scholarly journals Activating the cognitive learning activity through “Dead” case

2021 ◽  
Vol 5 (S2) ◽  
pp. 599-607
Author(s):  
Andrii O. Vitchenko ◽  
Anastasiia Yu. Vitchenko ◽  
Iryna V. Izhutova ◽  
Loryna G. Aleksandrova ◽  
Viktoriia L. Romaniuk
Keyword(s):  
High School ◽  
Teaching Practice ◽  
Cognitive Learning ◽  
Educational Process ◽  
Learning Activity ◽  
Technological Effectiveness ◽  
Effective Use ◽  
Data Generalization ◽  
Learning Analysis

The authors investigated technologization of educational process in high school and formation of interactive communicative environment for professionally oriented learning. Analysis of the problems of cases use in modern teaching practice was conducted. Methods of questionnaires, empirical data generalization, theoretical analysis of case study, justification of approaches to its technological effectiveness, “dead case”, findings generalization, defining prospects of further problem consideration were used. The authors identified the features of case study technological implementation and developed the “dead” case-based study algorithm for development of future lecturers’ professional skills. The conditions of the effective use of case technology in high school were defined. The authors proved the integral character of the case technology.

scholarly journals ADAPTATION OF MODERN INFORMATIONAL AND EDUCATIONAL TECHNOLOGIES TO TEACHING OF PHYSCOLLOID CHEMISTRY

2020 ◽  
Vol 20 (3) ◽  
pp. 238-241
Author(s):  
D.N. Zozulinets ◽  
G.V. Chernega ◽  
Yu.G. Samelyuk ◽  
O.R. Pryakhin ◽  
A.G. Kaplausheno
Keyword(s):  
Information Technologies ◽  
Cognitive Learning ◽  
Educational Process ◽  
Dark Side ◽  
Educational Technologies ◽  
Learning Activity ◽  
The Media ◽  
Informational Environment ◽  
Almost All ◽  
Methodological Guidelines

Adaptation of modern informational and educational technologies to the educational process in universities is a characteristic feature of a pedagogical science and its important component. Interactive computer models and innovative technologies are now widely used to promote cognitive learning activity of students at almost all departments of the university. Currently, the role of the media and informational environment, especially the Internet is steadily increasing. Among the undeniable advantages of the latest information technologies is providing the constant access to complete, up-to-date information in electronic format, the options to save data, to use them repeatedly. However, there is also a dark side of this issue. It may be difficult for students to navigate though a flux of multifaceted information, especially for the first and the second-year students when preparing to practical classes as they have not been taught to prioritize and to define the scope of the information they really need within the scope of the curriculum. This article is to analyze the ways of students’ adaptation to media and information technologies in the course of their university disciplines. This analysis was based on investigating the relevant reports of the conferences, reference literature, methodological guidelines as well as the experience of our department in delivering the course for the last period.

scholarly journals Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context

2021 ◽  
Author(s):  
◽  
Sri Puji Astuti
Keyword(s):  
High School ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
School Context ◽  
Case Study Research ◽  
Real Life ◽  
Underlying Assumption ◽  
Case Study Methodology ◽  
The Impact

<p>The purpose of this multiple case study is to explore teachers’ and learners’ perceptions of motivational strategies. This study addresses three questions: How do teachers perceive the use of motivational teaching strategies; how do teachers implement these strategies; and how do learners’ report the impact of these strategies on their motivation. The findings of this study help teachers of English understand the effectiveness of strategies that motivate their students and the impact of implementing these strategies in their teaching.  The data for this case study research were obtained from schools in a small town in West Sumatra, Indonesia. This study is underpinned by Dörnyei's (2001) work on Motivational Teaching Strategies. He identified a total of 102 such strategies, which he grouped into four phases: creating motivational components; generating students’ motivation; maintaining motivation; and encouraging positive retrospective self-evaluation. These phases build on each other so that student motivation is created, generated, maintained and encouraged (Dörnyei, 2001). The underlying assumption of this framework is that teachers’ behaviours and beliefs have a direct influence on learners.  This qualitative research uses case study methodology in order to contextualise the research within the real life environment of an Indonesian secondary classroom (Yin, 2003). Additionally, this approach allows different data collection techniques (Yin, 2009). These include semi-structured interviews, classroom observations, stimulated recalls, and focus group interviews.  The findings indicate that the implementation of Dörnyei’s (2001) framework, motivational teaching practice (MTP), and Hall and Kidman’s (2004) teaching and learning map (T-L map) are complementary. The findings reveal two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teacher’s planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. The findings also suggested that the appropriate use of L1 is a motivational teaching strategy. It is unique to this study that L1 not only promotes L2 learning but also influences students’ motivation.  These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the impact of motivational teaching strategies on students' learning and behaviour. The teachers themselves play a very important role in motivating their students.</p>

scholarly journals Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context

2021 ◽  
Author(s):  
◽  
Sri Puji Astuti
Keyword(s):  
High School ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
School Context ◽  
Case Study Research ◽  
Real Life ◽  
Underlying Assumption ◽  
Case Study Methodology ◽  
The Impact

<p>The purpose of this multiple case study is to explore teachers’ and learners’ perceptions of motivational strategies. This study addresses three questions: How do teachers perceive the use of motivational teaching strategies; how do teachers implement these strategies; and how do learners’ report the impact of these strategies on their motivation. The findings of this study help teachers of English understand the effectiveness of strategies that motivate their students and the impact of implementing these strategies in their teaching.  The data for this case study research were obtained from schools in a small town in West Sumatra, Indonesia. This study is underpinned by Dörnyei's (2001) work on Motivational Teaching Strategies. He identified a total of 102 such strategies, which he grouped into four phases: creating motivational components; generating students’ motivation; maintaining motivation; and encouraging positive retrospective self-evaluation. These phases build on each other so that student motivation is created, generated, maintained and encouraged (Dörnyei, 2001). The underlying assumption of this framework is that teachers’ behaviours and beliefs have a direct influence on learners.  This qualitative research uses case study methodology in order to contextualise the research within the real life environment of an Indonesian secondary classroom (Yin, 2003). Additionally, this approach allows different data collection techniques (Yin, 2009). These include semi-structured interviews, classroom observations, stimulated recalls, and focus group interviews.  The findings indicate that the implementation of Dörnyei’s (2001) framework, motivational teaching practice (MTP), and Hall and Kidman’s (2004) teaching and learning map (T-L map) are complementary. The findings reveal two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teacher’s planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. The findings also suggested that the appropriate use of L1 is a motivational teaching strategy. It is unique to this study that L1 not only promotes L2 learning but also influences students’ motivation.  These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the impact of motivational teaching strategies on students' learning and behaviour. The teachers themselves play a very important role in motivating their students.</p>

scholarly journals Teaching Practice in Acculturation Educational Settings: A Case Study on an Integration Course

2021 ◽  
Vol 3 (1) ◽  
pp. 20-33
Author(s):  
Julio César Tovar-Gálvez
Keyword(s):  
Local Community ◽  
Teaching Practice ◽  
Educational Process ◽  
Social Barriers ◽  
Acculturation Process ◽  
Cultural Inclusion ◽  
Educational Processes ◽  
Cultural Bridge ◽  
Short Time

Teaching practice has the potential to guide acculturation educational processes to cultural inclusion. Acculturation may lead to social tensions or peaceful connivance. An acculturation process might be inclusive when educational participants symmetrically recognise, validate and use the different cultures as part of the curriculum. The Cultural Bridge (CB) is an approach that teachers might use to design inclusive teaching practices. The method is a qualitative case study on an integration course in Germany. Results evidence a partially inclusive educational process. According to the teacher’s interview analysis, the teaching practice approximates the CB principles, but there are limitations because of the system and social barriers. The most relevant situations that limit the teacher's practice are the rigid curriculum, the test as the primary goal, the short time for addressing the mandatory topics and the students’ social isolation. As a recommendation, integration courses might engage the local community in the educational process.

scholarly journals THE USE OF DIGITAL LITERATURE IN TEACHING READING NARRATIVE TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Sumi Handayani ◽  
Lilies Youlia ◽  
R Bunga Febriani ◽  
Syafryadin Syafryadin
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Learning Activity ◽  
Classroom Observations ◽  
English Teacher ◽  
Teaching Reading ◽  
Digital Literature

This study investigated the use of digital literature in teaching reading narrative text in a State High School in Ciamis. This study is aimed to finding out the teachers’ implementation of using digital literature in teaching reading narrative text and the students’ perception of using digital literature in teaching reading narrative text. Therefore, the writer took one English teacher and one class of eleventh grade students as the purposive sampling. Furthermore, the writer used case study as her research design and conducted the classroom observations to find out how the teacher implemented the digital literature in teaching reading narrative text. The questionnaire was used to figuring the students’ perception of using digital literature in teaching reading narrative text. The finding of the study showed that the teacher implemented well of the use digital literature in teaching and learning process. Besides, there were a lots of students influenced of using digital literature in teaching and learning activity. For example, students felt enjoyable and they became more active in the classroom. It can be concluded that the use of digital literature enabled students to comprehend the narrative text easier. Finally, the writer suggests that the English teacher should implement the digital literature on teaching reading of narrative text during the learning process

scholarly journals Gestão escolar num processo educacional mediado pelas tecnologias na área ciências da natureza - School management in educational process mediated by technology in nature sciences area

2016 ◽  
Vol 5 (10) ◽  
pp. 65
Author(s):  
Marcia Melchior ◽  
Elena Maria Mallmann
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
School Management ◽  
Natural Sciences ◽  
Educational Process ◽  
Contemporary World ◽  
Direct Observations ◽  
Use Of Technology ◽  
E Mail

O uso das tecnologias na mediação escolar é um fator principal no processo de ensino e aprendizagem no mundo contemporâneo. Deste modo, o presente artigo tem o objetivo principal mostrar a caracterização e formas de utilização das TIC na área Ciências da Natureza na Escola Estadual de Ensino Médio Guia Lopes, localizada na cidade de Candelária - RS. De natureza qualitativa por meio de estudo de caso, a pesquisa foi realizada com observações diretas realizadas no local e por um questionário enviado via e-mail a oito professores da área pesquisada. A análise apresentou indícios de que houve incentivos por parte da gestão escolar na integração e inserção das TIC.Palavras-chave: gestão escolar, ciências da natureza e tecnologias. SCHOOL MANAGEMENT IN EDUCATIONAL PROCESS MEDIATED BY TECHNOLOGY IN NATURE SCIENCES AREAAbstractThe use of technology in school mediation is a major factor in the process of teaching and learning in the contemporary world. Thus, this paper has the main objective to show the characteristics and uses of ICT in Natural Sciences area in the State Preparatory High School Guia Lopes located in Candelaria - RS. Qualitative through case study, the research was carried out with direct observations made on site and also by a questionnaire sent via e-mail to eight teachers of the surveyed area. The analysis presented evidence that there were incentives on the part of school management in the integration and inclusion of ICT.Key-words: school management, natural sciences and technology.

scholarly journals The system of multimedia technologies implementation in high school

2021 ◽  
Vol 270 ◽  
pp. 01008
Author(s):  
Dina Prostova ◽  
Natalya Sosnina ◽  
Natalya Shirina
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Economy ◽  
Educational Process ◽  
Positive Role ◽  
Multimedia Technologies ◽  
Abstract Content ◽  
Effective Use

Recent research highlights the effective use of multimedia as an auxiliary strategy; it helps to easily deliver educational material to students and plays a positive role in strengthening the overall trend towards computer use in education. It is impossible to overestimate the importance of multimedia technologies in education. Multimedia technologies help simplify abstract content, allow you to differ from individual people, and allow you to coordinate diverse views from different points of view. Of course, multimedia technologies improve teaching and learning process, but this technology has a number of drawbacks that make it difficult to implement it into the higher school program. The authors of the study developed the system of MMT implementation is the educational process in high school. The system was developed according to the content of MM phenomenon based on advantages as well as eliminated disadvantages of new technologies in learning process. The definite level of financing and technical support, provided according to the State Program on Digital Economy of the Russian Federation, allows high school to organize the learning process via MMT providing a big volume of different opportunities for specific purposes. Follow the developed system allows educating digital personnel ready to work for digital economy of the region.

Manajemen Stratejik Pemanfaatan Teknologi Informasi dan Komunikasi untuk Peningkatan Mutu Pembelajaran SMK Ciledug Al Musaddadiyah dan SMKN 1 Garut

2020 ◽  
Vol 3 (2) ◽  
pp. 109-119
Author(s):  
Partono Partono
Keyword(s):  
High School ◽  
Strategic Management ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
General Description ◽  
Vocational High School ◽  
Information And Communication ◽  
School Learning

So far, in implementing school strategies, they tend not to utilize Information and Communication Technology (ICT), despite the availability of ICT resources available. Stages of strategic management are needed to generate the vision, mission, objectives, policy, program, budget, and procedures as well as control and evaluation process as an effort to utilize ICT to improve school quality. Based on the interpretation and the results of the study, it is concluded that schools have organized stages in strategic management that enable schools to have a quality profile. The impact of effective utilization of ICTs for schools is the achievement of effective school management, as per the National Education Standards, which is characterized by effective planning, implementation, control, and evaluation of school ICTs.The purpose of this study is to get a general description, describe, and reveal the Strategic Management of Information and Communication Technology Utilization to Improve the Quality of School Learning in Ciledug Al Musaddadiyah Vocational High School and Garut 1 Vocational High School, both on environmental analysis, strategic formulation, implementation and strategic evaluation. The research method used in this research is the case study method, because the problems studied occur in the place and situation of Ciledug Al Musaddadiyah Vocational School and Vocational High School 1 Garut. The use of case study models in this study is based on the consideration that to provide an overview of the strategic management activities of the use of ICTs carried out at vocational high schools with the ultimate goal of being able to improve the quality of school learning. Based on observations in the field of SMK 1 Garut and SMK Al Musaddadiyah Ciledug Garut is one of the public schools and private schools that have these advantages.

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