Introduction Of Educational Technologies Research Articles

An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting

The introduction of educational technology has transformed the assessment practices of Accounting teachers. The advent of technology has created space for Accounting teachers to design meaningful Assessment for Learning (AfL) tasks using technology platforms such as Google Classroom. Google Classroom can be used to create meaningful learning environments that facilitate the development of the necessary 21st-century skills and competencies such as critical thinking, problem-solving, self-management and self-competence. However, nearly a decade after its introduction, Google Classroom is still minimally used in South African schools. This empirical study, therefore, explored the use of Google Classroom to enhance AfL in Accounting. The study used a qualitative research approach and Participatory Action Research as a research design to explore the use of Google Classroom as an AfL technique by Accounting teachers. As with other qualitative studies, focus group discussions were used to generate data from four purposefully selected Accounting teachers. Data was analysed using thematic analysis. The findings revealed that Accounting teachers perceived Google Classroom to be an assessment technique which leads to effective teaching and learning because it provides a platform for learner active participation. Furthermore, the teachers displayed an interest in Google Classroom as a tool to facilitate meaningful teaching and learning, which enabled them to support and strengthen the learning of Accounting. It is recommended that teachers constantly use this platform as it allows learners to be assessed outside the boundaries of a physical classroom. Keywords: Accounting, Assessment for Learning, Educational Technology, Google Classroom, Teaching and Learning, Participatory Action Research.

Meningkatkan Kualitas Pendidikan Islam Melalui Implementasi Teknologi Pendidikan

This article discusses the importance of introducing educational technology in improving the quality of Islamic education. Islamic education has an important role in educating generations who are noble and capable. Educational technology can be utilized to increase the availability of Islamic educational resources. Students have easy access to high-quality and diverse Islamic learning materials through online learning platforms. In addition, educational technology allows for more active interactions between teachers and students. Teachers can assign assignments, submit materials, and provide direct feedback to students, encouraging personalized learning, and focusing on individual student needs. Educational technology also offers opportunities to further develop the professional skills of teachers in Islamic education. Teachers can take advantage of additional learning resources, expand collaborative networks with other teachers, and participate in professional training online. However, when implementing educational technology in Islamic teaching, care must be taken to ensure clear guidelines, adequate support, and a balance between the use of technology and traditional approaches to Islamic learning. The introduction of educational technology can be an effective way to improve the quality of Islamic education to produce a generation that is knowledgeable and able to make a positive contribution to society.

Insights from online education in the Egyptian higher education

PurposeThe introduction of technology in education has been a strategic objective at both the governmental and educational institutional levels long before Covid-19. However, the acceleration to e-learning caused by the pandemic disrupted the traditional classroom environment overnight forcing the entire sector at all levels, school, undergraduate and postgraduate, to shift to online learning. Regardless of readiness, the action was taken, and online instruction was implemented, improved, adjusted and enhanced during the experience. After 18 months comprising three semesters of online education amongst MBA and DBA students, the researchers decided to survey to investigate and assess the quality of the experience. The study aims to investigate the students’ perception of this unique opportunity to provide an assessment of online education in higher education, achievement or failure, and based on the results, provide a roadmap for improvement. The study also addresses the uniqueness of the Egyptian higher education environment and the particularity of its student’s context.Design/methodology/approachThis study used a quantitative descriptive survey method to find out how students felt about their online education by giving them a questionnaire and using automated numerical computation to generate data. The total number of the completed survey was 853. However, to include only those responses that were completed attentively, a speed factor was calculated for each respondent. Cases with speed factors higher than three were excluded from the sample, leading to 666 accepted responses. Data collected were analysed using correlation, regression and path analysis.FindingsFavourable satisfaction levels towards online education, and favourable perceptions towards university support, instructor–student communication and course design were found. Less favourable perceptions were found towards peer collaborations and student initiative.Research limitations/implicationsWhile the study proves reliability through the number of candidates participating in the survey, the rigorous measures of eliminations in the sample, the validity value of the questionnaire and the literature recommendation of the model are used here; yet it is important to point out that: further elements in the e-learning can and need to be studied, such as cultural implications, generational differences, government support reality from policies to infrastructure and management philosophy readiness in developing countries amongst other factors.Practical implicationsResources and skills are amongst the factors that were found to affect students’ satisfaction with online education, directly and positively. Student initiative was found to have a moderating role in how student, instructor and institution determinants affect students’ satisfaction with online education.Originality/valueThe uniqueness of this paper is that it seeks to assess the agility of the Egyptian education system during COVID-19 in higher education. It provides evidence to the current status as no study assesses the student perception.

Video-based flipped learning in higher education: Effects on students’ learning motivation, attitudes, and engagement

In the recent years, flipped learning has become popular and been widely utilized as teaching approach to activate students’ learning engagement, which is frequently used to reverse the conventional teaching. However, much more efforts are necessary to enrich the literature about its practices across different teaching and learning contexts. This study is at the cutting edge of examining the practice of flipped learning in higher education contexts; as well as exploring its effects on students’ learning motivation, attitudes, and engagement. Data were collected using a questionnaire from 35 undergraduate students enrolled in “Introduction of Educational Technology” course at a college of education, and the data were tested using 24-version IBM-SPSS linear regression. The results demonstrated that flipped learning strategy is a positive predictor for students’ learning motivation (p-value 0.001 0.05), attitudes (p-value 0.007 0.05), and engagement (p-value 0.003 0.05). The results contribute to offering valuable insights for college stakeholders to enhance the efficacy of teaching and learning process, particularly for higher education curriculum designers to adapt to the current teaching approach. Instructional implication and research suggestions are provided based on the results of the study.

The Educational Technology of Monological Speaking Skills Formation of Future Lawyers

In modern higher education, there was a change in the educational paradigm, when the emphasis shifted to the formation of competencies. The goal of the competence approach is to improve the quality of education, which is impossible without the use of educational technologies that guarantee a steady effective result. The priority of teaching foreign languages to future lawyers is the foreign speaking skills formation in general and the monological ones in particular. The introduction of educational technology in the process of monological speaking skills formation, including a set of methods and techniques such as peer review, discussion, working with the text, etc., took place over the course of the pedagogical experiment. Qualitative and quantitative data analysis allowed us to determine the difference in the level of the monological speaking skills formation in experimental and control groups at all stages of the experiment conducted. The effectiveness of the developed technology is determined by the significance of the adaptation stage, the use of the peer review method, which implements the potential of students’ metacognitive skills, and the possibility to change the role while evaluating students’ answers.

The Use of Technology in Arabic Language Teaching

This article explores how technology can be used in the Arabic learning process. Depending on the situation different educational institutions face, other problems in Arabic learning can cause educators to change how they teach. This can be done through the development of information-rich technology and can be used anywhere to improve learning outcomes. The development of information technology has been very fast in recent years. At the same time, one field that feels or is affected is entirely meaningful by the development of this technology, namely the field of Education. The essence of education is providing information or communication between educators and students in the form of educational information. In contrast, educators are a source of information, media, ideas, and educational materials. Some parts of the elements of Education have a touch of educational technology so that e-learning learning arises. The problems raised in this study are 1) the introduction of Educational Technology, 2) the development of Educational Technology, and 3) the relationship between educational technology. The research methods are a literature review (Library Research) and descriptive qualitative. This study examines the theoretical analysis of the use of educational technology in Arabic language learning. Data collection methods used by researchers in this study are observation, interviews, and documentaries. In this study, researchers used a triangulation approach for data validity. The results of this study are as follows: 1) technologies that can be used in Arabic language learning, 2) disadvantages and advantages of using Arabic Language Learning Technology, 3) Steps and efforts to overcome the problems of Arabic language learning and learning technology.
 تستكشف هذه المقالة عن أهمية في استخدام التكنولوجية في عملية تعلم اللغة العربية. اعتمادًا على الموقف الذي تواجهه المؤسسات التعليمية المختلفة، يمكن أن تؤدي المشكلات الأخرى في تعليم اللغة العربية إلى تغيير المعلمين لطريقة التدريس. يمكن القيام بذلك من خلال تطوير تكنولوجية بالمعلومات و يمكن استخدامها في أي مكان لتحسين نتائج التعليم. لقد كان تطور تكنولوجية و المعلومات سريعًا في السنوات الأخيرة ، كما هو الحال في أحد المجالات التي شعرت أو كانت ذات مغزى كبير مع هذا التطور التكنولوجي هو التعليم أي التربية. التعليم هو عملية توفير المعلومات أو الاتصال بين المعلمين و الطلاب بمعلومات تعليمية ، في حين أن المعلمين هم مصدر للمعلومات، و الوسائل والأفكار والمواد التعليمية ، وبعض أجزاء التعليم تحصل على لمسة من التكنولوجيا التعليمية حتى يظهر التعلم الإلكتروني .والمشكلة البحث هي: 1) ما هي مقدمة في تكنولوجية التعليم، 2) كيف يتم تطوير تكنولوجية التعليم، 3) ما هي العلاقة بين تكنولوجية التعليم والتعليم. أما منهجية البحث التي يتمسك بها الباحث تأتي بمدخل كيفي ونوع دراسة مكتبية ثم تأكيدا بتحليل المحتويات بطريقة جمع البيانات الثلاث بدءا من الملاحظة ومرورا بالمقابلة الشخصية، حلل هذا البحث عن دراسة النظرية عن تكنولوجية التعليم في تعليم اللغة العربية. وأما مناهج جمع البيانات التي يستخدمه الباحث في هذا البحث فهي الملاحظة والمقابلة الشخصية والوثائقية. وتحليل البيانات الذي يستخدم الباحث في هذا البحث المنهج التثليثي لصحة البيانات. و نتائج هذه الدراسة كما يلي: 1) أنواع التكنولوجية يمكن استخدامها في تعليم اللغة العربية 2) العيوب والمزايا في استخدام تكنولوجية التعليم اللغة العربية 3) الخطوات والجهود ليحلّل من المشكلات في تعليم اللغة العربية و التكنولوجيتها .

ENGLISH VERSION: EXPERIENCE OF IMPLEMENTING INFORMATION TECHNOLOGIES IN THE PROCESS OF STUDYING CLINICAL DISCIPLINES AT A HIGHER MEDICAL EDUCATIONAL INSTITUTION

The present article considers the results of implementing the distance learning technologies at Vinnytsia National Pirogov Memorial Medical University in the process of mastering the discipline "Internal Medicine". Today, the amount of information that is so necessary for obtaining, understanding and mastering knowledge is growing rapidly. Given the current pace of development of education, today it is quite important to find innovative forms of quality organization of the educational process. This led to the introduction of information technology in education and the formation of a separate type of learning - distance learning. Now in Ukraine, distance learning is widely developing at all levels of education, this makes it possible to individualize the process of acquiring knowledge, abilities, skills and methods of human cognitive activity, which occurs mainly through the indirect interaction of participants in the educational process distant from each other in a specialized environment, functioning based on modern information and communication technologies.

Improving the efficiency of educational technologies in a military higher education institution on the basis of the integrative potential of didactics

This article presents the genesis of the development of the higher educational space of the Republic of Kazakhstan, considers the positions of the authors on the holistic theory of learning, contradictions of modern pedagogy. The introduction of educational technologies into the training system does not lose its relevance. This is due primarily to the fact that practice and social demand do not reduce, but, on the contrary, increase the requirements for teachers. Practice indicates that training through the using of innovative didactics allows integrating educational technologies and increasing its effectiveness. During recent years, it has been done a lot to develop innovative didactics and the use of educational technologies to improve the educational process; this can be clearly seen especially in the process of improving students' assimilability of theoretical material. Teachers of a higher, special educational institution need to master the innovative didactics purposefully and assertively of both its theoretical basis and its practical component expressed in intensive and interactive learning technologies: games, trainings, cases, game design, creative techniques and many other teaching techniques, because they develop the basic competence and multicompetence of the teacher. The teacher of a higher, special educational institution should have the skills and abilities necessary for the profession, which create the prerequisites for psychological readiness to introduce intensive training technologies into real practice.

EDUCATIONAL TECHNOLOGIES IN TRAINING FUTURE MANAGERS

The introduction of educational technologies, which are developing at a rapid pace, requires professionalism and readiness of managers to implement the latest information technologies. Therefore, the use of electronic resources in the educational process in higher education can contribute both to developing professional skills and gaining the experience of using online environment. Purpose of the paper is to analyse the electronic educational resources and describe the process of implementing online games in future managers’ training. Method. The survey on the use of electronic resources in the learning process is conducted among 50 Master students who study full-time and part-time to gain the speciality “Management”. Online courses and tests developed with the help of electronic resources are the most popular among the students, while WebQuest, quizzes and online games are used only by a small number of respondents. The survey shows that the use of electronic resources is insufficient in future managers’ training. Findings. Within the course “Information Systems and Technologies in Management of Organisation” an interactive online game on online platform Goosechase was developed. This resource can give the opportunity to fulfil assignments in the course by displaying photos and video materials, which contribute to involving participants into а team game and developing future managers’ key competences in the course. Implications for research and practice. The results of this study allow to conclude that training of students is successful if an online game is used which can be adapted for various specialities and courses.

THEMATIC SPECTRUM OF PUBLICATIONS ON PATRIOTIC EDUCATION IN INSTITUTIONS OF HIGHER EDUCATION (ON THE MATERIALS OF THE BIBLIOGRAPHIC INDEX «NATIONAL PATRIOTIC EDUCATION IN UKRAINE» (2014–2018)

The Variability of Ways of Solving the Problem of national-patriotic Education in Institutions of higher Education, the Content of which, Reflecting the dynamics of social and political Processes, gives an Opportunity to design Patterns and Trends of this Development in the educational Environment, has been considered. The scientific Approaches and Principles of Research on this Subject in educational Practice and scientific Research in higher Education are outlined, in particular, the main Directions of the national System in which ethnic, national, cultural and crosscultural Features manifested in the translation of Values, the Formation of Relations between the Individual and Society, Creation of Conditions for Self-realization of the Person, which is considered as a Subject, passing through Stages of Formation, Selfknowledge, Self-determination, i.e. Self-affirmation. The main patterns in the process of implementation of tasks of national-patriotic education, which reflect theoretical and practical aspects in the content of educational disciplines, are considered. They are formulated and summarized in, which reflect Peculiarities of the Presentation of material of national-patriotic Orientation in the Content of Subjects of mathematical, natural Science and humanitarian Cycle. The Contents and Forms of educational and methodological Support of national-patriotic Education through the Introduction of educational Technologies in one of the most Important Components of the System of continuous Education of Ukraine are presented. It is stated that the Problem of national-patriotic Education of young People is considered in the Context of the Creation of a modern educational System as a priority Direction of the national System of Education, the main Attributes of which are Humanism, national and professional Orientation, System and Integrity.

Formation of a Continuing Education System in Modern Conditions

The purpose of the article is to develop proposals for the formation of a continuing education system. The methodological basis of the study included the following general scientific methods: analysis and synthesis in the analysis of existing theoretical and methodological approaches and provisions, as well as scientific developments on the assessment of the continuing education system; structural and logical in the systematization of factors affecting the state of continuing education; factor analysis in determining the impact of factors on the level of development of continuing education. It has been established that continuing education is designed to ensure the harmonious development of each individual, individualize learning, and form a conscious need to improve the level of knowledge in each person. It has been established that continuing education in its modern state has several characteristics, the main of which are the widespread introduction of educational technologies based on information and communication technologies, openness and accessibility of education, guarantee of high-quality training while focusing on mass education, and effective support for students. It has been revealed that continuing education focuses on advancing the development of society, professional career, personal skills, and other spheres of social practice, which implies continuity and multivariance of general and professional education.

Special Education: Teaching Geometry with ICTs

Geometry is a very important field of mathematics which is crucial for the understanding of space. From an early age, children observe objects that cor-respond to geometric shapes and learn the position they occupy in space (above, below, etc.). It is a demanding lesson that requires imagination and combinational thought. With the introduction of technology in education, ge-ometry became more accessible to students, because through it pupils can now visualize figures, study and process them.

О внедрении образовательных технологий, направленных на формирование индикаторов компетенций, связанных с применением BIM-моделирования

О внедрении образовательных технологий, направленных на формирование индикаторов компетенций, связанных с применением BIM-моделирования

Social Change and Educational Technologies: By Invitation or Invasion

This empirical research looks into the theoretical supposition that the social fabric can be shaped by educational technologies. It addresses the research question: how (and why) has the introduction of educational technologies into higher education institutions influenced the social configuration? This is answered through a qualitative case study of a Saudi state university, based on analysis of interviews, observations, and documents. Data analysis underpins the supposition of the study, demonstrating that the introduction of educational technologies into a university, for good or ill, deliberately or unintentionally, can engender changes in social structures, practices and relations. The recommendation for policy action, therefore, is that, given the technologically-shaped nature of society, the planning and development process of educational technologies should be more participatory, with all different categories of actors being involved and in turn able to express feelings, articulate needs, and nego...

Artefacts Tactiles et Mobiles en Éducation. Introduction

This text introduces the special issue " Touch and mobile artifacts in Education." It provides context for these new technical devices with waves of introduction of technology in education, and present the current research, which tend to focus more on the phenomena of appropriation that learning issues.

Of Mice and Men: Educational Technology in Pakistan’s Public School System

In this paper I use a critical lens to examine the introduction and adaptation of computer and information and communication technologies in Pakistan’s educational system. This examination is based on two broad contentions: a) the introduction of technology in Pakistan’s educational system is not conducive to the creation of a locally relevant knowledge system; instead the motivation is to create a market for foreign technology (hardware and software) and technological ideas; b) such an uncritical introduction of technology suits the needs of the undemocratic governments and hierarchical societies in the developing world and the neo-liberal economic forces abroad. I argue that such introduction of technology in education suits the former because, unlike critical education, the market model of education does not prepare students to question unjust and inequitable social and political practices around them. It rather suits the latter because education based on a market model produces a global pool of semi-trained laborers that can process technological and scientific raw material without gaining the expertise required to produce knowledge that is socially relevant and of benefit to them. I conclude that in this way technology becomes a source of hegemony and yet another tool of oppression rather than a vehicle for liberation and a just society.

Coordinating formal and informal aspects of mathematics in a computer based learning environment

The introduction of educational technology to school classes promises – through the students’ active engagement with mathematical concepts – the creation of teaching and learning opportunities in mathematics. However, the way technological tools are used in the teaching practice as a means of human thought and action remains an unsettled matter as far as the pedagogical consequences are concerned. In this article, it is intended to describe a theoretical framework for the use of technology, directed towards the coordination of formal and informal aspects of mathematics, by introducing the concept of ‘convergent representation sequence’, the ‘limit’ of which will be the mathematical object it is intended to approach.

Teaching software engineering through the Net

The introduction of technology in education seems promising; this is especially so for the new technologies of computer networks and hypermedia systems. However, only through experimentation the effectiveness of these technologies can be demonstrated. There is an ongoing project for this purpose, entitled EONT, partially funded by the European Union within the framework of the Socrates program. Seven Universities participate in this project and each one prepares instructional material for an on-line course to be delivered with the use of new technologies. The National Technical University of Athens is preparing an introductory course in Software Engineering; in this paper we report on the work underway for this particular course.

Utilisation conjointe du milieu et des ressources technologiques pour la formation des maîtres

ABSTRACT Perusse, P., Décamps, E.A. and Pécot, F. “Utilisation conjointe du milieu et des ressources technologiques pour la formation des maîtres,” Revue ATEE Journal 3(1980)119‐133. The training of teachers simply must develop. Yet, this development is at times thwarted by the latent conservative attitude of education. The introduction of educational technology, the technical and psychological integration of new teaching practices and more precisely of the latest products of audiovisual research, together with the computerized communications systems could provide the opportunity for that necessary break between the past and the present. The resulting modification of relationships between those who teach and those who are taught, the new definition of tasks, and more particularly the part given to learners in the training of future teachers will make possible an opening towards the outside world and the coming into existence of a school of responsibility through responsibility. The first experiments show that we still have a long way to go before that aim is achieved.

Medical Education and Instructional Design

The rising costs of medical care and the training of medical professionals has brought about circumstances which threatens the acceptable quality of medical care in the United States. Fewer medical schools and a drop in the rate of enrolled medical students are but two indicators reflecting the issue between cost versus quality of medical training. One of the medical communities responses to this crisis has been the introduction of educational technology and instructional design processes in the training of medical professionals. This paper discusses the background of the problem and offers an instructional design model which has applied success.