scholarly journals The Integration of Information Technology and Elementary Education in Chinese Classroom and the Countermeasures—Take Primary School as an Example

2017 ◽  
Vol 07 (04) ◽  
pp. 155-161
Author(s):  
小卉 周
Keyword(s):  
Information Technology ◽  
Elementary Education ◽  
Primary School ◽  
Chinese Classroom

Transformation of Individual Learning through Informatics and Information Technology Activities in Primary School

2013 ◽  
pp. 42-54
Author(s):  
Valentina Dagiene ◽  
Vaiva Grabauskiene
Keyword(s):  
Information Technology ◽  
Content Analysis ◽  
Learning Environment ◽  
Primary School ◽  
Individual Learning ◽  
Fundamental Point ◽  
Learning Conditions ◽  
Basic Concepts ◽  
The Individual ◽  
Information Technology Impact

The topic of the individual learning conditions creation can be analysed from the technological as well as pedagogical side. In both cases there is the same fundamental point: how to create valuable and as much as possible natural learning environment? The experience in the application of technologies for personalisation, analysed in scientific literature, reveals newer possibilities for the individual activities support. This encourages taking a different route in analysing individual learning – to interdisciplinary combine the content of close concepts. The paper deals with basic concepts of interdisciplinary content analysis – informatics and information technology impact to an individual learning in primary school.

Evaluating Information Course in Elementary Education by Fuzzy TOPSIS

2014 ◽  
Vol 584-586 ◽  
pp. 2757-2761
Author(s):  
Yu Jie Wang ◽  
Tzeu Chen Han ◽  
Chen Lin Fang ◽  
Chien Chang Chou
Keyword(s):  
Decision Making ◽  
Information Technology ◽  
Elementary School ◽  
Elementary Education ◽  
Search Engine ◽  
Holistic Education ◽  
Fuzzy Topsis ◽  
The Other ◽  
Multi Criteria Decision Making ◽  
Education Courses

Education in elementary school belongs to holistic education for students. In the education courses, information course being a technology is applied in the rest courses to explore related knowledge automatically for students because they can capture these concerning knowledge of the rest courses through information technology such as Internet or search engine. On the other hand, Internet is full of numerous immoral contents and websites, and immoral things easily mislead students that perform incorrect behaviors. Thus evaluating information course in elementary education will be important and essential. In this paper, we evaluate information course with several feasible alternatives in elementary education by fuzzy multi-criteria decision-making (FMCDM) called fuzzy TOPSIS. By fuzzy TOPSIS, an optimal teaching alternative of information course is selected form feasible alternatives.

scholarly journals Research on the Deep Integration of Information Technology and Primary School Mathematics Teaching

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Gang Liu
Keyword(s):  
Information Technology ◽  
Primary School ◽  
Mathematics Teachers ◽  
21St Century ◽  
Mathematics Teaching ◽  
Education Sector ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Mathematics Knowledge ◽  
Deep Integration

<p>In the 21st century, with the development of information technology, the education sector has gradually integrated information technology with subject teaching to promote students’ learning efficiency. The introduction of information technology into the classroom by primary school mathematics teachers can make abstract mathematics knowledge more tangible, thus enabling students to understand and master knowledge more quickly. Nowadays, information-based teaching has become an inevitable trend. In this paper, the deep integration of information technology and primary school mathematics teaching is studied in order to improve the level of primary school mathematics teaching.</p>

scholarly journals PERENCANAAN PEMBELAJARAN MELALUI STRATEGI INTEGRASI SISTEM DAN TEKNOLOGI INFORMASI PADA SD ISLAM AL-FALAH JAMBI

2018 ◽  
Vol 8 (2) ◽  
pp. 312
Author(s):  
Mahyudin Mahyudin ◽  
Noer Suhartina
Keyword(s):  
Information Technology ◽  
Primary School ◽  
System Integration ◽  
Research Result ◽  
Sampling Technique ◽  
Learning Activities ◽  
Online Information ◽  
Learning Plan ◽  
Integration Strategy ◽  
Online Planning

Al-Falah Jambi Islamic Primary School (SDI Al-Falah Jambi) is the best Moslem Primary School which is located in Jambi City with many prestation, although SDI Al-Falah Jambi do not applicate integration information system for learning activities through multimedia and online because human capital is not capable. This research purpose is analysis learning plan through information technology and system integration strategy in the SDI Al-Falah Jambi.Research time was done on October 2016 in SDI Al-Falah Jambi. Indeed sampling technique was purposive sampling. Research result shownthatSDI Al-Falah Jambi do not have facilities and equipment that match for supporting learning activities through multimedia and online information technology and system integration, and architecture development proposal in SDI Al-Falah Jambi are organitation, business, data, technology, and solution.Keywords : Multimedia, Online, Planning, Learning

scholarly journals Cooperative learning issues in elementary education: a Lithuanian case study

2021 ◽  
Vol 12 (1) ◽  
pp. 445-468
Author(s):  
Daiva Jakavonytė-Staškuvienė ◽  
Aušra Žemgulienė ◽  
Emilija Sakadolskis
Keyword(s):  
Professional Development ◽  
Elementary Education ◽  
Cooperative Learning ◽  
Primary School ◽  
Lesson Study ◽  
Classroom Practice ◽  
Pedagogical Practice ◽  
Traditional Group ◽  
Japanese Lesson Study

Aim. Cooperative learning (CL) is a widely recognised pedagogical practice which involves students working together to achieve common goals that they could not complete individually. Johnson and Johnson are among the main theorists behind the movement. In 1994 they announced five elements essential for the successful incorporation of CL in the classroom: (a) positive interdependence; (b) face-to-face promotive interaction; (c) individual and group accountability; (d) interpersonal and small group social skills; (e) group processing. In this study we seek to understand how primary school teachers implement cooperative learning and include the above-mentioned aspects in their classes. Methods. The qualitative case study was conducted at a primary school in Vilnius, Lithuania. Two lessons were recorded, transcribed, and analysed to gather evidence concerning variables that mediate cooperative learning. The teachers planned the lessons together, using the principles that are outlined in a professional development method called Japanese lesson study. The study involved two teachers and 40 (20+20 pupils in two classes) fourth graders. Also, interviews were conducted with the teachers and three pupils from each class. Results and conclusion. The forms of cooperative learning observed in the classrooms were markedly different, even though the lesson plans were almost identical. In Lesson 1 the teacher paid more attention to interdependence, interaction, and reflection. Consequently, students mentioned cooperation, assistance, and specifics of group workmore frequently. In Lesson 2, there was more traditional group work than CL schemes, and less interdependence, interaction, and reflection. The five essential elements were unequally represented in the lessons, highlighting the varied understanding of CL. ‘In situ’ research revealed which elements of cooperative learning need to be stressed inteacher pre-service and in-service settings. The study also deepened the understanding of which aspects are more difficult to implement, or which have made significant inroads into classroom practice. Originality. Situational research involving both CL and Japanese Lesson Study techniques provide valuable insights into the professional development of teachers who aim to improve their classroom practice.

scholarly journals Empirical Research of Oral English Teaching in Primary School Based on 4C/ID Model

2020 ◽  
Vol 1 (4) ◽  
Author(s):  
Siqi Zhou ◽  
Yangli Zhang ◽  
Xiao Liu ◽  
Yunhuan Wang ◽  
Xiaoqin Shen
Keyword(s):  
Elementary Education ◽  
Primary School ◽  
Skill Training ◽  
Learning Ability ◽  
Self Directed Learning ◽  
English Teaching ◽  
School Based ◽  
Complex Skill ◽  
Directed Learning ◽  
Knowledge Memory

4C/ID model is a typical model that it develops students' complex ability. The effectiveness of 4C/ID model is approved by many scholars of vocational education and higher education fields. This research takes interactive self-introduce skill training of primary school English as an example, and relevant experiments were carried out based on the instructional design of 4C/ID model for the need of developing complex skill in elementary education. Research shows that 4C/ID model can be applied to develop primary English complex skills. Compared to other traditional English teaching model, 4C/ID model is beneficial to improve pupils' oral English ability, improve self-directed learning ability and close the achievement gap of students and so on. However, the deficiency of 4C/ID model is that it cannot improve students’ learning goal skill and it cannot strengthen students’ knowledge memory and so on.

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