Use Of Teaching Tools Research Articles

The Current Status and Development Trends of Information Technology-Aided Mathematics Teaching

With the rapid development of information technology, mathematics teaching is gradually transitioning from traditional teaching models to more information- and technology-driven methods. Information technology has brought significant changes in the presentation of teaching content, student learning experiences, and interactive communication, and has provided new opportunities for the personalization and diversification of mathematics education. This article aims to analyze the current application of information technology in mathematics teaching, explore the challenges and potential it brings, and focus on the applications of digital learning platforms, Computer-Aided Mathematics Education (CAME), Virtual Reality (VR), and Augmented Reality (AR) in mathematics education. By analyzing the current use of teaching tools, platforms, and technologies, this article further looks ahead to the trend of deep integration between information technology and mathematics education, particularly in the fields of intelligent learning systems and big data-driven assessment mechanisms. The article concludes by proposing future development directions for information technology-assisted mathematics teaching and discussing how to promote the further application and practice of information technology in education.

BANI-мир: новая реальность и образовательные смыслы

The article examines the influence of external factors on education due to the peculiarities of the current reality of the BANI world. The signs of this world are understood in the context of changes in education as answers to the challenges of the new reality. The relationship of changes of the modern era in the form of challenges for education, pedagogical practice of training and upbringing, the need for personal development of students is disclosed. The specifics of modern practice meeting the requirements of the new reality were noted. The meanings of changes in the formation of a new reality are indicated: the model of «four-dimensional education» in the 21st century, the development of the personal potential of the student as a subject of the educational process, the use of pedagogical tools for the development of personal potential and the creation of a personal-developing educational environment. These meanings also include: the embodiment of the ideas of personalized training, a new model of the teacher's professionalism in changing conditions, developing management in educational organizations and his tools. The contribution of scientists to the development of scientific and theoretical responses to new challenges of our time to the education system, the pedagogical process of education and training, the process of personal development of a person is outlined. The results of the analytical work are presented in the form of provisions and key issues interpreting new meanings of changes in education.

Педагогические средства формирования личностной готовности подростков к противостоянию негативным влияниям интернет-социализации

The research analyzes the characteristics of adolescence and threats on the Internet, which together allow considering adolescents as the category of schoolchildren most susceptible to destructive influence in the virtual space. It is relevant to prevent victimization of underage users by forming their personal readiness to resist the negative influences of Internet socialization with the help of various pedagogical means. We consider the positions of various scientists regarding the definition of the concept of “pedagogical means” as well as a number of classifications of educational means on various grounds. A description of the functions performed by didactic means is given. Based on the consideration of various approaches to the development, design and use of teaching tools, a proposed set of pedagogical means includes a diagnostic toolkit (essay; questionnaire; methods of observation, role-playing games, analysis of “incident”, etc.), integrated topics of academic subjects that actualize the problem of information and psychological security of the individual, a special course “Fundamentals of Resisting the Negative Influences of Internet Socialization” and a portfolio of personal strategies and methods for counteracting destructive socio-cultural influences on the Network with documents, research, project, art and other works as well as comments of the schoolchild, parents, workers of additional education, teachers and another competent individuals.

The role and significance of mobile games in the process of psychological and psychophysiological development of young football players at the stage of initial training

Organized football increasingly goes against the capabilities and needs of the child. This trend is especially critical at the stage of initial preparation. In addition to the negative effects on the physical development of young football players, forcing training and ignoring their age characteristics has an extremely destructive effect on the mental development of children. The article analyzes the possibilities and advantages of pedagogical means of regulating motivational factors and the process of forming a number of psychological qualities and abilities of young football players aged 6 to 9 years. Suggested methods of personality formation of young football players. The formation of the sports character of young football players should consist of both team actions and individual characteristics.
 Focusing on raising children begins in the environment that shapes them. The most important component of the formation of a young personality is the psychological aspect. Due to various movements with and without the ball, children can gain game experience. Adapting exercises to the child's needs is a basic condition for preventing traumatic effects and promoting its harmonious development, creating prerequisites for stimulating independent thinking, using the "try to find a solution" principle. The work summarizes data from special literary sources and domestic practical experience, as well as analyzes the key factors that determine the dynamics of training and physical and psychological development of young football players. The mechanisms of the influence of the use of pedagogical tools of a game nature on the process of formation of the motivational, cognitive and psycho- emotional sphere of a child of primary school age playing football are shown.

Development and Usability of SLEQ Kit Topic of Linear Equation

Student-centred learning involves students in the use of teaching tools in teaching, and learning. Students’ involvements can contribute to students' mastery mathematical problem-solving skills, especially in the field of algebra. Linear Equation is in the field of algebra. It requires teaching aids to help students understand the concepts for solving problems involving linear equations of one variable. Thus, a study aimed to develop SLEQ kits with sufficient validity and usability from the perspective of trainee teachers. The SLEQ kit development process is based on the ADDIE instructional model and Jerome Bruner's learning theory. A validity questionnaire was used to obtain an assessment of face validity and content validity for the SLEQ kit and involved three experts who were appointed among experienced teachers in the field of mathematics. In order to evaluate the SLEQ kit’s usability, a convenience sampling method was used to select 30 trainee teachers. Expert evaluations of SLEQ kits were analysed using the Content Validity Index (CVI). Meanwhile, the usability of the SLEQ kit refers to the mean score value. The study's findings showed that the value of IKK is 1.00, which is sufficient for expert evaluation of the SLEQ kit’s face and content validity. The results of the SLEQ kit usability analysis showed a high level of usability with 3.70 in terms of suitability of kit use, ease of kit use and satisfaction of kit use. In conclusion, the SLEQ kit is suitable to use by students, easy to use and provides user satisfaction to students from the perspective of trainee teachers. The implication is that the development of the SLEQ kit can help teachers and students implement the teaching and learning process and increase students' understanding of mathematical concepts for the topic of Linear Equations.

Features and types of self-presentations in educational video blogging

The rapidly developing video blogosphere attracts a diverse audience, including children and young people. The latter consume both entertaining and educational content. The Covid-19 pandemic has contributed to the increased digitalization of education, as well as the development of educational video blogging. The purpose of our study is to analyze the self-presentations of educational video bloggers and their typology. Empirical research materials are represented by texts of expert interviews with teacher-bloggers (N = 10) and focus groups with schoolchildren (N = 69), as well as direct videos posted on the channels of 48 educational bloggers (240 in total). Analysis of the video, accompanied by the study of scientific literature and expert statements, made it possible to identify two main and four additional types of self-presentation of educational video bloggers – «expert», «practitioner», “entrepreneur”, “creative type”, “insider”, “experimenter”. Among the criteria for identifying these types: emotional techniques; use of teaching tools and techniques, including technical ones; linguistic means; expression of one's own position; dialogical; background design, choice of clothing, etc. The description of each type of self-presentation is accompanied by examples from selected cases of English-speaking and Russian-speaking educational bloggers. Typology can be used both for self-reflection by the authors of educational channels and for research in this area. Subsequently, the typology will be verified using the factor analysis method on the described sample of 240 educational videos.

Construction of a song for teaching cardiopulmonary resuscitation

Cardiopulmonary resuscitation or resuscitation (CPR) is performed through chest compressions, with the aim of maintaining myocardial contraction after a cardiorespiratory arrest (CRA), making an artificial circulation with oxygen supply to the body. Effective CPR education of professionals and laypeople is a key variable in improving survival outcomes after cardiac arrest. The use of teaching tools and techniques with active methodologies are essential for building this knowledge. One possible resource for CPR education is the use of music. Music is inherent to the human constitution, which is why it is so important for human beings. This study aimed to build a song for learning the CPR maneuver. The entire composition of the song is presented, achieving the objective of this study.

Religious Intolerance in America: A Documentary History

Religious Intolerance in America: A Documentary History

The design method is the basis of pedagogical process design technology

In this article, the activity of the pedagogue in the design of the pedagogical process, his use of pedagogical tools and technologies, the stages and tasks of the organization of the pedagogical process, the methods of ensuring that these tasks are solved in a holistic, organizational-methodical, material-technical, as well as social-psychological way, pedagogical design the needs of students in the application of technology, the possibility of preparing for lessons at a certain stage of the educational process, and the issues of developing students’ self-development skills were analyzed.

Application of pedagogical technologies in the process of teaching chemical sciences

In our country, a number of projects are currently underway in the sector of education. The creation of a new interpretation of the Republic of Uzbekistan's law "on education" demonstrates that great attention is devoted to work in this field. The employment of pedagogical tools in the process of teaching Chemistry subjects improves teaching effectiveness. This essay will address the use of pedagogical tools in the process of teaching chemical sciences.

Using Augmented Reality Media in Three-Dimensional Geometric Shape Material

This research was a development research with a mix method approach. This study aimed to develop augmented reality learning media that was used to help students visualize three-dimensional mathematical objects. It important research because could replace the use of teaching tools that were limited in number, so they could assist teachers in learning process. This research was based on the Plomp model so that it consists of four phases as the following: (1) Preliminary assessment; (2) Designing; (3) Realization; and (4) Tests, Evaluations, and Revisions. The purpose of this study was to examine the validity, implementation, and effectiveness of augmented reality media. The results of this study revealed that augmented reality media was valid to use based on the results of expert validation, practical to use based on the observation sheet of teacher learning and response implementation, and effective to use based on learning outcome tests and student response questionnaires.

A prática inclusiva no processo de educação de crianças deficientes

RESUMO: Introdução: Portadores de deficiências, apresentam limitações de atividades e restrições de participação social, o que implica na qualidade da educação desses indivíduos. Objetivo: destacar as práticas de inclusão como abordagem didática diante do processo de educação de crianças com deficiências ou distúrbios. Demonstrando as dificuldades de aprendizagem, apresentando aspectos relacionados à saúde desses indivíduos e a importância do papel do professor, da escola e da família nesse contexto, além disso, destacar a intervenção com ferramentas pedagógicas, visando facilitar o processo de ensino/aprendizagem de acordo com a especificidade de cada aluno. Metodologia: Trata-se de uma de revisão narrativa da literatura realizado entre maio e junho de 2020. Incluindo artigos, teses e publicações científicas disponíveis eletronicamente na íntegra, além de dados de órgãos internacionais e governamentais, em língua portuguesa e inglesa, publicados entres os anos de 2001 a 2020. Resultados e Discussão: Foi observado que as práticas inclusivas são medidas eficazes e essenciais no processo de educação de crianças com deficiências ou distúrbios, são necessárias para atender as dificuldades de aprendizagem apresentadas por esses indivíduos. Estas práticas apresentam como enfoque intervenções com o uso de ferramentas pedagógicas, que facilitam o processo de ensino/aprendizagem de acordo com a especificidade que cada aluno apresenta, garantindo assim, maior interação social, melhores condições de aprendizagem e maior autonomia para estes alunos. Diante desse contexto a família, os professores e a escola se mostram essenciais em todo desenvolvimento desse processo. Conclusão: Dessa forma é essencial a implementação das práticas inclusivas no âmbito escolar para uma educação mais democrática entre as diferentes necessidades de cada estudante além disso é notável que apesar dos avanços nas políticas públicas ao longo dos anos, os aspectos relacionados ao acesso à saúde e a condições socioeconômicas desses indivíduos ainda são precários, cabendo maiores investimentos diante dessas circunstâncias, para assim, garantir a efetivação plena de todos os direitos das pessoas com deficiência.
 PALAVRAS-CHAVE: Atividades Educacionais, Deficiência, Inclusão.

AN ASSESSMENT OF TUTOR CHARACTERISTICS AND STUDENT ICT COMPETENCIES IN COLLEGES OF EDUCATION IN GHANA

The rapid growth of the global economy and the information-based society has pressurized education systems around the world to use ICTs to teach the knowledge and skills students need in the 21st Century. The growth of the ICT sector has challenged teachers to prepare for effective use of new teaching and learning tools in their profession. This study sought to examine teacher experience and qualifications as well as student ICT competencies (skills and knowledge). The mixed method approach was employed for the study. A total of 352 respondents made up of 8 principals, 24 tutors and 320 teacher trainees from all the eight colleges were sampled. Data is gathered through open-ended questions that provide direct quotations with the interviewer as an integral part of the investigation. Three research questions guided the study. The research questions were answered using charts, frequency and percentages. The findings established that that the intensive use of ICT and the process-oriented learning environment supported the development of students’ expertise in ICT and enhanced students in critical thinking skills. The study recommends that students should be involved in using ICT in learning activities such as doing assignments, taking quizzes, and searching the internet for learning resources among others. Article visualizations:

EXPERIENCE OF METHODOLOGICAL SUPPORT OF ENTREPRENEURIAL CULTURE FORMATION OF BACHELORS OF PHYSICAL CULTURE AND SPORT

The article proposes a model of methodological support for the formation of entrepreneurial culture of bachelors of physical culture and sports, which represents activities aimed at choosing individual educational trajectory for students; support provided by scientific-pedagogical and methodical workers to facilitate students’ mastering of various variants of education content; control over the educational process, as well as feedback from students during and after the completion of the educational and professional program. This support should include purely organizational activities, informing students about the use of teaching tools, assistance in solving cognitive problems, as well as assistance in contacting stakeholders. At the same time, the individualization of educational algorithms, variability of time and methods of performing educational tasks, a wide choice of places to perform educational tasks, methods of communication with a lecturer, etc. come first. The future bachelor of physical culture and sports fulfills the individual curriculum due to the willingness of research and teaching staff to perform the social and pedagogical roles of a supervisor, an advisor, and a tutor, which may vary depending on the educational task. The key measures to support students’ choice of individual educational trajectories, in terms of the formation of entrepreneurial culture, are the following: ensuring the free choice of forms and methods of teaching; advising future bachelors of physical culture and sports on the free choice of forms and methods of teaching; presentation of disciplines of the sample cycle. A positive aspect of the educational professional program developed during the study, which is aimed at forming an entrepreneurial culture, is the competition between disciplines and teachers.

Pedagogic Tailoring of a Human Research Ethics Training for Community-Engaged Research With Latinos.

Because of the increase in community-engaged research, several human research ethics trainings for laypeople have been developed. We aim to (1) describe the pedagogical tailoring of a research ethics training for laypeople for a research study where promotores-community health workers-delivered an intervention to increase health care access and promote healthy behaviors among Latinos and (2) present results of the application of the training after 4 months in the field. We tailored a previously developed training to Latino community members implementing a research study. Key modifications included (1) translation (2) use of pedagogical tools, such as cooperative learning, role-plays, and inclusion of cultural preferences. One novel addition was to use dialogues that the trainees enacted and then discussed. We evaluated the training with a posttraining survey with eight community liaisons and 13 promotores implementing the intervention, and a focus group with eight promotores, 4 months after working in the field. Trainees said they felt confident obtaining informed consent, felt the dialogues were realistic and helped them remember what they learned, and wanted more feedback from trainers on their performance. Promotores demonstrated the application of ethical principles beyond the training by discussing the possibility of advertising broadly in social media (justice), the risks and benefits of providing community resources to participants (beneficence), and the university's role in legitimizing their position as promotores (respect). We conclude that a pedagogically tailored ethics research training for laypeople can be successful and that dialogues to be enacted need to be explored further.

Learning problems: pedagogical intervention

Learning problems Pedagogical intervention is necessary studies in the educational field, in which all teachers must have adequately trained. The general objective of the present investigation was to know the difficulties that the students have in the process of knowledge acquisition, for it a bibliographical revision on disorders and symptoms of learning has carried out. Types of dyslexia; cognitive stages in the development of the child; In addition, the methodology applied was qualitative and descriptive, which allowed understanding and interpreting situations in the development of information about learning problems and pedagogical intervention. Among the methods used was the heuristic, which led to the discovery of problems in student learning; Field research has also carried out. The analysis and interpretation of results gave way to establish strategies in the use of pedagogical tools that improve the difficulty of learning.

ПЕДАГОГИЧЕСКАЯ ТЕХНОЛОГИЯ КОНСТРУИРОВАНИЯ УЧЕБНОГО ПРОЦЕССА


 
 
 The article is devoted to the educational technology design of the educational process. According to the author, the technology of designing the pedagogical process cannot be reduced only to thinking of the teacher’s actions, maintenance and use of pedagogical tools, but should be carried out with a focus on students, a group of schoolchildren and each individual.
 
 

ICT-based Active Methodologies

This paper presents the research experience performed at the Faculty of Educational Sciences of the University of Granada on the use of pedagogical tools that promote the student's active learning, learning strategies supported by the methodological change in teaching and learning promoted by the process of convergence with the European Higher Education Area (EHEA). Specifically, we present innovative teaching experiences developed within the framework of several research and innovation projects funded by the Ministry of Economy and Competitiveness and the University of Granada. These projects used ICT-based tools to promote students’ active learning and awareness in their learning processes. The tools include eRubrics, concept maps, project-based learning, ePortfolios and virtual learning environments.

Adult Student Expectations and Experiences in an Online Learning Environment

This study investigated adult student experiences with instructors in online classes. Using expectancy violations theory as a lens, we conducted 22 interviews to understand reasons students enroll in online classes, expectations for instructors, and behaviors instructors employed that may or may not meet expectations. We conducted a thematic analysis and uncovered students expected clarity, respect, and intentional course design from instructors. Behaviors facilitating effective communication and enabling learning actually led to positive outcomes, while the poor use of pedagogical tools and behaviors stopping the learning process led to negative outcomes. Recommendations to meet adult student needs online are proposed.

An Innovative Teaching Strategy to Understand High-Performance Systems through Performance Evaluation

Nowadays, the study of high-performance computing (HPC) is one of the essential aspects of postgraduate pro-grammes in Computational Science. However, university education in HPC often suffers from a significant gap between theoretical concepts and the practical experience of students. To face this challenge, we have implemented an innovative teaching strategy to provide students appropriate resources to ease the assimilation of theoretical con-cepts, while improving their practical experience through the use of teaching tools and resources specifically designed to promote active learning. We have used the proposed strategy to organize the module of Parallel Computers and Architectures of the Master's in High-Performance Computing, at the Universitat Aut‘onoma de Barcelona, obtaining very promising results. In particular, we have observed improvements of both the academic marks of students and the perception about their own expertise and skills in HPC, regarding the previous teaching approach.