Integration Of Digital Resources Research Articles

Visual Materials in Classroom Teaching Learning: A Case Study on Nonformal Primary School

The evolution of technology and the paradigm shift triggered by the COVID-19 pandemic have reshaped educational practices, transitioning from conventional to digital mechanisms. The integration of digital learning resources has introduced a new dimension to the classroom environment. This paper aims to investigate the practicality of utilizing existing visual learning materials in non-formal educational settings. The case study focuses on non-formal primary schools operated by the JAAGO Foundation in Dhaka, serving as a representative sample. Data for this study were gathered through semi-structured interviews, focus group discussions, and observation notes from teachers, learners, and experts in the sampled non-formal primary schools. Thematic analysis was employed to analyze and present the collected data. The findings of the study underscore significant positive effects of employing visual learning materials in non-formal primary classrooms. These effects manifest in the areas of motivation enhancement, assessment of prior knowledge, and promotion of active participation, particularly among disadvantaged learners. The study also highlights the effectiveness of visual materials in facilitating clear comprehension, fostering creativity and imagination, enhancing critical thinking skills, and promoting digital literacy as essential 21st-century skills. Moreover, the research reveals that visual learning materials play a crucial role in achieving desired learning outcomes, aligning with both learners' psychology and pedagogical perspectives. However, the study identifies key challenges hindering the effective use of visual materials in non-formal classrooms, including infrastructural inconveniences such as poor projection systems, noisy sound systems, and inadequate seating arrangements for students. In light of these findings, the study recommends the implementation of professional training sessions for educators and emphasizes the need for school authorities to take responsibility in addressing identified challenges. By doing so, the study advocates for the creation of an environment conducive to effective classroom practices utilizing visual materials in non-formal educational settings. Teacher’s World: Journal of Education and Research, 49 (2),37-51

Junior and senior students possess differential preferences towards multimodal digital anatomy resources.

Digital technologies are changing how anatomy is taught tremendously. However, little is known about the effective integration of multimodal digital resources when concurrently provided in an anatomy course. To address this question, an array of digital anatomy resources including Augmented Reality (AR) and Virtual Reality (VR) anatomy resources were concurrently trialed by a total of 326 undergraduate and postgraduate students across three undergraduate (systemic anatomy, neuroanatomy, and regional anatomy) and one postgraduate anatomy (applied musculoskeletal anatomy) curricula in 2022. A five-point Likert scale learning and teaching survey was conducted to evaluate students' experiences, preferences, and perceptions. Most undergraduate (81% systemic anatomy, 76% neuroanatomy, and 87% regional anatomy) and postgraduate (97%) participants across the four cohorts felt confident in studying anatomy using digital resources and the majority (>80% undergraduate and >90% postgraduate) found the multimodal digital anatomy resources interactive and stimulating. The response showed that undergraduate (77% systemic anatomy, 81% neuroanatomy, and 97% regional anatomy) and postgraduate students (92%) consistently enjoyed their experience of using multimodal digital anatomy resources and thought that these resources enhanced their interest in studying anatomy. However, there are significant differences in ratings of specific digital resources among the junior (first-year undergraduates) and senior (third-year undergraduates and postgraduates) students. The virtual dissection table was uniformly preferred by the four cohorts of students across the board. Interestingly, however, VR anatomy and radiographic-based digital anatomy resources received diverse ratings. VR anatomy was valued most by junior undergraduate students (84%) who studied systemic anatomy compared to their senior counterparts (73%) who studied regional anatomy, whereas radiographic-based digital anatomy resources were more valued by the postgraduate students (93%) compared to undergraduates (65% systemic anatomy, 73% neuroanatomy, and 48% regional anatomy). This study identifies that while students uniformly appreciate the value of multimodal digital anatomy teaching, there is a clear difference in their perceptions towards individual resources, likely in a course-specific manner. We conclude that the selection and adoption of digital anatomy tools must be tailored as part of course design and that digital anatomy tools should be used in combination to provide an effective learning experience for students.

Modern Information Technologies in the Professional Education of Future Primary School Teachers

The article examines the problem of using information technologies in the educational and professional training of future primary school teachers. The authors found that the integration of digital resources into the educational process can effectively solve didactic tasks. It provides opportunities for virtual travel and improves the accessibility and efficiency of education. The application of information technologies contributes to enhancing the educational process. They prepare future teachers to function within the information society and promote the development of critical thinking and creativity among students. The new approach puts the teacher at the center of the educational process. This approach takes into account the professional competencies and personal interests of educators to promote the improvement of methodological, organizational, and technological support for personalized learning. The paper investigated the possibilities of using information technologies in the educational process to train future primary school teachers. The methodology included a systematic approach and general theoretical scientific methods. They include analysis, synthesis, and systematization of the research material on the role of digital technologies in the training of future primary school teachers. The research methodology employed two indicators to assess the psychological and emotional qualities of students, namely: assessment of communication skills; analysis of cultural and value orientations. The research results showed a high level of discomfort related to the current educational system. Nearly half of the respondents experience psychological and emotional stress due to the existing teaching format. In addition, as a result of the program implementation, it was found that the configuration model of student-centered learning applied to distance learning had a significant impact on students. The statistical analysis of the chi-square indices of overall conformity (χ2 = 0.36....1) indicates a high conformity of the data set.

Construction Path of Rural Study Base Based on Service Design Concept

The establishment of rural study bases offers a promising opportunity to improve educational opportunities and community development in remote areas. This research investigates the development path of rural study bases using service design concepts that emphasize user-centric methods, stakeholder interaction, and iterative improvement procedures. Understanding rural communities' particular needs and goals allows remote study bases to plan and implement meaningful and impactful educational programs and services. Rural study bases strive to build favourable learning settings that encourage active engagement and cooperation by combining physical infrastructure development, digital resource integration, and community outreach efforts. This paper, using examples from diverse industries and situations, discusses essential issues and best practices for efficiently adopting service design principles in the establishment of rural study bases. Finally, rural studies based on service design concepts show promise for improving socioeconomic outcomes and empowering rural people through education. As an outcome, it provides high user satisfaction (94%), effective community outreach, excellent digital resource integration, enhanced academic performance, and strong stakeholder engagement

Exploring the Optimization Model of University English Blended Teaching Mode Combined with Deep Learning

With university English blended teaching mode combined with deep learning marks a significant advancement in language education. With integrating deep learning techniques into blended teaching approaches, educators can leverage vast amounts of educational data to enhance the effectiveness and personalization of English language instruction. Deep learning algorithms analyze student interactions, performance data, and learning preferences to tailor instructional content and activities to individual needs. This model enables educators to create dynamic and adaptive learning experiences that blend traditional classroom instruction with online resources and digital tools. The paper presents a comprehensive examination of blended teaching methodologies within the realm of English education, integrating principles of deep learning to enhance learning outcomes. Through a series of experiments and analyses, the study investigates the effectiveness of various teaching components, the utilization of online resources, and the application of diverse deep learning architectures. Findings underscore the significance of a balanced integration of traditional pedagogies and digital resources, with online materials emerging as a pivotal aspect of the teaching strategy. The study conducted experiments evaluating the effectiveness of blended teaching methodologies in English education, with numerical scores ranging from 4.2 to 9.0 across different parameters. Results indicated that experiments with higher scores for traditional teaching effectiveness (ranging from 6.5 to 9.2) and deep learning integration (ranging from 3.9 to 9.1) tended to yield superior overall learning outcomes (ranging from 4.3 to 9.0). Furthermore, online resources received consistently high weighted scores (ranging from 7.2 to 9.5), underscoring their significant contribution to the overall teaching strategy.

The integration algorithm of digital resources in business administration based on cluster analysis

The field of business management involves a large amount of data and information sources, including market data, customer data, supply chain data, etc. In order to quantify and analyze different resources, help enterprises better plan and allocate resources, and improve resource utilization efficiency, a clustering analysis based digital resource integration algorithm for business management is studied. Build a business management digital resource integration framework, including data layer, integration layer, and storage layer, to integrate and store data from different sources of business management databases, thereby facilitating unified management and utilization of digital resources by enterprises. The data layer collects data from different business management databases and stores it in the database according to different sources; The integration layer preprocesses the collected data, simply fixes errors and missing information in the data, and improves data quality. Adopting a feature extraction method based on the projection direction uncorrelation strategy of the labeled power set conversion method, the useful feature information of digital resources in enterprise management can be effectively extracted; Based on the two-step clustering analysis method, business management digital resources are clustered according to similar characteristics to complete the classification and integration of business management digital resources, and improve the efficiency of resource utilization; The storage layer adopts the Security Information Diffusion Algorithm (IDA) storage model to store integrated and classified digital resources managed by enterprises, ensuring data security and effectively preventing data leakage and illegal access. The experimental results show that the digital resource structure of business management integrated by this algorithm is clear, with a data redundancy of less than 8% and a difference of less than 11%. The time consumption for data integration is less than 2.11 minutes, indicating good resource integration ability.

AI-enabled Rendering Technology for the Construction and Development of Dunhuang Virtual Pavilion

This paper focuses on the use of AI technology to assist in the construction of digital scenes in Dunhuang Research Institute, which realizes the roaming of tourists in virtual scenes through image recognition and semantic analysis of massive digital image data, and explores the possibility of AI-assisted rendering of virtual museums. Using AI technology, tourists can observe the uniqueness of each cave within the cavern and its rich content from any angle, and obtain an immersive travel experience. The study fully utilizes the new generation of information technology to build a virtual scene platform of Dunhuang Mogao Grottoes, which comprehensively presents the history, cultural value and artistic value of Dunhuang Mogao Grottoes through the comprehensive integration and display of a variety of digital resources. Focusing on digital media and virtual reality technology, through the use of artificial intelligence technology and the comprehensive integration of related digital resources, to build a complete set of virtual reality ecosystem, and explore the realization of multi-source data fusion of Dunhuang cultural communication.

Building Sustainable Digital Education in India: Transformation through Equity, Inclusion and Accessibility

In the contemporary world, sustainable digital transformation involves the judicious application of innovative technologies to enhance the current and future well-being of individuals. This paper explores the transformative trajectory of India's digital policies, such as Aadhaar, Jan-DhanYojna, Bharat Net, and Digital India, demonstrating a dedicated commitment to digital inclusion. However, the World's largest open schooling system, the National Institute of Open Schooling (NIOS), strategically harnessed the technology to enhance equity, inclusion, and accessibility in education. The paper delves into the intersection of digital transformation and education, emphasizing its potential to revolutionize the learning experience, empower learners, and engage society. NIOS's systematic and academic digital initiatives emphasize the importance of e-governance, innovation, and the integration of digital platforms and resources. Through e-governance and innovative approaches, NIOS has streamlined administrative processes, improved transparency, and enhanced accessibility for learners. Academic transformation concentrates on reshaping pedagogical approaches and content delivery. The paper also addresses eSchools' potential to redefine education landscapes and the need for research and development to push the boundaries of digital education. This paper presents insights that contribute to the ongoing discourse on leveraging digital transformation to achieve access to equitable and inclusive education on a global scale.

USING DIGITAL RESOURCES IN AGRICULTURE AS A STRATEGY FOR CURBING HUNGER CRISIS IN NIGERIA

Digital resources play a crucial role in combating world hunger by leveraging technology to provide access to information, expand market opportunities, enhance financial inclusion, and promote sustainable agricultural practices. This paper explores the potential impact and benefits of digital resources in preventing world hunger, as well as the challenges that must be overcome. A review of previous studies, reveals that digital resources have the potential to revolutionise agriculture, empower producers, and improve food security for hunger prevention. To maximise the potential of digital resources, however, obstacles such as limited infrastructure, digital literacy deficits, affordability issues, and privacy concerns must be overcome as effective integration of digital resources has the potential to improve the lives of millions, ensuring that future generations live in a world without hunger. It is however recommended among other things that the Nigerian governments in collaboration with international organization and the private sector entities, should invest heavily in digital infrastructure and connectivity through increased access to internet by rural dwellers/farmers for cheap digital gadgets. If this is done, hunger issues would be significantly curbed in the nation and the economy would be stabilized to enhance other aspects of national development.

LEARNING OUTCOMES IN MATHEMATICS EDUCATION

The research investigates the effective integration of Digital Educational Resources (DERs) into mathematics instruction by utilizing constructivism, socio-cultural theory, multiple intelligences, and the TPACK framework. This approach aligns with pedagogical best practices and promotes active learning, collaboration, and differentiated instruction. It also analyzes the advantages and drawbacks of digital and conventional teaching techniques in the field of mathematics education.

Integration of Digital Resources and Traditional Educational Methods in Smart Education Platforms: Trends of Digital Resources

Integration of Digital Resources and Traditional Educational Methods in Smart Education Platforms: Trends of Digital Resources

The Construction of New Forms of Textbooks and Exploration of Smart Teaching Models in the Perspective of Digital Education Transformation

Currently, digitalization is leading a new wave of educational reform and innovation, giving birth to new forms of digital education, which will continue to have a profound impact on the development of education. This article is based on the "Chaoxing Learning Pass" online platform, exploring new forms of textbook construction and smart classroom models, promoting the integration of digital teaching resources with twin technology, modular design of dynamic textbook project library and smart teaching implementation, as well as the construction of a diversified online evaluation system. It stimulates students' interest in learning, enhances their knowledge literacy and practical skills in industrial robot technology, and achieves good practical teaching results.

Usefulness of pedagogical design features of a digital educational resource into nursing home placement: a qualitative study of nurse educators’ experiences

BackgroundThe rapid advancement of technology-enhanced learning opportunities has resulted in requests of applying improved pedagogical design features of digital educational resources into nursing education. Digital educational resources refers to technology-mediated learning approaches. Efficient integration of digital educational resources into nursing education, and particularly into clinical placement, creates considerable challenges. The successful use of digital educational resources requires thoughtful integration of technological and pedagogical design features. Thus, we have designed and developed a digital educational resource, digiQUALinPRAX, by emphasizing pedagogical design features. The nurse educators’ experiences of the usefulness of this digital educational resource is vital for securing improved quality in placement studies.AimTo obtain an in-depth understanding of the usefulness of the pedagogical design features of a digital educational resource, digiQUALinPRAX, in supporting nurse educators’ educational role in nursing home placements in the first year of nursing education.MethodsAn explorative and descriptive qualitative research design was used. Individual semi-structured interviews were conducted with six nurse educators working in first year of a Bachelor’s of Nursing programme after using the digital educational resource, digiQUALinPRAX, during an eight-week clinical placement period in nursing homes in April 2022.ResultsTwo main categories were identified: (1) supporting supervision and assessment of student nurses and (2) supporting interactions and partnerships between stakeholders.ConclusionThe pedagogical design features of the digiQUALinPRAX resource provided nurse educators with valuable pedagogical knowledge in terms of supervision and assessment of student nurses, as well as simplified and supported interaction and partnership between stakeholders.

Paths of integration of digital resources for geometry by two primary-school teachers

This paper reports some results of a study on how Colombian primary-school teachers, experienced in the use of technological tools, integrate digital resources into their practice. Specifically, we investigate the processes of selection and integration (including appropriation and orchestration) of these resources in the teaching of geometry. We aim to illustrate the potential paths (along with associated criteria) that teachers follow when selecting and integrating digital resources into their practice, using the Documentational Approach to Didactics. Accordingly, we present case studies of a 1st-grade teacher and a 5th-grade teacher, which describe their paths during their respective geometry lessons. The paths followed by the teachers were influenced by their knowledge and beliefs regarding the utilisation of digital technology resources and the potential student engagement with such resources. All these aspects come into play as teachers select and orchestrate digital resources. Our empirical data analysis enabled us to infer several criteria for resource selection and levels of orchestration and appropriation manifested by the teachers as they integrated digital resources into their classes. This work can provide valuable insights for further exploration of how teachers integrate digital resources, and can contribute to the development of professional development programmes.

Native, addict, innovator: young teachers' digital competence in the post-COVID-19 instructional era

PurposeThe COVID-19 pandemic, in addition to posing challenges, has also created opportunities for greater digital integration than ever. However, the scale and efficacy of digital integration are contingent on the digital competence (DC) of teachers. In the same way, how well teachers learn and teach online may depend on how willing they are to try new ways of digitizing learning or being innovative. This study aimed to ascertain if teachers' digital nativeness, digital addiction and innovative work behavior had an impact on their DC.Design/methodology/approachThe study used a quantitative research method, whereby data were collected from 276 schools, colleges and university teachers. The researchers employed structural equation modeling (SEM) using SmartPLS to analyze the data.FindingsThe results illuminate the literature regarding DC and the predictive capability of teachers' digital nativeness, digital addiction and innovative work behavior, which can contribute to paving the way for digitizing teaching and learning in the post-COVID-19 era.Research limitations/implicationsThe study has significant implications for meaningful learner engagement by explaining the importance of teachers' digital competencies and how they could be approached conceptually to better understand the factors associated with teachers' DC. The differences in DC between digital natives and digital emigrants remain one of the limitations that future research may address.Practical implicationsThe results have policy level and practical implications for organizations to consider the value of young teachers in the integration of digital resources. It is also critical to encourage teachers' innovative behavior in the digitization of teaching by creating a supportive organizational environment.Originality/valueThe study remains valuable in the post-COVID-19 era, where educational institutes are revisiting the prospect of online learning as a parallel to in-person teaching. The results remain innovative and genuine and have not been explored in previous research, in particular in the post-COVID-19 era. The involvement of teachers from schools, colleges and universities makes the results more general, which all of them can equally benefit from.

Effects of digital transformation and environmental resource integration capability on medical equipment suppliers’ green innovation performance

In today’s digital age, the effort of medical enterprises towards green innovation has gained traction in academic and business circles. However, the current research system for medical equipment suppliers lacks a systematic study on how digital transformation can enhance the outcomes of green innovation. This research aims to develop a theoretical framework for digital transformation, environmental resource integration capability, managerial environmental concern and green innovation performance with respect to the resource-based view and conducting empirical analysis using survey data from medical equipment supply enterprises. Our findings reveal that digital transformation has a significant effect on the promotion of green innovation performance through environmental resource integration capability. Moreover, the managerial environmental concern moderates above mediation effect. These findings not only provide compelling insights into the impact of digital transformation on green innovation performance but also have important implications for sustainable development and cleaner production relevant academic research and policy-making.

Teachers’ digital competence in the post COVID-19 era: The effects of digital nativeness, and digital leadership capital

The COVID-19 pandemic, which posed challenges for accommodating student learning, also opened avenues for using digital resources in online learning. However, differences were observed in their use, effectiveness, and intensity across developed and least developed societies. This is referred to as “digital inequalities,” caused by factors such as insufficient organizational-level support and teachers’ digital competence (DC). This study was conducted to determine teachers’ DC and reveal if their DC was explained by their digital nativeness and principals’ digital instructional leadership capital. The study used a quantitative research method, whereby data were collected from 393 teachers. The researchers used SmartPLS 4 and SPSS 24 to analyze data. The findings complement the available literature and help pave ways to promote the integration of digital resources in teaching and learning.

Utilizing educational apps and online platforms for home economics learning: An investigation of students' attitudes and perceptions

This systematic review explores the utilization of educational apps and online platforms in Home Economics learning, focusing on investigating students' attitudes and perceptions towards these digital learning tools. As the world increasingly embraces technology in education, Home Economics, an essential subject that empowers students with practical life skills, benefits from these innovations. The review encompasses a comprehensive search for and analysis of relevant literature from various academic databases. Studies that examine educational apps and online platforms for Home Economics learning and assess students' attitudes and perceptions are included. Qualitative approach is considered to provide a comprehensive overview of the topic. Findings reveal valuable insights into students' preferences, motivation, and engagement with digital learning resources in Home Economics. The review explores factors influencing students' acceptance and resistance to adopt these technological tools in their learning journey. Furthermore, the analysis identifies potential challenges and benefits of integrating educational apps and online platforms in Home Economics education. Ultimately, this systematic review contributes to a deeper understanding of the role of educational apps and online platforms in Home Economics learning and offers recommendations to educators and policymakers for effective integration and enhancement of digital resources in the field.

A Comparative Study of Traditional Art Techniques versus Digital Art Techniques in the Context of College Visual Art Education

This comparative study explores the efficacy of traditional art techniques versus digital art techniques within the framework of college visual art education. The purpose of this study is to examine the impact of these two distinct approaches on students' learning outcomes, creative expression, and skill development. By employing a qualitative methodology, this research delves into the experiences and perceptions of students and educators, seeking to identify the strengths and limitations of each technique. The study's findings reveal nuanced insights into the multifaceted nature of art education, highlighting the benefits and challenges associated with traditional and digital methods. The study draws upon constructivist learning theory as the theoretical foundation, emphasizing the role of active engagement and hands-on experience in the learning process. This theory informs the investigation by guiding the exploration of how students construct knowledge and develop artistic skills through different techniques. The validation of the constructivist theory in the study is achieved through thematic analysis of qualitative data, wherein patterns and themes emerge from student and educators’ interviews. The research highlights the significance of a balanced approach to art education, recognizing the value of both traditional and digital techniques. It recommends that practitioners integrate a variety of methods to cater to diverse learning styles and preferences, fostering holistic artistic development. Moreover, the findings offer recommendations to educators to create an inclusive and adaptable curriculum that facilitates the exploration of both traditional and digital mediums. In the context of policy implications, this study underscores the need for flexible policies that support the integration of digital tools and resources in art education while preserving the essential foundations of traditional techniques. Policymakers are encouraged to promote professional development opportunities for educators, ensuring they are equipped to effectively teach and mentor students in both traditional and digital realms.

Empowering Learners through the Integration of Museum Experiences and Digital Technologies

In the twenty-first century, it is imperative for museums to strive towards the dual objective of educating and entertaining audiences, while effectively adapting to rapid advancements in technology (Merritt 2014). This pursuit has resulted in the emergence of the term “edutainment” to describe museums that amalgamate educational and entertainment functions (Rahimi et al. 2022). Technological interventions have played a pivotal role in facilitating this convergence as they enable the integration of diverse digital resources and tools, fostering interactive and immersive learning experiences for learners while connecting to the taonga (treasures) that museums care for.