scholarly journals INTEGRATION OF PEDAGOGIC TECHNOLOGIES AND CREATIVE TOOLS FOR ACHIEVING BALANCED COMPETENCE OF A POTENTIAL SPECIALIST

2013 ◽  
Vol 1 ◽  
pp. 205-211
Author(s):  
Gulnara Akhmedyanova
Keyword(s):  
Learning Outcomes ◽  
Educational Technologies ◽  
Personal Qualities ◽  
Modular Technology ◽  
Aspect Model

A graduated bachelor must possess not only knowledge, but also the certain professional-personal qualities, that are balanced in respect of these two aspects of competence. As these aspects are achieved by the different instruments, teaching technologies and creative techniques, raises the question of their coordination. It is achieved due to the development of the plan of teaching on the basis of the creative-modular technology, and then the realization of this plan with separate revision and correction of learning outcomes in relation to these aspects of competence. The result of developed hierarchical two-aspect model achievement of competence allows efficiently in the process of learning resolving imbalances in the integration of educational technologies and creative tools.

scholarly journals Final exam: what is the result of studying at school?

2020 ◽  
Author(s):  
Elena Alekseevna Tolkacheva ◽  
Vasilisa Fedorovna Tolkacheva ◽  
Evgenii Iurevich Gurov
Keyword(s):  
Human Development ◽  
Learning Outcomes ◽  
Personal Development ◽  
School Education ◽  
Educational Technologies ◽  
Final Exam ◽  
School Based ◽  
The Individual

What should be considered and evaluated in modern technological conditions as a result of school education? What are the consequences of "informational expansion of the individual"? How digitalization affects the fundamental psychophysiological processes of personal development. Without an answer to these questions, it is impossible to talk about understanding the significance of the development of digital educational technologies. It is proposed to identify invariants of learning outcomes in school based on the psychophysiology of human development.

Improving Undergraduates’ Experience of Online Learning and Involvement

2013 ◽  
Vol 9 (3) ◽  
pp. 100-112 ◽  
Author(s):  
Pei-Di Shen ◽  
Chia-Wen Tsai
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Teaching Methods ◽  
Educational Technologies ◽  
Control Group ◽  
Mediated Learning ◽  
Self Regulated Learning ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
The Web

As educators and teachers pay more attention to the applications of educational technologies and websites to help students achieve satisfactory learning outcomes, it is necessary to develop effective teaching methods integrated with technologies for both teachers and students. This study involved 96 undergraduates from two class sections in an experiment wherein the first class received the interventions of web-mediated Self-regulated Learning (SRL) and Collaborative Learning (CL) (Case 1), while the second one served as the control group (Case 2). The results of this study show that Case 1 students had a better experience of course learning and more positive attitudes toward the interventions of web-mediated SRL and CL than those in Case 2. In addition, Case 1 students’ involvement in learning in the web-mediated learning environments (5.0002) was also higher than those in Case 2 (4.7813), though insignificantly. Implications for teachers and schools are also provided in this paper.

scholarly journals THE INTRODUCTION OF INNOVATIVE EDUCATIONAL TECHNOLOGIES FOR TEACHING ON THE DEPARTMENT OF THERAPEUTIC DENTISTRY UMSA

2019 ◽  
Vol 19 (4) ◽  
pp. 110-113
Author(s):  
T.D. Bubliy ◽  
T.A. Petrushanko ◽  
L.I. Dybovaya
Keyword(s):  
Professional Training ◽  
Clinical Skills ◽  
Group Learning ◽  
Educational Technologies ◽  
Educational Work ◽  
Teacher Student ◽  
Urgent Task ◽  
Collective Group ◽  
Personal Qualities ◽  
Teaching In Higher Education

The modern conditions of reforming the educational system of Ukraine, the problem of professional training of doctors has become urgent. The development and use of new, innovative technologies in education and self-education aimed at the formation of clinical skills is always an urgent task. The purpose of the publication is to analyze and highlight the content of innovative educational technologies for teaching and teaching in higher education, in particular in the clinical department, in the process of preparing future dentists. Educational cooperation at the Department of Therapeutic Dentistry is an extensive network of interactions in the following four areas. 1) teacher - student (during the survey, preparation for the defense of the medical history) 2) student - student in pairs (dyads) and in triples (triads) during the supervision of patients; 3) group-wide - the interaction of students in the entire academic team, for example, during clinical examinations, clinical conferences; 4) a teacher - a team (during educational work in classroom and extracurricular time). The use of interactive, cooperative, collective-group learning contributes not only to better memorization of the material, but also to its identification and use in everyday life. Interactive teaching methods in small groups contribute to the development of such personal qualities as sociability, cooperation. Communication and interaction skills are formed in the team, talents and abilities are revealed quickly and efficiently to solve tasks.

scholarly journals Improving Students' Motivation and Learning Outcomes Using Edmodo Learning Media Assisted with Meeting Room Media on The Circulation System Materials

2021 ◽  
Vol 2 (4) ◽  
pp. 392-401
Author(s):  
Muhammad Wajdi ◽  
Nurdiyanti ◽  
Nurhasyinah Amir
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Action Observation ◽  
Educational Technologies ◽  
Circulation System ◽  
Meeting Room ◽  
Learning Success ◽  
Classroom Action Research ◽  
Motivation And Learning ◽  
Planning Action

The development of technology in Indonesia in the field of education is no stranger to a teacher. For this reason, a teacher is required to master technology. One of the most widely used educational technologies today is online-based learning media. Through this research, it is able to increase the teacher's insight in sorting out the suiTable learning media for use in the learning process. This type of research is classroom action research. The purpose of this study was to determine the increase in motivation and learning outcomes of students using Edmodo learning media assisted by meeting room media on the circulation system material. Classroom Action Research in its implementation uses a cycle pattern, where each cycle requires three meetings and the level of research completion depends on the extent to which the level of achievement of learning success is adjusted to the assessment standards. Each cycle in this research consists of the stages of Planning, Action, Observation / Evaluation, and Reflection activities. The results showed that the use of Edmodo learning media assisted by meeting room media can increase the motivation and learning outcomes of students in the circulation system material.

scholarly journals Planning to teach with digital tools: Introducing the interactive whiteboard to pre-service secondary mathematics teachers

2009 ◽  
Vol 25 (3) ◽  
Author(s):  
Kathryn Holmes
Keyword(s):  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Secondary Mathematics ◽  
Student Learning Outcomes ◽  
Interactive Whiteboards ◽  
Virtual Manipulatives ◽  
Educational Technologies ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Widespread Acceptance

<blockquote>Teaching is a complex endeavour that requires teachers to meld knowledge about the nature of learners, pedagogical strategies and discipline content. In recent years an increasing variety of educational technologies are finding their way into the school classroom, including the widespread acceptance of interactive whiteboards (IWBs). The emerging literature on IWB use is mixed, with no clear verdict on the merits of this technology in relation to teaching or student learning outcomes. However, as this equipment is fast becoming standard in a growing number of classrooms, it is important for pre-service teachers to be familiar with its features, potential difficulties and to have had experience in developing lesson activities that utilise the technology.<p>This study examines the lesson activities developed by a group (n=13) of final year undergraduate secondary mathematics pre-service teachers. The analysis is guided by the <em>Technological Pedagogical Content Knowledge</em> (TPCK) framework of Mishra and Koehler (2006). The study reveals that the pre-service teachers were able to plan effectively to integrate IWB features within their mathematical lessons and demonstrated developing TPCK as a result. They found that the primary benefits of the technology related to its potential to engage students with varied visual representations and virtual manipulatives which can aid conceptual understanding.</p></blockquote><p> </p>

Educational Technologies in the Age of Transhumanism

2019 ◽  
pp. 291-305 ◽  
Author(s):  
Şirin Karadeniz ◽  
Işıl Boy Ergül
Keyword(s):  
Artificial Intelligence ◽  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Outcomes ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Educational Technologies ◽  
Teachers And Students ◽  
The Way

Transhumanism has created drastic changes in many different sectors, especially in education as it is directly related to how we grow and shape our lives. Transhumanist technologies, especially augmented reality (AR), virtual reality (VR), and artificial intelligence (AI), play an important role in education and provide new opportunities by facilitating the communication between students and teachers and students and other students in order to obtain fruitful learning outcomes. In this chapter, transhumanist technologies used in teaching and learning will be discussed with a critical analysis, and how these technologies can change the way people learn will be explained through the lens of transhumanism.

scholarly journals Introducing Educational Technologies to Teachers: Experience Report

2015 ◽  
Vol 12 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Neena Thota ◽  
◽  
Joao G M Negreiros ◽  
Keyword(s):  
Learning Outcomes ◽  
Digital Media ◽  
Course Design ◽  
Critical Evaluation ◽  
Educational Technologies ◽  
Learning Needs ◽  
Active Engagement ◽  
Learning And Teaching ◽  
Dramatic Rise ◽  
Learning With Technology

The dramatic rise in use of digital media has changed the way learning is taking place and has led to new ways to teach with digital technologies. In this article, we describe the experiences of teaching a course that introduces educational technologies to teachers in Macau. The course design is based on connectivism, a learning theory for the digital age that emphasizes interaction with digital media and active engagement in sharing digital artefacts. The learning outcomes are constructively aligned with learning and teaching activities and assessments. We share the insights we gained of the learning needs and the disparity in the technological skills and competencies of the students. The course design is evaluated in terms of the students' learning outcomes and progress through the stages of learning with technology. We present evidence from journal writings that show metacognition, active reflection and critical evaluation, and we identify anxiety and increased confidence with digital tools, as well as concerns about group work. This article contributes to the discussion on teachers learning to teach with technologies.

Organization of a simulation study in SPbSPMU

2015 ◽  
Vol 6 (3) ◽  
pp. 118-122
Author(s):  
Alexander Vadimovich Gostimsky ◽  
Yulia Vasilevna Kuznetsova ◽  
Oleg Valentinovich Lisovski
Keyword(s):  
Learning Outcomes ◽  
Diagnostic Procedure ◽  
Simulation Training ◽  
Educational Technologies ◽  
Practical Training ◽  
Medical Procedures ◽  
Practical Skills ◽  
The Russian Federation ◽  
Skills Learning ◽  
Great Development

In accordance with the order of the Ministry of Health and Social Development of the Russian Federation from January 15, 2007 N 30 to participate in the delivery of health care to citizens admitted students who have successfully completed the theoretical training and have practical skills acquired on models (phantoms). In 2013, in order to introduce innovative forms of learning SPbGPMU formed Center of modern educational technologies. For the development of all necessary manipulations in the Centre created a special phantom-simulation classes. In order to establish the required number of repetitions in the course teaching practical skills learning outcomes analyzed 252 5th year students of pediatric faculty. It was found that a great development of the 5th year students of medical procedures require at least 5 repetitions of each student with a teacher or a mandatory correction loop simulator. To master the algorithm requires the help of at least 7 repeats the clinical scenario, with enough 1-2 times the direct participation of the remaining repetitions of the student can observe and participate in the discussion of errors. The introduction of phantom-simulation training for students not only increases the interest in learning, but also makes it possible to repeatedly perform any medical procedures or diagnostic procedure without risk to the patient, and subsequently apply their skills confidently during practical training. Using simulators, mannequins, phantoms and dummies can not only master the different skills each student physicians, but also to develop the ability to interact with each other and work as a team by simulating real conditions. The possibility of multiple repetition of the same scenario allows you to bring the mastery of skills to automaticity.

Evaluation of the Effectiveness of Educational Programs in the Field of HR Management: Challenges and New Aspects

2022 ◽  
pp. 22-28
Author(s):  
Valeriya Konovalova ◽  
M. Fedotova
Keyword(s):  
Learning Outcomes ◽  
Personnel Management ◽  
Professional Education ◽  
Educational Programs ◽  
Educational Technologies ◽  
Legal Requirements ◽  
Hr Management ◽  
Assessment Of Learning ◽  
State Accreditation ◽  
Further Development

The authors of the article, analyzing the experience of the implementation of educational programs for bachelor's, master's and programs of additional professional education in the field of personnel management, focus on the assessment of learning processes and its new aspects, the emergence of which is associated both with the development of learning formats and technologies, and with changes in regulatory and legal requirements for the content and conditions for the implementation of educational programs. The study made it possible to determine the main contours of the assessment of educational programs in the field of personnel management, including indicators and criteria of efficiency, subjects of assessment, the possibility of increasing the level of innovation, as well as to highlight a number of areas for further development and refinement of assessment elements, including the integration of formats and assessment results the effectiveness of educational programs conducted by various subjects and having a different nature of the obligation (state accreditation, independent professional and public accreditation), reflected in the criteria and procedures for assessing the increase in the use of new educational technologies, taking into account delayed learning outcomes.

Teachers and students in modern professional education: rethinking roles

2021 ◽  
pp. 14-22
Author(s):  
V.P. Soloviev ◽  
◽  
T.A. Pereskokova ◽  
Keyword(s):  
Blended Learning ◽  
Professional Education ◽  
Educational Process ◽  
Learning System ◽  
Educational Technologies ◽  
Modern Life ◽  
Pedagogical Skills ◽  
Teachers And Students ◽  
Personal Qualities ◽  
The Relationship

This study examined the problem of the relationship between teachers and students, which has become a key to success in the educational process. Shown is the importance of using the results of a survey of students about their satisfaction with the organization and implementation of the educational process, the level of professional and pedagogical skills and personal qualities of teachers. The transition to a classroom interactive learning system is recommended, which facilitates the use of innovative educational technologies such as problem-based learning, modular learning, blended learning. Recommendations are made for some systemic changes in vocational education to produce people who are well prepared for modern life.

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