-security, and customized value-added services for rural communities.
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Hesterman, Sandra. "A Contested Space: The Dialogic Intersection of ICT, Multiliteracies, and Early Childhood." Contemporary Issues in Early Childhood 12, no. 4 (January 1, 2011): 349–61. http://dx.doi.org/10.2304/ciec.2011.12.4.349.

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If students are to be equipped with skills necessary to meet the challenging and diverse demands of different forms of communication brought about by the introduction of new technologies, then a broader definition of literacy is required. A pedagogy of multiliteracies recognises that there are multiple modes of representation that communicate meaning beyond language alone. As debate on information and communication technology (ICT) integration and literacy definition intensifies, early childhood teachers contemplate how they will accommodate these changes. How will early childhood education facilitate young children's use of ICT to support multiliteracies learning? This study investigated how two Western Australian teachers integrated ICT to support multiliteracies learning in early childhood classrooms. Two case studies, constructed over a nine-month period and employing ethnographic methodology, illustrated how different curricular, pedagogical, and classroom designs impact on children's early literacy experiences. An analysis across the two cases illuminated how different pedagogy, definitions, support, resources and curriculum shaped the dialogic intersection of ICT and multiliteracies in early childhood education.
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Míguez-Álvarez, Carla, Maria Elena Arce, and Antonio Souto-Gestal. "University Students and Sustainability Skills in Occupational Health and Safety Master Degree." International Education Studies 9, no. 4 (March 30, 2016): 204. http://dx.doi.org/10.5539/ies.v9n4p204.

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<p class="apa">Education is one of the key instruments to achieving global sustainability. In fact, sustainable development has to be integrated into higher education curricula. One of the difficulties of this challenge is to know if students are able to achieve the basic skills, something that is extremely important in emergency management. Thus, assessment of student’s work outside the classroom, non-formal curriculum, is essential to adjust the subjects of education for sustainability to the philosophy of the European Credit Transfer System (ECTS) credits.</p><p class="apa">This pilot study details the measurements of the self-reported time spent by the students in different activities associated with sustainability, study habits, integration of new technologies and use of support material. Moreover, the students’ motivation and satisfaction with the course was also analysed. In this regard, two challenges were identified: teamwork and getting a better study organization.</p>
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Bílek, Martin, Pavel Opatrný, and Milan Turčáni. "„COMPUTER ECOLOGY“ – KNOW-HOW FOR CLASS PROJECT." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 3 (November 10, 2006): 24–30. http://dx.doi.org/10.48127/gu-nse/06.3.24b.

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The increased consumption and the using of Information and Communication Technologies (ICT) are leading to dynamical applications as well as to increased problems with ICT-waste. A big amount of valuable material is disappearing at the dumps. How are knowledge of students and teachers in the mentioned area – it is the content of school curriculum or it is necessary to add this topic into the school curriculum? Do students have any knowledge about materials on the electronic devices and how much costs their recycling? Some answers gives questionnaire “What with old computers?” distributed to students of teaching. By results we propose some activities, classes or class projects, for primary and secondary science education oriented to integration of science subjects (experimental activities, data mining and evaluation, calculations, geographical aspects, work with foreign texts, etc.). Key words: class project, “Computer Ecology”, science education, electronic waste, opinions of students.
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Nebbia, Martina, Paulo Gustavo Kotze, and Antonino Spinelli. "Training on Minimally Invasive Colorectal Surgery during Surgical Residency: Integrating Surgical Education and Advanced Techniques." Clinics in Colon and Rectal Surgery 34, no. 03 (March 29, 2021): 194–200. http://dx.doi.org/10.1055/s-0041-1722843.

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AbstractSurgery is an ever-evolving discipline and continually incorporates new technologies that have improved the ability of the operating room surgeon to perform. The next generation of minimally invasive surgery includes laparoscopic and robotic-assisted procedures. Graduating residents may be expected to have the skills to perform common colorectal procedures using these technologies, and residency programs are developing curriculums to teach these skills. Minimally invasive techniques are challenging and learning only by observation and practice alone is difficult. This requires dedicated training and mentoring.New simulation methods have been conceived specifically for minimally invasive procedures, and these embrace a combination of virtual reality simulators and box trainers, with animal and human tissue, as well as synthetic materials. The aim of this review is to provide an overview of training in minimally invasive colorectal surgery with a focus on different types of simulators that build the basis to develop and include a multistep training approach in a structured training curriculum for minimally invasive colorectal procedures.
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Žygaitienė, Birutė, and Evelina Buivydaitė. "A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?" Pedagogika 129, no. 1 (April 25, 2018): 268–85. http://dx.doi.org/10.15823/p.2018.18.

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The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics. 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.
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Raycroft, Mark A. R., and Alison B. Flynn. "What works? What's missing? An evaluation model for science curricula that analyses learning outcomes through five lenses." Chemistry Education Research and Practice 21, no. 4 (2020): 1110–31. http://dx.doi.org/10.1039/c9rp00157c.

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Science is rapidly changing with vast amounts of new information and technologies available. However, traditional instructional formats do not adequately prepare a diverse population of learners who need to evaluate and use knowledge, not simply memorize facts. Moreover, curricular change has been glacially slow. One starting goal for curricular change can be identifying the features of a current curriculum, including potential areas for improvement, but a model is needed to accomplish that goal. The vast majority of studies related to curricular change have been conducted in K-12 environments, with an increasing number in post-secondary environments. Herein, we describe a model for science curriculum evaluation that we designed by integrating a number of different approaches. That model evaluates the intended, enacted, and achieved components of the curriculum, anchored by analyzing learning outcomes through five lenses: (i) a scientific Framework reported by the US National Research Council, (ii) systems thinking, (iii) equity, diversity, and inclusion, (iv) professional skills, and (v) learning skills. No curriculum evaluation models to date have used the five learning outcomes lenses that we describe herein. As a proof of principle, we applied the evaluation model to one organic chemistry course, which revealed areas of strength and possible deficiencies. This model could be used to evaluate other science courses or programs. Possible deficiencies may be addressed in other courses, in the course at hand, or may not be deemed necessary or important to address, demonstrating the potential for this evaluation to generate areas for discussion and ultimately, improvements to post-secondary science education.
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Sevillano García, María Luisa. "Reasons and Objectives Integrating Press into the Curriculum: An Empirical Study." Einzelbeiträge 2001 2001, Occasional Papers (April 9, 2001): 1–20. http://dx.doi.org/10.21240/mpaed/00/2001.04.09.x.

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Our study is partly based on the UNESCO’ General Assemblies Recommendations, and its guidelines considered by many countries. Moreover, is based on the current legal Spanish regulations of the Ministry of Education and Culture relating the curricular integration of the communication media into teaching. The law does not ensure the results expected right away, but provides guidelines and stimulus to start the process with some guarantees. On the other hand, our study wants to answer to the new situation created by the massive expansion of communication media and new technologies, and also their uncontrolled effects and the necessity of relating teaching with the new realities. Motivation, didactic possibilities, relationship with the press among others is present when teachers start working with press, showing similar scores. More that half of teachers finds these new resources as feelings enhancers, what is new and very valuable. If this is true, we will be in front of a more humanist and humanizing model. Training of the global man is important, not only reasoning but also feelings. There is also post experiment evidence that press generates a creative attitude in students, and at the same time it provides them with new knowledge, which is very important. Because of these and other reasons there must be training for a new type of teacher that integrates media to attain new learning and new attitudes towards media and new knowledge without forgetting a critical and analytical attitude to design a new model of student.
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Stredney, Don, Ali R. Rezai, Daniel M. Prevedello, J. Bradley Elder, Thomas Kerwin, Bradley Hittle, and Gregory J. Wiet. "Translating the Simulation of Procedural Drilling Techniques for Interactive Neurosurgical Training." Neurosurgery 73, suppl_1 (October 1, 2013): S74—S80. http://dx.doi.org/10.1093/neurosurgery/73.suppl_1.s74.

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Abstract BACKGROUND: Through previous efforts we have developed a fully virtual environment to provide procedural training of otologic surgical technique. The virtual environment is based on high-resolution volumetric data of the regional anatomy. These volumetric data help drive an interactive multisensory, ie, visual (stereo), aural (stereo), and tactile, simulation environment. Subsequently, we have extended our efforts to support the training of neurosurgical procedural technique as part of the Congress of Neurological Surgeons simulation initiative. OBJECTIVE: To deliberately study the integration of simulation technologies into the neurosurgical curriculum and to determine their efficacy in teaching minimally invasive cranial and skull base approaches. METHODS: We discuss issues of biofidelity and our methods to provide objective, quantitative and automated assessment for the residents. RESULTS: We conclude with a discussion of our experiences by reporting preliminary formative pilot studies and proposed approaches to take the simulation to the next level through additional validation studies. CONCLUSION: We have presented our efforts to translate an otologic simulation environment for use in the neurosurgical curriculum. We have demonstrated the initial proof of principles and define the steps to integrate and validate the system as an adjuvant to the neurosurgical curriculum.
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Natallia G., Dubeshka. "The Experience of Integration and Prospects for the Pedagogical Cluster Development in the System of Secondary Specialized and Higher Education of Students in the Specialty “Preschool Education”." Scholarly Notes of Transbaikal State University 16, no. 2 (May 2021): 150–56. http://dx.doi.org/10.21209/2658-7114-2021-16-2-150-156.

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The article analyzes the relevance and necessity of providing educational services at two levels of vocational education (secondary specialized and Ist stage of higher education) of pedagogical staff of preschool education institutions in the education system of the Republic of Belarus in the current educational situation: socio-demographic and normative-legal conditionality of vocational education; possibility of creating a pedagogical cluster in institutions of secondary specialized education and institutions of higher education; curriculum integration trends; elimination of duplication in the content and forms of the educational process organization in order to increase the motivation of students’ educational activities who study for the specialty “Preschool education”. A number of factors affect the increase in the motivation of college graduates to continue their professional education at the university: teachers with higher education have broader conditions for the implementation of professional activities in a preschool education institution; training according to integrated curricula in a shorter time frame is provided, and the cost of training is slightly lower; ability to participate in the educational process remotely, etc. The pedagogical cluster ensures not only continuity in the content of education at two levels of the education system, but also enriches the pedagogy of higher education with new forms, methods and technologies of working with students in the context of implementing the principles of cooperation pedagogy. Keywords: preschool education, secondary specialized and higher education, vocational education, pedagogical cluster, integration of curricula and programs, distance learning
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