Technology Lessons Research Articles

Imitation and Innovation of Practices in Science and Technology: Lessons from Asia and Europe for Tanzania

Imitation and innovation are often seen as opposing paths to advancement in science and technology. However, this paper argues that a balanced approach that combines both imitation and innovation could accelerate Tanzania's development in these areas. This study has four specific objectives, namely, to assess: (1) The role of imitation and innovation of practices in science and technology; (2) Challenges that Tanzania faces in imitation and innovation of practices in science and technology; (3) Lessons for Tanzania in imitation and innovation in science and technology from Asia and Europe; and, (4) Strategies that Tanzania may use to benefit from imitation and innovation in science and technology lessons from Asia and Europe. By reviewing the literature on the interplay between imitation and innovation in Asia and Europe, the paper demonstrates how these regions have used both strategies to achieve rapid development in their science and technology sectors. The study found that imitation and innovation are important drivers of economic development for countries. Asia and Europe adapted strategies such as copycat, frugality, social innovation, the role of knowledge and technology transfer, innovation ecosystems, strong institutions, adapted disruption, balancing exploration and exploitation, systems of innovation, and intellectual properties for steering their development. For Tanzania, the paper recommends learning from the success of Asian countries like Japan and South Korea in imitating and improving their technology, as well as European countries like Germany and Sweden in cultivating an education culture that values innovation while taking advantage of the latest technologies and best practices from other countries. However, shortage of funding in the education system, poor infrastructure, lack of skilled workforce, and limited research and development might hamper the imitation and innovation in science and technology in Tanzania. Current government efforts are geared towards removing these bottlenecks.

DEVELOPING AN ATTITUDE SCALE TOWARDS SCIENCE AND TECHNOLOGY COURSES: A STUDY OF VALIDITY AND RELIABILITY

Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS's construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students' attitudes towards the teaching process, with 13 items. The second dimension assesses students' negative attitudes, including five items. The third dimension evaluates students' attitudes towards experiments, containing five items. Keywords: science and technology lesson, attitude toward science and technology courses, attitude scale development

The Relationship between Teachers' Attitudes Regarding the Use of Technology in Lessons and Lifelong Learning

This study aimed to determine the relationship between teachers’ attitudes toward lifelong learning and technology usage. Correlational research design was used in the study. The universe of the study consists of a total of 8195 teachers working in Odunpazarı and Tepebaşı districts in Eskişehir city center. The sample of this study consists of 145 teachers determined by using the "easily accessible sampling" method. The data analysis showed that there is no significant relationship between teachers' attitudes about the use of technology and lifelong learning tendencies. As a result of the data analysis, it was concluded that the attitudes toward the use of technology did not show significant differences according to gender, age, and seniority.

CROSS-PEDAGOGY AS AN EFFECTIVE TOOL FOR FORMING THE GRAPHIC CULTURE OF STUDENTS IN 8–9 GRADES IN TECHNOLOGY CLASS

In modern world, with the development of information technologies, graphic culture is becoming more and more relevant and important. Many professions, from design to engineering, require workers to understand and create graphics and multimedia materials. In addition, in today’s world, where much attention is paid to visual perception, graphic culture is an important component of modern culture. In this regard, it is important to form the graphic culture of students at the stage of school education. Unfortunately, traditional teaching methods are not always effective in this respect. Therefore, the use of cross-pedagogy can be an excellent tool for forming the graphic culture of students in technology lessons. So, the relevance of this topic is to consider the possibilities of using cross-pedagogy as an effective tool for forming the graphic culture of 8th-9th grade students in technology lessons. The purpose of the article is to reveal the effectiveness of the use of cross-pedagogy when forming the graphic culture of 8th-9th grade students in technology lessons.
 This article examines in detail the use of cross-pedagogy technology for the formation of the graphic culture of students in technology lessons for grades 8-9. It is emphasized that cross-pedagogy is an innovative technology that ensures the efficiency and effectiveness of the educational process. The article highlights the main principles of cross-pedagogy and its influence on the formation of graphic culture of students in technology classes. Different methods of using cross-pedagogy in technology classes, such as group work, project activities, interactive methods, etc., are analysed, as well as their advantages and disadvantages. The article provides specific examples of the use of cross-pedagogy for the formation of the graphic culture of students of grades 8-9, which allows the reader to better understand the essence of technology and its possibilities. As a result of the research, it was established that the use of cross-pedagogy in technology lessons is an effective means of forming the graphic culture of students and contributes to their successful learning.
 The article also examines various types of cross-pedagogy, including cross-cultural, cross-course, and cross-disciplinary pedagogy. In addition, examples of the use of various tools of cross-pedagogy technology to increase the effectiveness of forming students’ graphic culture in technology lessons will be considered. The article also examines the role of the teacher in the application of cross-pedagogy in technology lessons and indicates the need to train teaching staff to use this technology. In general, the article contains a comprehensive approach to the use of cross-pedagogy for the formation of graphic culture of 8-9 grade students in technology lessons.

INTERACTIVE TECHNOLOGIES OF SITUATION MODELING AND PROCESSING OF DISCUSSION QUESTIONS IN THE PROCESS OF STUDYING A FOREIGN LANGUAGE

The theoretical foundations of interactive learning, in particular, the peculiarities of the definition of the concepts “interactive learning” and “interactive technology” are examined in the article, the classification of interactive learning technologies is carried out, the stages of development of interactive learning technologies and the criteria for the effectiveness of their application in the educational process are determined. It was found that interactive learning is an organized interaction of education seekers among themselves and the teacher with the learners, which ensures immersion in the work with a certain level of activity of all its participants and contributes to the intensification of communication in the educational process. The author emphasizes that the leading principles of this type of education are: the principle of dialogical interaction, the principle of cooperation and cooperation, the principle of game or training organization of the educational process. The article analyzes such interactive technologies of situational modeling as: role play, language games, dramatization, song-exercises or song-games, the use of which in the process of learning a foreign language improves attention, creativity, memorization processes of learners, increases interest in language learning, stimulates exciting atmosphere of the educational process, activates speech activity, etc. The article also provides examples of the use of role-playing games, puzzle games, lexical, phonetic, spelling and grammar games, game situations for the development of skills and communication skills in a foreign language. Among the interactive technologies, the technology for working out debatable issues, such as the press method, was determined to be effective; change of position; taking a position for or against, the application of which contributes to the search and cognitive activity of the applicants, the development of their self-realization, the disclosure of their creative potential, etc. Examples of the use in foreign language lessons of such interactive technologies for processing debatable issues as verbal duels and discussions in mini-groups are given, the use of which can vary from a simple discussion of a problem to a press conference on specific problems, from role-playing and group games to defending projects.

ВИКОРИСТАННЯ СУЧАСНИХ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ ФОРМУВАННЯ ГРАФІЧНОЇ КУЛЬТУРИ УЧНІВ 8-9 КЛАСІВ НА УРОКАХ ТЕХНОЛОГІЙ

The article examines the use of modern information technologies in the process of forming the graphic culture of 8th-9th grade students in technology lessons. The essence of the concept of «graphic culture» is revealed, for this the basic concept of «culture» and then the concept of «graphic culture» are considered. Means of graphic culture are defined. It is noted that graphic culture is based on a developed spatial representation, on the basis of which graphic skills and abilities are formed. It was determined that the study of the discipline using information technologies provides an opportunity for reflection and participation in the creation of elements of the lesson, which contributes to the development of students' interest in the subject. Classical and integrated technology lessons, accompanied by software products such as graphic editors, allow students to deepen their knowledge, increase the effectiveness of learning, the intellectual level of students, instill self-learning and self-organization skills, and facilitate solving practical tasks. As a result of studying technologies in institutions of general secondary education, students of grades 8-9 develop graphic culture skills necessary for life and work in a modern high-tech society. Learners should gain experience with information objects that combine text, visual images, digital data, links, and databases, and that can be transmitted orally, through telecommunications technology, or online. The essence of the formation of a graphic culture based on information technologies is a process, the result of which is the graphic and information literacy of students, which allows you to quickly and better navigate in a large amount of information resources. Studying graphic editors in grades 8-9 develops students' cognitive abilities, attention, imagination, memory, logical thinking, and awakens a desire for creativity. Key words: modern information technologies, graphic culture, 8-9 grade students, technology lessons, graphic editors.

The Effect of Augmented Reality Technology on Environmental Thinking, Environmental Behavior and Attitude toward Environment Variables in Science Lesson

The use of technology in science learning is quite common. One of these widely used technologies is Augmented reality (AR) technology. This research was purposed to examine the effectiveness of AR technology on students' attitudes, thinking, and behaviors toward the environment and to examine the relationship between these variables. The research will have a meaningful context in the literature as it supports raising individuals with positive behaviors, thinking, and attitudes toward the environment. The research process was arranged according to the quasi-experimental design's pre and post-test control group model. It was conducted with an experiment and a control group. While AR technology was used in the experimental group, it was applied to the existing program in the control group. The sample consisted of 53 participants in the 5th grade, which are 27 students in the Control group and 26 in the Experimental group. In the study, data was collected with the environmental attitude scale. MANOVA and correlation coefficient analyzed data collected in the context of research. The results showed that using AR positively contributes to secondary school students' attitudes, thinking, and behaviors toward the environment. In addition, it was determined that there were positive or negative relationships between some of the environmental attitudes, behavior, and thinking variables in the experimental and control groups. According to the research results, it is recommended to utilize AR technology in lessons to raise individuals who develop positive thinking, behaviors, and attitudes towards the environment within the context of secondary school science lessons.

PEDAGOGICAL BASIS OF FORMING ECOLOGICAL EDUCATION EDUCATION IN PRIMARY CLASS TECHNOLOGY LESSONS

PEDAGOGICAL BASIS OF FORMING ECOLOGICAL EDUCATION EDUCATION IN PRIMARY CLASS TECHNOLOGY LESSONS

CONNECTION WITH EXACT AND NATURAL SCIENCES IN FORMING EDUCATION (In the case of technology lessons)

CONNECTION WITH EXACT AND NATURAL SCIENCES IN FORMING EDUCATION (In the case of technology lessons)

ФЕНОМЕН ЕКОНОМІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ТРУДОВОГО НАВЧАННЯ ТА ТЕХНОЛОГІЙ: ТЕОРЕТИЧНИЙ АСПЕКТ

The article analyzes approaches to the interpretation of the phenomenon of economic competence of future teachers of labor education and technologies, proves the importance of its formation primarily due to the high social responsibility of pedagogical specialists of this profile. The statement is substantiated that in modern socio-economic conditions there is a question of improving the labor training of the younger generation, which aims to form not only technical and technological knowledge, practical abilities and skills, but also economic ones, which, in turn, are necessary for the training of applicants education for future professional activity and life in today's realities. The analysis of this problem was carried out based on the scientific works of both Ukrainian and foreign scientists. It is established that economic competence, being the result of the acquisition of abilities and skills, professional and life experience, special knowledge, contributes to the comprehensive development of the individual.The study of approaches to the formation of economic competence of education seekers in domestic and foreign sources made it possible to prove that currently in pedagogical theory and practice, certain experience has been accumulated on this issue. The conducted theoretical research made it possible to characterize the importance of training future teachers of labor training and technology in institutions of higher pedagogical education, taking into account the economic aspect and its direct relationship with the organization and conduct of the educational process in institutions of general secondary education in the lessons of labor training and technology. According to the analyzed approaches and one's own vision of the problem, a proper interpretation of the concept of "economic competence of the future teacher of labor education and technologies" was proposed as: an integrative quality of the individual characterized by a high level of economic knowledge and skills, needs, motives and cognitive processes that enable the specialist's ability to carry out professional pedagogical activity taking into account the economic realities of today. The prospect of further research is the selection of the main system-forming components of this concept, their thorough analysis and characterization.

Технологии формирования российской идентичности у школьников в этнокультурной образовательной среде

The purpose of the work is to theoretically substantiate the technologies for the formation of Russian identity among schoolchildren in an ethnocultural educational environment and formulate recommendations for their use. Based on the methods of theoretical analysis, as well as generalization of his own and advanced pedagogical experience, the author proposes some effective forms and means that contribute to the formation of Russian identity among schoolchildren in an ethno-cultural educational environment. The article emphasizes the connection between the concepts of «Russian identity» and «patriotism», provides a definition of the ethno-cultural educational environment, describes the various areas of work on the formation of the Russian identity of students in the course of educational and extracurricular activities, reveals the forms of organization of interethnic and intercultural communication participants in the educational process. The paper al-so considers the means of forming Russian identity in the lessons of literature, mathematics, fine arts, music, and technology. In the conclusions, the author characterizes the process of formation of Russian identity as the process of becoming a socially active person who is able to actively interact in a polyethnic and multicultural society, to carry out interethnic and intercultural communication and cooperation, and from this point of view assigns a special role to gaming technologies and highlights their social function, which consists in the development of social roles by schoolchildren, and, consequently, sociocultural norms, the ability to evaluate their social behavior in terms of the mastered rules of behavior in situations of interethnic and intercultural interaction.

ADEQUACY OF COMPUTER TECHNOLOGY RESOURCES FOR TEACHING MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN NAKURU EAST SUB-COUNTY, KENYA

The study assessed the adequacy of Computer Technology resources for teaching Mathematics in secondary schools in Nakuru Town sub-counties, Kenya. Research done in developed countries found that Computer Technology resources for teaching were very few in teaching Mathematics. Its use help students learn by giving abstract ideas a more perceptible form and is therefore significant for Mathematics subject which is poorly performed. Existing literature shows that Computer technology resources can enhance instruction if basic conditions, including the provision of computer resources, are met. The study aimed to assess the adequacy of computer technology resources for teaching mathematics. The study's objective was to assess the adequacy of Computer Technology resources for teaching mathematics. The design of the study included both quantitative and qualitative methods. The study population was 60 Mathematics teachers, 25 principals, and 1 County Quality Assurance and Standard Officer (CQASO).The sample size for the study comprised 10 Mathematics teachers, 10 Principals, and one CQASO. Questionnaires, Computer Technology Lesson Observational Tool (CTLOT), and Interview schedules were the main research instruments. The reliability of the questionnaire was established through the test-retest method and then accepted at Pearson value of 0.7 and above at alpha of 0.05 and was determined by piloting them in 2 schools forming part of the population. The reliability coefficient for (CTLOT) is 0.83. The findings showed that computer technology resources for teaching mathematics are inadequate. The study recommends the adequate provision of computer technology resources for teaching mathematics.

CREATIVE PROJECTS IN THE TRAINING OF LABOR AND TECHNOLOGY TEACHERS

The article examines the didactic possibilities of the technology of processing textile materials when performing creative projects by students - future teachers of labor education and technology. In particular, the introduction defines the priorities of the educational policy in Ukraine, among which an important place belongs to environmentalization, which is aimed at achieving the goals of sustainable development and contributing to the prosperity and protection of life on the planet. The key to the implementation of this priority is the formation of the readiness of the participants in the educational process for ecological conservation activities since it is one of the main subject-transformative practices that are implemented in labor training lessons in basic school and technology lessons in high school. Ecodesign in general and upcycling technology in particular are determined to be relevant in the acquisition of professional competencies. The main part of the article outlines the essence of secondary use of materials, the history of its appearance, its importance for nature conservation, and compliance with the concept of the three R's: "consumption reduction - reuse - recycling". Active use by fashion designers is being updated. Emphasis is placed on the importance of using upcycling in educational projects. The experience of the Department of Technological and Vocational Education of the Central Ukrainian State Pedagogical University named after Volodymyr Vinnichenko in the implementation of individual projects on the "upcycling" technology in the educational process in the preparation of future teachers of labor training and technology is presented. It is about the methodology of project activity from the choice of the project topic to the final result, during which students have the opportunity to independently choose the design object according to their capabilities, develop the design and manufacture the product, and prove the necessity of the existence of the finished product in the real world. The results of the study are convincing that the implementation of educational projects by future teachers of work training and technology contributes to the development of creative abilities, creativity, the search for non-standard solutions, and the responsibility of students. Each manufactured item is unique, has an innovative design because an individual approach and design vision of each individual student is used to create it. In addition, the issue of ecological impact on the environment is raised - the recycled item will have a "second life" and will not be thrown into the trash. It is obvious that in the conditions of ecologically transformative activities, the development of the ecological culture of students takes place, and the implementation of such projects contributes to the ecological activity of future specialists. Keywords: project activity, creative project, upcycling, ecological culture, teachers of labor training, and technology

THE USE OF MODERN EDUCATIONAL TECHNOLOGIES IN THE PROFESSIONAL ACTIVITIES OF PRIMARY SCHOOL TEACHER

The article substantiates the importance and necessity of using modern educational technologies in the professional activity of a primary school teacher. The main task of modern education today is to create a comfortable educational environment for students, providing conditions that will promote the disclosure of cognitive activity and initiative of students. It is the active introduction of pedagogical technologies in the practice of school education that will allow to fully implement the outlined task. The teacher of the New Ukrainian School is a teacher of the new generation who is ready to apply modern educational technologies in his professional activity, which is an important component of the innovative competence of a teacher.Use of educational technologies in lessons will allow to form an active learner, successful in learning, able to make decisions independently, be responsible for their own actions and deeds. The primary school teacher must be familiar with the whole arsenal of educational technologies, understand the principles of educational technology, know interesting innovative methods and techniques of teaching and actively involve all participants in the educational process by using technology in educational activities.Emphasis is placed on the fact that the introduction of modern educational technologies in the professional activities of teachers opens access to the manufacturability of the educational process, access to information sources (information), makes the presentation of educational material at a high level by teachers and accessibility of students. The technologicalization of education is directly related to the use of modern educational technologies in lessons.Thus, educational technology is a way to ensure a successful educational system of socialization, personal and professional development of the individual, which can achieve this goal through the coordinated professional actions of teachers and all other participants in the educational process. Educational technology is a conceptual, systematic description of the actions of teachers and students, aimed at achieving the predicted results; it is a way of organizing and improving the educational process, etc.
 Keywords: modern educational technologies; innovations; primary school teacher; leadership qualities of a teacher; innovative processes.

Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey

The aim with this study was to examine how, from the teachers’ and students’ perspectives, the project-based learning approach was applied in science and technology lessons. The research was conducted through a case study with qualitative research methods. The data of the study were obtained from semi-structured interviews with 38 students and 11 science and technology teachers. This data were analysed by descriptive analysis which is a qualitative data analysis method. The results of this study show that the teachers described the project-based learning approach as an inapplicable approach in schools. Teachers advised a reduction of curriculum content and a reduction in class sizes. We understood that the other phases of the project processes that started with the selection of project topics at school were done with the help of the students’ families at home. It also became clear that during the evaluation process, the teachers took the students’ own efforts into consideration. We determined that most of the students who participated in the projects in the science and technology course were free to choose their project subjects. It also became clear that students preferred to do projects in the science and technology course. At the end of the research report, suggestions based on the results of the research are made.

Lisansüstü Eğitimin Fen Bilimleri Öğretmenlerinin Mesleki Gelişimlerine Katkısı

Bu araştırmanın amacı lisansüstü eğitimin mesleki gelişime katkısı hakkında fen bilimleri
 öğretmenlerinin görüşlerini ortaya koymaktır. Bu araştırma, nitel araştırma yönteminin
 fenomenoloji deseniyle yürütülmüştür. Katılımcıların belirlenmesinde maksimum çeşitlilik ve
 ölçüt örnekleme yöntemleri kullanılmıştır. Bu doğrultuda araştırma, 2020-2021 eğitim öğretim
 yılında Kayseri ilinde devlet ortaokullarında görev yapan lisansüstü öğrenim görmekte
 olan/gören sekiz fen bilimleri öğretmeni ile yürütülmüştür. Veriler yarı yapılandırılmış görüşme
 ile toplanmıştır. Araştırma kapsamında geçerlik ve güvenirliğe dair uzman görüşlerinin alınması,
 görüşmelerin kayıt altına alınması, katılımcı ifadelerinin doğrudan verilmesi gibi önlemler
 alınmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Görüşmedeki ses kayıtları transkript
 edilerek nitel araştırma alanında bir uzmanın görüşleri de alınarak kod, kategori ve temalar
 belirlenmiştir. Bulgular bölümünde katılımcılara ilişkin doğrudan alıntılar yer almaktadır.
 Araştırmacılar öğretmenlerin lisansüstü eğitim almaları gerektiği ve lisansüstü eğitimdeki
 derslerin ve yapılan bilimsel çalışmaların meslek hayatına katkı sağladığı sonucuna
 ulaşmışlardır. Ayrıca lisansüstü eğitimin verimliliğini artırmak adına MEB teşvikleri ile zorunlu
 ve seçmeli derslerde düzenlemelerin yapılması gerektiği, yabancı dil ve alan derslerinin
 eklenmesi gerektiği gibi sonuçlara da ulaşılmıştır. İlave olarak, öğretmenlerin lisansüstü eğitimde
 dokümanlara ulaşma, araştırma izni alma, maddi durumun yetersizliği gibi zorluklarla
 karşılaştıkları sonucuna ulaşılmıştır. Bu sonuçlardan yola çıkılarak, araştırmacılar lisansüstü eğitimi geliştirmek için MEB ve üniversitelerin işbirliği içinde çalışmaları, alanında uzman
 kişilerce teknolojik derslerin verilmesi ve ders saatlerinin düzenlenmesi gibi öneriler
 vermişlerdir.

A mixed-method cluster analysis of physical computing and robotics integration in middle-grade math lesson plans

This study analyzed 281 lesson plans collected from the producers’ websites of 12 educational physical computing and robotics (ePCR) devices. We extracted and coded five variables from each lesson. They were ePCR functionality, coding skills, computational thinking skills, math knowledge, and activity design. First, a two-step cluster analysis was administered to find how three ePCR-related knowledge: ePCR functionality, coding skills, and computational thinking skills, were integrated to teach students ePCR technology in middle-grade math lessons. Results showed three types of lesson plans, including lessons to use basic ePCR functionality to teach students lower-level CT skills, lessons to teach students basic to intermediate coding skills, and lessons to use the technology at the advanced level. Next, we applied the Technological Pedagogical Content Knowledge (TPACK) framework and conducted a second two-step cluster analysis to identify how the technology (ePCR technology), content (math knowledge), and pedagogy (activity design) were integrated into those lesson plans. Results suggested ten clusters of lesson plans with distinct features. We summarized those ten lesson clusters into five categories: 1) ePCR technology lessons, 2) transdisciplinary problem-based learning lessons, 3) technology-assisted lessons, 4) lessons without real-world connections, and 5) lessons integrating middle-grade math learning into ePCR projects. Implications for educators and researchers were discussed at the end of the article.

Gender does not make the difference: interest in STEM by gender is fully mediated by technical socialization and degree program.

In Germany, there is a shortage of skilled workers in the fields of science, technology, engineering, and mathematics (STEM) and especially in technology with declining interest in technology and with supposedly fewer teachers in technology education in the next 20 years. The present study examined whether students’ interest in STEM is dependent on their career choices (i.e., their degree program), their technical socialization, their personality, and gender. A survey in Germany, Baden-Wuerttemberg (N = 350) examined gender-specific differences in teacher training students with and without technology and engineering students via structural equation modelling with the mediators personality, technical socialization, and degree program. Results show that interest in STEM by gender is fully mediated by technical socialization and degree program. Solutions for the reduction of the staff shortage and gender gap in the technical domain are discussed and it is suggested that an integration of technology lessons in the school curriculum and a reduction of gender normatives may help.

Impact of Using Visual Effects and Animation in the Educational Environment on Transferring the Knowledge and Motivation for Science and Technology Learning

The study described here is one of the first of its kind to look at the systemic effects of learning with integrated animations on knowledge transfer and motivation to learn science and technology. A study involving 418 6th and 9th grade students from Jordan was conducted. Students in the experimental group took part in science and technology lessons that included the animation environment at least once a week. The experiment lasted between 2 and 4 months. The findings revealed that an animation-based online learning environment had a significant impact on knowledge transfer and learning motivation. Furthermore, the findings revealed that students' perceptions of science and technology learning changed because of teaching and learning with integrated animations. Students perceived themselves to play a more central role in classroom interactions, expressed greater interest in learning, and placed a greater emphasis on using technology and experiments during lessons.

Teachers’ TPACK in Teaching EFL during Covid-19 Pandemic

This study explores the TPACK of EFL teachers in two distinct school districts during the Covid-19 pandemic. This study comprised two English teachers from rural and urban schools in Bengkulu, Indonesia, with 2 to 10 years of experience teaching English. The researchers collected the data utilizing an interview-based comparative descriptive methodology to address research questions. Following the interview, the collected data was transcribed. The findings of this study indicate that urban teachers have a higher level of TPACK than rural teachers in terms of their ability to use technology and manage classes when teaching English during the Covid-19 pandemic, particularly concerning online learning applications such as Zoom meetings, WhatsApp, Google Classroom, and the YouTube app. On the other hand, rural EFL teachers have insufficient TPACK. Due to a lack of time to design technology lesson plans, technology training, and inadequate supporting facilities and infrastructure, such as limited internet network availability and power outages, teachers lack knowledge of technological advances for online learning. Even though teachers in rural and urban areas had never utilized an online learning system during the previous school year, they had varying capacities for addressing problems that developed while utilizing this system.