Models of use of technology in elementary schools at Kosovo

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.

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.

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 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.

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.

An examination of predictions concerning the future of American society provides a basis for building a scenario for nursing education in the USA. Trends influencing the future of society and professional nursing education include the tendency towards a planet-wide society, changing orientations towards individual towns and cities, changes in the occupational structure and in use of energy, and technological breakthroughs in electronics and genetics. Central to new technologies is the computer. Computerized systems of education and networks of such systems are now technically possible. Although capital resources for such systems may be scarce, eventually the substitution of capital for the even more expensive human labour may force the use of greater technology in education. Teacher acceptance is the greatest challenge to increased use of technology in education. Teacher acceptance is the greatest challenge to increased use of technology in education. Increased use of technology may force better instruction. Increased technology does not presuppose a less humanistic education.

This study aims to identify the positive relationship between the use of technology in higher education, university empowerment, and quality care to achieve sustainability of education and thus sustainable development. Education is constantly evolving and technology has a tremendous impact on the educational process as a whole, becoming a means to achieve the goal and goal of advancing the processes of education and learning. Thus, university education today of all kinds and levels should adapt to new realities within the framework of the importance of its use of advanced technology, and participate in all efforts made by university education of all kinds and levels. In the institutions of society in human development and giving them educational practices and skills, the educational system can achieve sustainable self-education utilizing sources of learning and modern information technology by looking forward to everything new. The University is then a factor that establishes sustainability through a comprehensive philosophy and clear principles, techniques, and advanced methods to achieve balanced coherent, and integrated goals to accelerate the overall quality efforts of higher education services. This service can qualify the student and provide him with knowledge, skills, and experience during the high years of study, and prepare him in the form of a distinguished university graduate capable of achieving his goals and the goals of the labor market and the goals of the development community. These positive results of the relationship between the use of technology in education and achieving quality are closely linked to empowerment in universities. The recent trend in the development of administrative thought after the shift of attention from the model of oversight organizations and orders to the so-called organizations now. Also, the ensuing imperative of shifting from traditional hierarchical administrative construction to construction and the co-democratic style and the most open and flexible. Therefore, empowerment at the university has dimensions consistent with the quality and development of education: independence and acceptance of risk at work, participation and communication, learning and training, teamwork, and motivation. Furthermore, university empowerment ensures effective performance as well as the effectiveness of the best exploitation of human resources if combined with development and quality in higher education, to achieve sustainability requirements.

The literature on the barriers encountered in the use of technology in education indicates that the internal barriers have a deterministic effect within this process. Therefore, it is important to determine the way teachers use technology as well as their opinions and attitudes towards technology in order to ensure effective use of technology in mathematics education. This study aims to determine the opinions and attitudes of secondary school mathematics teachers towards using technology in mathematics education. The convergent parallel design of a mixed methods study was used. The study included the participation of 57 teachers, who were determined on a voluntary basis using the convenience sampling method, from 22 different high schools in Turkey. A written opinion form and The Scale of Attitudes Towards Technology were used as data collection tools. The qualitative data obtained were analysed using descriptive and content analysis methods; quantitative data were analysed using multivariate analysis of variance. It was understood that the participants often used only smartboards in their lessons and they preferred teacher-centred classroom applications, which did not involve the hardware and software that allowed student interaction. It was found that the attitudes of mathematics teachers towards technology were “positive” which had a positive effect on using technology in lessons. It was observed that the attitudes of teachers towards technology did not change according to the training they received on using technology in lessons. It was concluded that the attitudes of teachers differed significantly across the scale or in various factors according to their age, the frequency of technology use in their lessons, the variety of hardware and software they use, and their opinions about the use of technology by the students. It can be argued that the positive attitudes of teachers towards technology had a positive effect on using technology in lessons.

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 role of information and communication technology (ICT) is increasing in building the present, shaping the future and building an evolving society, Technology has become a fundamental requirement in various areas of life, especially in the field of education, It is noticeable that demand is growing day by day in various parts of the world for the use of modern technologies of information and communication technology in the development of systems and the development of methods of education to provide students with the knowledge and skill they need. Technology has a significant impact on the development of traditional teaching and teaching methods, The revolution of technology and knowledge requires that educational systems focus on how to learn and think rather than teach the same knowledge, Fitting the student to how to access and handle knowledge is more important than filling the student's mind with this knowledge. In general, the research attempts to answer the following questions: Does the teaching staff of the University of Nawroz have sufficient skills to use ICT in the educational process? Is there an acceptance of the idea of integrating ICT in university education by faculty members? 3- What are the obstacles that a university professor may face when applying the idea of integrating ICT into university education?Therefore, this research aims to identify the reality of the use of information and communication technology in university education, specifically the University of Nawroz, based on the questionnaire form, The descriptive analytical approach was used to conduct the research. The study concluded with a number of conclusions, the most important of which is that the teaching staff agreed on the need to use ICT in university education, and made a number of proposals, including studies to determine the relationship between teaching specialization and the level of their expectation of benefiting from the use of technology in education.

Students are the end users of the Information Systems that educators use to enhance students’ learning experiences. The use of technologies in education has altered the ways in which lecturers and students can interact and has expanded the volume of information that students can access. This study was undertaken to obtain students perspectives on the uses of technologies in higher education to assist educators in improving the pedagogical design of e-learning platforms, known as learning management systems. This chapter provides students’ perspectives on the academic use of technologies in two higher education institutions in Ireland. Analysis of the responses received from three hundred and twenty students indicates that students are of the opinion that the use of technologies in higher education can beneficially transform learning; however, technologies will never replace lecturers.

There are many questions about the relevance of activities involving statistical concepts in primary school, often based on the assumption that they are highly complex and / or just apply to the activities of daily life, and do not have adequate tools to enable the work with these concepts. Moreover, although researches dis opportunities for use of educational technology as a tool, there is significant resistance, especially in the segment of teachers, in terms of its potential as a tool to support teaching, either by misunderstanding, ignorance, fear or lack of (in)formation. Thus, it seems consistent look to bring these two contexts, to (re)mean them amid the educational system. Considering that the whole educational process is mediated by the teacher, take this as professional player in any educational activity. Thus, this paper investigates the influences of the training in the concepts and practices of teachers of mathematics of the statistical education in elementary schools and the use of educational technology as a tool facilitating the learning process. From this research, clarified some relationships between the two contexts and the possible contributions of one to another and vice-versa, insofar as the critical statistic allows the incorporation of technology in teaching and technology facilitates the work with concepts statistics.

The existing study attempts to evaluate the use of educational technology by secondary school teachers for effective service delivery in Pakistan. The major purpose of this endeavor was (a) to trace out the secondary school teachers competencies regarding educational technologies; (b) to observe and record proficient use of teachers educational technology for effective service delivery in Pakistan. The study was based on descriptive research design and observational checklist was used to analyze the secondary school teacher skills in term of effective use of educational technologies. A sample of 453 respondents (Secondary School Teachers) was selected by using multiple stage sampling technique. On the base of analysis of the study, most of the teachers were found weak in using educational technologies while teaching. As audio visual aids adds new attraction and interest in the process of teaching and learning and students can get knowledge in pleasant environment.

The application of technology in education has become a significant option for a more efficient and interactive approach, particularly in language teaching. However, few studies have investigated the use of technology in the teaching of writing in English language classrooms, especially in the Malaysian context. The present study investigates the teaching of writing practices and technology tools employed by English as a second language teachers when teaching writing skills. Using Technology Acceptance Model as the underpinning theory, this study also examines the effectiveness of the use of technology in the teaching of writing by collecting data from forty secondary school English teachers in Malaysia using a set of questionnaires. The findings indicated that technology is an important tool to improve students’ writing skills, assist teachers as a teaching aid and promote student engagement in the classroom. However, the lack of technical support hinders some teachers from using technology because it takes a lot of time which disrupts the teaching and learning process. Nevertheless, there is no doubt that technology plays an important role in helping teachers to improve students’ writing skills. Significantly, the findings of this study provide evidence to improve the application of technology in language teaching and learning.