Effective Use Of New Technologies Research Articles

Flexible in Curriculum to Meet the Objectives of the Program of the Institution

The curriculum planning must be adaptable to the particular needs of an educational institution. It must also be responsive to social and technological changes and meet learner’s needs arising from that change process. In particular, it must encourage effective use of new technologies as tools of learning. While students must have a large amount of flexibility in choosing their individual curricula, certain subjects, skills, and capacities should be learned by all students to become good, successful, innovative, adaptable, and productive human beings in today’s rapidly changing world.Curriculum flexibility means adopting different designs for learning to help make learning more meaningful for 21st-century learners. Some practices in education have become outmoded, and learning experiences should be redesigned to be more relevant to student interests, abilities, and cultures. An additional challenge is that with a more diverse population of students who have a broad range of abilities, innovations must be linked to curriculum goals as well as being challenging and differentiated to provide for an array of learning experiences.

IMPACT OF DIGITAL TECHNOLOGIES ON CRIMINAL PROCEDURE IN RUSSIA AND INDIA: COMPARATIVE LEGAL ASPECT

The current rapid development of technological progress is an important source of new opportunities to improve various spheres of human life and activity andhave a significant influence on criminal justice systems as well. However, the implementation of new technologies in criminal proceedings may encounter different procedural features depending on the country and its legislation. Therefore, it is important to conduct comparative analysis and research on the experience of other countries to make informed and effective use of new technologies in criminal justice.The aim of this study was to conduct a comparative legal analysis of the criminal procedure legislation in Russia and India to identify trends in the development of criminal justice in the context of digitalization in these countries. During the study a set of general scientific methods and traditional research methods (comparative and legal, system analysis) were used. A special place is occupied by the logical method and the method of comparative legal analysis.The article characterizes the current state of the sphere of criminal procedure in Russia and India. The analysis identified the features associated with the implementation and application of new technologies in the criminal proceedings of these BRICS countries.The authors conclude that the introduction of modern technologies in the sphere of criminal justice should provide citizens access tojustice, promote effective investigation and fair sentencing. This study may form the basis for further research on the criminal procedure legislation of the BRICS countries.

Increasing the competitiveness of educational institutions in the conditions of internetization

Transformational social processes, the development of science and technology, changes in the value systems and orientations of the individual, the active introduction of digital technologies into all spheres of human life and economic systems, determine the need for the formation of new requirements for ensuring the quality of the educational process. At the same time, the development of technologies, foremost, the development of digital technologies determines great opportunities for the development of education, but the effective use of new technologies is possible only if the processes of management of educational systems are rationalized at the global level, the level of the state, and the level of a separate educational institution. Therefore, considering the relevance of the research, the article sets a goal: to develop mechanisms for increasing the efficiency of management of educational institutions through the introduction of digital technologies to ensure their competitiveness in the market for the provision of educational services in accordance with new social requirements and global transformations. The object of research in the article is the management system of educational institutions. Methodology. The study analyzed trends and trends in the development of the education system and educational institutions by using methods of statistical analysis and comparison. To structure educational institutions according to the level of use of digital technologies, the leading international rankings QS World University Rankings, Webometrics, Google Scholar Citations and UniRank were analyzed. Based on the analysis, a structured set of indicators and control maps of ratings of the digital popularity of educational institutions were formed. As a result, the article models the effectiveness of using digital technologies as elements of the management system. The projection of the planned results of the use of digital technologies allows modeling the processes of the development of the education system as an element of managing the competitiveness of educational facilities. The results. As a result of the analysis, it was determined that ensuring the competitiveness of educational institutions in the conditions of social transformations significantly depends on the level of use of digital technologies for the promotion of the educational institution, image formation, popularization of its own scientific research and activity results, as well as journalistic activity. The expediency of using database resources, as well as social network resources as an element of the educational institution’s digital promotion strategy to ensure its competitiveness, was determined, which was confirmed by analyzing the results of the leading world ratings. Among the main tasks of the management system, which solve the methods of using digital technologies, as well as the advantages that ensure the competitiveness of educational institutions, there are the following: mobile access to public information, a strategy of openness, positioning and creating a positive image, forming the image of an individual scientist and an educational institution by positioning journalistic activity, ensuring accessibility to information, increasing competitiveness by complying with modern trends in the development of an innovative information society.

ИСПОЛЬЗОВАНИЕ СОВРЕМЕННЫХ ТЕХНОЛОГИЙ В ОРГАНИЗАЦИИ ВНУТРЕННЕГО КОНТРОЛЯ КОММЕРЧЕСКОГО БАНКА

The article attempts to identify new trends in the organization of business processes and internal control in a commercial bank, taking into account the company's request for their transformation in the conditions of digitalization. The possibilities, problems, and places of effective use of new technologies in banking are identified, taking into account the experience of the country's largest bank.

Підготовка майбутніх перекладачів в умовах цифровізації

The article reveals the concept of «digitalization of education» in modern conditions of information and communication technologies, as well as presents the advantages and disadvantages of digital learning in the preparation of future translators for their professional activities. The concept of «digital translation» is also revealed and its essential characteristics are given. It is noted that in the context of digitalization of education it is important to develop the digital competence of the future translator, as skills of effective use of new technologies in their own professional activities. The components of the digital competence of the translator are also presented and characterized.

The Promise and Challenges of New Actors and New Technologies in International Justice

Abstract This article addresses the role of new technologies in the international justice and accountability landscape, drawing from research we conducted into new United Nations (UN) accountability mechanisms that have the explicit mandate to collect, collate, analyse and preserve evidence of international crimes according to criminal justice standards. The article is divided in four parts. First, we contextualize our research by discussing some of our findings and situating them against what we define as a ‘third wave’ of institutional developments in international justice, prompted by an ‘accountability-turn’ affecting civil society groups and UN mandates. Secondly, we discuss — using real-world examples — both the opportunities and challenges arising from the use of digital and new documentation technologies in the field. Thirdly, the article pays particular attention to the role of UN mandates affected by the ‘accountability-turn’; our research reveals such UN mandates now often sit at the heart of the ‘life cycle’ of information and evidence collected for justice and accountability purposes. In this section of the article, we also briefly discuss issues relating to third party control of information, in particular by social media companies. Finally, we discuss the need (and welcome initiative) to develop better international guidance and best practices for actors across the board in order to maximize the effective use of new technologies and digital evidence in international justice and accountability processes.

ICT as a Learning Tool for English Language and for Social Change

By the arrival of computers and internet technology, computer based teachings& curriculum has been extensively used in language classroom for last few years. This technology has drastically altered the way people used to collect information, conduct research, assessment &connect with people worldwide. Technology can play a very important role in backup and improving language learning, the efficacy of any technological tool rest on the knowledge and expertise of the skilled language teacher who copes up and expedites the language learning thing. Technology always continues to grow in importance as a tool to help teachers to enable language learning and its learners. This study centres on the learner as a social organism and probes the prospective of English language learning as a social and political act for the purpose of social revolution with the help of technological riggings. Main research question aims on two major query: Do we need technology in language classrooms for language learning? What is English language learning from the viewpoint of the learner who is encouraged by tracking social revolution and change? This paper discusses different approaches which supports English language learners to escalate their learning swotted earlier studies on using technology in developing language learning skills, and specified certain recommendations for the improved use of these technologies, which assist learners in improving their learning skills. Distance learning programs also enables language instructors to develop language-learning prospects among all learners, regardless of where they live, the human and material resources available to them, or their language background and needs. The literature analysis indicates that the effective use of new technologies upgraded learners in language learning skills and helped for social change.

Cultura de Aprendizagem Organizacional e Adoção de Novas Tecnologias Educacionais em uma Instituição de Ensino Superior em Castanhal - Pará, Brasil

The research aims to analyze the relationship between the culture of organizational learning and the adoption of new technologies in higher education institutions - HEI. Specifically, it seeks to identify elements of organizational learning culture, how new technologies are used by professors and what strategies are used by managers in the mobilization of this process. The study was carried out in a private HEI, located in the state of Pará, from May 31 to June 19, 2019. In a qualitative and quantitative approach, an exploratory research was carried out, with the professors of the research unit as subjects. In the methodological procedures, a simplified version of the instrument Dimensions of the Learning Organization Questionnaire – DLOQ-A, was used to identify the elements of learning culture. With these elements, a general learning culture index of 4.99 was obtained, on a scale of 1 to 6, which were captured by 7 dimensions, with “Opportunities for continuous learning” being the dimension with the most prominence. As a result of the use of new educational technologies, positive results were obtained as regards the interest of teachers and students, who, despite not having an ideal technological structure, make good use of the available resources. A positive relationship was observed between the dimensions of organizational learning culture and the adoption of new educational technologies by professors in the researched HEI. However, there is still a need for the HEI studied to adapt its technological structure to a more effective use of new technologies in the pedagogical practices of professors.

The Use of Mobile Apps in Learning English Language

Throughout and out of college, the use of technology has become an integral part of the learning process. Technology helps teachers to adapt lessons in the classroom, thereby improving the learning process, English as a second language/international. This paper discusses different attitudes which help English language learners by using technologies to increase their learning skills. Researcher indicates that the effective use of new technologies improves learners’ language learning skills.

Ozone measurement practice in the laboratory using Schönbein's method

Abstract. We present a laboratory technique to measure tropospheric ozone, following a traditional method developed by Christian Friedrich Schönbein in the 19th century. The aim is to familiarise students with both the scientific method and the concepts of pollution and climate change, taking advantage of the possibilities of a very cheap hands-on approach over other existing theoretical ones. Also, this teaching activity can help the students to understand the differences between objective and subjective analysis. Moreover, they can make effective use of new technologies and photography. We include a description of how to conduct the lesson at two different levels of complexity (advanced and basic) to allow us to adapt it to the capacity of the students. The advanced level includes the production in the lab of paper strips as they were produced in the 19th century, whilst the basic level does not. This practice is suitable for use by both high school and first-year undergraduate students and was presented in high schools during a communication campaign to celebrate the annual Galician Scientist Day. We evaluate the teaching approach used through the results from collected surveys and feedback received from the students and teachers.

New Ways of Teaching: Using Technology and Mobile Apps to Educate on Societal Grand Challenges

We use this editorial essay as a call for a more effective use of new technologies, such as mobile apps and Web 2.0 tools, to educate students and other relevant stakeholders on business ethics, corporate social responsibility, and sustainability topics. We identify three overarching reasons that justify the need for new ways of teaching that further incorporate technology to foster the innovative thinking needed to tackle imminent societal grand challenges such as climate change and increasing inequality. First, we are facing a new generation of millennials and Generation Z students who are digital natives and more likely to search for educational content on their electronic devices. Second, new technologies offer opportunities to reach students globally, helping to democratize education. Third, we posit that the intrinsic characteristics of societal grand challenges, which are complex, uncertain, and evaluative, can benefit from technology as an effective translator of multilayered concepts into more digestible action items. Our essay ends with a brief summary of the four essays included in the thematic symposium: “There is an App for that! The Use of New Technologies and Apps in Ethics, Corporate Social Responsibility and Sustainability Education.”

The changing role of the law enforcement analyst: clarifying core competencies for analysts and supervisors through empirical research

ABSTRACT Enhanced opportunities to use new techniques to derive insights from large volumes of data have potential to change the role of the law enforcement analyst. Alongside this growing potential is a push toward professionalisation for crime and intelligence analysis as an occupation. In this paper, we explore the extent to which existing descriptions of core competencies reflect skills identified as important by analysts and their managers. We draw on interviews with sixty-one analysts and supervisors from law enforcement agencies in Canada, the United States, and Australia. We confirm that existing descriptions of core competencies align with those identified by analysts and managers. We identify three considerations for present-day police organisations: the importance of data literacy and technical skills, the importance of self-motivation as a trait for analysts, and the core competencies of analyst supervisors. We complicate discussions about the importance of technological comprehension in light of software that automates components of analysis, illustrating how limits in data literacy translate to challenges for making effective use of new technologies. Next, we demonstrate how an ability to navigate interpersonal dynamics in police organisations is essential for analysts and analytic managers to be effective in their roles. We illustrate a reliance on individual-level motivation for competency-building over organisationally driven or standardised professionalisation. Finally, we contribute to limited scholarship addressing competencies for analyst supervisors and managers and discuss the implications of supervision for analyst skill development.

The Role of Educational Technology in the ESL Classroom

The use of technology has become an important part of the learning process in and out of the class. Technology continues to grow in importance as a tool to help teachers facilitate language learning for their learners. This study focuses on the role of using new technologies in learning English as a second/foreign language. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. In this paper, the researcher defined the term technology and technology integration, explained the use of technology in language classroom, reviewed previous studies on using technologies in improving language learning skills, and stated certain recommendations for the better use of these technologies, which assist learners in improving their learning skills. The literature review indicated that the effective use of new technologies improves learners’ language learning skills.

As tecnologias de informação e comunicação no ensino de ciências: entrevista com o professor Marcelo Brito Carneiro Leão

Este artigo tem como objetivo estimular a reflexão sobre a inserção das tecnologias de informação e comunicação (TIC) no Ensino de Ciências a partir da fala de um importante pesquisador dessa área: o professor Marcelo Brito Carneiro Leão, da Universidade Federal Rural de Pernambuco (UFRPE). A entrevista foi concedida durante o evento “Jornadas de Educação em Ciências e Matemática”, promovido pelo Programa de Pós-Graduação em Formação Científica, Educacional e Tecnológica (PPGFCET) no campus de Curitiba da Universidade Tecnológica Federal do Paraná (UTFPR), em novembro de 2017. Na ocasião, o professor Marcelo falou sobre sua trajetória profissional, o panorama da utilização das tecnologias de comunicação e informação no contexto pedagógico, o papel do professor nesse processo e algumas estratégias e metodologias de ensino aliadas à tecnologia. O professor destacou que a inserção das TIC em sala de aula não significa a melhoria do processo ensino-aprendizagem, tampouco a modernização da educação. Independente do recurso a ser utilizado na prática docente, é necessário que se compreenda que a escolha da estratégia didática é o mais importante. Para o uso efetivo de novas tecnologias no ensino de Ciências é necessária a reformulação dos cursos de formação de professores, que precisam preparar os docentes para a mediação do processo de ensino-aprendizagem com o uso das TIC.

Teachers' beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea

AbstractTeachers' beliefs are a major factor in the effective use of new technology in teaching and learning. Recently, smart mobile devices (SMDs) such as smartphones, smart pads and tablet computers have been responsible for introducing broad innovations into the education field as Self‐directed, Motivated, Adaptive, Resources‐enriched, Technology embedded education in South Korea. Teachers' beliefs and technology acceptance concerning SMDs in South Korea can be either a facilitator or a barrier to the use of SMDs in the classroom. The purpose of this study is to investigate the factors of teachers' beliefs concerning SMDs, and to examine teachers' technology acceptance of SMDs in their lessons. To address these goals, 378 primary and 390 secondary teachers participated in a survey with a 25‐item paired adjective questionnaire and a 12‐item technology acceptance questionnaire. A series of exploratory and confirmatory factor analyses and multiple regressions were applied for the statistical analysis. The results indicate that teachers' beliefs were consistently revealed the five factors of immediacy, interest, interactivity, instability and inconvenience. Regarding the effect of the technology acceptance of SMDs on teachers' beliefs, the factors of instability, inconvenience and interactivity strongly related to the perceived usefulness and ease of use of SMDs. This finding indicates that teachers' beliefs that SMDs are unstable or uncomfortable can be the main barrier to the use of technology in the classroom.

Evaluating the Trend of Using New Technologies to Attract Audience in Public Libraries in Iran

Background and Objective: This study examined the use of modern technology to absorb audience in public libraries under the Public Libraries Foundation.Methodology: This is a survey- kind of descriptive study. The statistical population are authorities of public libraries with standard and central level. A questionnaire was used to collect the data. Reliability of the questionnaire was calculated using Cronbach's alpha of 0. 871. Software SPSS19 was used to analyze data analysis.Findings: The results showed that the use of new technologies in public libraries is lower than the average level. The most use of these devices is shown in Tabriz Central Library at 58 percent. Also, there is no significant difference between respondents' opinions in terms of demographic variables, level and degree of education.The possible results and applications: The results of this research are useful for decision making and effective use of new technologies to attract and expand audiences in public libraries.Originality / value: This study is among the first research that examines new technologies in public libraries to attract audience. Earlier in marketing literature and web technologies, several studies have been conducted for public libraries, however, in this study the application of new technologies in libraries is used to increase to attract audience.

Challenges for Educational Technologists in the 21st Century

In 1972, Edsger Dijkstra claimed that computers had only introduced the new problem of learning to use them effectively. This is especially true in 2015 with regard to powerful new educational technologies. This article describes the challenges that 21st century educational technologists are, and will be, addressing as they undertake the effective integration of new technologies into K-12 educational systems and learning environments. The expanding Internet, ever more powerful mobile devices, and other innovations make the task of designing effective formal and informal learning challenging, especially in light of the high rate of change in these new technologies. While these technologies introduce many benefits, they are also causing serious threats to system security and personal privacy. Furthermore, as these technologies continue to evolve, ethical issues such as equal access to resources become imperative. Educational technologists must expand their forward-thinking leadership and planning competencies so as to ensure effective use of new technologies.

Critical review of forensic trace evidence analysis and the need for a new approach

The historical development, contributions and limitations of the two traditional approaches to trace evidence analysis are reviewed. The first approach was as generalist practitioner, looking broadly at an assemblage of many different particle types. The second was that of specialist practitioner, with attention focused on one specific particle type. Four factors have significantly impacted the effectiveness of these approaches: (1) increasing technological capabilities, (2) increasing complexity in the character of manufactured materials, (3) changes in forensic laboratory management, and (4) changing scientific and legal expectations. The effectiveness of each approach is assessed within the context of these changes.More recently, new technologies have been applied to some trace evidence problems, intended to address one or more limitations. This has led to a third approach founded on discrete, highly technical methods addressing specific analytical problems. After evaluating the contributions and limitations of this third approach, we consider the different ways that technologies could be developed to address unmet needs in forensic trace evidence analysis. The route toward effective use of new technologies is contrasted with how forensic science laboratories are currently choosing and employing them. The conclusion is that although new technologies are contributing, we are not on a path that will result in their most effective and appropriate use. A new approach is required.Based on an analysis of the contributions of each of the three exisiting approaches, seven characteristics of an effective trace evidence analysis capability were determined: (1) particle traces should be a major problem-solving tool, (2) there should be readily available, straightforward methods to enable their use, (3) all available and potentially useful particle types should be considered, (4) decisions to use them should be made in the context of each case, guided by what they can contribute to the case and how efficiently they can do so, (5) analyses should be conducted using appropriate technologies, (6) findings should be timely and directly integrated with case-specific problems, and (7) new technologies should be used to improve the overall effectiveness of the capability.Clearly new technologies have the potential to revolutionize forensic trace evidence, but just as clearly some of the traditional capabilities have been rendered ineffective, or lost entirely, by the way we have come to approach the problem. Having critically defined the current limitations of and the desired outcomes, the next focus should be consideration of alternative approaches that might achieve such a result.

Internationalizing French Higher Education

Challenges Despite the ways in which it adds an exciting new international dimension to academic life and work, technology also presents several challenges and responsibilities. Faculty are now faced with issues of information legitimacy and quality. After spending the previous evening surfing the web, a student may come to class and declare with absolute certainty that the Holocaust could never have happened. How does the teacher deal with this situation and its impact on other students’ perceptions? For educators, this presents the new task of teaching students how to judge information sources and to seek multiple perspectives on issues before deciding for themselves what is fact and what is fantasy. The new technologies also have other implications for the college teacher seeking new and inventive ways to encourage students to develop their thinking and analytic skills. Faculty also have to evaluate themselves and their colleagues in terms of the quality of information offered on-line within their disciplines. Rather than viewing the web as a potential “soap box,” faculty could better serve the learning community by linking their websites to those of colleagues so that potential browsers might compare and contrast their differing arguments. Increased access to information has also led to challenges in how we address issues of knowledge reproduction, copyright, distribution of research findings, and rewards for creativity. From “fair use” policies to institutional codes of conduct, the higher education community worldwide is grappling with a host of issues related to how we conduct ourselves on-line. Nevertheless, the impact of technology on academic life and work has been mostly positive. Each of us bears our own responsibility for ensuring the integrity of information transmitted through our computers—just as we take so seriously our responsibilities in ensuring the integrity of the information we provide each other in print. Our institutions of higher education have a clear mandate to provide training and professional development for faculty to make effective use of new technologies in research and teaching. How we respond to the challenges and opportunities of new technologies will have a considerable effect on the course of higher education in the next decade.

The Design of Finance Assistant Management System for the Modern Enterprise Management by Using Computer

With the deepening reform of the management system of modern enterprises, the effective use of new technology and science has become increasingly important to every enterprise in order to make themselves in an invincible position in the competition must establish their own set of efficient operation of information management systems, the company embarked on a road of healthy development. Based on this, the paper mainly discusses the use of computer management information systems in the modern enterprises.