Using Means of Information-Communication Technologies for Testing and Assessing Learning Outcomes at Primary School

10.12737/4808 ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 15-19
Author(s):  
Молокова ◽  
Anna Molokova
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
The Past

Developments in using information-communication technologies at primary school, and achieved in the past ten years are reviewed. The author features recommended means of computerization facilitative for testing and assessment of s primary schoolchildren’s learning outcomes.

scholarly journals Social Democratic and Critical Theories of the Intellectual Commons: A Critical Analysis

2017 ◽  
Vol 15 (1) ◽  
pp. 100-126 ◽  
Author(s):  
Antonios Broumas
Keyword(s):  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Productive Force ◽  
Social Democratic ◽  
The Past ◽  
Critical Theories ◽  
The Social ◽  
Intellectual Commons ◽  
Theoretical Paradigms

Over the past twenty years theorizing about the intellectual commons has undeniably become a popular activity not only among scholars that deal with the dialectics between information/communication technologies and society but also among the wider scientific community. Yet, the discourse over intellectual commons and their contested relationship with contemporary laws and institutions has not been confined only within the academia but has rather become a more general social issue. Social democratic and critical theories of the intellectual commons are re-conceptualizations of the social intellect as the productive force of our intellectual commonwealth. As emerging theoretical paradigms, they eventually come in contrast with the dominant notions of the social intellect, which basically advocate the establishment of private monopolies over intellectual works. By deciphering contemporary shifts and dynamics in the ways we produce and distribute information, knowledge and culture, such theories are thus better placed to inspire and orientate social movements, recast agendas of policy – making and construct alternative narratives to existing socio-legal arrangements, which are capable of accommodating the potential of the intellectual commons.

scholarly journals Empathy, Special Education and ICTs

2015 ◽  
Vol 3 (4) ◽  
pp. 37
Author(s):  
Athanasios Drigas ◽  
Chara Papoutsi
Keyword(s):  
Social Groups ◽  
Complex Form ◽  
Communication Technologies ◽  
Educational Needs ◽  
Information Communication Technologies ◽  
Special Educational Needs ◽  
Information Communication ◽  
Learning And Teaching ◽  
The Past ◽  
Memory Knowledge

During the past decades there have been considerable innovations with the use of Information Communication Technologies (ICTs) in many fields and sectors. In many settings ICTs have become an important element of the learning and teaching process. All social groups have been helped including children and adults with special educational needs. In this paper we provide a brief overview of the most representative articles for applications used for assessment, intervention and development of empathy which is an important skill that researches indicate that people with special educational needs lack of it. Empathy is a complex form of psychological inference in which observation, memory, knowledge, and reasoning are combined to yield insights into the thoughts and feelings of others.

scholarly journals ICTs in Speech and Language Therapy

2014 ◽  
Vol 4 (1) ◽  
pp. 49 ◽  
Author(s):  
Athanasios Drigas ◽  
Alexia Petrova
Keyword(s):  
Speech Therapy ◽  
Communication Technologies ◽  
Assistive Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Remote Areas ◽  
The Past

Over the past decade speech and language therapy has taken an interesting turn towards the use of information communication technologies (ICTs) for diagnosis of disorders and delivery of therapy. In many cases ICTs have worked as assistive tools to therapists, while in others as sole providers of therapy, especially in remote areas. In this report we provide a brief overview of the most representative articles for applications and assistive technologies used for assessment and intervention purposes in Speech Therapy according to the type of disorders.

scholarly journals WHY DO PUPILS FROM SOCIALLY DISADVANTAGED BACKGROUNDS FAIL IN TECHNICAL SUBJECTS?

2019 ◽  
Vol 7 ◽  
Author(s):  
Jakub Pikna ◽  
Zuzana Frajštaková
Keyword(s):  
Primary School ◽  
Research Group ◽  
Research Method ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Teaching Process ◽  
Socially Disadvantaged ◽  
Teaching Aids ◽  
Observation Methods

Goal: The main objective of this research is to identify the causes of difficulity that pupils from socially disadvantaged backgrounds face in technical subjects at primary school. Methods: The research group consisted of 65 respondents, of whom 59 were women teachers and 6 were man teachers. The research method was a questionnaire of our own production. Results: The biggest barrier that pupils from socially disadvantaged backgrounds face is the insufficient conditions for education (97%). From our research results we also perceive the parents' lack of cooperation with teachers (68%). As many as 63% of respondents do not use any form of intervention for disadvantaged pupils. 37% of respondents use methods such as: experiential methods, motivational methods, reward and punishment methods, demonstration and observation methods, brainstorming, repetition methods, practical demonstrations, competitions and games, individual approaches, information - communication technologies and teaching aids. Conclusions: The biggest problem is the lack of cooperation between the socially disadvantaged pupil's family and the school. In the future, it would be appropriate to measure the issue with a higher number of respondents as well as focus on the teaching process with the intent to determine the different methods which are used to prevent the difficulty that pupils from socially disadvantaged backgrounds face.

scholarly journals RESEARCH OF ICT INFLUENCING ON PERSONALITY QUALITIES OF PUPILS OF INITIAL CLASSES AND CONDITIONS OF EDUCATIONAL PROCESS IN GENERAL SCHOOL

1970 ◽  
Vol 5 (1) ◽  
Author(s):  
Petro M. Bisirkin
Keyword(s):  
Primary School ◽  
Communication Technologies ◽  
Number Line ◽  
Educational Process ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Educational Activities ◽  
General School ◽  
Primary School Pupils

In the article the features of use of information-communication technologies in educational process of initial classes in general school are stated. The dependence of results of mental qualities formation of primary school pupils on quality of didactic oriented ICT means and heterogeneity of formation of a number (line) of intellectual processes of primary school pupils at use of hereinafter means in educational activities shown.

scholarly journals INCREASING THE MOTIVATION OF PRIMARY SCHOOL PUPILS THROUGH THE USE OF ICT IN THE EDUCATIONAL PROCESS

2019 ◽  
Vol 7 (2) ◽  
pp. 207-213
Author(s):  
Gencho Stoitsov ◽  
Gergana Stoitsova
Keyword(s):  
Primary School ◽  
Positive Impact ◽  
Communication Technologies ◽  
Educational Process ◽  
Learning Motivation ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Primary School Pupils ◽  
The Impact

This article presents a pedagogical study on the impact of Information Communication Technologies (ICT) on the motivation of primary school pupils in math classes. The obtained results demonstrate the positive impact of ICT on learning motivation.

The use of Information Technology as Tools of Developing Educational Communications for Realizing the Personal Potential of University Students

2020 ◽  
pp. 81-92
Author(s):  
Andrey Ivanovich Shutenko ◽  
◽  
Elena Nikolaevn Shutenko ◽  
Julia Petrovna Derevyanko ◽  
◽  
...  
Keyword(s):  
Communication Technologies ◽  
Developmental Model ◽  
Learning Activity ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Theoretical Terms ◽  
Higher Education System ◽  
Leading Role ◽  
Informational Environment

The article is devoted to the problem of educational communications development as a sphere of implementation of modern information-communication technologies in the higher education system. The purpose of the article is to present the structure and functions of educational communications aimed at the development of personal potential and self-realization of students. Methodology. The study is based on the methodology of personal and communicative-informational approaches in education, psychological-pedagogical provisions on the structure of communication, the leading role of learning activity, didactic principles of building an educational-informational environment. In theoretical terms, the study is based on the idea of the indirect implementation of ICT in education through the development of educational communications. The developing structure of educational communications, including didactic, informational-gnostic, interactive, psychological, attractive-motivational, value-semantic components, is presented. The possibilities of developing personal potential in educational communications are considered. The author’s developmental model of ICT functions is presented, which includes clusters of actual and latent functions aimed at the formation of information-educational space for the development of students’ personal potential. In conclusion, a inference was made about the prospects of the indirect introduction of modern ICT as tools for the development and functioning of various educational communications. At the same time, it is essential that these communications perform psychological and pedagogical tasks and functions.

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