Innovative Educational Technologies Research Articles

Supporting Sustainable and User-Oriented Educational Technology Innovation with the University Innovation Canvas

Supporting Sustainable and User-Oriented Educational Technology Innovation with the University Innovation Canvas

From Blackboards to Gadgets: Unveiling Academic Dynamics and Digital Landscapes in Far Eastern University-Manila through the Integration of Technology in Classrooms

The researchers ought to shed light on the importance of educational technology in the student’s academic performance by looking into how students perceive the integration of educational technology in Far Eastern University–Manila, aiming to collect insights from 60 students and discuss how these students’ perception of the integration of technology affects their familiarity and confidence in utilizing innovative educational technologies. Using quantitative research method, the data were gathered through an online survey questionnaire to collect key insights on how students view technology integrated into their classes. The responses from the survey were analyzed by comparing and correlating their responses and finding their common grounds. Through the data analysis, the findings reveal that many of the students perceive integration of technology as something that is academically advantageous, utilizing diverse educational technologies to make their academic journey easier, more motivating, and more engaging. In the same responses, it is reported that few students still regard educational technology as a limitation that challenges their academic performance, limiting their performance in a way that distracts them from achieving their maximum focus and academic retention. These findings suggest that how students perceive the incorporation of different technological tools and platforms impacts how they perform in their classes by either developing or provoking regression in their capabilities and behavior.

ProQuiz

ProQuiz is an app designed for educational purposes, specifically to help users prepare for multiple-choice exams, especially in the field of computer science. The app aims to make studying enjoyable by incorporating elements of gamification. The primary objective of ProQuiz is to assist users in getting ready for subjective tests used in admissions and recruitment processes, with a focus on the computer science domain. The app is organized into three main modules: computer science, reasoning, and analytical skills. Each of these modules covers various sub-categories to address different subjects. During the quiz, users have access to helpful features such as hints, the ability to skip questions, and a pause/life-lines option. These features can be used only once per user. The app also provides feedback on progress throughout the quiz, and upon completion, it displays the user's results. The overall aim is to provide users with an engaging platform for practicing and enhancing their knowledge in a variety of subjects related to computer science. This research paper examines the development and effectiveness of ProQuiz. Through user testing and analysis, we evaluate its usability and engagement. Additionally, we propose enhancements, including personalized learning paths and social features. This paper contributes insights into innovative educational technology and suggests avenues for future improvement of ProQuiz.

Bahan Ajar Digital dalam Pembelajaran di Sekolah Dasar: Analisis Bibliometrik dan Systematic Literature Review

In the current technological development era, all sectors of life, including education, are starting to implement technology. One example of technological innovation in education is using digital teaching materials in the learning process. This research aims to determine the use of digital teaching materials in science learning in elementary schools. The research methods used are the Systematic Literature Review (SLR) method and bibliometric analysis. The data used comes from the Google Scholar database. While searching and processing data, researchers used software such as Publish or Perish, Microsoft Excel, Mendeley, Vosviewer, and Covidence. The data used in this research comes from the 75 most relevant articles obtained through various data analysis and extraction stages using Covindence software. Based on research that has been conducted, it was found that research in the field of using digital teaching materials in science learning in elementary schools is fluctuating. The impact of using digital teaching materials in science learning in elementary schools includes increasing social sensitivity, critical thinking skills, 21st-century skills, learning outcomes, and student character.

A Guide to Innovation in Physician Associate/Assistant Education: Using Instructional Technology for Improved Engagement.

For physician associate/assistant (PA) educators, the path of least resistance often is to focus our cognitive energies on topics with which we are most comfortable and to deliver content in the style in which we are most accustomed. The consequence of this approach is that many didactic curricula are delivered in a traditional, lecture-based format, which then aligns with how the faculty were taught. Studies show that lecture-based teaching may not be the most effective and that blending teaching modalities can improve knowledge acquisition. In addition, scheduling several classroom lectures week to week can be challenging, especially in a program that uses numerous guest lecturers to deliver the curriculum. One solution to this problem may be through innovative, engaging resources that enable faculty to deliver content asynchronously. Developing and implementing such tools can be challenging to PA faculty because they are often not formally trained in education nor are they up to date on the most current innovations in educational technology. Furthermore, change can be difficult, and it could seem an insurmountable feat to step outside the comfort zone of a traditional lecture. This work describes a collaboration between PA faculty and a University Instructional Support Specialist where the Analysis, Design, Develop, Implement, Evaluate ADDIE model, a widely used system for developing training tools, was used to create an asynchronous lecture for students in the form of an interactive series of modules to replace a traditional classroom lecture.

Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners

We are facing the rapid development of educational technology and social robots tested in classrooms. Research has identified teachers’ caution and concerns about these robots’ social skills. Pre-service education is critical for forming beliefs and preparing teachers for the future classroom and innovations in educational technology. In the present study, exploratory factor analysis is applied to examine pre-service teachers’ concerns about social robots’ instructional integration in the role of social agents interacting with children. We apply a concerns scale encompassing the instructional and socio-emotional concerns regarding robots’ instructional integration in the classroom environment. In this study, the scale, which was developed in Slovenia, is examined in the Russian cultural context. Based on the concerns scale, exploratory factor analysis identifies a one-factor solution with five statements (of a six-item factor) shared with the Slovene sample, adding three statements focusing on the importance of the teacher’s role. Russian pre-service teachers share concerns with Slovene pre-service teachers and further highlight the authenticity of unique human relationships and interactions. Slovenian pre-service teachers are more focused on children’s social skills and well-being, while Russian participants give special attention to the teacher’s role and value and believe that it would be wrong to place the robot in a classroom for such a purpose. They do not consider the robot’s human-like interaction skills sufficient for it to be assigned the role of a social agent and interaction partner in the classroom. The inappropriateness of the robot for pedagogical interactions and relationships is the basis of all their concerns. The Kruskal–Wallis test identified the moderate magnitude of the difference between the groups (ε2 = 0.07–0.12), with Russian pre-service teachers presenting the strongest reluctance towards authenticity-imbued social robots in pedagogical roles. The authors emphasize the need to clearly state stakeholders (roboticists, teachers, children, parents) in the research design and their roles in the evaluation of robot implementation.

Innovative technologies in higher education: developing international cooperation in professional training

Innovative technologies in higher education: developing international cooperation in professional training

INNOVATIVE TECHNOLOGIES IN EDUCATION: A CASE STUDY OF IMPLEMENTATION IN KAZAKHSTAN

This study examines the implementation of innovative technologies in the education sector of Kazakhstan. The use of modern technological tools in teaching has become increasingly important in enhancing the quality of education and preparing students for the challenges of the 21st century. This research aims to explore the current status, challenges, and future prospects of integrating innovative technologies into the educational system of Kazakhstan. The study employs a qualitative approach, including interviews and surveys with educators, administrators, and policymakers involved in the implementation of technology in education. The findings reveal that while there is a growing interest in the use of innovative technologies, there are also significant challenges, including limited access to technology, inadequate training for teachers, and a lack of clear policies and guidelines. Despite these challenges, there is optimism about the potential of technology to improve teaching and learning outcomes in Kazakhstan. The study concludes with recommendations for policymakers and educators to overcome these challenges and fully realize the benefits of innovative technologies in education.

MODERN PEDAGOGICAL TECHNOLOGIES AND THEIR APPLICATION IN THE WORK OF TEACHERS OF A VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION INSTITUTION

The article theoretically substantiates and experimentally verified modern pedagogical technologies and their application in the work of teachers of professional (vocational and technical) education institutions. The main goal of an article is to perform an analysis of modern pedagogical technologies and their application in the work of teachers of the institution vocational and technical education. To achieve the goal, theoretical analysis of scientific works, synthesis, comparison, and generalization of approaches to the definition of theoretical aspects of modern pedagogical technologies and their application in the work of teachers of professional (vocational-technical) education institutions were used. It has been established that many learning technologies have been developed today, which prompts theoretical generalization, analysis, classification and selection of optimal methods of their use. The process of using traditional and introducing new (innovative) learning technologies proceeds spontaneously. In the procedure of their selection and implementation in the educational process, there are contradictions between: new goals of education and old ways of presenting and learning knowledge; growing volumes of information that need to be transferred to education seekers and the limited amount of study time; the urgent need for pedagogical innovations in the educational process and the insufficient development of the methodology of using new pedagogical technologies in education. The presence of these contradictions determines the need to study the effectiveness of using innovative pedagogical technologies. As a result of our research, it has been proven that the focus of attention of the pedagogical community is on vocational education institutions, which are designed to provide the labor market with qualified workers who are able to successfully work with the most modern production technologies. For this purpose, the regulatory and legal framework is dynamically updated: legal regulation of the functioning of the vocational education system, all its levels and subsystems, the activities of educational institutions of various types and forms of ownership, and the organization of various forms of education is ensured.

HYBRID POWER SYSTEMS IN MINING: REVIEW OF IMPLEMENTATIONS IN CANADA, USA, AND AFRICA

This comprehensive exploration delves into Hybrid Power Systems (HPS), investigating their components, technologies, economic considerations, environmental impacts, and technological challenges. Integrating renewable and traditional sources in HPS emerges as a transformative solution for sustainable energy. Economic analyses reveal initial costs offset by long-term benefits. At the same time, environmental impacts demonstrate a substantial reduction in greenhouse gas emissions and resource preservation. Technological challenges, including intermittency and system optimization, are addressed through advanced storage, smart grids, and microgrid technologies. The abstract concludes with recommendations emphasizing research, education, policy support, international collaboration, public awareness, and ongoing technological innovation. As HPS stands at the forefront of sustainable energy solutions, this comprehensive study navigates the complex terrain, offering insights and guidance for a future where HPS plays a pivotal role in a resilient, efficient, and environmentally conscious global energy landscape.
 Keywords: Hybrid Power Systems, Renewable Energy, Sustainability, Technological Challenges.

Medico-biological aspects of physical training of students of higher education institutions

The article analyzes the medical and biological aspects of the physical training of students of higher education institutions. The organizational and methodical principles on which the innovative educational technology of implementing the health-forming orientation of modernized physical education is based are highlighted.
 It was established that the level of physical culture of young people is determined, first of all, by special education in this field, the perceived need to use physical exercises and other types of motor activity for the purpose of strengthening health and comprehensive self-improvement. On the basis of the analysis of a complex of literary sources, the goal of physical education is summarized, which consists in improving the health, education and education of student youth.
 The use of medical and biological aspects for the study of physical culture and health measures, where physical training is considered from the standpoint of the formation of skills of motor activity of the individual and the biological properties of the human body, is substantiated.
 The typological characteristics of the modern system of physical education in higher education institutions of Ukraine are determined; the interaction of medical, biological and cultural aspects of physical culture, which contribute to increasing the productivity of educational and physical culture and health activities, is scientifically substantiated.
 Medical-biological aspects include the study of health problems and the physical condition of people, their use for the study of physical culture and health measures is determined by the fact that physical training is considered from the point of view of the formation of motor activity and biological properties of the body.
 The specificity of the motivational and value component of the medical and biological training of future specialists was investigated on the basis of a questionnaire of higher education applicants.
 It has been proven that more attention should be paid to the promotion of sports and physical culture in the institution of higher education, to fully provide classrooms for classes with modern sports equipment and inventory, to actively include student youth in the process of physical education and mass sports events.

Педагогічні умови формування графічної компетентності майбутніх фахівців у галузі електроніки та телекомунікацій засобами цифрових технологій

The article deals with the actual problem of determining the pedagogical conditions that ensure the formation of graphic competence in the future specialists in the field of electronics and telecommunications by means of digital technologies and other professional qualities necessary for the implementation of successful professional activities in the modern digital world.
 To determine the pedagogical conditions for the formation of future specialists in the field of electronics and telecommunications graphic competence by means of digital technologies, the method of survey and independent expert evaluations was used.
 Of the 11 pedagogical conditions proposed for expert evaluation, four were selected that have a high and very high degree of agreement of the experts' opinions. Therefore, we believe that the following pedagogical conditions will have a positive impact on the formation of graphic competence of future specialists in the field of electronics and telecommunications using digital technologies: creating conditions for the development of cognitive interest and providing motivation to carry out professional activities of future specialists in the field of electronics and telecommunications; willingness of scientific and pedagogical workers to promote the development of graphic competence of applicants; gradual development of graphic competence as an integral component of the applicant's professional competence; the use of innovative pedagogical technologies in order to activate the educational and cognitive activities of the applicants.
 The use of innovative pedagogical technologies in order to activate the educational and cognitive activities of future specialists in the field of electronics and telecommunications in order to form their graphic competence by means of digital technologies has a number of advantages, in particular: improving the quality of education, developing creative abilities and independence of students, increasing motivation to study, etc. Among the promising methods for forming the graphic competence of future specialists in the field of electronics and telecommunications using digital technologies are the following: interactive technologies that allow students to actively interact with each other in the process of mastering educational material, in particular, the brainstorming method, the project method, etc.; game technologies, among which we see promising didactic games, scenario games, simulation games, etc.; distance learning technologies as a means of improving graphic skills and abilities; problem-based learning technologies that allow students to develop critical thinking, creative abilities, and practical skills.

Innovative learning technologies in higher education

The issue of attracting innovative technologies to teaching activities has become particularly relevant over the past 2 years around the world. This concerns the spread of such an epidemiological disease as COVID-19, since it caused the transition from full-time to distance learning. Kazakhstan is no exception, therefore, the spread of such a trend is clearly manifested in it, which is why there is an active use of interactive forms of education, including a variety of innovative pedagogical technologies. The purpose of the study is to analyse the types of computer technologies used in universities of Kazakhstan, to determine their effectiveness in the conditions of distance learning, and to establish the prospects of their future use in the context of full-time education. To achieve this goal, the study uses various practical means for conducting research, in particular: functional and methodological, dialectical and methodological approaches, method of logical analysis, synthesis, comparative method, abstraction, and analysis of literature. As a result of the conducted research, the theoretical basis of the concept of innovative technologies in pedagogical activity was determined, their types and signs were formed. In addition, the methods and forms of implementation of such technologies were identified, the level of their effectiveness was determined, and methods for their improvement were proposed. Considering the areas of future study on this topic, it would be advisable to investigate ways to use artificial intelligence in distance learning. As for the practical value of the study, it is conditioned by the foundations formed in the work that can be used by both university teachers and schools to effectively organise the educational process during a pandemic.

Practical Development of Artistic and Creative Activity of Students: from Work Experience

Introduction. In this study, the author addresses the problem of the development of modern innovative educational technologies in the context of artistic and creative activity. The purpose of the study is to reveal the features of the implementation of modern innovative pedagogical approaches in pedagogical artistic and creative practice. Methodology. Artistic and creative activity is studied from the perspective of a personal activity approach as a leading type of pedagogical activity. From the point of view of the competence approach, the main competencies of students are determined within the framework of continuous multi-level specialized education (artistic, aesthetic and socio-pedagogical). The Childrenʼs Academy of Artistic Creativity and Design became a research site. Results. The study shows that the project method is currently in demand in the context of the development of modern innovative educational technologies. The importance for pedagogical artistic and creative practice is particularly noted. It is shown that during the implementation of the project, the student acquires certain artistic and creative competencies necessary for further training in professional artistic and creative activities. Conclusion. In conclusion, the main aspects of the application of the project method in pedagogical artistic and creative practice are shown.

Strategies and Challenges in Encouraging Students' Critical Thinking Skills in Online Learning: A Literature Review

This article presents a comprehensive literature review on the methodologies and obstacles faced in fostering critical thinking skills among students within the realm of online learning. As digital education platforms become increasingly prevalent, educators and curriculum designers are tasked with the challenge of adapting traditional, interactive critical thinking exercises to virtual environments. This review synthesizes findings from various studies, including empirical research, theoretical analyses, and case studies, to identify effective strategies for promoting critical thinking in online courses. Key strategies highlighted include the use of asynchronous discussion forums to facilitate reflective thinking, the integration of problem-based learning tasks, and the implementation of peer review mechanisms to enhance analytical skills. The review also discusses the challenges encountered in online settings, such as the lack of immediate feedback, reduced social cues, and the potential for cognitive overload due to multitasking. It emphasizes the importance of thoughtful course design, the need for instructor training in online pedagogical methods, and the role of technology in supporting interactive and engaging learning experiences. Finally, the article calls for further research into innovative educational technologies and pedagogies that can better support critical thinking development in online learning environments.

EVOLVING TRENDS OF TECHNOLOGICAL INNOVATION IN EDUCATIONAL ASSESSMENT: A BIBLIOMETRIC ANALYSIS

This study is a bibliometric analysis investigating the incorporation of technology in educational assessment. This study aims to analyze the influence of these developments on assessment methods in schools, considering the increasing integration of technology due to the availability of digital tools and the emphasis on data-driven, individualized learning. This study examines the current patterns in academic research, identifies important topics, and investigates the impact of technological breakthroughs such as Artificial Intelligence (AI) on teaching methods and educational policies. The objective is to provide guidance for future educational strategies and assessments. We utilize a bibliometric methodology, utilizing the Scopus database to extract pertinent publications. The inclusion criteria pertain to works published from 2014 to 2023, with a specific focus on Technological Innovation in Educational Assessment. Analyzed are key bibliometric indicators, including publishing patterns, prolific authors, and subject distribution. The study utilizes visualization methods to depict co-authorship networks, citation patterns, and theme clusters. Co-authorship networks and citation patterns provide insights into collaborative efforts and the spread of impactful research. This bibliometric analysis sheds light on the changing scholarly landscape of Technological Innovation in Educational Assessment. The detected tendencies enhance our comprehension of the intricate and diverse characteristics of research in this sector. Given the ongoing importance of technology innovation in education, the findings of this study provide a basis for future research, policy development, and educational methods within a country.

THE ROLE OF APPLYING INNOVATIVE TECHNOLOGIES IN IMPROVING THE QUALITY OF EDUCATION

The article highlights the role of innovative technologies in improving the quality of education, in which the reform of the education system and the transition to a new system create the need for the active implementation of pedagogical innovations. To form an innovative education system, it is necessary to introduce innovative information and technological capabilities into the educational system and study international educational experience. This article outlines thoughts and opinions on the prospects for using innovative technologies in education.

Evaluating Virtual Reality’s Impact on Enhancing Pedagogical Skills in South Korean Secondary Schools’ Teacher Development Programs

This comprehensive study delves into the transformative potential of Virtual Reality (VR) technology within teacher professional development programs in South Korean secondary schools. With the educational landscape rapidly evolving, the integration of innovative technologies such as VR presents both unprecedented opportunities and significant challenges. This paper aims to critically assess the effectiveness of VR in enriching pedagogical skills among educators, exploring its role in facilitating immersive and interactive learning experiences that could potentially redefine traditional teaching methodologies. Employing a mixed-methods research approach, this investigation combines quantitative data derived from extensive surveys of educators who have participated in VR-based training programs with qualitative insights gathered through in-depth interviews. This dual-faceted analysis enables a nuanced understanding of VR’s impact on teaching practices, highlighting the technology’s capacity to enhance instructional strategies, engage students more effectively, and foster a dynamic learning environment. Moreover, the study identifies key challenges associated with the adoption of VR in professional development, such as technical limitations, the need for specialized training, and the integration of VR content with existing curricula. By offering a comprehensive overview of the current state of VR in educational settings in South Korea and examining its implications for teacher professional growth, this paper contributes valuable perspectives to the ongoing discourse on leveraging technology to advance educational outcomes. Through its findings, the research underscores the critical need for strategic implementation and support mechanisms to maximize VR’s benefits in professional development programs, paving the way for future innovations in educational technology.

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

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

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

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