Use Of Technology In Education Research Articles

Development of vocal and performing abilities of future music teachers

Relevance. The crisis in music education threatens the quality of teaching, highlighting the need to enhance teachers' vocal skills to attract more students to music. Purpose. This study aimed to investigate the impact of developing vocal-performance skills on the professional training of future music teachers in Kazakhstan. Methodology. Various research methods were employed, including analysis of existing educational programs and teaching materials, comparative analysis with international practices of vocal training, study of available resources, and comparison of research results with foreign standards and recommendations in music teacher training, focusing on vocal-performance skills. Results. Improving the quality of education for future music teachers through the development of vocal-performance skills enhances their professional competence. Well-prepared teachers are better equipped to deliver music education and design curricula tailored to their students' needs. Integration of modern vocal training techniques, use of technology in music education, active engagement with musical instruments and multimedia resources, and collaboration with professional singers and vocal coaches contribute to effective learning and enhance the quality of vocal education. Conclusions. The study underscores the importance of developing vocal-performance skills in music teacher training in Kazakhstan. Educational institutions and music teacher training programs can optimize curricula and vocal teaching methods based on these findings. This optimization will improve professional competence and create a stimulating educational environment, ultimately enhancing the quality of music education in Kazakhstan. Keywords: preparation; quality of education; practical teaching methods; evaluation of training programs

Development of vocal and performing abilities of future music teachers

Relevance. The crisis in music education threatens the quality of teaching, highlighting the need to enhance teachers' vocal skills to attract more students to music. Purpose. This study aimed to investigate the impact of developing vocal-performance skills on the professional training of future music teachers in Kazakhstan. Methodology. Various research methods were employed, including analysis of existing educational programs and teaching materials, comparative analysis with international practices of vocal training, study of available resources, and comparison of research results with foreign standards and recommendations in music teacher training, focusing on vocal-performance skills. Results. Improving the quality of education for future music teachers through the development of vocal-performance skills enhances their professional competence. Well-prepared teachers are better equipped to deliver music education and design curricula tailored to their students' needs. Integration of modern vocal training techniques, use of technology in music education, active engagement with musical instruments and multimedia resources, and collaboration with professional singers and vocal coaches contribute to effective learning and enhance the quality of vocal education. Conclusions. The study underscores the importance of developing vocal-performance skills in music teacher training in Kazakhstan. Educational institutions and music teacher training programs can optimize curricula and vocal teaching methods based on these findings. This optimization will improve professional competence and create a stimulating educational environment, ultimately enhancing the quality of music education in Kazakhstan. Keywords: preparation; quality of education; practical teaching methods; evaluation of training programs

Emergency Online Teaching and COVID-19: Teachers’ Use and Integration of Computer Technologies

The aim of the research was to determine the use of computer technologies and the status of integration into lessons during online teaching by class teachers during the COVID-19 pandemic. The research used a descriptive survey model. The study group for the research comprised 464 class teachers employed in official primary schools linked to the Ministry of National Education in Rize province. Two scales were used in the research; the Technology Integration Self-Efficacy Scale and the Teachers’ Information and Communication Technologies Integration Approach Scale. Data were analyzed with the t test, ANOVA and correlation test. Male teachers were determined to have higher use of computer technologies and higher levels of ability to integrate it into lessons compared to female teachers. Though there was no difference in use of technology levels of teachers, their levels of ability to integrate technology into lessons differed according to seniority. The use of computer technology by teachers and levels of ability to integrate into lessons did not differ according to receiving in-service training related to technology and educational status. Teachers’ use of technology and levels of ability to integrate into lessons differed according to the hours of lessons given using technology. As the levels of use of education technology by class teachers increased, their levels of ability to integrate computer technology into lessons also increased. 
 
 Keywords: Online teaching, technology integration, class teacher, Covid 19.

Metaverse-based education: literature review and a proposed framework

ABSTRACT In recent years, with the improvement of information and communication technologies and the step towards 5G technology in the Internet infrastructure, the use of technologies in education is increasing day by day. Metaverse is one of the important technologies that contribute to digital education processes. While various studies search the literature to synthesize Metaverse-related findings in education, there are few studies that describe the main features of the Metaverse-based education concept, systematically summarize the findings related to this concept. To fill this gap, this study aims to conduct a systematic literature review on the Metaverse-based education concept and propose a framework for this concept. The search was made in different databases, and both quantitative analysis and qualitative discussion were used to analyze the state of the art. This study contributes a structured overview of Metaverse-based education-related publications and reports on the existing state of literature, categorizes publications, analyzes and links trends, highlights gaps, and accordingly proposes a framework (i.e. characteristics, critical success and risk factors, technologies, and components). This study not only adds to the current Metaverse-based education knowledge body but also offers policymakers and practitioners with references for developing policies and good practices to support Metaverse-based education.

Сущность формативного оценивания как дидактического концепта высшего образования

The purpose of the research is to reveal the didactic essence of formative assessment in the context of its conceptualization in the university pedagogical process. The article refers to the problem of improving the pedagogical process through the use of educational technologies of formative assessment. The study attempts to trace the evolution of the formation of the concept of formative assessment in Russian and foreign pedagogy, to identify its essence and content, to characterize formative assessment in the modern educational process of the university as a pedagogical phenomenon that contributes to improving the quality of learning. As a result, the researchers clarified the essence of the concept “formative assessment” and defined it on the basis of the conducted comprehensive analysis of the genesis of its conceptualization in global pedagogical science. The novelty of the proposed research lies in the presented characteristic of formative assessment in a modern pedagogical process of higher education institutions, revealing its essence through didactic functions and strategic principles. The paper concludes by highlighting the didactic potential of formative assessment, focusing on its essential characteristic as a regulator of educational activity, which provides the continuous development and adaptation of the pedagogical process to the individual abilities and learning needs of students in order to improve the quality of education. The practical advantage of the paper is that it proposes tactics and strategies for the implementation of formative assessment technologies in the university educational process.

Uncovering Emerging Trends in Technology and Art Education: A Bibliometric Mapping Analysis

The rapid advancements in technology have opened up new doors for both teachers and students to explore, learn, and create in innovative ways. However, this progress has also brought forth new challenges and complexities that demand a deeper understanding of the use of technology in art education. In this context, bibliometric analysis has emerged as a potent tool to examine emerging trends in the intersection of technology and art education. Employing the PRISMA approach (Preferred Reporting Items for Systematic Review and Meta-Analysis) and utilizing relevant Scopus databases with standardized procedures that ensure comprehensiveness and replicability, this bibliometric study identified 29 articles. The number of published articles in 2022, at 12, exceeded that of 2021, with only 6. Furthermore, the study highlighted the top 10 countries conducting research in technology and art education, with China having 17 studies, followed by the United States with 3 and Australia with 2. The top three keywords in current research trends are Education Computing, with 9 publications, E-learning, with 8, and Virtual Reality, with 7. Other keywords that relate to technology and art education are also pertinent to the research. These findings suggest that there is a growing interest in utilizing innovative research techniques to examine the intersection of technology and art education. As emerging technologies broaden the horizons of art-making and learning, they offer new avenues for creativity and innovation, but they also demand careful consideration of their potential benefits and risks. Educators and researchers will need to work in tandem to design effective strategies for integrating these technologies in ways that encourage creativity, learning, and social justice.

Slovak Science teachers’ TPACK and Their Attitudes Toward Educational Technologies

ABSTRACT Enormous scientific and technological development has brought the requirement of appropriate implementation of technologies into the educational process. The use of educational technologies is determined by several factors. One of them are teachers, for whom the effective integration of educational technologies is still a challenging task. Teachers’ attitude toward technology makes a crucial point in this issue. An important element that determines teachers’ interest for using educational technologies is their perception of the effectiveness in the educational process and also their skills in using technology. This study presents the results of a research, which’s aim was to identify whether there are any statistically significant differences between science teachers’ self-efficacy and self-assessment, based on the TPACK frame, and their attitudes toward using technologies in educational processes. Science teachers rated their own TPACK moderately positive. They had the highest mean scores on the component items focusing on pedagogical knowledge and content knowledge. Lower mean scores were recorded in the components associated with technological knowledge, where teachers perceiving their technological content knowledge to be the worst one.

The Relationships between Pedagogical and Technological Competence and Digital Literacy Level of Teachers

With the use of technology in education, the integration of digital literacy and technological skills with pedagogy has become one of the important competencies that teachers need to master. Thus, the study investigated the digital literacy, technological and pedagogical competencies of primary school teachers in Kazakhstan on a relational basis. The study was conducted with 223 primary school teachers working in various schools in Almaty. 'Digital Literacy Scale', 'Pedagogical Competence Scale' and 'Technological Competence Scale' were used to collect the data. T and F tests were used to compare school teachers' digital literacy, pedagogical and technological competencies based on gender and professional seniority. 'Multiple Regression Technique' was used to analyze the relationships between the variables of school teachers' digital literacy, pedagogical and technological competencies. The findings revealed that the pedagogical competencies of primary school teachers were high, while their digital literacy and technological competencies were at a moderate level. Pedagogical and technological efficacy and digital literacy of primary school teachers differed significantly based on gender and professional seniority. Male primary school teachers had high levels of technological competence and digital literacy, whereas female primary school teachers had high levels of pedagogical competence. Multiple regression analysis indicated that teachers' digital literacy significantly predicted their pedagogical and technological competencies.

Blockchain and machine learning in education: a literature review

<span lang="EN-US">There is a growing influence around the use of technology in education, with many solutions already being implemented and many others being explored. Using various forms of technology to assist the educational process has increased dramatically in the previous decade in education systems in many respects. Both machine learning and the blockchain have had a significant impact on education. The purpose of this study is to conduct a literature review on the application of machine learning and blockchain technology in educational institutions. Additionally, this study examines the potential applications, benefits, and challenges those educational institutions may face as a result of using machine learning and blockchain technologies. Using machine learning and blockchain in educational systems will have a positive impact on the entire educational process and student achievement. Researchers, academics, and practitioners will benefit from this study to focus on a wider range of educational applications and solve the related issues of machine learning and blockchain technology in the education sector.</span>

The studying of public health and health care as obligatory component of program of residency training

The article considers the teaching of the discipline "Public Health and Health Care" to residents of all specialties. For analyzing attitude of residents to studying the discipline "Public Health and Health Care", as well as improvement of training physicians at the stage of residency and their full mastery of necessary competencies, survey was carried out on sampling of 424 residents of the second (graduate) year of training. The number of questions were formulated to be included into questionnaire to obtain data about respondents (age, gender, region of study, citizenship, experience of working at medical position) and to identify their attitude to the study of the discipline "Public Health and Health Care" " in residency (sections of program as practically applicable, assessment of form of teaching the discipline and use of educational technologies, including remote and digital learning, choice of universal and general professional competencies). The majority of residents (65.1%) plan to be engaged not only in direct clinical activities in the future, but also to undergo additional training in health care management and work in positions related to organizational managerial activities from position of head of department to of head of medical organizations and administration of regional health care services.

THE USE OF NEW PEDAGOGICAL TECHNOLOGIES IN TEACHING THE TOPIC OF AMINES IN HIGHER EDUCATIONAL INSTITUTIONS

This article explores the use of new pedagogical technologies in higher education to teach the topic of amines. It examines the benefits of incorporating these technologies and provides practical guidance for educators looking to integrate them into their curriculum. Additionally, the article discusses the potential of technology to revolutionize chemistry education. In embracing innovative teaching methods, educators can empower students to develop a profound understanding of amines and prepare them for success in their academic and professional pursuits.

Cognitive-stylistic and metacognitive characteristics of schoolchildren and students with different indicators of digital competence

Introduction. The process of digital transformation of modern education largely depends on the digital competence of students. The relevance of the study of digital competence of students is determined by the broad involvement of young people in the use of digital educational technologies, the lack of a holistic view of the cognitive sphere of representatives of the "digital generation", the lack of empirical data on the integrative cognitive characteristics of students with different levels of digital competence. The purpose of this study is to study the relationship of indicators and types of digital competence with cognitive-style and metacognitive characteristics in schoolchildren and students. Materials and methods. The study involved students of secondary schools and university students living in St. Petersburg, Moscow, Yekaterinburg, Novosibirsk (total sample: N=631). To diagnose digital competence, the method "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To diagnose the characteristics of the cognitive sphere, the following methods were used: "Style of thinking" (A.K. Belousova), "Method of diagnosing the stylistic parameters of learning" (A. Salomon, R. Felder), "Metacognitive skills in the structure of educational and professional activity" (E.G. Denisova). Comparative and correlation analyses were used for statistical data processing. Results. The study revealed similarities in the overall level of digital competence of schoolchildren (N=281) and students (N=350), with a higher level of technical competence of school students (p ≤ 0.002) and a higher level of knowledge and skills of students in the field of practical application of digital technologies: in working with digital information (p ≤ 0.004), in online communication (p ≤ 0.002). in the use of the Internet for consumer purposes (p ≤ 0.005). Universal and specific cognitive-stylistic and metacognitive characteristics of young people with different indicators of digital competence were found. Universal characteristics include thinking styles that manifest themselves in orientation to selection, evaluation, meaning transfer and implementation in working with information. The features of subjects with a high level of digital competence are revealed: students of this subgroup, in comparison with students with a low level of digital competence, have a pronounced preference for an active learning style strategy (Uemp = 1012; p ≤ 0.0009), orientation to generating ideas in the process of joint solution of mental tasks (Uemp = 1145.5; p ≤ 0.01); students of this subgroup, in comparison with students with a low level of digital competence, are characterized by a combination of active and visual style strategies, the use of metacognitive skills in educational activities (Uemp = 1613; p ≤ 0.04). Conclusion. The study contributes to the understanding of the integrative cognitive characteristics of students with different levels of digital competence. The results obtained indicate the need to include in the programs for the development of digital competence of students of schools and universities activities aimed at the formation of metacognitive skills, and their implementation in conditions of joint educational activities.

Pengaruh Metode Pembelajaran Interaktif dalam Meningkatkan Keterampilan Menulis Huruf Hijaiyyah pada Siswa SMP

This study aims to evaluate the effect of interactive learning methods on improving hijaiyyah letter writing skills in junior high school students. Interactive learning methods are implemented through the use of educational technology, educational games, and collaboration between teachers and students. This research involved junior high school students as research subjects, by applying an experimental approach and a pretest-posttest control group design. During the research period, the experimental group was given learning using interactive methods. Meanwhile, the control group continued to follow conventional learning methods. The research instrument involved a hijaiyyah letter writing test before and after the intervention, as well as observations to observe interactions between teachers and students during the learning process. The results of data analysis show a significant increase in the skills of writing hijaiyyah letters in the experimental group compared to the control group. Interactive learning provides greater support for students in understanding and remembering letter shapes, increasing learning motivation, and creating a more enjoyable learning environment. This research contributes to the development of Islamic education at the junior high school level by emphasizing the importance of implementing interactive learning methods to improve skills in writing hijaiyyah letters. The practical implications of this research can help teachers and educational policy makers in designing learning strategies that are more effective and oriented towards student development.

Cultivating Positive Classroom Environments: Exploring the Efficacy of Immersive Technologies in Removing Barriers to Learning Among Primary School Students

This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the learning environment and many aspects of conventional learning activities. Through this study, students were enabled to explore and respond to learning through immersive learning environments. The Universal Design for Learning (UDL) infused design of these immersive learning experiences was tailored to remove barriers to learning, thus counteracting the observable disruptive behaviors of the students. The study explores a purposive sample of six participating teachers’ perspectives on the affective gains (engagement, motivation, and self-efficacy) achieved through the use of these immersive experiences and their impact on students’ use of disruptive behaviors as a means of communication. Semi-structured interviews with teacher participants were analyzed using the theory and a general inductive approach for qualitative data analysis. This paper contributes to the literature on the use of immersive technologies in education and highlights the potential benefits of incorporating these technologies into the classroom.

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

The article provides a meaningful definition of the concepts of STEM technology, STEM education, STEM approach, and STEM training; the meaning and main ways of using elements of augmented and virtual reality for higher education as a means of implementing STEM education are revealed. The purpose of the article is to show the importance and necessity of using elements of augmented reality in higher education as a means of implementing STEM education. As a result, an experimental study was conducted to clarify the state of development and the use of modern innovative technologies in education, clarifying the question – of to what extent modern technologies can effectively organize distance learning, and STEM education in higher education when using elements of augmented reality, which are provided to messengers preference of educators, which platforms are used by teachers in working with students of higher education during quarantine, etc. The conclusions summarize the most effective modern technologies for preparing and conducting practical online classes in higher education as a means of implementing STEM education and highlight the most important condition for creating a STEM environment in higher education.

TECHNOPHOBIA, MOTIVATION, AND ACADEMIC ACHIEVEMENT IN DISTANCE LEARNING FOR GRADE 6 STUDENTS IN ABU DHABI, UNITED ARAB EMIRATES

Background and Purpose: Limited research has explored the perceptions of technology use in distance learning education among grade six students and its potential influence on academic achievement. Addressing this gap, this study aims to investigate the relationship between technophobia, motivation and academic achievement in the context of distance learning for sixth-grade students in Abu Dhabi, United Arab Emirates.
 Methodology: Data were collected through a questionnaire distributed among grade six students in Abu Dhabi resulting in 399 responses. The respondent pool comprised 173 female students and 269 male students. The collected data underwent analysis using both SPSS and Structural Equation Model through SMART-PLS.
 
 Findings: The study found that technophobia negatively impacts students’ academic achievement in distance learning, while motivation positively affects technophobia and academic achievement in distance learning.
 
 Contributions: The findings provide insights for educational stakeholders, teachers, and leaders in the Ministry of Education to develop policies and support students in their distance education experience.
 Keywords: Technophobia, motivation, distance learning, educational technologies, academic achievement.
 
 Cite as: Arabi, N., Ismail, W. M., & Hutagalung, F. D. (2024). Technophobia, motivation and academic achievement in distance learning for grade 6 students in Abu Dhabi, United Arab Emirates. Journal of Nusantara Studies, 9(1), 345-367. http://dx.doi.org/10.24200/jonus.vol9iss1pp345-367

ПЕДАГОГИЧЕСКИЕ ОСНОВЫ ПРЕПОДАВАНИЯ ЭКОНОМИЧЕСКИХ ДИСЦИПЛИН И ИХ РОЛЬ В УСВОЕНИИ УЧЕБНОГО МАТЕРИАЛА

This article examines the pedagogical foundations of teaching economic disciplines and their impact on the effective assimilation of educational material by students. In the context of modern educational requirements and challenges, the article analyzes the methods, strategies and approaches used by teachers to ensure high-quality education in economic disciplines. Special attention is paid to the role of active teaching methods, case studies, project activities and other innovative approaches in shaping students' understanding and skills in the field of economics. The author highlights the key principles on which successful teaching of economic disciplines is based, such as a problem-oriented approach, integration of theory with practice, individualization of learning and the use of modern educational technologies. As a result, the article concludes that there is a need for an integrated approach to the teaching of economic disciplines, which takes into account the needs and characteristics of students, as well as modern requirements of the labor market and society.

Features of scientific research work of future aviation specialists

The article presents the peculiarities of research work of future aviation specialists. It is noted that higher education institutions in the aviation field pay considerable attention to ensuring the scientific and research component of the use of modern educational technologies for the professional training of future specialists. The purpose of the study was the analysis and peculiarities of the research work of aviation institutions of higher education, aimed at the formation of research skills and professional skills. The methods of research were the analysis and generalization of scientific literature on the organization of research work in higher education, ICAO documents regulating the flight safety management system for air transport. Features of research work for students of higher education at aviation institutions are singled out, in particular: application of the problem-based learning method through the analysis of aviation regulatory documents and investigation materials of aviation events; simulation of real professional situations through a business game (imitation simulation), where the student is given the opportunity to be a pilot, air traffic controller, dispatcher-instructor, aviation shift leader, etc.; student conferences as an opportunity to present professional research work; simulator (practical) training; the practically oriented character of the educational program – the involvement and use of the work experience of aviation specialists-practitioners. The criteria for ensuring the effective organization and implementation of research work of future aviation specialists are summarized, which is the complexity, consistency and comprehensiveness of learning and use of methods and technologies of conducting scientific research, implementation of their results, the continuity of research work according to training courses, the logic of the complication of methods, types and forms of scientific creativity

활동 이론에 입각한 디지털 테크놀로지 활용 수학 수업의 역동성 분석

The digital paradigm shift has led to a digital transformation of education, emphasizing the use of technology in teaching and learning. However, the effectiveness of technology in math classrooms is ambivalent, and it is necessary to understand how to apply it. This study analyzed the mathematics lessons of two teachers in order to reveal the dynamics of lessons with digital technologies in a view of teaching practice and to identify pitfalls and opportunities through activity theory. The results of the study showed that the activities within the classroom community were dynamically changing over time through the interaction among the elements of the activity system, and various pitfalls and opportunities appeared in the process. The teacher, as the subject of the activity, could appropriately change the purpose of the activity and turned the pitfalls into opportunities. The significance of this study is that it examines the actual use of digital technologies in schools and the dynamics of mathematics classes using digital technologies in focusing on teachers. In particular, unlike previous studies, this study did not emphasize the implementation of instructional plans, so it is meaningful in which the dynamics of the lessons can be investigated by observing the lessons in a natural setting, and the teacher’s role as a central figure in the activity is emphasized, which provides meaningful implications for future research on the use of digital technology and the development of instructional models, as well as research and development of the role of the teacher’s competencies for teaching in the digital era.