Search results

1

Subjectivity, as an important component of educational process in higher educational institutions

100%

PRYGODII M.

Edukacja-Technika-Informatyka

|

2014

|

vol. 5

|

issue 1

433-438

EN

The analysis of the content of subjectivity as a philosophical and pedagogical problems of modern science. Discloses the nature and role of subjectivity in the modern educational process of higher educational establishment.

2

Student Use of Mobile Devices in University Classes

100%

LORENCOWICZ E., KOSZEL M., KOCIRA S., UZIAK J.

Edukacja-Technika-Informatyka

|

2016

|

vol. 7

|

issue 2

206-219

EN

Computer technologies are widely used by students of any level of education. In the broad range of computer hardware mobile devices deserve special attention. They offer a number of benefits to students including the possibility of making editable notes, searching for information on line, communicating quickly and effectively or accessing multimedia materials. Due to the size of those devices the students can easily use them during classes. The study reported was done on a relatively large group of students (503) from students of the Faculty of Production Engineering of the University of Life Sciences in Lublin, Poland. Its main goal was to establish students’ use of mobile devices in the educational processes, and in particular during formal classes (lectures, tutorials and lab experiments). The key finding was that above 90% of students used mobile devices during classes. The most popular mobile device was a notebook (used by 80% of students), followed by a smartphone (71%) and tablet (17%). The most popular activity was making calculations related to attended courses.

3

EXPLORING THE USE OF EDUCATIONAL TECHNOLOGY IN EFL TEACHING: A CASE STUDY OF PRIMARY EDUCATION IN THE SOUTH REGION OF ECUADOR

100%

Lida S., Paola C., Eva U., Verónica E.

Teaching English with Technology

|

2017

|

vol. 17

|

issue 2

77-86

EN

This study explores the use of educational technology for teaching English as a foreign language (EFL) at 10 state schools in the South of Ecuador. It aims to find out the current state of the use of technology in English classrooms. The research combines both quantitative and qualitative methods to gather information about the use of technology in the teaching-learning process. The main instruments applied were teachers’ and students’ surveys and observation sheets. One hundred and fifty students and fifteen teachers took part in the surveys and were observed once a week during a period of four months. The findings confirm that technology is not commonly used in state schools of the south region of Ecuador or, if used, it is not adequately applied. For this reason, in order to develop students’ performance of all four language skills it is necessary to integrate technology tools combined with appropriate teaching strategies in EFL classrooms.

4

ОСОБЛИВОСТІ ТЕХНОЛОГІЧНИХ ПІДХОДІВ ДО НАВЧАННЯ

100%

Самойленко Н.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 2(46)

268-276

EN

The article deals with the concepts of technology and teaching, technological approaches of foreign scholars to the teaching in higher education; the historical aspect is also analyzed. The article highlights the main features of the technology: projecting, performance, manageability, results, diagnostic expediency, analysis of existing factors, effectiveness of methods, consistency and integrity. It is indicated that the leading factors of technological approach include motivation of individual work for gaining knowledge; the sources of this work are in the context of practical activity and studying. In Ukraine the increase of necessity in highly qualified specialists is caused by technological progress in the society. Modern experts must be efficiently and professionally prepared. The problem of teaching efficiency has always been important. Pedagogical technology gives a description, project of the process of student’s individuality formation and it must include diagnostic purposes and content of education, didactic processes and organizational forms of teaching. The components of the didactic process are: motivation as a forming of stable student’s interest to studying activity and transformation of external purposes into internal needs; cognitive activity of the student, the result of which is knowledge comprehension; teacher management depending on the purpose of study. Educational technologies should contain conceptuality – didactic, psychological, philosophical and social pedagogical argumentation of educational purposes; consistency – logics and interconnection of all parts and aspects of the process, the integrity of the designing and implementation of the educational process; the management – variation of teaching methods and tools for correction of results which are revealed in the process of diagnostics; the effectiveness of results and economic parameters; reproducibility by other teachers and departments. One of the leading factorsof technological approach is motivation of individual work with theobtainingof knowledge. Its sources are in the context of practice and lerning activity. The other important factor is flexibility of the technology and its ability to adapt quickly and flexibly to the learning environment, to the students, to time budget and to other circumstances. The cognitive teaching technology is also effective, it is based on the subjective quality of erudition and problem-modular studying and activity-based approach.

5

WHAT CONSTITUTES AN EDUCATIONAL TOOL TO OMANI/ARAB LEARNERS?

100%

Kohnke L.

Teaching English with Technology

|

2011

|

vol. 11

|

issue 3

25-36

EN

This research explores what constitutes an educational tool for students in the Sultanate of Oman, using a quantitative questionnaire with face-to-face semi-structured interviews. Students and teachers at Nizwa College of Technology and Salalah College of Technology participated in the study. Educational tools are widely used as part of instruction today, but they are still a relatively new aspect of education in this region. Accordingly, the findings of the study are relevant to educators in the Omani educational system, as well to educators of Arab learners in general. This study examines four specific educational tools, namely email, Facebook, instant messaging, and cell phones. The findings indicate that students and teachers agree on what is considered an educational tool but also lack information and knowledge of how to integrate them into their learning and teaching. This paper provides insight into the mindset of Omani/Arab learners and those educators responsible for integrating educational technology in the region.

6

Digital media in the teaching of music education

100%

Pećanac R., Jeremić B., Milenović Z.

The New Educational Review

|

2016

|

vol. 43

236-247

EN

The paper examines the contribution of learning with the help of digital media to the quality of students’ knowledge when getting acquainted with the basics of musical literacy in the teaching of Music Education in lower primary school grades (school year 2013/14, a sample of 78 fourth grade students from Serbia E = 39; C = 39). The research results have shown that the students from the experimental group (M = 4.05; SD =.972) achieved better results in musical literacy in the final test by learning with the help of digital media, for this kind of work compared to the students from the control group (M = 3.15, SD = 1.309), who learned in the traditional way: t (78) = -3.438; average difference = -0.897; 95% CI: from -1.418 to -0.377; η = 0.134.

7

Implementation of the M@IVES Website in Postgraduate Education

100%

Ortiz Colón A. M., Pontes de Oliveira J., Trujillo Torres J. M.

The New Educational Review

|

2014

|

vol. 37

19-30

EN

M@IVES research addresses the trajectory of Brazilian graduate students and their attitude to the development of educational technology through a pretestposttest quasi-experimental process with experimental and control groups. It has included the design methodology of research since the establishment of the problem posed by the institutions of graduate work in guidance to course work. It analyzes data gathered in the field of research and in light of Brazilian reality. It enhances the development of a new teaching methodology, supported by educational technology - M@ IVES - for research specialization courses Education Area offered in the city of São Luís. It demonstrates, by building Site M@IVES and study developed, the limits and educational opportunities offered by the new methodology presented.

8

МУЛЬТИМЕДІЙНІ ТА ІНТЕРНЕТ-ТЕХНОЛОГІЇ В МОВНІЙ ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ В США

88%

Білецька І.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 4(48)

39-49

EN

The aim of our article is to analyze different approaches of American scientists to the interpretation of the concept of «educational technology», underscoring the focus on multimedia and Internet-technologies, which become the first priority in professional language training of future foreign language teachers in the USA. In our opinion this experience is worthy of deep study and implementation into Ukrainian system of education. The goal of the study is facilitated by the use of the following methods: study, analysis and synthesis of pedagogical literature, synthesis, comparison, classification. The pedagogical purpose of using multimedia technology in foreign language teachers training is determined by the possibility of implementing intensive forms and methods of training, strengthening its motivational component through application of modern techniques of processing of audiovisual information, improve emotion perception, skills to implement various forms of self-employment in its processing. American teachers believe that the use of multimedia training programs in the process of foreign language education contributes to the formation of interest in the knowledge that, in turn, affects the activation and focus students when learning a foreign language. Internet technologies play a very important role and vast base for foreign language education, for realizing professional and personal interests and needs of future foreign language teachers. The application of characterized Internet technologies in the process of professional future foreign language teachers training opens to the teachers the opportunity for individual work with each student. And the students, in turn, have available training materials (authentic texts, audio and video), which provide a much higher level of perception of foreign language information. In American literature five types of educational Internet-resources can be fined: hotlist, multimedia scrap-book, treasure hunt, subject sampler and webquest. Further research could be the study of interactive, project and other types of technologies in linguistic training of foreign language teachers in the United States.

9

ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА ЗАСОБАМИ ДІАЛОГОВОЇ ПЕДАГОГІЧНОЇ ТЕХНОЛОГІЇ

88%

Аристова Л.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 7(61)

122-133

EN

The article reports the main results of the study on the formation of professional competence of the future music teachers by means of interactive educational technology. It includes the brief analysis of the definitions of “competence”, “professional competence”, “educational technology”. It is noted that Ukrainian scientists and practitioners worked out the theoretical and practical aspects of the introduction of competence approach to education in Ukraine, but current approaches and interpretation on the concept of “professional competence” differ in some way. The professional competence is considered by most authors as systematic, integrative formation, the synthesis of knowledge, skills, personal characteristics and experience that allows people to use their potential. The professional competence is the basis of continuous self-development throughout life. The analysis of the literature helps us to make a conclusion that today the phenomenon of professional teacher’s competence is not stable crucial. We can define the professional music teacher’s competence as an integral professional quality, its fusion of experience, knowledge and skills. It is noted that the professional competence of music teachers is the unity of theoretical and practical readiness to implement educational activities. Professional competence of the future music teachers includes functionally interrelated components: motivational, cognitive, operational, personal and reflective. “Educational technology” is defined as the achievement of educational goals in joint educational activities of teachers and students: methods and organizational forms of training and education of pupils. The innovative educational technology is the interactive studying process based on the dialogical learning process including the interaction between the teacher and the students. The article includes the effective methods of using interactive technologies that were tested in teaching the university discipline “Methods of musical training and education at school”. The author defines theoretical and empirical methods of investigation of the subject and the ways of further research work to develop effective methods of formation of professional competence of the future teachers of music.

10

Effective integration of educational technologies in terms of TPCK framework at technical university

88%

Lavrysh Y.

International Journal of Pedagogy, Innovation and New Technologies

|

2019

|

vol. 6(2)

33-39

EN

The framework of Technological Pedagogical Content Knowledge (TPCK) has been developed as a valuable tool for understanding the ways for effective technology use in the teaching process. Due to continuous innovations in education technologies, educators experience some difficulties how to implement the appropriate technology and correlate it with learning goals, students’ needs, content of the subjects and pedagogical strategy. It caused the separation of the educational technology and situational educational process. TPCK framework can bridge the gap and promotes how to combine classical pedagogical strategies and contemporary technologies. This study focuses on the description and analysis of practical TPCK framework implementation at English Language classes for bachelors at technical university. The paper suggest examples of redesigned learning activities according to TPCK framework concepts in order to enhance students’ language skills. The results of the practical implementation observations and students’ as well as teachers’ reflective blogs demonstrated the benefits and challenges of the approach. Students’ feedback evidenced the meaningful impact on their academic achievements and improvement of language competence. Moreover, the described tool can be used as an indicator to assess teachers’ knowledge of content, pedagogy and level of digital competence in terms of the professional development.

11

Modern Educational Technologies in Ukrainian High School

75%

MYKHAYLISHYN H., LUTSAN N., KONDUR O.

Edukacja-Technika-Informatyka

|

2015

|

vol. 6

|

issue 4

74-79

EN

The article deals with the problem of modern educational technologies in higher education. The general situation of establishment the modern educational technologies in Ukraine is outlined, which should contribute to the general development of the personality, the formation of ideological culture, individual experience, and creativity. The basic concept of „educational technology”, „learning technology”, „pedagogical technology” are analyzes. The attention is focused on the use of educational technology at the present stage in the learning process that significantly effects on the quality of training of qualified specialists.

12

Rzeczywistość rozszerzona w edukacji przełomu dekad: 2019-2021

75%

Topol P.

Studia Edukacyjne

|

2021

|

issue 62

61-75

EN

The aim of the article is an attempt to analyze the use of Augmented Reality in educational applications over the last few years. The first part is devoted to defining the concept more precisely, because AR may seem ambiguous. The second part of the article introduces selected educational applications of AR in different subjects or teaching/learning, e.g. in science/mathematics, natural science or in language learning. Research projects for applications in various teaching solutions will also be referenced. The third and final part contains a brief review of AR literature in recent years.

13

Praktyka matematyczna a nowe technologie edukacyjne

75%

KANDZIA J.

Edukacja-Technika-Informatyka

|

2012

|

vol. 3

|

issue 2

57-64

PL

W artykule zwrócono uwagę na zmiany zachodzące w edukacji matematycznej pod wpływem ekspansji nowych technologii edukacyjnych. Przedstawiono analizę wyników ankiety dotyczącej wykorzystania ich w praktyce pedagogicznej (w nauczaniu matematyki). Opis projektu – „Nowe metody nauczania w matematyce”. Rozwój technologii edukacyjnych i kreowane metody zbierania i dystrybuowania informacji otwierają drogę do alternatywnych form kształcenia w społeczeństwie wiedzy. Oddają one nieocenione zasługi w rozpoznawaniu, zgłębianiu i konstruktywnym wypracowaniu rozwiązań problemów w różnych dziedzinach naszego życia. Matematyka, informatyka, komputery są w dużej korelacji, zarówno współcześnie, jak i historycznie. Nowe technologie zmieniają styl nauczania i uczenia się matematyki.

EN

The article is about changes in teaching mathematics under the influence of expansion of new educational technologies. Presents an analysis of the results of the questionnaire form concerning exploiting them in practice pedagogic (in teaching mathematics). Project description – „New Methods of Teaching in Mathematics”. Development of education technologies together with new methodologies of gathering and distributing information opens alternative forms of education in an educated society. They have been providing substantial contribution to identification, exploration and constructive solutions to various questions of our lives. Mathematics, information technology, computers – remain in strict correlation both now and in the past. New technologies have been changing the style of teaching and learning mathematics.

14

МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ГЕОГРАФІЇ ДО ПРОФІЛЬНОГО НАВЧАННЯ СТАРШОКЛАСНИКІВ

75%

Мантуленко С.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 1(55)

102-110

EN

The methodological aspects of formation of the future geography teachers’ readiness for specialized education of senior pupils are revealed in the article. The essence of the concepts “methodology”, “methodology of the formation of the future geography teachers’ readiness for specialized education of senior pupils”, “readiness for specialized education” are described. The author emphasizes that consideration of the content of professional training of students as an integrated structure predetermines the necessity of building methodology, which is characterized by a complex organization of educational process, an organic combination of various forms of training, independent work, research work, teaching practice. Each of these forms of work is characterized by their technologies and methods of problem solving. The results of independent work, research activities of students can be designed in the form of scientific abstracts, presentations, reports, training projects, research papers, creative works, writing term papers, theses and dissertations. The author determines the stages of the researched readiness (organizational and motivational, informative and educational, technological, analytical). The determined directions of further activity in the training of the future geography teachers to high school profile education, according to the proposed methodology are viewed. They should be: - to use additional information as for profile study to the content of the methodology of teaching of Geography; - to develop a course “The profile teaching of Geography in a modern school”; - to improve individual, independent, scientific-research work of students, to develop themes for the course and qualification works concerning the problems of profile education; - to improve tasks of pedagogical practice taking to consideration requirements of profile education.

15

ОРГАНІЗАЦІЯ ГРУПОВОЇ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ В ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ В УМОВАХ КОЛЕДЖУ

75%

Луцинкевич Л.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 4(58)

302-310

EN

The article highlights the problem of using technology for group learning. The author focuses on the fact that in terms of college one of the ways to solve the problem of improving the training of future primary school teachers is the use of modern innovative technologies, in particular technologies of group learning of students. The problem of group training in psycho-pedagogical science is not new, but its relevance is not lost in connection with the new tasks of quality training of students. In the system of higher education the college occupies an important place as a modern higher education institution which can provide training of highly competitive professionals. The author believes that in the conditions of pedagogical college one of the ways to improve the quality of training of future primary school teachers is the use of modern innovative technologies, in particular technologies of group learning of students. A study of the problems, which included various methods, namely: abstraction, comparative analysis, generalization of literature sources, interview, observation, study of the performance of teachers and students, self-awareness training sessions. During theoretical and empirical research it was confirmed that group training activity increases efficiency of implementation of functions and tasks of training of future specialists of the pedagogical industry. The analysis of the peculiarities of the organization of group learning activities and student’s work in small groups during training sessions contributed to the development of guidelines that are offered in the article. Based on the results of the study, the author concludes that group training activities should be viewed as a technology and form of organization of teaching students in small groups, united by a common educational purpose under indirect guidance of the teacher. The particular value of group learning activities in the formation of competences of future teachers of primary school is revealed. In the future, it is appropriate to study the problems of using technology of group learning activities in forming professional knowledge, abilities and skills of students by organizing group learning in primary school.

16

Backstaging the teacher: On learner-driven, school-driven and data-driven change in educational technology discourse

75%

Macgilchrist F.

Kultura-Społeczeństwo-Edukacja

|

2017

|

vol. 12

|

issue 2

83-103

PL

As digital technologies become more prominent in schools, and a host of new media products appear in classrooms, critical questions are being asked about the erasure of power and politics in contemporary education. To explore the discourse on digital education, this paper draws on discourse analysis of ethnographic interviews with for-profit and non-profit organizations in the field. It asks (i) what industry insiders describe as driving change in contemporary educational technology (edtech), and (ii) whether new actors/technologies shaping a novel educational hegemony, and if so, what this hegemony looks like. Initial findings suggest that while the teacher was seen as key to driving change in printed educational materials, three different discourses appear when describing change in today’s educational technology. In the first, learners drive change; the focus lies on the individual dimension. In the second, schools drive change; the systemic dimension. In the third, data drive change; the analytics dimension. Linking these three discourses is a shift from “education” to “learning”. The accounts of educational technology simultaneously advocate for improving opportunities for all students, especially weaker or disadvantaged learners, and also strengthen the hegemonic shift across policy and practice towards an instrumental understanding of education. Overall, the paper suggests that power and politics are by no means erased from the edtech industry’s accounts of digital technologies and datafication. The socio-material affordances engineered into the technologies invite particular teaching practices and thus affect power relations in education.

17

ДИТЯЧЕ ЕКСПЕРИМЕНТУВАННЯ: РЕАЛІЇ ТА ПЕРСПЕКТИВИ

75%

Ірина К., Світлана Б.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 9(63)

39-49

EN

This article analyzes the peculiarities of the implementation of practice of making science experiments by children into the practical activity of pre-schools, providing update preschool education at present and promoting the harmonious development of the child’s personality. To achieve the purpose of the article, there has been used an analysis of psychological and pedagogical, and methodological literature on the issue, which showed that the establishing experimental activity has deep historical roots. Since, at various stages in the development of science psychologists, educators, physicians and physiologists have made invaluable contributions to the disclosure of the phenomenon of the experimental work. Thus, they considered the patterns of mastering it by children, its impact on the development of pupils and improving the quality of the educational process in the preschool establishment. It should be emphasized that the numerical amount of educational views, practical and methodological recommendations for making science experiments by children is relevant and appropriate for the present. The authors have analyzed the current scientific works containing the interpretation of the terms “carrying out experiments by children”, “educational technology”, “research activities”. The article highlights the theoretical and methodological aspects of the organization of carrying out experiments by children as educational technology in preschool education. The authors reveal the meaning, content and structure of conducting, methods and forms of research and experimental activities of preschool children, in nature in particular; they also show that specially organized research activities allow children to obtain information about objects or phenomena studied, and the teacher to make learning maximum efficient, satisfying the natural curiosity of preschoolers and developing their cognitive activity. It’s been determined that in terms of accessibility and rational use carrying out an experiment by children should be considered as sensible and practical activities, and a set of relationships between a child and the material world. In addition, practical transformation of nature, its objects and certain phenomena largely assumes the character of experimenting.

18

Historická gramotnost v aplikaci HistoryLab: realistický přístup k osvojování didaktické teorie dějepisu

75%

Činátl K., Najbert J., Ripka V.

Historie – Otázky – Problémy (History, Issues, Problems)

|

2021

|

vol. 13

|

issue 2

50-70

EN

The study summarizes the experience of the team that developed the HistoryLab digital application for working with sources (during 2016–2021) that included authors of this text. Analytical data and experience from the ongoing verification of educational software are used to reflect on a key problem of historical education in the Czech Republic: the tension between didactic theory and pedagogical practice. In conclusion, the authors propose three models of perceptual transmission of theory based on verification in school practice.

19

ТЕХНОЛОГІЧНА СКЛАДОВА РОЗВИТКУ ПРОФЕСІЙНОЇ КУЛЬТУРИ КЕРІВНИКА ПОЗАШКІЛЬНОГО НАВЧАЛЬНОГО ЗАКЛАДУ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇПЕДАГОГІЧНОЇ ОСВІТИ

75%

Наумчук І.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 8(52)

164-170

EN

On the basis of theoretical and empirical analysis of the main conditions for the creation of technologies, methodological requirements for the development of the process, the criteria for manufacturability are analyzed. The scientific substantiation of technology of development of professional culture of the heads of the out-of-school education institutionsin postgraduate pedagogical education as a system of logically sound operations aimed at achieving a certain goal diagnostically is given. The content and structural characteristics of the technology of professional culture of the head of the out-of-school education institutionsin the system of postgraduate education, methods of implementation of the process in terms of courses in management and inter-evaluation period are revealed. Meaningful implementation of the concept of “technology” reflects the focus of research, including teaching, radical improvement of human activity, increasing its effectiveness, instrumentality, and technicality. Understanding the technology as a scientific description of the means and methods of pedagogical process, which leads to the planned expected results, helped design the process of development of a professional culture of the head of the out-of-school education institutionsin the system of postgraduate education, which is based on a clearly defined diagnosed purpose, its means of implementation, broken down into the constituent elements of the process of achieving the projected results. In general, this technology is presented as a succession of states, stages of development, a set of actions necessary for the system of purposeful activity of employees of institutions of postgraduate education for the development of professional culture of heads of the out-of-school education institutions. Implementationofthe technology of developmentofprofessionalculture of the heads of the out-of-school education institutionsinpostgraduateeducationwill become the resource of itsmodernization.

20

Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine

75%

Yankovych I.

Comparative Professional Pedagogy

|

2014

|

vol. 4

|

issue 2

104-109

EN

The comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims, the content of the technology, procedural components (forms, methods and means of interaction between a teacher and pupils), diagnostic tools, and the result that meets the defined aim. Moral education technology can also be interpreted as modern means of moral education; as a project (model) of moral education process; as a branch of scientific knowledge; as any educational innovation. Moral education technology is interpreted as a strategy of moral education in Polish educational science. Three strategies of moral education - forming, searching and open - have been described. There have been determined that in Polish and Ukrainian pedagogical sciences the technology of moral education is considered to be a wider concept than the method and methodology. The technology of moral education is interpreted as a branch of scientific knowledge about the process, bases, techniques, methods and means of moral education, as well as conditions of its effectiveness, which ensure educational skills. Criteria of moral education technologies have been determined. The importance of educational diagnostics to the development of moral education technologies has been shown. The causes of the weak development of moral education technologies such as the lack of the accordance to the diagnostics criterion, an intuitive approach to solving moral education problems, complication of their solution have been cleared up. Prospects of using positive ideas in modern educational and moral environment have been revealed.

Refine search results

Subjectivity, as an important component of educational process in higher educational institutions

Student Use of Mobile Devices in University Classes

EXPLORING THE USE OF EDUCATIONAL TECHNOLOGY IN EFL TEACHING: A CASE STUDY OF PRIMARY EDUCATION IN THE SOUTH REGION OF ECUADOR

ОСОБЛИВОСТІ ТЕХНОЛОГІЧНИХ ПІДХОДІВ ДО НАВЧАННЯ

WHAT CONSTITUTES AN EDUCATIONAL TOOL TO OMANI/ARAB LEARNERS?

Digital media in the teaching of music education

Implementation of the M@IVES Website in Postgraduate Education

МУЛЬТИМЕДІЙНІ ТА ІНТЕРНЕТ-ТЕХНОЛОГІЇ В МОВНІЙ ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ В США

ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА ЗАСОБАМИ ДІАЛОГОВОЇ ПЕДАГОГІЧНОЇ ТЕХНОЛОГІЇ

Effective integration of educational technologies in terms of TPCK framework at technical university

Modern Educational Technologies in Ukrainian High School

Rzeczywistość rozszerzona w edukacji przełomu dekad: 2019-2021

Praktyka matematyczna a nowe technologie edukacyjne

МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ГЕОГРАФІЇ ДО ПРОФІЛЬНОГО НАВЧАННЯ СТАРШОКЛАСНИКІВ

ОРГАНІЗАЦІЯ ГРУПОВОЇ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ В ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ В УМОВАХ КОЛЕДЖУ

Backstaging the teacher: On learner-driven, school-driven and data-driven change in educational technology discourse

ДИТЯЧЕ ЕКСПЕРИМЕНТУВАННЯ: РЕАЛІЇ ТА ПЕРСПЕКТИВИ

Historická gramotnost v aplikaci HistoryLab: realistický přístup k osvojování didaktické teorie dějepisu

ТЕХНОЛОГІЧНА СКЛАДОВА РОЗВИТКУ ПРОФЕСІЙНОЇ КУЛЬТУРИ КЕРІВНИКА ПОЗАШКІЛЬНОГО НАВЧАЛЬНОГО ЗАКЛАДУ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇПЕДАГОГІЧНОЇ ОСВІТИ

Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine