GeoGebra-supported Learning Kit for Teaching Area of Trapezoid Based on TPMK Framework

Many studies have examined teachers’ use of technology, but not many have examined what factors promote such use. The current study examines the effect of several factors on use of technology by teachers. A questionnaire on this topic was given to 120 male and female teachers from Israel. It was found that teachers’ beliefs on the effectiveness of use of technology in education, as well as support for such use from parents of school students, promotes teachers’ use of technology in education. Teachers’ technological knowledge and skills, support from the school management and from Education Ministry supervisors, and the availability of technological support were not found to promote teachers’ use of technology in education. Conducting programs and workshops that will educate teachers on the usefulness of technology in education and promote parent–teacher cooperation is recommended. The study may greatly help to promote the use of technology in teaching and education, which may greatly improve student learning.

There is relatively little research on the use of technology in contemporary teaching in our schools, therefore it is very important to explore this topic and to produce realistic results that reflect the use of technology in teaching in elementary schools in Kosovo. The topic of this research is going to be studied in terms of theory as well as in terms of practice. Regarding the theoretical aspect, various literature related to this issue will be analyzed and explored, respectively with the elementary school planning, the use of technology in teaching, curricula, laws, administrative instructions and regulations in force, whereas regarding the practical aspect, a special attention will be paid to the use of technology in contemporary teaching in Kosovo elementary schools, by analyzing the findings of the research that will be presented statistically in this study. Particular focus will be given to the use of technology in the curricular area society and environment. The research will be carried out through method, respectively qualitative methods. The teacher interviews will contain 5 questions. This research is expected to define the level of the use of technology in the curricular area society and environment in elementary schools of Kosova.

Information and communication technologies (ICTs) are drastically changing the norm in today's society, economy and culture. The acceptance and successful adoption of new technologies is as important as their introduction. This matter is particularly relevant to the current health crisis, especially for the aspect of education. The implementation of ICTs is changing the practice of learning institutions. Thus, this study aims to review academic publications on the use of technology in the education sector in Saudi Arabia. From the review of the literature, we determine six main factors influencing the successful adoption of ICTs. Using these factors, we develop a conceptual framework on the basis of the analysis and knowledge obtained from relevant literature. The proposed conceptual model helps identify the main factors that affect the successful adoption of innovative technologies in the education sector. We also provide potential research directions concerning the use of technology in the education sector in Saudi Arabia.

The integration of technology in education has grown rapidly in the 21st century. The ability to use technology in teaching materials has become an important skill for mathematics teachers and is an important topic in the current research. This is why as a rookie teacher; it is important to have the ability to develop an ICT based learning media. The purpose of this research is to design an interactive mathematical learning media based on the TPACK framework using the Hawgent dynamic mathematics software. There were 30 students divided into five groups for this research and each group consisted of six students. Each group conducted a research to find out the difficulties faced by the teachers in school when they are explaining mathematics concept and will then design a learning media based on their observation using Hawgent dynamic mathematics software. This research is a merged descriptive and quasi-experiment research aimed to describe students’ creativity in developing an interactive learning media using the HAWGENT Dynamic Mathematics Software. This result shows students’ creativity in designing a mathematics learning media using Hawgent dynamic mathematics software on various topics and different levels. Hawgent dynamic mathematics software has been proved to improve the students’ creativity when the researchers designed a learning media based on the needs of the teachers and students in school using Hawgent dynamic mathematics software. Other than that, using Hawgent dynamic mathematics software with a TPACK framework can help teachers in explaining an abstract mathematics concept so that it would be easier for the students to understand.

There is a controversy on the use of network technologies in education especially at the undergraduate university level and below. This controversy stems from the conception of NLT’s implications in the social process: on the one hand, NLTs could be used as a cool to satisfy real social needs in culture, pedagogy and education, and to advance the social process; on the other hand, use of NLTs could be socially "blind" serving nothing but "technolove", producing generations with reduced or even bad social consciousness. This paper discusses these above issues using the schema thesis-antithesis introduced by ancient Greek philosophers, aiming to raise some sensitivity against the unconditional use of technology in Education.

The rapid development of digital technology is impacting the learning system in elementary schools and increasing students' screen time. Currently, teachers in Indonesia lack adequate digital competencies, which has become one of the factors affecting students' learning outcomes. This research aims to provide scientific evidence that learning through the use of interactive learning media can improve students' learning outcomes. This study employs the PRISMA method for a systematic literature review, utilizing internationally reputable databases such as Scopus, ScienceDirect, Springer, and ProQuest, covering publications from 2020 to 2024. A total of 21 articles met the research objectives based on the established inclusion and exclusion criteria. The study found a growing trend in the use of interactive learning media in elementary schools, with China emerging as the country with the highest number of relevant publications. Most of the research focuses on STEM subjects and utilizes online learning platforms. The study also revealed that the majority of interactive learning media are multimedia-based, making them engaging and enhancing student motivation. These findings serve as recommendations for future researchers to develop multimedia-based interactive learning media that accommodate various student learning styles. This report provides a scientific foundation for policymakers to establish best practices for the use of technology in education.

The development of digital technology has brought significant changes to education, affecting teaching and learning methods. This article examines the impact of technology on education, especially in supporting more interactive, flexible and personalized learning. Various digital tools and platforms, such as online learning applications, educational software, as well as augmented reality and virtual reality technologies, enable more engaging and efficient learning experiences for learners. This research uses the literature study method to investigate scientific journal articles that discuss the transformation of learning in the digital era with the use of technology in modern education. The articles were selected based on criteria such as topic relevance, quality of research methodology and theoretical contribution. Searches were conducted in reputable academic databases such as Google Scholar and Sinta (Science and Technology Index) with the keywords "digital education transformation," "technology in education," and "educational innovation”. Once relevant articles were identified, a selection was made to ensure quality standards and significant contributions to the literature. An in-depth analysis was conducted to identify the main themes, methodological approaches, and findings of each study. The results of the analysis are expected to provide insights into recent developments in the use of technology in education and help identify future trends, challenges and opportunities. The findings are expected to provide a basis for the development of more effective education policies and practices in the evolving digital age

The current state of the development of Ukraine poses new requirements for the training of specialists. The task solution is related to improving the quality of economic education of specialists in all sectors of the society. With this in mind, improving the effectiveness of teaching economics in educational institutions of any level and profile is of particular value. The purpose of the article is to analyze the peculiarities of the use of pedagogical technologies in the process of teaching economic disciplines to students of higher education institutions. To achieve this purpose, such common scientific methods of research are used: analysis, synthesis, systematization, comparison, generalization in order to determine the specifics of the use of modern pedagogical technologies in the study of economic disciplines by students of higher education institutions. It has been found that the widespread use of pedagogical technologies began in the early 60s of the XXth century. This process was related to the reform of the American and European school. As it is known, the concept "pedagogical technology" was introduced to the scientific circulation for the first time in the USA. Today, the issue of determining the essence of pedagogical technologies, their classification and peculiarities of using them in teaching educational disciplines is envisaged in works of domestic scholars (V. Bespalko, V. Boholiubova, T. Ilina, M. Klarin, Z. Malkova, M. Nikandrov, Ye. Polat, H. Selevko, V. Chuprusov) and foreign ones (Anderson, J. Blok, B. Blum, R. Meidzher, etc.). According to the results of the research, scholars, who state the fact of the need to use pedagogical technologies in teaching economic disciplines in higher education institutions, express different points of view on this issue, which are significantly complementary. It is also important to consider scholars’ conclusions about the peculiarities of the use of pedagogical technologies in the activities of higher education institution in the process of teaching economic disciplines. Therefore, a modern pedagogical technology is a set of methods of pedagogical influence, involves specific techniques, methods, means. Effective use of pedagogical technologies in teaching subjects of the economic cycle helps the teacher to get a more effective result in teaching students and to enjoy the activities.

У статті з’ясовано, що позитивні зміни в освітній політиці, котрі спрямовані на підвищення рівня ефективності навчання економічним дисциплінам, пов’язані з активним використанням як традиційних, так і інноваційних педагогічних технологій. Однак, як засвідчило опитування керівників закладів освіти та відділів освіти різного рівня, сьогодні більшість установ освіти (86,7 % із 76 опитаних керівників) проявляє інтерес до сучасних педагогічних технологій, але в той же час наголошує на відсутності наукової бази, невідпрацьованості механізмів запровадження педагогічних технологій. Усе це суттєво знижує ефективність їх застосування, сприяє гальмуванню розвитку освітніх систем. Отже, проблема підготовки викладачів економічних дисциплін до використання сучасних педагогічних технологій є актуальною і своєчасною. Аналіз науково-педагогічних джерел та проведена експериментальна робота дозволяють стверджувати, що провідними умовами, які сприяють якісній підготовці викладачів економічних дисциплін до використання сучасних педагогічних технологій можна вважати: забезпечення професійно-педагогічної спрямованості викладацької діяльності (ціннісне ставлення до професійно-педагогічної діяльності, професійний інтерес, мотивація досягнення успіху) та стійкої потреби в професійному самовдосконаленні; поглиблення професійної компетентності викладачів щодо застосування педагогічних технологій на основі вивчення передового педагогічного досвіду і впровадження в навчально-виховний процес освітніх інновацій з урахуванням сучасних вимог до економічної освіти. Експериментальне дослідження підтверджує доцільність використання запропонованих умов до підготовки викладачів економічних дисциплін. Зокрема, в експериментальній групі кількість викладачів, які володіють високим рівнем готовності до використання педагогічних технологій, збільшилася на 12,8 %, у контрольній групі – на 1,3 %. Середній рівень сформованості зазначеної готовності у викладачів експериментальної групи підвищився на 3,8 %, контрольної групи – на 0,6 %. Таким чином, запропоновані педагогічні умови підготовки викладачів економічних дисциплін до використання сучасних педагогічних технологій пройшли експериментальну перевірку, яка підтвердила доцільність їх активного впровадження в практику сучасних ЗВО різного профілю.

Based on interviews with students and teachers, interactive learning media are needed in the teaching and learning process. Multimedia-based learning media on biographical retelling text material is expected to foster students' interest and curiosity because, in addition to containing material, it is also equipped with music, pictures, and videos that are easy to understand. This study aims to determine the development of interactive multimedia-based learning media in biographical retelling texts for students in class X State Senior High School 1 Tanjung Balai Academic Year 2024-2025. The study uses (R&D) method was used in this study. The subjects of the study were students in class X State Senior High School 1 Tanjung Balai Academic Year 2024-2025. Based on the product effectiveness test conducted on the media, it is known that interactive multimedia-based learning media are effective in the learning process. Based on the results of the product effectiveness test, interactive multimedia-based learning media had an effectiveness of 84.28% with a very good category. Based on the results of the test conducted, it is known that the learning outcomes of students who use multimedia-based learning media are higher than those of students who do not use multimedia-based learning media. The average value of students who study using interactive multimedia-based learning media has an average value of 84.3 while students who study using without interactive multimedia-based learning media get an average value of 65.1.

The quality of education is very much influenced by factors, where one of the factors that affect the quality of education is the quality of learning in schools and can be seen from the increase in grades. Utilization of media in the learning process in the classroom to make the learning atmosphere fun and can increase student grades. The use of learning media to write rhymes can increase the learning motivation of 7th graders of Berastagi Private Middle School students. It can be seen from the results of simple linear regression testing that the t test significance value is 0.071 less than 0.1and the t regression coefficient is positive, meaning that the more frequent use of interactive learning media, the students' learning motivation will increase. There is a significant difference in value between before the use of interactive learning media and after the use of interactive power point learning media. It can be seen from the test results that the average paired sample difference produces a sig value of 0.000 less than 0.05. The value after using interactive learning media is higher than the value before using interactive power point learning media. Suggestions for further research to add other variables that affect students' learning motivation, because the results of this study indicate that the contribution of learning media to increasing students' learning motivation is only 3.8 percent. Suggestions for teachers to use interactive learning media as a means to deliver material to students, because it is proven that the use of interactive learning media can increase student values and motivation in learning.

This study discusses the use of augmented reality technology as an interactive learning medium. Innovative learning media at this time have a very important role in terms of improving the quality of learning. The main point in the use of information and communication technology, especially on mobile devices such as smartphones and android tablets which of course have camera features so that they can run augmented reality (AR) application technology. The purpose of this study was to analyze how the use of augmented reality technology in education midwives as an interactive learning medium that can support the learning process of students. This study uses qualitative research methods using data collection techniques through literature studies or commonly known as library research. In the research the results obtained are analytical descriptive because this research is a qualitative research. The results of this study are the application of information and communication technology in the form of augmented reality applications in the field of education as a learning medium that can help students in facilitating learning and creating a pleasant learning atmosphere.

The developments in the field of technology in the 21st century caused changes in the field of education, as in many fields. Technology undoubtedly facilitates human life when used properly. There are many benefits to using technology in education.Technology today makes people's lives easier and progresses rapidly with it. In the process of integration of developing technologies into the field of education, important studies are carried out on the international platform. In the 21st century world, as well as changes in every field, various innovations in science and technology have occurred. Education plays an important role in keeping up with the requirements of the present era. Technological innovations and developments affect the education system and teaching learning-process in this context. The technologies used in education are leaving their place to new technologies. Increasingly, they take their place in the classroom environment such as computer, projection, electronic board, distance education and the learning environment is moved to the network environment (Bulman & Fairlie, 2016; Sendurur & Arslan, 2017). Lectures can be strengthened with technological equipment. On the other hand, using technology in education makes lessons more attractive for students. At the same time, supporting narration with technological tools facilitates learning and increases retention. For this reason, the use and importance of technology in education has increased today and teachers' attitudes towards technology use are important. When evaluated from this point of view, it is thought that the research subject will contribute to the literature. This study aimed to determine primary school teacher candidates' attitudes towards digital technology. In this study, the primary teacher candidates studying at a private university in the Turkish Republic of Northern Cyprus (TRNC) were examined on the technology attitudes of teachers in education. The study was conducted with the participation of 121 teacher candidates during 2019-2020 academic year. Attitude Scale towards the Use of Technology in Education was used to determine the attitudes of prospective teachers towards digital technology. Results are presented with descriptive statistics, tables, frequencies and percentages and discussed with relevant references from the literature and suggestions for future research and practices are provided.

The use of technology in education can improve the quality of learning and student involvement in the learning process. However, the use of technology, especially smartphones, among elementary school students has not been utilized properly, because they are only used for entertainment and playing games. This can interfere with concentration and reduce the time students spend studying on computer extracurriculars. So interactive learning media is needed to attract students' interest in learning. This research aims to develop AIKIDS-based E-learning in interactive coding learning and determine the feasibility level of E-learning. The research method used is Research and Development (R&D) with a Define, Design, Develop, Disseminate (4D) development model. Data collection methods are interviews and questionnaires, then data analysis is carried out with percentages based on the level of media suitability which will be converted to a suitability scale. This research produces an AIKIDS-based E-learning product for coding learning for elementary schools. The first test results from two media experts obtained results of 85% and were included in the very feasible category. The second test carried out by material experts obtained results of 93%, including the very feasible category. The third test was carried out with 20 students using the System Usability Scale (SUS) test, getting an average result of 91 which was included in the "Excellence" category or the same as scale B.

Integrating instructional technology into teaching and learning numeracy for the individual with mild intellectual disability not only make teachers' job easier but also impose a responsibility on them. This study investigates attitude of parents-teachers towards the use of instructional technology in teaching numeracy to children with mild intellectual disability in Penang Malaysia. The study adopted pure descriptive method and the sample comprised sixty participants. It was revealed from the result of the study that students with mild intellectual disability parents and teachers are familiar with usage of computer. More so, there was no significant difference between the teachers and parents. However, female teachers have higher mean compare to that of male teachers, and also, female parents have higher mean than male parents on the use of instructional technology in assisting the learning of their children at home. It is therefore, recommended that parents and teachers should keep it up with the use of computer and other instructional technology in teaching and learning children with mild intellectual disability.