Use Of Technology In Education Research Articles

ИНТЕНСИВНЫЕ ТЕХНОЛОГИИ ФОРМИРОВАНИЯ ВОЕННО-ИНЖЕНЕРНЫХ И ВОЕННО-УПРАВЛЕНЧЕСКИХ КОМПЕТЕНЦИЙ У СТУДЕНТОВ – БУДУЩИХ ОФИЦЕРОВ РЕЗЕРВА

The article discusses the results of scientific research on the development and use of high-intensity educational technologies - project-based and game-based learning in the system of professional training for future reserve officers of the Armed Forces of the Russian Federation. The article demonstrates the interconnection and continuity between the study of disciplines at specialized departments and the study of military training disciplines by students of the military training center at Samara State Technical University. The aim and outcome of their education, when studying military engineering and military management disciplines, is to develop a set of military engineering and military management professional competencies. The final stage of students' education is a training camp, during which they consolidate a large amount of material they have learned and prepare for the final military training assessment. However, a socio-didactic contradiction arises: on the one hand, there is a need to review a large volume of educational material, but on the other hand, there is limited time available. Therefore, the authors turned to the use of well-known intensive teaching technologies - projectbased and game-based learning - in global and domestic pedagogy. Project-based learning technology intensifies students' independent creative project activities and is multifunctional. It includes a mandatory pragmatic component, the completion of which stimulates students' interest in solving specific problems, acquiring knowledge freely, and applying it in practice. Its application is considered on the example of practical classes on automotive equipment restoration. Game-based educational technology in the format of business and role-playing games is discussed using the example of a practical class on "Military Repair Workshops".

Trends and Opportunities in Indian Higher Education to the vision of vikasit Bharat 2047

The Indian higher education system, the third largest globally, has experienced significant expansion since gaining independence. To become a strong, student-centered global education powerhouse, India must divide its long-term vision into shorter, measurable, and attainable strategies. The National Education Policy 2020 is a significant program, but there are still areas that need improvement. To achieve India's HEI objectives by 2047, the first step is to redesign the architecture of higher education institutions to create a robust and student-focused environment. This will help close the disparity between education and the average Indian individual, enabling students to learn at their own pace. The Indian government must prioritize student needs and address areas that require reform to ensure a prosperous and inclusive future. The concept of Vision 2047 is crucial to shaping the future of higher education in India. Indian higher education is experiencing a significant increase in enrollment rates and demand due to factors such as population growth, aspirations, and awareness of education's importance. Online and distance learning platforms offer flexibility and convenience, allowing students to pursue education from anywhere. However, online learning also presents challenges such as a lack of face-to-face interaction and time management skills. The emphasis on interdisciplinary studies and skill-based education has led to a wide range of courses and certifications, attracting students from around the world. The expansion of the education sector with government funding has led to increased opportunities in the field, including collaborations with international institutions and the integration of technology for improved teaching experiences. The Indian higher education industry has undergone significant changes in recent years, highlighting the need for adaptability and capitalizing on opportunities. The National Education Policy (NEP) 2020 aims to create a global citizen among learners by developing knowledge, skills, and values. The policy emphasizes a holistic, multidisciplinary education, motivated faculty, vocational education, quality academic research, and a regulatory system. The demand for digital skills and non-conventional courses is also increasing, with students seeking flexible and innovative pedagogy. The rise in virtual learning and increased technology use in higher education is also a key area of opportunity. The Indian government is focusing on fostering innovation and driving success in the future. India's Gross Enrolment Ratio (GER) has seen significant progress since independence, reaching over 25% in 70 years. To achieve a 50% GER by 2052, the government must promote higher education through scholarships, ease of access, and quality education. Collaboration between formal education institutions and ed-tech providers can improve operational efficiency and create customized digital learning platforms. The government's Vision 2047 initiative aims to transform the Indian higher education system by leveraging digital technologies to bridge the digital divide and enhance the overall learning experience. Stakeholders include educational institutions, government bodies, technology companies, educators, and students. Educational institutions must invest in infrastructure, training programs, and resources to navigate the digital landscape, while government bodies can provide financial support and policy frameworks to encourage the adoption of ed-tech solutions. Technology companies play a crucial role in developing and maintaining digital learning platforms, ensuring their compatibility with different devices and internet connectivity. Educators need to receive adequate training and support to effectively use these platforms, while students can benefit from interactive and personalized learning experiences. By working together, these stakeholders can drive the transformation of the Indian higher education system and create a more inclusive and accessible learning environment for all. The integration of technology in higher education faces challenges such as resistance from faculty and administrators, equitable access to technology, and promoting digital literacy among students. To overcome these, comprehensive training and support should be provided, including workshops, tutorials, and professional development opportunities. Institutions should also establish on-campus computer labs or loan programs for students in need and offer digital literacy courses to help them navigate digital tools effectively. Collaboration and support from multiple stakeholders are crucial for successful implementation. The Vision 2047, a framework for transforming Indian higher education, can help institutions prepare students for the digital age and create a conducive learning environment. Keywords: NEP2020, digital skills, virtual skills, GER, collaboration.

Trends and Opportunities in Indian Higher Education to the vision of vikasit Bharat 2047

The Indian higher education system, the third largest globally, has experienced significant expansion since gaining independence. To become a strong, student-centered global education powerhouse, India must divide its long-term vision into shorter, measurable, and attainable strategies. The National Education Policy 2020 is a significant program, but there are still areas that need improvement. To achieve India's HEI objectives by 2047, the first step is to redesign the architecture of higher education institutions to create a robust and student-focused environment. This will help close the disparity between education and the average Indian individual, enabling students to learn at their own pace. The Indian government must prioritize student needs and address areas that require reform to ensure a prosperous and inclusive future. The concept of Vision 2047 is crucial in shaping the future of higher education in India. Indian higher education is experiencing a significant increase in enrollment rates and demand due to factors such as population growth, aspirations, and awareness of education's importance. Online and distance learning platforms offer flexibility and convenience, allowing students to pursue education from anywhere. However, online learning also presents challenges such as lack of face-to-face interaction and time management skills. The emphasis on interdisciplinary studies and skill-based education has led to a wide range of courses and certifications, attracting students from around the world. The expansion of the education sector with government funding has led to increased opportunities in the field, including collaborations with international institutions and the integration of technology for improved teaching experiences. The Indian higher education industry has undergone significant changes in recent years, highlighting the need for adaptability and capitalize on opportunities. The National Education Policy (NEP) 2020 aims to create a global citizen among learners by developing knowledge, skills, and values. The policy emphasizes a holistic, multidisciplinary education, motivated faculty, vocational education, quality academic research, and a regulatory system. The demand for digital skills and non-conventional courses is also increasing, with students seeking flexible and innovative pedagogy. The rise in virtual learning and increased technology use in higher education is also a key area of opportunity. The Indian government is focusing on fostering innovation and driving success in the future. India's Gross Enrolment Ratio (GER) has seen significant progress since independence, reaching over 25% in 70 years. To achieve a 50% GER by 2052, the government must promote higher education through scholarships, ease of access, and quality education. Collaboration between formal education institutions and ed-tech providers can improve operational efficiency and create customized digital learning platforms. The government's Vision 2047 initiative aims to transform the Indian higher education system by leveraging digital technologies to bridge the digital divide and enhance the overall learning experience. Stakeholders include educational institutions, government bodies, technology companies, educators, and students. Educational institutions must invest in infrastructure, training programs, and resources to navigate the digital landscape, while government bodies can provide financial support and policy frameworks to encourage the adoption of ed-tech solutions. Technology companies play a crucial role in developing and maintaining the digital learning platforms, ensuring their compatibility with different devices and internet connectivity. Educators need to receive adequate training and support to effectively use these platforms, while students can benefit from interactive and personalized learning experiences. By working together, these stakeholders can drive the transformation of the Indian higher education system and create a more inclusive and accessible learning environment for all. The integration of technology in higher education faces challenges such as resistance from faculty and administrators, equitable access to technology, and promoting digital literacy among students. To overcome these, comprehensive training and support should be provided, including workshops, tutorials, and professional development opportunities. Institutions should also establish on-campus computer labs or loan programs for students in need, and offer digital literacy courses to help them navigate digital tools effectively. Collaboration and support from multiple stakeholders are crucial for successful implementation. The Vision 2047, a framework for transforming Indian higher education, can help institutions prepare students for the digital age and create a conducive learning environment. Keywords: NEP2020, Digital Skills, Virtual Skills, GER, Collaboration.

Knowledge and technology transfer in the professional skill development system.

The development of the specialists’ professional skills in all industries in Ukraine is an urgent need today to provide these industries with highly skilled staff. The use of a wide range of knowledge and technology transfer in the system of educational services of institutions of professional pre-, higher and postgraduate education contributes to the attractiveness of these educational institutions and requires the professional growth of scientific and pedagogical staff for the quality provision of educational services. Their use of various forms of knowledge transfer will ensure their professional growth, which, in turn, will have a personal, educational, scientific, professional and practical impact on the development of professional skills of applicants at all levels of education. A comprehensive approach at the stage of formation of readiness for professional activity and directly in the process of professional activity of specialists creates a complex system of integration of knowledgeable and competent approaches that allow getting information about the actual level of activity capability and play an important role in professional growth through the transfer of knowledge and the use of modern educational technologies. It should be emphasized that the appropriate education contributes to the development of abilities, knowledge, skills, experience and competencies. All this with the acquisition of professional education and life experience creates the background for the development of the specialist’s professional skills. Thanks to modern approaches to the development and organization of the postgraduate education system, good conditions have been created for the wider innovative application of knowledge and technology transfer under the prism of educational, professional, interdisciplinary and multicultural integration within the framework of continuing professional education. The cooperation of customers, applicants and providers of educational services of pre- and postgraduate education, will allow them to reach a much higher level of training. Active cooperation of all participants in the educational process and cooperation with employers in the field of knowledge and technology transfer, provide additional opportunities for creating conditions for the development of professional skills of specialists.

Bibliometric Analysis of Research Trends on Student Character Amid Technological Development in the Era of Society 5.0

This research aims to analyze how research relates to student character amidst technological developments in the Era of Society 5.0. This research method is a literature study or literature review using bibliometric analysis. The data analysis technique carried out starts from defining the keyword "Era Society 5.0" in the Publish or Perish 8 application based on data from Google Scholar. After narrowing the data by specifying the special topics "student character" and "technology", 39 out of 150 scientific articles were obtained that were relevant for review. Then meta data was compiled using the Mendeley application, the VOSviewer application was used to create research trend visualizations. The research results show that the research classification regarding the character of students in the society 5.0 era is divided into 3 clusters which are centered on the use of technology in education. This research is limited by the number and lack of variety in the research topics of the articles reviewed.

A study on mathematics teachers' technological pedagogical content knowledge (TPACK) and frequency of use of educational information network (EBA) assessment tools

Today, the rapid development of technology causes a great change and transformation process in the field of education. In this process, the importance of technological pedagogical content knowledge (TPACK) increases for teachers to use technology effectively. In this process, it is thought that mathematics teachers should improve their TPACK, especially in the use of measurement tools in EBA. In addition, for students to be successful in mathematics, mathematics teachers should have sufficient knowledge about teaching methods, materials, and the use of technological tools. At this point, teachers' TPACK is thought to be critical for optimizing students' learning process and providing an effective mathematics education. In this context, the aim of this study is to examine mathematics teachers' TPACKs within the framework of their demographic characteristics and frequency of using EBA assessment tools. The study was designed with the survey model of quantitative method. The study's participants are the math teachers employed by public and private schools in the province of Eskişehir. Within the scope of the study, the link of the relevant data collection tool was sent to the study group by obtaining the necessary application permissions and data were collected from 369 mathematics teachers. As a result of the study, it is concluded that mathematics teachers need to develop their TPACK to improve students' mathematics skills and optimize students' learning process and that teachers should have knowledge about the use of technological tools and online assessment tools such as EBA and be able to use these tools effectively. In addition, in light of this study, it is recommended that mathematics teachers should research technological tools and materials that they can use in mathematics education and use EBA assessment and evaluation tools more frequently to improve their TPACK. Finally, it is suggested that in-service courses, trainings, etc. on the use of technology in education should be organized for teachers to ensure their personal development.

COVID-19, education and access to digital technologies: A case study of a secondary school in Gauteng

The first South African case of the coronavirus disease (COVID-19) in March 2020 escalated to the national lockdown by the end of March 2020. This caused serious repercussions for learners, as there is a lack of infrastructure in South Africa to support online teaching and learning. The purpose of this study was to investigate the use of digital technologies during COVID-19 by teachers. A case study was used and data were collected using a desktop literature review and a semi-structured, open-ended, qualitative questionnaire. The questionnaire was administered to teachers at a secondary school in the Gauteng province, South Africa (SA) and Atlas.ti was used for data analysis. We conclude that online learning was affected by socio-economic problems, the high cost of data and the lack of devices and parental supervision. The recommendations include ways in which government could prepare for future crises that could arise, as well as promoting ongoing attention to digital technology use in teaching and learning to address the digital divide in South Africa. With this study we add to the body of knowledge regarding COVID-19 and the use of digital technologies in teaching and learning, which will assist the government and teachers in understanding the problems and solutions for the use of digital technology in teaching and learning.

Identifying the Level of Teacher's Maturity in the Impactful Technology Use (ITU) in Abu Dhabi Public Schools

The effectiveness of using educational technology in the education system, especially in math and science, has been the subject of many research projects due to its importance. However, it is clear that in many classrooms, teachers lack maturity in using technology effectively. Therefore, the purpose of this research is to assess the level of Impactful Technology Use (ITU) among science and math teachers in public schools in the Al Dhafra region of Abu Dhabi. A mixed-methods approach was used, specifically a concurrent triangulation design, with a sample of 89 science and math teachers selected through purposive sampling. The data collected included teacher questionnaires, lesson observation rubrics, teacher interviews, and class observations. The findings demonstrate a high level of maturity among teachers in their use of technology, as evidenced by their ability to meet the six conditions of ITU. This success can be attributed to the support and professional development provided by the Ministry of Education and other organizations. The research proposes a rubric framework for enhancing and measuring ITU, which can be utilized by education professionals to effectively incorporate technology and improve student learning outcomes. This study holds significant implications for teachers, school leadership teams, and educational governing bodies as it promotes a better understanding of how to achieve impactful use of educational technology. The researcher concludes that higher levels of teacher maturity are crucial in creating the necessary conditions for ITU and recommends further research to test and apply the findings to other subject areas.

Аэрокосмос и геопортальные технологии в дополнительном образовании для школьников

The issues of the development of aerospace education in the context of expanding the practical use of the results of space activities are especially relevant for modern society today. The article discusses some possibilities of using information and geoinformation technologies for the development of schoolchildren, the problems of early career guidance of schoolchildren and the formation of their foundations of technical thinking and self-knowledge experience. Additional education in the field of aerospace technologies is primarily aimed at identifying and developing the abilities of schoolchildren, at their pre-professional training, as well as at involving schoolchildren in engineering education. An approach to the use of information technologies in the additional aerospace education of schoolchildren is proposed. The project provides for systematic, consistent work aimed at professional orientation and training of schoolchildren in the use of geoinformation technologies to solve cognitive tasks.

INTEGRATING 3D PRINTING IN PRE-SCHOOL EDUCATION: PERCEPTIONS FROM PRE-SCHOOL TEACHERS AND PROSPECTIVE TEACHERS

With the rapid advancements in technology, various educational technologies have been employed to facilitate the teaching process in the education system. One of the popular technologies is 3D printing, which finds applications from early childhood education to higher levels of instruction. This study aims to determine the perspectives of pre-school teachers and prospective teachers regarding the use of 3D printing technology in early childhood education. The study group consisted of 15 pre-school teachers and 17 prospective teachers. The research method employed was the case study approach. An online survey form with appropriate open-ended questions was utilized as the data collection tool. Data obtained from the study were analyzed through content analysis. The results revealed that pre-school teachers and prospective teachers have a superficial knowledge of 3D printing technology. Although the materials required for teaching varied based on the needs of children and teachers, certain common skills were emphasized in the instructional process. Some difficulties were encountered in acquiring these materials, which could be overcome by utilizing 3D printing technology. Furthermore, teachers and prospective teachers showed preferences for different features in the design of materials. In future studies, it is recommended to identify materials that captivate children's interests based on the perspectives of teachers and candidates. Providing necessary academic support to participants for material production and conducting similar studies in various disciplines are also suggested.

마음챙김 교육의 디지털 전환: 디지털 기술을 활용한 마음챙김 교육의 연구 동향과 전망

[Objective] The rapid development of digital technology in modern society has brought about great changes in the field of education. This study explores how digital technology can be applied to mindfulness education. The purpose of the study is to forecast the future of mindfulness education by investigating innovations in mindfulness education using digital technology and the latest research trends.
 [Contents] The study examines the importance and effectiveness of digital mindfulness education and analyzes how various digital technologies (online platforms, mobile apps, VR, XR, AI, Wearable, etc.) are integrated and applied to mindfulness education. We highlighted the new educational methods and advantages provided by these technologies, and explored the possibilities for innovation and future development in mindfulness education.
 [Conclusions] The conclusion of this study is as follows. Digital mindfulness education utilizes the latest technology to increase accessibility, improve interaction between instructors and students, and provide personalized mindfulness, so various mindfulness intervention effects were found beyond face-to-face education. In particular, it provided important insights into the effective use and development direction of digital technology in mindfulness education, suggesting a path forward for mindfulness education in the rapidly changing digital age.

2022 개정 초등영어 교육과정의 변화 및 적용상의 쟁점 분석

This study aimed to analyze major changes in the 2022 Revised Elementary English Curriculum, identify the challenges that in-service teachers might encounter in its implementation, and explore ways to address these challenges. To accomplish this, the curriculum document was examined for changes in its overall structure as well as for detailed changes in four major components to identify the main direction of the revision. Subsequently, to identify any implementation challenges, this study conducted a content analysis of opinion documents from in-service teachers collected during the curriculum development process, along with related research reports and journal articles. The major changes in the new curriculum can be broadly summarized as follows: 1) the notion of a competency-based curriculum was fully realized, with subject competencies explicitly presented, and a framework of learning contents and achievement standards aligned with them; 2) in order to strengthen basic literacy education, the achievement standards for grades 3-4 were adjusted upwards, and the continuity between grade groups was enhanced; 3) there was an emphasis on the use of various educational technologies and artificial intelligence in teaching and assessment, as well as individually tailored learning and assessment. In relation to these changes, three implementation issues emerged from the content analysis: difficulties with teaching and assessing competencies, particularly regarding strategies, attitudes, and values; interpreting and applying the revised achievement standards; and dealing with an increased level of written language in grades 3-4 and providing support for struggling learners.

Evaluation de l’intéret des technologies de l’information et de la communication éducatives dans l’apprentissage par les étudiants en Médecine Dentaire

Objective- Evaluate the interest of the use of Information and Educational Technologies in the initial training of dental medicine students at the faculty of dental medicine of Monastir. Methods- This was a descriptive study conducted at the FDMM in 2022. Data was collected through a questionnaire. It was composed of four parts and posted beteween May 1st and June 30th, 2022. Results- Of the 253 interns, 208 responded and 177 responsers were retained. The survey participants were connected to the internet almost all the time but 26.1% spent less than 30 minutes a day on their studies, mainly to access online courses or conduct literature research. The principle search engine were Google (93.8%) and Wikipedia (48%); Facebook was the principal social media (91%) used during learning. Almost half of the internal trainees were familiar with e-learning platforms although 72% of them had no previous experience. They preferred online courses to lectures (68.4 %) in order to consult the course at any time. More than 90% of respondents were unaware of MOOCs (Massive Open Online Courses). Conclusion- This study demonstrated the importance of the introduction of the Information and Educational Technologies in the university curriculum.

Evaluation des pratiques des personnels de santé tunisiens face aux traumatismes dentaires liés à l’intubation orotrachéale à propos d’une étude transversale

Objective- Evaluate the interest of the use of Information and Educational Technologies in the initial training of dental medicine students at the faculty of dental medicine of Monastir. Methods- This was a descriptive study conducted at the FDMM in 2022. Data was collected through a questionnaire. It was composed of four parts and posted beteween May 1st and June 30th, 2022. Results- Of the 253 interns, 208 responded and 177 responsers were retained. The survey participants were connected to the internet almost all the time but 26.1% spent less than 30 minutes a day on their studies, mainly to access online courses or conduct literature research. The principle search engine were Google (93.8%) and Wikipedia (48%); Facebook was the principal social media (91%) used during learning. Almost half of the internal trainees were familiar with e-learning platforms although 72% of them had no previous experience. They preferred online courses to lectures (68.4 %) in order to consult the course at any time. More than 90% of respondents were unaware of MOOCs (Massive Open Online Courses).

The Increasing Role of Technology in Teaching and Learning Activities in Higher Education

We are pleased to publish the second regular issue (Volume 13, Issue 2) of <em>Higher Learning Research Communications (HLRC)</em> for 2023. If there is a common theme that emerged from the COVID-19 pandemic, it is the increased role that technology did and will continue to play in teaching and learning activities in tertiary education. The range of articles reflects the interest in digital teaching and learning and includes the use of scaffolded simulations, the influence of immersive virtual reality in the classroom, and gamification. In addition, guidelines around instant messaging are proposed that should continue the conversation around the ethical use of technology in teaching and learning. As is typical in the HLRC, the authors reflect diverse countries, including Canada, India, Malaysia, Mexico, South Africa, and the United States. We look forward to 2024, when we expect to publish a special issue on English language influence in higher education teaching, learning, and research.

Philosophy of e-learning vs m-learning

Aims. This study aimed to provide an in-depth analysis of e-learning and m-learning philosophy in the context of technology use in education. This research aimed to provide a deep and defined understanding of the impact of e-learning and m-learning philosophy in the context of education today. Methodology. The methodology used for this research was a literature review, which was oriented by a systematic and analytical approach, to identify, analyse and evaluate the relevant writings and studies in the field of e-learning and m-learning philosophy. Initially, the field of the study was identified and defined, including the main topics and concepts related to e-learning and m-learning philosophy. Through the content analysis, the main trends, differences, and challenges arising from these two learning modalities have been identified. Results. The results of the literature review served as a basis for further research in the field of education and technology, aspiring to contribute to the development of a comprehensive teaching approach that aligns with the needs of our rapidly advancing technological era. Scientific Novelty. One innovative aspect was the increased analysis of the synergy between e-learning and m-learning. This analysis went beyond a simple examination of the benefits and challenges of each, but also explored the shared opportunities that arose from their combination and matching, that could serve as a model for the development of a common learning approach. Conclusion. In conclusion, e-learning and m-learning philosophies serve as attractive paradigms for the use of technology in education. E-learning offers opportunities for research and advanced learning through online resources, while m-learning encourages active participation and the use of mobile technology for a personalised learning experience. These paradigms have a profound impact on students' critical and analytical skills, promoting a more dynamic and interactive approach to learning.

Parental homework support and technostress in the family context

Participation of parents in their elementary school children's homework is essential for several reasons: it fosters a positive attitude towards learning, helps to establish routines of study and responsibility, allows to know the progress and difficulties of children and also strengthens the relationship between parents and children. The objective of this research was to describe the participation of parents in their children's homework, as well as their level of technostress, through a quantitative, non-experimental, cross-sectional and descriptive study with 107 fathers and mothers from the administrative area of a Mexican public higher education institution. As results, a mean of 3.51 points (always) was obtained in the variable support for their children's autonomy; 2.54 points (almost always) in cognitive stimulation; and 2.72 points in technostress. In conclusion, parental involvement in the studies of elementary school children is crucial for their academic success and integral development; the level of stress related to the use of educational technology in homework may vary according to the individual and the circumstances.

Principles in Elementary School Curriculum Development

This research focus to investigates the key principles of the development curriculum in elementary school (SD). The factors such as relevance, holistic, participatory, and conformity with educational stardads are the main focus in designing an effective curriculum. Furthermore, the reaserch also highlighta the flexibility, interconnectedness between the subjects, and problem - solving orientation as crucial elements in developing a curriculum that is responsive to student needs. Moreover, active learning approaches, formative and summative assessments, and the use of educational technology are integrated to ensure a comprehensive learning experience. The research objective is to make a contribution to the development of an elementary school curriculum that is more adaptive and supports student's comprehensive development

Implementation of Telegram Chatbot as an Effective Communication Means at SMK PGRI 1 Tangerang

The use of technology in education continues to grow in response to demands for efficiency and effectiveness of communication in the school environment. This research aims to investigate the application of Telegram chatbots as an effective means of communication at SMK PGRI 1 Tangerang. The research method used is descriptive qualitative, focusing on collecting data through observation, interviews and content analysis of the use of Telegram chatbots among students, teachers and school administration staff. The research results show that the application of the Telegram chatbot as a means of communication has made a significant contribution to increasing interaction and access to information in the educational environment of SMK PGRI 1 Tangerang. Students, teachers and administrative staff showed a positive response to the use of Telegram chatbots as an efficient communication alternative, facilitating the exchange of information regarding schedules, assignments and other important information. Qualitative findings support the idea that Telegram chatbots have become an effective means of communication at SMK PGRI 1 Tangerang, opening up new opportunities for more dynamic interactions and easier accessibility of information among the school community. The implications of these findings indicate that the integration of communication technology such as the Telegram chatbot can be an innovation that has the potential to change the communication paradigm in the educational environment.

Preschool Teachers' Technology Use: Attitudes and Perceptions of Self-Efficacy

This study seeks to determine the perceptions of technology self-efficacy and attitudes toward using technological equipment among preschool teachers. In this investigation, a sequential explanatory mixed method was employed. Participants included 118 teachers from nationwide preschool education organizations affiliated with the Ministry of National Education (MoNE). The Use of Technology in Early Childhood Education Questionnaire (Blackwell et al., 2013), the Self-efficacy Scale of Technology Usage in Education [SECTUE] (Doğru, 2017), and the Attitude Scale for the Use of Technological Equipment in Preschool Education [ASUTEP] (Kol, 2012) were utilized as quantitative data collection instruments. The researchers created a semi-structured interview form to collect qualitative data. Most teachers have a favorable view of the use of technology in preschool education and a high level of self-confidence in using technology. The study's quantitative findings indicate that variables such as gender, professional experience, type of organization, school district, education level, and the school's technology policy do not affect preschool teachers' attitudes toward technology and their perceptions of self-efficacy. In contrast, age and education level significantly affect attitudes and self-efficacy, respectively. Additionally, there is no correlation between attitude and self-efficacy. The qualitative data, including the concepts and teachers' thoughts derived from semi-structured interviews, were discussed with the quantitative data. Teachers' willingness to use technology in their classrooms, positive attitudes, and self-efficacy perceptions are indicators that teacher support can be provided in the process of technology integration in preschool education.