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Journal articles on the topic 'Technology in primary school'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

BALKAN KIYICI, Fatime. "Primary School Students' Perceptions Of Technology." Malaysian Online Journal of Educational Technology 6, no. 4 (October 1, 2018): 53–66. http://dx.doi.org/10.17220/mojet.2018.04.005.

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2

Qosimjon Qizi, Olimova Nilufar. "Promotion Technology Of Primary School Students Through Folk Oral Creativity." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 448–52. http://dx.doi.org/10.37547/tajssei/volume02issue11-75.

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Speech is the process of speaking and its outcome. In fact, speech is one of the highest, most complex, spiritual tasks of man. A specific function of a person that emerges in the process of social work as a means of communication between people. Man perceives objects and events in the external world with the help of his senses and through speech.

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3

Gaybullaevna, Rasulova Laziza. "Information technology in primary school." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 1 (2021): 1498–503. http://dx.doi.org/10.5958/2249-7137.2021.00182.8.

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4

ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.

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5

Qodirova, Feruza Damirovna. "TECHNOLOGY TO INCREASE THE MANAGEMENT COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 27–33. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-08.

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The concept of management competence is a topical issue from a scientific point of view. This article discusses management competence, its components, the functions of management competence and how to form this competence in primary school teachers.

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6

Sunaengsih, C., D. Djuanda, I. Isrokatun, A. A. Syahid, and A. Nuraeni. "Information technology in primary school management." Journal of Physics: Conference Series 1318 (October 2019): 012037. http://dx.doi.org/10.1088/1742-6596/1318/1/012037.

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7

Grzegorzewska, Maria Katarzyna, Henryk Noga, Piotr Pawel Migo, and Zbigniew Małodobry. "TEACHING CONTENT OF TECHNOLOGY IN POLISH PRIMARY SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 524–33. http://dx.doi.org/10.17770/sie2018vol1.3186.

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In view of the reform that is currently taking place in Poland, as well as changes in the content of the education curriculum, the authors of this study present contents of two selected curricula for primary schools technology in polish school. The study of research is content of curricula created by publishing house (WSiP) and Nowa Era. The school’s task is to prepare pupils for adult life, and therefore, bring the ability to create by themself a friendly environment. In each school there are such subjects, to which students participate more willingly than others - this situation can be used to reflect what affects their state of affairs. Comparing teachers opinions about the curriculum developed by Nowa Era and WSiP, it should be stated that the curriculum developed by the WSiP publishing house according to the opinion of the surveyed teachers has an advantage over the analogous program Nowa Era in the following areas: transparency, clarity, exhaustion topic, availability for the student.

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8

Smits, Ann. "Primary school technology: Where is it going?" Education 3-13 16, no. 1 (March 1988): 19–25. http://dx.doi.org/10.1080/03004278885200051.

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9

Richards, Colin. "Science and Technology in the Primary School." Western European Education 22, no. 2 (July 1990): 82–91. http://dx.doi.org/10.2753/eue1056-4934220282.

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10

Kay, J. J., and H. G. Mellar. "Information Technology and new Primary School teachers." Journal of Computer Assisted Learning 10, no. 3 (September 1994): 157–67. http://dx.doi.org/10.1111/j.1365-2729.1994.tb00292.x.

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11

Fitch, James L., and Laura Beth McRay. "Integrating Technology Into School Programs." Language, Speech, and Hearing Services in Schools 28, no. 2 (April 1997): 134–36. http://dx.doi.org/10.1044/0161-1461.2802.134.

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Responses to a questionnaire that were previously reported (McRay & Fitch, 1996) were examined to determine the primary factors that affect computer use by public school speech-language pathologists. It was found that the primary factors could be grouped into three areas: motivation, training, and opportunity. An analysis of the questionnaire responses is presented and suggestions for planning for the integration of computers into public school settings are included.

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12

Milloy, Iain. "Craft Design Technology in the primary school: Let's keep it primary." Education 3-13 15, no. 1 (March 1987): 11–20. http://dx.doi.org/10.1080/03004278785200031.

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13

Dubrovska, Larysa, Valerii Dubrovskyi, and Alona Vysoven. "Technology of an interactive lesson in primary school." Research Notes, no. 1 (June 29, 2017): 90–94. http://dx.doi.org/10.31654/2663-4902-2017-pp-2-90-94.

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14

Smirnova, Marina Sergeevna. "The possibilities of BYOD technology in primary school." Interactive science, no. 5 (15) (May 18, 2017): 61–62. http://dx.doi.org/10.21661/r-130265.

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15

Milcheva, Galya. "LEGO EDUCATION – AN INOVATION TECHNOLOGY IN PRIMARY SCHOOL." Education and Technologies Journal 8, no. 2 (August 15, 2017): 359–61. http://dx.doi.org/10.26883/2010.172.479.

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16

Symington, David J. "Technology in the Primary School Curriculum: teacher ideas." Research in Science & Technological Education 5, no. 2 (January 1987): 167–72. http://dx.doi.org/10.1080/0263514870050207.

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17

Mohd Ekhsan, Hawa, Jiwa Noris Hamid, and Nurul Syakilah Mazlan. "Integrating Primary School Notification System with SMS Technology." Journal of Computing Research and Innovation 3, no. 1 (September 29, 2020): 1–6. http://dx.doi.org/10.24191/jcrinn.v3i1.96.

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This study presents the use of web SMS technology as an alternative method for primary school notification system. By integrating the system with SMS gateway, it will enable the primary school notification system to send information to parents’ mobile phone directly. The traditional methods of notifying parents about the school matters by sending letter and written memo are time consuming and the updated information may not reach the parents. This integration allows information to be disseminated from computer to mobile phone at any time without requiring face to face meeting or the use of other media such as paper-based notice or verbal notice from the students. Furthermore, parents can always be alert and aware of the latest announcement or information no matter where they are. A usability testing was conducted to 20 users to survey the feedback on SMS technology to notify parents. The results from the testing stated that 100% of users give positive feedback about the ease of use and satisfied that the system can replace old systems. Based on the results, it shows that the integration of primary school notification system with SMS technology is highly recommended.

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Azizkhan Eyyubov, Ramazan, and Sevda Sakhavat Ibragimova. "The use of computer technology in primary school." SCIENTIFIC WORK 60, no. 11 (November 6, 2020): 12–15. http://dx.doi.org/10.36719/2663-4619/60/12-15.

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The task, related to the use of computer technologies in the educational process, starting from primary school, is the implementation of psychological preparation of students for life in the information society, in which, using modern information and communication technologies, everyone can learn and find something new and interesting for themselves. After all, it is a reliable means of orientation both in certain areas of science and in the modern world as a whole. Key words: technology, computer, training, lesson, teacher

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19

Kokkalia, Georgia, Athanasios S. Drigas, Alexandra Economou, and Petros Roussos. "School Readiness From Kindergarten to Primary School." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (June 14, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i11.10090.

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The current paper review gives a brief and representative description of the role that school readiness from kindergarten education to primary education plays in every child’s academic life. Therefore many researchers note that school readiness tools play a notable role for the kindergarten teachers, the family and of course for the child in order to achieve a successful school life. Thus, the research team of this paper gives the presentation of some school readiness tools that are used by kindergarten teachers and specialist’s worldwide scoping to underlie strengths and weaknesses of preschoolers. Additionally, it is thought worthwhile to say that the readiness tools that are presented are used with the traditional way while some of them with the support of new technology. Lastly, the theoretical base of the significant role that school readiness plays from kindergarten to first grade and its crucial role for the child’s academic development is discussed shortly.

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20

Zhaukumova, Sh, N. Khanina, and G. Tleuzhanov. "Forming communicative competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 63–70. http://dx.doi.org/10.31489/2021ped2/63-70.

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The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.

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Bakhtiyorovna, Adizova Nigora, and Ozodova Madina. "Technology Of Training, Aimed At Developing Creative Working Skills In The Training Of Primary School Teachers." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 546–50. http://dx.doi.org/10.37547/tajssei/volume03issue03-87.

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This article highlights the organization of lesson classes, strict adherence to the printouts and techniques of teaching, taking into account the age, level and ability of Primary School students to accept knowledge.

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22

Sutter, Florence, and Dr Allan Kihara. "DETERMINANTS OF SUCCESSFUL IMPLEMENTATION OF DIGITAL LITERACY PROJECT IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA." Journal of Entrepreneurship and Project Management 4, no. 1 (May 21, 2019): 96–117. http://dx.doi.org/10.47941/jepm.297.

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Purpose: The study aimed at finding out the determinants of successful implementation of digital literacy project in public primary schools in Baringo County in Kenya. The specific objectives of the study were to determine the effect of school leadership, information communication technology teacher competence, and teacher workload and information communication technology infrastructure. The study was founded on Technology Acceptance Theory, Resource Based Theory, Upper Echelons Theory and the Technology, Organization and Environment Model theories. This study adopted a descriptive survey research design. Methodology: The study targeted 612 stakeholders in the implementation of the Digital Literacy Project in public schools including the Ministry of education Science and Technology representative who is the Sub county Directors, the TSC Sub County Directors, curriculum support officers in the County, the Kenya Institute of Special Education Sub County coordinators, the Kenya Primary Schools Head Teachers Association Sub County coordinators, the Kenya National Union of Teachers Sub County coordinators and the head teachers of the public primary schools in Baringo county. Yamane formula was used to determine a sample size of 150 respondents. Structured questionnaire presented in likert scale were used in collecting primary data. Descriptive statistics such as percentages, mean and frequency was used to analyze the collected data. The study also used inferential statistics such as correlation and regression. Results: The study found that school leader of technology encourage use of technology in teaching and learning and help teachers establish goals to implementation of technology in achieving their instructional strategies and that school leader’s interest; their commitment and championing implementation of ICT programs in schools positively influenced the whole process. The study concluded that school leadership had the greatest influence on implementation of digital literacy project in public primary schools in Baringo County in Kenya in Kenya followed by ICT infrastructure, then teachers ICT competence while teachers’ workload had the least influence on the implementation of digital literacy project in public primary schools in Baringo County in Kenya.Contribution to policy and practice: The study recommends that the school leaders should increase their compliance with the various policies so as to ensure more effective integration of learning and teaching in primary schools and that school administration and stakeholders in education needs to be more supportive towards implementation of ICT programs.

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23

Alla N., Misyukevich. "Technology Education of Primary School Children: Experience and Prospects." Scholarly Notes of Transbaikal State University 15, no. 2 (February 2020): 86–93. http://dx.doi.org/10.21209/2658-7114-2020-15-2-86-93.

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24

Pânișoară, Georgeta, Silvia Făt, Lazăr Iulia, and Mata Liliana. "Developing Pupils Language in Primary School Based on Technology." European Journal of Education 1, no. 1 (July 17, 2018): 30. http://dx.doi.org/10.26417/ejed.v1i1.p30-35.

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25

Simpson, Richard C. "Come fly with me: Notes on primary school technology." Education 3-13 16, no. 1 (March 1988): 3–7. http://dx.doi.org/10.1080/03004278885200021.

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26

Esin, Pekmez. "Primary school students views about science, technology and engineering." Educational Research and Reviews 13, no. 2 (January 23, 2018): 81–91. http://dx.doi.org/10.5897/err2017.3429.

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27

Савостьянов and Aleksandr Savostyanov. "Technology and Organization of Music Lesson at Primary School." Primary Education 3, no. 3 (June 17, 2015): 31–36. http://dx.doi.org/10.12737/11732.

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Technology for preparation and teaching a music lesson at primary school taking into account the studied content specifics and junior schoolchildren’ emotional responsiveness is revealed in this paper. A flow chart for the music lesson in the first class on the subject "Musical instruments" is presented.

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28

O'Sullivan, Linda, and N. Miguel Seabra. "School in a Box in Low Resource Primary School in Mozambique." International Journal of Mobile and Blended Learning 8, no. 2 (April 2016): 44–54. http://dx.doi.org/10.4018/ijmbl.2016040104.

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The new Sustainable Development Goals call for quality education for all. This study aims to examine the role of mobile educational technology, through the School in a Box intervention, particularly in supporting teachers skills in achieving quality education, in the context of a public primary school in Mozambique. Quality education is examined specifically in relation to participative pedagogical practices designed to contextualise learning in locally relevant meaning, and providing children with the skills of learning how to learn. Additionally it is examined in the context of teacher professional development and creating peer support structures within the teaching community enabling teachers to be at the forefront of initiatives introducing mobile educational technology in low resource learning environments in Sub Saharan Africa. This paper sets the context for the use of the School in a Box tool in the classroom and in teacher professional development against the theoretical framework of Vygotsky's zone of proximal development. The study aims to furthermore examine how teachers can be enabled to appropriate use of the technology to the local environment and curriculum needs.

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Bystritskaya, Elena, Elena Grigoryevа, Maria Lebedkina, Ivan Sedov, and Oleg Musin. "Health-preserving environment subjects interaction technologies in primary school." BIO Web of Conferences 26 (2020): 00017. http://dx.doi.org/10.1051/bioconf/20202600017.

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There are no common approaches in health forming technologies classification for use in primary school. Thus, subjects of health-preserving technologies subjects cannot be determined, neither for designing and executing projects, nor for creating appropriate environment. There are different points of view in literature on duties on forming pupils of primary school of these subjects and directions of interactions are barely viewed at best. The goal of this article is to classify technologies used in health-preserving environment for primary school, based on subjects of designing and executing of these projects and to create a technology system of health-preserving technology subjects’ interaction for the benefit of primary school students ternary health harmonious development. Basic research methods are comparative analysis and pedagogical modelling of educational process subjects’ interaction system in the field of forming health-preserving environment in primary schools for the sake of juveniles’ physical, psychical and social health complex development. The result is classification of health-preserving technologies on their designing and executing subjects and their interaction technology within their functional duties in primary school pupils’ sanitation. This article can be useful for primary school pupils’ parents and primary school teachers for their non-conflict interactions for sake of 1-4 grade pupils health preserving. In addition, it can help to create health caring environment in school, family and additional learning facilities. Also this article can be helpful to specialists in additional educational system. It’s goal, among the others, is to prepare health preserving technologies project specialists.

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Radaković, Tijana, Teodora Glumičić, Dragan Rastovac, and Milinko Mandić. "Educational computer games in primary school." Norma 25, no. 2 (2020): 199–215. http://dx.doi.org/10.5937/norma2002199r.

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We are witnesses of the time when technology is developing fast and finds its way in all spheres of life. The use of computers at school has many advantages and can be used in many ways in teaching. Some of the possibilities are application for practice, motivation of children for new areas of learning, research work, making various multimedia presentations to show their independent work, etc. There are also negative attitudes related to this topic. Through the research in this paper, we want to check whether the presence of technology in our schools is an advantage or not. By applying educational computer games, greater interest can be achieved in children, but on the other hand, we have teaching staff who are afraid of unfamiliarity and changes in the teaching process. As for the subject of this research we can ask the following question: Whether and how often teachers use educational computer games in teaching, as well as what are their views on the application of educational computer games and whether they have enough knowledge to create an educational computer game. The theoretical goal of this research is to increase knowledge about the application of educational computer games in teaching in primary schools. The practical aim is to determine, on the basis of the textbook, the opinions and attitudes of teachers on the use of educational computer games in teaching. The results of the research show that teachers still have negative attitudes towards the use of computers and educational computer games in teaching, while the other part thinks that they would like computers to be used more in teaching but that is not possible because schools are not technically equipped. During the research and analysis, we come to the conclusion that teachers have great aversion towards technology and its application in teaching, although some schools have organized the training of their staff to use some programming languages, they are still very poorly used in teaching.

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31

Kaur, Parminder, and Dr Sunita Arya. "Attitude towards Information and Communication Technology among Rural and Urban Primary and Secondary School Teachers of Punjab." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (April 30, 2019): 859–64. http://dx.doi.org/10.31142/ijtsrd23131.

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32

Bulawa, Philip. "Transfer of Computer Knowledge and Skills to the Workplace: The Perspective of Primary School Heads." Journal of Studies in Education 6, no. 4 (November 4, 2016): 75. http://dx.doi.org/10.5296/jse.v6i4.9992.

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The use of computer technology in schools has become a topical subject of enquiry among researchers globally. As in other countries, the government of Botswana has come up with policy on the use of computer technology in public schools in its effort to improve teaching and learning. For this initiative to be achieved, higher education institutions in the country are expected to provide knowledge and skills to school management teams and members of their teaching staff on Information and Communication Technologies (ICT). This descriptive and qualitative study sought to find out whether primary school heads are using the computer knowledge and skills they acquired during in-service training at the University of Botswana in their schools. Using purposive sampling, 22 participants out of 26 who had volunteered to participate in the study responded to the questionnaire about the use of computers by school heads in primary schools. The result of the study shows that while school heads are willing to use computers in their schools, they have encountered some challenges, many of which are external and therefore, beyond their control. Further revealed is that there are a few school heads that do not see the use of computers as a priority, in spite of the knowledge and skills they possess. The study recommends further research to find out from regional officers the intervention measures that may be put in place to enable school heads to effectively use computer technology in primary schools.

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Dudnik, Oksana. "Future Primary School Teachers Training for the Implementation of «Daily 3» Technology." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 127–33. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-127-133.

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The article deals with the conceptual provisions of innovative pedagogical technology of teaching mathematics to primary school students «Daily 3», which considers students' interest in mathematics, developing their skills of independence, ability to work in a team and communicate by engaging in various activities. Theoretical principles of conducting mathematics independently, mathematics with a friend and mathematics writing are revealed. The generalized algorithm of conducting «Daily 3» is given and the structure of such lesson is presented. Factors that prevent the full implementation of the technology «Daily 3» in Ukrainian primary schools are analyzed. The optimal way of future primary school teachers training for realization of this technology is offered. It consists in considering within the discipline «Methods of teaching the educational field of mathematics» its elements, and while studying the discipline of free choice «Methods of teaching mathematics: technological approach» detailed disclosure of didactic and methodological foundations of mathematics independently, mathematics with a friend and mathematics in writing.

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KUPER, MARY. "Scientific Toys: Linking Art, Science and Technology in Primary School." Journal of Art & Design Education 14, no. 2 (May 1995): 165–76. http://dx.doi.org/10.1111/j.1476-8070.1995.tb00622.x.

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Anning, Angela. "Cross, A. Coordinating Design and Technology Across the Primary School." International Journal of Technology and Design Education 9, no. 2 (May 1999): 196–97. http://dx.doi.org/10.1023/a:1008823100159.

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Jones, Alister, and Judy Moreland. "Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology." International Journal of Technology and Design Education 14, no. 2 (May 2004): 121–40. http://dx.doi.org/10.1023/b:itde.0000026513.48316.39.

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37

Turner, Eva. "Technology use in reporting to parents of primary school children." ACM SIGCAS Computers and Society 40, no. 3 (September 2010): 25–37. http://dx.doi.org/10.1145/1862406.1862408.

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38

Eke, Marion, and Paul L. Gardner. "Evaluation of a technology unit in a girls' primary school." Research in Science Education 21, no. 1 (December 1991): 65–73. http://dx.doi.org/10.1007/bf02360458.

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39

Onopriienko, Oksana. "TECHNOLOGY OF INITIAL DIAGNOSTICS OF PRIMARY SCHOOL PUPILS’ LEARNING OUTCOMES." Ukrainian Educational Journal, no. 4 (2020): 118–28. http://dx.doi.org/10.32405/2411-1317-2020-4-118-128.

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40

Brown, Jonathan, Carrie McLennan, Daniela Mercieca, Duncan P. Mercieca, Derek P. Robertson, and Eddie Valentine. "Technology as Thirdspace: Teachers in Scottish Schools Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown." Education Sciences 11, no. 3 (March 21, 2021): 136. http://dx.doi.org/10.3390/educsci11030136.

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This paper looks at the impact of digital technology on teaching and learning in primary schools in Scotland during the first COVID-19 lockdown from March to June 2020. The pandemic has challenged our understanding of schooling as, for the first time in many years, schools as we know them were shut and the school building was removed as the site of teaching and learning. This paper uses the concept of Thirdspace as developed by Edward Soja (1996), where Thirdspace is understood as an in-between space between binaries that enables the possibility to think and act otherwise. Drawing from qualitative data from interviews with primary school teachers, this paper explores how the lockdown in general, and digital technology in particular, facilitated a Thirdspace in the first COVID-19 lockdown. Findings from the study indicate that engaging with digital technology offers the teacher more possibilities than they have come to expect in the physical space of traditional schooling.

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41

Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.

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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

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42

Plunkett-Mills, Melicia. "Primary School Teachers’ Experiences with Teaching Resources and Technology at a Primary and Junior High School in Urban Jamaica." Journal of Education and Development in the Caribbean 19, no. 1 (December 23, 2020): 60–100. http://dx.doi.org/10.46425/j119016107.

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This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The findings revealed a shared consensus among teachers that successful teacher adaptability is dependent on teacher preparedness, development of infrastructure, teacher support and the realities of their experiences among others.

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Alghasab, Maha Bader, Anaam Alfadley, and Amel M. Aladwani. "Factors Affecting Technology Integration in EFL Classrooms: The Case of Kuwaiti Government Primary Schools." Journal of Education and Learning 9, no. 4 (June 19, 2020): 10. http://dx.doi.org/10.5539/jel.v9n4p10.

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Previous Computer Assisted Language Learning (CALL) research has shown that technology is beneficial for promoting language learning, but some teachers neither use technology as an assisted tool nor integrate it into their language classrooms. It has also been argued that the integration of technology has been unsuccessful in Kuwait. This study aims to explore the factors influencing teachers’ use of technology in English as a foreign language (EFL) classroom in Kuwaiti government primary schools. More specifically, it aims to highlight factors promoting and hindering EFL teachers’ use of technology. For the purpose of this study, 55 questionnaire responses were collected from different primary school teachers in Kuwait, followed up with 15 semi-structured interviews. The study findings show that Kuwaiti primary school EFL teachers who participated in the current study demonstrated positive attitudes towards using technology and acknowledged the implementation of some cutting-edge technologies in their classrooms. Enhancing students’ language learning, innovation and school support were the main factors that encouraged the participating teachers to use technology. Other factors hindered the use of technology; particularly those related to lack of parental support, personal expenses and health problems, teachers’ lack of skills and training, poor classroom infrastructure, and time constraints/workload. The findings also reveal that the lack of professional development training workshops provided by the Ministry of Education led the Kuwaiti teachers to rely more on informal training in which they worked and learnt together with their colleagues in small sub-groups to improve their use of technology. The study findings have implications for policymakers and other stakeholders intending to integrate technology in Kuwaiti primary schools.

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Chan, Choo Gui, Mohamed Amin Bin Embi, and Harwati Hashim. "Primary School Teachers’ Readiness Towards Heutagogy and Peeragogy." Asian Education Studies 4, no. 1 (April 25, 2019): 11. http://dx.doi.org/10.20849/aes.v4i1.602.

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Over the decades, education is seen as a pedagogical relationship between the teacher and the learner. Traditionally, what a learner needed to learn, what knowledge and skills that should be taught were always decided by a teacher. However, education has transformed and moved from pedagogy to different approaches namely andragogy, heutagogy and peeragogy, the newest approach to education to suit the needs of the society. Therefore, the aim of this paper is to identify primary school teachers’ acceptance of technology and to investigate their readiness towards Heutagogy and Peeragogy. This study also sought to identify possible demographic factors which may influence respondents’ readiness towards Heutagogy and Peeragogy. Data were collected from 48 primary teachers in a primary school in Malaysia using a survey and were analysed using descriptive statistics. The results showed that the in-service teachers have a very positive readiness towards technology in Education as well as using heutagogy approach and peeragogy approach in their teaching. The study about the teachers’ acceptance of technology, readiness towards Heutagogy and Peeragogy and the challenges faced are expected to provide useful information for the educators to provide support for future study.

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Costa, Maria Cristina Oliveira da Cristina Oliveira da. "Promoting STEAMH at primary school: a collaborative interdisciplinary project." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 12, 2018): 234–45. http://dx.doi.org/10.18844/prosoc.v4i8.3054.

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There is a growing call on the integration of Science, Technology, Engineering and Mathematics (STEM) at the primary school level, aiming to motivate students to learn these subject matters, in order to correspond to the scientific and technological challenges of an increasingly demanding society. Recently, many studies sustain the importance of extending STEM to STEAM by adding Arts to the previous areas, to better prepare students for real life. In this article, we present a way to promote STEAMH, by integrating Heritage with STEAM. With a qualitative approach and an action research methodology, we intend to investigate how to develop a pedagogical intervention project that fosters STEAMH learning at primary school and local community. It is concluded that it is possible to implement a STEAMH pedagogical intervention project, being necessary to develop a collaborative partnership with local community and local schools. Keywords: STEAMH, hands-on, interdisciplinarity, primary school, collaboration

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Smolovik, O. V., M. A. Kushnyr, and L. Yu Shobonova. "Efficiency of gaming technology in the process of foreign language acquisition." SHS Web of Conferences 87 (2020): 00065. http://dx.doi.org/10.1051/shsconf/20208700065.

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The article deals with the study of the gaming technology in teaching a foreign language to primary school children and its influence on their motivation. Nowadays it is relevant to start mastering a foreign language at primary school. The article presents the psychological and pedagogical characteristics of primary school children, emphasizes the importance of academic motivation, reveals the peculiarities of the gaming technology, gives examples of its practical application and shows the results of the experimental research identifying the impact of this method on the level of young learners’ motivation. The purpose of the article is to study the influence of practical application of the gaming technology on primary school children’s motivation in the process of the foreign language acquisition. The methodology of the study is a theoretical analysis of psychological research, empirical research methods, qualitative and quantitative analysis of empirical data. The results show that the use of the gaming technology increases academic motivation of primary school children.

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Bai, Barry, and Chung Kwan Lo. "The Barriers of Technology Integration in Hong Kong Primary School English Education: Preliminary Findings and Recommendations for Future Practices." International Journal of Languages, Literature and Linguistics 4, no. 4 (December 2018): 290–97. http://dx.doi.org/10.18178/ijlll.2018.4.4.189.

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ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 90 (November 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.90.11.

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Touw, Kirsten W. J., Bart Vogelaar, Merel Bakker, and Wilma C. M. Resing. "Using electronic technology in the dynamic testing of young primary school children: predicting school achievement." Educational Technology Research and Development 67, no. 2 (February 14, 2019): 443–65. http://dx.doi.org/10.1007/s11423-019-09655-6.

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Young, Rachel, Melissa Tully, and Marizen Ramirez. "School Administrator Perceptions of Cyberbullying Facilitators and Barriers to Preventive Action: A Qualitative Study." Health Education & Behavior 44, no. 3 (October 17, 2016): 476–84. http://dx.doi.org/10.1177/1090198116673814.

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Background. Schools are often held responsible for preventing or addressing cyberbullying, yet little is known about school administrator perceptions of cyberbullying and the challenges they face in addressing this public health issue. Aims. The goal of this study is to examine school administrators’ perceptions of the facilitators of cyberbullying and barriers to primary and secondary prevention strategies. Method. Public school administrators ( N = 36) participated in in-depth interviews about bullying and discussed their experiences with cyberbullying and their perceptions of cyberbullying facilitators and barriers to prevention. Results. Three main themes arose from the analysis: (1) cyberbullying as a major challenge; (2) facilitators of cyberbullying and barriers to preventive action, including parents and technology; and (3) prevention efforts, including unclear jurisdiction for action, primary versus secondary prevention efforts, and technology attributes that facilitate school response to bullying. Discussion. Although administrators perceive cyberbullying as a major challenge facing their schools, they are often unsure about appropriate primary and secondary prevention efforts. Relationships with parents and police complicate response and prevention as schools attempt to navigate unclear jurisdiction. Additionally, technology presents a challenge to schools because it is seen as an enabler of cyberbullying, a facilitator of prevention, and a necessary part of education efforts. Conclusion. Lack of research on prevention strategies, parents’ knowledge and attitudes, and confusion about responsibility for addressing cyberbullying are barriers to action. Findings suggest administrators could benefit from additional clarity on which strategies are most effective for primary prevention of cyberbullying, and that prevention strategies should proactively involve parents to promote effective collaboration with schools.

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