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Artículos de revistas sobre el tema "Instructional Tools"

Autor: Grafiati

Publicado: 7 de junio de 2025

Última modificación: 2 de agosto de 2025

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1

Russell, Daniel M., Richard-R. Burton, Daniel S. Jordan, Anne-Marie Jensen, Russell A. Rogers, and Jonathan R. Cohen. "Creating instruction with IDE: Tools for instructional designers." Intelligent Tutoring Media 1, no. 1 (1990): 3–16. http://dx.doi.org/10.1080/14626269009409082.

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Moore, Jana L., and Sallie E. Gordon. "Conceptual Graphs as Instructional Tools." Proceedings of the Human Factors Society Annual Meeting 32, no. 18 (1988): 1289–93. http://dx.doi.org/10.1177/154193128803201821.

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Conceptual graphs are a method of diagraming knowledge structures. They are valuable in a variety of applications including design of instructional materials, student evaluation and diagnosis, and theoretical research. One problem has been the identification of methods for eliciting or measuring the “internal” knowledge structures to develop conceptual graphs. Several methods of mapping conceptual graphs have been used in various research domains (e.g., free recall, sorting, ordering, etc.). Most of these traditional methods suffer from serious drawbacks. To overcome these problems, a question

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3

B., Prabakaran, and Saravanakumar AR. "Instruction Methodology for Blended Learning." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 78–81. https://doi.org/10.5281/zenodo.7323111.

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It is an instructional methodology, a new teaching and learning approach of instructional methodology that mingles face-to-face instructional methodology of classroom methods with computer-mediated activities to give instruction. The meaning of this pedagogical approach is a combination of face-to-face and online activities and the incorporation of synchronous and asynchronous learning tools, thus making an optimal possibility for the planning of valuable learning processes. Blended learning is the modern term given to the educational practice of integrating digital learning tools with the mor

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4

Boston, Melissa, Jonathan Bostic, Kristin Lesseig, and Milan Sherman. "A Comparison of Mathematics Classroom Observation Protocols." Mathematics Teacher Educator 3, no. 2 (2015): 154–75. http://dx.doi.org/10.5951/mathteaceduc.3.2.0154.

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In this article, we provide information to assist mathematics teacher educators in selecting classroom observation tools. We review three classroom observation tools: (1) the Reform-Oriented Teaching Observation Protocol (RTOP); (2) the Instructional Quality Assessment (IQA) in Mathematics; and (3) the Mathematical Quality of Instruction (MQI). We begin by describing each tool and providing examples of research studies or program evaluations using each tool. We then look across tools to identify each tool's specific focus, and we discuss how the features of each tool (and the protocol for its

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Rao, Kavita, Caroline Torres, and Sean J. Smith. "Digital Tools and UDL-Based Instructional Strategies to Support Students With Disabilities Online." Journal of Special Education Technology 36, no. 2 (2021): 105–12. http://dx.doi.org/10.1177/0162643421998327.

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In online and blended learning environments, students may experience learning barriers that are more pronounced than in the traditional classroom. When designing online instruction, teachers can use digital tools along with instructional strategies to reduce those barriers. Digital tools have various instructional and assistive features, which can provide supports for students with disabilities as well as other learners. This article addresses how teachers can make meaningful use of various digital tools in alignment with the three principles of Universal Design for Learning (UDL) to reduce ba

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Burstein, Matthew. "USING COMPUTERS AS INSTRUCTIONAL TOOLS." Community College Journal of Research and Practice 21, no. 3 (1997): 335–39. http://dx.doi.org/10.1080/1066892970210307.

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Merrill, M. David. "Learning-Oriented instructional development tools." Performance Improvement 36, no. 3 (1997): 51–55. http://dx.doi.org/10.1002/pfi.4140360312.

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Caughlan, Samantha, Mary M. Juzwik, Carlin Borsheim-Black, Sean Kelly, and Jodene Goldenring Fine. "English Teacher Candidates Developing Dialogically Organized Instructional Practices." Research in the Teaching of English 47, no. 3 (2013): 212–46. http://dx.doi.org/10.58680/rte201322711.

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Although mounting research evidence suggests that dialogic teaching correlates with student achievement gains and with high levels of student engagement, little work in English education addresses the challenge of supporting new teachers in developing dialogically organized instructional practices. In a design-based study, we examine a curricular intervention designed to cultivate development of dialogically organized instructional practices, defined as instruction that provides students with frequent opportunities to engage with core disciplinary concepts through sustained, substantive dialog

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9

Chan, Paula E., Moira Konrad, Viviana Gonzalez, Mary T. Peters, and Virginia A. Ressa. "The Critical Role of Feedback in Formative Instructional Practices." Intervention in School and Clinic 50, no. 2 (2014): 96–104. http://dx.doi.org/10.1177/1053451214536044.

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Feedback provides a vehicle for integrating all components of formative instructional practices: clear learning targets, evidence of student learning, and student ownership in the process. Feedback is the keystone to formative instructional practices as it is one of the most powerful instructional tools available. This paper (a) describes the role feedback plays in formative instructional practices, (b) suggests some evidence-based instructional strategies practitioners can employ to increase opportunities for feedback about their instruction, and (c) recommends ways to enhance the effectivene

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Edwidge, Crevecoeur. "Identification of Specific Research-Based Instruction Methods to Teach Pre-Literate ESOL Students." LESLLA Symposium Proceedings 6, no. 1 (2011): 21–32. https://doi.org/10.5281/zenodo.8004219.

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Much of the literacy research provides evidence regarding the instructional practices and methodology used when teaching native English speakers or mainstream English as a Second Language (ESL) classes. However, it has now become imperative to identify effective instructional practices that can be used with adult English literacy learners (AELLs). AELLs originate from backgrounds where literacy has been unavailable, denied or recently codified. Therefore, a descriptive study was conducted to identify instructional practices and tools used to teach adult English literacy learners in Florida. Su

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11

FALOYE, Bankole Olagunju, and Oluwatoyin Tolu Obateru. "Virtual Instructional Packages and Pre-Service Language Teachers' Communicative Skills: Empirical evidence from Nigerian Colleges of Education." Archives of Business Research 9, no. 2 (2021): 33–40. http://dx.doi.org/10.14738/abr.92.9592.

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The study investigated the effect of virtual instructional tools on the learning outcomes of pre-service English language teachers in Nigerian Colleges of Education. The rationale of the study was hinged on the premise of virtual instructional adaptation in a post-OVID-19 era. The design for the study was a two- group pre-test post-test quasi-experimental design. The research design comprised pretest and post-test observations, treatment with virtual instruction and normal instruction in a non-virtual space. Using multistage sampling strategy, 100 samples were randomly selected from two Colleg

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Dr.Rajani, D.Shionkar. "Use of instructional tools on the achievement of primary School students." Educational Resurgence Journal 4, no. 7 (2022): 36–40. https://doi.org/10.5281/zenodo.5836818.

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<em>               Education is the most important thing in life.  Education is the best policy. At the primary level, the students learn the basic concept and important things. Teachers teach for students through the use of different instructional tools .student get good scoring and their academic achievement is also very effective.in the present study experimental method was used. Two groups were selected one controlled group and the second experimental group.20 - 20 students were selected. finally concluded that inst

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Steinberg, Esther R., A. B. Baskin, and Elfriede Hofer. "Organizational/Memory Tools: A Technique for Improving Problem Solving Skills." Journal of Educational Computing Research 2, no. 2 (1986): 169–87. http://dx.doi.org/10.2190/qnf3-nm3v-frte-17b3.

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This study investigated an alternative to traditional computer-based instruction in problem solving. The computer presented an organizational/memory tool as an aid to a student's own strategies rather than direct instruction in specific strategies. Our goals were: 1) to determine whether students would use the tool and 2) whether and how locus of control would affect use of the tool and problem-solving performance. Our four experimental conditions varied in the locus of control of the tool and in the availability of informational feedback, from total computer control with feedback to total lea

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Lv, Hong Ning. "Multimedia Technology Application in Teaching Basketball Skills." Advanced Materials Research 557-559 (July 2012): 2025–28. http://dx.doi.org/10.4028/www.scientific.net/amr.557-559.2025.

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Technology and multimedia tools are constantly evolving and providing instructional designers new ways to present instruction. While the evolution of technology is full of instructional design potential, more research is needed to understand the cognitive processes when learning with different combinations of multimedia. The paper intends to interpret the application of multimedia technology in teaching basketball skills.

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15

Patraliza, Hellen. "Improving the Quality of Learning through Supervision by the School’s Principal." PPSDP International Journal of Education 2, no. 2 (2023): 151–59. http://dx.doi.org/10.59175/pijed.v2i2.79.

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The goal of this study is to evaluate initiatives to raise learning quality by implementing academic principal supervision. At SMA Negeri 3 Kayuagung, this study was conducted. using interviews, documentation, and observation as data collecting methods. ways for analyzing data utilizing descriptive qualitative analysis. According to the study’s findings, the academic oversight provided by SMA Negeri 3 Kayuagung’s principal has been working well to improve teachers’ capacity to carry out instructional tasks, particularly preparing the administration of instructional tools, planning instructiona

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Owen, Leslie Ann, Maria C. Guilott, and Gaylynn A. Parker. "Using Powerful Tools for Instructional Leadership." International Journal for Cross-Disciplinary Subjects in Education 7, no. 2 (2016): 2807–16. http://dx.doi.org/10.20533/ijcdse.2042.6364.2016.0382.

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Gayeski, Diane M. "Software Tools for Empowering Instructional Developers." Performance Improvement Quarterly 4, no. 4 (2008): 21–36. http://dx.doi.org/10.1111/j.1937-8327.1991.tb00521.x.

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Spector, J. Michael. "Knowledge management tools for instructional design." Educational Technology Research and Development 50, no. 4 (2002): 37–46. http://dx.doi.org/10.1007/bf02504983.

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Newby, Timothy J., and Zui Cheng. "Instructional digital badges: effective learning tools." Educational Technology Research and Development 68, no. 3 (2019): 1053–67. http://dx.doi.org/10.1007/s11423-019-09719-7.

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Chiavaroli, Julius J., and Ronald J. Till. "Graphics Software Packages as Instructional Tools." American Annals of the Deaf 130, no. 5 (1985): 374–76. http://dx.doi.org/10.1353/aad.2012.0919.

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Keyes, Christopher S., Kelly Puzio, and Robert T. Jiménez. "Collaborative Translations: Designing Bilingual Instructional Tools." Journal of Education 194, no. 2 (2014): 17–24. http://dx.doi.org/10.1177/002205741419400203.

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Annan-Coultas, Dustin L. "Laptops as Instructional Tools: Student Perceptions." TechTrends 56, no. 5 (2012): 34–41. http://dx.doi.org/10.1007/s11528-012-0596-y.

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23

Sugar, William, Abbie Brown, and Kenneth Luterbach. "Examining the anatomy of a screencast: Uncovering common elements and instructional strategies." International Review of Research in Open and Distributed Learning 11, no. 3 (2010): 1. http://dx.doi.org/10.19173/irrodl.v11i3.851.

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The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools. In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction. The content area of these screencasts concentrated on teaching specific computing procedures (e.g., how to install web server software or how to add a table in a word processor). The researchers analyzed their own self-produced screencasts as well as those that were professionally produced. Analyses of the screencasts led the researchers to discover common structural components (i.e., bumpe

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24

Dinopol, Ma Cirela, Jayvie Bryle Camilo, and Marietta Oyangoren. "School Leaders’ Strategies for Teachers’ Instructional Functions in Using AI-Powered Edtech Tools." Psychology and Education: A Multidisciplinary Journal 41, no. 2 (2025): 261–77. https://doi.org/10.70838/pemj.410206.

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This research investigated a school leaders’ strategies for teachers’ readiness to use AI-powered Edtech tools in performing instructional functions in Dumanjug Cebu in the time of the school year 2024-2025 as a basis for a proposed LAC session training design using AI-powered Edtech tools for instructional functions. The researcher used a mixed-methods study design that combined quantitative and qualitative methodologies.The study’s respondents include thirty classroom teachers, five master teachers and five school heads. The researcher utilized two instruments which were (a) an adapted surve

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Hwang, Jihyun, Yechan Lee, Seung-Hyun Kim, Juyeon Lee, and Wan Hui Lee. "Effectiveness analysis of AI-based educational technology tools." Korean School Mathematics Society 28, no. 2 (2025): 143–62. https://doi.org/10.30807/ksms.2025.28.2.004.

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This study examined the effectiveness of AI-based educational technology through a case study of JindanMath, an AI-driven tool designed to support personalized mathematics instruction. JindanMath incorporated features such as real-time feedback, personalized learning pathways, and error note recommendations, aimed at enhancing teaching practices and student engagement. The study employed the Fidelity of Implementation (FOI) framework and a logic model to assess how the tool’s design and implementation influenced classroom outcomes, as opposed to using a traditional group comparison design. Dat

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Carney, Michele B., Jonathan L. Brendefur, Gwyneth R. Hughes, and Keith Thiede. "Developing a Mathematics Instructional Practice Survey: Considerations and Evidence." Mathematics Teacher Educator 4, no. 1 (2015): 93–118. http://dx.doi.org/10.5951/mathteaceduc.4.1.0093.

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As mathematics teacher educators, it is imperative that we have high-quality tools that conceptualize and operationalize mathematics instruction for large-scale examination. We first describe existing instructional practice survey scales, including their conceptualization of practice and related validity evidence. We then present the framework and initial validity evidence for our mathematics instructional practice survey. Survey participants were inservice teachers in a statewide mandated mathematics professional development course. Statistical analyses indicate the items measure two construc

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Malecela, Issa Omar. "Integrating computer-related technology into instructional practice at a higher learning institution in Malaysia." IIUM Journal of Educational Studies 5, no. 1 (2018): 76–92. http://dx.doi.org/10.31436/ijes.v5i1.152.

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Malaysian Higher Learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. This study attempts to explore the experience and awareness among lecturers to integrate computer-related technologies in undergraduate classroo

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Madden, John S., and Patricia L. Hardré. "Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction." Journal of Education and Training 3, no. 2 (2016): 64. http://dx.doi.org/10.5296/jet.v3i2.9490.

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<p class="2M-body">Teaching assistants (TAs) in higher education are expected to teach courses in their major subject area with little to no formal instruction in the principles of effective teaching methods. The demands on TAs time are high and there is a need for easy to access, flexible, high quality instruction to provide them with the tools necessary to be effective instructors at the college level. One method of meeting this need is to provide TAs with a “toolbox” of instructional theory and methods based on instructional design principles. In order to be effective, it is important

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Zain, Dodi Siraj Muamar, and Freddie A. Bowles. "What Do Our Future EFL Teachers Think about Using Mobile Devices in Class?" Applied Research on English Education (AREE) 2, no. 1 (2024): 1. https://doi.org/10.26714/aree.2.1.2024.1-14.

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This study is primarily aimed to investigate the beliefs and attitudes of Indonesian EFL pre-service teachers toward the use of mobile devices such as smartphones or tablets for learning and instructional practice in Indonesia. Furthermore, this phenomenological study attempted to reveal the factors affecting these two constructs from 20 Indonesian EFL pre-service teachers through semi-structured interviews. As teaching tools, the majority of the participants expressed their reluctance to use mobile devices as instructional tools in in-person classes. However, they acknowledged that this techn

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Gao, Xinyu. "The Impact of AI on the Accuracy of Second Language Learners in Acquiring Non-Finite Verb Structures." Communications in Humanities Research 61, no. 1 (2024): 1–6. https://doi.org/10.54254/2753-7064/2025.18139.

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This study investigates the effectiveness of AI tools as instructional supports for grammar in enhancing second language learners accuracy in using non-finite verb forms. The study sample comprised 60 sophomore English as a Foreign Language (EFL) students, divided into an experimental group and a control group. The experimental group received instruction via AI tools, including ChatGPT, while the control group was taught through traditional methods. Instructional content encompassed 15 primary non-finite verbs, such as infinitives, gerunds, and participles, designed to help learners flexibly a

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Pendell, Kimberly, and Annie Armstrong. "Psychology guides and information literacy." Reference Services Review 42, no. 2 (2014): 293–304. http://dx.doi.org/10.1108/rsr-10-2013-0052.

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Purpose – This study aims to provide an understanding of current practice and informs the further development of guides as key instructional tools. To assess the existing landscape of research guides as instructional tools, researchers examined the instructional content and associated media formats of online psychology research guides. Design/methodology/approach – Researchers devised an instrument utilizing Standard Two of the Association of College and Research Libraries’ (ACRL’s) Psychology Information Literacy Standards and inventoried the instructional content and associated media formats

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Banguis, Chinibeth F., and Jose P. Calipayan, Jr. "Effect of Instructional Guides (Ig) on The Academic Performance of Grade 9 TLE Food Technology Students." International Journal of Scientific Research and Management (IJSRM) 13, no. 02 (2025): 3951–62. https://doi.org/10.18535/ijsrm/v13i02.el05.

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This study aimed to determine the effect of instructional guides on the academic achievement of Grade 9 students in Food Technology. Specifically, it compared students’ mean scores when taught with and without instructional guides and examined the significance of differences in achievement when grouped by Technical Competence Level. A quasi-experimental design was utilized, where one group received instruction using a structured guide, while another received traditional methods. Findings showed that students taught with instructional guides performed significantly better than those without, pa

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Yates, Peggy A., Ritu V. Chopra, Emily E. Sobeck, et al. "Working With Paraeducators: Tools and Strategies for Planning, Performance Feedback, and Evaluation." Intervention in School and Clinic 56, no. 1 (2020): 43–50. http://dx.doi.org/10.1177/1053451220910740.

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With continued emphasis on inclusive practices, paraeducators are increasingly relied upon as an integral part of instructional service delivery for students with disabilities. However, research consistently reveals that the effective use of paraeducators depends largely on teacher leadership and supervision. Currently, few teacher preparation programs offer meaningful coursework pertaining to managing paraeducators, leaving teachers unprepared for their supervisory role upon entering the field. Incorporating paraeducators into the instructional planning and delivery process requires that seve

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Stover, Katie, Karen D. Wood, Erin Donovan, Jeanne R. Paratore, and Rachel McCormack. "A Tale of Two Authentic Assessment Tools." Voices from the Middle 21, no. 2 (2013): 26–35. http://dx.doi.org/10.58680/vm201324463.

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With the pressures of high-stakes assessments in today's classrooms, it is not uncommon to find practices such as teaching-to-the-test and skill and drill. When only relying on traditional models of assessment that emphasize recall of facts and fixed responses, few opportunities exist to link instruction with student performance. Instead, ongoing authentic assessments allow students to demonstrate their knowledge in meaningful ways and help teachers make instructional decisions to foster continued student growth. This article describes and illustrates two alternative approaches to high-stakes

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Noron, C. Somalipa, and A. Ampuan Joharah. "Information and Communication Technology: Learners' Perspectives on Multimedia Instructional Materials Used In Teaching at Marawi City National High School." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 09 (2024): 4126–30. https://doi.org/10.5281/zenodo.13637466.

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The study aimed to determine the learners’ perspectives on the Multimedia Instructional Materials used in teaching at Marawi City National High School. The study used descriptive method and utilized survey-questionnaires, these contained three parts, first, what is the profile of the respondents, second, the kinds of multimedia instructional materials used in teaching, and third, the implications can be drawn from the findings of the study. Frequency, percentage and weighted mean were used as statistical tools to analyze the data. Upon the retrieval of the instruments, it was directly ta

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Hatfield, Larry L. "Instructional Computing." Arithmetic Teacher 32, no. 6 (1985): 27–30. http://dx.doi.org/10.5951/at.32.6.0027.

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One of the most important goals of mathematics education is the development of students' abilities to think and reason in numerical and spatial situations. How might we use computers as tools for stimulating and guiding the construction of the child's mathematical thinking? The approaches taken by two elementary school teacher are briefly described. Although the uses of the computer by the teacher differ, both adopt a problematic approach to teaching to emphasize the child's mathematical thinking.

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Jaudian, Rita. "My Instructional Tools Software for College Faculty." Journal of Sustainable Development Innovations 1, no. 3 (2024): 107–18. http://dx.doi.org/10.61552/jsi.2024.03.003.

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This study was conducted using the research and development methodology over the course of three stages. The first phase involved conducting a survey to determine the faculty needs in terms of information and communication technology. According to survey findings, faculty members were particularly interested in using offline educational software. The second phase involved creating offline instructional software in accordance with the system development life cycle. The three information technology professionals examined and evaluated the software to verify its quality. Pilot testing and rolling

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Su Cheong, Wong, and Mohd Shahril Nizam Shaharom. "Integration of Graphic Design Thinking Assessment Tools for 21st Century." Journal of Social Science and Humanities 6, no. 1 (2023): 10–23. http://dx.doi.org/10.26666/rmp.jssh.2023.1.2.

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21st Century of quality education involves multiple facets, nevertheless it shouldn’t limit to content knowledge while learning skill development such as thinking skill, communication and creativity have to be the emphasis. P21 framework [1] have been addressed to the educators without offering any effective instructional formulae to achieve those upgraded objectives. To propose a revised graphic design instructional framework that places emphasis on competency, it would be helpful to analyze the current Malaysian educational approaches to match the new generation of learning trends. This pape

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Mashiyane, Dina Mokgadi, Siviwe Bangani, and Kirchner Van Deventer. "The awareness and application of multimedia tools for information literacy instruction at an African university." Electronic Library 38, no. 4 (2020): 711–24. http://dx.doi.org/10.1108/el-02-2020-0027.

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Purpose The purpose of this paper is to determine academic librarians’ awareness and application of multimedia content for information literacy (IL) instruction at the North-West University in South Africa. Design/methodology/approach This study used both the survey and focus group interviews to gather data from the university's faculty librarians. Findings The results of this study show that despite the majority of librarians being aware of the existence and benefits of multimedia tools that can complement their traditional instructional practices, very few actually apply the tools for IL ins

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Oshiogwemo, Agatha. "Use of Technological Instructional Materials for the Effective Learning of Social Studies in Building Resilient Future." DELSU Journal of Educational Research and Development 22, no. 1 (2025): 245–54. https://doi.org/10.61448/djerd22123.

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The significance of technology-based instructional materials for enhancing Social Studies instruction and creating a resilient future was examined in this article. Social Studies education plays a critical role in promoting civic competence, critical thinking, and cultural awareness. The use of traditional instructional materials in Social Studies education has been a long-standing practice, but the dynamic nature of the society has created a need to integrate technological instructional materials into the learning of Social Studies. Students who receive Social Studies education are more equip

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Kagyera Katakara, Denis, Wellars Banzi, and Dany Kamuhanda. "An Investigation of the Correlation between Lecturers’ Instructional Practices and the Level of ICT Tools Use in Teacher Training Programmes." International Journal of Learning and Development 14, no. 1 (2024): 17. http://dx.doi.org/10.5296/ijld.v14i1.21578.

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This study investigates how lecturers' instructional practices and ICT tools usage relate to the teaching and learning of mathematics at Kyambogo University in Uganda. A questionnaire was used to collect data (N=50), and Pearson's correlation analysis was used to analyze the results. Using SPSS 25, it had a Cronbach's alpha coefficient (α) of 0.728. The study employed a quantitative research methodology and a correlation research design. The null hypothesis for the study was rejected by the analysis, which showed that lecturers' instructional practices are significantly impacted by the usage o

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Allo, Eda Lolo, Vika Puji Cahyani*, Zuhrah Adminira Ruslan, Jusniar Jusniar, and Mohd Zulfakar Mohd Nawi. "Building Professional Teachers: Analysis of the Ability of Prospective Chemistry Teachers in Designing Discovery Learning-Based Learning Tools." Jurnal Pendidikan Sains Indonesia 13, no. 2 (2025): 623–34. https://doi.org/10.24815/jpsi.v13i2.45014.

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Several studies have emphasised the value of discovery learning in enhancing students' understanding of chemical concepts and improving their critical thinking skills. However, research on the skills or competencies of prospective chemistry teachers in developing discovery learning based instructional materials remains limited, particularly in the context of higher education in indonesia. This study aims to evaluate the relationship between the quality of student worksheets, the quality of teaching materials, and the quality of teaching modules with the ability to develop instructional tools.

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Siagian, Asister Fernando, Rianita Simamora, and Aprido Bernando Simamora. "Development of Learning Tools Oriented to the BRADeR Learning Model to Facilitate Teachers in Teaching Science Literacy." EDUTEC : Journal of Education And Technology 7, no. 2 (2023): 666–72. http://dx.doi.org/10.29062/edu.v7i2.807.

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Literacy in science is one of the essential skills needed by students in the 21st century. Teachers require science literacy-based instructional tools to enhance students' science literacy skills. One alternative learning model to improve science literacy skills is the BRADeR learning model. However, there is currently a lack of instructional tools based on the BRADeR learning model. This study aims to determine the validity and feasibility of the instructional tools developed oriented towards the BRADeR learning model to facilitate teachers in teaching science literacy. This research and deve

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Kourea, Lefki, Lenwood Gibson, and Robai Werunga. "Culturally Responsive Reading Instruction for Students With Learning Disabilities." Intervention in School and Clinic 53, no. 3 (2017): 153–62. http://dx.doi.org/10.1177/1053451217702112.

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As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching t

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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

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Sujarko, Megah Syifa Rinjani, and Airin Triwahyuni. "Instructional Quality Questionnaire: Development of Instructional Quality Measurement Tools for Secondary Education Teachers." Psikostudia : Jurnal Psikologi 13, no. 1 (2024): 57. http://dx.doi.org/10.30872/psikostudia.v13i1.12871.

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Instructional quality is a form of classroom teaching which is important to support the development of students’ abilities in class. Instructional quality has three dimensions, that is a collection of teachers’ teaching behaviors, namely classroom management, supportive climate, and cognitive activation. Measurements of instructional quality has begun to develop; however, no measurement scale has been constructed and used in Indonesia. This study discussed the adaptation of Instructional Quality Questionnaire with the aim of obtaining a measurement for instructional quality that is standardize

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Hunegnaw, Nigist Gedife, Elena Tkachenko, and Emilia Andersson-Bakken. "Explicit instructional moves in teaching reading in grade one: Observations from four Amharic classrooms." Bahir Dar Journal of Education 24, no. 2 (2024): 26–44. http://dx.doi.org/10.4314/10.4314/bdje.v24i2.3.

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In response to the recurring poor literacy achievement among learners in various mother tongue languages in Ethiopian schools, this study investigated teaching practices of four Amharic teachers at three government schools in Hawassa city, focusing on how the instructional content is implemented and what explicit instructional moves the teachers used in teaching early reading. Through a qualitative case study approach, utilizing video-recordings and checklist-based observations as data collection tools, the study revealed variations in implementation among all four teachers. Modelling, discuss

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Kavytska, Tamara, Viktoriia Drobotun, and Olha Draginda. "ONLINE WRITING INSTRUCTION IN EMERGENCY SETTING: EXPLORING THE INSTRUCTIONAL CAPACITY OF DIGITAL SUPPORT." АRS LINGUODIDACTICAE, no. 8 (2021): 4–12. http://dx.doi.org/10.17721/2663-0303.2021.8.01.

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Introduction. This paper reports on the results of the initial stage of the study targeted at carrying out a comprehensive comparative research into the educational capacity of two online tools that were used to teach academic writing to university students in the emergency online learning under the COVID-19 pandemic. Since this kind of online educational activity was meaningfully different from well-planned online experiences in terms of planning, preparation, and development, the authors were required to find the tools and online platform to match a range of criteria, such as: accessibility

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Vacalares, Angeline B., Carmelita O. Elbanbuena, and Jovit D. Comon. "Differentiated Instructional Practices and Academic Performance in Mathematics." European Modern Studies Journal 8, no. 4 (2024): 199–233. http://dx.doi.org/10.59573/emsj.8(4).2024.11.

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This study addresses the challenge of student performance in Mathematics by evaluating the effectiveness of differentiated instructional practices. Conducted in the Division of El Salvador City during the 2022-2023 school year, the research involved 156 teachers. It aimed to explore the respondents' profiles, the effectiveness of varied instructional methods, and their relationship to student performance in Mathematics during the First and Second Quarters. Data was collected through a descriptive questionnaire and analyzed using statistical tools like mean, frequency, standard deviation, and P

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Naceanceno, Kendall. "BACKTALK: Balancing new technologies with proven instructional strategies." Phi Delta Kappan 106, no. 7-8 (2025): 68–70. https://doi.org/10.1177/00317217251342374.

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While digital tools have enhanced efficiency for teachers and created unique classroom opportunities, they can sometimes overshadow foundational strategies like direct instruction. Kendall Naceanceno draws on his teaching experiences and professional discussions to propose practical methods to integrate technology with essential instructional practices. He advocates for thoughtful, intentional technology use that complements, rather than undermines, effective teaching and learning.

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