Relevant bibliographies by topics / Technological competence

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

Academic literature on the topic 'Technological competence'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Technological competence"

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Bozeman, William C., and Dennis W. Spuck. "Technological Competence." Journal of Research on Computing in Education 23, no. 4 (June 1991): 514–29. http://dx.doi.org/10.1080/08886504.1991.10781979.

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Kurbonova, Zilola Uralovna. "The Significance Of The Concept "Technological Competence Of Preschool Educational Teacher"." American Journal of Social Science and Education Innovations 03, no. 01 (January 26, 2021): 207–10. http://dx.doi.org/10.37547/tajssei/volume03issue01-41.

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Koyuncuoglu, Deniz. "Analysis of Digital and Technological Competencies of University Students." International Journal of Education in Mathematics, Science and Technology 10, no. 4 (August 26, 2022): 971–88. http://dx.doi.org/10.46328/ijemst.2583.

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This study aims to examine the digital and technological competencies of university students studying at different faculties. In this context, digital and technological competencies of university students were examined based on the comparative relational screening model according to gender, class and academic achievement variables. The participants of the study are 373 students studying at different faculties of Dokuz Eylül University, Düzce University, Kırklareli University and Necmettin Erbakan University. Data were collected through digital competence and technological competence scales. The findings showed that the digital competence and technological competence of university students were high in some dimensions and moderate in some dimensions. In addition, the digital competencies and technological competencies of university students differed in terms of grade level and achievement status. On the other hand, no significant difference was found in the digital competencies and technological competencies of the participants with regard to gender. Finally, a significant positive relationship was found between the digital competencies and technological competencies of the participating university students.
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Nuruzzakiah, Nuruzzakiah, Hasanuddin Hasanuddin, Wiwit Artika, Supriatno Supriatno, and Hafnati Rahmatan. "Competency Analysis of Technological Pedagogical and Content Knowledge (TPACK) Biology Teachers." Jurnal Penelitian Pendidikan IPA 8, no. 1 (January 22, 2022): 325–35. http://dx.doi.org/10.29303/jppipa.v8i1.1166.

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TPACK competence of teachers can improve the quality of learning in accordance with the demands and changes. Information on TPACK competencies is needed regarding the ability of teachers to know the professional development of teachers. This study aims to determine the competence criteria of biology teachers in Aceh Province in the components of CK, TK, PK, PCK, TCK, TPK, and TPACK, to find out the significant differences in TPACK competence of biology teachers based on teacher certification and teaching experience. This type of research is descriptive with a quantitative approach. The population in this study were all Biology teachers at state high schools in Aceh Province, namely civil servants, and non-civil servants, totaling 692 teachers. Sampling using a simple random sampling technique, obtained 232 respondents which is a total of 33.53% of the number of teachers in each district. The research instrument in the form of a questionnaire was adapted from Schmidt which consists of 38 items and has gone through face validity. Data analysis for the TPACK component is described according to the predicate criteria. The TPACK competence of biology teachers based on certification was analyzed by independent sample t-test, while the TPACK competencies of biology teachers based on teaching experience were analyzed using ANOVA. The results showed that the highest competency criteria for the TPACK component were PK with a score of 83.35% (very good), while the lowest was TK with a score of 76.84% (good). The results also showed that there was no significant difference (p> 0.05) in the TPACK competence of biology teachers based on certification and teaching experience
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Ульянина, Ольга, and Ol'ga Ul'yanina. "Modern Approaches to the Classification of Competencyand Competence." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 2 (June 27, 2018): 78–85. http://dx.doi.org/10.12737/article_5b28daa9660531.56326943.

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The article analyzes the scientific views of researchers on the structure of competence and competence. The content of the structural components of the central concepts of the competence approach is revealed. The vision of scientists and practitioners on the classification of competence and competence is considered. The following key overprofessional competencies or basic skills are defined: value-semantic; political and social; general cultural; educational and cognitive; communicative; information. The groups of allocated competencies are systematized and approaches are described for their differentiation, which are certain models (methods) for identifying and evaluating competences: based on personal characteristics; on the procedural aspect of the implementation of activities; on the performance of functional and technological actions within a particular specialty or in a certain position; based on performance management.
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Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.

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The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific competences are interconnected, and their combination determines the character of the professional personality of a translator / interpreter.
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Zemengue, J., and T. Mbila. "The competence approach as the basis to form training system for library professionals in the Republic of Cameroon." Bibliosphere, no. 4 (January 11, 2020): 64–77. http://dx.doi.org/10.20913/1815-3186-2018-4-64-77.

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The article deals with the attitude of specialists to the competence approach in higher education, the stages of the “competence” formation concept are shown. The authors share the point of view of specialists, who emphasize the practical orientation of competences, and the competence approach itself is based on the practical orientation of education. After the analysis of publications, the authors come to the conclusion that the training of librarians in the Republic of Cameroon should ensure the formation of the following three groups of competences: 1) academic competencies, including basic knowledge and skills; 2) social and personal competences, including cultural and value orientations connected with the attitude of a person to himself as a personality (personal competence) and related to the person as a subject of interpersonal communication (communicative competence); 3) professional competencies. The authors show the basic technological competences required by Cameroonian library staff and believe that they should be incorporated into special academic disciplines and curricula of the department of documentary information. The authors conclude that academic, socio-personal and professional competences should be the basis not only for the educational standard of higher library education (getting bachelor’s and master’s degrees), which should be developed in Cameroon, but also for the entire system of training of highly qualified library personnel in the country.
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Hammouch, Hanane, Andreas Makoto Hein, and Helene Condat. "A CONCEPTUAL MODEL FOR ORGANIZATIONAL COMPETENCES." Proceedings of the Design Society 1 (July 27, 2021): 41–50. http://dx.doi.org/10.1017/pds.2021.5.

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AbstractOrganizational competences are one of the main assets of companies. Models of these competences would allow for systematic reasoning for exploring technological innovations, enabled by combining and transposing organizational competences. Today, the literature linking organizational competencies to engineering design and systems engineering remains limited. In particular, a generic modelling approach for organizational competencies for engineering design and systems engineering seems to be missing, although first frameworks have been proposed for specific purposes. This paper presents a generic conceptual model of organizational competences. The objective is to link technology, product, and systems development with the corresponding organizational competencies and their future evolution in order to allow for a joint design of competencies and technologies, products, or systems. The conceptual model provides the basis for a competence combination framework which allows for modeling competence combinations in an organization. Finally, we validate our conceptual model using a case study from the automotive industry.
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Yezhova, O., and D. Gryn. "Objectives of preparation of future specialists in technological education from the standpoint of a competence-based approach." Fundamental and applied researches in practice of leading scientific schools 28, no. 4 (September 1, 2018): 164–68. http://dx.doi.org/10.33531/farplss.2018.4.29.

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The article is devoted to the actual problem of formulating the goals of education of future masters of technological education from the standpoint of competence approach. The competence-based approach, the SMART approach, and the theory of taxonomy are applied in the study. The structure of the competence of the technology teacher is as follows: integral competence, general competencies, and professional competencies. The list of program competencies of masters of education by the specialty 014 Secondary educations, subject specialization 014.10 Secondary educations (Labor training and technologies) is established. The concept of "integrated competence" interpreted in accordance with the National Qualifications Framework. The general competencies are defined: knowledge and understanding of the subject area, ability to act on the basis of ethical motives, act socially responsible and consciously, work in the team, find and analyze information, apply acquired knowledge in practical situations, learn, communicate in the state language, use the knowledge of a foreign language in educational activities. The professional competences are defined: ability to realize the presence of integration processes; knowledge of general engineering and production issues; the ability to investigate the relationship of science with new phenomena and processes in production; ability to research and creative activities; the ability to use information technology, knowledge of modern equipment and technology; the ability to determine the properties and to select materials for the manufacture of products; the ability to organize work in a school workshop; ability to adhere to the requirements for labor protection, fire safety, environmental protection; the ability to control and assess the level of academic achievement of students; apply modern methods and educational technologies. The educational professional program of the second (master's) level of higher education is developed on the basis of definite program competencies and implemented in the V. Vynnychenko Central Ukrainian State Pedagogical University.
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Povstyn, O., and M. Kozyar. "THE IMPORTANCE OF "SOFT SKILLS" IN THE FORMATION OF SPECIALISTS’ MANAGERIAL COMPETENCE IN HUMAN SAFETY FIELD." Bulletin of Lviv State University of Life Safety 20 (January 24, 2020): 122–27. http://dx.doi.org/10.32447/20784643.20.2019.19.

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The article presents the problem of forming the managerial competence of specialists in the field of human security. Particular attention is paid to the analysis of the concepts of "competence", "managerial competence," social competence ", the content of the concepts of" soft skills "," hard skills ". The set of basic knowledge necessary for the development of “soft skills” in forming the managerial competence of future specialists in the field of human security is analyzed. On the basis of the analysis of the psychological and pedagogical literature, it is determined that the structure of managerial competence is a complex integrated dynamic formation, containing worldview, technological, cognitive, psychological, personal, professional and proper management aspects. The essential characteristics of the competencies of the modern leader are presented: strategic, social, functional, managerial, communicative, professional. Soft skills include leadership skills, teamwork skills, teaching skills, negotiating skills, conflict resolution, goal setting and achievement goals, time management of personal and subordinate time, purposefulness, presentation skills, public speaking effective communication skills, stress resistance, creativity and more. The assumption is made that the presence of the listed skills and competences forms the “social competence” of the future manager. It is determined that social competence, along with strategic, functional, managerial, communicative and professional, is one of the defining competency characteristics of the manager, and its essential features give grounds for defining it as basic in the formation of the managerial competence of human security professionals. It is proved that the quality and efficiency of management activities of specialists in the field of human security depend on the degree of mastery of "social competence" and so-called "flexible competencies".
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Dissertations / Theses on the topic "Technological competence"

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Bullock, Melanie M. "Counseling Students' Technological Competence." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4343/.

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Technology has a profound influence on how business, education, entertainment, and interpersonal communications are conducted. Mental health professionals have been exploring how technology can support and enhance client care since the 1960s. In the last decade the influence of technology in the practice of counseling has increased dramatically. As the use of technology increased, so did the expectations for counselor preparation programs to include technology instruction. In 1999, the Association for Counselor Education and Supervision (ACES) developed the Technical Competencies for Counselor Education Students: Recommended Guidelines for Program Development. This study examines the technological competence of counseling students at one southwestern university based on the ACES recommendations.
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Fai, Felicia Miranda. "Corporate technological competence and the evolution of technological diversification." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285512.

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Crawford, Carol Anne. "Winning women, a study of the development of technological competence at an all-girls' school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq37505.pdf.

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Denutienė, Aušra. "Suaugusiųjų mokymo centro moksleivių technologinių kompetencijų tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100707_104941-24895.

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Besikeičiantis gyvenimo tempas reikalauja nuolat tobulinti savo žinias ir gebėjimus. Šiandien mokytis visą gyvenimą tampa būtinybė. Dėl šių priežasčių itin didelis dėmesys pastaraisiais dešimtmečiais skiriamas suaugusiųjų mokymui bei ugdymui. Formalus suaugusiųjų ugdymas Lietuvoje yra įteisintas Švietimo įstatymu. Suaugusiųjų ugdymas suteikia asmenims, ne jaunesniems nei 18 metų ir iškritusiems ar dėl kitų priežasčių palikusiems nuoseklųjį švietimą, tęsti mokymąsi ir įgyti pagrindinį bei vidurinį išsilavinimą. Suaugusieji mokosi pagal patvirtintas Švietimo ministerijos suaugusiųjų pagrindinio ar vidurinio ugdymo programas, jas baigus, išduodamas valstybės pripažintas išsilavinimo pažymėjimas. Po to jie gali tęsti mokslus aukštosiose mokyklose bei kolegijose. Mokantis pagal pagrindinio ugdymo programą suaugusiems technologinis ugdymas neprivalomas. O siekiant įgyti vidurinį išsilavinimą, jei ugdymo institucija suteikia galimybę rinktis, šalia kitų dalykų moksleiviai gali pasirinktis mokytis technologijų dalyką ir ugdyti savo technologines kompetencijas. Darbo tikslas – ištirti technologinių kompetencijų ugdymo ypatumus, mokant suaugusiuosius įvairių technologijų. Tyrimu siekta nustatyti demografinius veiksnius, darančius įtaką technologinių kompetencijų ugdymui, atskleisti suaugusiųjų turimas (įgytas) technologines kompetencijas baigus pagrindinio ugdymo programą, suaugusiųjų mokymosi ypatumus bei ištirti suaugusiųjų technologinių kompetencijų ugdymą, mokantis... [toliau žr. visą tekstą]
A modern developing lifestyle requires to constantly increase one’s knowledge and improve skills. Nowadays a lifelong learning is a must. For this reason, a big attention has been paid to adults’ teaching in recent years. Formal adult education in Lithuania is legalized by the Law of Education. Adult education provides a person over 18 a right to continue his or her studies and acquire basic or secondary education. Adult students learn according to the programs of adult basic and secondary education which are approved by the Ministry of Education. After having finished the program, a student receives a certificate of education recognized by the state. Later adults can continue their studies at universities or colleges. According to the program of adult basic education, the subject of technologies is not compulsory. According to the program of adult secondary education, the subject of technologies is optional and students have an opportunity to develop their skills in technologies if an educational institution provides a possibility to choose. The aim of the paper work is to investigate the peculiarities of the development of technological competence while teaching adults various kinds of technologies. The purpose of the research is to identify the demographic factors influencing the development of technological competence, to reveal the acquired technological skills of adults after having finished the program of basic education, to show the peculiarities... [to full text]
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Pinkevičiūtė, Danguolė. "5 ir 10 klasių moksleivių bendrųjų technologinių kompetencijų tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_164536-30122.

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Šiandieną bendrosios programos ir išsilavinimo standartai akcentuoja moksleivių kompetencijų ugdymą. Jose aptariamos asmens kompetencijos - žinių, gebėjimų bei nuostatų visuma, įgalinanti kelti prasmingus tikslus bei jų siekti, mokytis visą gyvenimą, būti aktyviu piliečiu ir dalyvauti visuomenės gyvenime, susirasti tinkamą darbą. Kadangi bendrasis privalomasis ugdymas turi suformuoti asmens kompetencijas, todėl svarbu ne tik žinoti kokios kompetencijos yra būtinos šių dienų augančiam vaikui, bet kokios bendrosios technologinės kompetencijos galėtų būti ugdomos, atsižvelgiant į vis sparčiau tobulėjančią visuomenę. Atlikto tyrimo metu tirtos 5 ir 10 klasių moksleivių bendrosios technologinės kompetencijos. Išanalizavus mokslinę, metodinę literatūrą atskleista kompetencijų samprata. Tyrimui atlikti buvo sudarytas bendrųjų technologinių kompetencijų modelis remiantis bendrosiomis programomis ir išsilavinimo standartais Atliktoje anketinėje apklausoje dalyvavo 314 moksleivių: 205 penktokai ir 107 dešimtokai, 2 moksleiviai nenurodė kurioje klasėje mokosi. Apibendrinant atliktą literatūros analizę galima teigti, kad mokslininkai atskleisdami kompetencijų sąvoką, dažniausiai remiasi profesinėmis kompetencijomis. Šiuolaikinių edukologų darbuose kompetencija nusakoma kaip tam tikrų asmenybės nuostatų, gebėjimų, žinių, veiklos ir teisės tam tikrai veiklai atlikti visuma. Remiantis bendrosiomis programomis ir išsilavinimo standartais bendrosios technologinės kompetencijos traktuojamos... [toliau žr. visą tekstą]
Today general programmes and education standards put emphasis on the development on pupils’ competence. They discuss person’s competence – a unity of knowledge, skills and attitudes enabling pupils set sensible goals and pursue them, study throughout their lives, be active citizens and participate in the social life, and find an appropriate job. Since general compulsory education is intended to form personal competence, it is important to know not only what kind of competence is necessary for a growing child of today but also what kind of the general technological competence could be developed taking into account the fast advancing society. During the research there was investigated the technological competence of 5th and 10th grade schoolchildren. Analysis of scientific methodological literature revealed the notion of competence. In order to conduct the research, there was designed a general technological competence model based on general programmes and education standards. A survey in form of questionnaires involved 314 schoolchildren: 205 5th grade pupils and 107 10th grade pupils. The results of the literature analysis allow concluding that scientists usually rely on the professional competence when assessing for the notion of competence. In works of present day educologists, competence is presented as a unity of certain personal attitudes, skills, knowledge, activity and the rights for such activity. Relying on general programmes and education standards, the general... [to full text]
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Bergek, Anna, Christian Berggren, Thomas Magnusson, and Michael Hobday. "Technological discontinuities and the challenge for incumbent firms : Destruction, disruption or creative accumulation?" Linköpings universitet, Projekt, innovationer och entreprenörskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93701.

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The creative destruction of existing industries as a consequence of discontinuous technological change is a central theme in the literature on industrial innovation and technological development. Established competence-based and market-based explanations of this phenomenon argue that incumbents are seriously challenged only by ‘competence-destroying’ or ‘disruptive’ innovations, which make their existing knowledge base or business models obsolete and leave them vulnerable to attacks from new entrants. This paper challenges these arguments. With detailed empirical analyses of the automotive and gas turbine industries, we demonstrate that these explanations overestimate the ability of new entrants to destroy and disrupt established industries and underestimate the capacity of incumbents to perceive the potential of new technologies and integrate them with existing capabilities. Moreover, we show how intense competition in the wake of technological discontinuities, driven entirely by incumbents, may instead result in late industry shakeouts. We develop and extend the notion of ‘creative accumulation’ as a way of conceptualizing the innovating capacity of the incumbents that appear to master such turbulence. Specifically, we argue that creative accumulation requires firms to handle a triple challenge of simultaneously (a) fine-tuning and evolving existing technologies at a rapid pace, (b) acquiring and developing new technologies and resources and (c) integrating novel and existing knowledge into superior products and solutions.
Knowledge Integration and Innovation in Transnational Enterprise
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Celina, Anez. "From technological capability to competence : the use of distributed control systems in the Venezuelan olefins and resins industry." Thesis, University of Brighton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392873.

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Chang, Wei-Wei M. "Digital competence and professional development of vocational education and training teachers in Queensland." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95088/1/Wei-Wei_Chang_Thesis.pdf.

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Teaching with digital technologies is essential to the development of 21st century students’ graduate capabilities. However, relatively little is known about the extent to which Queensland VET teachers engage with digitally-enhanced teaching, or have the capacity to do so. Using a mixed methods approach, this thesis investigated the current digital teaching capacities of VET teachers and how current professional development opportunities are helping to address their learning needs.
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Usman, Muhammad. "Project Management Competence and Complexity in Projects : Impact study of performance of mega engineering projects in Pakistan." Thesis, Umeå universitet, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149806.

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The aim of this research is to test the effect of different project complexities and project management competence of project managers in public sector mega engineering projects of Pakistan and their effect on project performance. This research study is applied in Pakistan. Complexities in a project are inevitable. These cannot be controlled or eliminated but one can have their better understanding to counter them resulting in better project performance.  Quantitative research techniques have been applied for this particular research study. A total of 100 questionnaires were handed out among respondents, of which 82 survey questionnaires were useful for further analysis. Hypotheses have been developed to test the effect of variables of  project management competence on project performance and subsequently the effect of Technical, Organizational and environmental complexity on project performance.   Results show that project management competence have a positive effect on project performance, like leadership, management skills, communication, ethics, honesty have a strong impact on project performance. Secondly, Technical and organizational complexity have a negative effect on project performance whereas hypothesis of environmental complexity has not supported the project performance.  Further, a number of complexities were high ranked. For instance, goals, tasks and market conditions were ranked very high with respect to their impact on project performance.  This study contributes theoretically in the field of project management and on practical level study will not only help the Practioners in the field of PM, but also helpful for project managers of mega engineering projects. On societal level this study may help the Government intuitions in formulating rules and regulations such as PM certifications that can improve the project performance.
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Lipeikienė, Joana. "Informacinių ir komunikacinių technologijų kompetencijos ugdymas rengiant matematikos mokytojus." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20100129_133456-61762.

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Informacinių ir komunikacinių technologijų (IKT) įtakota ugdymo technologijų raida pakeitė visų sričių, tarp jų ir matematikos ugdymo turinį. Konstruktyvistinę mokymosi paradigmą, pagrindinius šiuolaikinius didaktinius matematikos mokymo principus – suprantamumą, sąmoningą ir aktyvų žinių perėmimą, vaizdumą, mokymo diferencijavimą, individualizavimą ir kt. – gali įgyvendinti tik atitinkamos kompetencijos matematikos mokytojai. Šalies pedagogų kompiuterinio raštingumo standarto, numatančio mokytojų gebėjimus naudoti IKT ugdymo procese, vienas iš reikalavimų yra „Žinoti pagrindinių ugdymui naudojamų kompiuterinių programų tipus, gebėti analizuoti jų privalumus ir trūkumus. Mokėti pritaikyti svarbiausias bendrosios paskirties ir mokomąsias kompiuterines programas ugdymo procese“. Šio bendro reikalavimo taikymas matematikos mokymui – tai ne tik sudėtingų matematikai taikytinų technologijų žinojimo ir įvaldymo, bet ir gebėjimų tinkamai taikyti jas matematikos mokyme reikalavimas. Informacinių technologijų (IT) ištakos yra pirmosiose skaičiavimo mašinose, kurios buvo kurtos spręsti taikomuosius matematikos uždavinius. Ir asmeninių kompiuterių (AK) pirmoji paskirtis buvo matematinių uždavinių sprendimas. Todėl matematikai skirtų šiuolaikinių technologijų yra žymiai daugiau, negu taikytinų kituose moksluose. Dar daugiau, yra programų sistemų, kuriose, atrodo, realizuota visa matematika: jos ne tik skaičiuoja, pertvarko, prastina, vaizduoja, bet ir sprendžia specifinius bene visų... [toliau žr. visą tekstą]
The survey summarizes investigations of the author on the technological tools and their educational features applicable to mathematics. The purpose of the investigations is enhancement of the technological and educational competence of mathematics teachers. The main problems of the investigation are: characterization of the main technological tools applicable in mathematics at the university level, description which abilities, knowledge, and skills of application in teaching comprise the technological and educational ICT competence of a contemporary mathematician. Development of educational technologies, influenced by information and communication technologies (ICT), has changed the content of all spheres of education, and the content of mathematical education among them. A constructivist paradigm of learning, the main didactic principles of mathematics teaching: understanding, conscious and active acquiring of knowledge, visualization, differentiation and individualization of learning, etc., can realize only mathematics teachers of the adequate competence. The Standard of Computer Literacy of educators in Lithuania provides abilities of teachers to apply ICT in educational process. One of the requirements is “To know the main types of computer programmes useful for education, to have the ability to analyze their merits and demerits, to apply them in the educational process”. The application of the general requirement in teaching mathematics means not only the knowledge and... [to full text]
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Books on the topic "Technological competence"

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Corporate technological competence and the evolution of technological diversification. Northhampton, MA: Edward Elgar Pub., 2003.

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Goodman, William H. Beyond competence: Preparing for technological change. Dereham: Francis, 1990.

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Cantwell, John. The technological competence theory of international production and its implications. Reading: University of Reading. Department of Economics, 1990.

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Pillai, A. Sivathanu. Revolution in leadership: Building technology competence. 2nd ed. New Delhi: Pentagon Press, 2011.

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Cantwell, John. Accumulating technological competence - its changing immpact on corporate diversification and internationalisation. Reading: University of Reading, 1997.

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Cantwell, John. Accumulating technological competence: Its changing impact on corporate diversification and internationalisation. Reading, England: University of Reading, Dept. of Economics, 1997.

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The Computer Revolution in Canada: Building National Technological Competence (History of Computing). Cambridge, Mass.: The MIT Press, 2001.

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More, Harry W. Effective police management: Striving for accountability and competence. Springfield, Ill: Charles C. Thomas, 2012.

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Cantwell, John. Firms as the source of innovation and growth: The evolution of technological competence. Reading, England: University of Reading, Dept. of Economics, 1997.

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Cantwell, John. Firms as the source of innovation and growth: the evolution of technological competence. Reading: University of Reading, 1997.

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Book chapters on the topic "Technological competence"

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Chaston, Ian. "Competence." In Technological Entrepreneurship, 119–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45850-2_6.

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Williams, Kimberly, John M. Facciola, Peter McCann, and Vincent M. Catanzaro. "Technological Competence." In The Legal Technology Guidebook, 5–7. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54523-3_2.

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Eliasson, Gunnar. "General Purpose Technologies, Industrial Competence and Economic Growth." In Technological Systems and Industrial Dynamics, 201–53. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6133-0_8.

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Volpentesta, Antonio P., and Alberto M. Felicetti. "Competence Mapping through Analysing Research Papers of a Scientific Community." In Technological Innovation for Sustainability, 33–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19170-1_4.

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Korhonen, Tiina, Kaiju Kangas, Sini Davies, Kati Sormunen, Laura Salo, and Markus Packalén. "Framework for Technological Competence in Invention Projects." In Invention Pedagogy – The Finnish Approach to Maker Education, 95–114. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003287360-9.

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Eliasson, Gunnar, and Åsa Eliasson. "The Pharmaceutical and Biotechnological Competence Bloc and the Development of Losec." In Technological Systems and Industrial Dynamics, 139–68. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6133-0_6.

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Strakšienė, Giedrė, and Dalia Baziukaitė. "Development of Children’s Communicative Competence using Case Method of Technology." In Technological Developments in Education and Automation, 253–58. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_47.

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Carlsson, Bo, and Gunnar Eliasson. "The Nature and Importance of Economic Competence." In Technological Systems and Economic Performance: The Case of Factory Automation, 57–87. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0145-5_3.

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Fridh, Ann-Charlotte. "Titanium Implants: A Competence Bloc Comparison of a Swedish Firm and an Ohio Firm." In Technological Systems in the Bio Industries, 187–215. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0915-8_8.

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Eliasson, Åsa. "A Competence Bloc Analysis of the Economic Potential of Biotechnology in Agriculture and Food Production." In Technological Systems in the Bio Industries, 285–332. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0915-8_10.

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Conference papers on the topic "Technological competence"

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Gromova, S. F., and D. A. Osipchenko. "COMPETENCE APPROACH IN MODERN RUSSIAN EDUCATION. FORMATION OF INFORMATION AND TECHNOLOGICAL COMPETENCES OF STUDENTS." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/70.

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The article is devoted to the competence-based approach in modern Russian education. The relevance of this approach is determined, the analysis of the central concepts is made on the basis of fundamental domestic and modern international research. The groups of key competencies are considered from the standpoint of various authors. The need for the formation of information technology competencies in students as a group of key competencies that meet the requirements of modern society and time is revealed. The contradictions and problems of the successful implementation of the competency-based approach in our country are revealed.
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Pérez-Escoda, Ana, and Nieves González Fernández-Villavicencio. "Digital competence in use." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012430.3012583.

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Isaac, A. M. "Core technological competence and growth strategies of corporations." In Innovation in Technology Management. The Key to Global Leadership. PICMET '97. IEEE, 1997. http://dx.doi.org/10.1109/picmet.1997.653262.

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Cazco, Gustavo Homero Orozco, Marcos Cabezas González, Fernando Martínez Abad, and Martín Alonso Mercado-Varela. "Digital competence of the university faculty." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012430.3012510.

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Ņikitina, Tatjana, and Inga Lapiņa. "THE CONCEPT OF MANAGER: CRITICAL ANALYSIS AND COMPETENCIES REQUIRED." In Business and Management 2018. VGTU Technika, 2018. http://dx.doi.org/10.3846/bm.2018.27.

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The aim of the research is to analyse manager’s competence groups, a manager role in modern enter-prise and clarify what competences are required for managers in knowledge intensive business service (KIBS) organizations. Authors assumed that natural changes in the external environment lead to ap-pearance and development of new managerial activities and competences or manifestation of a cer-tain set of competencies. Previous researchers reveal that new context of teams that are diversified in terms of locations, disciplines and social groups require managers to act differently. Other researchers emphasize acceleration of technological novelties and presence of new organizational forms such as small and medium enterprises (SMEs) also creates new operational processes and managerial activi-ties. Business society and labor market expect a professional who acts in different roles of entrepre-neur, leader, and manager simultaneously. The authors conducted literature overview and identified ten leading competencies that are necessary for a manager in KIBS.
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Corona, Ana García-Figuerola, Fernando Martínez-Abad, and María-José Rodríguez-Conde. "Evaluation of Digital Competence in Teacher Training." In TEEM 2017: 5th International Conference Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3144826.3145367.

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Yuryevna, Khatsrinova Olga, and Fomina Raisa Yevgenyevna. "Formation of technological competence of future engineers — Technologists." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402040.

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khacheb, Ameni, and Lilia Cheniti Belcadhi. "Open assessment resources recommendation for competence assessment." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012430.3012546.

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Casillas, Sonia, Marcos Cabezas, Maria Soledad Ibarra, and Gregorio Rodríguez. "Evaluation of digital competence from a gender perspective." In TEEM 2017: 5th International Conference Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3144826.3145372.

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Sánchez-Gómez, Ma Cruz, Ana Iglesias-Rodríguez, and Francisco J. García-Peñalvo. "Digital competence, social networks and apps in education." In TEEM 2017: 5th International Conference Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3144826.3145420.

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Reports on the topic "Technological competence"

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Семеріков, Сергій Олексійович, Ростислав Олександрович Тарасенко, and Світлана Миколаївна Амеліна. Conceptual Aspects of Interpreter Training Using Modern Simultaneous Interpretation Technologies. Криворізький державний педагогічний університет, November 2021. http://dx.doi.org/10.31812/123456789/6972.

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The article deals with the implementation in universities of conceptual changes in interpreter training in the context of modern simultaneous interpretation technologies. The idea of human-computer interaction as an alternativeless symbiosis for achieving qualitatively new levels of organisation, implementation and efficiency in the simultaneous interpreting process is substantiated. The implementation of the concept of information technology training of interpreters in the content aspect provides for the expansion of their knowledge and skills in the application of information and communication technologies in the preparation and processing of simultaneous interpretation. The practical implementation of the concept in the form of formation of information and technological competence of a simultaneous interpreter is proposed. The ways of forming this competence are defined.
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Tarasenko, Rostyslav O., Svitlana M. Amelina, and Albert A. Azaryan. Features of the use of cloud-based translation systems in the process of forming information competence of translators. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3256.

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The current trends in the translator training are shown, which reflect the orientation towards the use of cloud-based automated translation systems. The possibilities of studying cloud-based translation systems in the educational process of training the translator are considered. The role of mastering modern translation tools for forming information competence of translators, particularly technological component, was described. The definition of the list and type of basic translation tools that should be mastered in the studying process was discussed. These tools should include automated translation systems and terminological management systems. It is advisable to provide for the study of both desktop and cloud-based systems. The inclusion in the content of the training translators the study of cloud-based systems of automated translation after desktop systems is proposed. A number of advantages of cloud-based translation systems for the use in the process of training the translators is defined and substantiated. A comparative analysis of the functional of cloud-based automated translation systems (Wordfast Anywhere, XTM Cloud, and MemSource) with the aim of including them in the content of the training program for translators has been carried out.
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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Pavlo P. Nechypurenko, Stanislav L. Bondarevskyi, Olena M. Bondarevska, and Stanislav T. Tolmachev. The use of mobile Internet devices in the formation of ICT component of bachelors in electromechanics competency in modeling of technical objects. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3264.

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Computer simulation of technical objects and processes is one of the components of the system of professional training of a modern electromechanics engineer. It has been established that despite the fact that mobile Internet devices (MID) are actively used by electrical engineers, the methods of using them in the process of bachelor in electromechanics training is considered only in some domestic scientific studies. The article highlights the components of the methods of using MID in the formation of the ICT component of the competence of the bachelor in electromechanics in modeling of technical objects, providing for students to acquire basic knowledge in the field of Computer Science and modern ICT and skills to use programming systems, math packages, subroutine libraries, and the like. For processing tabular data, it is proposed to use various freely distributed tools that do not significantly differ in functionality, such as Google Sheets, Microsoft Excel, for processing text data – QuickEdit Text Editor, Google Docs, Microsoft Word. For 3D-modeling and viewing the design and technological documentation, the proposed comprehensive use of Autodesk tools in the training process.
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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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