Information For Teachers Research Articles

Empowering Education: The Impact of Media Integration Tools in Moroccan High School

The use of media in high schools is becoming more widely acknowledged in the modern educational setting as a means of enhancing students' educational experiences as well as teachers' methods. The significance of media integration in high school education is explored in this abstract, which also highlights the revolutionary implications of media integration on instructional strategies, student involvement, and information accessibility. Based on a thorough literature analysis and empirical study, this investigation examines the benefits associated with integrating media into high school curricula. Through shedding light on the changing role of media in education, this abstract seeks to provide insightful information about practical strategies for utilizing its capacity to foster dynamic and welcoming learning environments.

SOCIAL MEDIA AND AI INTEGRATION INTO TEACHING AND LEARNING EXPERIENCE

The dynamics of teaching and learning have changed due to the rise of modern technologies, mainly social media and artificial intelligence (AI). This study determined the elementary teachers' response to the emerging use of social media and AI in educational methods and how these may impact the students' learning. Data was collected using a survey questionnaire composed of social media and AI use and views on the role of educators in the digital age. Statistical methods, including mean and standard deviation, were used in data analysis. The respondents demonstrated their proficiency in using social media and AI, representing a range of instructional roles and experience levels. Results indicate that Facebook and YouTube are frequently used online for assistive instructional information. Moreover, various AI techniques were used, such as automated grading systems, tailored learning platforms, and language translation services. Teachers incorporated these technologies and emphasized the need for further professional development; this shed light on the strategic integration of social media and AI in education holds tremendous potential to revolutionize learning paradigms, foster collaboration, and cultivate personalized learning experiences. However, it requires careful navigation of ethical, privacy, and accessibility considerations to harness its full benefits and ensure inclusivity and integrity within educational ecosystems.

Formation of Information and Digital Competence of the Modern Teacher of the New Ukrainian School

The article examines modern trends in the creation of an informational educational space, the issue of the introduction of information and digital technologies that ensure effective interaction of individuals in society; the essence of the concept of "informational and digital competence" of the teacher of the New Ukrainian School, the structure of the informational and digital competence of the teacher based on integration, namely: technological literacy, deepening of knowledge, creation of means of information provision of the needs of humanity, with the help of technical means; an analysis of international and domestic legal documents regarding the formation of information and digital competence of teachers was carried out. It was determined that in the conditions of the reform of modern education in Ukraine, the formation of the teacher's information and digital competence becomes relevant, and the specific tasks of the development of the educational process during the implementation of the Concept of the New Ukrainian School in general secondary education institutions, where information and digital competence is one of the professional skills of the teacher, are outlined. , the ability to apply information and communication technologies in the educational process of an educational institution, and the ability to receive information and operate it according to one's own needs and requirements in the development of programs, documents, and organization of cooperation. Priorities, technological principles of building an information and educational environment, implementation of effective methods of teaching and access to knowledge, formation of information and digital competencies of the teacher, which is a powerful tool that contributes to the improvement of the process of creation, storage, processing, and distribution of educational materials, intensification of the educational process, increase speed and quality of perception, understanding and assimilation of knowledge by students, as well as joint work with them; the definition of the concept of "information and digital competence" is clarified. The Digital Competence Framework for pedagogical workers is an important tool for the creation of educational standards, assistance in the creation and planning of educational initiatives aimed at increasing the level of digital literacy and the practical use of IT technology tools and services, the development of educational programs by providers of educational services (DigCompEdu), developed European Joint Research Center; their main provisions, the views of researchers regarding the information and digital competence of the teacher, defined according to the professional standard of the teacher, are disclosed because the use of digital technologies in education is currently one of the most important and stable trends in the development of the global educational process.

Adapting the teacher formative assessment literacy scale into Turkish: Validation and reliability study

In the present study, the Teacher Formative Assessment Literacy Scale (TFALS), developed by Yan and Pastore (2022a), was translated into Turkish to examine the factor structure and psychometric characteristics of the scale in a Turkish sample. Data was collected from 318 teachers, of whom 168 were males and 150 were females, working in different state schools in a city in the Central Anatolia Region of Türkiye. As the first step, the scale items were translated and back-translated by experts in both English and Turkish. Afterward, experts were presented with the scale to check for consistency and accuracy based on the feedback received. A pilot study was carried out to establish the linguistic equivalence of the scale, followed by an examination of its structural validity in a Turkish sample. To demonstrate evidence of the confirmed factor structure of TFALS with 22 items, the confirmatory factor analysis (CFA) was conducted. The CFA results demonstrated that the three-factor model of the TFALS-Turkish-version had adequate fit indices. The Cronbach’s alpha coefficient of the total scale was found to be .93. The Cronbach’s alpha for each of the dimensions of TFALS was .90 for the conceptual dimension (7 items), .86 for the practical dimension (8 items), and .88 for the socio-emotional dimension (7 items). Composite reliability coefficients of the dimensions ranged from .78 to .84. The results of this study provide important evidence for the validity and reliability of the Turkish version of the TFALS, confirming that it has good psychometric properties in a Turkish sample

Alkyl chain engineering of boron dipyrromethenes for efficient photodynamic antibacterial treatment

Photodynamic therapy has been widely employed as an alternative strategy against bacterial infection. Molecular structure has a profound effect on the antibacterial ability of photosensitizers (PSs). Herein, we designed and synthesized a series of boron dipyrromethene (BODIPY)-based photosensitizers with different alkyl chain lengths, and then their antibacterial activities were compared. Among these BODIPYs, the BODIPY with octyl (BDP-8) exhibits the best antibacterial effect, while the antibacterial performance of BODIPY with dodecyl (BDP-12) is the worst. This work provides instructive information for further development of effective photodynamic antimicrobial agents.

Contingency Reversal in Conditioned Fear Learning: The Moderated Mediation Model of Intolerance of Uncertainty and Instruction.

The study aimed to examine the roles of anxiety and intolerance of uncertainty (IU) in conditioned fear learning under an uncertain context induced by the contingency reversal of the association between the conditioned stimulus and the unconditioned stimulus (CS-US). The study sample comprised 53 participants, randomly divided into two groups: a non-instruction group and an instruction group. The experimental procedure encompassed five stages: pre-acquisition, acquisition, generalization, reversal acquisition, and reversal generalization. Our study primarily focused on analyzing a moderated mediation model. In the instructed group, we observed that the reversed fear generalization response was directly influenced by the pre-reversal fear generalization response, while also being indirectly mediated by the IU factor. However, in the non-instructed group, we did not find a significant mediating effect of IU. Moreover, we noted that the mediation of IU was contingent on the instructional information. It is noteworthy that anxiety did not exhibit a discernible role in conditioned fear within the uncertainty condition in our study. The findings provide novel insights into fear-related phenomena, emphasizing the intricate interplay between individual traits and fear generalization under conditions of uncertainty. They contribute to understanding the mechanisms of emotional and cognitive interactions in uncertain conditions.

Relationship between Secondary School Teachers' Technological Proficiencies and Their Effectiveness in Instructional Practices

This study aims to find out the relationship between secondary school teachers' technical skills and their instructional competencies. It also seeks to understand the obstacles that keep teachers from utilizing technology and how they view their instructional competencies and information technology skills. The research also investigated the relationship between teachers' information technology skills and job proficiency. The study addresses the diverse landscapes among teachers and promotes broader technology adoption in assessment and evaluation. The concerns that have been identified include those linked to technology, students, and families, which emphasizes the necessity of making infrastructural upgrades and providing thorough training. The study highlights the significance of motivation and attendance in online learning, consistent with previous research. Teachers emphasize in-service training and skill development, expressing a common sense of inadequacy in technological integration. The study used a questionnaire to gather information from secondary school teachers as part of a quantitative research approach. The study's conclusion sheds light on how information technology might help teachers do better at work and develop their instructional competencies. The findings might also be useful in devising ways to get around obstacles that hinder teachers from using technology in the classroom.

Malware2ATT&CK: A sophisticated model for mapping malware to ATT&CK techniques

MITER Corporation presents the ATT&CK Matrix, which maps malware behavior to different tactics, techniques, and procedures (TTPs) providing a comprehensive view to clarify the inner mechanism of malware more accurately. However, manual mapping methods are time-consuming, while rule-based feature-based mapping methods often under- or misreport many attacks. Inspired by the successful application of image multi-label classification techniques, we propose a method called Malware2ATT&CK to automatically map malware to ATT&CK techniques. The method applies pre-trained models to extract features from the two pieces of information — the static analysis information of assembly instruction and API calls from malware. The malicious techniques are identified by a multi-label classifier based on the graph neural network and knowledge graph. In the experiments over two test sets, Malware2ATT&CK shows excellent performance achieving an average F1 score of 83.6% in the technology mapping task. Further evaluation indicates that the high accuracy of the prediction is due to our ability to accurately capture the correlation between behaviors.

FEATURES OF THE IMPLEMENTATION OF INFORMATION ANDCOMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS OFPRIMARY GRADE PUPILS

The article analyzes the essence and relationship of the concepts «learning technology», «information and communication technology of learning», «environment», «educational environment of primary school». The impact of the use of ICT in the learning process on the development of mental processes of primary school students is analyzed. It has been established that the use of information and communication technologies in the process of teaching primary school students provides a significant impact on the development of thinking, expression, attention, perception, memory, by including schoolchildren in new types of activities: algorithms, modeling, visualization, abstraction, game imagination. It has been established that the introduction of information and communication technologies into the educational process affects the environment where primary school students learn. It was determined that the digital educational environment in educational institutions should include: information support of the educational institution, the formation of the teacher's information and communication competence, computer-oriented learning tools for primary school students. Features of the use of information and communication technologies in computer science lessons are characterized.The experience of using game, project, multimedia and web technologies in the process of studying of the subject «Computer Science» is highlighted. It was established that the use of information and communication technologies allows: to increase the cognitive activity of students due to the brightness, variety in form, visibility of the educational material; to individualize the learning process using tasks of different complexity; to form the ability to work on a personal computer by using game types of tasks; to improve self-control skills, the ability to independently adjust one's activities by performing project tasks; to independently conduct educational and practical activities, developing creative activity among schoolchildren.

교수자의 커뮤니케이션 스타일이 미용교육 수업태도에 미치는 영향

This study was conducted to examine the impact of the instructor's communication style on the class attitude of beauty university beauty education. The survey was conducted from June 20 to July 30, 2023, for the third and fourth graders who are attending beauty universities, and an analysis of 200 copies as the SPSS WIN 21.0 program. As a result of the study, it was found that there was a positive correlation in the factors of trust, professional, and cooperative among the communication styles of instructors. In addition, it was found that among the instructors' communication styles, the cooperative and professional types had a positive effect on the teaching attitude. In other words, when cooperative understanding through mutual communication that respects learners and professional instructional information support for basic theoretical education and practical technology are provided smoothly and accurately, a positive teaching attitude is cultivated by forming trust between professors and learners due to class synchronization. Therefore, instructors should research and develop factors of a soft, accurate, friendly, but professional ambivalent perspective of communication style to pursue the right teaching attitude for skin beauty education and seek ways to apply classes.

A132: The Impact of Baby Swimming on Motor Development of Toddlers

Purpose: Infancy and early childhood are important stages of basic motor skills formation. Baby swimming provides a unique opportunity for toddlers aged 2–3 to develop motor skills. The literature documents that baby swimming can promote physical growth in toddlers, but how it affects motor development remains unclear. Therefore, the present study aims to address this gap. Methods: Using interviews, field investigations, assessment tools, this study was conducted in two stages. Stage 1 focused on the instructional information about baby swimming courses, and Stage 2 examined the difference in body indices and motor competencies between two groups of toddlers recruited through convenient sampling. The experiment group included 28 toddlers enrolled in a baby swimming course, while 28 in the control group did not participate in any sports. Motor competencies were assessed using the Peabody Sports Development Scale, including gross motor, fine motor, and overall motor development. T test and Mann Whitney U nonparametric test were used to compare the two sets of data. Results: Stage 1 of the study found: Baby swimming courses for 2-3 years old toddlers focused on safe adaptation in water, mainly developing gross muscle movements and then fine movements. Courses were taught in small classes, with each lasting 35-40 minutes. Stage 2 findings included: (1) The experiment group had no significant different body shape but were higher in height and longer in arm span than the control group. (2) The experiment group differed from the control group in terms of overall motor development and gross motor, but not fine motor. Conclusion: In baby swimming institutions, water safety is the main learning objective for toddlers. The courses had no obvious effect on promoting physical growth development of toddlers aged 2-3. Baby swimming promoted toddlers’ gross muscle movements, especially their body control and coordination. However, it did not have significant positive effects on fine motor development in this age group.

РАЗВИТИЕ НАВЫКОВ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ У ОБУЧАЮЩЕЙСЯ МОЛОДЕЖИ КАК ПСИХОЛОГО-ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА

The article reflects the results of the research devoted to the study of a topical problem of the development of intercultural communication skills in young students. We are convinced that the development of such skills in modern students will provide an increase in the level of their preparedness for the situation of "dialog of cultures" at the present stage of education development. The influence of the development of these skills on the comprehension by the young students of a different worldview of carriers of different cultures, moral principles, ideas about the culture of different nationalities, countries and confessions is significant and important. The author presents: the analysis of theoretical problems of the development of skills of intercultural communication in young people; possible guidelines, practices in the development of this topic. As the purpose of the publication the following was defined: description of researchers’ positions: cultural scientists, psychologists, teachers, sociologists within the framework of this psychological and pedagogical problem. The publication involved such methods of theoretical research as the analysis and synthesis of the studied literary sources; generalization of the available psychological and pedagogical information on the topic of research. The relative uniqueness of this work is consolidated by fragmentary analysis and recommendations on the use of methods and means that can be effective in influencing young people in training. In addition, the approaches of Chinese, Russian and other contemporary scholars on the development of intercultural communication skills in young learners by means of digital technologies are considered. Digital technology tools are determined by modern trends of digitalization and informatization of education. Young learners should have certain competencies in using the means of digital educational resources. It is modern digital technologies that can be successfully integrated into the educational process for the development of intercultural communication skills of university youth learners. The article is intended to deepen the theoretical and methodological understanding of modern methods and means, technologies of the process of developing the skills of intercultural communication among young people.

Social Studies Teachers’ Challenges in Applying ICT Tools for Effective Instruction in Schools for the Deaf in Ghana

This study investigated the challenges faced by Social Studies teachers in applying Information and Communication Technology (ICT) tools for effective instruction in schools for the deaf in Ghana. The study was conducted in accordance with the pragmatist research philosophy and employed a mixed method approach through convergent parallel research design and used questionnaires and semi-structured interviews to collect data from 28 Social Studies teachers and 14 headteachers from the fourteen public schools for the deaf in Ghana. The data from the questionnaire were analyzed using means and standard deviations and that from the interview were thematically analyzed. The findings revealed that teachers used ICT tools such as projectors, presentation clickers, visualizers, and computers in teaching their students with hearing impairments The findings also revealed that Social Studies teachers faced several challenges such as lack of ICT infrastructure, lack of ICT skills, lack of frequent ICT training, lack of ICT support, and lack of ICT motivation. The study recommended more investment by the Ghana Education Service in ICT infrastructure support for Social Studies teachers in schools for the deaf in Ghana to enhance their ICT integration and instructional effectiveness.

Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics

This paper seeks to gain insights into teachers’ perceptions, and readiness to integrate information and communication technology (ICT) tools in mathematics instruction. A mixed-methods approach was employed, involving surveys and interviews with a sample of high school mathematics teachers. The study involved 90 mathematics teachers working in three senior high schools in Kumasi metropolis in Ghana. The study revealed that teachers generally hold positive perceptions of the benefits of ICT tools in mathematics teaching. They strongly agree that ICT tools enhance students’ understanding of mathematical concepts and improve their engagement and motivation in mathematics classes. Teachers also recognize the potential of ICT tools in promoting problem-solving skills and providing opportunities for differentiation and personalized learning. However, opinions regarding student-centered learning, exploration, and creativity through ICT tools were more varied, suggesting a need for further investigation and support in these areas. In addition teachers expressed the need for continuous training on specific tools, curriculum alignment, and assessment methods.<i> </i>

Association of Learning Styles with Academic Achievements in First-year Professional MBBS Students of a Medical College in Eastern India: A Cross-sectional Study

Introduction: Research has shown that learning may be optimised by synchronising the learning environment with the learning style preferences of students. First-year medical students face immense stress as they adapt to a new learning environment and curriculum at the onset of their medical career. The simultaneous use of two supplementary learning styles questionnaires, namely, the Visual-Aural/Auditory-Read/WriteKinesthetic (VARK) questionnaire and the Vermunt Inventory of Learning Styles (Vermunt ILS), would provide detailed knowledge of their instructional preferences, information processing, and cognitive personality learning styles. Judicious use of such information at this stage may guide them towards improved learning and higher academic achievement. Aim: To study the association between learning styles and academic achievements in first-year professional MBBS students of a medical college. Materials and Methods: A cross-sectional study was conducted at Medical College, Kolkata, West Bengal, India over the duration of 10 months from August 2021 to June 2022. Online surveys of 250 first-year MBBS students’ learning styles were conducted using the VARK questionnaire and Vermunt ILS, and the marks of three internal assessment examinations were collected. The data was entered into Microsoft Excel. Group as well as individual scores were analysed, and Pearson’s Chisquare test was used to determine the association between the students’ learning styles and their academic achievement. A p-value of <0.05 was considered statistically significant. Results: Out of the total of 160 submitted questionnaires, 139 (86.8%) students were visual learners, while the rest were multimodal learners. The factor loading of the ILS scales revealed higher alpha coefficients for learning orientations and mental models of learning, with the ‘use of knowledge’ being awarded high scores by the highest number of students, 104 (83.56%). A total 134 learners gave lower scores to processing and regulation strategies, but a significant association was found between 126 (94%) of them and their academic scores of ≥50% (p-value=0.024). Conclusion: Although no positive association was found between learning styles and academic achievement of firstyear medical students, the integration of two learning style tests provided educators with comprehensive insight into the learning preferences of their students, enabling them to develop an adaptive curriculum. Students might also utilise knowledge of their learning styles to guide themselves towards self-directed learning, lifelong learning, and higher academic achievement.

Factors influencing public engagement in government TikTok during the COVID-19 crisis

PurposeAlthough governments have used social media platforms to interact with the public in an attempt to minimize anxiety and provide a forum for public discussion during the pandemic, governments require sufficient crisis communication skills to engage citizens in taking appropriate action effectively. This study aims to examine how the National Health Commission of China (NHCC) has used TikTok, the leading short video–based platform, to facilitate public engagement during COVID-19.Design/methodology/approachBuilding upon dual process theories, this study integrates the activation of information exposure, prosocial interaction theory and social sharing of emotion theory to explore how public engagement is related to message sensation value (MSV), media character, content theme and emotional valence. A total of 354 TikTok videos posted by NHCC were collected during the pandemic to explore the determinants of public engagement in crises.FindingsThe findings demonstrate that MSV negatively predicts public engagement with government TikTok, but that instructional information increases engagement. The presence of celebrities and health-care professionals negatively affects public engagement with government TikTok accounts. In addition, emotional valence serves a moderating role between MSV, media characters and public engagement.Originality/valueGovernment agencies must be fully aware of the different combinations of MSV and emotion use in the video title when releasing crisis-related videos. Government agencies can also leverage media characters – health professionals in particular – to enhance public engagement. Government agencies are encouraged to solicit public demand for the specific content of instructing information through data mining techniques.

Relationship Between Teacher Formative Feedback Types, Self-Regulated Learning, And Perception of Feedback Among Chinese Public Middle School Students

Relationship Between Teacher Formative Feedback Types, Self-Regulated Learning, And Perception of Feedback Among Chinese Public Middle School Students

Designing Blended Learning Program for Mathematical Economics Using Integrative Learning Design Framework Approach

The development of a blended learning approach is essential in order to effectively address the needs of both online and face-to-face learning environments. The objective of this work is to create a prototype for integrated learning in the field of mathematical economics. The implementation of a blended learning strategy in the construction of a learning program is facilitated by the utilization of the Integrative Learning Design Framework (ILDF) model. This model encompasses three distinct stages, namely exploration, enactment and evaluation. This study comprises a team of three individuals who possess expertise in the domains of instructional materials, educational media, and information technology. In order to assess the feasibility of the proposed learning design, a questionnaire was administered to a sample of 40 students, who were requested to complete it. The questionnaire encompasses an assessment of the preparedness of facilities and infrastructure, the development of teaching materials and media prototypes, and the evaluation of student replies. The findings indicated that the proportion of student answer scores attained a value of 83.75%, falling inside the practical category. Therefore, the created learning design can serve as an alternate approach for teaching economics mathematics, promoting increased student autonomy in the learning process. Thus, it provides students the chance to develop self-reliance in understanding and addressing economic issues using a mathematical problem-solving approach that integrates mathematical concept. Furthermore, it is crucial to explore alternative approaches to blended learning across different academic fields and strive to foster not only problem-solving skills but also the ability to recognize and make connections with students' metacognitive capabilities. Keywords:[blended learning, design learning, ILDF model]

Learning media's role in Islamic religious education teaching and learning?

Teachers should employ learning media to attain Islamic education aims. Teachers can educate, and students can understand more easily with learning media. Islamic learning medium includes graphics, audio, and silent projection. How media is obtained divides it into finished and planned. Consider media selection criteria when picking media. The teacher must choose learning media that matches the material. In choosing a learning medium, the teacher must also consider the student's personality. Some teachers still don't realize how crucial it is to employ proper learning tools to keep students engaged. The author uses library research to assess how important Islamic religious learning media is for primary school teaching and learning. Using Scopus 2013-2023, relevant research was analysed. The research shows that suitable learning media helps students learn. Choose the right lesson to assist pupils in understanding the teacher's information. Learning media provide actual experiences and facilitate student learning. Using media in learning will improve Islamic religious education.

Answered by Madame Marchesi: A Department Devoted to the Questions of Vocal Students, Part 1

Throughout 1907–1908, the Ladies Home Journal published a series of articles in which people could send questions to voice teacher Mathilde Marchesi to be answered in print. These articles are a rare glimpse at first person, uninterpreted pedagogical information. To the author’s knowledge, this collection of articles has not been republished in its entirety. The author will do so in a three-part article series within the Journal of Singing column “Provenance,” of which this is the first installment.