Integration Of Technology Resources Research Articles

Mobile devices integrated into Mathematics teaching practice: contributions emerging from continuing training

This article presents the investigation of a Continuing Training course for Mathematics teachers in the final years of Elementary School, with a view to integrating mobile devices into teaching practice. In the theoretical framework, Digital Technologies, Didactic Sequences and the Technological model were addressed. Pedagogical Content Knowledge. The general objective of the research was to investigate the contributions of a continuing education course for the integration of mobile devices in the teaching practice of Mathematics teachers. As a result, it was found that the main contributions of the course to the participants' teaching practice refer to the expansion of their Knowledge about applications that address mathematical content, increasing teachers' confidence in integrating mobile devices, and the expansion of teachers' vision regarding the integration of technological resources, resulting from the sharing of experiences and the study of the theoretical basis covered during the course.

Humanoid robot as an educational assistant – insights of speech recognition for online and offline mode of teaching

ABSTRACT Technology has the potential to enhance the effectiveness of the teaching and learning process. With the integration of technological resources, educators can create dynamic and interactive learning environments that offer diverse learning methods. With the help of these resources, students may be able to understand any topic deeply. Incorporating humanoid robots provides a valuable approach that combines the benefits of technology with the personal touch of human interaction. The role of speech is important in education; students might face challenges due to accent and auditory problems. The display of the text on the robot's screen can be beneficial for students to understand the speech better. In the present study, our objective is to integrate speech transcription with the humanoid robot Pepper and to explore its performance as an educational assistant in online and offline modes of teaching. The findings of this study suggest that Pepper's speech recognition system is a suitable candidate for both modes of teaching, regardless of the participant's gender. We expect that integrating humanoid robots into education may lead to more adaptive and efficient teaching and learning, resulting in improved learning outcomes and a richer educational experience.

Classroom practices in primary schools’ mathematics teaching supported by the Interactive Mathematics Software for Rwanda

Over recent decades, the integration of technological resources in education increased growingly. However, studies about the assessment of information and communications technology integration in primary school mathematics activities remained few. This research intended to comparatively examine the aspects of classroom practices observed during the implementation of the Interactive Mathematics (IM) Software in primary schools in Rwanda. Designed as quasi-experimental, it involved the experimental groups from Primary-2, Primary-3, Primary-4, and Primary-5 and analyzed aspects of school statuses, the school years, and the educational cycles. Data collected using Likert-scale measurements from 63 classroom observations were analyzed using Microsoft Excel and a two-sample t-test analysis was conducted to determine if the significance of mean differences. The findings revealed no significant difference between lower and upper primary based on a p-value of 0.829368908 (p-value>.05) and between the 2019 and 2020 teaching periods (considering the same teacher) based on the p-value=0.324542 (p-value>.05). However, the findings revealed that private and public schools’ mean differences were significant based on the calculated p-value<em> </em>equal to 0.007144 (p-value<.01). The study made various recommendations towards using IM software to promote quality mathematics education in primary schools in Rwanda and pre-service teacher training to boost the initiation process of their technology-enhanced pedagogy knowledge to teach mathematics.

Design and Implementation of STEAM Programs in Vocational Schools in a Smart Education Environment

With the continuous development of educational technology, smart education is gradually becoming an important part of the vocational school education sySTEAM. Especially in the field of STEAM education, smart education provides a new way of teaching and learning, which is important for improving students' learning efficiency and engagement. However, effectively integrating smart education into the design and implementation of STEAM programs in vocational schools requires overcoming a series of challenges, such as the integration of technological resources, the enhancement of teachers' professional competence, the improvement of student engagement, and curriculum design and innovation. The paper discusses the challenges and design principles of teaching STEAM programs in vocational schools under the environment of smart education and proposes effective implementation strategies to guide vocational school teachers.

Development of a formative sequence for prospective science teachers: The challenge of improving teaching with analogies through the integration of infographics and augmented reality

Teachers often use analogies to introduce unfamiliar or complex concepts. However, several studies have found that their knowledge on how to use them is limited or superficial. Similarly, the integration of technological resources in the teaching-learning processes is not always carried out efficiently, which evidences the need to improve teachers' digital competence. This paper provides a formative sequence on the use of analogies in teaching through mediation of technological resources, implemented in the context of the initial training of secondary education teachers. The results show a positive assessment by the students, a change in their perceptions on the subject and some progress in their classroom proposal designs. The conclusion is that it is necessary to train future teachers to deal with common teaching problems in a reflective, comprehensive and innovative way, which will undoubtedly be one of the challenges of education in the 21st century.

Preface

The 2022 International Conference on Power Grid Systems and Energy Storage Technology (PGSEST 2022) was held virtually in Nanjing, China on July 29-31, 2022. PGSEST 2022 pooled together talents from around the globe, promoted academic research, and boosted innovation-driven development, disseminating China’s major innovative research results in power engineering and energy chemistry. Through the integration of technological resources, and collaboration among enterprises, universities and research institutes, this conference served as strong support for economic growth andindustrial upgrading.In the conference, we had the honor of having invited Prof. Jizhong Zhu from South China University of Technology to serve as our Conference Chairman. The conference consisted of keynote speeches, oral presentations and Q&A discussion, attracting 50 individuals all over the world. Primarily, keynote speakers were each allocated 30-45 minutes to hold their speeches. Then in the oral presentations, the excellent papers we had selected were presented by their authors by turns.List of Committee member is available in this pdf.

Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science

The progress of technology has led to the emergence of new teaching methods, among which Technological Pedagogical Content Knowledge (TPACK) can be found in an attempt to promote the integration of technology and knowledge, combining technology, pedagogy and theoretical content. The aim of this research is to analyze the significance and evolution of the TPACK concept in the publications contained in Web of Science (WoS). The research method chosen is based on bibliometrics, specifically on the analysis of academic performance and on the analysis of co-words. The total number of documents analyzed is 471. The results show that research on TPACK is on the rise, increasing progressively in recent years. The main area of research is education and educational research, with articles, written in English, being the medium used by researchers to present their results. It can be concluded that, although there is an established research base, there is no single line of research. In this case, the main lines of research are “framework-framework-TPACK” and “technology-pedagogy-beliefs”. It can be determined that the studies on TPACK deal with the integration of technological resources and the analysis of their perception in student learning.

CRITICAL THINKING SKILL TOWARD YOUTUBE RESOURCES IN STUDENTS’ ARGUMENTATIVE TEXT

This study explored critical thinking skills toward YouTube resources in students' argumentative texts. The study was conducted at two non-English majors of the universities in the Indonesian context. The data were in the argumentative forms that were constructed by selected students. This study used a content analysis approach that was involved in coding and categorizing to analyze the data. After the data were analyzed, the findings showed that the patterns of critical thinking elements of the student's argumentative texts were varied, and the integration of technology resources was able to foster critical thinking skills. However, it is based upon the quality of the technology itself and the instruction in the classroom. Thus, technology implementation, YouTube resources should be found on the quality of the resources and teaching in the school.

Teaching and ICT in higher education: applications, training and needs perceived by the faculty at Complutense University

This paper presents the results of a survey on the use of information and communication technology (ICT) in different teaching and research activities among academic staff of the Complutense University of Madrid (Spain). A total of 140 respondents to an online questionnaire showed large differences among the technologies used and the extended presence of the communication tools. Results also revealed the instrumental orientation of the training already received, and the identified training needs, in order to integrate these resources in their teaching and to actively participate in building the European Higher Education Area. Data are indicative of certain tendencies emerging fairly homogeneously, especially on the need of suitable training for relevant educational uses of ICT in their teaching, to support learning and methodological integration of technology resources.