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Journal articles on the topic 'Technological Pedagogical Field Information'
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1
Афанасьев, Vladimir Afanasev, Афанасьева, and I. Afanaseva. "Methodological Basis For Arranging Problems of Pedagogical Practice." Socio-Humanitarian Research and Technology 2, no. 3 (2013): 25–30. http://dx.doi.org/10.12737/1667.
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The detailed descriptions of the objective, subjective, systematic, information and technological approaches are presented, with the «methodological stuff» for each approach in the form of «circuit» and systematic methods for problem solving in the field of pedagogical practice.
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Skrobach, Nadiia, Oksana Shapoval, Vira Vyshyvanyuk, and Vitalii Petryna. "Technologization of Innovative Educational Processes in Higher Education Establishments." Archive of Clinical Medicine 28, no. 1 (2022): 61–63. http://dx.doi.org/10.21802/acm.2022.1.1.
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The needs of Ukraine’s economic development require the creation of new, innovative technologies that take into account changes in the social and spiritual life of young people, the need to form a harmonious personality and optimize the learning process. New pedagogical technologies are aimed primarily at “providing conditions for self-realization of student’s essential capabilities in various kinds of theoretical and practical activities, in dynamic life in the new market conditions”.
 An essential feature of modern innovation processes in the field of education and upbringing is their technologization – a strict compliance with the content and sequence of stages of innovation implementation.
 The difference between technology and methodology is a fundamental issue for modern pedagogics. Technology and methodology are distinguished by two main points: the guarantee of the final outcome and planning of the future educational process.
 The varieties of personality-centered pedagogical technologies include personality developmental teaching, productive teaching, personalized teaching and technology of higher labor, self-development, technology of humanism.
 Analyzing the features of higher pedagogical education technologization, the attention should be paid to an increase in the need for the use of new information technologies in the training of new generation specialists for modern educational systems. New information technologies (NIT) are defined as a set of methods and technological means of collecting, organizing, storing, processing, transmitting and presenting information that increases people’s knowledge and develops their capabilities to manage technological and social problems.
 Pedagogical technology is interpreted according to three aspects: the scientific aspect (pedagogical technology as a component of pedagogical science that creates pedagogical processes in pedagogical systems); procedural and descriptive aspect (description, process algorithm, a set of goals, content of methods and means to achieve guaranteed results according to the goal); procedural and effectual aspect (implementation of the technological process, functioning of all personal tools).
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VAINTRAUB, Mark. "Formation of technological culture in future teachers in technological education in higher education institutions." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 11 (2022): 45–49. http://dx.doi.org/10.33251/2522-1477-2022-11-45-49.
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The article is devoted to the problem of formation of technological culture of future teachers of technological education in the environment of higher education institution. The relevance and necessity of developing technological culture during the professional training of future specialists in the field of technological education are substantiated. A model of formation of technological culture of future teachers of technological education in higher education institutions has been developed. The connection of the university environment with the pedagogical process with the development of information and communication technologies in the post-industrial and post-pandemic society of Ukraine and other countries is illustrated. The most influential approaches to the formation of technological culture are identified: competence, culturological, synergetic, systemic, anthropological, personal-activity, genetic, informational, contextual. Among the principles - developmental and educational training, positive motivation and a favorable emotional climate; scientific; interdisciplinarity; integrity, national orientation of education; openness and awareness; hazard prevention, creation of the environment, etc. Emphasis is placed on pedagogical conditions and qualities that promote the development of technological culture in future teachers of higher education, encourage them to more effective pedagogical work. Among these conditions are defined: purposeful motivation of teachers; updating the content of professional training of future teachers (theory and practice); application of pedagogical technologies; creation of an innovative cultural and educational environment in higher education institutions; application of individual and differentiated approaches; development of pedagogical methods; organization of diagnostics and appropriate adjustment of the level of technological formation; promotion of values. The result of this model helps to trace and establish modern criteria of technological culture, to make a forecast for its formation in future teachers of technological education under these circumstances in the future. The dependences between the pedagogical conditions of the formation of technological culture in the form of a graph are derived. Key words: technological culture, teacher, higher school, formation, graph
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Umar, Mohammad Farhan, Ghurrotul Bariroh, Novi Dewi Khadikatul Jannah, Adi Rahmat, and Riandi Riandi. "The learning strategy for biodiversity concept: Pedagogical analysis based on technological pedagogical and content knowledge." JPBIO (Jurnal Pendidikan Biologi) 9, no. 2 (2024): 157–70. https://doi.org/10.31932/jpbio.v9i2.3570.
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Sustainable Development Goals (SDGs) emphasize quality education and environmental protection. Biodiversity education in Phase E requires students to solve problems related to biodiversity. However, complex terminology and limited learning tools create challenges. This research aims to analyze effective learning strategies for teaching biodiversity using a TPACK framework. The method used in this research is a literature review carried out systematically by PRISMA. The analysis will map pedagogical approaches, content based on CoRes analysis, and technological aspects. Findings will inform the development of effective learning strategies for high school biodiversity education, contributing to achieving SDGs, particularly SDG 15 on terrestrial ecosystems. The finding shows that The use of CoRes to narrow down the information is required to instruct students and promote the attainment of the 15th SDG goal. Based on the findings of the analysis, the pedagogical review of the approach used, namely local wisdom, the field trip method, and the discovery learning model, as well as the use of technology to assist students in identifying PlantNet, Picture This, and iNaturalist, is considered effective to be implemented in learning biodiversity material.
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Sanjaya, Budi, Boby Syefrinando, and Wahyu Hidayat. "Sequential explanatory technological pedagogical and content knowledge of madrasah teachers in Jambi." Jurnal Penelitian dan Evaluasi Pendidikan 28, no. 1 (2024): 43–60. http://dx.doi.org/10.21831/pep.v28i1.70429.
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This study aims to describe the structural model of Sequential Explanatory Technological Pedagogical and Content Knowledge (TPACK) of Madrasah Teachers in Jambi Province.This research involved 132 teachers for surveys and 5 teachers for interviews. Descriptive statistics, t-test, Anova, and SEM-PLS were used in quantitative data analysis, while qualitative data was carried out using descriptive thematics. The findings show that Madrasah teachers' TPACK is at a good category level. There are no differences in teachers' TPACK levels based on gender, certification status, madrasa level, age, teaching experience, and field of study. Technological pedagogical knowledge (TPK) has a stronger influence on technological pedagogical and content knowledge (TPACK) compared to technological content knowledge (TCK) and pedagogical content knowledge (PCK). Teachers need support from schools and communities to increase TPACK knowledge in addition to from self-awareness to developing competence as well as several other information that have been discussed in the discussion of this research. Teachers should increase their TPACK knowledge so that they can confidently implement technology in their learning.
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Rizqiyah, Nayla. "IMPLEMENTASI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SEBAGAI MODERNISASI DI BIDANG PENDIDIKAN." Niagawan 10, no. 2 (2021): 159. http://dx.doi.org/10.24114/niaga.v10i2.25004.
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Technological pedagogical content knowledge (TPACK) is a relatively new learning model in the world of education. The practice of implementing this method includes mastery of technology, pedagogy and knowledge of learning content. TPACK is involved in the process of compiling learning designs, learning models and strategies, assessing and rearranging connected curricula and making technology the basis of reference for educational development. The research was carried out randomly on college students and the results of the research were described using a qualitative descriptive method. The relationship between TPACK and modernization in the world of education are two inseparable things, the inclusion of technology in elements of Indonesian education has had a significant effect and has changed the conventional order with a new order of methods and is expected to bring Indonesian education to a more advanced direction. It is hoped that research can provide benefits for developing the field of the education system as well as as additional information for other research.
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Roganov, Maxim Lvovych, and Maxim Maximovych Roganov. "Pedagogical guidance of the process of forming information technological competence of future computer science teachers: a practical aspect." Духовність особистості: методологія, теорія і практика 1, no. 3 (110) (2024): 137–50. https://doi.org/10.33216/2220-6310/2024-110-3-137-150.
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The article reveals the current problem of organizing pedagogical guidance in the process of forming information technology competence of future computer science teachers in a practical aspect:It is noted that technological training in the conditions of the modern information and educational space of higher education` pedagogical institutions is implemented by performing a significant part of educational activities using communication technologies.In the article it is presupposed that mandatory presence of initial information and technological literacy of students, is manifested not only in their mastery of the skills and abilities in using their activities of a set oftechnical means and devices, but also in the ability to understand when this information is needed, find it how to evaluate and use it effectively.Therefore it is necessary to improve the ways of forming and developing information technology competence of specialists as a necessary component of their general professional competence. It is a value guideline of modern higher pedagogical education; the practical component of the process of forming information technology competence of future computer science teachers. It is revealed in the context of the activities of the studio of pedagogical excellence to improve the methodological and technological literacy of higher education teachers, which provided for work in two directions: «Modern Educational Technologies» and «Fundamentals of Computer Telecommunications». It is concluded that the use of information and communication technologies in the educational and information environment of a pedagogical institution of higher education and the optimal management of this process made it possible to provide students with additional theoretical and methodological material on electronic media in the disciplines of basic training in the field of informatization of education, which made it possible to repeat the educational material of the studied problems and use it in a new context.
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Seyitkazi, P., and A. Ahmetova. "THE DEVELOPMENT OF PROFESSIONALLY ORIENTED MEDIA EDUCATION AND ITS FUTURE." BULLETIN Series of Pedagogical Sciences 65, no. 1 (2020): 48–53. http://dx.doi.org/10.51889/2020-1.1728-5496.08.
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The scientific article analyzes the importance and relevance of media education. The author provides teachers with the pedagogical foundations of teaching media education in the field of information literacy in the field of vocational education. The scientific article takes into account the fact that the development of information technology in the world contributes to the latest trends in the development of pedagogical personnel and pedagogical technologies in the development of media education in the educational process, assuming that the younger generation will be crucial for information. In the article, the author draws on scientific conclusions, citing examples of the importance and necessity of media education. Considering that information technologies are developing in society, the ways of teacher education are analyzed in a scientific article. The development of science and technology is associated with the need for widespread use and application of the latest technological methods and equipment in the direction of vocational guidance and the role of media education in this direction.
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Maulidini, Yessiana Dwi. "PENGARUH LITERASI TIK TERHADAP TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) GURU." Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan 6, no. 1 (2020): 13–20. http://dx.doi.org/10.21009/improvement.v6i1.15897.
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The development of the 21st century is characterized by the use of Technology, Information and Communication (ICT) in all aspects of life. Teachers in 21st century learning are expected to master technological knowledge, pedagogy, and content in conveying learning. Based on the facts, there are still many teachers who are lagging behind in the use of technology for the delivery of learning, the low pedagogical competence of teachers and the lack of understanding in delivering learning content. Those are some issues in the education field nowadays. Literacy toward teacher’s TPACK at Amaliah Elementary School Bogor. This research is a quantitative research by using functional correlation research design. The sample in this study amounted to 31 teacher’s. The research instrument used was a questionnaire with a Likert scale. Data were analyzed using regression equation analysis techniques, coefficient of determination, and significance tests to see significant effects. The results showed that there was a significant influence of ICT literacy on teacher’s TPACK. The results of this study concluded that the ICT literacy variable with teacher’s TPACK has a significant influence of 14.21% which means that both of these variables are classified as quite significant.
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Roig-Vila, Rosabel, Santiago Mengual-Andrés, and Patricia Quinto-Medrano. "Primary teachers’ technological, pedagogical and content knowledge." Comunicar 23, no. 45 (2015): 151–59. http://dx.doi.org/10.3916/c45-2015-16.
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The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the technological, pedagogical and content knowledge needed for Primary Education teachers to integrate ICTs into teaching. A research work based on a quantitative non-experimental methodology which involved 224 Preschool and Primary Education teachers working in the province of Alicante (Spain) was performed with that aim. The important results showed that teachers are more knowledgeable in the pedagogical and content fields than in technology, which means that their level of technological knowledge does not suffice to integrate ICTs into their teaching tasks. Significant differences were additionally identified between gender and years of experience, together with the relationship between the fun use of technology and the knowledge of its essential aspects. Our findings confirm the need for a digital literacy campaign addressed to teachers, involving not only a technological type of training but also an overall pedagogical and content approach. This is in keeping with the TPACK model (Technological, Pedagogical and Content Knowledge), which appears as a reference framework to be taken into account when it comes to teachers’ professional development and its connection with the teaching-learning processes in the classroom wherever Information and Communication Technologies are present. La emergencia de las tecnologías de información y comunicación (TIC) plantea nuevos desafíos educativos al profesorado, a los cuales puede responder desde un modelo de formación coherente. El propósito de este estudio es analizar los conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Educación Primaria, necesarios para la integración de las TIC en la labor docente. Para ello, se llevó a cabo una investigación con una metodología cuantitativa de carácter no experimental en la que participaron 224 profesores de Educación Infantil y Primaria de la provincia de Alicante. Los resultados mostraron que los docentes poseen mayores conocimientos pedagógicos y disciplinares que tecnológicos, lo que conlleva a escasos conocimientos para la integración de las TIC en la labor docente. Se constataron, además, diferencias significativas entre el género y los años de experiencia docente, y la relación entre el uso lúdico de la tecnología y los conocimientos sobre sus aspectos fundamentales. Según los resultados obtenidos, se corrobora la necesidad de una alfabetización digital del profesorado abordada no solo desde una formación tecnológica, sino también pedagógica y disciplinar de forma global. Ello responde al modelo TPACK (Technological, Pedagogical and Content Knowledge), el cual se contempla como un marco de referencia a tener en cuenta por lo que respecta al desarrollo profesional del profesorado y su vinculación a los procesos de enseñanza-aprendizaje en el aula donde las TIC estén presentes.
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Ramli, Ramli, Andi Hamzah Fansury, and Vivit Rosmayanti. "TECHNOLOGICAL TOOLS IN EFL CLASS." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 7, no. 1 (2025): 390–406. https://doi.org/10.52208/klasikal.v7i1.1313.
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Mobile-assisted Language Learning (MALL) and IoT technology have revolutionized language learning approaches, bringing a new level of flexibility and accessibility to the field. Technological Pedagogical Content Knowledge (TPACK) is a framework for enhancing teacher knowledge and teaching practices in educational contexts. It emphasizes the integration of teacher competencies and the development of Information and Communication Technology (ICT) in language teaching and learning. Some technologies have been integrated into teaching and learning English and effectively enhance language learning experiences, improve language skills, and provide flexibility and accessibility in language education, reflecting a growing interest in leveraging mobile technologies to support EFL instruction, such as LMS, YouTube, podcasts and vodcasts, Kahoot, AI-powered technologies, digital whiteboards, and conferences. Teachers' attitudes, beliefs, and self-efficacy can inform professional development initiatives and instructional strategies for enhancing technology integration in educational settings
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Rahmawati, Anis, Nunuk Suryani, Muhammad Akhyar, and Sukarmin Sukarmin. "Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge." Open Engineering 11, no. 1 (2021): 390–400. http://dx.doi.org/10.1515/eng-2021-0040.
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Abstract The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21st Century Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21st CL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.
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Iryna, Knyazheva. "Algorithm of constructing lectures in the training of future Specialists in the field of Preschool Education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 71–76. http://dx.doi.org/10.24195/2617-6688-2019-3-10.
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Improving the quality of higher pedagogical education is an urgent need and social demand of society, as it is emphasized in the National Strategy for the Development of Education in Ukraine until 2021, the Concept for the Development of Teacher Education, in the Standards and Recommendations for Guaranteeing the Quality of Higher Education in the European Space. These documents focus on the need to review and modernize the traditional forms and methods of organizing the educational process of higher education institutions. One of these organizational forms and methods is a lecture that has maintained the function of direct information transmission for many centuries. The purpose of the article is to highlight the technological aspects and features for constructing and introducing lectures in the process of professional training of future specialists in the field of preschool education under studying conditions at a pedagogical university. The author describes the main functions of the modern lecture, identifies the reasons for the overriding need to review functions and modernize the methodology for constructing a lecture in a modern institution of higher education, and determines the directions of this modernization. The article presents in detail the algorithm of constructing lectures step-by-step; the author illustrates some examples of the application of the proposed technological tools in the course of teaching the discipline “Preschool Pedagogy”, which is an obligatory subject included into the educational and professional training program of Bachelor students majoring in specialty 012 “Preschool education”. Key words: future specialists in the field of preschool education, a lecture, pedagogical university, functions, technological tools, construction algorithm.
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Martínez-Gómez, Javier, and Juan Francisco Nicolalde. "Enhancing Mathematical Education Through Mobile Learning: A Problem-Based Approach." Education Sciences 15, no. 4 (2025): 462. https://doi.org/10.3390/educsci15040462.
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The use of mobile phones in teaching processes, in the context of technological convergence, involves considering educational intention, pedagogical tactics, and the capacity of digital media for learning. The utilization of mobile phones in the classroom gives the students instant access to a wide range of educational resources, including educational applications, specialized websites, and multimedia material. Learning to use mobile devices responsibly and productively is essential in today’s digital age, as it prepares them for future technological interactions. The present study examines the intermediary function of a mobile education application, conceived under the problem-based learning approach, in the field of mathematics. This research was carried out with a descriptive approach. A pretest, a post-test, and a survey were created and administered for the collection of numerical data, along with an observation grid for qualitative information. The results highlight the contribution of mobile devices and problem-based learning in the development of skills for collaborative work, decision-making, and problem-solving through systems of linear equations using four techniques. The conclusions highlight the potential of mobile devices in the educational field since they are a resource that provides access to information without time or location limitations. However, it is necessary to focus on the design of pedagogical strategies to carry out a pedagogical and planned use of this resource.
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Priymak, Sergiy, and Anatolii Ratov. "MODELING OF PEDAGOGICAL ACTIVITIES." Academic Notes Series Pedagogical Science 1, no. 203 (2022): 24–28. http://dx.doi.org/10.36550/2415-7988-2022-1-203-24-28.
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The purpose of the work is to characterize the models of pedagogical activity management in the training of specialists in the field of knowledge 01 Education / Pedagogy. Research methods. To obtain the most significant research results and their interpretation, the following methods were used: theoretical analysis and synthesis, systematization, generalization of information presented in scientific sources of information. The optimal solution to the problem of introducing an activity model into meaningful vocational training can be determined by transferring the goals of the activity to the meaningful component of training. The goal should be consistent with the goals of the specialist. The totality of goals from final (readiness) to intermediate and milestones forms the basis of practical management of the training of specialists, is characterized by content and objective diagnosis of the success of activities (training).Modeling is also the basis of the process of professional development of a specialist. Systems of pedagogical tasks are being developed and implemented, aimed at the formation of a specialist through an activity model, which reflects a set of modules, differentiated by areas of training. Modules are not a collection of knowledge, skills, skills, competencies, but constitute the systemic model qualities of a specialist that provide opportunities for the effective solution of certain professional problems. The integration of modular characteristics into the content of training is the first link in the transition from a model of a specialist to a model of his training. The second link is the choice of forms, methods and means of teaching adequate to the content. The technological approach to learning involves building a model as an objective basis for the final result. At the same time, it is not recommended to enter significant, secondary facts in the model that insignificantly affect the final result.We see the creation and implementation of models of management of pedagogical activity in the training of specialists of various specialties in the field of knowledge 01 Education / Pedagogy as a promising direction of further research.
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Borges, Leandro da Conceição, Bianca Maria Souza Diniz, Marcela Mourão Moura, Maria Eduarda Barbosa Lima, and Mauricio Barcellos Almeida. "Nuvem de palavras como estratégia didática em uma turma de Biblioteconomia." Múltiplos Olhares em Ciência da Informação 14 (October 3, 2024): e053198. https://doi.org/10.35699/2237-6658.2024.53198.
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The use of technological tools and resources is a reality in today's education and has been important for improving the quality of education offered to students in different contexts. Information and Communication Technologies have been an ally in this regard, as they help to optimize the teacher's work and enable interaction between students in the classroom, as well as allowing them to better assimilate the didactic content. In general terms, the use of these technologies in undergraduate courses helps to streamline the conceptual application of the subject and can serve as an example for other professionals to apply the experiences reported to their reality. This article sought to present and reflect on the experience of using pedagogical and technological tools in higher education. In this sense, a word cloud activity was carried out in a Library Science course, with the aim of optimizing the study process of the Information Retrieval Systems subject. The results indicated an increase in interaction between students during the lesson and an improvement in the overall understanding of the course's basic bibliography. The use of the word cloud also enabled the development of technological skills and the practical application of information organization and retrieval concepts. In short, the use of technological resources in the educational field qualifies and expands pedagogical alternatives, making classes more dynamic and favoring collaborative learning.
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Danilaev, D. P., and N. N. Malivanov. "Technological Education and Engineering Pedagogy." Education and science journal 22, no. 3 (2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.
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Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.
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Kraineva, Svetlana, Olga Shefer, Tatyana Lebedeva, Olga Akulich, and Galina Kochetkova. "Development of a model for forming digital competence in bachelor's students in the context of creating a safe educational environment." Scientific notes of P. F. Lesgaft University, no. 1 (February 17, 2025): 268–76. https://doi.org/10.5930/1994-4683-2025-268-276.
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The purpose of the study is to develop and justify a comprehensive model aimed at enhancing the digital competencies of future educators, taking into account the requirements for ensuring information security in the educational environment. Research methods and organization. The analysis, generalization, and systematization of scientific studies, along with personal experience in practical activities in the field of developing digital competencies among future educators, have shown that issues of information security remain insufficiently addressed. This has led to the conclusion regarding the feasibility and necessity of developing a pedagogical model for forming digital competencies among students of pedagogical universities. Research results and conclusions. The model integrates the development of digital competencies of bachelor's degree students with the formation of their competencies in the field of information security. The structural-functional model includes target, content-technological, diagnostic-evaluative, and result-oriented blocks. The implementation of the model is based on systematic, competency-based, and project approaches. The proposed model allows bachelor's degree students to acquire the necessary knowledge, skills, and abilities for the effective and safe use of digital technologies in professional activities.
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Buhun, I., and L. Kravchenko. "TECHNOLOGICAL COMPETENCE OF HIGHER EDUCATION STUDENTS AS A PROBLEM OF PEDAGOGICAL SCIENCE AND PRACTICE." Ukrainian professional education, no. 7 (September 14, 2020): 115–22. http://dx.doi.org/10.33989/2519-8254.2020.7.238050.
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The article on the basis of competence and technological scientific approaches considers the understanding of technological competence of higher education students in the domestic pedagogical science and practice. Attention is focused on the idea of comparing pedagogical processes with production ones in the works of Ya.A. Comenius, A. Makarenko, famous Ukrainian (A. Aleksyuk, V. Bondar, I. Zyazyuna, V. Loza, I. Pidlasy, etc.) and foreign (B. Bloom, M. Woolman, M. Clark, P. Mitchell , R. Thomas and others). The main provisions of the competence scientific approach (O. Guzman, G. Selevko, O. Savchenko, V. Serikov, I. Khutorsky, etc.) are emphasized, which emphasize the technological component of professional competence of specialists of different qualifications.
 In the content of technological competence of higher education students there are two blocks (block of knowledge - methodological-theoretical, information-content, methodical, technological, creative; block of techniques - a set of different methods and techniques of human interaction with equipment, machines and other tools that determine the ability to design and design new technologies, the development of creative abilities of the specialist).
 A distinction is made between the concepts of "pedagogical technology" (contains operational and operational and procedural components of teacher or teacher competence) and "production technology" (is a system of creative and technological knowledge, abilities and stereotypes of instrumentalized activities to create or transform objects of reality into selected professional field).
 The experience of defining the concept of "technological competence of a specialist" in the main meanings is systematized: 1) communication technology, interaction technology, technology of organization of individual activity; 2) traditional learning technology, which means the use of methods, tools and forms; 3) the focus of the specialist on achieving the planned result (set and sequence of methods and processes for the implementation of the project product or work). In the context of this, the understanding of technological competence of higher education seekers as an integrated personality trait containing knowledge, technological skills, creative and technological abilities, technological reflection on the leading processes of professional activity and creativity is chosen.
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Hendershott, Terrence, Xiaoquan (Michael) Zhang, J. Leon Zhao, and Zhiqiang (Eric) Zheng. "FinTech as a Game Changer: Overview of Research Frontiers." Information Systems Research 32, no. 1 (2021): 1–17. http://dx.doi.org/10.1287/isre.2021.0997.
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Technologies have spawned finance innovations since the early days of computer applications in businesses, most recently reaching the stage of disruptive innovations, such as mobile payments, cryptocurrencies, and digitization of business assets. This has led to the emerging field called financial technology or simply FinTech. In this editorial review, we first provide an overview on relevant technological, pedagogical, and managerial issues pertaining to FinTech teaching and research, with a focus on market trading, artificial intelligence, and blockchain in finance. And then we introduce the articles appearing in this special section. We hope that our discussions of potential research directions and topics in FinTech will stimulate future research in the fields of information systems and finance toward making their unique marks in the FinTech evolution and the associated business and societal innovations.
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Usman*, Ali, Novy Eurika, and Ika Priantari. "Disclosure of Biology Teacher Technological Pedagogical Content Knowledge as an Indicator of Learning Quality in Jember, Indonesia." Jurnal Pendidikan Sains Indonesia 11, no. 4 (2023): 917–25. http://dx.doi.org/10.24815/jpsi.v11i4.33040.
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Understanding the quality of biology learning implemented by teachers in Jember is essential to pay attention to. This study aims to identify biology teachers' technological pedagogical content knowledge (TPACK) ability profiles. The research method combines quantitative and qualitative approaches with an explanatory sequential design. At the quantitative research stage, the questionnaire method was used as the main instrument, which was then strengthened with a qualitative approach through interviews and documentation studies. Data collection was carried out through surveys and interviews. The population of this study were biology teachers in Jember, Indonesia, with a total sample of 33 biology education teachers. The survey instrument used is based on previous research conducted by Muhaimin, with a standard validity coefficient of 0.71-0.93. The survey questionnaire was distributed using google forms, with the assistance of two high school teachers and two research assistants. The results showed that the TPACK ability of high school biology teachers in Jember was still low due to a lack of access to information about technological developments and new learning media. Information about technological developments and new learning media is only obtained from university students participating in the field experience program. Therefore, teachers must be encouraged to improve their TPACK skills to provide a more effective learning process
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Maslennikova, O. E., and O. B. Nazarova. "Corporate Technology for the Implementation of an Automated System: Functional, Technological and Methodological Aspects." Open Education 28, no. 5 (2024): 37–45. http://dx.doi.org/10.21686/1818-4243-2024-5-37-45.
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The purpose of the study is to form a methodological justification for the pedagogical model of the individual trajectory of professional development of bachelors and masters for the implementation of the stages of creating an automated system based on the principles of continuity and experimental verification of its application in the educational process of the university in accordance with the requirements of IT departments, vendors and employers. It is shown that there is a gap between the socio-economic order for the training of IT specialists with high professional competence in the field of information systems and the insufficient level of targeted formation of their readiness to implement the stages of creating automated systems. In addition, the lack of methods and practical recommendations for the implementation of such systems in the context of maximum preservation of corporate standards and taking into account the requirements of Russian legislation, as well as specialists competent in these matters, determined the feasibility of conducting the study in two aspects - functional-technological and pedagogical.Methods and materials. The key methods are structural-functional and process modeling, interactive methods of organizing the educational process (project method, etc.). The research materials include a functional model for developing a corporate technology for implementing an automated system in the form of a function tree.Results. The results present a model of causes and factors determining the success of the projects for the implementation of the automatization systems. The role of the factor “qualification of the performing team” and the possibilities of the educational environment of the university to influence this factor are considered. The pedagogical aspect of the research problem is determined by the methodological justification for conducting students’ project work within a number of disciplines for training bachelors and masters in the field of “Applied Informatics”. The description of the structure and requirements for students’ projects gives an idea of the level of formed competencies, their consistency with the work functions of specialists in the field of information systems.Conclusion. At this stage of work on the research problem, its dual nature was determined. On the one hand, modern IT projects require their own technologies and management methodologies, which should change from project to project, so it is important to have practical recommendations for the development of corporate technology for the implementation of an automated system. On the other hand, one of the success factors of the project for the implementation of an automated system is the “Project Implementation Team”, its level of qualification. This factor is successfully determined and influenced by educational institutions responsible for training specialists in this field. In this direction, the project method plays a key role. It ensures the development of communication skills, the ability to independently pose a problem and develop a way to solve it together. Methodological aspects and practical results, generalizing the pedagogical model for training bachelors in the field of creating automated systems presented in the paper, as well as the development of corporate technology for the implementation of information systems, were reflected in three electronic multimedia educational publications: “Portfolio of Software Engineering Projects”, “Theory and Practice of IS Implementation”, “Theory and Practice of IS Maintenance”.
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Odarchenko, Veronica, Olena Akimova, Oksana Kuznetsova, Valentyna Lytvyn, and Svitlana Karpliuk. "Cloud technologies in the management of pedagogical higher education institutions." LAPLAGE EM REVISTA 7, no. 3C (2021): 647–57. http://dx.doi.org/10.24115/s2446-6220202173c1674p.647-657.
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The aim of the study is to systematize relevant information on the use of cloud technologies in the management of pedagogical higher education institutions. In the process of studying, general scientific methods of knowledge, which include analysis, synthesis, comparison, were used. Also, the survey results are used to assess the effectiveness of the application of different technologies and their use to manage the university. According to the results of the study, we can conclude that before the pandemic, the situation in the field of cloud computing was quite different. Only some of the world's best universities were implementing cloud technology in their management processes. Today, almost every higher education institution in the world fully or partially implements cloud technology to provide distance education. The main technological products are offers from Google and Microsoft. They are mainly used to store educational information and organize communications within the educational institution. The main problems of using cloud technology have been identified, including the load on the IT staff, the problem of licensing and integration with other cloud services.
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Odarchenko, Veronica, Olena Akimova, Oksana Kuznetsova, Valentyna Lytvyn, and Svitlana Karpliuk. "Cloud technologies in the management of pedagogical higher education institutions." LAPLAGE EM REVISTA 7, no. 3C (2021): 647–57. http://dx.doi.org/10.24115/s2446-6220202173c1674p.647-657.
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The aim of the study is to systematize relevant information on the use of cloud technologies in the management of pedagogical higher education institutions. In the process of studying, general scientific methods of knowledge, which include analysis, synthesis, comparison, were used. Also, the survey results are used to assess the effectiveness of the application of different technologies and their use to manage the university. According to the results of the study, we can conclude that before the pandemic, the situation in the field of cloud computing was quite different. Only some of the world's best universities were implementing cloud technology in their management processes. Today, almost every higher education institution in the world fully or partially implements cloud technology to provide distance education. The main technological products are offers from Google and Microsoft. They are mainly used to store educational information and organize communications within the educational institution. The main problems of using cloud technology have been identified, including the load on the IT staff, the problem of licensing and integration with other cloud services.
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Yıldırım, Bekir, and Sabri Sidekli. "STEM APPLICATIONS IN MATHEMATICS EDUCATION: THE EFFECT OF STEM APPLICATIONS ON DIFFERENT DEPENDENT VARIABLES." Journal of Baltic Science Education 17, no. 2 (2018): 200–214. http://dx.doi.org/10.33225/jbse/18.17.200.
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The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers' mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers' mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. Key words: science, technology, engineering, mathematics education, mathematics pre-service teacher.
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Doria Madariaga, Franklin Jose. "Pedagogical model for the integration of ICTs into teaching practices in official educational institutions in rural Monteria." Multidisciplinar (Montevideo) 2 (August 6, 2024): 105. http://dx.doi.org/10.62486/agmu2024105.
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The general purpose of the research is to configure a pedagogical model for the integration of ICT to the teaching practices of official educational institutions in the rural area of Monteria. The epistemic structuralism model and the structural analysis method were assumed, with a type of ethnographic research and a field design, to collect information the semi-structured interview, the focus group and the documentary analysis were applied. The key participants were 50 teachers working in other educational institutions of the official sector. The results of this research have revealed that the technological infrastructure in these areas is still limited, which represents a significant challenge for the successful implementation of ICT. This suggests the need for investments in improving connectivity and the availability of technological devices in these institutions
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Shrymbay, Dana, and Elvira Adylbekova. "PROFESSIONAL TRAINING OF FUTURE TEACHERS WITH THROUGH OF MOOCs." Eurasian Science Review An International peer-reviewed multidisciplinary journal 2, no. 1 (2023): 44–53. http://dx.doi.org/10.63034/esr-37.
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The article defines the direction of professional training of future teachers who can dynamically respond to changes taking place in education. The development of innovations in the field of Education corresponds to the emergence and development of the innovation environment and methods of its management. The article examines the innovative educational environment, the educational space, the concepts of the innovation process, conducts a theoretical analysis of research and practices in the formation of the innovative environment in an educational organization, identifies the internal and external components of the educational environment. The problems of a systematic approach to the training of a teacher of vocational training in the context of information formation are considered in this article. The essence of the pedagogical system as the basics of improving the professional training of a teacher of vocational training is revealed. These processes are based on the content of technological support, including pedagogical technology. To solve the tasks and test the research hypothesis, the following methods were used: study and analysis of philosophical, pedagogical, psychological and methodological literature, legal documents; study and generalization of advanced pedagogical experience of teaching in pedagogical and classical universities; analysis of the content of mathematical and information technology disciplines within the framework of the studied problem; observation, modeling, questioning, expert assessment, pedagogical experiment, statistical processing of results.
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Chepkii, Viktor, Oleksii Serhieiev, Valerii Skachkov, Oleksandr Yefymchykov, Vladyslav Nabok, and Oleksandr Yelchaninov. "INFORMATION AND ANALYTICAL ASPECT OF PROFESSIONAL COMPETENCE OF ROCKET-ARTILLERY WEAPONS SPECIALISTS IN THE REALITIES OF THE DOUBLE PARADIGM OF HIGHER MILITARY EDUCATION." Collection of scientific works of Odesa Military Academy, no. 15 (September 30, 2021): 241–56. http://dx.doi.org/10.37129/2313-7509.2021.15.241-256.
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Based on the priority of informational and analytical activities in the system of training specialist of rocket and artillery armament (RAA), the problem of the development of information and analytical competence (IAC) of cadets in the realities of the bi-paradigm model of the Higher Military Education Institution (HMEI) was investigated. An informal syncretic construction of the IAK development with a core of peculiar interaction components is declared. The information-analytical conceptualization of this core is displayed by the subject-knowledge and project conversion. The announced circumstances determined the purpose of the study, actualized the task of concretizing and adaptively objectifying the tools for pedagogical management of the process of developing information and analytical competencies of a RAA specialist. The effectiveness of the target setting is provided by a complex of pedagogical conditions and a number of subtasks, which include technological, technical, scientific and pedagogical, content-methodological and organizational aspects. In the context of the target result, the multidimensional core in the design of the IAK development is formed according to a three-degree non-hierarchical scheme of component interaction. With such visualization, the development of information and analytical competence of each cadet at the HMEI is presented as a process of qualitative and quantitative changes in the structural (instrumental, performance, managerial, diagnostic) and functional (motivational-value, cognitive, operational-technological, evaluative-reflexive) components of interaction. The operational and practical component of the process of forming information and analytical competence at the HMEI is presented by the methodology in applications to the field of "Electrical Engineering", which was integrated into the educational process and implemented at the stages of orientation, specification and coordination. The method of consistent implementation of the conditions of pedagogical management contributes to the balanced development of differential and integral cognitive styles of perceptions of the cadet. Keywords: information and analytical competence, bi-paradigm model, syncretic construction, non-hierarchical core, structural and functional components.
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Hawamdeh, Suliman, Daniel Alemeneh, and Jeff Allen. "The digital transformation of the information professions: Exploring the impact of digital publishing and open access." Information Research an international electronic journal 30, no. 2 (2025): 23–34. https://doi.org/10.47989/ir30253989.
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Introduction. The information professions encompass a range of interconnected disciplines that contribute to the effective creation, processing, management, dissemination, and preservation of information and knowledge in diverse formats and contexts. Major technological innovations of the 20th century, combined with the rise of open access, open educational resources, and digital publishing, have greatly impacted public engagement with information and changed how people learn, communicate, and participate in civic society. This paper examines the impact of open access and digital publishing on information science education and the broader digital transformation of the information professions. Method. The study adopts a historical and thematic analysis of major technological innovations and the emergence of open access (OA), Open Educational Resources (OER) and digital publishing platforms, focusing on pioneering initiatives in the information science field such as Information Research, First Monday, and the Journal of Digital Information (JoDI). Results. Early open access and digital publishing pioneering initiatives served as catalysts for democratizing information access and reshaping the information field professional identities. Open access dismantled traditional barriers, facilitating global participation and promoting pedagogical innovation and resource sharing. Conclusion. The study highlights the pivotal role of open access and digital publishing in the digital transformation of the information profession. It underscores the ongoing evolution of the information professions by positioning information professionals at the forefront of a global movement for equitable access to information and knowledge.
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Djiwandono, Patrisius Istiarto. "How language teachers perceive information and communication technology." Indonesian Journal of Applied Linguistics 8, no. 3 (2019): 607. http://dx.doi.org/10.17509/ijal.v8i3.15260.
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The digital technology has permeated almost every aspect of life. Meanwhile, the responses from the field of language teaching in Indonesia to this new development have been scarce. The paper aims to provide an answer to the question whether language teachers perceive Information and Communication Technology (ICT) as a threat or a helpful assistant. To achieve this, a survey was conducted to 110 English teachers in Java, Indonesia. Five closed-ended items and two open-ended items in an online questionnaire asked them several questions about what conditions they see as threats, how they perceive ICT, and what digital facilities they have been using in their work. The results show that most of them perceived ICT positively, seeing it as a beneficial rather than threatening force. To them, ICT has been an attractive source that provides learning resources, fosters communication and collaboration, and spices up teaching-learning activities. Those who expressed their worry over ICT mentioned the importance of teachers’ upgrading their ICT skills and called for institutional support for the teachers. Three models, TAM (Technological Acceptance Model), UTAUT (Unified Theory of Acceptance and Use of Technology), and TPACK (Technological Pedagogical Content Knowledge) were then discussed to address the need for helping teachers adapt to the fast-changing digital technology.
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Liashenko, Olga, and Tetiana Bytenko. "Historical analysis of innovation paradigms in the education system." Academic Notes Series Pedagogical Science 1, no. 189 (2020): 142–47. http://dx.doi.org/10.36550/2415-7988-2020-1-189-142-147.
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The article analyzes various studies and publications of Ukrainian and foreign scholars-educators related to the organization of innovative activities in the education system. Innovations in pedagogical and music-pedagogical activity in the XX and XXI centuries are considered. The concepts of «technology» and «pedagogical technology» are defined. Attention is drawn to the pedagogical technologies used in the work of outstanding scientists-pedagogues: K. Ushinsky, B. Grinchenko, A. Makarenko, S. Shatsky, V. Shatskaya, V. Sukhomlinsky, O. Rostovsky, V. Shatalov, M. Shchetinin, E. Ilyin. There are also four stages in the development of the information technology of teaching in the field of view of the author, namely: verbal – audiovisual – programmable – multimedia and hypermedia. The approximate life of each of the four stages is determined. The modern pedagogical technologies of teaching in the higher educational establishments are characterized. First and foremost, it is computer and multimedia technologies that allow the use of a multifaceted field of information by means of technical means, first of all, of the computer, in the most optimal form of learning and information hypermedia environment. The historical analysis of paradigms of innovations in the education system conducted in the article allowed us to recognize that scientific and technological progress in the XX–XXI centuries not only led to the technologicalization of numerous industries. He also touched upon the sphere of culture, humanitarian branches of knowledge, in which the general idea is a humanistic worldview, which implies a rejection of authoritarian style of thinking, tolerance, compromise, respect for other people's opinions, other cultures, values and beliefs. At the heart of this process of technologicalization is the formation of a new methodology, the creation of innovative paradigms of teaching and education, the focus of which is the individual. Outstanding teachers of the twentieth century have left a valuable educational, theoretical and practical heritage, which continues to be relevant and needs deep knowledge and use in the modern pedagogical space. Assimilation of educational, scientific and pedagogical achievements accumulated by mankind over the centuries, allows to objectively assess the pedagogical phenomena of today and on this basis to formulate the conceptual foundations of modern innovative pedagogical technologies related to the interaction of science, art and human values.
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Fernández-Sánchez, María Rosa, Alberto González-Fernández, and Jesús Acevedo-Borrega. "Conceptual Approach to the Pedagogy of Serious Games." Information 14, no. 2 (2023): 132. http://dx.doi.org/10.3390/info14020132.
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The transformation of educational processes, derived from the technological disruption that has taken place in the educational field, has allowed for the development of certain methodologies and techniques that place emphasis on the students as an active element in their own learning. Among these methodologies is learning based on video games. Serious games are video games with an explicit educational objective, that facilitate the generation of motivating contexts, promoting relevant experiences, and with the possibility of creating challenges of a systemic nature. With a systematic literature review (SLR) methodology, this study analysed the pedagogical models and/or approaches that are implemented in the teaching–learning processes brought about by the use of serious games, with the aim of evidencing the potentialities derived from the conception of the video game as an educational resource. The results show a clear conceptual network in relation to the analysed subject, with little interaction between selected studies. A variety of pedagogical models were identified, pertaining to the use of serious games as an educational resource in the classroom context. As an overall conclusion, there is no one reference model able to generate a single pedagogy for serious games.
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Ovcharenko, Natalia, Svitlana Sysoieva, Aleksandra Samoilenko, Olga Chebotarenko, and Kateryna Bohianu. "Formation of prospective music art teachers’ readiness for inclusive educational activity." Revista Amazonia Investiga 10, no. 45 (2021): 175–84. http://dx.doi.org/10.34069/ai/2021.45.09.18.
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The article reveals the current problem of Ukrainian and foreign education - the preparation of present-day teachers to get engaged with learners with special educational needs. The objective of the study is to highlight the results of theoretical and experimental research on the formation of prospective music teachers’ readiness for inclusive educational activities, which is the result of students` professional training, prospective bachelors of music, determined by the level of music mastery, psychological-and-pedagogical, information and communication knowledge and skills along with technological ones regarding a system of humanistic and cultural values in the field of educational inclusion. To study this problem, the following scientific research methods were used, such as: scientific approaches (humanistic, socio-psychological, technological, competence), a set of theoretical, empirical, mathematical methods. The structure of readiness of prospective music art teachers for educational inclusive activities comprises the following components: motivation-and-value, psychological-communicative, musical-epistemological, inclusion-and-activity. The results of the pedagogical experiment proved the effectiveness of enriching the content of bachelor students` training with an educational and inclusive component and the introduction of author's pedagogical technology of inclusive music education for secondary school students, mastering of which enhances the readiness for inclusive education with prospective music art teachers.
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KIRMAN, Vadym, Iryna BALANENKO, and Volodymyr PROKUDA. "MATHEMATICAL COMPETENCE MODEL OF A TECHNOLOGY TEACHER." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 1 No. 1 (2024) (May 30, 2024): 130–41. http://dx.doi.org/10.54891/2786-7013-2024-1-15.
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The purpose of the article is to define the structure and build a model of the mathematical competence of a teacher of technological education, develop methods for its parametric identification, analyze the results of the testing of the proposed methods of measuring mathematical competence. The conducted research was based on theoretical methods of system analysis, pedagogical modeling, as well as experimental methods of sample research, methods of statistical analysis of experimental data, in particular, descriptive statistics and correlation analysis. As a result of the study, a reasonable definition of the mathematical competence of a teacher of technological education is given, its components are highlighted: operational-arithmetic (arithmetic), geometric, mathematical modeling, analytical-statistical, which determine the functions of mathematical activity of a teacher of technological education. A hierarchical structure of the content of mathematical competence has been built, it is justified that it should contain three levels: basic, medium, high. It is shown that a basic level of mathematical competence is sufficient to ensure the main work of a teacher in the technological education field. A structural model of the mathematical competence of a teacher of the technological educational field was built, in which information connections between the subject-professional activity of a teacher of the technological educational field, his/her scientific and analytical activity, components of mathematical competence and the system of forming its content are reflected. The value of the index of the basic level of mathematical competence was evaluated as the probability of coping with a randomly selected task from the population of tasks related to the teacher's work functions, the average value of which is 0.63. It is estimated that approximately 70% of technology education teachers can solve more than half of the basic level problems. The correlational dependence between the results from the mathematical modeling components and the arithmetic component was revealed. The main problematic mathematical questions for teachers of technological education are also revealed. The practical significance of the study is that the obtained results allow to improve the system of training future teachers of the technological educational field, in particular their mathematical training, as well as to adjust the content of postgraduate pedagogical education of teachers. The main conclusions of the study include that it is the basic level of mathematical competence that is necessary for the realization of the functions of a teacher of the technological educational field, and also that at least 30% of the teachers of the technological educational field need the development of mathematical competence. Therefore, possible further explorations involve the implementation of trainings, special courses, blocks of practical classes at advanced training courses for technological education teachers to develop their mathematical competence and analyze their effectiveness.
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Yang, Shuang, and Wan Nur Asyura Wan Adnan. "Examining The Integration of Corpus Technology into English Language Teaching: A Systematic Review (2020-2024)." International Journal of Research and Innovation in Social Science IX, no. II (2025): 4342–51. https://doi.org/10.47772/ijriss.2025.9020340.
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Corpus linguistics (CL) has been found to greatly influence both the content and practice of English Language Teaching (ELT). With the application of the large practical corpora and technological tools, it has brought promising advantages to greatly enhance the foreign or second language teaching and learning in the current language education. Moreover, this field continues to evolve, driven by ongoing technological advancements and the ever-expanding availability of digital texts. To date, corpus technology has emerged as a pivotal role in foreign or L2 education. Nevertheless, EFL teachers may still face the challenges on how to integrate corpus technology into pedagogical practices in the class. Therefore, this systematic review study thoroughly analyzed the current empirical studies of this domain by reviewing 20 included studies published from 2020 to 2024 through Web of Science and Scopus, and explored the synergy effect between the use of corpus technology and pedagogical practices in the context of English language education. Included studies were reviewed to extract six major research parameters to construct a coding book: publication information, research methods, data collection methods, challenges of using corpus technology, pedagogical practices of developing corpus technology, and the effectiveness of using corpus technology. The findings revealed that the uses of corpus technology have demonstrated an effective strategy following innovative pedagogical practices, like Corpus-Based Language Pedagogy (CBLP), Data-Driven Learning (DDL) and other corpus-based instructions. These identified practices served as the latest evidences and reference to establish novel and valuable corpus-based pedagogical model for the future research direction.
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Irwanto, Irwanto. "Research Trends in Technological Pedagogical Content Knowledge (TPACK): A Systematic Literature Review from 2010 to 2021." European Journal of Educational Research 10, no. 4 (2021): 2045–54. http://dx.doi.org/10.12973/eu-jer.10.4.2045.
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<p style="text-align: justify;">In recent years, integrating technology into education continues to attract more attention along with the rapid growth of information and communication technology. In the literature, teachers’ technological pedagogical content knowledge (TPACK) plays an essential role in successfully integrating technology into teaching and learning contexts. This study aims to provide a comprehensive view of prior literature and some possible directions for researchers and educators for further TPACK studies. A total of 106 papers were chosen from the Springer database and synthesized. Frequency of annual publications, number of documents with and without TPACK in the title, research methods, number of authors, major contributed countries, most cited papers, and most productive journals in TPACK research were reviewed. The results showed that TPACK has continued to receive attention from researchers in the past decade. Among the reviewed publications, each of the 53 documents included the term TPACK in the title and abstract. To date, qualitative methods were more frequently adopted in TPACK research than quantitative, mixed, and non-empirical methods. Most papers published in TPACK research have two authors. When ranked by country, the US has the highest contribution compared to other countries in this field, followed by Turkey, Australia, Singapore, and Taiwan. The authors with the most cited papers were Min-Hsien Lee and Chin-Chung Tsai with 210 citations. Based on the number of articles published in TPACK, <em>The Asia-Pacific Education Researcher</em> and <em>TechTrends</em> seemed to be the most contributing journal in this field.</p>
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Tobing, Priskila Uli Arta Lumban, Ely Djulia, and Herbert Sipahutar. "Analysis of Pedagogical Technology, Content Knowledge, and Authentic Assessment of Biology Preservice Teachers in Implementing School Field Introduction (ISFI)." JURNAL PEMBELAJARAN DAN BIOLOGI NUKLEUS 10, no. 3 (2024): 820–30. https://doi.org/10.36987/jpbn.v10i3.5936.
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This research describes the educators serve as facilitators who can enhance the efficacy of the learning process. The success is contingent upon the teacher's proficiency in understanding students, the curriculum, instructional methodologies, and assessments to effectively convey scientific information. Consequently, educators must enhance their quality and proficiency to achieve the objectives of Indonesian national education, namely to cultivate the nation's well-being. The National Science Teacher Association delineates three tiers for the preparation of science educators, encompassing biology instructors: preservice (student teacher candidates), novice teachers (induction), and professional teachers. Professional educators must be adequately prepared from the outset, even as student teacher candidates. Technological Pedagogical and Content Knowledge (TPACK) assists educators in enhancing the quality of classroom learning. This research uses quantitative descriptive research that captures information about the cognitive abilities of TPACK and authentic assessments of prospective biology teacher students at Medan State University and the ability to integrate TPACK in the implementation of ISFI II
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Osadchyi, Viacheslav. "Experience of professional training of specialists in the field of education and information technologies of the Department of Informatics and Cybernetics." Ukrainian Journal of Educational Studies and Information Technology 5, no. 4 (2017): 89–99. http://dx.doi.org/10.32919/uesit.2017.04.08.
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The paper, which is based on the analysis of scientific and methodological works of the Department of Informatics and Cybernetics of Bogdan Khmelnitsky Melitopol state pedagogical university, describes the experience of professional training of specialists in the field of education and information technologies in such specialties as «Computer Science», «Secondary Education. Informatics» and «Professional education. Computer Technology». It is concluded that during the last decade, scholars of the department have developed numerous scientific works: Ph.D. and doctoral dissertations, monographs, educational and teaching aids. The most current attention of the teachers, post-graduate students and doctoral students of the department is directed to problems of professional training of future teachers of informatics and future software engineers, as well as the substantiation and introduction of information and communication technologies to pedagogical education. In particular, the experience for solving problems of different initial level of knowledge and skills in information technology of future IT teachers is presented in the works of H. V. Briantseva, solving the problem of the insufficient level of technological culture of future computer science teachers is presented in papers of S. M. Pryima the formation of professional competence for future computer science teachers in the process of studying professional disciplines is performed in works of K. P. Osadcha, the formation of media competence for future teachers of informatics in pedagogical universities is described in papers of І. М. Naumuk V. V. Osadchyi has studied the issue of the substantiation and practical implementation of information and communication technologies in the training of future teachers. Different aspects of professional training ofr future software engineers are researched in the works of such scholars of the department as V. S. Kruhlyk, V. V. Osadchyi, S. V. Sharov, V. S. Eremeev and others.
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Tolchieva, Hanna, Volodymyr Saienko, and Sławomir Śliwa. "Pedagogical Influence on Management Processes in the Field of Fitness Culture." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 70–88. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-70-88.
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The article discusses the motives of the technological combination of pedagogical influence on the physical and mental development of a person by musical and motor fitness means. The integration orientation of Ukraine to the European educational space is accelerating with the pace of introduction of physical systems of the target sense, one of the sources of movement of which is fitness culture. The totality of fitness systems has the general qualities of adaptability to the physical and mental development of a person, health-improving and medical effects and recreational effects at the same time. It has an extensive network of perception of the philosophy of the developing movement of a person along the steps of physical improvement, supported by technical solutions, a stream of inventions, means of physical development of a person, his organs and life support systems. It has been established that the corresponding movement is provided externally by the quality of the pedagogical and educational process, the effectiveness of which depends on the motor action and elements of physiological ordering. Student youth success is achieved due to the coordination of motor loads and the rhythm of choreographic musical accompaniment, which in their totality are the resultant powerful developing energy. In Ukraine, the formation of information support for fitness is updated according to the logistics of choosing a set of exercises, understanding the functional features of an action, forming a desire to assimilate them and reproduce classes that correspond to the complexity of the bachelor's and master's levels. Educational technologies are replenished with management processes based on the values of the motives of health improvement, rehabilitation and physical improvement of a person. Prospects for the movement of fitness are associated with the dosage of the load on the individual according to the composition of the high-interval intensive fat-burning training technology, or a systematic approach consisting of one physical exercise, or selective physical activity in the bosom of nature.
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Mendez Gijon, Florentino, Victor Aguirre Hidalgo, and Anahí Isabel Arellano Vega. "The Role of Open-Source Software as a Technological Alternative for Blended Learning in LMS Systems." International Journal of Engineering Pedagogy (iJEP) 15, no. 2 (2025): 4–14. https://doi.org/10.3991/ijep.v15i2.50169.
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Blended learning is a modality that combines the advantages of face-to-face teaching with those of e-learning. It requires the integration of information and communication technologies (ICT) in the teaching and learning process. For e-learning, it is necessary to configure a virtual learning environment (VLE). The virtualization task is carried out with the use of software that allows the digitalization of pedagogical interaction and learning management. This paper presents a literature review on the blended learning modality and the importance of software as a technological support. Subsequently, the role of open-source software (OSS) in technological development as a driver of innovation in the educational field is explored. This exploration was conducted by identifying the most widely used learning management systems (LMS) at the top universities listed in the 2024 QS World University Rankings, in the United States, Europe, and Mexico, and by describing the technological components of a VLE that has been fully and successfully implemented using OSS. The results of the literature search in the field of educational innovation reveal a scarce recognition of OSS in technological development and, therefore, in the processes of educational intervention. Therefore, works such as this one contributes to the recognition of software as a driver of technological progress.
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Adhikari, Ganesh Prasad. "Technological Challenges: A Case of Secondary-Level Mathematics Teachers’ Integrating ICT in Mathematics Classrooms." Academia Research Journal 3, no. 2 (2024): 86–97. http://dx.doi.org/10.3126/academia.v3i2.67372.
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In Nepal, the integration of Information and Communication Technology (ICT) into mathematics teaching and learning has become a topic of growing interest and importance in the field of mathematics education. Nevertheless, the effective and efficient integration of technology into the classroom environment remains a significant challenge for mathematics teachers. Therefore, this study examines the technological challenges faced by mathematics teachers and the key factors that have the greatest impact on integrating ICT into teaching and learning activities in mathematics classrooms. An online survey design was used in the quantitative research. A structural online survey questionnaire was distributed through Viber, WhatsApp, and Messenger to 135 public and 150 private secondary-level mathematics teachers in Kathmandu Metropolitan City during the academic year 2023–2024. The overall response from mathematics teachers was only 197 (59.23%). The response data was downloaded into Excel and cleaned. Means, standard deviations, and multiple linear regression were used to analyze the cleaned data using the JAMOVI software. The data clearly show that there are no challenges in the use of ICT, professional development, and pedagogical issues. However, technological limitations present challenges from teachers’ perspectives. Additionally, technological limitations, professional development, and pedagogical issues have significant correlations and positive impacts on the use of ICT, with pedagogical issues emerging as the most influential factor. This means that teachers are qualified to integrate ICT into their teaching and learning activities. However, there were technological limitations in mathematics classrooms. Therefore, inadequate access to hardware, lack of technical support, and unreliable Internet connectivity are necessary for mathematics teachers to effectively incorporate ICT into their teaching and learning activities. Furthermore, further research should use a larger sample size to validate these results in diverse educational contexts in Nepal.
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Onipko, V., T. Yaprynets, and A. Kelemesh. "THE EDUCATIONAL PROCESS TECHNOLOGIZATION AS AN OBJECTIVE TREND IN MODERN VOCATIONAL EDUCATION DEVELOPMENT." Ukrainian professional education, no. 11 (December 29, 2022): 47–56. http://dx.doi.org/10.33989/2519-8254.2022.11.275539.
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The article reveals the peculiarities of the technological approach application in the course of vocational education master training; theoretical aspects of the technology of the educational process as an objective trend in the development of modern vocational education are considered. The technological potential of vocational education master training with specialization (Agricultural production, processing of agricultural products and food technologies) is substantiated. It is reflected in the content and methods of acquiring educational information. The types of technologies are determined: socio-educational, industrial and types of technologies of the master of vocational education: educational (pedagogical), agricultural and industrial.
 The main advantages of the technological approach as a methodological basis for the transformation of professional education in the field of Agronomy, which allows for the formation of technological competence of higher education students, have been studied, and such competence has been interpreted as a logical combination of theoretical knowledge, ways of organizing the educational process in vocational education institutions and practical skills to apply for the planned educational work, analyze and evaluate training results.
 The theoretical component of technological competence is determined. It is displayed in the formation of professional knowledge regarding the goals, means, and components of the pedagogical process, understanding the importance of selecting and implementing pedagogical technologies taking into account students' characteristics and the specifics of the agricultural industry. The practical component, which includes the ability to optimally design the pedagogical process, aimed at achieving the planned result (correlation of methods, means, and technologies with the learning goals and individual characteristics of the training subjects) is revealed.
 Conclusions are made regarding the fact that technological competence provides positive dynamics of the levels of professional competence of both the student and the head of the educational program and the head of the educational institution, which gives grounds for the statement about the success of the educational institution's life activities, its competitiveness, which can be ensured by using the technologies of the project management, technologization of the process of training future masters of professional education for the innovative development of educational institutions in a constantly changing educational environment.
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Prais, Jacqueline Lidiane de Souza, Juliana Irani Villanueva dos Reis, Alessandra Dutra, and Vanderley Flor da Rosa. "A Webquest como recurso pedagógico no curso de Pedagogia / The webquest as a pedagogical resource in the Pedagogy course." Texto Livre: Linguagem e Tecnologia 10, no. 1 (2017): 164–77. http://dx.doi.org/10.17851/1983-3652.10.1.164-177.
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RESUMO:Este trabalho discute a aplicação da ferramenta tecnológica Webquest para ministrar os conteúdos de avaliação educacional e de avaliação aos alunos do curso de Pedagogia de uma instituição particular de ensino superior da cidade de Londrina-PR. A questão principal de investigação é: de que forma os graduandos concluintes do curso de Pedagogia percebem a utilização da Webquest em uma atividade didática? Essa questão é relevante porque, atualmente, além de tal recurso ser uma forma diferenciada de ferramenta tecnológica em sala de aula, o uso de Tecnologias de Informação e Comunicação tem possibilitado um impacto qualitativo no processo de ensino-aprendizagem. Para isso, foram utilizados os tipos de pesquisa descritiva bibliográfica, de campo e experimental. O ponto de partida são as concepções de Kenski (2003), Dodge (1996) e Ramos (2008), o planejamento, a intervenção pedagógica e a avaliação de uma atividade didática utilizando a Webquest. Os resultados indicam que a atividade contribui para a aprendizagem, motiva os alunos e permite que os graduandos se familiarizem e conheçam uma proposta de uso da tecnologia como contribuidora do processo de ensino-aprendizagem. ABSTRACT:This work discusses the application of the technological tool Webquest to teach contents of educational evaluation and evaluation to the students of the Pedagogy course from a private institution of higher education of Londrina-PR. The main question of investigation is: in which way do the pedagogy course undergraduate students perceive the use of the Webquest in a didactic activity? This question is relevant because, currently, besides being a different technological tool in the classroom, the use of Communication and Information Technologies has taken a qualitative impact in the teaching-learning process. For that, the bibliographical descriptive, field and experimental researches were used as the methodology. The starting point is the conceptions discussed by Kenski (2003), Dodge (1996), and Ramos (2008), about the planning, the pedagogical intervention and the evaluation of a didactic activity using the Webquest. The results indicate that the activity contribute to the learning, motivating the students and allowing them to know and get familiar with the purpose of the technological use as a contributor of the teaching-learning process.
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Pashina, M., and E. Arbuzova. "Organization and Methodology of Conducting Field Practice in Botany in Higher Education under Distance Learning Conditions." Profession-Oriented School 12, no. 3 (2024): 17–26. http://dx.doi.org/10.12737/1998-0744-2024-12-3-17-26.
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The trends in the formation of a digital society serve as benchmarks for the current and prospective development of higher pedagogical education. Therefore, one of the goals of biological and ecological education for future teachers is to master modern digital technologies. Federal projects for creating a digital educational environment include the development of digital services and content for educational activities. Thus, the development of distance learning technologies and blended learning has become a crucial condition for the digital transformation of biology and ecology teaching in higher education. The Federal State Educational Standards for Higher Education (FGOS VO) require the learning outcomes to reflect the components of information culture for future biology teachers and bioecologists. This includes skills such as obtaining necessary information from dictionaries, atlases, guides, the ability to navigate various sources of biological information, critically evaluate and interpret information about living and non-living nature in the media and other sources, and the ability to use information and communication technologies in solving practical tasks. In this regard, organizing field practice for biology students in botany under distance learning conditions is an important component in the subject, meta-subject, and methodological preparation of future biology teachers and bioecology specialists. The accessibility of modern information resources to students, including those with limited capabilities and athletes, in any location and time using distance technologies emphasizes the need to improve their information culture. By engaging students remotely in the study of living nature through mobile devices, virtual and augmented reality, university teachers shape their knowledge and skills in botany, ICT competencies, and information culture, which is part of general human culture and an important element in the development of every individual. Objective: To improve the effectiveness of organizing and conducting field practice for bioecology students in botany under conditions of distance and blended learning. Method or Methodology: The publication is based on information, technological, and competency-based pedagogical approaches. The article utilizes group natural science and pedagogical observations, mathematical methods, and the analysis of students’ activities resulting from individual independent collection of plant material with subsequent analysis and chamber processing. Results: Positive results have been obtained, allowing for the recommendation of implementing distance, mobile, and immersive technologies for organizing and conducting field practices in biology. Application Area of Results: The presented results can be applied in conducting educational activities in universities under conditions of blended and inclusive learning, particularly in biology field practices, both online and offline.
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Bliznyuk, M., and N. Vakulenko. "METHODICAL ASPECTS OF THE CONSTRUCTION OF THE CONTENT MODULE «INFORMATION TECHNOLOGIES FOR TEACHING THE PRODUCTION OF EMBROIDERED PRODUCTS» FOR 5-9-GRADERS." Ukrainian professional education, no. 12 (December 29, 2022): 34–45. http://dx.doi.org/10.33989/2519-8254.2022.12.278994.
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The methodical aspects of the content module «Information technologies for teaching the production of embroidered products in labor training» were considered. Its study program is drawn up in accordance with the educational programs of training for holders of the «bachelor» degree majoring in specialty 014.10 Secondary education (Labor training and technologies). It is noted that the need to improve the method of using information technology for teaching students to make products during labor training lessons determines the need to overcome a number of contradictions of a theoretical-practical and organizational-technological nature. They are the following contradictions between: dynamic informatization of the modern educational field and the technological field of education that does not take into account the dynamic development of modern information technology; the need to ensure the informatization of students’ technological education in labor training classes and the insufficient development of the scientific and methodological foundations of the introduction of information technology as a means of developing students’ creative technological skills in the production of embroidered products; the expediency of using trends in the development of information technology in the domestic and foreign educational space and the insufficient level of preparation of labor training teachers for its application in the labor training of students; the growing needs of the subjects of technological education for the implementation of computer educational models of personal development, taking into account their cognitive interests and needs, and the existing traditional methodical approaches in the labor training of students in the production of embroidered products. The information is summarized that the practical value of the research consists in the development and implementation of the content module «Information technology for the production of embroidered products» for 5-9-graders and organizational and methodological support for teachers of labor training and technology in the labor training of students of general secondary education institutions. The presented diagnostic elements of the methodology for identifying the effectiveness of the use of information technology in the labor training of students are addressed to teachers of labor training and technologies for the implementation of the proposed model of training students in the production of embroidered products. It is noted that the results can be used during the professional and pedagogical training of students majoring in specialty 014.10 Secondary education (Labor training and technologies), professional development of teachers of labor training and technologies in institutions of continuous pedagogical education. It is advisable to use scientific-theoretical provisions on the disclosure of ways of implementing information technology for the production of embroidered products for the development of educational and methodological support for model training programs «Technology. 5-6 grades» for institutions of general secondary education, in the system of diagnosing the quality of students’ work training and monitoring their educational achievements.
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Rahımov, Rafıg. "USE OF INFORMATION COMMUNICATION TECHNOLOGIES IN EDUCATION." Annali d'Italia 60 (October 25, 2024): 75–77. https://doi.org/10.5281/zenodo.13993992.
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In order for education to become a highly developed field, society must achieve a high level of training of the new generation in order to secure its future. This is clearly reflected in the Education Reforms Program of the Republic of Azerbaijan. For this, the content of education should be updated in terms of forming a new society. The creation of new learning technologies should be implemented as an urgent task. Using the possibilities of interactive methods, a wide space should be given to areas that stimulate the work of students and strengthen their interest in learning and reading. In the modernization of the education system, the diverse and wide application of information and communication technologies in the learning process has opened great opportunities and perspectives [1].The cardinal changes taking place in humanity today lead to the acquisition of richer scientific knowledge, the creation of fundamentally new technologies, and the need for a new pedagogical approach to the methodology of teaching subjects. In the teaching of subjects at school, the application of Information Communication technologies opens up a wide opportunity for the application of individualization, modeling, individual approach, including interactive training. The direction of development of information technologies, the optimal use of electronic textbooks, automated training systems, and active training methods for the formation of technical and technological bases allows making fundamental changes in the training process [2] .
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Holubchak, Kateryna. "TECHNOLOGIES OF VIRTUAL REALITY IN THE CONTEXT OF INNOVATION IN ARCHITECTURAL EDUCATION." Urban development and spatial planning, no. 77 (May 24, 2021): 138–47. http://dx.doi.org/10.32347/2076-815x.2021.77.138-147.
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The evolution of information and communication technologies has had a revolutionary impact on the field of architectural design and has necessitated the improvement of existing pedagogical approaches and educational tools. Virtual reality technologies, having made a technological breakthrough in the field of architectural visualization and providing opportunities to realistically demonstrate architectural objects, have become a promising and effective tool for improving the environment of architectural education. The use of virtual reality technologies in architectural education is the key to the formation of an innovative and motivating educational environment that will provide quality and effective training of specialists in the field of design, architecture and urban planning. The effectiveness of the educational process using these technologies is due to the growth of activity, interest of students and increased motivation, as evidenced by a number of educational experiments conducted by foreign scientists
 The study highlights the trends in the use of virtual reality technologies in architectural education as the most revolutionary tool donated by modern information technology. The advantages and disadvantages of using virtual reality technologies in architectural education are identified, a review of technological tools and software is made and the prospects for further research in this area are outlined.
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Losada Cárdenas, Miguel Ángel, and Claudia Cintya Peña Estrada. "Instructional design and technological resources in the improvement of teachers’ digital competencias." Apertura 14, no. 2 (2022): 40–61. http://dx.doi.org/10.32870/ap.v14n2.2241.
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This article presents an instructional design for strengthening competencies in the use of information and communication technologies, specifically in the dimension of digital resources. The ADDIE (analysis, design, development, implementation and evaluation) instructional design model was used; in addition, a virtual learning environment was implemented that allowed the development of synchronous-asynchronous sessions and the pedagogical elements around the training process. For the methodology, a designbased research was used with a non-probabilistic convenience sample composed of 32 elementary school teachers from Los Quindos institution, Colombia. Two research instruments were implemented: a Likert-type scale questionnaire for the analysis of teachers’ social representations in the diagnostic phase, and a test that measures digital competencies according to the common European framework DigCompEdu. The application of the instructional model allowed the improvement of competence levels in all dimensions, constituting an innovative strategy in the educational field that favors interaction processes (collaborative learning) and autonomous learning.
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Quiroz-Fabra, Jefferson, Alejandro Valencia-Arias, Wilmer Londoño-Celis, and Vanessa García-Pineda. "Technological Tools for Knowledge Apprehension and Promotion in the Cultural and Heritage Tourism Sector: Systematic Literature Review." Human Behavior and Emerging Technologies 2022 (December 22, 2022): 1–12. http://dx.doi.org/10.1155/2022/2851044.
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One of the objectives sought within the teaching-learning processes is the apprehension of knowledge. In the cultural and heritage tourism sector, these processes are integrated with the help of the Information and Communications Technologies (ICT), such as immersive technologies, to develop new forms of interaction, improve the user experience, disseminate knowledge, and promote these destinations. Given the boom in technological development and its application in tourism, this study is based on analyzing through a systematic literature review the research progress that has been made in this area. The proposed methodology comprises a series of information search and characterization stages in which 54 studies are analyzed. The systematic analysis and breakdown stage highlights the use of gamification and e-Learning as key tools for the apprehension of knowledge in tourism environments, showing its versatility in developing digital tools for different contexts. The results allow proposing a research agenda based on three key components: e-Learning as an instrument of interactive education where technologies are articulated with pedagogical aspects, dynamic marketing, and its replicability in different tourism sectors, as well as the development of advergames and the development of gamification techniques and games from the technological field and its characteristics as an evaluative tool in the field of learning.
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Dotsenko, Nataliia. "PEDAGOGICAL CONTENT OF THE PROFESSIONAL PREPARATION BACHELORS IN AGRICULTURAL ENGINEERING IN THE CONDITIONS OF THE INFORMATIONAL AND EDUCATIONAL ENVIRONMENT." Educational Discourse: collection of scientific papers, no. 19(1) (February 3, 2020): 104–16. http://dx.doi.org/10.33930/ed.2019.5007.19(1)-10.
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Preparation of bachelors in agro-engineering in the conditions of informational and educational environment provides a number of features: orientation to practice; mobility; competence approach; information culture; research cooperation; level differentiation in the preparation of applicants for higher education in agricultural engineering specialties. An analysis of the needs of the employer during the hiring of specialists in agricultural engineering was carried out. They took as a basis the design, scientific, research, organizational, management and design-technological components of the activities of applicants for higher education in engineering majors. In the course of our research, a survey was conducted among specialists of enterprises of the Mykolaiv and Kherson regions who employ agricultural engineers. The following issues were investigated: competence of future agricultural engineers in the field of design and development activities; competence of future agricultural engineers in research activities; competence of future agricultural engineers in organizational and management activities; competence of future agricultural engineers during the design and technological activity.