2,882 research outputs found

    Електронний підручник як складова технології "Smart Kids" у навчанні учнів початкової школи

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    The article sets out to analyze national and foreign experience of use of elec-tronic textbooks in the system of education; to justify the use of Smart Kids technology as a system of methods, forms, and electronic educational game resources, electronic textbooks for educational process in the system of ele-mentary school. Four forms of implementation of Smart Kids technology (Smart Case, Smart Teacher, Smart Class, and Smart Kids) were described considering the facilities of every school as well as the level of information and communication technology qualification of the elementary school teach-er. The aim of introduction of the technology for each form of teaching, the necessary equipment, and means for its implementation in elementary school environment were determined. Based on the procedural approach to work of an elementary school teacher, six stages of introduction of the technology were justified. Specific aspects of introduction of blended teaching using the principles of Smart Kids technology were defined. The experience of intro-duction of electronic textbooks to the system of elementary education of Ukraine was described, the choice of electronic textbooks by elementary school teachers was justified, the comments and suggestions of teachers re-garding the arrangement of electronic content in E-textbooks were summa-rized, the main approaches of teachers to the choice of an electronic text-book and development of their information and communication competence were specified. It was identified that the forms, methods, and techniques of use of electronic textbooks in teaching elementary school pupils require fur-ther justification.У статті обґрунтувано використання технології "Smart Kids" як системи методів, форм та електронних навчальних ресурсів у навчально-виховному процесі початкової школи. Описано чотири форми впровадження технології "Smart Kids" (Smart Case, Smart Teacher, Smart Class та Smart Kids). Визначено мету впровадження технології для кожної форми навчання, необхідне обладнання та засоби для її впровадження в початкову школу. На основі процедурного підходу було розроблено шість етапів впровадження цієї технології. Були визначені конкретні аспекти впровадження змішаного навчання за технологією "Smart Kids". Описано досвід впровадження електронних підручників у систему початкової освіти України, обґрунтовано вибір електронних підручників вчителями початкових класів, зауваження та пропозиції вчителів, визначено основні підходи викладачів до вибору електронних підручників та розвиток їхньої інформаційно-комунікативної компетентності. Було встановлено, що форми, методи та прийоми використання електронних підручників у навчанні учнів початкової школи потребують подальшого обґрунтування

    Electronic Textbooks for Ukrainian Education: Statistics, Models of Development, Quality Problems

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    The article provides the result of scientific research on developing electronic textbooks (e-textbooks) for Ukrainian schoolсhildren. The aim of this empirical research was to compare e-textbooks development in 2018 and 2019, found out the major players in the Ukrainian e-textbook market for general secondary education institutions, the level of e-textbooks’ provision in primary, middle and high schools, subjects that are most popular among Ukrainian e-textbooks publishers. It was found out that the number of e-textbooks publishers has grown from 5 in 2018 to 9 in 2019, the largest number of e-textbooks for schoolchildren were developed for the 1st grade students (19 e-textbooks), the least number for the 11th grade students (2 e-textbooks). It was developed the most e-textbooks in the subjects “I explore the world” and “Mathematics” for the 1st grade (7 and 5 respectively). The study identified and described two e-textbooks development models of Ukrainian publishers (outsourcing and standalone) and the platforms they used. An outsourcing model was used by 6 publishers, a standalone one used by 2 ones; 19 e-textbooks were produced using the first model; 27 e-textbooks were developed using the last one. Two of the publishers developed e-textbooks using both models. The most popular platforms for e-textbooks developing were the platform of the Multimedia Publishing House Rozumnyky (14 e-textbooks) and the mozaBook Editor program of the Hungarian company Mozaik Education (15 e-textbooks). It was outlined some quality problems of developed e-textbooks and suggested the directions for further improvement of e-textbooks

    Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland

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    Technological pedagogical content knowledge (TPACK) is important for teaching science during the COVID-19 pandemic. This paper investigates the TPACK of Finnish and Thai primary school teachers in the context of teaching science through blended learning (BL) during the COVID-19. 11 teachers from Finland and Thailand were interviewed. The interview data were examined using deductive content analysis. The analysis revealed that all teachers used educational technology in their online classes in terms of providing the lesson content, learning activities, and the students’ learning assessment. Zoom and MS Teams were the tools used for online teaching in both countries. The main teaching method used in both types of instruction was experimentation. For online instruction, most teachers considered educational technology in every step of the teaching process to enhance students’ learning of science as much as possible. Many types of direct and technology-mediated interaction appeared during BL, especially during online teaching, which could be designed and analyzed in the context of the TPACK model.Peer reviewe

    Effect of Mobile Instructional Design on Student Perception of Distance Learning

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    Learning through mobile applications has become more relevant as mobile tools have evolved. The COVID-19 outbreak that spread across the globe in 2019 promoted to a brief period of distance learning. The purpose of the study was to investigate how the students' perceptions of distance learning were affected by the use of a mobile application designed for a seventh-grade mathematics course. The research was performed using quasi-experimental design. The study was conducted in the distance education process with 7th grade students studying in a secondary school in the 2020-2021 academic year. The mobile application was used to deliver the instruction to the students in the experimental group, whereas the control group received instruction based on the textbook. To collect the data for the study, Yıldırım et al. (2014) designed the "Student Opinions Scale for Distance Education". T-tests were used to assess the data for dependent and independent samples, respectively. The study revealed a substantial difference in the post-test results of the students in the experimental and control groups. It was discovered that there was no significant difference between the pre and posttest scores of the control group students' opinions on distance education and that there was a substantial increase in the experimental group students' attitudes on distance education between the two assessments. According to the findings, it has been suggested that by creating mobile applications in various ways and including them into the distance learning process, the impacts of using them for mathematics classes on distance learning can be studied

    Pushing the horizons of student teacher supervision: Can a Bug-in-Ear system be an effective plug-and-play tool for a novice electronic-coach to use in student teacher supervision?

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    The National Council for Accreditation of Teacher Education has called for strengthening teacher preparation by incorporating more fieldwork. Supervision with effective instructional feedback is an essential component of meaningful fieldwork, and immediate feedback has proven more efficacious than delayed feedback. Rock and her colleagues have developed the wireless Bug-in-Ear (BIE) system to provide immediate, online feedback from a remote location (electronic coaching or e-coaching), and they have pioneered the use of BIE e-coaching (BIE2 coaching) in coaching teachers in graduate education. Other research has also documented successful use of the BIE system with teachers. This case study explored the use of the BIE tool for undergraduate student teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. The findings provide support for the use of BIE2 coaching as tool for undergraduate student teacher supervision, based on the changed behaviors during reading instruction exhibited by two out of three student teacher participants. Consistently increased use of targeted instructional behaviors was seen after just five coached lessons, and also seen in follow-up observations during which no coaching was provided. Student teachers reported that benefits far outweighed drawbacks in BIE2 coaching, but they found it challenging to simultaneously monitor elementary pupils and BIE feedback. The experience of the researcher showed that BIE2 coaching could be accomplished by a novice electronic-coach with significant previous coaching experience, but that additional training on the use of concise feedback language and affirming vs. corrective prompting may be needed for less experienced coaches. While this case study documents the experience of only one coach, and only three student teachers all working in homogenous, suburban classroom sites, BIE2 coaching showed great promise as a student teacher supervision tool. Future research on training for e-coaches, determining which undergraduates will respond to BIE2 coaching, and discerning patterns of responsiveness to coaching are called for

    Education Reform for the Digital Era

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    Will the digital-learning movement repeat the mistakes of the charter-school movement? How much more successful might today's charter universe look if yesterday's proponents had focused on the policies and practices needed to ensure its quality, freedom, and resources over the long term? What mistakes might have been avoided? Damaging scandals forestalled? Missed opportunities seized
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