Vocabulary Achievement is an element of learning the language which may assist students in understanding the language through basic English skills. Interactive Board Games are board games that use ...multimedia system (PowerPoint) teaching technique. This is often one of the traditional games that may be played by group activity and paired with a blackboard to focus on visual media activity. To find out the effect of using Interactive Board Games on students’ vocabulary achievement, we used the quantitative approach by assigning experimental research. There were two groups that we used in this research. Group one as experimental group and other as a control group. We used Total Pscycal Response (TPR) method for both groups, but we often gave Interactive Board Games to the experimental group in the learning process. There were eight meetings that we conducted into the experimental group with treatment using Interactive Board Games. We calculated the data from the test given when students learning English used Interactive Board Games. Before the test gave to the sample, the writer gave the test to students who have the same ability but not sample to know regarding validity and reliable of the test. Based on the t-test, we found that the t-ratio was higher than the t-table. The result indicated that there was a significant difference between the students who were taught using Interactive Board Games and the students who were not taught using Interactive Board Games.
A study with K-9 Greek students was conducted in order to evaluate how the declarative knowledge acquisition was affected by incorporating Arduino experiments in secondary Chemistry Education. A ...Digital Application (DA) that blends the use of the Arduino sensors’ experiments with digital educational material, including Virtual Labs (VLs), was constructed from scratch to be used through the Interactive Board (IB) as a learning tool by three different student groups (
N
= 154). In the first stage of the learning process, all groups used only the digital material of the DA. In the second stage, the three groups used different learning tools of the DA. Through the IB, the first group used Arduino experiments, the second one the VLs, and the third only static visualizations. A pre- to post-test statistical analysis demonstrated that the first two groups were equivalent in regard to achievement in declarative knowledge tests and of a higher level than the third group. Therefore, it can be concluded that conducting Arduino experiments in a mixed virtual-physical environment results in equivalent learning gains in declarative knowledge as those attained by using VL experimentation through the IB.
This article presents a study on the effectiveness of using smart devices in teaching foreign languages. The research involved conducting an experiment with students (N=195), allowing for a ...comparison of learning outcomes between groups of those using smart devices in the process of learning a foreign language and those without them. The results demonstrate the benefits of practically using smart devices in foreign language acquisition, significantly improving the quality of instructional material presentation and its absorption by students, enriching the educational process, increasing motivation for language learning, fostering closer collaboration between teachers and students, introducing variation in homework and independent student work, and thereby creating new conditions for self-education and individual learning trajectories. The authors conclude that smart technologies eliminate the limitations inherent in traditional methods, taking teaching and learning beyond the classroom. Implementing smart technologies in students' practical activities in professionally oriented foreign language classes promotes the development of all four language skills – reading, writing, speaking, and listening, improves communicative abilities, and helps foreign language learners adapt to international testing.
Recently, the need for online collaborative learning in educational systems have increased greatly because of COVID-19 pandemic. The pandemic has provided an opportunity for introducing online ...collaboration and learning among instructors and students in Nigeria. Currently, several schools, colleges, universities in Nigeria have discontinued face to face teaching and learning. Many schools resorted to ineffective alternatives such as the use of televisions and radio programmes to carry out distance education (DE). These alternatives have challenges such as lack of monitoring and evaluation of students’ learning. Collaborative Learning Management System (CLMS) is a research project that aims to assist instructors in achieving their pedagogical goals, organizing course content, collaborating, monitoring, and supporting students' online learning. It is an interactive, online based as well as android based system that has been designed, implemented, tested. The system demonstrates that it is robust, interactive, and achieves the predefined goals. As a Software Development Approach, it was created using the Rapid Application Development (RAD) Methodology. It also provides a secured and reliable platform for the schools, colleges, and universities to implement an online learning system.
With the aim of improving the teaching and learning of chemistry functional groups, a didactic strategy was designed based on real-life situations. This strategy was used at the high school level, in ...the subject of “Chemistry II.” One group of students was taught functional groups using interactive board software through different dynamics (experimental group), and another group was taught traditionally (control group). Learning was evaluated through a series of questions, exercise solving, and scientific problems. Results indicate that the group of students in which the interactive board software was used achieved higher learning levels in comparison to the control group, which was traditionally taught.
Анализируются три возможности организации интерактивного обучения (учебные презентации, применение интерактивных досок и видео-конференц-связь) при подготовке бакалавров педагогического образования в ...системе высшего образования. Приводятся обоснования актуальности интерактивных технологий в педагогическом образовании, позволяющих, наряду с компетенциями профессиональной подготовки будущего учителя, формировать у студентов ИКТ-компетенции, а также готовность к профессиональной деятельности в условиях электронной информационно-образовательной среды образовательной организации. Интерактивные технологии позволяют студентам и преподавателям реализовывать профессиональные и квазипрофессиональные виды деятельности как индивидуально, так и в группе. Подробно рассматриваются такие интерактивные технологии, как электронные презентации, возможность использования интерактивных досок, организация дистанционного обучения средствами видео-конференц-связи. Электронные интерактивные презентации дают возможность представлять сложный материал с использованием большого количества данных, показывать изменения, происходящие в изучаемых явлениях или процессах, которые трудно описать традиционными методами. Интерактивные доски повышают качество восприятия информации, формируют информационную культуру преподавателя и студентов. Возможности видео-конференц-связи позволяют обеспечивать в рамках дистанционного обучения взаимодействие образовательных субъектов в режиме реального времени. Существуют разнообразные варианты применения технологии организации видеоконференций в процессе обучения. Приведены отдельные результаты внедрения интерактивных технологий в образовательный процесс.
This article provides the findings of an analysis of scientific works by Russian and foreign scholars, which attempt to define the category of “innovation technology”. The analysis was conducted ...based on exploring the essence of the terms “innovation”, “innovation technology”, and “competence” and the interrelationship between them. As a result of a comparison analysis, the authors come to the conclusion that the definitions of innovation technology, its content and structure are dynamic and multi-faceted.
This study aims to determine the thoughts and opinions of the school principals on the FATİH Project initiated by the Ministry of Education to facilititate a technology-supported education in Turkey. ...24 Principals were involved in the study. The answers of the principals received on structured interview forms that contained open-ended questions and were analysed with content analysis method. Results of the research show that a majority of the principals have positive opinion about the FATİH Project. The principals state that the FATİH Project has brought a new energy to their schools and motivated the students. Nevertheless, the principals also stated that, to enable the system to run smoothly; specialised staff are needed to be recruited to solve arisen problems immediately, for the teachers to learn how to use the interactive board, tablet PC, document camera and multipurpose printers that have been given as part of the Project, they should be provided with adequate training sessions that are extended over a year and that, although it is very important for this process, the role of IT teachers are still not clearly defined.
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