Information Technology Education Research Articles

Critical analysis of educational theories and their pedagogical practices: the applicability and the impact in the school context

The analysis of the main educational theories – Constructivism, Behaviorism, Socio-Constructivist Theory, Cognitivism, Humanism, and Connectivism – and their practical applications demonstrates the importance of a diverse and adaptive pedagogical approach. Constructivism: Focused on the active construction of knowledge by the student, it promotes meaningful and contextualized learning. Project-based learning (PBL) is a practice that increases student motivation and performance. Behaviorism: Emphasizes changing behavior through positive and negative reinforcements. Classroom reinforcement programs encourage appropriate behaviors, resulting in a more productive learning environment. Socio-Constructivist Theory: Highlights the importance of social and cultural interaction in learning. Methods such as cooperative learning improve academic performance and strengthen collaboration among students. Cognitivism: Focuses on internal thought processes, using tools such as mind maps to help students organize and structure knowledge, promoting critical thinking skills. Humanism: Focused on the student's personal and emotional development, it values ​​self-actualization and well-being. Welcoming learning environments and student-centered curricula promote individual growth. Connectivism: Addresses learning in the digital age, highlighting the importance of information networks and educational technologies. Integrating online platforms expands access to knowledge and involves students and parents more in the educational process.

Sztuczna inteligencja – wyzwania i perspektywy dla bibliotek naukowych

The dynamic development of artificial intelligence creates new opportunities and prospects for institutions dealing with searching, processing and sharing information. Implementing artificial intelligence solutions in library services poses many challenges. In these processes, libraries must face legal, ethical and technological problems. An important issue is IT education, which will allow to understand the operation and capabilities of new tools. A broad discussion of these problems is needed, as well as the creation of a legal and ethical framework by international organizations and countries governments.

Prospects and Challenges to ICT Adoption in Teaching and Learning at Rural South African Universities: A Systematic Review

This study aimed to systematically review the prospects and challenges associated with adopting Information and Communication Technology (ICT) in teaching and learning at rural universities in South Africa. To achieve this aim, a systematic review methodology was employed. The systematic review findings revealed a multifaceted landscape wherein opportunities for enhancing education through ICT exist alongside significant challenges. Prospects include the potential for technology to bridge educational gaps, increase accessibility, and provide innovative learning experiences. However, challenges such as inadequate infrastructure, limited connectivity, and varying levels of digital literacy pose significant impediments. The study emphasizes the need for targeted interventions to address these challenges, including infrastructure development, capacity building, and localized content creation. Additionally, recommendations for flexible learning models and collaborative partnerships are outlined to facilitate effective ICT adoption in the unique context of rural South African universities. Continuous research and evaluation are advocated to inform future strategies and ensure sustainable improvements in rural education through ICT integration.

A Systematic Literature Review of Soft Skills in Information Technology Education.

This research addresses the importance of the soft skills approach, which encompasses problem-solving, collaboration, interpersonal and communication skills for higher education in the information technology (IT) field. IT graduate students continue to face difficulties in meeting the employability criteria of the global information technology sector due to mismatching capabilities, such as the discrepancy between the technical knowledge obtained in academia and the practical skills expected by employers. This systematic literature review used PRISMA guidelines for data collection. Papers were examined using the inclusion-exclusion criteria, which included concentrating on full-text studies about soft skills in higher education published in English between 2018 and 2024. The keywords used by the inclusion and exclusion criteria are soft skills, higher education, university, undergraduate, graduate, IT, information technology, software, computer science, programming, information systems and IS. The SCOPUS search engine platform found 2088 documents, and the (WOS) database obtained 1383 documents. To comprehend the significance of soft skills in the field and its effect on graduates' employability, 69 papers were carefully examined. The rapid change following Industrial Revolution 4.0 has transformed the working environment, challenging new IT graduates to be competent in the working environment. This study highlights the importance of soft skills and self-awareness in university education, revealing that current curricula must adapt to the rapidly changing job market, especially post Industry 4.0. The literature review indicates that despite high technical competence, graduates lack essential soft skills like communication, teamwork, and problem-solving, creating a gap between new graduates and industry expectations. Hopefully, this study's results will contribute to understanding the functionality and necessity of soft skills in the behavioral sciences literature. To bridge the skills gap between industry demands and technical proficiency, academic institutions should incorporate creative teaching approaches prioritizing soft skills like problem-solving, teamwork, and communication. Universities, recent graduates, and companies must work together to modify courses to meet the needs of a job market that is changing quickly.

E-Textbooks as a Teaching Aid at a University of Technology in South Africa: A Cultural-Historical Activity Theory Analysis

The past two years saw a rapid proliferation of information and communication technologies (ICTs) in higher education. Digital technologies and environments offer many affordances. New digital literacy practices in universities have implications for teaching and learning. E-textbooks, in particular, act as mediating tools that can facilitate teaching and learning through developing students’ understandings of scientific concepts. This paper positions e-textbooks as mediators of learning, rather than merely objects of learning. There is thus a need to understand the mediating role of e-textbooks that lecturers draw on in their teaching. While much research was conducted on students’ use of e-textbooks, relatively little was conducted on lecturers’ use of e-textbooks in engineering education. The current study aimed to answer the following research question: What are lecturers’ perspectives on the use of e-textbooks to facilitate learning in engineering? To address this question, data were collected through five individual interviews conducted with engineering lecturers working in the Extended Curriculum Programme (ECP) of first-year students from three engineering departments (chemical engineering, mechanical engineering, and nautical science) at a university of technology in South Africa. The data were analysed using thematic content analysis with the help of ATLAS.ti. Data analysis was guided by a theoretical framework that drew on the cultural-historical activity theory (CHAT). In this study, the focus was on e-textbooks as pedagogical tools within engineering teaching and learning. The findings provide insight into how lecturers incorporate e-textbooks into their teaching, but also reveal the extent to which new digital literacy reading practices remain unfamiliar to engineering lecturers. CHAT enabled the identification of a critical insight, namely, the tension between mediation and division of labour. This highlights important aspects of the discourse surrounding seamless technology integration in higher education. The discussion points to the need for an expansive transformation regarding the use of e-textbooks as important mediating tools for teaching and learning.

Managementul riscurilor transformaționale ale educației matematice și informatice din Republica Moldova

The article addresses the significant transformations in mathematics and IT education in the Republic of Moldova. The challenges facing mathematics and IT education are identified: implementation of the new curriculum concept, resistance to change on the part of teachers, inadequate teacher training, lack of resources and infrastructure, risk of ineffective assessment. The principles of developing the new school curriculum focus on adapting to the sociocultural context, respecting individual learning needs, training essential skills for professional and personal life, and integrating disciplines for sustainable skills. The need to update teaching methods, including interactive and innovative approaches, the use of digital technology, and the development of critical and creative thinking are emphasized. It is proposed to create individualized learning paths and use digital educational resources to improve the learning process. As a result, continuous training of mathematics and computer science teachers is recommended through programs that include learning themes centered on pedagogical models, tools and innovative methodologies, such as the Conditional knowledge strategy, realistic mathematical education, the Flipped Classroom method, video-pedagogy, virtual reality, augmented reality and mixed reality technologies, to stimulate students' motivation and their active involvement in the educational process.

Application and Effect Evaluation of Information Technology in Physical Education

The Kalman filter and extended Kalman filter algorithm are widely used in physical education video processing, but their performance still needs to be improved for complex backgrounds or high dynamic targets. This paper presents an interactive multi-model algorithm. The displacement detection Kalman filter is used to track moving objects. This method can solve the problem of a single model not being able to match the motion features well. Finally, the simulation experiment of football match video proves that the proposed method can significantly improve the tracking accuracy of moving objects in video.

THE IMPORTANCE OF TEACHING NATURAL SCIENCES WITH THE HELP OF INFORMATION AND COMMUNICATION TECHNOLOGIES

In today's digital age, integrating Information and Communication Technologies (ICT) in natural sciences education has become essential for fostering scientific literacy, enhancing student engagement, and preparing learners for a technology-driven world. This article explores the multifaceted benefits of ICT in teaching natural sciences, focusing on its role in improving conceptual understanding, promoting interactive learning experiences, and supporting data-driven research skills. By leveraging tools such as simulations, interactive models, and virtual labs, educators can create dynamic environments that encourage critical thinking and practical application of scientific theories. Additionally, ICT facilitates personalized learning by adapting to individual student needs and learning styles, thereby supporting differentiated instruction. This article discusses the challenges and strategies in implementing ICT effectively in natural science classrooms and offers insights into future trends in technology-enhanced science education. Emphasizing the importance of teacher training, infrastructure support, and curriculum alignment, the article argues that ICT is a supplementary tool and a transformative force in modern science education.

Synchronous Online Reading toward Digital Literacy and Higher-Order Thinking Skills Supporting Cadets’ Self-Regulated Learning

The increasing use of Information Communication and Technology (ICT) in foreign language education has completely transformed reading, and reading online texts requires new approaches. Reading proficiency is crucial for English as a Foreign Language (EFL) learners, as it is the primary ability that allows them to flourish academically and make rapid progress in other aspects of language acquisition. This study aimed to investigate the effect of synchronous online reading on self-regulated learning through Higher Order Thinking Skills (HOTS) and digital literacy. The quantitative method used an analytical study with a survey research design. The study included a total of 436 cadets of Politeknik Ilmu Pelayaran from Eastern Indonesia. A survey administered via the internet was dynamically designed to assess cadets' perception with synchronous online reading. Structural equation modeling, specifically route analyses, was used to determine the most suitable model for synchronous online reading. Data was analyzed by using SEM-PLS-based multivariate approaches. The study's results found that 1) Synchronous online reading had an impact on cadets' HOTS. 2) there was an impact of synchronous online reading on cadets' digital literacy. 3) there was an impact of cadets' HOTS on self-regulated learning. 4) there was an impact of cadets’ digital literacy on self-regulated learning. It can be concluded that synchronous online reading and digital literacy are important for developing cadets' higher-order thinking skills and self-regulated learning capabilities in Southen Sulawesi, Indonesia.

Development of the Volcanic Disaster Risk Reduction Education Program Using the ICT Tool “YOU@RISK Volcanic Disaster Edition” —Practical Verification at a Junior High School in the Mt. Nasu Area—

This study developed a volcanic disaster risk reduction education program that aims to help junior high school students visually understand the risks of volcanic eruptions using map information and acquire independent assessments and actions to protect their own lives from eruption disasters. First, this program analyzed the present state, problems, and educational needs of volcanic disaster risk reduction education in Japan, and thereafter designed the learning content to fuse information and communication technology (ICT) education based on the Global and Innovation Gateway for All (GIGA) School Initiative promoted by Japan with disaster risk reduction education from a geographical viewpoint. We adopted the ADDIE model from instructional design theory to develop the program. An important feature of this program is the realization of geography learning using the “YOU@RISK Volcanic Disaster Edition,” a web-based GIS application developed by the National Research Institute for Earth Science and Disaster Resilience (NIED), as an ICT tool. Learners use YOU@RISK on their tablets and perform operations such as visualizing the risk range in the event of a volcanic eruption and searching for appropriate evacuation sites and routes, while acquiring the knowledge and skills necessary for geographical literacy and emergency response actions. The program is able to realize interactive learning, which is a step ahead of education that relies on conventional paper-based hazard maps. Among active volcanoes nationwide, Mt. Nasu was selected as target volcano for this study. In addition, a junior high school located in the area surrounding Mt. Nasu, Nasu Junior High School in Nasu Town, Tochigi Prefecture, was selected as the target school. The program was implemented by teachers using tablets provided for each student at the school. We evaluated the effectiveness of the program by measuring and analyzing the effects of learning through the practice. Consequently, the effectiveness of the volcanic disaster risk reduction education program using ICT was confirmed.

Design and Application of “STEM+” 6E Teaching Mode in Information Technology Teaching

The concept of “STEM+” integrates art, humanistic literacy, and social values in the traditional STEM education concept, advocates cross-disciplinary integration, and aims to cultivate compound talents equipped to tackle future challenges. In 2022, the Ministry of Education issued the “Compulsory Education Information Technology Curriculum (2022 Edition),” emphasizing the core literacy of information science and technology and the integration of interdisciplinary disciplines, and encouraging the teaching mode suitable for discipline characteristics. The 6E teaching mode is a student-centered teaching strategy characterized by active exploration and cross-disciplinary integration. This article innovatively designed the “STEM+” 6E teaching mode, which is applied to junior high school information technology teaching, which can better achieve core literacy teaching goals.

Developing student teachers’ critical awareness of information and communications technology in primary teacher education

ABSTRACT This article focuses on Swedish primary teacher education and the conditions for student teachers’ development of digital competence. Previous research has pointed to the importance of preparing teachers to use digital technology to support pupils’ learning. The aim of this study is to examine the development of course content to enhancing student teachers’ critical awareness of information and communications technology in primary teacher education. Data was collected from groups of primary student teachers consisting of anonymised course materials, a survey and course assignments. The results show that primary student teachers experience that digital technology facilitates the planning and organising of their teaching, digital technology can support the children’s learning and critical pedagogical reasoning is important when using digital technology in the teaching situation. The results have relevance internationally for teacher educators and highlight the importance of promoting a critical awareness of the pedagogical use of digital technology in the classroom.

2017-2024 China Learner Portrait Research Status and Hot Spot Analysis -- Citespace visualization study based on CNKI

Based on the CNKI database, the article combed the research on learner portrait between June 2017 and June 2024, and analyzed the number of articles, the cooperation network of scholars, keywords, and other related contents to summarize the current situation and hot spots of the research on learner portrait in China. The results show that the hot topics of research mainly focus on Student Portrait , Learner Portrait , User Portrait , Big Data , Learning Analysis and so on, show much research innovation and integration. The related research involves a variety of fields, such as educational technology, pedagogy, computer information technology, and so on. From June 2017 to June 2024, the research hot spots gradually expanded from the application of data technology to the field of education, reflecting the trend of the integration of education and technology. The hot spots gradually shifted from applying technologies such as user portrait technology and big data to the specific application and development of the education field such as learning portrait, comprehensive quality education, smart campus, digital portrait, precise ideology, and teaching intervention. The research results provide important theoretical and practical guidance for education information technology and smart education.

Ecolinguistic Thinking on the Application of Information Technology in International Chinese Education

The existing education system cannot meet the Chinese learning needs of social groups well. There are certain problems in ecological, balanced and benign development. Since the new century, information technology has developed rapidly, and Internet technology has been widely used in cross-cultural education. Starting from the current development status of international Chinese education in the new era, this paper takes its healthy development as the guiding principle, explores the feasible ideas of promoting educational development through interdisciplinary studies from the perspective of ecolinguistics, proposes some development strategies for international Chinese education, strengthens the construction of international Chinese education response mechanism for emergencies, promotes the effective allocation of international Chinese education resources, and especially strengthens the in-depth application of modern information technology in all aspects and fields of international Chinese education.

Toward a new model for the successful implementation of information and communication technologies in education

The design of our Information and Communication Technologies for Education (ICT4E) implementation model highlights its adaptability to local realities, considering available resources, existing technological infrastructures, and the specific needs of learners. However, it is crucial to recognize that the inherent variability of educational contexts and resource constraints can present challenges to a generalized application of the model. In addition, the rapid pace of technological change can have an impact on the ongoing training of teachers, requiring constant vigilance to maintain the relevance of their pedagogical skills. Despite these challenges, our model stands out for its adaptable approach, encouraging ongoing adjustments to respond effectively to the diversity of educational environments. In addition, the prospect of research and innovation, the promotion of interdisciplinary collaboration and the adoption of holistic evaluation are essential strategies for strengthening the robustness of our model. However, it is imperative to remain attentive to ethical considerations, the issue of equity and inclusion, and the long-term impact of integrating ICT into education. Ultimately, our model aspires to be a balanced solution, aware of the challenges and open to the developments needed to ensure the harmonious and optimal integration of ICT into today’s educational landscape.

Assessing the impact of teacher characteristics, learner methods, and self-guided learning on technology adoption in mathematics instruction

This study explores the complex interplay between teacher attributes, learner instructional approaches, and the integration of Information and Communication Technologies (ICTs) in mathematics education, highlighting their collective impact on educational outcomes. Through a comprehensive survey of 196 teachers and 315 learners, the research delves into the relationships between teacher experience, educational qualifications, and the frequency and manner of technology use in the classroom. The analysis reveals that younger educators and those possessing advanced academic credentials are more inclined to actively incorporate ICTs into their teaching practices, demonstrating a higher level of comfort and enthusiasm for leveraging these tools to enhance student learning. Conversely, the study finds that more experienced teachers, particularly those with lower qualifications, tend to utilize technology less frequently, possibly due to a preference for traditional teaching methods or a lack of confidence in their ability to effectively integrate new technologies. Additionally, the study investigates the strategies employed by learners, with a particular focus on web-based self-learning approaches, such as the use of online educational videos and interactive platforms. The data indicates a significant positive correlation between these strategies and improved academic performance in mathematics, suggesting that learner-centered approaches that emphasize self-directed, technology-mediated learning can lead to better educational outcomes. These findings underscore the critical importance of considering both teacher characteristics and learner-centered instructional methods when developing strategies for the effective integration of technology in mathematics education. By tailoring these strategies to meet the diverse needs and preferences of educators, while simultaneously promoting effective self-learning techniques among students, educational institutions can better harness the potential of ICTs to improve learning outcomes in mathematics and beyond.

Образовательные онлайн-технологии как эффективное средство обучения английской терминологии языка для специальных целей (ЯСЦ) студентов неязыковых специальностей вуза: междисциплинарный подход

The paper describes the research conducted by the team of the English teachers of English for Humanities Dpt. of Southern federal university. The investigation aimed at the study of effectiveness of learning English terminology for special purposes by the non-linguistics university program students with the help of IT-technologies. In the experiment the online course "Legal Communication: Legal Writing and Oral Communication in the Practice of Law", developed by the interdisciplinary team of university teachers of the Faculty of Law and the English teachers of English for Humanities Dpt. on the Moodle LMS. Interdisciplinary approach applied in the course of investigation embraced the main principles of two sciences: methods of teaching foreign languages and terminology study. The results obtained show that both the usage of educational IT-technologies and the educational IT- products increases the students’ motivation for learning the language of their future profession if the content of the educational IT- products is thoroughly developed on the main subjects of theoretical and practical terminology study: the description of the history of formation and development of a language for special purposes, the linguistic and extra-linguistic factors that influenced its development, its vocabulary, style and genres, the techniques of appropriate use of terms in the special context.

Engagement Dynamics in Information Technology Education: A Comparative Analysis of Online vs. Face-to-Face Instruction

The purpose of this study was to investigate whether taking a course online or face-to-face matters in terms of student engagement and achievement. Gender differences were also examined. The level of student engagement in an information technology course in a freshman sample from a school of education was surveyed and compared in two consecutive years where the course was taught online in the first year and face-to-face in the second year. There were a total of 129 students, 62 in the online mode and 67 in the face-to-face mode. Data were collected using a survey that included a student engagement scale, as well as midterm and final exams. Non-parametric analyses were used due to data with non-normal distributions for some of the dependent variables, with the Mann-Whitney U test being the main form of analysis for group comparisons. Regarding gender, female students who received face-to-face instruction lost interest in the course toward the final exams, as evidenced by significantly lower engagement scores for both active learning and paying attention. The results show that online versus face-to-face delivery of the computer science course can be more efficient in terms of student engagement, and a similar performance score as in the face-to-face mode can be achieved with less effort to be present at school. In addition, it is evident that female students need more support for greater engagement when the mode of delivery must be face-to-face.

What helps adult learners with little formal schooling to develop basic digital skills?

In today’s world, having at least basic digital skills is essential in working, social, and family life. The present study uses grounded theory to explore ways in which people with little formal schooling engage with the digital world. Drawing on 54 semi-structured interviews, it describes how people with little IT experience from formal education obtain information about digital security, privacy, the functioning of antivirus software, software updates, and so on. We introduce the concepts of computer world and ministories which draw parallels between the online and offline worlds. While creating the concepts of computer world and ministories, we follow Richard Mayer’s theory of multimedia learning, and thus ministories are based on the appropriate combination of images and texts. The study attempts to answer the following general question: ‘Is it better to teach people how to work with specific apps for everyday use or teach them the principles that are behind them?’. This question should be asked when creating new approach in IT education and not only in lifelong learning.

Use of Digital Technologies for the Conduct of Work in the Government System Based on the Demans of the Current Times

This article deals with the issues of ensuring the safety of the population in the residences of citizens. It is planned to implement an electronic platform that allows for quick collection and analysis of information on the technical and social condition of residential areas. These strategies focus on digital transformation in the national economy, industry, and society. In Uzbekistan, significant steps have been taken to implement modern information and communication technologies (ICT) in public administration, education, healthcare, and agriculture. One notable challenge addressed in this study is the management of carbon monoxide poisoning, fire hazards, and explosions during the heating season. The research highlights the limitations of manual data collection, including the risk of data loss, difficulty in locating information, and inefficiencies in processing critical safety data. The program processes data in less than a minute, facilitating more efficient emergency management and preventive measures. This system exemplifies the role of digital technology in enhancing public safety and optimizing government operations.