Матеріали VI Міжнародного семінару з професійної перепідготовки та навчання впродовж життя з використанням ІКТ: Особистісно-орієнтований підхід (3L-Person 2021), який відбувся одночасно з 17-ю Міжнародною конференцією "ІКТ в освіті, науці та промисловості

Proceedings of the VI International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2021) co-located with 17th International Conference on ICT in Education, Research, and Industrial Applications: Integration, Harmonization, and Knowledge Transfer (ICTERI 2021), Kherson, Ukraine, October 1, 2021.Матеріали VI Міжнародного семінару з професійної перепідготовки та навчання впродовж життя з використанням ІКТ: Особистісно-орієнтований підхід (3L-Person 2021), який відбувся одночасно з 17-ю Міжнародною конференцією "ІКТ в освіті, наукових дослідженнях та промисловому застосуванні": Інтеграція, гармонізація та передача знань (ICTERI 2021), м. Херсон, Україна, 1 жовтня 2021 р

A one dimensional discrete approach for the determination of the cross sectional properties of composite rotor blades

This work presents the theoretical aspects of a one dimensional computational approach for the determination of the cross sectional stiffness of composite rotor blades. The method is based on a vector variant of the classical lamination theory embedded into a geometrically exact large deformation-small strain thin-walled beam formulation, which is naturally oriented to multibody problems. The procedures rely on a one-dimensional discretization of the aerodynamic profile of the blade; this generates groups of finite segments of composite laminates which are assembled to find the stiffness properties of the blade cross section. The formulation accounts for warping of the cross section and transverse shear; the warping problem is solved numerically by means of a one dimensional finite element formulation. The numerical tests show that the formulation gives very accurate results.Fil: Saravia, César Martín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Tecnológica Nacional. Facultad Regional Bahía Blanca. Grupo de Análisis de Sistemas Mecánicos; ArgentinaFil: Saravia, César Martín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Tecnológica Nacional. Facultad Regional Bahía Blanca. Grupo de Análisis de Sistemas Mecánicos; ArgentinaFil: Cortínez, Víctor Hugo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Tecnológica Nacional. Facultad Regional Bahía Blanca. Grupo de Análisis de Sistemas Mecánicos; Argentin

NEW TEACHING MATHEMATICS TEACHING EFFECTIVENESS OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES

The possibilities of computer technologies in improving the quality of teaching mathematics and its application in the 7th grade students studied the impact on the development of mathematical thinking. Teachers and pupils kanşalıktı methodology to apply this technology meñgergendikteri tested and determined to improve the methods of teaching mathematics in the scientific literature of the main ideas, 7th grade, based on the best practices in the teaching of mathematics and taking into account the requirements set by the company's mastery of mathematical concepts and rules and reports identified the role of the computer in teaching and service, including through the effective use of the computer are determined based on the study of the material should be studied

The role and impact of information technology on the educational process

Digital technologies have influenced various spheres of social relations, transcending national borders and legal system peculiarities. As a result, the determinants of social relations have been transformed, impacting the educational process. This study aims to examine the current state of the educational process in Ukraine concerning the application of information and telecommunication technologies. During the research, general methods of scientific inquiry were employed, including dialectical, formal-logical, and structural -functional methods, as well as several empirical methods. The conclusion was drawn regarding the necessity of restructuring elements of the educational process, primarily to enable distance learning. Also, the authors of this research identified the absence of a single correct strategy for adapting entrepreneurial entities to digital technologies. Therefore, an approach to structuring the educational process was proposed, highlighting the measures that need to be modified when utilizing digital technologies. The research findings are relevant and useful for the authorities to implement tools to influence the digitalization of education in Ukraine

A Propensity Score Analysis of the Academic Achievement Effect of Increasing In A Blended Learning Environment the Student’s Time In the Brick And Mortar Facility

A review of the literature documents two critical facts regarding the status of online education research. First, there exists minimal research on the instructional impact of online learning in K-12. Second, the focus of this limited K-12 research compares the growth outcomes of online learning to the growth outcomes of traditional face-to-face instruction. Therefore, the research found in this dissertation is unique as it is limited to examining in effect of time-in-school on high school students engaged in blended learning. The findings of this study are based on two years of data from a charter school that utilized a blended learning curriculum. The study compared the academic gains of sixteen treatment groups (students whose in-school attendance met specific percentages of time- in-school) to the academic gains of the corresponding sixteen control groups (students whose in-schools attendance did not meet specific time percentages). These findings document that the academic gains of students in the study’s sixteen treatment groups were statistically greater (\u3c.001) than the academic gains of students in the sixteen control groups. x While it is acknowledged these study’s findings must be confirmed or refuted through additional research, this study’s importance is the identification of an instructional strategy which has the potential of increasing, through personalized scheduling, the academic achievement for all students enrolled in a blended learning high school. Therefore, this study’s findings should be of great interest to both blended learning practitioners and educational policy creators

Integration of Educational Technology for the Purposes of Differentiated Instruction in Secondary STEM Education

Current education reform agendas have stressed the need to improve equity in education, but action is needed beyond policy calls to ensure that all students have opportunities to reach their maximum potentials. Differentiated instruction and educational technology have the potential to help provide each student with the necessary tools, resources, and support to reach this goal. Few researchers have explored the role of technology in differentiating instruction in high school STEM-related classrooms. The purpose of this study is to explore high school STEM teachers\u27 perspectives, decisions, and challenges related to the integration of educational technology for differentiation purposes in meeting students\u27 diverse learning needs.Cultural-Historical Activity Theory (CHAT) served as the framework to explore how seven high school teachers engaged in the activity of teaching STEM-related courses, with particular focus on these teachers\u27 beliefs about the use of educational technology to differentiate instruction in the classroom and the specific strategies and technologies that were employed for differentiation. The affordances and challenges associated with the use of education technology for differentiated instruction were also examined. The findings of this study have implications for administrators and teachers who are looking to integrate educational technology to serve the needs of diverse learners in the classroom. The participants in this study did use educational technology for the purposes of differentiated instruction, although this appeared in different forms in each classroom. Several commonalities were also identified in this study, such as teachers\u27 concerns about student misuse of technology and feeling overwhelmed with the time and effort required to research and integrate new technologies in the classroom. Additionally, the findings showed common benefits of using educational technology to differentiate instruction, including more flexible pacing and assignments that could be tailored to students\u27 ability levels and interests. This research also provides a common language for researchers and practitioners to discuss the intersection between differentiated instruction and educational technology, along with the affordances and challenges involved in integrating both into teachers\u27 pedagogical practices

Stakeholder\u27s Perceptions of Supplemental Online Learning for Credit Recovery

District decision-makers and school leaders are faced with the challenge of evaluating various options to support at-risk students who are in danger of not graduating with their peers. Supplemental online learning is considered an innovative means of assisting students with credit recovery. Virtual schools and commercial curriculum providers have enumerated the benefits of online learning; however, the majority of the research has been conducted on post-secondary learners. Therefore, the purpose of this qualitative study was to understand stakeholders\u27 perceptions of the benefits and challenges of high school supplemental online learning for credit recovery. This qualitative study employed a single case study design with purposive sampling. Participants included twelve high school students who had been enrolled in supplemental online learning for credit recovery. Additional participants included two content teacher monitors and four graduation coaches. The audio-recorded interviews were transcribed and coded for patterns in responses, from which major themes evolved. Student historical data and district online credit recovery data from the 2010-2011 school were reviewed. Findings revealed four major themes: expectations of self, others, and online coursework; students are at-risk for more than academics; the importance of choice and control; and the impact of online coursework. Online learning allowed greater flexibility, and the opportunity for students to have control over learning promoted academic success and improved outlook. Economic disadvantage continues to impact access to online learning. At- risk students acknowledged the benefits of online learning, and admit that they outweigh the challenges; however, there is still a need for a teacher. All participants endorsed the online learning environment for at-risk students over the traditional classroom. Negativity, distraction, criticism, and demands in the regular classroom diminish its effect. A relationship with a trusted staff member is a key component of at-risk students\u27 success in online learning for credit recovery. There is an affective part of supporting at-risk students that cannot be minimized or ignored. There continues to be a lack of understanding of the rigor and relevance of online learning in the educational community and with the public at large