Integration Of Technological Tools Research Articles

Management of innovations in education: concept and particulars

The management of innovations in the educational context is a vital process for educational institutions in the face of changes and challenges in contemporary society. It is a strategic approach aimed at the identification, implementation and efficient management of innovations in educational processes. One of the most significant contemporary developments in the management of educational innovations is the influence of digital technology on the learning and teaching process. The integration of technological tools in the educational process has brought with it radical transformations, opening up new opportunities for personalizing learning, access to diverse educational resources and stimulating students’ creativity. Another important trend is also the adoption of innovative teaching methodologies, such as project-based learning, collaborative learning or the STEM (Science, Technology, Engineering and Mathematics j approach. These methods promote the active involvement of students in the learning process, the development of problem-solving skills and stimulate critical thinking. Also, the development of digital skills of teachers is another significant trend. Teachers must be prepared to use technology effectively in the teaching process, evaluate and integrate digital tools in lesson planning, and facilitate a safe and effective digital learning environment. This involves creating an environment conducive to innovation, where new ideas are encouraged, tested and implemented effectively. In conclusion, contemporary phenomena and trends in the management of educational innovations have a significant impact on the development of educational institutions.

Computer Forensics and Advanced Methodology

The field of computer forensics emerged in response to the substantial increase in computer-related crimes occurring annually. This rise in criminal activity can be attributed to the rapid expansion of the internet, which has provided perpetrators with increased opportunities for illicit actions. When a computer system is compromised and an intrusion is detected, it becomes crucial for a specialized forensics team to investigate the incident with the objective of identifying and tracing the responsible party. The outcome of such forensic efforts often leads to legal action being taken against those accountable for the wrongdoing. The methodology employed in computer forensics continually evolves alongside advancements in crime approaches, particularly as attackers leverage emerging technologies. To ensure the accuracy of forensic investigations, it is imperative that the scientific knowledge underlying the forensic process be complemented by the integration of technological tools. A plethora of hardware and software options are available to facilitate the analysis and interpretation of forensic data, thereby enhancing the efficiency and effectiveness of investigations. While the fundamental objectives of computer forensics primarily involve the seamless preservation, identification, extraction, documentation, and analysis of data, the widespread adoption of this discipline is contingent upon the law enforcement community's ability to keep pace with advancements in computing technology. Furthermore, the prevalence of diverse computer devices resulting from the emergence of microcomputer technology also plays a crucial role in shaping the field of computer forensics. This research paper aims to provide a comprehensive overview of computer forensics, encompassing advanced methodologies and detailing various technology tools that facilitate the forensic process. Specific areas of focus include the analysis of encrypted drives, disk analysis techniques, analysis toolkits, investigations involving volatile memory, and the examination of captured network packets. By exploring these aspects, this paper aims to contribute to the existing body of knowledge in the field of computer forensics and support practitioners in their pursuit of effective investigative techniques.

EMOTIONAL STABILITY AND MOTIVATION OF 21ST CENTURY LEARNERS: A COMPARATIVE REVIEW OF LEARNING THEORIES

The education model in the 21st century shall be learner-centered. Learners are expected to be independent to engage in self-directed learning with the integration of technological tools in developing necessary 21st century skills. However, the foundation of this education model shall not be neglected as positive emotion and motivation are the determinants of achieving the desired outcomes. The researcher applied a comparative review method to contrast the three learning theories, namely (1) humanistic theory (2) social constructivism theory, and (3) self-determination theory which are significant in the self-directed learning context. The inference of these theories on personal and social development, emotional stability, as well as the motivation of learners in the 21st century was also examined in this paper. The outcomes of this review paper benefit educators in the curriculum and pedagogy design, as well as aid researchers in understanding phenomena and formulating appropriate research frameworks for future studies. For understanding emotional stability and motivation among the 21st century learners, the researcher concluded that the humanistic aspect of learning shall not be compromised. Furthermore, the cause-and-effect of the emotion and motivation constructs deserves a more detailed empirical investigation.

Interactive learning for professional development of bilingual education by a blended instructional approach

ABSTRACT The aim of this study was to implement an approach of blended instruction for in-service bilingual teacher-training program to investigate its feasibility based on the perceptions of the participants regarding their familiarity with bilingual education and their satisfaction with the integration of technological tools used in the blended instruction. The framework of this study focused on three characteristics of blended instruction including clear establishment and progress toward curriculum design and objectives, creating an interactive learning environment and enhancing effective interaction among participants, instructors and content by providing a variety of individual and collaborative learning activities planned by the instructors or supported by technological tools. In addition, a mentor system with a tutor and an assistant was offered for giving instructors and participants instructional and technical support during the learning process. The participants’ positive responses confirmed the effectiveness of the training program in that participants become familiar with the integration of subject knowledge and language instruction into bilingual education and can make use of technological tools in the blended instruction to facilitate their learning and the completion of the assigned tasks. A blended instruction of the online programs for training in-service teachers in bilingual education was proposed and discussed.

Otizm Spektrum Bozukluğu Tanısı Alan Bireylerde Becerileri Öğretiminde Bilgi ve İletişim Teknolojilerin Kullanımı

OSB olan bireylerin dikkat eksikliği, yeni bilgi öğrenme, öğrendiği bilgiyi kalıcı hale getirme vb. alanlarda eksikliklerini en aza indirgemek için bu bireylere yönelik yapılan öğretim uygulamalarının gelişen dünyanın doğrultusunda bilgi iletişim ve teknolojiye yönelik çalışmaların zorunluluğunu ortaya koymuştur. Değişen ve sürekli olarak gelişmekte olan dünya üzerinde teknoloji oldukça önemli bir yer edinmekte ve hayatımıza hızla yerleşmektedir. Covid 19 ile birlikte bilgi iletişim teknolojilerinin eğitim öğretimdeki yadsınamaz yeri bir kez daha gün ışığına çıkmıştır. Aynı zamanda geleneksel çalışmaların maliyeti ve kazandırılması gereken beceriler için yapılan etkinliklerin OSB’li öğrencilerin ilgisini yeterli düzeyde çekememesinden dolayı teknoloji temelli ürünlerin öğrencilerin eğitim ve günlük yaşam alanlarında kullanılma fikri ortaya çıkmıştır. Pandemi sürecinde gelişen koşullar sebebiyle tablet vb. teknolojik araçların öğrencilerin eğitim süreçlerine entegrasyonu kaçınılmaz hale gelmiştir. Bu çalışmada Avrupa ve Türkiye’de otizm spektrum bozukluğu tanısı almış bireylerin eğitiminde kullanılan bilgi iletişim teknolojileri temelli müdahale programlarının mevcut durumlarının analiz edilmesi amaçlanmaktadır. OSB’li bireylerin eğitiminde kullanılan teknolojilerin üç grupta incelendiği, bunların ise düşük düzey teknoloji uygulamaları, orta düzey teknolojiler ve karmaşık ve yüksek düzey teknolojiler olduğu görülmüştür.

Pre-Service Teachers' Perspectives towards the Use of GammaTutor in Teaching Physical Sciences in South African Secondary Schools

This paper reports on introducing a techno-blended model for science teaching in South African senior secondary schools. Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens for the interpretation of pre-service science teachers' use of the GammaTutor tool in the classroom for collaboration and creativity. The study employed an interpretivist multi-case design that purposefully sampled ten pre-service science teachers. Data were collected through non-participatory classroom observation and interviews. Data were then analysed qualitatively using deductive approaches with a modified version of TPACK as an analytical framework. The study found that pre-service science teachers were enthusiastic about using the GammaTutor tool because they believed it engaged their learners in the teaching-learning process and facilitated the assessment of tasks. The pre-service teachers felt that the GammaTutor tool enhanced their instruction by expanding their access to teaching-learning resources and personalising instruction. Additionally, the pre-service teachers discussed their concerns, particularly in assisting underperforming learners and effectively utilizing inquiry-based instruction using the GammaTutor tool. Notwithstanding certain apparent drawbacks, the study contributes to our understanding of how the TPACK concept might be employed as a framework for analysis in a particular situation. More crucially, teaching and learning are founded on the thorough integration of technological tools in day-to-day classroom activities.

Role of Information Technology in the formation of academic attitude of Primary school students

The effectiveness of educational system and permanence of knowledge transmission has increased due to the integration of technological tools. It improved the student teacher relationship and augmented overall educational environment. The aim of this study was to find the effect of using technology tools on students’ academic attitude and achievement in primary schools. The current study used stratified sampling technique to draw the sample. Total 500 male and female students of public primary schools of Sargodha district were the sample of this study. In each stratum we have taking 20% sample of primary public schools which include both Male and Female. This selected sample was specifically consisted on urban areas of these Tehsils. At third stage, primary public schools of these selected areas were selected randomly. A questionnaire was developed which comprising seven points Likert scale. The data was analyzed through descriptive, t-test, ANOVA, correlation and regression. Results showed non-significant difference between male and female with respect to academic attitude, however, a significant gender difference was found regarding the intrinsic motivation among primary school students. Hence it may be concluded that using technology tools, they got a direction to learn more effectively and improve their learning skills

Viewing Technology Integration in Current Classroom Through Triple-E Framework

Employing Triple-E Framework, this research aimed at describing the effectiveness of technology tools used in the classroom to foster learning objectives. The research was conducted qualitatively through descriptive design. 14 junior high school teachers from a private school in Denpasar, Bali, Indonesia, were participated to further be observed. The observations were conducted through the assistance of Triple-E Framework as the main instrument, along with note taking and close reading technique to obtain references from sources. The obtained data were analyzed inductively through the utilization of interactive data analysis, consisted of data collection, data reduction, and conclusion drawing. The results portray attractive findings around classification of technology tools’ effectiveness and dispersion of teachers’ digital literacy competence. The analysis showed there were more observed teachers classified into exceptional connection teachers rather than those who perform some and even low connection teachers. In addition, it seemed that the integration of technology tools in current classroom can assist both teachers and students in achieving the learning objectives, although it is underlined by several terms and conditions. Further rigorous researches are suggested to conduct, prior to the finding of this research as one of main references.

Problem Based Learning as a strategy for teaching algorithms

This study proposes applied research to adopt problem-based learning as a learning strategy for educational programs in computer science. The use of the seven-step methodology is available to implement problem-based learning in a case study within the Autonomous University of Campeche. It refers to the basic algorithmic subject of the logical of programming studied in the first semester of the curriculum map. As an added value and promoting the quality of education, the didactic sequence is added as a technique to apply said strategy and the integration of technological tools that promote, in the same way, educational innovation. The results demonstrate that the adaptability of problem-based learning is efficient and effective in acquiring meaningful learning specifically in the silver case. Likewise, it opens a path for new related research and contributes to the achievement of the graduation profiles of university students. Finally, it is relevant to mention the ease, flexibility and usefulness of the PSeInt software as a tool for algorithm design.

The Impact of Teacher Feedback Via Google Doc in L2 Learners’ Writing

Academic writing of assignments is challenging for many undergraduate students of English, and therefore, instructors' written evaluative comments are needed to help students obtain information about their performance in such academic written tasks. As a qualitative case study, this study was carried out on one undergraduate course, specifically on the instructor's written comments on 10 learners' peer academic writing of article reports, how students revise their texts in responding to written comments and how they view such comments and academic writing via Google Docs. The data was collected from the written comments, students’ text revisions and a focus group interview. The findings show that the instructor commented on issues and errors at the global and local levels of academic texts directly and indirectly. Quantification of the data illustrated that the instructor provided the five pairs of learners with an overall number of 1440 which targeted 373 (25%) global issues and 1067 (75%) local issues in the writing of the five pairs. In terms of direction, 977 (68%) accounted for direct feedback, while 463 (32%) accounted for indirect feedback. Distribution of the feedback received by the learners varied across the five pairs of students. The findings indicate that most of the learners’ text revisions were made based on teacher feedback (1187/93%), while only 95 (7%) revisions were self-made revisions. The thematic analysis of the follow-up interview underlies students’ perceived value of teacher feedback in improving their writing, their preference for direct feedback on their writing, their perceived role of Google doc in editing their written assignments. Yet, a few students reported a few restrictions of Google Dos-peer writing and editing. The current study implied that teachers should act as mediators, be aware of the role of feedback in facilitating their students’ development of writing and misinterpretation and confusion their feedback can cause to our students in the process of writing revision, and decide what issues their feedback needs to target, focus on what issues actually challenge their learners in writing. Finally, feedback practices should be made innovative through integration of technological tools.

Student’s Attitude and Satisfaction towards Transformative Learning: A Research Study on Emergency Remote Learning in Tertiary Education

This study aims to discover the university student’s attitude and satisfaction towards online learning during COVID-19 in Malaysia. The survey method was conducted on 97 students from a university in Kuching to understand student’s attitudes and satisfaction in four major aspects; the learning materials, assessments, communications, and technological tools used and technical support in their emergency remote learning experience. The findings of this study show that most of the students have a positive attitude and satisfaction in the online learning delivery. This study revealed that relevant implications of instructional pedagogy approach and appropriate integration of technological tools can be very helpful to ensure the continuous success in delivering learning content during this COVID-19 pandemic time.

Using GeoGebra to Address Students’ Misconceptions about the Transformation of Algebraic Hyperbola Functions

The literature shows that the integration of technological tools, like GeoGebra, has the potential to improve the teaching and learning of mathematics. The aim of this study was to see whether GeoGebra could be used to address identified, systematic misconceptions that National Certificate Vocational (NCV) students hold about the effects of parameters and on the transformation of hyperbola functions of the form as prescribed in the NCV curriculum. The study is framed by Tharp and Gallimore’s four-stage expounded version of Vygotsky’s zone of proximal development [Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge University Press], which also neatly corresponds with the four stages of our GeoGebra intervention. A mixed-methods approach was used to collect data from 76 (NCV) students, using a combination of pre- and post-intervention tests and focus group interviews. The data confirmed that, through their engagement via GeoGebra, most students improved their understanding, visualisation and interpretation of algebraic hyperbola functions and that their systematic misconceptions about the transformation of hyperbola functions were addressed.

Technological Intervention for Effective Strategies Formulation and Implementation

City development plans i.e. master plans and planning strategies are conventional tools which has been historically used for city planning. However it is realized that the process of implementation has been neglected vis-à-vis formulation. This research emphasis on the significant gap between implementation of city Development plan and its integration with Advance Technological tools and engineering processes. The paper looks into key indications from past documentation and studies on implementation strategies and intervention of technological tools with respect to issues of city development plans. The review of collection of 131articles represents a valuable research contribution and development in the related field. Constructed on these findings, three research areas of potential interests are identified. This paper puts forth research based findings on execution methodology with integration of technological tools like GIS, MIS, APS and strategies for effective implementation than to formulating which is missing in city development planning over a period

Effectiveness of Educational Technology Applications in Saudi Arabian Secondary Schools

The integration of technology tools into classrooms is a growing trend worldwide. Research studies indicate that technological tools are crucial in creating an environment in which students play an active role in the learning process. The Saudi Arabia government has heavily invested in the Information and Communication Technology (ICT) field, but is yet to fully benefit from the investment. There are a myriad of enablers and hindrances affecting the successful implementation of ICT in Saudi schools. Successful implementation of ICT can be realised through the promotion of constructivist learning environment. This study utilised mixed methodology approach in collecting data from teachers to evaluate the factors affecting effective ICT implementation in Saudi secondary schools. The factors affecting the practical use of educational technology include lack of management and technical support, time limitations, lack of ICT and pedagogical training, negative attitudes and beliefs towards educational technology, lack of clear policies and strategies on ICT adoption in learning institutions and resistance to change and inadequate technological resources. No single factor is capable of guaranteeing the successful ICT implementation in schools; therefore, a multifaceted approach is needed.

A Review of Technological Tools in Teaching and Learning Computer Science

The technology works as a catalyst through which many changes occur in the learning approaches, teaching methodologies, research arena, in the work environment and in the use of information and knowledge. Helping students to learn using technological tools rather than using conventional techniques has become more popular in the 21st century in colleges and schools in the domain of computer science. Integration of technological tools will help teachers to the international requirement to use technology-based teaching and learning tools instead of traditional teaching methods. Most researchers agree on the significance of the use of technological tools in different education systems. However, current state-of-the-art depicts that there is no comprehensive study that provides an analysis of different technological tools e.g. computer-based, games based, mobile based, and multimedia technologies used in education. This paper provides a comprehensive review of several of the most popular teaching methodologies (collaborative, active learning, problem-based, inductive teaching method) and technological tools i.e. computer-based (ICT, CAI, CBI), games based (serious games, web games, micro-games, videos games), mobile based (laptop, PDAs, tablets, mobile phones), online learning tools (flipped classroom, web MOOCs) and multimedia technologies (Videos, MCMs, MAMCM). The purpose of this research paper is to scrutinize the roles and effectiveness of technological tools in teaching and learning process and it provides the definition of each method, along with the similarities and differences among these teaching methodologies and technological tools. Even though the strength of each individual method is something that is met with varying degrees of evidence, teaching with the help of technological tools has been found to be generally more effective or at least equally effective to traditional methods of teaching. The purpose of the use of technology in teaching and learning process is to improve productivity, the effectiveness of current practices and bring pedagogical changes which are beneficial for the betterment of education. We explore the theoretical literature available about the influence of technology and its effectiveness in the field of education. In teaching and learning process, the use of technological tools increases interaction between teachers and students. To incorporate technology, educators and teachers must implement the right technological tools to make the environment more innovative for the students.

WHO IS GUILTY THAT I FAIL IN CLASSROOM: STUDENTS` PERSPECTIVE ON HIGHER EDUCATION

Societal changes, widening gap between generations influences teaching in higher education and student-teacher relationship. These transformations urge higher education institutions to prepare their teachers for the pedagogical work in new conditions and there are plenty of discussions reconsidering previously used approaches and pedagogy. Consequently, the focus has been shifted to empower students to take charge of their own learning and abundance of innovative teaching methods has been introduced both with and without integration of technological tools. However, the study results frequently present the universities still do not cope with the increasing speed of changes in students` behaviour, attitude and knowledge challenges understanding the specifics and needs of the age group. Previous studies argue that Latvian tourism educators do not handle this challenge too well as tourism industry representatives report on decreasing level of knowledge and poor work ethics of students. The aim of this research is to explore motivation and attitude of tourism students towards studies in higher education institutions in Latvia. The study is based on focus group discussions and explores dominating factors affecting students’ attitude and motivation towards study process. Data was analyzed by using the method of content analysis and results varies among students of different study years. In general, the role of bachelor studies in students` life varies from high priority till secondary. A majority of students refers to extrinsic motivators as defining factors that make them to invest effort in studies. Consequently, students are more critical regarding teachers’ performance than their own and do not always see a direct link between their efforts and study outcome. They prefer to avoid complicated study topics and uncertainties in study process.

Integración de herramientas tecnológicas y didácticas en el desarrollo de competencias enfocadas a la solución de problemas y a la toma de decisiones

Este proyecto plantea la integración de herramientas tecnológicas y didácticas en la enseñanza de las ciencias experimentales y exactas bajo el enfoque y principios del modelo Sustitución-Aumento-Modificación-Redefinición (Modelo SAMR). Es importante destacar que el modelo SAMR plantea un proceso que permite mejorar la calidad de la enseñanza y el aprendizaje tomando de base la integración de herramientas tecnológicas y estrategias didácticas. La integración de este modelo hace evidente que las TICs pueden transformar los ambientes de aprendizaje tradicionales en cuatro niveles progresivos de impacto(Sustitución, Aumento, Modificación y Redefinición, de ahí el nombre de modelo SAMR). Sin embargo, es importante tener presente que no todas las herramientas tecnológicas lograrán los cuatro niveles de manera inercial. En este sentido, el docente debe seleccionar e integrar las herramientas tomando en cuenta el potencial de impacto que a su juicio éstas pueden alcanzar. En este proyecto se priorizó el uso de simuladores como elementos sustitutos de metodologías preexistentes para el aprendizaje de temas esenciales en el área de las ciencias exactas y experimentales. Estos simuladores lograron diferentes niveles de impacto al integrarse con herramientas didácticas específicas. Bajo este enfoque las herramientas tecnológicas se aplicaron de tal modo que pudieron ser concebidas como una sustitución, aumento, modificación o redefinición de otras herramientas tradicionales, pero con mejoras funcionales. La incorporación de este modelo, al final del día, permitió impulsar a los estudiantes a entrar en una dinámica de explorar, describir, explicar, evaluar y/o transformar, desarrollando en ellos un pensamiento crítico, analítico y divergente.

Integración de herramientas para la toma de decisiones en la congestión vehicular

Este estudio tiene como finalidad presentar un análisis de la utilización e integración de herramientas tecnológicas que ayudan a tomar decisiones en situaciones de congestión vehicular. La ciudad de Quito-Ecuador es considerada como un caso de estudio para el trabajo realizado. La investigación se presenta en función del desarrollo de una aplicación, haciendo uso de herramientas Big Data (Apache Flume, Apache Hadoop, Apache Pig), que permiten el procesamiento de gran cantidad de información que se requiere recolectar, almacenar y procesar. Uno de los aspectos innovadores de la aplicación es el uso de la red social Twitter como fuente de origen de datos. Para esto se utilizó su interfaz de programación de aplicaciones (Application Programming Interface, API), la cual permite tomar datos de esta red social en tiempo real e identificar puntos probables de congestión. Este estudio presenta resultados de pruebas realizadas con la aplicación, durante un período de 9 meses.

Integración de plataforma LMS y algoritmo de código abierto para detección y prevención de plagio en Educación Superior

The work shows the results of the first phase of a research project, aimed at addressing from a new perspective the problem of plagiarism in the digital era and as part of the processes of academic training, which is pursued through the integration of technological tools . It is an application for plagiarism detection built from two open source applications, a platform for distance education and an adaptive plagiarism detection algorithm. The methodology for the development, integration and implementation of the aforementioned tool is also presented in general terms, as well as the analysis of statistical data from a sample of students at the higher level of the Faculty of Information Sciences (FCI) of the Autonomous University of San Luis Potosí (UASLP), Mexico. The initial analysis yields data of interest and probabilistic models as a first approach to the problem, which will be analyzed from an academic focus, in such a way as to identify the degree of participation of students in this type of practice as part of their university education.

Stepping Stones for Linking, Learning, and Moving Toward Electronic Literacy

SUMMARY This paper details the integration of technology tools into a third-grade Web-based literacy project. The project included 13 students at the beginning of the school year possessing a wide range of technology exposure and reading experience levels. The students were provided an opportunity to work in small groups-reading works by a selected children's author, researching biographical data and exploring the writer's style, and using of conventions of literary works such as characterization, plot, and setting. Included in the project were authentic purposes for writing; research on the Web and traditional sources; cooperative and collaborative learning opportunities; and planning, designing, and creating finished products in a multimedia presentation.