scholarly journals ВИКОРИСТАННЯ МОБІЛЬНИХ ДОДАТКІВ ПРИ РОЗРОБЛЕНІ ДИЗАЙН-ПРОДУКТУ У НАВЧАННІ МАЙБУТНІХ ФАХІВЦІВ З ДИЗАЙНУ

2018 ◽  
Vol 68 (6) ◽  
pp. 47
Author(s):  
Denys V. Borysenko
Keyword(s):  
Product Design ◽  
Mobile Applications ◽  
Mobile Apps ◽  
Research Work ◽  
Educational Process ◽  
Mobile Technologies ◽  
Project Work ◽  
Computer Design ◽  
Project Development ◽  
Additional Element

The article deals with the implementation of mobile applications in the training of future experts in design while studying “Computer design” and “Basics of Shape Formation”. Foreign experience as well as the main trends in involving mobile apps in educational process and combining them with traditional learning tools have been analyzed. The author emphasizes usability and determines what features to consider when selecting and developing mobile applications for educational use. The main factors that influence the adoption of mobile applications in training have been established. The relevance of bringing modern mobile applications in the educational process through the use of the students’ own smartphones has been grounded. The author attaches significance to the possibility of progression of mobile means from additional tools to the full-featured workplace. The paper presents different examples of using mobile applications during educational simulation of a design product, in managing students’ remote independent work. It examines didactic and technical features of the mobile applications. Special attention is paid to the organization of the project development of the product design involving mobile applications as an additional element in the revitalization of the educational activities and optimization of students’ practical development. With the example of such mobile applications as Pinterest, Fashion Design, Sketch, Bamboo Paper, SCANN3D, True Sculptor, d3D Sculptor and RealtimeBoard the author provides practical details of how to attract mobile technologies at different stages of the project development of product design. The educational role of attracting mobile tools for both additional information and synchronization of interaction between subjects of training has been emphasized. The article provides the technical, didactic and specific recommendations on the selection of mobile applications for the management of educational project work relevant to the training of prospective experts in the field of design. Special features of mobile applications are required by the direction of training of future experts, and in this research work they relate to the specificity of training of creative specialists involved in project activities and development of design solutions in the field of design.

Novel Methods of Teaching Biology Based on Project Research Works

2020 ◽  
Vol 4 (118) ◽  
pp. 74-86
Author(s):  
B.S. Abdrasılov ◽  
◽  
N.N. Salybekova ◽  
Sh.A. Tursynhodjaeva ◽  
◽  
...  
Keyword(s):  
Medicinal Plants ◽  
Learning Process ◽  
Natural Science ◽  
Research Work ◽  
Educational Process ◽  
Project Work ◽  
Genetics Research ◽  
Novel Methods ◽  
Teaching Biology

The article presents a methodology for implementing the project technology used in the educational process of students of the natural science direction of grades 6-8, 10, in order to introduce them to science. Also, the course and stages of the organization of research work with their application in the learning process were reflected. The methods of implementation of the project in the classroom, in extra-curricular time, the derivation of the project results, the criteria for its evaluation, and the stages of the lesson were analyzed. During the implementation of the project work, the formation of the student's skills of organizing research, identifying problems and the ability to solve them independently were improved. The analysis of the forms of organizing a biology lesson using technology and methods of studying the laws of genetics, research of species of medicinal plants, the formation of cytological, physiological concepts using a mono-project was carried out. Criteria for protection, argumentation, and assessment of project results are given.

scholarly journals Mobile technologies in the professional training of students of economic specialties

2019 ◽  
Vol 7 (1) ◽  
pp. 43-53
Author(s):  
Viacheslav Osadchyi
Keyword(s):  
Mobile Communications ◽  
Mobile Applications ◽  
Professional Training ◽  
Mobile App ◽  
Educational Process ◽  
Mobile Internet ◽  
Mobile Technologies ◽  
Professional Activities ◽  
Modern Information Technology ◽  
Financial Monitoring

Representatives of economic specialties must have the skills to use modern information technology in their professional activities. One of these technologies is mobile, based on the use of mobile devices, services and mobile communications. The purpose of the study is to analyze the opportunities and prospects of mobile learning in the process of professional training of students of economic specialties. In order to study the prospects of introducing mobile technologies into the process of professional training for students of economic specialties in mobile app stores, analysis of applications for the platforms of Google Android and Apple iOS was conducted. Mobile applications have been identified which can be used in the process of training students of economic specialties in terms of content and functionality. They were assigned to the following groups: e-books, directories and dictionaries, news editions, manuals and manuals for economists, simulators of economic processes, appendices for learning a foreign language, question sets and simulators for passing the tests on economics, simulators for work with accounting programs, economic courses, economic calendars, economic calculators, financial monitoring applications, business plans and business ideas, notebooks and planners. As a result of a survey of teachers and students, it was concluded that all interviewed have mobile phones and use mobile Internet. In the educational process, mobile applications use 70% of teachers and 97% of students, including special programs of economics using 50% of teachers and 93% of students. Of the applications of economic orientation, most teachers use manuals for economists (70%) and directories and dictionaries (70%), most students - directories (77%) and training simulators for work with accounting programs (73%). Both lecturers and students indicated that they would like to use mobile applications of economic subjects in professional training. The results of the theoretical analysis and the survey give grounds to assert about the sufficient possibilities of available mobile technologies and the positive attitude towards their use in the professional training of students of economic specialties.

Mobile technologies in educational process Chinese universities

2019 ◽  
Vol 6 (5) ◽  
pp. 1-7
Author(s):  
Marina Y. Antropova ◽  
Andrei A. Vlasov ◽  
Elena F. Kasyanenko
Keyword(s):  
Undergraduate Students ◽  
Mobile Applications ◽  
Information Exchange ◽  
Mobile App ◽  
Educational Process ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Chinese Universities ◽  
Teaching Activities

Mobile training facilitates communication and information exchange without reference to stationary equipment. The purpose of the study is to find effective resources and mobile programs for use by Chinese undergraduate students in the study of Russian and English as foreign languages. The study was conducted in the Chinese universities of Guangzhou, Zhuhai and Wuhan. Observation, survey, survey and problem-oriented search showed that 95% of respondents prefer to use the mobile communication system WeChat (Weixin). Mobile programs and applications based on it—Xiumi, dictionaries Youdao and Qianyi, mini-program Ruclub, ‘Russian centre’—are widely used in the classroom and outside the classroom, in various forms of student and teaching activities. The results of the study showed that WeChat (Weixin) is the leading mobile platform for learning foreign languages in China. It is important to create a methodological classification of mobile applications used for teaching purposes on the WeChat platform. Keywords: Mobile learning, mobile programs, mobile app, WeChat, Chinese students.

scholarly journals Diversification of Educational Technologies in Professional Preparation of A Physical Education Teacher

2018 ◽  
Vol 18 (2) ◽  
pp. 69-77
Author(s):  
O. Yarmoschuk ◽  
V. Vasylyuk
Keyword(s):  
Physical Education ◽  
Coefficient Of Variation ◽  
Mobile Applications ◽  
Educational Process ◽  
Mobile Technologies ◽  
Educational Technologies ◽  
Gradual Transition ◽  
Study Objective ◽  
Expert Opinions ◽  
The Impact

The study objective is to analyze some of the modern mobile technologies actively used in the educational process and to identify the criteria and conditions for their effective use. Materials and methods. Within one module, the experimental group (n=23) was taught the subject “Testing and control in physical education” with the use of mobile applications, and the control group (n=20) - with the use of traditional forms of teaching. To achieve the objective set, the study relied on the following theoretical methods: analysis and synthesis, systematization, comparison, generalization of scientific sources. To assess the impact of using mobile programs on students’ success rate, the study used the Student’s t-test, to determine the consistency of expert opinions on each factor, it used the coefficient of variation, and to establish a relationship between the indicators, the correlation analysis was used. Results. The paper highlights the mobile applications used by the authors when teaching students-future physical education teachers, namely Socrative, NearPod, LearningApps, and Skribing. Applying the expert assessment method, the authors have defined and confirmed the factors that influence the effectiveness of using mobile technologies and the functions and conditions of their usage. The factors were classified according to their functions into informative and activity-related, emotional-motivational, and operational-organizational. The consistency of expert opinions on these factors by the coefficient of variation (V) ranges from 8.33% to 14.81%. Conclusions. Mobile educational technologies are rather attractive for both students and instructors. They help more objectively evaluate students’ abilities and knowledge and stimulate to look for new, non-traditional forms and methods of teaching. The introduction of new modern interactive technologies into the educational process, as well as the diversification of existing ones, ensures a gradual transition of education to a new, quality level and allows to solve complicated and important tasks of shaping professional competencies of physical education and sports specialists.

scholarly journals Exploration and Exploitation of Mobile Apps for English Language Teaching: A Critical Review

2021 ◽  
Vol 14 (4) ◽  
pp. 43
Author(s):  
Julius Irudayasamy ◽  
Sani Yantandu Uba ◽  
Carmel Antonette Hankins
Keyword(s):  
Mobile Applications ◽  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Mobile Apps ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Research Review

With the progression of various mobile technologies, mobile applications have tremendously increased, especially during the Covid-19 pandemic, and such applications have been exploited much in teaching and learning. This study explores the educational potential of using mobile applications in English language teaching (ELT) or Mobile Assisted Language Teaching (MALT). A critical review of the research in mobile applications in English language teaching is explored in this study, specifically from the published papers since 2015. Initially 131 articles were selected from ScienceDirect, SAGE, IEEEXplore, and Google Scholar. However, only 13 articles matched the inclusion criteria. These articles were analyzed and reviewed using the following categories: the role of mobile technology, pedagogical practices, research methodologies, the context of usage, and outcomes. The research found that mobile technologies in teaching language are increasing, and it is expected to rise in the future. In addition, teachers use different technologies to enhance English language teaching in the settings of inside and outside classrooms. During the COVID-19 pandemic, schools have closed indefinitely. This unexpected situation has forced students to stay at home, and online learning seems to grow exponentially. Thus, through this research review, significant educational outcomes are identified for future investigation practices.

scholarly journals PROSPECTS OF THE MOBILE APPLICATIONS USE IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS

2021 ◽  
pp. 444-449
Author(s):  
Inna Shyshenko ◽  
Yaroslav Chkana ◽  
Olena Martynenko
Keyword(s):  
Mobile Applications ◽  
Mobile Application ◽  
Professional Training ◽  
Psychological Research ◽  
Educational Process ◽  
Mobile Technologies ◽  
Learning Technology ◽  
Future Teachers ◽  
Face To Face ◽  
Educational Applications

The relevance of the problem under consideration. The use of modern developments in the field of mobile digital technologies will intensify the process of teaching professional disciplines in the system of pedagogical education of future teachers of mathematics, which encourages the study of the specifics of using mobile applications in the training of future teachers of mathematics. The purpose of the study is to reveal the possibilities of introducing mobile applications in the process of teaching mathematical disciplines to future mathematics teachers. Research methods. Theoretical (analysis, systematization and generalization of pedagogical and psychological research, curricula for future teachers of mathematics) and empirical (pedagogical observation of the educational process, questionnaires) methods. Results of the research. By mobile learning we mean the process of creating a mobile educational environment with the use of mobile technologies for access to educational resources, implemented in face-to-face and distance forms.  Active use of mobile educational applications leads to changes in the content of education, learning technology and in the relations between the participants of the educational process, allows to individualize learning, make it more adequate to the abilities of students. According to the survey results, the least attention in the study of mathematical disciplines is paid to applied mobile applications for mathematical calculations, but specialized programs and applications installed on mobile devices make them real assistants to teachers of mathematical disciplines and students of mathematical specialties. Our survey shows that the mobile application PhotoMath is the most popular among students when studying mathematical disciplines. We analyzed the possibilities of using the mobile application PhotoMath in the study of mathematical analysis by students of pedagogical universities.

scholarly journals Using mobile learning applications for the development of students’ universal compe-tencies: Evaluation of the effectiveness

2020 ◽  
Vol 10 (6) ◽  
pp. 181-199
Author(s):  
Tatiana Vasilyevna Richter ◽  
◽  
Lidia Gennadievna Shestakova ◽  
Inna Mikhailovna Zentsova ◽  
Nataliya Yuryevna Sugrobova ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Mobile Applications ◽  
Research Literature ◽  
Educational Process ◽  
Mobile Technologies ◽  
Knowledge And Skills ◽  
Self Evaluation ◽  
Development Of Competencies ◽  
The University ◽  
Development Of Students

Introduction. Nowadays, the widespread use of mobile learning applications has brought significant changes in education. This paper addresses the problem of using mobile learning applications for developing universal competencies among students. The purpose of the research is to assess the effectiveness of using mobile applications for the development of universal competencies in students. Materials and Methods. The data were collected through reviewing and critical analysis of research literature on the development of competencies among students of higher educational institutions and the use of information, computer and mobile technologies for educational purposes. The empirical study was conducted using methods of educational research from 2017 to 2019. The sample consisted of students in years 3-5 doing an undergraduate degree in Education. Methods of mathematical statistics were employed for processing empirical data (correlation analysis). Results. The paper presents the results of evaluating the effectiveness of using mobile applications for developing students’ universal competencies. The authors identified the indicators for assessing the development of the selected universal competencies. The authors examined the following stages of developing universal competences by means of using mobile learning applications: (1) knowledge and skills alignment in the field of using mobile learning applications; (2) demonstrating knowledge and skills of using mobile learning applications; (3) inclusion of mobile learning applications in studying various disciplines (modules); (4) using mobile learning applications as a part of a larger activity (group projects); (5) using mobile learning applications for academic assessment (self-evaluation). It is emphasized that it is necessary to purposefully include students' work with mobile applications in the educational process of the university, when a student, being an active participant in the educational process, uses mobile applications to master the content of the discipline, enhance competencies and evaluate them. Conclusions. The article concludes that characteristics of using mobile learning applications identified and described in this research facilitate the development of students’ universal competencies. The findings can be used to improve the efficiency of the educational process at the university. Keywords Educating students; Universal competencies; Indicators of the formation of universal competencies; Mobile learning applications; E-portfolio; Self-assessment; Demonstration of competence; Group work

MOBILE APPLICATIONS FOR EDUCATION – AN INTERACTIVE WAY FOR TEACHING AND LEARNING

2019 ◽  
pp. 231-238
Author(s):  
Nadezhda Angelova
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Mobile Applications ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Learning Resources ◽  
Formal Learning ◽  
Learning And Teaching ◽  
Fast Access

Learning and teaching nowadays could be done at a different stage of our lives. Mobile technologies and applications support and facilitate the learning process because they provide easy and fast access to learning resources at any time and place. These applications can be successfully combined and used as a tool for formal and non-formal learning, offering interactive features that activate learners and create a new and familiar learning environment. This article aims to provide examples of educational mobile applications, their main features, as well as ways to be effectively used in the educational process.

scholarly journals Using Mobile Applications: A Model of Technology Adoption in the Grocery Setting

2019 ◽  
Vol 14 (12) ◽  
pp. 42
Author(s):  
Simone Aiolfi ◽  
Silvia Bellini
Keyword(s):  
Technology Adoption ◽  
Mobile Applications ◽  
New Technologies ◽  
Mobile Apps ◽  
Self Regulation ◽  
Mobile Technologies ◽  
Grocery Shopping ◽  
Technology Adoption Model ◽  
Smart Mobile ◽  
Retail Setting

One of the most discussed topics in the academic literature is the adoption of new technologies by consumers. However, researchers conducted few studies on the adoption of mobile apps for grocery shopping. Particularly, the few researches carried out focused on the adoption of mobile commerce by consumers, while no study was concerned with the use of mobile applications out-of-store, as means for shopping preparation or in-store, as tools for self-regulation. Since individuals are becoming increasingly reliant on mobile technologies, understanding the role of mobile devices in influencing the attitude of consumers towards the app’s adoption in the grocery retail setting is extremely important for retailers and manufacturers who should develop mobile apps to exploit consumers’ mobile dependence in order to influence consumer and buying behavior during the path-to-purchase. The study we proposed led to the development of a new version of the technology adoption model of a smart mobile application for grocery shopping, in the Italian retail context, which could help researchers and managers better understand the shoppers’ behaviour in the new retail landscape. Our model includes variables related to the use of the mobile both out-of-store, as a means of shopping preparation, and in-store, as a tool for self-regulation.

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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