Implementation Of Educational Technologies Research Articles

Technology in the educational processes of basic education in Peru

This research project aimed to give a perspective on the implementation of technologies in basic education in Peru. How the automation of basic education processes in Peru helps students, parents, teachers, and administrative staff to reduce time, to have better educational quality, and to obtain indicators for the teacher and student. The methodology of the research is a sequence of activities that allow us to design a framework for process technologies in basic education in Peru. Based on online surveys, it was possible to obtain information from people who want a change in the processes of education, such as: having more reach to information with the help of the internet for which mobile applications or web applications are needed, the delivery of evaluations and enrolment via online, taking advantage of technology for the benefit of the student and teachers, and other processes. The research has a qualitative approach. It is also descriptive in scope with the help of other studies or tests conducted. For the creation of this article, we used surveys, scientific journals, and our own experience as practitioners. If we want to improve education, it is necessary to improve educational processes with the help of technology and the internet.

Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model

RIPPLES is a technology implementation model in the education sector through its components like Resources, Infrastructure, People, Policies, Learning, Evaluation, and Support. It was originally designed as a way to view technology implementation in higher education and has been further developed to incorporate all educational institutions. The purpose of this study was to test the model whether or not it can be applied at corporate level by investigating the implementation of technologies in Oromia Education Bureau. To underlie the study qualitative study design was deployed and the data were collected through interviews, document review and observation. The data were analyzed qualitatively by considering the seven elements of the model as thematic areas of analysis. It was found that the RIPPLES model can be applicable at corporate level and also found that all the components of the original RIPPLES model are determinant factors for enabling and hindering the implementation of technology at an organizational level. Finally, it was suggested that the model is more effective at corporate level if one essential component ‘<i>Strategy</i>’ is added and hence SRIPPLES would be the new model for viewing technology implementation at organizational settings. It was also recommended that careful planning which equally considers all the components of the original RIPPLES model and the upcoming SRIPPLES model is necessary to avoid many of the common problems associated with unsuccessful implementation of technologies at corporate levels.

Implementation of Educational Technology for teacher profession in Vocational High Schools

Implementation of Educational Technology for teacher profession in Vocational High Schools

Implementation of Educational Technology in the Development Area in Christian Religious Education in the Digital Age

Along with effort transformation in field education , technology education have very important role. In article this outlined about application technology education area development. For get inside data article this, done study descriptive qualitative with use method observation and interview to three lecturers Christian religious education and some students in the faculty psychology, faculty agriculture and faculty technique. From fifth area technology education, by special article this discuss application technology education area development in Christian religious education in the digital age concerns aspect technology print, audio visual technology, technology based computer and multimedia technology.

Only When It Is Raining: Technology in Physical Education

The preparation of teachers’ technological competencies for teaching and learning has become important and evident, now more than any moment in history because of the COVID-19 pandemic. Physical educators are generally technologically literate; however, they tend to have skeptical attitudes toward integrating technology and require additional training. This mixed-methods study explored teacher educator and preservice expectations for and implementation of technology in physical education. The Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens in this study to conceptualize teacher thinking and practice related to technology. Results indicate that teacher educators and preservice teachers value technology, generally feel unprepared, acknowledge that physical educators have contextual barriers, and believe technology can be a valuable partner in achieving learning outcomes. Teacher educators and professional development programs need to train future and current teachers adequately on integrating technology in meaningful ways.

Case Study: Postgraduate Students’ Class Engagement in Various Online Learning Contexts When Taking Privacy Issues to Incorporate with Artificial Intelligence Applications

Artificial Intelligence (AI) has transformed the Education sector. It made it possible for academic institutions to personalize content according to students’ individual needs and improve administrative tasks such as grading assignments. This has increased efficiency in teaching and learning but has also raised relevant concerns about data privacy issues. Researchers have pointed out the potential hindrance of this concern to the further development and implementation of AI technology in Education. In this research project, the authors conducted a mixed method to investigate the above issue by assessing students’ class engagement in various online learning contexts when considering AI privacy issues or not. The first part of this project presented a quantitative approach (quasi-experimental design) while this paper focused on the qualitative approach (interviews) conducted with the same group of 99 students from the postgraduate school via Zoom. Individual student interviews were conducted with randomly chosen 9 students from the two experimental groups in phase one of this research, and thematic analysis was used to analyze the relevant data based on the 4-factor theoretical framework (skills, emotion, participation, and performance) from The Online Student Engagement Scale (OSE). The study discovered that the majority of the students regarded the privacy consent taken into consideration when implementing AI applications in an online learning context had enhanced their class engagement. In addition, the findings indicated that students’ emotions and participation engagements increased the most out of the four OSE factors.

Features of the preparation of future designers-educators for the implementation of multimedia technologies in education on the basis of educational design

Features of the preparation of future designers-educators for the implementation of multimedia technologies in education on the basis of educational design

Didaskological format of digitalization of university training as an activation factor of students' personal potential

Problem and objective. In the context of digitalization of university education, there is a problem of teachers’ readiness to use information technologies in the logic of development student personality. The aim of the study is to develop a format for the active inclusion of teachers as guides and subjects of the information technologies implementation aimed at activating the personal potential of students. Research methods. The study used methods for designing the pedagogical implementation of information technologies in education. Experimental and monitoring work included 94 students and 9 teachers of the Belgorod National Research University and the Belgorod State Technological University named after V.G. Shukhov. Diagnostic measurements were carried out using the following techniques: Method of diagnosing the directionality of educational motivation, Metacognitive Awareness Inventory, Morphological test of life values (MTLV), Method of diagnosing self-realization in university training. Statistical calculations included methods of parametric statistics, as well as the method of analyzing the significance of differences (using Student's t-test). Results of the study. The study presents a didaskological format for introducing information technologies, which consists of teachers linking these technologies to their teaching activities as tools for the development of educational communications to activate the personal potential of students. The application of the didascological format in the practice of online-learning for students of different universities has shown its promise. Students in the experimental group showed higher indicators of internal learning motivation (tEMP = 5.1), metacognitive involvement in learning (tEMP = 3.1), metacognitive regulation (tEMP = 3.6) due to a more noticeable information management strategy (tEMP = 4.6), control of components (tEMP = 4.3), planning (tEMP = 4.1) and assessing the effectiveness of the strategy (tEMP = 2.9). There is also an increase in the level of metacognitive knowledge (tEMP = 2.8) due to an increase of procedural knowledge (tEMP = 3.5) and conditional knowledge (tEMP = 3.1). Some values increase their significance for students, such as self-development (tEMP = 4.7), creativity (tEMP = 4.5), moral satisfaction (tEMP = 3.9) and achievement values (tEMP = 3.3). Higher level of self-realization are also recorded, in particular personal involvement in learning (tEMP = 3.2) and realization of abilities (tEMP = 2.9). Conclusion. The didascological format proposed in the study has no equivalent analogues in contemporary researches. Its uniqueness lies in the formation of a proactive and determining factor of the implementation of information technologies in higher school, namely the professional readiness of teachers for the qualified use, control and management of these technologies for the development of students' personal potential, which is the constructive and applied significance of the work done.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ОСНОВЫ ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ В СОВРЕМЕННОМ МУЗЫКАЛЬНОМ ОБРАЗОВАНИИ В РОССИИ И КИТАЕ

Patriotic education is the basis for the spiritual and moral development of the individual. The relevance of the article lies in the consideration of the cross-cultural foundations of patriotic education in music education in Russia and China. The purpose of this scientific work is to justify and propose for the implementation the main directions of patriotic education in modern music education on the basis of theoretical and methodological analysis. The content also presents a theoretical analysis of the concepts of education, moral education, patriotic education, patriotism. Based on the analysis of modern scientific literature by Russian and Chinese authors, the main approaches to the formation and development of patriotism in music education in Russia and China are considered. The authors of the article substantiate and reveal through comparative analysis and comparison the leading psychological and pedagogical directions of patriotic education in modern music education: 1) development of psychological and pedagogical competencies in the field of patriotic education in a music teacher; 2) development and implementation of new technologies in musical education in using the potential of folk music and folk songs; 3) creation of new forms and methods in the study of musical works of national classical music created in various historical periods; 4) introduction of a modern repertoire of patriotic musical works into the practice of music education. In conclusion, promising trajectories for the development of technologies of patriotic education in music psychology and pedagogy in Russia and China are presented, along which further international research by Russian and Chinese scientists and practitioners of music education can develop.

Использование смешанного и гибридного обучения в современной российской педагогической практике

In the conditions of high dynamics of digitalization of all spheres of public life, the active use of blended and hybrid learning in educational practice is of particular importance. These phenomena have been introduced into the Russian education system relatively recently, which requires their careful consideration and detailed analysis. In the course of the study, the author of the article found that in the conditions of Russian pedagogical practice today there is no common understanding of the term “blended learning”, as there is no specifics in the differentiation of blended and hybrid learning, which gives rise to frequent substitution of concepts and the lack of detailing the difference in these phenomena. At the same time, the analysis showed that blended and hybrid learning are, although similar, but still not identical processes. In particular, hybrid learning involves the priority use of online formats, as well as the parallel, rather than sequential, implementation of innovative digital and traditional educational technologies, so that the difference between online participants and face-to-face participants is practically erased. The study also revealed the advantages, disadvantages and main problems in the implementation of blended and hybrid learning in Russia; emphasis is placed on the transformation of the teacher’s functions in the context of the transition to mixed forms. In particular, it has been established that it is not teaching that becomes the dominant function, but the organization and management of the pedagogical process, its methodological support using the synthesis of various educational technologies, advising students at all stages of mastering educational programs.

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The model of school management involving introduction and management of ICTs is considered at different levels: organizational and managerial, informational, methodologicl, and scientific research level. At different levels of management, school managers must have a sufficient level of professional, reflexive, managerial, communicative, and technological competencies. It is not possible to achieve high results in the fields of professional activity and management if reflexive and communicative competences of the school principal and staff are not sufficiently formed and developed. At the informational level, the school management model implies creation and constant updating of the relevant software and methodical complexes of various forms of education. From the point of view of implementation and application of ICT, this model includes provision of educational programs, organization of remote seminars, conferences, meetings, development of information support tools for methodical and experimental work. At the organizational and managerial levels, the school management model ensures the implementation of educational activity content and technology, educational process, personnel, and logistics management functions. The functions of this model include usage of information technologies for analysis of the quality of education and the evaluation of the effectiveness of educational work.

Digital Technologies as a Means of Improving the Efficiency of Higher Education

Today, the practical application of digitalisation in higher education and finding ways to optimize the use of digital technologies to improve the management of the educational process is a relevant issue for the modern research paradigm. This research aims to study the unique ways in which digital technologies are utilised in higher education and create a conceptual framework for their adoption to enhance the efficiency of the educational process. The study applied the method of expert assessments using a semi-structured questionnaire, with two groups of respondents acting as experts. The questionnaire responses were evaluated using the Likert scale, and the Student’s t-test was used for statistical analysis of the research results. Both students and teachers recognise blended learning as the most effective method for organising the educational process since it combines traditional distance learning with the implementation of digital educational technologies. The respondents recognised the communicational aspect to be the most crucial advantage of digitalisation. The study findings are summarised into a conceptual model of digitalisation in higher education, comprising interconnected semantic blocks of generation, accumulation, and management of educational information.

Риски психологической безопасности личности в условиях внедрения цифровых образовательных технологий на этапе профессионального обучения

Background. Studying personal security during vocational training as a part of psychological security in the context of a wide spread of digital educational technologies emerges from the contradiction in signi_cance between the conditions of professional formation and the formation of students’ personality. It is also noted that the data on psychological security in modern conditions that provide for the active implementation of digital educational technologies are insu`cient. Objective. ae study aims to analyze the risks to the psychological security of the individual in the context of digital educational technologies applied in vocational training. Sample. ae materials were obtained on a sample of students of higher educational settings in Voronezh. ae study involved 2237 females (84.6%), 406 (15.4%) males. ae average age of students was 20.21±3.70 years. ae total sample size was 2643 subjects. Methods. ae empirical study was carried out with psychodiagnostic methods. aose included the “Psychological safety of the educational environment in school” by I.A. Bayeva (a modi_ed version for higher education) and a questionnaire for express diagnostics of risks and threats to the psychological safety in educational environment while introducing digital educational technologies as developed by a research team led by T.L. Khudyakova. Results. It is established that students note a high level of psychological security both in the absence of active introduction of digital technologies into the educational process, and in its presence. ae risks to psychological safety of students at the stage of vocational training in the context of digital education introduction include a decrease in the level of reference of the environment for students and satisfaction with the main characteristics of interaction, personal risks and health risks (physical and psychological). Psychological security of students’ personality in professional education is characterized by a decrease in all its parameters when digital educational technologies are being introduced. Conclusion. ae key features of the psychological security of students’ personality during vocational training in the conditions digital educational technologies are shown. Implementation of these technologies has a signi_cant impact on students’ assessment of risks and threats in the educational environment. Signi_cantly lower indicators of psychological security in students’ personality have been established during the introduction of digital educational technologies. Practical application of the results. ae results of the study can be used in practice of organizing psychological and pedagogical support to maintain psychological safety of students obtaining professional education in the context of the spread of digital educational technologies.

Personality Traits and Academic Motivation as Predictors of Attitudes towards Digital Educational Technologies among Russian University Students

In the modern era of digitalization, the development and implementation of digital educational technologies (DETs) have constantly been at the center of numerous discussions among teachers, psychologists, sociologists, physicians, etc. Moreover, the COVID-19 pandemic has simultaneously made DETs an integral part of contemporary social life around the world. However, both before and during the COVID-19 pandemic, little attention was paid to the study of the motivational and personality characteristics of university students, which would make it possible to predict their attitudes towards DETs and the effectiveness of their use in learning. The present study involved 173 Russian university students (61% - females) of various specialties (natural sciences, medicine and psychology), aged 17 to 26 years. Their attitudes towards DETs were measured according to The University Students’ Attitudes towards DET Questionnaire developed by the authors. To reveal their educational motivation, The Academic Motivation Scales by Gordeeva et al. were used. Their personality traits were identified using The NEO Five-Factor Inventory (adapted in Russian by Biryukov and Bodunov). For statistical analysis, the descriptive statistics methods, Mann - Whitney U test, and multiple regression analysis were used. The results of the study have shown that the scales of academic motivation have a greater impact on attitudes towards DETs among the university students as compared to personality traits. However, there is a specificity of these impacts in the students of different specialties, particularly in psychological students. The findings of this study indicate that taking into account such psychological factors as students’ academic motivation and personality traits can contribute to the optimal implementation of DETs in the educational process in blended and online formats.

An analysis of the digital university phenomenon: dilemmas, new opportunities

Universities are institutions with a long history and have undergone many changes over the centuries. In recent years, these changes became significantly visible. This is due to the rapid development of technology. The digitalization has a major impact on the university’s functions performing. But these processes are not linear or simple but are evolving into complex, ambivalent, and contradictory processes. Digital universities have reasonably taken their place in the education system. Together with the increasing of workloads, bureaucratization, the need for marketing control, the need to reduce costs, large-scale savings, these structures have developed active accomplishments using all channels and filling all possible variants of codes and formats, numerous and diverse actions, managed by digital and technological support. The purpose of this paper is to analyze the most relevant effects and dilemmas of the implementation of digital technologies in university education and research from the socio-material point of view of the phenomenon of “digital university”. At these terms one proposes an analysis that goes from the particular to the general is conducted. First, the effects of digitalization on teaching and research are analyzed, some ideas about the possible future associated with digital technology are developed, and finally, some ideas about how to analyze the impact of technology in the university from a critical point of view are offered.

Digital footprint in education as a driver of professional growth in the digital age

The large-scale global digital transformation of the economy is changing all spheres of human activity, introducing fundamental changes, including all the levels of educational system. The modern educational process is not limited to the digitisation of educational materials or to the introduction of remote education. Digital transformation impacts the educational activities in higher education, secondary, professional, and even preschool education. Development and implementation of digital learning environments is a prerequisite for obtaining detailed learning data of an individual for the entire time of his education, that caused the appearance of the lifelong digital educational footprint. The developers of digital educational courses plan to analyze the digital footprint and to use the results to adjust an educational trajectory when studying at higher educational institutions. The integration with social networks and messengers provides the data needed to create virtual assistant based on the individual behavior, that helps the student to master the course material. The collected data is also useful to create student’s digital twin, that is used by the teacher to conduct educational experimental research on the implementation of new educational technologies, or to adjust learning path to achieve maximum educational results of the particular student. The authors conducted the research on possibilities to use digital footprint for assessing the current state of the student’s competencies and for keeping the student’s competencies in an active state taken into account lifelong learning strategy. The proposed by the authors’ hypotheses could be applied to improve the effectiveness of adaptive systems of professional adult education.

Learner Centered Learning (LCL 2022) International Workshop

This is special issue of ESS journal for proceedings of Learner Centered Learning (LCL 2022) international workshop. The LCL workshop is organizing every two years by IBS foundation in cooperation with Computer Engineering Professorship of TU Chemnitz, Germany.First workshop organized in Laubusch by IBS Foundation in 2018 and since that time four universities from four countries cooperating together to support this event. Main aim of this workshop is to bring together professors, scholars, stakeholders of educational institutions and students together for discussion and reflection on topics: learning of learning, teaching to students of digital era, implementation of educational technologies in teaching and learning, application of artificial intelligence into higher education teaching and support of students’ success in study.

USE OF DIGITAL SERVICES AND TOOLS IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE MUSIC TEACHERS

The scientific article is devoted to the issue softraining future music teachers, in particular, the use of modern digital services, tools, information technologies and resources in distance and blended learning in institutions of higher pedagogical education. The purpose of the article consists ingeneralization of the information on modern teaching tools, in particular digital services and tools, which are expedient to use indistance and blended learning format in the training of future music teachers. The legal framework is presented, which determines the need for the active implementation of computer educational technologies and increasing the digital competence of scientific and pedagogical workers, in particular: the Framework of Digital Competence for Citizens of Ukraine (2021), the Concept of the Development of Digital Competences (2021), the Conceptual and Reference Framework Digital Competence of Pedagogical and Scientific-Pedagogical Workers (project 2021), etc. The essence of the concept "digital competence" isrevealed. The classification of modern teaching aids, which are used when training future music teachers indistance and blended formofeducation, is presented: traditional (simpleandcomplex), multimedia (traditional, electronic, hardware, software), mobile (toolsforlearningmobilecontent, mobileapplications), digital (services, educationalplatforms). The article pays special attention to digital service sand tools used for teaching and learning music in Ukraine and China. The requirements for the effective use of distance and blended learning tools are defined. It was concluded that the use of distance and blended learning tools, in particular multimedia, mobile and digital tools, is aimedat forming both the professional and digital competence of future music teachers, the development of the irdigitalliteracy. Prospects for furtherscientific research are outlined, which consist in the study and analysis of the experience of using digital tools in the process of training music teachers in the People's Republic of China in the "Internet+" era.

Implementing Educational Technology in the Classroom to Teach English Skills: A Systematic Literature Review

Technology is getting more sophisticated in today’s globalized world. Technology also provides educational technology tools, including in English teaching and learning. It aims to support and assist teachers and students to obtain a better English teaching and learning experience. This paper focuses on the implementation of educational technologies in English classrooms. The analysis of the included studies shows that: (1) true experiments, quasi-experiments, and causal-comparative research were the research methods used in the studies; (2) 8 types of educational technologies were found to be implemented in the studies; (3) a variety of relationship between educational technology tools and English skills were identified. This paper also shows that there had been little research regarding English skills (listening, reading, grammar, and pronunciation) in the context of educational technology. Finally, this study provides other significant information on limitations and implications followed by a conclusion.

Explaining the conceptual considerations of virtual university in medical education: a systematic review

Aim: Most of existing literature on the concept of virtual university of medical sciences have been collected in a non-systematic manner. This issue highlights the need to conduct research on virtual university-related topics through systematic research evidence and empirical evaluations. The aim of the present study is to investigate the real complexity and diversity of the concept of virtual university of medical sciences.&#x0D; Method: This was a systematic review with the BeHEMoTH approach and aimed to identify, review, analyze and integrate models, theories and frameworks related to the concept of virtual university of medical sciences. Eligible articles were searched in PubMed, ERIC, IEEE، ISI ،Scopus, Ecampus research unit from 2001 to 2022 using related keywords in three stages.&#x0D; Results: A total of 13 articles were finally identified according to inclusion and exclusion criteria. Pedagogical, technology, managerial, educational design, technology implementation, and educational-administrative management components were referred to in 5, 5, 4, 7, 6 and 4 articles, respectively. Thematic analysis of the models was carried out in two theoretical dimensions (pedagogical component, managerial component and technological component) and operational dimension (educational design, administrative-educational management and technology implementation).&#x0D; Conclusion: The results of the present study emphasize the need to pay attention to these six components in the establishment and development of virtual universities of medical sciences. In order to improve the education process in virtual universities, the process quality evaluation framework can be used.