Search results

1

EDUCATIONAL TECHNOLOGIES IN TEXTBOOKS: THE CASE OF IRANIAN EAP CONTEXT

100%

Nushi M., Momeni A.

Teaching English with Technology

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2020

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vol. 20

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issue 5

65-86

EN

Technological developments have been changing the English for Academic Purposes (EAP) instruction. Although there is a wide literature on (the effects of) application of various educational technologies in EAP courses, there is scarcely any literature on the inclusion of such technologies in EAP textbooks. This study addresses that gap and investigates whether and how educational technologies have been introduced or applied in the EAP textbooks used in Iranian universities. Moreover, it tries to elicit the reasons why the authors of those textbooks included or excluded such technologies. To achieve the first objective, 94 EAP textbooks from four disciplines, namely Arts, Engineering, Humanities, and Medicine, were selected and analyzed to find out whether and how these textbooks treat educational technologies. To fulfil the second objective, a semi-structured interview was conducted with 18 of the EAP textbook writers to discover their justifications regarding the inclusion or exclusion of educational technologies in the books. The results indicated that the textbooks were largely devoid of educational technologies, with the authors citing a number of reasons for not including such technologies in the books, the most important of which was their own lack of educational technology know-how. Since EAP courses are usually implemented in universities, this study suggests that introduction and incorporation of affordances provided by educational technologies in EAP textbooks can contribute to university teachers’ efficacy and students’ academic development.

2

Role of Multimedia Technologies in Training of Students

100%

TAHAAN O., SALEH H.

Edukacja-Technika-Informatyka

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2015

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vol. 6

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issue 4

176-178

EN

The article presents the role of multimedia technology in teaching students, this article describes dignity of usage of multimedia technology in education and the necessary guidelines to create such lessons.

3

ШЛЯХИ ПІДВИЩЕННЯ ЯКОСТІ ВИКЛАДАННЯ АНГЛІЙСЬКОЇ МОВИ ПРОФЕСІЙНОГО СПРЯМУВАННЯ В ТЕХНІЧНИХ УНІВЕРСИТЕТАХ УКРАЇНИ

100%

Корсун Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 2(46)

346-352

EN

As the title implies the present paper describes the importance of the English Language knowledge for technical students’ career development. The present paper deals with the development of quality standards in training English for professional purposes. Special attention is given to the implementation of multimedia technologies in training students English language skills. Comparative analysis of innovative educational technologies all over Europe and Ukraine is made. The author emphasizes on the importance of the English language competences in students mobility nowadays. Differences in understanding structural components of foreign language training in Ukraine and other European countries are noted. Advantages and disadvantages of interdisciplinary approach in training foreign language are analyzed in detail. The author emphasizes on the importance of introducing new innovative technologies and techniques in students training process. It is specially noted that the development of new techniques in foreign language learning is the most important task in training students at the technical universities. Special attention is given to the importance of using group and individual work at English classes. The author focuses on multimedia technologies and team work. Detailed analyses of the European standard for training technical students and their use in Ukraine are presented in the research. The present paper deals with the recommendations of changing the national system of higher education in Ukraine in accordance with European standards and European Qualification Frameworks, namely the development of descriptors, the introduction of modular organization of educational process, the use of the rating system of evaluation of students’ knowledge, implementation of the language portfolio, will certainly affect the quality of instruction and improve the quality of education in Ukraine. The research is up-to-date and helps young scientists to compare the differences in training English for engineering and humanitarian students. The author emphasizes on the necessity of implementing high-tech educational technologies in university students training. The prospects for further research are seen in the study of innovative approaches to student’ motivation to learn foreign languages through the introduction of new information educational technologies.

4

USING THE SECOND LIFE DIGITAL ENVIRONMENT FOR FL EDUCATION: A POSTMODERN PERSPECTIVE

88%

Levent U.

Teaching English with Technology

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2017

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vol. 17

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issue 2

42-54

EN

The aim of the present study was to raise awareness related to the postmodern educational philosophies, and to the opportunities provided by the emerging technologies and conditions of our era with regard to foreign language (FL) education. The main discussion was that educators and educational practices are not in complete harmony with the recent products of technology or with the needs, interests, and habits of the learners. The current work proposed Second Life (SL) as a useful model to focus on and investigate in order to derive some theoretical and practical guidelines and conclusions that will be consistent with all philosophies, applications, stakeholders, instruments, and conditions in educational settings in the current age of technology and in the future. The present study concluded that the administrative side of education has fallen far behind the progress in technology, and thus remains quite traditional and static, which creates a paradoxical situation suggesting that the teaching part has lost its power and efficiency, while the learning part continues to be innovative and creative.

5

ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya

88%

Kildė L.

Journal of Education Culture and Society

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2023

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vol. 14

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issue 1

634-649

EN

Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers.

6

Training of Masters in Philology in Ukraine and Abroad: Search for Educational Strategies

88%

Semenog O.

Comparative Professional Pedagogy

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2015

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vol. 5

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issue 1

25-32

EN

The paper outlines the modernization experience of philology Master programs in Ukraine, the USA, Poland and Russia. It has been proved that the Masters’ training is on the search educational strategies phase, which allows to form a single educational space on the principles of internationalization, institutionalization, integration, cultural convergence, common goals and values. An important field of Masters’ training is a competency-based approach. It is based on the idea of flexibility, variability of programs, and profiling, philological integration with other humanities, criteria, standards and principles of improving the quality of education. Attention is focused on the formation of constructive-technological, operational, educational, reflective, educational, qualimetric and creative skills of future teachers. Among the perspective forms of education lecture is distinguished as it is focused on the co-creation and co-thinking of lecturer and students, monographic lectures. Among innovative teaching methods and assessment of Master training are selected case-method, cluster, reference compendium, portfolio, performance tests. The variability of final work is defined as an effective way of learning individualization. It has been proved that the result of Master’s training should be the specialist with a high level of social maturity, active citizenship, education, culture and responsibility for his professional and scientific activity.

7

Architectural art as a source of aesthetic education of students

75%

Nyczkało S.

Problemy Opiekuńczo-Wychowawcze

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2020

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vol. 589(4)

71-79

EN

The article analyses architecture as a source of comprehensive education of general secondary school students, in particular aesthetic education. Its educational impact is due to the artistic features of architecture that have great potential for use in training and educational activities. The close connection of architecture with numerous material and spiritual manifestations of human culture, and therefore with various fields of scientific knowledge and artistic creativity taught in general secondary school was emphasized. The author defines the principles of using architecture research in aesthetic education, on the basis of which it is possible to develop effective educational technologies.

8

INNOVATIVE LANGUAGE LEARNING/TEACHING PROCESS IN HIGHER EDUCATION INSTITUTIONS. A POLISH-LITHUANIAN COMPARATIVE STUDY

75%

Karczewska M., Žeguniene V., Kupriene L.

Rocznik Lubuski

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2019

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vol. 45

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issue 1

135-150

EN

The article reviews innovative educational technologies. A theoretical review of innovative teaching/learning methods is then juxtaposed with Polish and Lithuanian higher education reality. The aim of the survey was to find out what modern technologies are used in foreign language teaching and what modern technologies the respondents would like to have used in the foreign language classroom, and why. 100 Polish and 100 Lithuanian university students were asked to fill in a questionnaire. As digital natives, the respondents were expected to be familiar with modern technologies and willing to use them in foreign language learning. The study shows that the most popular innovative technologies among both Polish and Lithuanian students are audio files; Internet resources are also frequently used. In the Lithuanian group, projectors as well as language laboratories are popular, while in the Polish group, online dictionaries and interactive boards are commonly used. The respondents also suggested a list of technologies to implement. The results show how useful modern technologies are in foreign language teaching/learning, which requires further discussion on how to use them effectively.

PL

W artykule przedstawiono przegląd innowacyjnych metod nauczania/uczenia się języka obcego. Następnie metody te zestawiono z realiami polskiej i litewskiej szkoły wyższej. Celem badania było sprawdzenie, które z nowoczesnych technologii są wykorzystywane przez nauczycieli języków obcych, a które technologie należałoby wprowadzić i dlaczego. W badaniu wzięło udział 100 polskich i 100 litewskich studentów. Zakładano, że ankietowani, z uwagi na przynależność do pokolenia cyfrowych tubylców, będą oczekiwać ich wykorzystania na zajęciach z języka obcego. Badanie pokazało, że najczęściej wykorzystywanymi narzędziami są pliki audio i materiały pochodzące z Internetu. Ponadto wśród studentów litewskich popularne są rzutniki multimedialne i laboratoria językowe, a wśród studentów polskich - słowniki online i tablice interaktywne. Badanie pokazało, że nowe technologie są popularne i przydatne w nauczaniu języków obcych, co z kolei każe zastanowić się nad ich efektywnym użyciem.

9

Аналіз та оцінка викладачами досвіду дистанційного навчання при вивченні графічних дисциплін

63%

Сидорова Н., Доценко Ю.

Viae Educationis

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2022

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issue 3

88-95

UK

У статті представлені результати дослідження, проведеного з метою аналізу та оцінки нового педагогічного досвіду викладачів, отриманого в умовах дистанційного навчання у період початку глобальної пандемії. За результатами анкетування виявлено, що більшість педагогів оцінюють цей період як більш складний у порівнянні з періодом традиційного навчання, але при цьому вважають набутий досвід позитивним і корисним для майбутнього. Педагоги відзначили, що їм довелося освоїти сучасні цифрові інструменти, придатні для дистанційного навчання (сервіси відеоконференцій та зв’язку, запис аудіо- та відеолекцій та інше), змінити подачу та трансформувати свої лекційні курси, методичні матеріали та весь допоміжний матеріал з метою успішного онлайн-викладання саме графічних дисциплін, а також по-новому поглянути на можливості соціальних мереж, месенджерів та системи електронного навчання Одеської державної академії будівництва та архітектури. В даний час актуальним завданням є осмислення цього досвіду з метою усвідомлення його сутності, виявлення позитивних та негативних факторів, визначення найбільш ефективних технологій з точки зору викладання дисциплін викладачами та засвоєння матеріалу студентами, прогнозування можливих варіантів розвитку освітньої системи в рамках вже не протипандемійних заходів, а в період бойових дій та після закінчення воєнного стану в Україні. Цей досвід дуже став у нагоді викладачам нашої держави, тому що, незважаючи на умови сьогодні, у частині регіонів країни продовжується освітній цикл. Викладачам було запропоновано питання стосовно як їх психологічного стану за перший початковий період викладання онлайн, коли ще не було накопичено певного досвіду у цьому напряму, так і питання щодо досвіду, якості та досягнень студентів та безпосередньо самих викладачів у період дистанційного навчання. В оцінці ступеня освоєння студентами навчального матеріалу в умовах онлайн-навчання думки педагогів розійшлися. Більшість викладачів вважає, що студенти освоїли матеріал на тому ж рівні, як і в умовах стаціонарного навчання, або навіть краще; частина викладачів відзначили, що сталося зниження цього рівня. Необхідність забезпечення відповідної якості освіти вимагає пошуку шляхів вирішення проблем, що виникають у процесі дистанційного навчання в сучасних воєнних та післявоєнних умовах в Україні.

EN

The article presents the results of a study that was conducted to analyze and evaluate the new pedagogical experience of teachers obtained in distance learning in the context of a global pandemic. According to the results of the survey, most teachers assess this period as more difficult than the period of traditional education, but they consider the experience gained as positive and useful for the future. The teachers noted the need to master modern digital tools suitable for distance learning (video conferencing and communication services, recording audio and video lectures, etc.), design and transform their lecture courses, methodological materials and all auxiliary materials for successful online learning. Teaching graphic disciplines, as well as a new look at the possibilities of social networks, instant messengers and the e-learning system of the Odessa State Academy of Civil Engineering and Architecture. At present, an urgent task is to comprehend this experience in order to understand its essence, identify positive and negative factors, determine the most effective technologies in terms of teaching disciplines by teachers and assimilation of material by students, predicting possible options for the development of the education system within the framework of not anti-pandemic measures, but during hostilities and after the introduction of martial law in Ukraine. This experience was very useful for the teachers of our country, because, despite today’s conditions, the educational cycle continues in some regions of the country. Teachers were asked questions about their psychological state in the initial period of online learning, when they had not yet gained some experience in this area, and questions about the experience, quality and achievements of the students and teachers themselves during distance learning. The opinions of teachers differed in assessing the degree of assimilation of educational material by students in the context of online learning. Most teachers believe that students have mastered the material at the same level as in full-time study, or even better; some teachers noted a decrease in this level. The need to ensure the appropriate quality of education requires finding ways to solve problems that arise in the process of distance learning in modern military and post-war conditions in Ukraine.

10

Analýza aktivit studentů v e-learningových kurzech

63%

NAGYOVÁ I.

Edukacja-Technika-Informatyka

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2014

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vol. 5

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issue 2

301-307

CS

Příspěvek se zabývá analýzou dat zaznamenaných LMS Moodle. Zaměřuje se zejména na data o aktivitách a práci studentů v rámci e-learningového kurzu. Data umožňují získat představu o práci studentů v rámci kurzu, o přístupu studentů ke studiu, zodpovědnosti, preciznosti, časovém rozvržení práce, o formách studia a práce studentů, obvyklém čase apod. Možnosti analýzy jsou prezentovány na kurzu Vzdělávací technologie – nástroje. Smyslem příspěvku je podnítit zájem čtenáře o podobnou analýzu práce studentů v dalších kurzech.

EN

This article deals with analysis of data recorded by LMS Moodle. It focuses mainly on data about activities and work of students in the framework of the course. These data allow us to get idea about how students work in the framework of the course, about students’ approach to study, responsibility, scheduling of work, form of study and working of students, about its usual time, etc. The possibilities of analysis are presented on the course Educational Technology – Instruments. The aim of this article is stimulate the reader’s interest for a similar analysis of work of students in other courses.

11

ТЕХНОЛОГІЇ АКТИВНОГО НАВЧАННЯ У ПРОСТОРІ ХЬЮТАГОГІКИ

63%

Юліана Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 8(62)

54-65

EN

The article presents the modern concept of self-directed learning “heutagogy” which exists within the life-long learning concept. Heutagogy is a concept of self-determined learning rooted in andragogy. The paper outlines key issues for research in heutagogy as a concept for guiding the use of new technologies in distance education. Heutagogical approach to teaching and learning implies autonomy and self-determination. The emphasis is to train adult students for complexities of today’s work. The concept “heutagogy” arose due to the development of distance education new technologies, informatization of society and mobility of workforce. This concept suggests supporting development of learner-generated content and defining the learning outcomes. The author offers a literature review of current research where demonstrates a discussion of the concept meaning and its main principles. In the process of analyzing the scientific inquiry of the article, the author defines the main differences between the teacher – and student-oriented learning. The observation proves that in heutagogy there is no need the presence of a teacher, as students want to see a facilitator rather than a school teacher; the focus is on the process of information acquiring, not the content; supportive character of the concept in relation to adult students’ wish to learn, which disappears during the formal learning. Key principles of the concept are outlined; the comparison of traditional learning concept and conditions with heutagogical is suggested; active learning methods are described. Examples of active methods learning elements are included into the article. Since the key issue of heutagogy is student-oriented content, where student is supposed to manage his educational process himself and to assume responsibility for results, active learning methods are considered to be providers of the issue realization. Active learning instructional strategies are developed and applied to undertake students in critical thinking process, development of communicative skills in a small group, or with the entire class, considering personal outlook and merits, giving and receiving feedback, and reflecting upon the learning process. There are a lot of ways to implement active learning instructional strategies: they can be fulfilled either in-class or out-of-class, be done by students working either as individuals or in group, and be done either with or without the use of technology tools. It should be noted that active learning demands clearly defined objectives and outcomes; on such conditions we will guide students towards their learning goals.

12

Specific features of forming interdisciplinary teams and designing projects in petroleum engineering

45%

Tymkiv N.

Szkoła - Zawód - Praca

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2018

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issue 15

13-21

EN

The article investigates the issues of training specialists in the petroleum industry ready to work in interdisciplinary teams and designing projects. Petroleum engineering interdisciplinarity can ensure not only a competitive position of a team, country’s economy in the international division of labour, but also helps to win the global competition in the relevant markets of the world, therefore, interdisciplinarity really becomes a source of wealth. At the same time, we must distinguish between interdisciplinarity in its formal representation, when the result of the joint work of specialists in several research fields will be the sum of the result of their work, but also when, due to the synergistic effect, the result may be more significant. In other words, the result that can be obtained in this case can never be obtained as a result of the activity of one of the participants in an interdisciplinary team. Most often, this effect is achieved by means of mutual intersection and application of methods, tools, approaches used by the representatives of different disciplines, science, trade. So, organization of implementation of effective interdisciplinary projects in science, engineering, technology or education requires not only the involvement of specialists from various fields of activity, but also planning a synergistic effect, as a kind of guarantee of obtaining fundamentally new solutions and results that, under certain circumstances, can ensure a victory in competition in the relevant markets.

PL

Artykuł poświęcony jest badaniom zagadnień niezbędnych do przygotowania specjalistów dla przemysłu naftowego i do pracy w międzyprzedmiotowych zespołach oraz planowania projektów. Międzyprzedmiotowość w inżynierii naftowej może gwarantować nie tylko pozycję konkurencyjną w zespołach czy w gospodarce państwa w międzynarodowym podziale pracy, ale może pomóc zwyciężyć w konkurencji globalnej na rynkach świata. Oznacza to, że międzyprzedmiotowość może stać się podstawą dobrobytu. Celem artykułu jest przybliżenie międzyprzedmiotowości i jej znaczenia w przypadku podjęcia badań przez specjalistów z różnych dziedzin. Przez połączenie rezultatów pracy przedstawicieli nauki i gospodarki, w wyniku synergii, można uzyskać przewagę ekonomiczną. Wprowadzanie zatem efektywnych, międzyprzedmiotowych projektów w nauce, inżynierii, technologiach czy oświacie, połączenie wysiłków przedstawicieli różnych stref działalności, oraz planowanie efektu synergetycznego jako swego rodzaju gwarancji uzyskania fundamentalnie nowych rozwiązań w sprzyjających okolicznościach może zapewnić sukces na odpowiednich rynkach.

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EDUCATIONAL TECHNOLOGIES IN TEXTBOOKS: THE CASE OF IRANIAN EAP CONTEXT

Role of Multimedia Technologies in Training of Students

ШЛЯХИ ПІДВИЩЕННЯ ЯКОСТІ ВИКЛАДАННЯ АНГЛІЙСЬКОЇ МОВИ ПРОФЕСІЙНОГО СПРЯМУВАННЯ В ТЕХНІЧНИХ УНІВЕРСИТЕТАХ УКРАЇНИ

USING THE SECOND LIFE DIGITAL ENVIRONMENT FOR FL EDUCATION: A POSTMODERN PERSPECTIVE

ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya

Training of Masters in Philology in Ukraine and Abroad: Search for Educational Strategies

Architectural art as a source of aesthetic education of students

INNOVATIVE LANGUAGE LEARNING/TEACHING PROCESS IN HIGHER EDUCATION INSTITUTIONS. A POLISH-LITHUANIAN COMPARATIVE STUDY

Аналіз та оцінка викладачами досвіду дистанційного навчання при вивченні графічних дисциплін

Analýza aktivit studentů v e-learningových kurzech

ТЕХНОЛОГІЇ АКТИВНОГО НАВЧАННЯ У ПРОСТОРІ ХЬЮТАГОГІКИ

Specific features of forming interdisciplinary teams and designing projects in petroleum engineering