Use Of Technology In Education Research Articles

Blockchain and machine learning in education: a literature review

<span lang="EN-US">There is a growing influence around the use of technology in education, with many solutions already being implemented and many others being explored. Using various forms of technology to assist the educational process has increased dramatically in the previous decade in education systems in many respects. Both machine learning and the blockchain have had a significant impact on education. The purpose of this study is to conduct a literature review on the application of machine learning and blockchain technology in educational institutions. Additionally, this study examines the potential applications, benefits, and challenges those educational institutions may face as a result of using machine learning and blockchain technologies. Using machine learning and blockchain in educational systems will have a positive impact on the entire educational process and student achievement. Researchers, academics, and practitioners will benefit from this study to focus on a wider range of educational applications and solve the related issues of machine learning and blockchain technology in the education sector.</span>

The studying of public health and health care as obligatory component of program of residency training

The article considers the teaching of the discipline "Public Health and Health Care" to residents of all specialties. For analyzing attitude of residents to studying the discipline "Public Health and Health Care", as well as improvement of training physicians at the stage of residency and their full mastery of necessary competencies, survey was carried out on sampling of 424 residents of the second (graduate) year of training. The number of questions were formulated to be included into questionnaire to obtain data about respondents (age, gender, region of study, citizenship, experience of working at medical position) and to identify their attitude to the study of the discipline "Public Health and Health Care" " in residency (sections of program as practically applicable, assessment of form of teaching the discipline and use of educational technologies, including remote and digital learning, choice of universal and general professional competencies). The majority of residents (65.1%) plan to be engaged not only in direct clinical activities in the future, but also to undergo additional training in health care management and work in positions related to organizational managerial activities from position of head of department to of head of medical organizations and administration of regional health care services.

THE USE OF NEW PEDAGOGICAL TECHNOLOGIES IN TEACHING THE TOPIC OF AMINES IN HIGHER EDUCATIONAL INSTITUTIONS

This article explores the use of new pedagogical technologies in higher education to teach the topic of amines. It examines the benefits of incorporating these technologies and provides practical guidance for educators looking to integrate them into their curriculum. Additionally, the article discusses the potential of technology to revolutionize chemistry education. In embracing innovative teaching methods, educators can empower students to develop a profound understanding of amines and prepare them for success in their academic and professional pursuits.

Cognitive-stylistic and metacognitive characteristics of schoolchildren and students with different indicators of digital competence

Introduction. The process of digital transformation of modern education largely depends on the digital competence of students. The relevance of the study of digital competence of students is determined by the broad involvement of young people in the use of digital educational technologies, the lack of a holistic view of the cognitive sphere of representatives of the "digital generation", the lack of empirical data on the integrative cognitive characteristics of students with different levels of digital competence. The purpose of this study is to study the relationship of indicators and types of digital competence with cognitive-style and metacognitive characteristics in schoolchildren and students. Materials and methods. The study involved students of secondary schools and university students living in St. Petersburg, Moscow, Yekaterinburg, Novosibirsk (total sample: N=631). To diagnose digital competence, the method "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To diagnose the characteristics of the cognitive sphere, the following methods were used: "Style of thinking" (A.K. Belousova), "Method of diagnosing the stylistic parameters of learning" (A. Salomon, R. Felder), "Metacognitive skills in the structure of educational and professional activity" (E.G. Denisova). Comparative and correlation analyses were used for statistical data processing. Results. The study revealed similarities in the overall level of digital competence of schoolchildren (N=281) and students (N=350), with a higher level of technical competence of school students (p ≤ 0.002) and a higher level of knowledge and skills of students in the field of practical application of digital technologies: in working with digital information (p ≤ 0.004), in online communication (p ≤ 0.002). in the use of the Internet for consumer purposes (p ≤ 0.005). Universal and specific cognitive-stylistic and metacognitive characteristics of young people with different indicators of digital competence were found. Universal characteristics include thinking styles that manifest themselves in orientation to selection, evaluation, meaning transfer and implementation in working with information. The features of subjects with a high level of digital competence are revealed: students of this subgroup, in comparison with students with a low level of digital competence, have a pronounced preference for an active learning style strategy (Uemp = 1012; p ≤ 0.0009), orientation to generating ideas in the process of joint solution of mental tasks (Uemp = 1145.5; p ≤ 0.01); students of this subgroup, in comparison with students with a low level of digital competence, are characterized by a combination of active and visual style strategies, the use of metacognitive skills in educational activities (Uemp = 1613; p ≤ 0.04). Conclusion. The study contributes to the understanding of the integrative cognitive characteristics of students with different levels of digital competence. The results obtained indicate the need to include in the programs for the development of digital competence of students of schools and universities activities aimed at the formation of metacognitive skills, and their implementation in conditions of joint educational activities.

Pengaruh Metode Pembelajaran Interaktif dalam Meningkatkan Keterampilan Menulis Huruf Hijaiyyah pada Siswa SMP

This study aims to evaluate the effect of interactive learning methods on improving hijaiyyah letter writing skills in junior high school students. Interactive learning methods are implemented through the use of educational technology, educational games, and collaboration between teachers and students. This research involved junior high school students as research subjects, by applying an experimental approach and a pretest-posttest control group design. During the research period, the experimental group was given learning using interactive methods. Meanwhile, the control group continued to follow conventional learning methods. The research instrument involved a hijaiyyah letter writing test before and after the intervention, as well as observations to observe interactions between teachers and students during the learning process. The results of data analysis show a significant increase in the skills of writing hijaiyyah letters in the experimental group compared to the control group. Interactive learning provides greater support for students in understanding and remembering letter shapes, increasing learning motivation, and creating a more enjoyable learning environment. This research contributes to the development of Islamic education at the junior high school level by emphasizing the importance of implementing interactive learning methods to improve skills in writing hijaiyyah letters. The practical implications of this research can help teachers and educational policy makers in designing learning strategies that are more effective and oriented towards student development.

Cultivating Positive Classroom Environments: Exploring the Efficacy of Immersive Technologies in Removing Barriers to Learning Among Primary School Students

This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the learning environment and many aspects of conventional learning activities. Through this study, students were enabled to explore and respond to learning through immersive learning environments. The Universal Design for Learning (UDL) infused design of these immersive learning experiences was tailored to remove barriers to learning, thus counteracting the observable disruptive behaviors of the students. The study explores a purposive sample of six participating teachers’ perspectives on the affective gains (engagement, motivation, and self-efficacy) achieved through the use of these immersive experiences and their impact on students’ use of disruptive behaviors as a means of communication. Semi-structured interviews with teacher participants were analyzed using the theory and a general inductive approach for qualitative data analysis. This paper contributes to the literature on the use of immersive technologies in education and highlights the potential benefits of incorporating these technologies into the classroom.

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

The article provides a meaningful definition of the concepts of STEM technology, STEM education, STEM approach, and STEM training; the meaning and main ways of using elements of augmented and virtual reality for higher education as a means of implementing STEM education are revealed. The purpose of the article is to show the importance and necessity of using elements of augmented reality in higher education as a means of implementing STEM education. As a result, an experimental study was conducted to clarify the state of development and the use of modern innovative technologies in education, clarifying the question – of to what extent modern technologies can effectively organize distance learning, and STEM education in higher education when using elements of augmented reality, which are provided to messengers preference of educators, which platforms are used by teachers in working with students of higher education during quarantine, etc. The conclusions summarize the most effective modern technologies for preparing and conducting practical online classes in higher education as a means of implementing STEM education and highlight the most important condition for creating a STEM environment in higher education.

TECHNOPHOBIA, MOTIVATION, AND ACADEMIC ACHIEVEMENT IN DISTANCE LEARNING FOR GRADE 6 STUDENTS IN ABU DHABI, UNITED ARAB EMIRATES

Background and Purpose: Limited research has explored the perceptions of technology use in distance learning education among grade six students and its potential influence on academic achievement. Addressing this gap, this study aims to investigate the relationship between technophobia, motivation and academic achievement in the context of distance learning for sixth-grade students in Abu Dhabi, United Arab Emirates.
 Methodology: Data were collected through a questionnaire distributed among grade six students in Abu Dhabi resulting in 399 responses. The respondent pool comprised 173 female students and 269 male students. The collected data underwent analysis using both SPSS and Structural Equation Model through SMART-PLS.
 
 Findings: The study found that technophobia negatively impacts students’ academic achievement in distance learning, while motivation positively affects technophobia and academic achievement in distance learning.
 
 Contributions: The findings provide insights for educational stakeholders, teachers, and leaders in the Ministry of Education to develop policies and support students in their distance education experience.
 Keywords: Technophobia, motivation, distance learning, educational technologies, academic achievement.
 
 Cite as: Arabi, N., Ismail, W. M., & Hutagalung, F. D. (2024). Technophobia, motivation and academic achievement in distance learning for grade 6 students in Abu Dhabi, United Arab Emirates. Journal of Nusantara Studies, 9(1), 345-367. http://dx.doi.org/10.24200/jonus.vol9iss1pp345-367

ПЕДАГОГИЧЕСКИЕ ОСНОВЫ ПРЕПОДАВАНИЯ ЭКОНОМИЧЕСКИХ ДИСЦИПЛИН И ИХ РОЛЬ В УСВОЕНИИ УЧЕБНОГО МАТЕРИАЛА

This article examines the pedagogical foundations of teaching economic disciplines and their impact on the effective assimilation of educational material by students. In the context of modern educational requirements and challenges, the article analyzes the methods, strategies and approaches used by teachers to ensure high-quality education in economic disciplines. Special attention is paid to the role of active teaching methods, case studies, project activities and other innovative approaches in shaping students' understanding and skills in the field of economics. The author highlights the key principles on which successful teaching of economic disciplines is based, such as a problem-oriented approach, integration of theory with practice, individualization of learning and the use of modern educational technologies. As a result, the article concludes that there is a need for an integrated approach to the teaching of economic disciplines, which takes into account the needs and characteristics of students, as well as modern requirements of the labor market and society.

Features of scientific research work of future aviation specialists

The article presents the peculiarities of research work of future aviation specialists. It is noted that higher education institutions in the aviation field pay considerable attention to ensuring the scientific and research component of the use of modern educational technologies for the professional training of future specialists. The purpose of the study was the analysis and peculiarities of the research work of aviation institutions of higher education, aimed at the formation of research skills and professional skills. The methods of research were the analysis and generalization of scientific literature on the organization of research work in higher education, ICAO documents regulating the flight safety management system for air transport. Features of research work for students of higher education at aviation institutions are singled out, in particular: application of the problem-based learning method through the analysis of aviation regulatory documents and investigation materials of aviation events; simulation of real professional situations through a business game (imitation simulation), where the student is given the opportunity to be a pilot, air traffic controller, dispatcher-instructor, aviation shift leader, etc.; student conferences as an opportunity to present professional research work; simulator (practical) training; the practically oriented character of the educational program – the involvement and use of the work experience of aviation specialists-practitioners. The criteria for ensuring the effective organization and implementation of research work of future aviation specialists are summarized, which is the complexity, consistency and comprehensiveness of learning and use of methods and technologies of conducting scientific research, implementation of their results, the continuity of research work according to training courses, the logic of the complication of methods, types and forms of scientific creativity

활동 이론에 입각한 디지털 테크놀로지 활용 수학 수업의 역동성 분석

The digital paradigm shift has led to a digital transformation of education, emphasizing the use of technology in teaching and learning. However, the effectiveness of technology in math classrooms is ambivalent, and it is necessary to understand how to apply it. This study analyzed the mathematics lessons of two teachers in order to reveal the dynamics of lessons with digital technologies in a view of teaching practice and to identify pitfalls and opportunities through activity theory. The results of the study showed that the activities within the classroom community were dynamically changing over time through the interaction among the elements of the activity system, and various pitfalls and opportunities appeared in the process. The teacher, as the subject of the activity, could appropriately change the purpose of the activity and turned the pitfalls into opportunities. The significance of this study is that it examines the actual use of digital technologies in schools and the dynamics of mathematics classes using digital technologies in focusing on teachers. In particular, unlike previous studies, this study did not emphasize the implementation of instructional plans, so it is meaningful in which the dynamics of the lessons can be investigated by observing the lessons in a natural setting, and the teacher’s role as a central figure in the activity is emphasized, which provides meaningful implications for future research on the use of digital technology and the development of instructional models, as well as research and development of the role of the teacher’s competencies for teaching in the digital era.

Relevancy of Modern Agriculture Education on Students’ Farming Practical Skills in Secondary Schools of Kabujogera Town Council, Kitagwenda District

Despite the importance of agriculture education, it has recently been approved that agriculture students still lack practical skills and this could be attributed to poor delivery of methods on modern agriculture education and other numerous challenge like retention rates of students, lack of interest from the learners, lack of practical time/opportunities, limited funding for agriculture practicals, and low passion by agriculture teachers. The study was about the relevancy of modern agriculture education on students’ farming practical skills in secondary schools in Kabujogera Town council, Kitagwenda district. It was guided by three specific objectives which were to; examine different methods of modern agriculture education taught in secondary schools, identify the challenges experienced in modern agriculture education in secondary schools, evaluate the strategies to enhance modern agriculture education in order to improve practical skills among secondary students. The study employed a cross-sectional study design that used both quantitative and qualitative approaches. The study used a sample size of 248. The study used questionnaires and interview guide to collect data. The data collected was analysed using Statistical Package for Social Scientists. The study concluded that modern agricultural education methods had significant relationship with improving students’ farming practical skills. These included; utilization of modern agricultural inputs (<i>x<sup>2</sup></i> = 8.305, p=0.005), Use of improved farm machines (<i>x<sup>2</sup></i> = 6.048, p=0.001), Pre and Post-harvest handling (<i>x<sup>2</sup></i> = 4.985, p= 0.026), and use of modern resistant crop varieties (<i>x<sup>2</sup></i> = 4.120, p=0.004). The study concluded that there were significant challenges experienced in modern agriculture education. These included; limited modern agricultural in puts at [p = 0.001], lack of resources to use [p = 0.005], poor motivation among students and teachers [p = 0.003], limited school farm size [p = 0.001] and poor learning environment [p = 0.004]. The study finally concluded that strategies to enhance modern agriculture education had significant association with improving student’s farming practical skills. Such as; agriculture tours and field trips (p=.027), class discussion student involvement (p=.029), use of practical demonstration method (p=.004) and recruitment of experienced agriculture teachers (p=.028). The study recommended that; there should be training and re-training among teachers and students of agricultural science on use of modern agricultural education technology. Secondary schools should ensure establishment of enough demonstration farms that students would constantly visit in order to copy much on how to do agriculture practical work to improve their skills and experience.

Examining Technology Use and Competence of Higher Education Academics During the COVID-19 Pandemic

Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020–2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies. Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools. Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies. Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.

Application of Digital Technology to Improve the Quality of Learning in the Era of Revolution 4.0

In the era of the Fourth Industrial Revolution, digital technology has emerged as a transformative force reshaping the global education landscape. This research aims to examine the application of digital technology in enhancing the quality of learning in the era of Revolution 4.0. Through literature analysis, we explore various ways in which digital technology can be utilized to improve the effectiveness of learning, including the use of online learning platforms, integration of artificial intelligence in the learning process, implementation of augmented reality and virtual reality in learning experiences, and utilization of big data for personalized learning. The research findings indicate that the use of digital technology in education has brought positive impacts in enhancing the quality of learning by improving accessibility, interactivity, and personalization. However, challenges such as access gaps, infrastructure limitations, and integration of technology with traditional curricula remain hurdles that need to be addressed. Therefore, collaborative efforts among governments, educational institutions, and industries are required to optimize the utilization of digital technology in advancing education in the era of Revolution 4.0.

Features of Pedagogical Modeling of the Educational Process in the System of Additional Professional Education of Medical Workers

The modern system of additional professional education offers new principles and approaches to organising the pedagogical process. In this regard, the issue of choosing the most appropriate technologies and tools for organising training and building an effective model of the educational process in the system of additional professional education of medical workers is relevant. The purpose of the study is to identify the features of pedagogical modeling of the educational process in the system of additional professional education of medical workers. Research methodology and methods. The article discusses theoretical and conceptual modeling ideas presented in domestic and foreign literature. The study was conducted on the basis of the Federal State Budgetary Educational Institution of Higher Education “Novosibirsk State Medical University” of the Ministry of Health of Russia in the Centre for Distance Educational Technologies of the Department of Postgraduate Education. Research Results. During the study, it was revealed that pedagogical modeling of the educational process in the system of additional professional education of medical specialists has its own characteristics. Conclusion. When modeling the educational process in the system of additional professional education, the current requirements and needs of medical specialists must be taken into account, which makes it possible to adapt the content and methodology of training to specific professional tasks. Besides, it is important to consider the practice-focused nature of medical education: internships, training practical skills on simulators, active use of digital educational technologies, the possibility of individualising training so that all students could develop their professional skills according to their needs. The system is for assessing academic performance and monitoring student satisfaction with training, which allows to adjust the educational process and ensure high quality education is an important part of pedagogical modeling.

Literature Study of the Role of Technology in Education

This literature study explores the multifaceted role of technology in education. With the rapid advancement of digital technology, its integration into educational settings has become increasingly prevalent, reshaping teaching and learning practices worldwide. Through an extensive review of academic literature, this study examines various dimensions of technology's role in education, including its impact on pedagogy, student engagement, learning outcomes, and educational equity. The research synthesizes empirical evidence and theoretical frameworks to elucidate the potential benefits and challenges associated with technology integration in diverse educational contexts. Furthermore, the study investigates emerging trends such as online learning platforms, educational software applications, immersive technologies (e.g., virtual reality, augmented reality), and adaptive learning systems, highlighting their potential to enhance instructional delivery and personalize learning experiences. Additionally, the research discusses the importance of digital literacy and teacher professional development in leveraging technology effectively for educational purposes. Moreover, the study addresses critical issues such as digital divide, privacy concerns, and ethical implications associated with technology use in education. By analyzing the current state of research and identifying gaps in knowledge, this study offers insights into future directions for research, policy development, and educational practice in harnessing the transformative potential of technology to improve teaching and learning outcomes. Ultimately, this literature study contributes to a comprehensive understanding of the evolving role of technology in education and provides a foundation for informed decision-making and innovation in educational technology integration efforts.

Educational Technology Procurement at Canadian Colleges and Universities: An Environmental Scan

There has been an increase in the use of education technology (EdTech) within post-secondary institutions, which has resulted in an unprecedented overflow of EdTech in the market. Institutions then make decisions on which EdTech to procure. This procurement process occurs on a continuum, where on one extreme, an institution takes a decentralized (bottom–up) approach where individuals within an institution independently decide on EdTech procurement, or a centralized (top–down) approach where the institution decides on criteria and standards that the EdTech must meet. This study administered a questionnaire and conducted structured interviews to explore how important standards are, and to identify the associated challenges with implementing centralized procurement. It was distributed to individuals involved in EdTech procurement at universities and colleges across Canada. The results showed that standards related to Privacy and Security, Accessibility, and Care of Data Practices play a larger role in EdTech procurement within most institutions. The use of standards is increasing as institutions become more centralized; however, they are not yet relied on in a structured way. This study suggests ways to move towards a procurement process that incorporates standards and addresses many of the identified challenges with procuring EdTech, thus, improving the efficiency and efficacy of EdTech procurement.

Enhancing Teaching through ICT Integration: Insights from Moroccan University English Language Professors

This article explores the positive impact of integrating Information and Communication Technology (ICT) in teaching, leading to improved teacher performance and increased student engagement. The study focuses on suggestions provided by instructors to enhance the use of technology in education. Data is collected through a questionnaire administered to Moroccan university English language teachers from Moulay Ismail University Faculty of Arts and Humanities - Meknes, and Sidi Mohamed Ben Abdellah Dhar - El Mahraz - Fes, serving as a case study. The Statistical Package for Social Sciences (SPSS) version 19 is employed for data analysis. The findings emphasize the importance of quality training, accessible ICT resources, and effective school policies as key factors in successfully integrating technology into education.

Troubling the boundaries of traditional schooling for a rapidly changing future – Looking back and looking forward

Rapid technological advancements, globalisation, environmental crises, and ongoing conflicts have contributed to an increasingly quickly changing social, cultural, and work environment for current and future generations. In this paper, we argue that the traditional schooling system and approaches to curriculum and pedagogy that are based on nineteenth century industrial age models might reach their limit to prepare students sufficiently for the expectations and challenges of life and work in future. While so-called 21st-century education has seen a nominal change in classroom layouts and increased use of teaching technology, we would argue that not much has changed in terms of the underlying structures of schools and the mostly pre-described curriculum schools and teachers must operate under. While current education systems struggle with many challenges from teacher burnouts to increasing student dis-engagement (e.g. rising truancy in New Zealand), we posit that new challenges lie ahead that will further disrupt, if not implode, current approaches to schooling and curriculum. Drawing on theories such as Biesta’s World-Centred Education and Pinar’s notion of Currere to reconceptualise curriculum, we would argue that schooling needs to move away from the traditional ‘static map’ of curriculum content to a more dynamic approach to schooling that allows teachers and schools to chart new territory, together with their students, for a rapidly changing future. As guiding compass of sorts for dynamically exploring an uncertain future with students, we propose Teschers educational approach to Schmid’s Art of Living as a starting point.