Lessons For Integration Research Articles

A systematic literature review on the ICT integration in teaching and learning: Lessons for an effective integration in Tanzania

AbstractThis study is a systematic literature review on the use of Information and communication technology (ICT) in secondary schools and how it can improve student learning outcomes, motivation, engagement, skills development, and teachers' attitudes, practices, and beliefs about teaching and learning. After the inclusion and exclusion criteria, the sample included 40 eligible studies from Scopus and Eric databases. The research questions were thematically answered, and the findings were summarised into an ICT integration framework. The analysis indicates that effective ICT integration depends on students' and teachers' motivation and attitude change. Further, it proposes that ICT integration in secondary schools should not only be aligned with the curriculum and learning objectives but should also be sustained through the maintenance of ICT tools and appropriate ICT skills development for both learners and teachers. Therefore, effective ICT integration depends largely on capacity development, which should be focused on harnessing technological knowledge with pedagogical understanding in a conducive learning environment supported by all stakeholders. It is recommended that learning institutions aim at capacity building to enable students, teachers, and other experts to identify and address challenges efficiently.

Application of binary lessons in mathematics as a factor of achieving the requirements of the updated Federal State Standards of basic general education

As part of the introduction of the updated Federal State Educational Standard for basic general education, the school is required to pay special attention not only to meeting the requirements for subject learning outcomes, but also to the development of functional literacy and soft skills. As part of the implementation of this direction, special attention is paid to increasing the level of mathematical literacy of students as an integral element of functional literacy. The key subjects in secondary schools that contribute to this process are mathematics, physics and computer science. Since the potential of meta-subjectivity and interdisciplinary communication of the subject of mathematics directly depends on its potential as a teaching and educational system, the article makes a critical assessment of the content of training and introduces proposals for its optimization in terms of focus on both the formation of mathematical literacy and the development of the mind and thinking of students, the formation of their mathematical culture and metamathematical knowledge. Paying attention to the mathematical component, the article notes that currently, as part of the implementation of the basic general education program, the emphasis is shifting to the area of the possibility of applying mathematical knowledge, skills and abilities to the problems of everyday reality. Thus, to increase the level of mathematical literacy as an integral element of functional literacy, an interdisciplinary consideration of the mathematics course and a search for ways to implement interdisciplinary connections are required. From this point of view, as an example for such an implementation, the issue of compiling and solving educational problems that can be used when conducting binary or integrated lessons in mathematics and physics was considered. The integrative nature of the content of binary lessons in mathematics and physics means the need for a synthesis of knowledge and methods of activity for students to implement it, which allows students to better assimilate the material, since they can see the connection between different subjects

EFL TEACHERS' AWARENESS, PRACTICE AND CHALLENGES OF ENGLISH LANGUAGE INTEGRATED SKILLS TEACHING: FOUR SELECTED ALETA WONDO CLUSTER SECONDARY SCHOOLS IN FOCUS

The main objective of this research was to investigate EFL teachers’ awareness, practice and challenges of English language integrated skills teaching in Aleta Wondo Cluster four selected secondary schools, Sidama Regional State. The researcher employed descriptive survey design involving both qualitative and quantitative approaches. The participants of the study were secondary schools EFL teachers. Multi-stage sampling technique that moves from a broad to a narrow sample using a step by step process was employed to select the four secondary schools and their all teachers who have been teaching English. Cluster sampling technique used to cluster the secondary schools in to three geographical districts. Simple random sampling technique used to choose Hula District of these districts. Comprehensive sampling technique used to select 42 EFL teachers. The researcher gathered the data through questionnaire, interviews and classroom observations. The researcher utilized descriptive statics SPSS V20, frequency, percentage, mean, grand mean and standard deviation for the quantitative data. The qualitative data analyzed qualitatively. The result of analysis revealed that the sample schools English teachers had moderate awareness about English language integrated skills teaching. In addition, the result showed that teachers rarely taught two language skills: reading and writing, listening and speaking, and listening and writing in integration lessons; but they hardly taught any three or four language skills in integration. Moreover, the result of the study showed that there were challenges related to students, to teachers, to schools, and to the national exam. The researcher recommended that awareness creation training should be given to teachers.

From individual responses to population effects: Integrating a decade of multidisciplinary research on blue whales and sonar

AbstractAs ecosystems transform under climate change and expanding human activities, multidisciplinary integration of empirical research, conceptual frameworks and modelling methods is required to predict, monitor and manage the cascading effects on wildlife populations. For example, exposure to anthropogenic noise can lead to changes in the behaviour and physiology of individual marine mammals, but management is complicated by uncertainties on the long‐term effects at a population level. We build on a decade of diverse efforts to demonstrate the strengths of integrating research on multiple stressors for assessing population‐level effects. Using the case study of blue whales exposed to military sonar in the eastern north Pacific, we model how behavioural responses and environmental effects induced by climate change affect female survival and reproductive success. Environmental changes were predicted to severely affect vital rates, while the current regime of sonar activities was not. Simulated disturbance had a stronger effect on reproductive success than adult survival, as predicted by life‐history theory. We show that information on prey resources is critical for robust predictions, as are data on baseline behavioural patterns, energy budgets, body condition and contextual responses to noise. These results will support effective management of the interactions between sonar operations and blue whales in the study area, while providing pragmatic guidance for future data collection to reduce key uncertainties. Our study provides important lessons for the successful integration of multidisciplinary research to inform the assessment of the effects of noise and other anthropogenic stressors on marine predator populations in the context of a changing environment.

Analysis of Brexit and its policy lessons for Asian integration

Galvanised by the devastation of the Second World War, European countries achieved a historically unprecedented and unparalleled level of regional economic integration in the post‐war period. Intensive cooperation between the two biggest powers of continental Western Europe, France and Germany, lay at the core of Europe's seemingly relentless momentum towards integration, crystallised by the European Union (EU). The Franco‐German alliance also provided strong eadership and sense of direction for the EU, which gained further traction with the admission of Central and Eastern European states after the fall of communism and the establishment of a monetary union among many of its members. However, more recently, the European integration process no longer seems unstoppable or inevitable. Most shockingly, the United Kingdom, a core EU member and the EU's third largest economy, has opted to leave the union, triggering the ‘Brexit’ process. Nor is Brexit the only sign of growing fractures within the EU. The current standoff between the EU and Italy over Italy's unwillingness to rein in its fiscal deficit is just one additional example of the loss of momentum. The central objective of the paper is to examine EU's past successes and current problems from the perspective of Asian countries, in particular ASEAN+3 countries that have achieved some measure of integration, although well below that of the EU. Both past successes and current problems hold valuable lessons for ASEAN+3 countries as they chart their own course towards regional integration. Given that the level of integration among ASEAN+3 is much lower than that of the EU, it would be unwise to draw lessons, positive or negative, without the proper context. Nevertheless, the European experience can provide valuable insights for Asia's integration process.

Интегрированный урок как форма организации межпредметного взаимодействия

Opportunities of integrative lessons as a way of interdisciplinary interaction and revision of the educational content are considered in the article. It is shown as the organization of such lessons around considering different problem points (historical, ethical, biological etc.) creates opportunities for multidimensional world’s view forming, including highest values of science, culture for using by students knowledge and skills necessary in solving difficult actual problems of contemporary world.

Systems Engineering and Complex Systems Governance – Lessons for Better Integration

AbstractThe relationship between systems engineering and complex systems governance is not clear, especially given the field of ideas and methodologies supporting complex systems governance are in their early years of evolution. This paper looks to practice, drawing lessons from a case example about the role and application of systems engineering in a major reform program, especially in relation to complex systems governance, seeking to inform the evolution of both theory and practice in how these two fields of ideas work better together. The case study comes from the Australian defence maritime community. This community is transforming its approach to regulating and assuring the management of the seaworthiness of its maritime systems across multiple owners and operators and across their capability life cycles. The paper outlines the situation that created the case for change in the regulatory and management approach; and, examines the complication that caused the then Chief of Navy to change the approach half way through the six‐year transformation period. In making this change, ‘traditional’ systems engineering became less visible, and complex systems governance took precedence while still employing systems engineering principles in the design, build and implementation of the transformation program. The paper then considers three questions: what was the nature of the change, why did the change matter and what lessons do we draw for the relationship between complex systems governance and systems engineering? The authors' answers highlight the traps of not connecting the two fields of ideas. They illustrate the value of the viable systems model (VSM) as an architecture for good governance over the design, build, and implementation of change as well as its ongoing operation and evolution. They go so far as to suggest the lessons will add to the discussion of how the International Council of Systems Engineering (INCOSE) can implement the connections it has made between its vision and the United Nations' Sustainability Development Goals (SDG).

Teaching modes and social-epistemological dimensions in medical Massive Open Online Courses: Lessons for integration in campus education

Purpose: Medical Massive Open Online Courses (MOOCs) have been integrated into formal campus teaching by several universities. However, teaching attributes of medical MOOCs have not been systematically investigated. Additionally, guidelines are needed to inform integration practices. This study systematically investigated the available teaching modes and social-epistemological dimensions of medical MOOCs.Methods: An overview of MOOCs on a medical topic was compiled and inclusion criteria were developed. A data collection tool was composed and calibrated. For data collection, out of 410 MOOCs 33 were selected based on these criteria. Investigators enrolled in selected MOOCs and analyzed teaching modes after examination of all course pages. Teaching modes were categorized in social-epistemological dimensions according to the Teaching Approach Framework.Results: Twenty-nine different teaching modes were found, showing wide distributions. Analysis of social-epistemological dimensions showed medical MOOCs focus on constructivist and individual teaching modes as opposed to objectivist and group modes.Conclusions: Medical MOOCs do not have a universal teaching mode profile. They contain a rich variety of teaching modes for integration in campus education of which videos, discussion boards, and multiple choice questions are used regularly. Constructivist teaching modes are readily available in medical MOOCs and can support educational innovation of formal campus teaching when integrated.

Early integrated palliative care in chronic heart failure and chronic obstructive pulmonary disease: protocol of a feasibility before-after intervention study

BackgroundPatients with chronic heart failure (CHF) and patients with chronic obstructive pulmonary disease (COPD) are amenable to integrated palliative care (PC); however, despite the recommendation by various healthcare organizations, these patients have limited access to integrated PC services. In this study, we present the protocol of a feasibility prospective study that aims to explore if an “early integrated PC” intervention can be performed in an acute setting (cardiology and pulmonology wards) and whether it will have an effect on (i) the satisfaction of care and (ii) the quality of life and the level of symptom control of CHF/COPD patients and their informal caregivers.MethodsA before-after intervention study with three phases, (i) baseline phase where the control group receives standard care, (ii) training phase where the personnel is trained on the application of the intervention, and (iii) intervention phase where the intervention is applied, will be carried out in cardiology and pulmonology wards in the University Hospital Leuven for patients with advanced CHF/COPD and their informal caregivers. Eligible patients (both control and intervention group) and their informal caregivers will be asked to complete the Palliative Outcome Scale, the CANHELP Lite, and the Advance Care Planning Questionnaire at the inclusion moment and 3 months after hospital discharge.DiscussionThe present study will assess the feasibility of carrying out PC-focused studies in acute wards for CHF/COPD patients and draw lessons for the further integration of PC alongside standard treatment. Further, it will measure the quality of life and quality of care of patients and thus shed light on the care needs of this population. Finally, it will evaluate the potential efficacy of the “early integrated palliative care” by comparing against existing practices.Trial registrationCurrent Controlled Trials ISRCTN24796028 (date of registration August 30, 2018).

“I want to do it all day!”—Students’ experiences of classroom movement integration

Whole-of-school physical activity programming is being advocated internationally, with movement integration in the classroom considered an effective method to increase physical activity throughout the school day. Students (N = 135) from two primary schools in the West of Ireland participated in this study. Data were collected using draw-and-write (N = 135) and focus group interviews (N = 24). Three themes were evident across data types and revealed that students thought the Moving to Learn Ireland active lessons were fun, that they learned academic content better, and the lessons contributed to their fitness development. In conclusion, children who participated in this study positively perceived movement integration lessons in their classrooms. The results of this study can inform future movement integration interventions.

Integrated Geography Lessons: Teachers‘ Attitude

Analysis of scientific literature and educational documents showed that integrated education, providing grounds for manifestation of multipartite intelligence, creates the background for all subjects to serve as the linking part of education. Qualified knowledge of relationships between subjects and their integration help the students to use their abilities and give sense to learning, facilitate better memorization of the necessary information, deepen, broaden and correlate knowledge and abilities, stimulate learning motivation, develop students’ ability to communicate and cooperate, allow qualitative distribution of learning time, and encourage the teachers to work as a team. The analysed scientific works are devoted to integration methods, levels and models and discuss the problems and possibilities of integrated education. Yet there is lack of research works dealing with generalization of experiences of teachers giving integrated lessons in comprehensive schools, possibilities of cooperation with other interested parties, highlighting the merits and demerits of integrated lessons and most popular didactic methods and teaching/learning strategies, attitude of teachers towards integrated lessons, and correlation of integrated lessons with dynamics of teaching/learning results. Analysis of scientific literature and educational documents served as a basis for formulation of the present research issue: the attitude of geography teachers towards the integrated lessons emphasizing the above-mentioned aspects. The conducted survey showed certain general positive and negative aspects of work in integrated lessons, revealed the opinion of geography teachers as to the possibilities of integration of geography lessons with other lessons, pointed up teaching/learning methods applied in integrated lessons, and helped to find the correlation between the integrated lessons and dynamics of obtained teaching / learning results. Generalized results revealed that almost all teachers of geography give on the average 2–3 integrated lessons per year. The integration of geography lessons with mathematics, economy, history, biology and informatics was most successful. The greatest difficulties occurred at attempts to integrate with physics and Lithuanian language. It is gratifying to know that during the integrated lessons geography teachers rather intensively cooperate with colleagues in planning lessons and developing teaching/learning strategies. The request to score own integrated lessons from 1 to 5 points (1 – bad, 5 – excellent) showed that the average score of all respondents is 4. The pointed reasons of low scores and demerits of integrated lessons were as follows: poorly coordinated subject programmes, lack of confidence or competence to give integrated lessons, lack of students’ interest in such lessons, inadequate timetable for integration of lessons, lack of time to prepare for integrated lessons, contradictory attitudes of teachers, and reduced possibilities of individual learning. The pointed out positive aspects of integrated lessons were as follows: encouragement of motivation and active participation during lessons, increased interest in subjects, widening of world outlook, improvement of teachers’ competences, and development of communication abilities of teachers and students. The survey data also revealed one more positive aspect: a possibility to apply wide spectrum of methods in integrated lessons. Teachers of geography pointed out that they not only used the known classical methods but various interactive methods as well. Many respondents expressed regret that during the integrated lessons they were forced to confine to schoolrooms, i.e. had no opportunity to change the learning environment. In teachers’ opinion, the learning results of students were better after the integrated lessons.

The Great East Japan Earthquake, Tsunamis, and Fukushima Daiichi Nuclear Power Plant Disaster: Lessons for Evidence Integration from a WADEM 2017 Presentation and Panel Discussion

In April 2017, some of the health impacts of the 2011 Great East Japan Earthquake, tsunamis, and resultant Fukushima Daiichi nuclear power plant disaster (Okuma, Fukushima Prefecture, Japan) were presented at the 19th Congress of the World Association for Disaster and Emergency Medicine (WADEM; Madison, Wisconsin USA) in Toronto, Canada. A panel discussion was then opened by asking audience members about their experiences in their own countries, and how they would suggest taking steps to reach the goals of the Sendai Framework for Disaster Risk Reduction 2015-2030. This paper summarizes the presentation and panel discussion, with a particular focus on the common problems identified in understanding and reducing health risks from disasters in multiple countries, such as the ethical and practical difficulties in decision making on evacuating vulnerable populations that arose similarly during the Fukushima nuclear disaster in 2011 and Hurricane Ike's approach to Galveston (Texas USA) in 2008. This paper also highlights the need for greater integration of research, for example through increased review and collation of evidence from different disaster settings to identify common problems and possible solutions, which was identified in this panel session as a precursor to fulfilling the goals of the Sendai Framework.Leppold C, Ochi S, Nomura S, Murray V. The Great East Japan Earthquake, tsunamis, and Fukushima Daiichi nuclear power plant disaster: lessons for evidence integration from a WADEM 2017 presentation and panel discussion. Prehosp Disaster Med. 2018;33(4):424-427.

The Change of Elementary Science Gifted Students’ Perception about Engineers and Engineering Practices through Science and Engineering Integrated (SEI) Lessons

The Change of Elementary Science Gifted Students’ Perception about Engineers and Engineering Practices through Science and Engineering Integrated (SEI) Lessons

Effects of Integrated lessons on Learning Urdu Language Skill of Students at Primary Level

The study explores the effectiveness of integrated and traditional instruction method in developing reading and writing skills in Urdu language at primary level. As an experimental study it used Pretest, post-test and control group design in finding these effects. The researcher developed integrated instruction model for Urdu language by combining contents of Urdu and Islamic Studies by adopting multidisciplinary approach. Lesson plans were prepared by the researcher according to the integrated instruction model to teach the primary level students. In order to measure the performance of the students, teacher made achievement test was prepared by the researcher. The validity of the developed instrument was checked through expert opinion and reliability was checked through pilot testing. This experimental work was carried out for sixteen weeks in a public sector primary level school in Islamabad. Population of experiment was grade IV students. Seventy-six students were selected from class IV for experiment through the draw method. Students were assigned to experimental and control group after their performance in Pre-Test. Experimental group was taught through integrated instruction method while control group was taught through traditional instruction method. After the completion of the experimental period post-test was administered. The data were collected through teacher made achievement test. Data were then analyzed applying independent t-test. The results of study revealed that integrated learning was more effective in developing basic skills of reading and writing of Urdu language in students at prima

Effects of Integrated lessons on Learning Urdu Language Skill of Students at Primary Level

Effects of Integrated lessons on Learning Urdu Language Skill of Students at Primary Level

Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation

In the United States, recent STEM education reform initiatives call for teaching STEM subjects through integration of multiple related subjects. In response to this call, an integrated STEM education methods course was developed for secondary preservice teachers in STEM disciplines. At the conclusion of the course, qualitative data (e.g., interviews, student artifacts) were collected to examine the methods course students’ practices and experiences of STEM integration. Teachers’ learning was approached from situated perspectives that shed light on contexts in which teaching practices are situated and funds of knowledge that individual teachers bring to bear to their teaching contexts. While the students successfully developed STEM integration lessons and taught them, they faced challenges attributable to current school practices, limited interdisciplinary understandings, and a lack of role models. Acknowledging the numerous constraints in the current educational system and structure, several ways were suggested to mitigate the challenges and build on the strengths that preservice teachers established.

Machine Learning and Radiogenomics: Lessons Learned and Future Directions.

Due to the rapid increase in the availability of patient data, there is significant interest in precision medicine that could facilitate the development of a personalized treatment plan for each patient on an individual basis. Radiation oncology is particularly suited for predictive machine learning (ML) models due to the enormous amount of diagnostic data used as input and therapeutic data generated as output. An emerging field in precision radiation oncology that can take advantage of ML approaches is radiogenomics, which is the study of the impact of genomic variations on the sensitivity of normal and tumor tissue to radiation. Currently, patients undergoing radiotherapy are treated using uniform dose constraints specific to the tumor and surrounding normal tissues. This is suboptimal in many ways. First, the dose that can be delivered to the target volume may be insufficient for control but is constrained by the surrounding normal tissue, as dose escalation can lead to significant morbidity and rare. Second, two patients with nearly identical dose distributions can have substantially different acute and late toxicities, resulting in lengthy treatment breaks and suboptimal control, or chronic morbidities leading to poor quality of life. Despite significant advances in radiogenomics, the magnitude of the genetic contribution to radiation response far exceeds our current understanding of individual risk variants. In the field of genomics, ML methods are being used to extract harder-to-detect knowledge, but these methods have yet to fully penetrate radiogenomics. Hence, the goal of this publication is to provide an overview of ML as it applies to radiogenomics. We begin with a brief history of radiogenomics and its relationship to precision medicine. We then introduce ML and compare it to statistical hypothesis testing to reflect on shared lessons and to avoid common pitfalls. Current ML approaches to genome-wide association studies are examined. The application of ML specifically to radiogenomics is next presented. We end with important lessons for the proper integration of ML into radiogenomics.

The Short Happy Life of the SADC Tribunal: the Perils of Regional Integration in Southern Africa

AbstractUnder the Treaty Establishing the Southern African Development Community (the Treaty) one of the institutions of the Southern African Development Community (SADC) was the Southern African Development Community Tribunal (the Tribunal). The Tribunal was established as the sole judicial organ of SADC. The Tribunal was established as part of the reorganisation of regional integration efforts within Southern Africa. The global atmosphere prevailing at the time the Tribunal was established, together with the lofty statements in the SADC’s founding instruments, suggest that there was a regional commitment to the ideals of human rights, rule of law and democracy among SADC member States. The Tribunal’s life, however, was short-lived. This paper analyses the prospects and lessons for regional integration within the SADC region from the perspective of the disbanding of the Tribunal and attempts to decipher the implications of the disbanding for regional integration in Southern Africa.

Conclusion: Drawing lessons for Environmental Policy Integration and prospects for future research

Conclusion: Drawing lessons for Environmental Policy Integration and prospects for future research

Frameworks to Develop Integrated STEM Curricula

Research-based frameworks can help K-12 schools develop integrated STEM curricula. Two frameworks are presented that describe the characteristics of effective integrated STEM lessons and effective engineering education. The second framework is a modification of the first. Modifications were made to align the framework to a school that was new to integrated STEM. The frameworks have promise for K-12 schools who wish to develop and implement an integrated STEM curriculum that may have different levels of experience and different types of support.