Information Technology Learning Research Articles

ICT USAGE IN TESL EDUCATION: INSIGHTS AND OBSTACLES FACED BY TEACHER-TRAINEES IN KOTA KINABALU

This study explores the integration of Information and Communication Technology (ICT) in English language learning among TESL teacher-trainees in Kota Kinabalu, Malaysia. Since English is a compulsory subject in Malaysian education, the government has been placing increasing focus on ICT use to improve language learning. In the past two decades, much has changed in policy and practice to create more positive perceptions of ICT as a possible solution; but while these shifts may now make sense on paper, several obstacles remain for making changes effectively simply by introducing yet another new technology. The main objectives are to find out TESL teacher-trainees’ perception towards usage of ICT in classroom and obstacles in using ICT faced by TESL teacher-trainees in classroom. Shortage of technological infrastructure, technology access, and trained teachers on the usage of ICT are some challenges. In addition, different perceptions among teacher-trainees indicate issues such as low self-confidence in ICT usage. This paper uses a mixed-methods approach, using both quantitative questionnaires and qualitative interviews to capture the trainee experience. Using a purposive sample of 88 TESL trainees, primarily practicum participants in Sabah, this study employed a mixed-methods approach with quantitative questionnaires and qualitative semi-structured interviews. Fifteen trainees were selected for interviews to provide in-depth insights. The significant finding concludes a strong and positive correlation between teacher perception towards ICT usage in the classroom. Nevertheless, lack of resources, and training may hinder the effectiveness of the ICT. The knowledge gained will help to direct policy and curriculum development-informed teacher training aimed at increasing the use of ICT in English instruction.

Analysis Results and Impact of the Sekolah Penggerak Program at Kolese Xaverius Ambon High School

This study describes the results and impact of the Sekolah Penggerak program at Kolese Xaverius Ambon High School. The focus of the research is four dimensions, including: Sekolah Penggerak program preparation, Sekolah Penggerak program planning, Sekolah Penggerak program implementation as well as results and Sekolah Penggerak program impacts. This research uses a descriptive-analytical approach used to describe in depth research problems to describe descriptively the phenomena that occur in the field. The participants this research were the school principal and deputy head of curriculum. The data collection techniques used were assessment rubrics, observation, free interviews and documentation studies. Data analysis was carried out descriptively (quantitative and qualitative). The results of data analysis in all dimensions obtained the results: 100%+92%+72%+87.5=351.5%/4= 88%. These results are in the category: (75% < The results of the analysis of dimension 1: Driving School Preparation obtained 100% results. These results are in the category (75% < X ≤ 100% = 4) meaning very good. Results of data analysis on dimension 2: Sekolah Penggerak program Arrangement, obtained a result of 92%. These results are in the category (75% < X ≤ 100% = 4) meaning very good. Results of analysis of dimension 3: Sekolah Penggerak program implementation the drive obtained a yield of 72%. These results are in the category (50% < X ≤ 75% = 3) which means good. Results of data analysis on dimension 4: Sekolah Penggerak program results and impact a result of 87.5% was obtained. These results are in the category (75% < X ≤ 100% = 4) meaning very good. The results obtained include: the school principal has become a role model by implementing team leadership, understanding assessment, learning tools, innovative learning models and information technology this has implemented differentiated learning, both content, process and product differentiation. There has been an increase in literacy, numeracy, character and school reports. Perceived impact: Energy used for partner schools, one student Kolese Xavier Ambon High School passing the selection and getting a scholarship to study in the United States, enthusiasm for entering high school, the trend of students graduating and entering their favorite college. Keywords: analysis, Sekolah Penggerak Program, leadership, assessment, school principal

Perceptions and challenges of technological use in teaching among late-career teachers: a case study in Cambodia

The COVID-19 pandemic created a huge demand in using Information and Communication Technology (ICT) in teaching and learning. Teachers are believed to be a main influencer in a student’s learning, so it is important to have a deep insight of teachers’ perceptions of ICT integration in teaching and the problems they have been facing in ICT integration. However, little has been known about these aspects, especially regarding late-career teachers in Cambodia. This study investigated late-career teachers' perceptions and barriers to incorporating technology into teaching practices at an urban high school to shed light on possible solutions and appropriate methods to encourage the use of ICT in teaching. Six late-career teachers teaching various subjects at a public high school located in the capital city of Cambodia served as the interview sample. The outcome indicates that the general view and sentiment of late-career teachers toward the use of ICT were positive. Late-career teachers’ use of ICT in teaching were found to be hindered by first-order, second-order, and third-order barriers. Recognizing the limited sample, suggestions to encourage ICT use are offered.

Gen Z and Generative AI: Shaping the Future of Learning and Creativity

Thus, the appearance of the Generative Artificial Intelligence opened up a great turn in many areas, including education and creative industries. This paper seeks to understand the deep impact that Generative AI is going to have on learning and creating processes for the social context of Generation Z (Gen Z) students – born in digital culture. The work looks into the possibilities and challenges that Gen Z in collaboration with Generative AI leads to the future of learning and creativity. This paper is relevant as it offers some understanding of the ongoing changes in the education and creativity together with the escalating growth in technology. The nature of the association between the members of Generation Z and the Generative AI needs to be known by the educational stakeholders, policymakers, and business executives to leverage value from the existing and upcoming technologies together with dealing with possible negative impacts. The purpose of this study was to explore the nature and uses of Generative AI, and its effects on the learning and creativity of Gen Z, in addition to identifying the advantages, disadvantages, opportunities, and risks/partities’ concerns that are commensurate with the integration of this technology in teaching/learning and creative processes. To achieve the objectives of the study the following research methodology was used: The research used both a literature review and documentary research. The materials used included academic publications, Industry reports, books and other credible internet sources on Generative AI and its impact on the education and creativity of the Gen Z. The document analysis included policy papers, educational technology reports, case studies and white papers from academic and professional bodies as well as other industries that involve Generative AI. Several insights show that using Generative AI can positively impact learners’ experiences, engagement, and creativity. However, there was some controversy about the excessive usage of AI and claimed that because of it people may get worse at critical thinking. The following were noted to be major concerns; Ethical Issues: they included issues to do with bias in the algorithms as well as the right to privacy of data. Thus, the findings of this research point to a three-way settlement with respect to the use of Generative AI in education and creative industries. It underlines the guideline of how human creativity and critical thinking ought to be sustained, while using AI tools. Proposals include, the need to teach critical thinking alongside AI use, fostering ethical AI consciousness, surged AI education, appropriate non-ethnical AI data set, strong AI policies and pro positive AI inspires and creative constructive use. The research implications for future studies include studying the changes in the achievement of learning outcomes over a period of time, wherein Generative AI has been incorporated and understanding how this technology influences different learning styles and needs, the issues of ethical and privacy concern, the requirement of professional development to educators in relation to Generative AI and finally, the comparison information and communication technology for learning between different cultures. Related to that, further studies on the effectiveness of AI in approaches like collaborative learning, its potential on preparing learners for employment, and on the psychology of students would be helpful in informing the future advancement of Generative AI in school and particular creative areas.

English learning motivation, strategies, and information technology capability among Chinese tourism students

English learning motivation, strategies, and information technology capability among Chinese tourism students

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

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

Модель интерактивного обучения: полиморфный подход

Introduction. The peculiarity of building a model of interactive learning lies in the polymorphism of the term “interactive”, which has different forms of realization. Interactivity is considered from two positions: a high level of activity of students and the technology of using information and communication technologies in distance learning. It is required to eliminate the contradictions existing in the perception and realization of interactivity in learning. The aim of the study is to develop a model of interactive distance learning, taking into account the polymorphic approach in interactivity. Methodology and methods: study of methodological literature of domestic and foreign authors on the issue of organizing interactive learning, acquaintance with the experience of leading educational institutions and large companies promoting interactive technologies. The obtained materials were subjected to theoretical and empirical methods of pedagogical research. Findings of the study. The author proposes to expand the informativeness of the interactive learning model. In the case of activation of classes in the classroom there is a contact model – “interactive learning”. For distance learning it is necessary to introduce the “model of interactive learning” and structure it by realized activity: a passive “model of interactive learning”, an active “model of interactive learning” and an interactive “model of interactive learning”. Conclusion. Interactive technology of distance learning has peculiarities. It is effective at alternation of small blocks of information and requires realization of “active learning strategy” – controlled change of learners' activity during classes.

IMPLEMENTASI KETERAMPILAN ABAD 21 DALAM PEMBELAJARAN BERBASIS MEDIA TEKNOLOGI INFORMASI DAN KOMUNIKASI DI SEKOLAH DASAR

Twenty-first century learning prepares future generations to acquire the skills necessary for the modern era. In this learning process, information and communication technology (ICT) serves as a tool or media to achieve a learning process which emphasizes the 21st century skills students must develop, particularly through the implementation of ICT-based learning media. This study aims to investigate the utilization of ICT media in learning activities, the challenges in using ICT media during the learning process, and the 21st century skills outcomes of students after implementing ICT-based learning media. The research uses a qualitative approach with a descriptive method, collecting data in the form of words and images. The study involved 19 participants, consisting of one (1) school principal, two (2) fourth-grade teachers, and 16 fourth-grade students at SDIT Mumtaz Al-Bantani. The results indicate that the use of ICT-based learning media in educational activities has been effective, and the utilization of ICT media as a learning tool has successfully improved students' 21st century skills.

Training for Making Wordwall Learning Media for Teachers in SMK PGRI Kuwu, Grobogan Regency

It doesn't feel like the Covid-19 pandemic that has lasted for 2 years has changed the learning model that we have known so far, namely face-to-face, although the blended learning model that combines conventional models with online learning has been introduced as an evolutionary model, but with the pandemic forcing it to happen. for teachers to immediately adapt and implement it in the schools where they teach as a need that must be met considering the demands of the community who want educators and educational institutions to be able to provide quality education in the midst of this crisis. As an affected educational institution, SMK PGRI Kuwu strives to continue to provide quality learning by applying the blended learning model (Purnomo et al., 2016). After communicating with the service team from PGRI Semarang University, consensus was obtained that the problems faced by partners could more or less be solved by implementing information technology in learning, one of which was the introduction of interactive learning media Wordwall with additional Gamification learning models (Putri, 2020). The application and learning model itself uses a Cloud system or Cloud Computing where between teachers and beneficiaries of learning or students can use information technology devices that vary depending on availability, and do not require device specifications with special and updated technology, the most important thing is the availability of internet network connectivity. Sari Yarza, 2021). Wordwall specifically can be used to create learning media such as quizzes, matchmaking, pairing, anagrams, word randomization, word search, word grouping, and several other additional features such as questions and answer results that can be printed on paper making it easier for teachers and students to document results. work as a task (Hasram, 2021). Through this introduction activity or PKM (Community Partnership Program), it is hoped that teachers and lecturers at SMK PGRI Kuwu can implement it in their learning classes, and are expected to be able to overcome the learning gap that has occurred as a result of the Covid-19 pandemic. The results of the ongoing activities in the form of mentoring and evaluation training, carried out for 3 days which were carried out in a blended manner (offline and online) with the results and responses of the activity participants showing positive indications as indicated by the reapitulation of the questionnaire results of participants' responses to this training activity which showed an average result of 3, 85 on a scale of 4 which indicates a good response or a positive response to the implementation of the training activities.

Assessment of student ICT competence according to mathematics, science, and reading literacy: evidence from PISA 2018

To assess the integration of information and communication technologies (ICTs) in teaching and learning, a new construct for ICT competence was developed by the Programme for International Student Assessment (PISA) in 2022. The framework for ICT assessment involves four major dimensions; access to ICT, use of ICT, students’ ICT competencies, and subject-related ICT use. In this paper, we analysed this ICT assessment in terms of validity construction of test scores with data from PISA 2018 and investigated ICT competence in relation to the variables of mathematics, science, and reading literacy. The analyses were based on public data from PISA 2018 for Turkey (N = 6890). After removal of univariate and multivariate outliers from the Turkish sample, factor analysis, correlation analysis, and structural equation modelling were performed on 5438 data items. In the study, we confirmed the four-dimensional structure of ICT competence for the Turkish sample. In this study, the construct validity of the PISA 2018 application ICT test was verified using the Turkish sample. The ESCS variable was included as a control variable in the analyses due to its significant impact on the relevant variables. The analysis showed that the mathematical literacy scores of the PISA 2018 Turkish students were positively low affected by the availability of ICT, negatively low affected by the entertainment of ICT, and positively low affected by the interest and perceived competence in ICT, use of ICT for educational purposes at school and outside school, and the use of ICT related to the subject. Considering the ICT variables that affected the PISA 2018 students’ science literacy scores; the entertainment of ICT and the interest and perceived competence in ICT significantly low affected the students’ use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect their science literacy scores. While the entertainment of ICT negatively low affected the science literacy scores, interest and perceived competence in ICT and use of ICT for educational purposes at school and outside school positively low affected the students’ use of ICT on the subject. Finally, when we look at the ICT variables that low affected the students’ reading literacy scores; and use of ICT for educational purposes at school and outside school and the interest and perceived competence in ICT significantly positive low affected the use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect reading literacy scores. While the entertainment of ICT negatively low affected reading literacy scores; interest and perceived competence in ICT positively low affected the use of ICT on the subject.

EFFECTIVENESS OF USING INFORMATION TECHNOLOGY IN LEARNING CASE STUDY OF INTERACTIVE LEARNING SYSTEM IN CLASS A EDUCATIONAL TECHNOLOGY

This study evaluates the effectiveness of information technology in interactive learning among college students. Data was obtained through the questionnaire, showing that information technology in interactive learning is very effective. Most students responded positively to accessibility, flexibility, interactivity, engagement, self-support, and variety of learning materials. Expressly, 100% of students agreed with the questions about these benefits. However, there were differences of opinion on several aspects. Regarding the suitability of learning speed and style, only 72.7 % of students felt that this system was suitable for their needs, while 27.3% thought it needed more. In addition, 90.9 % of students stated the ease of use and effectiveness of interaction, but some were still dissatisfied with these aspects. The conclusion of this study shows that although most students feel positive benefits from using information technology in learning, several areas need improvement, such as adjusting the speed and style of knowledge and the system's ease of use. Recommendations from this study include increasing system flexibility, optimizing interface design, and providing additional support for students. These findings can be a reference for developers of interactive learning systems and educational institutions who want to integrate information technology into the learning process more effectively.

The impact of information technology for online learning with the implementation and involvement of students in the creation of conditions and environment

Adaptive e-learning is considered a stimulus to assist learning and increase student engagement. Hence, building suitable adaptive e-learning environments helps to individualize education to reinforce learning goals. This work aims to create an adaptable e-learning environment based on students' learning styles and examine the effect of the adaptive e-learning environment on student engagement. This study also contrasts the suggested adaptive e-learning environment with the standard e-learning strategy. The suggested adaptive e-learning strategy and findings may assist e-learning institutions in building and implementing more individualized and adaptable e-learning environments to increase student engagement. The work is based on mixed research methodologies used to examine the effect in the following manner: The adaptive e-learning environment is designed using the development technique, a quasi-experimental research methodology for performing the research experiment. The student engagement scale measures the following affective and behavioral factors: skills, participation/interaction, performance, and emotions. According to the data, the experimental group is statistically substantially higher than the control group. These experimental findings suggest that an adaptable e-learning environment can motivate pupils to learn. This study makes many practical recommendations: how to develop a foundation for adaptive e-learning based on learning styles and how to execute it; how to improve the impact of adaptive e-learning in education; and how to boost the cost-effectiveness of education.

Impact of Socialization and Technical Guidance Program on Implementation of Independent Curriculum Independently

An analysis of the impact of the socialization and technical guidance program for Implementation of Independent Curriculum Independently was conducted to encourage the operationalization of educational units, particularly teachers, to access, learn, complete, and adapt teaching materials available on Platform Merdeka Mengajar (PMM) This involves using and utilizing the results of minimum competency assessments in class to design meaningful learning. The methods employed in this community service are socialization programs/in-service training and technical guidance/in-service training for Implementation of Independent Curriculum Independently. In-service training is an activity aimed at increasing the quality of educational personnel in performing their duties as professional teachers, particularly in utilizing Information and Communication Technology (ICT) for learning, such as adapting PMM to use and utilize the results of minimum competency assessments in class to design meaningful learning. The findings of this community service program include a participant satisfaction survey, where forums for teachers such as teacher working groups have successfully emphasized teaching focused on students' learning achievements (teaching at the right level). Teachers have been able to conduct formative assessments at the beginning of the learning process to assess students' learning achievements. In conclusion, Implementation of Independent Curriculum Independently is reflected in formulating learning outcomes, becoming learning objectives, and ways to achieve these learning objectives. This is demonstrated during the community service workshop, where teachers have successfully adapted to PMM by using and utilizing the results of minimum competency assessments in class to design meaningful learning.

Mengintegrasikan Pendidikan Karakter Dalam Media Pembelajaran Berbasis Teknologi Informasi Di Sekolah Dasar

Indonesian education faces problems with improving ethics that can be integrated with Information Technology. It is important to carry out research implementation to develop character-based learning media. This research is descriptive and qualitative with data collection techniques; interviews, observation, and documentation of learning media in schools. Research locations in several elementary schools in Padang City. This research analyses learning media, character education, and the needs of elementary school students. The research results show that students need character-based learning media to strengthen their character values. These findings highlight the importance of character education from an early age in forming a strong moral and ethical foundation. Apart from that, integration of information technology is also a major need for students. By using IT-based learning media, students can dig deeper into their digital competencies. Integrating character into IT-based learning media promises a holistic approach to meeting students' needs not only academically but also in terms of character development and digital literacy. Analysis of character education highlights the urgent need to improve students' character. Incorporating character into learning the media is a powerful tool for forming positive attitudes, behaviour, and values ​​in students. Therefore, the results of this analysis suggest the need to integrate efforts to meet the needs of students at the elementary level in a comprehensive manner. The combination of text-based learning media and information technology is the key to creating a learning environment that answers the needs of the times and produces a competent and ethical generation.

Penggunaan Media Pembelajaran Audio Visual pada Materi Sistem Kardiovaskuler/Sirkulasi di Sekolah Menengah Pertama

Biology is one of the subjects that students consider difficult. This difficulty arises because students must memorize the facts, principles, and theories taught by the teacher, without paying attention to the student's need to discover, develop, and apply their own ideas. The use of information technology in learning is an effective solution to overcome low student participation and increase their motivation in the learning process. The purpose of this study is to describe the feasibility of audio-visual media circulation system and describe the effectiveness of audio-visual media in the learning process. This study uses a qualitative approach through a descriptive method. Data analysis is carried out qualitatively consisting of data reduction, data presentation, and conclusion drawing. The results of the study are that the use of audio-visual media in cardiovascular/circulatory materials in the learning of the human circulatory system can increase student activity and learning outcomes. This media can also help convey information more completely and concretely, making it easier for students to understand material that tends to be abstract

Utilization Of Mindmeister For The Creation Of Learning Objective Pathways In The Implementation Of The Merdeka Curriculum

Merdeka curriculum has been implemented in schools for a few years, but there are still some obstacles to its implementation. Teachers find it difficult to design learning tools, starting from reducing learning outcomes to learning objectives and the flow of learning objectives. One of the solutions is the use of concept maps, which are assisted by the MindMeister application. The goal is for teachers to implement it into a flow of learning objectives. The method of implementing this service is in the form of training teachers with a practical approach. The result of this service is that teachers better understand how to create effective and visually interactive concept maps of learning objectives to plan, organize, and understand learning objectives. This helps teachers and students in carrying out the learning process in a more structured and focused manner. The use of information technology-based applications is very helpful for teachers in learning activities. Teachers must always adapt to any changes and improve their competence with consistent and continuous training, especially related to the use of information technology in learning.

Implementation of Independent Curriculum Material for Phase B Class IV Bhinneka Tunggal Ika: Knowing Indonesian Nation toward Forming Global Diversity Character Students of SDN 210 Babakan Sinyar

Indonesia's rich and diverse cultural diversity is an important basis for forming student character. The Merdeka curriculum, with the material "Unity in Diversity: Get to Know the Indonesian Nation", is designed to teach the values of diversity from an early age. This research focuses on the implementation of this material in class IV D of SDN 210 Babakan Sinyar to form a globally diverse character in students. The aim of this research is to analyze how the implementation of the material "Unity in Diversity: Get to Know the Indonesian Nation" can improve students' understanding and attitudes towards diversity, as well as identifying challenges and obstacles faced in the learning process. This research uses descriptive qualitative methods. Data was collected through interviews with teachers and students, learning observations, as well as analysis of curriculum documents and learning implementation plans (RPP). The research subjects were Mrs. Ayu Sugiarti Rahayu, class IV D teacher, and 20 class IV D students at SDN 210 Babakan Sinyar. Research Results: Implementation of the material "Unity in Diversity: Get to Know the Indonesian Nation" shows significant effectiveness in increasing students' understanding of national diversity. Active and collaborative learning methods, such as group discussions, educational games, and group presentations, enable students to internalize the concept of Bhinneka Tunggal Ika well. The results of formative and summative evaluations show that the majority of students are able to apply diversity values in daily interactions, showing increased attitudes of tolerance and respect for differences. Challenges and Obstacles: The main challenges in this learning include limited time in the curriculum, lack of adequate supporting resources, and differences in students' cultural and social backgrounds. In remote areas, access to technology and information is still an obstacle, and the perception that parents do not fully understand the importance of education about cultural diversity is also an obstacle. Strategies to Overcome Challenges: The strategies implemented include integrating material into other subjects, using information and communication technology (ICT) in learning, as well as increasing parental and community involvement in supporting diversity education. Conclusion: Learning Bhinneka Tunggal Ika material has a positive impact on the formation of a globally diverse character in students. Students show increased attitudes of tolerance, empathy and a sense of belonging to Indonesia's diversity. This learning helps students understand that diversity is a national asset that must be protected and appreciated. Collaboration between schools, families and communities is the key to success in achieving this educational goal.

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF USE OF INFORMATION TECHNOLOGIES IN BLENDED LEARNING OF FUTURE OFFICERS

The article examines the organizational and pedagogical conditions of using information technolo- gies in blended learning of future officers. The purpose of the study is to justify the organizational and ped- agogical conditions of using information technologies in blended training of future officers. Methods of re- search are analysis, synthesis and generalization of the development of scientific and legal sources in the context of the use of blended learning in the educational process of higher education institutions, in partic- ular regarding the identification and justification of the organizational and pedagogical conditions for the use of information technologies in blended learning of future officers. The results of research. It is noted that the educational sector is quite sensitive to modern social chal- lenges and the emergence of digital technologies, because due to serious social problems, education of young people must continue taking into account traditional and modern practices of face-to-face (audi- tory), distance and, accordingly, blended learning. It is outlined that the blended system of learning in the system of higher military education is caused by the need to train future officers in a fairly short time, with an orientation to personal needs, requests of cadets, updating knowledge and skills, forming the necessary abilities for self-organization, self-improvement, the ability to use modern information technologies for rap- id communication, and solving professional tasks. The analysis of scientific and pedagogical literature al- lowed us to note that blended learning is considered as an educational program that includes partially on- line learning (choice and use of information technologies) and offline learning (controlled by the teacher). In the context of the research, it is indicated that the combination of traditional pedagogy with mod- ern information technologies contributes to the individualization of learning, increasing motivation and the development of cognitive interest, adaptability skills, independence, self-control of future officers, collab- oration and group work; ensures flexibility of the training process, quick feedback between the subjects of educational activity, development of digital skills; improves the quality of education; provides access to the latest scientific and educational resources that are constantly updated; increases the level of readiness to perform combat tasks in real conditions; and prepares cadets for remote coordination and management of units. Among the organizational and pedagogical conditions of the use of information technologies in the blended learning of future officers, the following ones are highlighted: infrastructural support of blended learning in the institution of higher military education; creating content with methodical materials; use of forms and methods of interactive learning; ensuring convenience and accessibility to educational materials; security and information protection in the institution of higher military education. The blended system of education enables teachers of the higher education institutions to combine the best methods of traditional pedagogy with modern technological tools, which contributes to a more flexi- ble, interactive and effective learning process that meets the requirements of the modern military environ- ment. The use of online resources in the conditions of blended education has significant advantages, in- cluding: reducing costs for educational materials and organizing classes; increasing motivation to acquire knowledge; supplementing traditional teaching methods with information technologies, including the use of multimedia resources, virtual simulations and interactive educational materials in combination with lec- tures and practical classes; creation of adaptive training programs that take into account the individual needs and level of preparation of each student; involvement of students by means of forums, online discussions, testing and group projects to acquire knowledge for performing functions in professional activities; stimulation of active participation of students in the educational process; development of critical thinking and teamwork; and providing feedback. Conclusions. However, blended learning requires special training from institutions of higher military education: teachers must have appropriate knowledge and skills for the effective use of information tech- nologies in the educational process, which includes regular refresher courses and exchange of experience with colleagues; provision of necessary technical resources and support, modern equipment, software and Internet access; constant evaluation of the effectiveness of the use of information technologies, which en- sures timely identification and elimination of problems, improvement of training methods; consideration of information security issues, protecting student data and ensuring the confidentiality of educational ma- terials. It is worth noting that the use of information technologies in blended learning of future officers re- quires a complex approach and compliance with certain organizational and pedagogical conditions, which ensures the training of highly qualified specialists capable of effectively performing their duties in modern conditions.

Elementary Teachers’ Technological Skills as Predictors of Learner’s Motivation in Selected Public Schools in Paranaque City

The trend after Technology skill is a novel idea in school skill that entails school leaders, teachers, and administrators developing and maintaining support for the efficient use of information and communication technology (ICT) in teaching and learning. Working with teachers and assisting them to improve educational processes is an essential notion in educational management. It also entails harnessing teachers' abilities and potentials and adapting them to achieve educational goals, resulting in enhanced teaching and learning. Skill is thus of major significance to learning and, as such, is required for better levels of school accomplishment. But the big argument is, Are the technological skills of teachers reflective of the learner’s motivation to learn? Does it radiate to their interest to learn? Hence, this study. In the digital age, rapid advancement in technology influence education inherently. This study will determine the technology skills of teachers and whether it can predict the learner’s motivation from the selected elementary schools in Paranaque City. To achieve this, the research will use quantitative research technique by adopting the descriptive-comparative-correlational method to describe the variables of the status of technological skills in the institution and the learning motivation of the pupils when taught and managed using this form of skill. Meanwhile, the correlation part will be employed by determining the relationship between technological skills of their teachers and learning motivation.

SME project: an approach to maintaining student engagement during online learning

PurposeThe COVID-19 pandemic has dramatically changed educational practices due to the intense use of information technology for teaching and learning. That phenomenon presents challenges for lecturers in higher education establishments because student engagement is threatened during online interactions. This study aims to analyze the effectiveness of the SME project for maintaining student engagement during online learning.Design/methodology/approachThe research used a quasi-experimental method involving experimental and control groups. Researchers collect quantitative and qualitative data to obtain comprehensive information. The data were collected using an electronic questionnaire. Descriptive statistics, one-way ANOVA, and open coding were used to analyze the data.FindingsThe research used a quasi-experimental method involving experimental and control groups. Researchers collected quantitative and qualitative data using an electronic questionnaire to obtain comprehensive information. Descriptive statistics, one-way ANOVA, and open coding were used to analyze the data.Originality/valueThis study provides the educational community with a new insight into optimizing PBL in the online learning environment. Qualified PBL, as practiced by educators, will lead to student engagement, which leads to meaningful learning.