Application of BYOD technology in education on the example of Lecture Racing mobile application

2019 ◽  
pp. 56-64 ◽  
Author(s):  
Ju. M. Tsarapkina ◽  
N. V. Dunaeva ◽  
A. M. Kireicheva
Keyword(s):  
Theoretical Analysis ◽  
Mobile Application ◽  
Educational Practice ◽  
Educational Material ◽  
Educational Process ◽  
Bring Your Own Device ◽  
Technology In Education ◽  
Information Culture ◽  
Current State ◽  
Independent Assessment

The article describes the use of BYOD technology (Bring Your Own Device) in educational practice using the Lecture Racing mobile application. This application provides feedback between the teacher and students both in the classroom and during distance learning, contributes to the visualization of educational material and, in general, the informatization of the educational process. The purpose of the study is to conduct a theoretical analysis of the current state and prospects for the development of BYOD technology in Russia and abroad, and to test the benefits of using this technology in educational practice using the specific mobile application. During the study, an analysis of scientific, theoretical and practical literature on BYOD technology was carried out. In the process of experimental work, test tasks were the instrument of measuring knowledge and skills of students. As a result of a theoretical analysis and study of the practical possibilities of using BYOD technology (using the Lecture Racing mobile application as an example), it was found that this technology allows you to visualize information that is displayed in real time on the screen of each student's mobile device, regardless of its location. This technology also allows both the student and the teacher to quickly work with information, provide feedback, receive an independent assessment (since the assessment is set automatically), saves time, and develops the information culture of students.

scholarly journals Neurobiological studies within the framework of highly technological teaching

2018 ◽  
Vol 44 ◽  
pp. 00002 ◽  
Author(s):  
Marianna Ababkova ◽  
Veronica Leontyeva
Keyword(s):  
Educational Material ◽  
Educational Process ◽  
Biological Feedback ◽  
Educational Materials ◽  
Current State ◽  
Objective Feedback ◽  
Psychophysiological State ◽  
Textual Material ◽  
Psychological Activity ◽  
Adaptive Resource

Modern highly technological teaching widely uses neurotechnologies related to creating new educational products, expanding the content of education and establishing objective feedback with students. One of the most promising neurotechnologies in the sphere of education is the method of biological feedback (BFB) based on studying the current psychophysiological state of students and using this information for further correction of the educational process, improving its quality and efficiency. This article presents the results of the studies based on the method of biological feedback to investigate the influence of the form of presentation of the educational material on the current psychophysiological state of students. During the BFB-studies, we used the PEN method developed by Hans and Sybil Eysenck to form focus groups of students and the CMS method to process the results of the studies. The research resulted in quantitative values of parameters of the current psychophysiological state of students reflecting the degree of intensity of such properties as the general adaptive resource, the degree of mobility (instability) of psychological processes, neuroticity, psychic productivity etc. (a total of 19 parameters).The study’s results based on the biological feedback method showed that studying educational materials that are different in form influences the parameters of the current psychophysiological state of students. The indicators of reserve of control of psychological activity, regulating and adapting the psychological sphere, as well as the indicators of reserve of syndromologicaladaptiveness of the current state if students study the textual material on their own, will improve as compared to studying graphical material only. Different types of educational material can cause anxiety and increased apprehension, with textual material contributing the least to these effects.

scholarly journals Social-philosophical aspects of educational online platform at the russian internet segment

2020 ◽  
Vol 20 (3-4) ◽  
pp. 16-22
Author(s):  
Anton V. Gerasimov
Keyword(s):  
Information Society ◽  
Social Philosophy ◽  
Educational Process ◽  
Russian Language ◽  
Information Culture ◽  
Internet Resources ◽  
Current State ◽  
Online Platforms ◽  
Wide Range ◽  
Structured Information

The article is devoted to the analysis of online platforms focused on a modern teacher in the space of the Russian-language Internet. The aim of the article is to identify the most effective online platforms, the integrated use of which will significantly increase the degree of informatization and digitalization of the educational process adequate to the current state of information culture. Such resources make it possible to broadcast various kinds of structured information, demonstrate both the content of the educational activities of teachers and its creative component, transmit and receive information remotely, which meets the requirements of a developing information society. Empirical, structural-functional and structural-typological methods were used in the study. The technological component of distance learning determines a wide range of technical capabilities, a sufficient number of existing Internet resources, and at the same time, equipment of educational institutions, licensed software, and content uniqueness remain problematic. From the standpoint of social philosophy, it is concluded that in the developing information society, the Russian education sector is faced with a situation where domestic educational online resources are ahead of the average level of information culture of teachers with their capabilities.

scholarly journals TECHNOLOGIES AND COMPUTER SIMULATORS FOR TASK TRAINING DURING CHEMICAL EMERGENCIES

Fire Safety ◽  
2018 ◽  
pp. 22-26
Author(s):  
S. O. Yemelyanenko
Keyword(s):  
Emergency Preparedness ◽  
Professional Training ◽  
Emergency Service ◽  
Computer Training ◽  
Educational Practice ◽  
Educational Material ◽  
The State ◽  
Educational Process ◽  
Task Training ◽  
Computer Simulators

In modern educational practice simulators are becoming more common and more accessible means for professional training of recuers. The use of computer training complexes creates the preconditions for better learning of educational material, which is necessary during real rescue activites on chemically hazardous objects. This allows to form emergency preparedness of future rescuers. Conducted analysis show that appropriate methodologies considering introduction of computer training complexes to the educational process must be developed and approved by the State Emergency Service of Ukraine.

Modern educational process and information technology

2019 ◽  
pp. 24-28
Author(s):  
Z. Ye. Vorotnikova
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Information Technologies ◽  
Developed Countries ◽  
Educational Process ◽  
Technology In Education ◽  
Intellectual Activity ◽  
Current State ◽  
Modern Methods

The article analyzes the current state of application of information technologies in the educational process, the changes taking place in this direction in connection with the new reform of higher education. The tasks put forward by scientists to information technology in education are indicated. Attention is focused on the further achievements of the global rationalization of intellectual activity in society through the use of new IT. A set of modern methods and tools used in the educational process in developed countries is considered.

scholarly journals THE ESSENCE AND STRUCTURE OF VISUAL AND INFORMATION CULTURE OF WOULD-BE MATHEMATICS AND COMPUTER SCIENCE TEACHERS

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Maryna H. Drushliak ◽  
Keyword(s):  
Visual Culture ◽  
Computer Science ◽  
Science Teachers ◽  
Information Technologies ◽  
Educational Material ◽  
Educational Process ◽  
Information Culture ◽  
Cognitive Component ◽  
The World ◽  
Educational Information

The development of information technologies, the widespread use of Internet content have led to a situation where the skills of working with visual materials are becoming more popular and make a necessary component of education in the XXI century. The would-be teacher, operating with visual images, must form the younger generation’s skills to evaluate critically, interpret and summarize information, i.e. must have a high level of visual and information culture. This problem is in focus for the preparation of wouldbe mathematics and computer science teachers, because their activities are designed to form students’ information picture of the world, scientifically competently and quickly to convey basic ideas and form fundamental ideas about the world and its laws under conditions of the intensification of the educational process. The nature of the phenomenon of “visual and information culture” is dualistic. It is a synthesis of two phenomena – visual culture and information culture. Analysis of the essence of the concepts “visual culture” and “information culture” allowed revealing the essence of the phenomenon “visual and information culture of would-be mathematics and computer science teachers”. The visual and information culture of would-be mathematics and computer science teachers is the integrative quality of personality, which combines values, aspirations for development in the field of visualization and informatization of education; computer and mathematical, psychological and pedagogical, technological knowledge; ability to perceive, analyze, compare, interpret, produce with the use of information technology, structure, integrate, evaluate visually presented educational material; ability to analyze, predict and reflect on their own professional activities in the visualization of educational material using computer visualization means, which provides professional self-development and self-improvement. So, it should include various components, among which we distinguish the following: professional-motivational, cognitive, operational-activity, and reflexive. The content of each of these components and the mechanism of their formation is developed both individually and in teams. The cognitive component is characterized by developed visual thinking, which we see in the ability to transform various problem situations in the structure of new knowledge, in the creation of cognitive structures in which information is presented by creating models, schemes and more. The operational component is also characterized by a communicative aspect: the ability to transmit educational information by visual means, on the one hand, and the ability to perceive and understand educational information presented visually, on the other. The components are characterized in full and quite widely, which makes it difficult to determine the levels of their formation. This determines the prospects for further exploration, which is to find criteria for determining the levels of formation of visual and information culture of pre-service mathematics and computer science teachers.

scholarly journals CONCEPTION OF DEVELOPMENT OF SOCIAL MATURITY OF FUTURE TEACHER

2021 ◽  
Vol 1 (194) ◽  
pp. 17-23
Author(s):  
Yaroslav Haleta ◽  
◽  
Alina Semak ◽  
Keyword(s):  
Professional Training ◽  
Educational Practice ◽  
Education Institution ◽  
Educational Process ◽  
Future Teacher ◽  
Information Culture ◽  
Social Maturity ◽  
The Future ◽  
Research Concept ◽  
Quantitative Changes

The scientific prerequisites for studying the problem of social maturity are justified by the results of the analysis of social and cultural trends in the development of modern pedagogical education, the integration essence of pedagogical activity and the personality of the teacher make it possible to conclude that the theoretical search for effective ways of developing the social maturity of the future teacher is conditioned not only by educational practice, but by objective needs of society as well. In our thesis, we consider the concept of development of social maturity of the future teacher as the unity of purpose, essence, principles, structure, content and the result of its implementation in the pedagogical educational process. Methodological basis of the concept of development of social maturity at the philosophical level are the ideas of the active essence of man, his role in solving social, personal problems, the idea of natural and social integrity. The laws of the dialectic of unity and struggle of opposites, the transition of quantitative changes to qualitative, the principles of objectivity, determinism, development, systemicity and interaction, which allowed: to reveal the dialectic of the pedagogical educational process, to the implementation of the concept of development of social maturity; to identify contradictions, relationships of quantitative and qualitative changes inherent in the development of personality, at the stage of professional training in a higher education institution; to study the patterns of development of subjects of pedagogical education in the context of updating the information culture of society, taking into account the psychological patterns of all types of activity. The leading methodological foundations of the research concept are systematic and activity approaches that allowed to consider social maturity as an integral system, to identify its elements, to define the subordinate basis of interaction, to establish the internal and external relations and interdependence between them, to consider each element as a system, and «social maturity» as a subsystem of system education of a higher level – «maturity».

scholarly journals THE IMPLEMENTATION OF DIDACTIC PRINCIPLE OF SYSTEMATIZATION AND CONTINUITY IN ELECTRONIC TEXTBOOKS

2021 ◽  
Vol 12 (3) ◽  
pp. 100-105
Author(s):  
Balalaieva O. Yu. ◽  
Keyword(s):  
Negative Impact ◽  
Educational Practice ◽  
Educational Material ◽  
Educational Process ◽  
Time Increase ◽  
Relevant Issue ◽  
Electronic Textbooks ◽  
Knowledge And Skills ◽  
Advantages And Disadvantages ◽  
E Learning

The article deals with a relevant issue of studying the didactic potential of electronic textbooks, which has become particularly timely in the context of significant challenges to the education system caused by the pandemic. Contemporary scholars note that current educational practice is well ahead of the development of scientifically sound patterns and conditions for the formation and functioning of the components of the didactic system of e-learning. The purpose of the article is to analyze the positive and negative aspects of the implementation of the didactic principle of systematization and continuity in electronic textbooks. According to the research aim advantages and disadvantages of using electronic textbooks, in particular in of realization didactic principle of systematization and continuity are analyzed in the paper. It was found, that the expanded capacity of electronic textbooks will not only allow to implement that principle on the qualitatively new level but at the same time increase the didactic risks of their realization. The requirements for electronic textbooks, which will allow to minimize didactic risks and prevent potential negative impact on the educational process are formulated. While designing an e-textbook it is necessary to follow the sequence of presentation of educational material in a systematic and structured form and take into account the purpose, tasks, competencies to be formed and specific of a particular subject. Authors should take into account the retrospective and prospective relations of the educational material in order to ensure continuity in the acquisition of knowledge and skills. It is recommended to adhere to the general conceptual framework, use unified terminology, avoid duplication of educational material, methodically unsound hyperlinks, because the abuse both external and internal hyperlinks distracts from the main course of material presentation.

scholarly journals The effect of mobile application programming on the educational process

2021 ◽  
Vol 9 (1) ◽  
pp. 1-5
Author(s):  
Dawood Zahi Khutar
Keyword(s):  
Mobile Application ◽  
Instant Messaging ◽  
Mobile Apps ◽  
Electronic Devices ◽  
Educational Process ◽  
Technology In Education ◽  
The Past ◽  
E Learning ◽  
Application Programming ◽  
Flow Of Information

Distance learning is something really familiar nowadays. In the past few years, our world has witnessed a massive revolu-tion in the world of information technology and provided simple ways to obtain information at reasonable prices. Today, sharing information is an integral part of every person's life. Devices such as phones, tablets, and smartphones have be-come the main focus of digital life. With technological progress, electronic devices go through stages of software develop-ment that allow them to perform additional, more complex tasks, and process a larger flow of information. Almost every-one between the ages of 10 and 60 owns a mobile device. So mobile apps are always up to date. Therefore, it is quite logi-cal to use the mobile application as an auxiliary element in the educational system, especially as it provides many services such as accessing the Internet, browsing the web, sending e-mails, exchanging multimedia messages and files and provid-ing instant messaging applications with audio and video. Focusing on employing technology in education and its curricula, regardless of its level, is considered very important. This work diagnoses what users prefer when using the e-learning appli-cation through a questionnaire distributed to a group of university students to collect data on their preferences regarding mobile applications for e-learning.

scholarly journals ЗАСТОСУВАННЯ МОБІЛЬНОЇ ТЕХНОЛОГІЇ PLICKERS У ПРОЦЕСІ НАВЧАННЯ ФІЗИКИ

2019 ◽  
Vol 70 (2) ◽  
pp. 59
Author(s):  
Oleksandr I. Liashenko ◽  
Serhii I. Tereshchuk
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Mobile Application ◽  
Quantum Physics ◽  
Rapid Development ◽  
Educational Practice ◽  
Educational Process ◽  
School Practice ◽  
Student Achievements

The article analyzes the possibilities of introduction of mobile technology of education in school practice as a means of forming information and digital competency of students. Based on the analysis of literary sources and educational practice, the methodical features of the application of mobile technology in the educational process, in particular during the frontal questioning of students using the mobile application Plickers, are outlined. According to the results of questionnaire survey of students and teachers revealed the main shortcomings of the introduction of mobile technology in the educational process. In particular, the inadequate preparation of students for the use of mobile technology in self-study, the low readiness of students and teachers to use mobile applications and services in the learning process has been confirmed. It is argued that the low level of introduction of mobile education in school practice is due to insufficient methodological support and improper description of ways of using mobile applications in specific didactic situations. The example of the Plickers mobile application demonstrates the possibilities of using it in the process of teaching physics. The article gives methodical recommendations on the application of Plickers during the frontal questioning of students in the process of studying quantum physics. Five options for the use of Plickers in physics classes are proposed, in particular: a frontal survey to diagnose student achievements or check the formation of certain concepts; double testing at the beginning and at the end of the lesson to determine the degree to which the purpose of the lesson is achieved; local or modular survey on specific pieces of educational material to identify its level; interviewing students in order to find out the success of tasks or solving problems; the use of a mobile tool for grouping students into groups in order to correct typical errors. It is emphasized that the rapid development of information and communication technologies and their widespread use in recent years in educational activities provide grounds for optimistic forecasts for the earliest possible introduction of mobile school education.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

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