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This document discusses the impact of educational technologies in higher education classrooms. It offers suggestions about using technology more effectively in the classroom, and suggests ways to improve teaching through the use of technology. Teachers can develop support systems for their efforts to implement technology, and can change classroom and personal practices that will enhance their effectiveness through the use of technology. Some of what technology promises is feasible, and teachers can use these technologies creatively. Computers can help students and teachers in practical ways; however, attention must be paid to the real needs of teachers and students. This paper encourages teachers to set up their classrooms in ways that will help their teaching and make their classroom lives more efficient and effective. Specific recommendations for doing so are offered. (HB)

This study aims to investigate the readiness of lecturers in HEIs in Ghana to adopt GAI tools and explore the factors influencing their predisposition towards such adoption.

This study aims to investigate the readiness of lecturers in HEIs in Ghana to adopt GAI tools and explore the factors influencing their predisposition towards such adoption.

Patricia Muñoz and Alejandra Roldán s wiki for Using Technology in Language Teaching (2014) dumped with WikiTeam tools.

This paper was written to expose the meaning, benefits, and answer why the use of assistive technology for children with learning disabilities. The paper discussed the various types of assistive technology devices that were designed and used to solve written language, reading, listening, memory and mathematic problems of children with learning disabilities. It pointed out the need for selecting the right technology tools for the children with learning disabilities, to enable achievement of the target goals, and highlighted instructional guides for the classroom teachers, that would make children with learning disabilities benefit maximally from the use of assistive technology tools, whether in the classroom or at home, in order that the technology would make the teaching-learning process enjoyable and productive. The possible challenges faced by developing nations in using assistive technology were mentioned. It concluded that there was potential for assistive technology to improve the lives and to eliminate learning difficulties for children with learning disabilities.

This article deals with issues of teaching idioms applying critical thinking method   as traditional method does not promote these skills. Critical thinking skills are of great importance as they are required to produce competent cadres for global market economy. Teachers should focus on students’ comprehending authentic speech and writing, additionally,  think critically and analyze them.

The Study aimed at identifying the trends of the students of basic sciences College in the World Islamic Sciences and Education University towards teaching health and sport course by using computer technology as a teaching method, and to identify also the impact of the variables of academic level and the gender on the students' trends. The study sample was selected among 140 male and female students (65 males and 75 females) from Basic Science College in The World Islamic Sciences and Education University in order to test the hypotheses of the study, a questionnaire was made to suite the nature of study objectives to identify the students' attitudes towards using computer in teaching health and sport course. Wherein statistical processors were used: (SMA, standard deviation, (T-Test) and results of the analysis were as follows: There are positive attitudes towards teaching health and sport course by using computer technology as a teaching method, as well as the computing experience has a statistically significant impact on the students' attitudes towards using computer. Also the lack of statistically significant differences in the male and female students' trends towards using computer technology attributed to the academic level as a teaching method.

The Study aimed at identifying the trends of the students of basic sciences College in the World Islamic Sciences and Education University towards teaching health and sport course by using computer technology as a teaching method, and to identify also the impact of the variables of academic level and the gender on the students' trends. The study sample was selected among 140 male and female students (65 males and 75 females) from Basic Science College in The World Islamic Sciences and Education University in order to test the hypotheses of the study, a questionnaire was made to suite the nature of study objectives to identify the students' attitudes towards using computer in teaching health and sport course. Wherein statistical processors were used: (SMA, standard deviation, (T-Test) and results of the analysis were as follows: There are positive attitudes towards teaching health and sport course by using computer technology as a teaching method, as well as the computing experience has a statistically significant impact on the students' attitudes towards using computer. Also the lack of statistically significant differences in the male and female students' trends towards using computer technology attributed to the academic level as a teaching method.

Lecture capture technologies are increasingly being used by instructors, programs, and institutions to deliver online lectures and courses. This lecture capture movement is important as it increases access to education opportunities that were not possible before, it can improve efficiency, and it can increase student engagement. However, this is just the start for how capture technology can be used as it only considers an objectivist learning theory approach in deployment. As a result, it is essentially a modern version of "sage on the stage" where an expert projects information for consumption by students. Capture technologies, though, hold promise to go beyond this basic implementation as they can fit into the constructivist learning paradigm too, which requires students to take what they have learned and apply it to new concerns of importance to them. In addition, capture technology can be used to develop learning support resources, known as scaffolds, and be used to improve assignment integrity and assurance of learning. Ideas for how capture technology can be used to address these important learning concerns are presented and discussed.

The purpose of this study is to analyze the findings of studies on digital storytelling in the field of classroom education in Turkey using the systematic review method and determine the type of distribution that exists. The study analyzed 36 scientific publications made until the end of 2021. ERIC, Web of Science, Ulakbim, Google Scholar and National Thesis Center databases of the Council of Higher Education were used in the selection of the studies. Each of the theses and articles were analysed by content analysis and the results obtained from the research were examined in terms of digital storytelling tools. In the interpretation of the data obtained, tables were used and only frequencies were included numerically in the tables. As a result of the analysis, it was observed that the outputs of all categories in the studies using desktop applications were mostly obtained from Photostory. When we look at the results of the studies in which web-supported tools were used, it was determined that the cognitive outputs were mostly obtained from the studies in which Powtoon and Tondoo tools were included in the implementation process. Similarly, the data revealed in terms of social and teaching aspects were obtained from studies dealing with Powtoon as a digital storytelling tool. Goanimate software was generally used in studies involving technological and affective findings. It was determined that the results evaluated under the psychomotor title were generally obtained from studies in which Goanimate and Storyjumper were used. Based on these results, in order to reach web 4.0 technology, virtual libraries that contain digital stories can be created in schools in Turkey. In rural areas that are unable to access the Internet, mobile libraries can be prepared.

This quantitative study examined the technological capability and teaching proficiency of 40 Mathematics teachers in using ICT-based instruction, with a gender distribution of 47.5% female (19) and 52.5% male. An adapted and revised questionnaire was used along with the checklist as main instrument to gather the needed data. The results showed that Mathematics teachers have a highly capable level of technological capability, with a mean score of 4.28. The level of teaching proficiency in using ICT-based instruction was also high, with a mean score of 6.13, which is regarded as Consolidating. Furthermore, there was a weak positive linear relationship between the level of technological capability and the level of teaching proficiency in using ICT-based instruction. Mathematics teachers have a positive view of technology in their teaching, but technological capability varies among age groups, with younger teachers having higher levels. Schools are recommended to provide professional development programs for older teachers to enhance their technological skills. The study suggests that Mathematics teachers should also improve their proficiency in using ICT-based instruction to enhance teaching effectiveness. Providing professional development programs can assist teachers in integrating technology effectively into their instruction.

The main aim of the study was to find out whether there was a significant difference in the attitude and opinion towards using Computer Technology in teaching among B.Ed., trainees in terms of select independent variables. Normative survey was the technique employed. Opinion towards Computer Usage and Attitude towards Computer Technology inventory developed by Karpaga Kumaravel. K. and Amulraj. A. (2013), was used for data collection. A stratified representative sample of 150 B.Ed. trainees of self-financed B.Ed. colleges in Tiruchirappalli district constituted the sample for this study. The major findings were there were significant differences in Attitude towards Computer Technology in teaching, between age group below 25 years and above 26 years, Under Graduates and Post Graduates and rural and urban localities.

This study examined twelve preservice elementary teachers' views on the nature of science (NOS). The student teachers participated in a cohort group as they took a science, technology and society course during which the target NOS aspects were taught through an explicit/reflective approach. The main goals were to that (1) improve preservice teachers' understanding of NOS and (2) encourage them to teach NOS in their classrooms. Data were collected through Views of the Nature of Science-form C (VNOS-C) survey and followed semi-structured interviews. Both survey and interviews were administered at the beginning and end of the intervention. It was concluded that preservice teachers hold an inadequate understanding of NOS. However after teaching the NOS in an explicit-reflective way, the majority of them improved their understandings of all the NOS aspects except for relationship and distinction between theories and laws. The main result of the study is that for student teachers to really teach NOS to their students, first of all, they need to have intentions about teaching it. This was achieved in the current study by encouraging and supporting student teachers to develop and implement their own NOS activities in real educational contexts to elementary students.

This study examined twelve preservice elementary teachers' views on the nature of science (NOS). The student teachers participated in a cohort group as they took a science, technology and society course during which the target NOS aspects were taught through an explicit/reflective approach. The main goals were to that (1) improve preservice teachers' understanding of NOS and (2) encourage them to teach NOS in their classrooms. Data were collected through Views of the Nature of Science-form C (VNOS-C) survey and followed semi-structured interviews. Both survey and interviews were administered at the beginning and end of the intervention. It was concluded that preservice teachers hold an inadequate understanding of NOS. However after teaching the NOS in an explicit-reflective way, the majority of them improved their understandings of all the NOS aspects except for relationship and distinction between theories and laws. The main result of the study is that for student teachers to really teach NOS to their students, first of all, they need to have intentions about teaching it. This was achieved in the current study by encouraging and supporting student teachers to develop and implement their own NOS activities in real educational contexts to elementary students.

The study aims to evaluate how distance social studies courses were conducted during the pandemic, in line with teachers' experiences. The semi-structured interviews were conducted with 14 social studies teachers working in various provinces of Turkey in this study, which was carried out with interpretative phenomenology design, one of the qualitative research methods. The data were evaluated by the content analysis method. The results show that social studies teachers perceive distance education as a system that allows using different materials and tools, maintaining education, learning technology, and eliminating the need for time and place. On the other hand, teachers expressed some limitations of distance education arising from the lack of internet and technological tools. In addition, the results indicated teachers mostly used direct instruction and question-answer methods for teaching during the distance education period, EBA, Zoom, and some Web 2.0 tools as educational technologies, and tests and question-answer methods for measurement and evaluation. Finally, many problems, gathered under the titles of "technological-systemic", "communication-coordination", "student", "family, and "other" in the distance education process were emphasized. When examining the experiences, all problems are seen to be related to the internet connection, access to technological tools, and how families play a role in their children's education. In this context, compared with other studies in the literature, it is possible to say that teachers working in different branches also experienced similar problems during the distance education period. Therefore, innovative applications that can be developed will be beneficial for all branches.

The study aims to evaluate how distance social studies courses were conducted during the pandemic, in line with teachers' experiences. The semi-structured interviews were conducted with 14 social studies teachers working in various provinces of Turkey in this study, which was carried out with interpretative phenomenology design, one of the qualitative research methods. The data were evaluated by the content analysis method. The results show that social studies teachers perceive distance education as a system that allows using different materials and tools, maintaining education, learning technology, and eliminating the need for time and place. On the other hand, teachers expressed some limitations of distance education arising from the lack of internet and technological tools. In addition, the results indicated teachers mostly used direct instruction and question-answer methods for teaching during the distance education period, EBA, Zoom, and some Web 2.0 tools as educational technologies, and tests and question-answer methods for measurement and evaluation. Finally, many problems, gathered under the titles of "technological-systemic", "communication-coordination", "student", "family, and "other" in the distance education process were emphasized. When examining the experiences, all problems are seen to be related to the internet connection, access to technological tools, and how families play a role in their children's education. In this context, compared with other studies in the literature, it is possible to say that teachers working in different branches also experienced similar problems during the distance education period. Therefore, innovative applications that can be developed will be beneficial for all branches.

The study aims to evaluate how distance social studies courses were conducted during the pandemic, in line with teachers' experiences. The semi-structured interviews were conducted with 14 social studies teachers working in various provinces of Turkey in this study, which was carried out with interpretative phenomenology design, one of the qualitative research methods. The data were evaluated by the content analysis method. The results show that social studies teachers perceive distance education as a system that allows using different materials and tools, maintaining education, learning technology, and eliminating the need for time and place. On the other hand, teachers expressed some limitations of distance education arising from the lack of internet and technological tools. In addition, the results indicated teachers mostly used direct instruction and question-answer methods for teaching during the distance education period, EBA, Zoom, and some Web 2.0 tools as educational technologies, and tests and question-answer methods for measurement and evaluation. Finally, many problems, gathered under the titles of "technological-systemic", "communication-coordination", "student", "family, and "other" in the distance education process were emphasized. When examining the experiences, all problems are seen to be related to the internet connection, access to technological tools, and how families play a role in their children's education. In this context, compared with other studies in the literature, it is possible to say that teachers working in different branches also experienced similar problems during the distance education period. Therefore, innovative applications that can be developed will be beneficial for all branches.

This study aims to explore the challenges and opportunities of using digital technology in English teaching in higher education. Transforming the teaching and learning process from face-to-face to online learning by utilising digital technology devices and internet connectivity becomes challenging for lecturers and students. However, there are many opportunities of integrating digital technology and education. This study uses narrative literature reviews to identify the challenges and opportunities of utilising digital technology in English teaching in higher education institutions. A number of challenges and opportunities are found in using digital technology in English teaching, including digital technology access, flexibility, engagement, pedagogical dimension, personal dimension, range of sources and cultural awareness. Furthermore, this research can provide significant insight and understanding regarding the difficulties and benefits of integrating digital technology and education in higher education institutions, particularly since the COVID-19 pandemic. It also recommends further research regarding integrating digital technology and education, particularly in English teaching in higher education institutions. [For the full proceedings, see ED654100.]

Modern higher education requires the problem of development of professional value insights of a teacher of a new formation to be solved. One of the vital tasks of the national education is development of axiological resources of a teacher's individuality and his value system and insights. It should be noted that teaching means of development of a teacher's professional value insights can be represented by optimization of axiological resources for his professional development and educational institution's teaching traditions of creating necessary environment for teachers' axiological development, including the use of information and communication technologies in the educational process. The article introduces an axiological pattern of teacher's professional self-development concept within the stages of the professional value system development as well as in the context of the teacher's personal individuality. It gives reasons for the use of information and communication technologies in developing the professional value insights of a teacher of the new formation. The article discloses a deep analysis of the professionally-orienting values in the context of formation competences as learning outcomes within the implementation of information and communication technologies and methods in the educational process.

This paper discusses the use of Microsoft Excel software in the teaching of statistics in the Faculty of Business Administration at the University of Lagos, Nigeria. Problems associated with existing traditional methods are identified and a novel pedagogy using Excel is proposed. The advantages of using this software over other specialized statistical packages (SPSS, Minitab or Stata) are simplicity, universality, accessibility, increased acquisition of skills, and, more importantly, reduced cost for students and instructors alike particularly for those in developing economies. Several examples are introduced to illustrate the use of Excel in teaching statistics in a business school. Moreover, this proposition is partially motivated by an intervention program funded by the USAID that resulted in the acquisition of information and communication technology (ICT) laboratories.

This paper analyses the attitudes of teachers to using information and communication technology in teaching. The study was conducted on a sample of 269 teachers in the Republic of Serbia. The purpose of this research is to look at the intensity of ICT use in teaching, as well as to identify the benefits and obstacles that teachers face when using this technology. The study was based on a descriptive research methodology. Surveying and scaling techniques were used to measure the attitudes of teachers. It was concluded that teachers often use ICT in teaching. The greatest advantage of ICT use, as seen by teachers, is improved quality of teaching, a possibility to deliver interesting lessons and quick and easy access to information. The greatest obstacles emphasized by teachers were underdeveloped competencies of teachers, limited access to ICT in schools and insufficient trust in the use of new technologies.

We live in a world where technology exists everywhere. Due to the ubiquitous availability of technology, the teaching methodology has also undergone some changes. The phrase “electronic education” or “technology in education” has become a hype in every educational environment. The introduction of technology into education is really important because it satisfies the needs of today's students. Today's classroom environment is completely different from a traditional audience. Traditional methods, mainly based on lectures and teaching, are reduced to learning to remember English. In this article, opinions and comments will be made about the use of project-based approach in the teaching of Sciences in universities.

We report on an initial analysis of survey data that was generated through a collaboration between the schools of Education and Information Technology in exploring pathways through which future teachers could envision mathematics as engaging and creative subject, while also enhancing their awareness of, and skills in, using digital technologies in teaching mathematics. We specifically share insights generated into students' attitudes towards, current understandings of, and expectations for uses of technology in teaching and learning mathematics in schools. We bring attention to a mismatch between pre-service teachers views of technology and those of technology educators.

We report on an initial analysis of survey data that was generated through a collaboration between the schools of Education and Information Technology in exploring pathways through which future teachers could envision mathematics as engaging and creative subject, while also enhancing their awareness of, and skills in, using digital technologies in teaching mathematics. We specifically share insights generated into students' attitudes towards, current understandings of, and expectations for uses of technology in teaching and learning mathematics in schools. We bring attention to a mismatch between pre-service teachers views of technology and those of technology educators.

Amateur radio is a technology and activity that offers great potential when integrated into academic or vocational curricula. Programs with electrical, electronics, and electromechanical content can benefit from the use of amateur radio, and can also enhance language and communications skills. The biggest value of amateur radio may lie in its ability to enhance a student's motivation and self-esteem. In addition to its specific vocational and technical applications, amateur radio can assist in teaching basic skills and in reducing the isolation of students and teachers as it promotes interdisciplinary education and cultural awareness. Amateur radio is distinctly different from citizens band, as it is a noncommercial service. Ham operators do not need an electronics background, although technical knowledge and skills are helpful. Several examples of the educational use of amateur radio illustrate its potential for academic and vocational education. (Contains 23 references.) (SLD)

Education is regarded as a process of interaction and interpersonal communication .In twenty first century with the appropriate use of evolving information and communication technologies ICT , there is innovation in education system. Knowledge and technology plays an important role in teaching and learning methodology. An innovative educator constantly formulate new ways and approaches to teaching and learning to maximize the output . Today since world is moving rapidly into digital media and information, so the role of ICT in education is very important .Higher education in the country is experiencing a major transformation in terms of access, equity and quality. ICT based education causes changes in the educational objectives in the conception of the teaching and learning process. Approaches of technology and innovative teaching techniques in higher education is necessary . Also measures required for technology based education need to be considered. In this regard, the paper addresses the innovations in higher education by integration of technology in various aspects of higher education in the present scenario. Dr. Mrs. Sampada Gulavani | Dr. Rajesh Kanthe "Innovations in Higher Education for Teaching and Learning using Technology" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Fostering Innovation, Integration and Inclusion Through Interdisciplinary Practices in Management , March 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23068.pdf

Aimed at fostering student engagement using remote communication tools to restructure language teaching, the "Newcastle Calls" project was piloted in early 2020, providing Newcastle University's Italian language students at intermediate level with a chance to be involved in the production of authentic material. Thanks to technology, they crossed space barriers, interviewed Italian researchers in the Antarctic and an Italian theatre actor virtually, discussing the researchers' life, climate change, acting, and the effects of Italy's COVID-19 lockdown. One of these interviews was made into a pilot documentary with Italian and English subtitles with the collaboration of Master of Arts (MA) translation and film students. This chapter explores how students benefitted from the experience, evaluates the project's potential to facilitate students' transition to professional life after university, and the facilitators' experience using remote communication tools before and during COVID-19, reflecting on the advantages and challenges of implementing the use of up-to-date technology in language learning. [For the complete volume, "Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education," see ED619814.]

This study aims to make an in-depth analysis of the prevalence and nature of the phenomenon of Internet use in teaching. The selected grades are grades VI to grade IX which in the literature are known as lower secondary education. The researcher has used the mixed method model, including qualitative and quantitative research strategies. The study involved n = 164 students and n = 117 teachers from eleven 9-year schools in the city of Prishtina, and n = 117 school staff. The results from the questionnaires with students that are quantitative in nature showed that the use of the Internet in schools is an integral part of the schools taken in the study. Most of the teachers stated that they had not received training to deal with the new models of application of technologies in teaching and a considerable part of them stated that they were unsure how to react in case an obstacle appeared in the non-functioning of technology during the lesson. The sample selected in the research consists of a total of 281 respondents, of which 117 were teachers and 164 students. There are a total of 117 employees and leaders of educational institutions and 164 students who will serve as samples. [For the full proceedings, see ED623149.]

Technology has profoundly changed the way we learn and live. Indeed, such relationship appears to be quite complex, within IT contexts, and especially in socially and technologically rich learning environments, where related skills and learning are progressively required and fostered. Thus, if a satisfactory level of intellectual performance and social competence of a primary school pupil is indeed highly dependent on the type of participation that parents offer their children, IT, in general, and Internet, in particular, may well provide a new paradigm, setting forth that education and communication approach is truly more complex than ever before. It is on the basis of such paradigm that we therefore present a case study where a set of multimedia exercises were used in order to possibly improve the mathematical skills of pupils, one with mental retardation and another with cerebral palsy. Being part of a Web-based system to support students' learning, the referred set of multimedia exercises proved to be the children's favorite, rather than exercises in paper form, which also led the children to show a fair more positive attitude towards learning. Also, we observed that through the mentioned multimedia exercises, the children became far more autonomous, interested, persistent, happy, and able to easily absorb the material as well as more willingly to continue on working. (Contains 2 figures and 2 tables.)

Introduction: Countries dwell upon the quality in teacher training when raising the young generations. The teacher is the one who trains the young generations as good consumers, good producers and as the acquirers of the self-interest of their country in both the borders of their country and the globe. In international teacher training, all countries from the USA to Taiwan, have designated their standards and needs for the quality of teacher training. It is an obvious fact that, many research and studies are being done in teacher training in Turkey. Many methods and techniques have been used in teacher training. The Ant Technique is a new technique used in teacher training and developing instructional environment. Making teacher trainees orientated to cooperation and make use of innovations and making them apply these things to their teaching speed up the change and development. Problem: Is it possible to provide better teaching and learning environments using the present opportunities in training schools and teacher schools in the process of training teachers? Aim: To train teachers as individuals who are more sensitive toward their environments and to teach them to use the opportunities in their surroundings in the best way; To make them grasp the importance of carrying innovations into schools is only possible with the use of educational tools and material development and to make them apply this knowledge; To make them aware of the fact that the lack of educational tools and materials can be filled by using the opportunities in the environment in the best way. Method: This research was conducted with the students of the Technical Education Faculty who were the participants of the teacher training program. Video recordings of the teacher trainees in their training schools, teacher reports, student dossiers were evaluated and interpreted. Findings: (1) Teacher trainees applied the knowledge that they gained in the theoretic lessons into their teaching practice; (2) They got the zeal of providing new educational tools to the schools; (3) Guide teachers saw teacher trainees as real teachers and developed materials with them; (4) Teacher trainees showed the possibility of preparing the best teaching-learning environment with the limited opportunities and materials; and (5) Students prepared their training dossiers during the practice. Conclusion: Teacher candidates can adapt more to teaching when they are guided and when they see that the things that they say "we cannot do" become real. As a result of the use of the self-developed educational materials and the use of recent instructional methods, teacher trainees perform better ways of teaching which are observed and exemplified by the students of the Vocational High Schools as well. Recommendations: To make the Ant Technique widespread all over the country; To develop the creative thinking of the students and develop a new method of training teachers with the existing opportunities; To apply the Ant Technique in a coordinated way by the Ministry of Education and by the universities and to increase the instructional standards one step further. (Contains 9 graphs and 10 tables.) [Abstract modified to meet ERIC guidelines.]

Individuals with special needs require support in acquiring various academic and social skills and mathematical skills are one of the most important skills in which individuals with special needs need to acquire in order to maintain their daily lives. Current approaches in education emphasize the importance of integrating technology into special education classrooms in order to increase achievement and facilitate learning and various technological tools are used in teaching mathematics to individuals with special needs. Therefore, special education teachers need to be competent in using technology in teaching mathematics and aim of this study is to determine the views and recommendations of special education teachers on technology use in teaching mathematics to students with special needs. Qualitative research method was used in the study. A total number of 15 special education teachers working at special education institutions in North Cyprus participated in the study. A semi-structured interview form developed by the researchers was used to collect the data. Data of the study were analyzed using content analysis method through constituting themes based on the answers of special education teachers. According to the results, special education teachers think that they are competent in using technology in teaching mathematics. Results are provided and discussed with reference to relevant literature. Finally, implications for special education practices and recommendations for further research are also presented.

Digital cameras are now commonplace in many classrooms and in the lives of many children in early childhood centres and primary schools. They are regularly used by adults and teachers for "saving special moments and documenting experiences." The use of previously expensive photographic and recording equipment has often remained in the domain of teachers, who have produced innovative digital products for children to use and for teachers to "facilitate the collection of accurate evidence for assessment purposes." However, more and more teachers of young children in current digitally-equipped classrooms are handing over the cameras to their students, with beneficial results. As well as providing opportunities for learning in art, language, science and physical education, digital cameras are proving to be versatile tools that can be used to facilitate mathematics learning and teaching in K-2 classrooms. In this article, the author provides a few examples where digital cameras can be used as tools in the mathematics classroom.

This book provides information for integrating technology into teaching and learning in K-12 schools. The information is based upon findings from two past programs of the National Foundation for the Improvement of Education. "The Road Ahead" program explored how technology can facilitate teaching and learning in both formal and informal education settings, and the "Learning Tomorrow" program funded pilot projects that investigated how technology can improve teaching and learning for underserved students. Evaluative data from the experiences of the 32 teams of teachers, administrators, and community-based partners that participated in "The Road Ahead" and "Learning Tomorrow" programs are major sources of information. The book consists of a general summary of findings from "The Road Ahead" program, followed by six papers on major topics of interest in integrating technology into teaching and learning: "Information Technologies in Education: A Survey of Uses and Issues"; "Project-Based Learning and Information Technologies"; "Assessment and Information Technologies in the K-12 Curriculum"; "Professional Development and Information Technologies"; "At-Risk Students: Technology's Particular Promise"; and "School-Home-Community Learning Connections: Roles of Information Technologies." Each paper contains an annotated bibliography. (AEF)

Sixteen scholarly papers and twenty abstracts comprise the content of the eighteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2018 paper and abstract titles include: (1) Committee on Diversity & Inclusion: Cultivating an Inclusive Library Environment (Orolando Duffus, Andrea Malone, Margaret Dunn, Lisa Cruces, Matthew Moore, Annie Wu, and Frederick Young); (2) Checking Out the LGBT+ (Kayla Reed); (3) Tailoring Library Instruction to Adult Students: Applying the Science and Methods of Andragogy for Modern Instructional and Reference Services (Eric Deatherage and Jason Smith); (4) Library-Faculty Collaboration for OER Promotion and Implementation (Paula Martin); (5) The Facts of Fiction: Research for Creative Writers (Addison Lucchi); (6) Location and the Collection Connection (Kayla Reed and Amber Carr); (7) Gay for No Pay: How to Maintain an LGBTQ+ Collection with No Budget (Rachel Wexelbaum); (8) A Step Up: Piloting Integrated Information Literacy Instruction Throughout a Discipline (Nathan Elwood and Robyn Hartman); (9) Not Just a Collection: The Emergence and Evolution of Our Contemporary Collection (Hong Li and Kayla Reed); (10) Flipster: How One Community College Library Supports Faculty and Student Academic Needs with Flipster Digital Magazines (Stephen Ambra); (11) Three Ring Circus: A Model for Understanding and Teaching Students about Bias (Virginia Cairns); (12) Demystifying DH: How to Get Started with Digital Humanities (Sherri Brown and Forstot Burke); (13) Academic Libraries Embracing Technology with a Purpose (Lavoris Martin); (14) (A)ffective Management: A People First Management Approach (Ryan Weir); (15) Plugged & Unplugged Active Learning Strategies for One Shots (Judy Bastin, Justina Mollach, Leslie Pierson, Ruth Harries, and Teresa Mayginnes); (16) Giving a Booster Shot to Your One Shot: Incorporating Engaging Activities into Library Instruction (Kelly Leahy, Gwen Wilson, and Angela Beatie); (17) Adventures with Omeka.net: Metadata, Workflows, and Exhibit-based Storytelling at UNO Libraries (Yumi Ohira, Angela Kroeger, and Lori Schwartz); (18) Online Badge Classes for High School Students (Angela Paul); (19) Fake News: The Fun, the Fear, and the Future of Resource Evaluation (Lindsay Brownfield); (20) Making Outreach the Library's Mission (April K. Miller); (21) Active Learning for Metaliteracies: Digital Modules from the New Literacies Alliance (Rachel R. Vukas, Prasanna Vaduvathiriyan, and Brenda Linares); (22) Calculating Return on Investment in Libraries (Nicholas Wyant); (23) Crossing Borders: Expanding Digitization Efforts Across Library Departments (Jay Trask, Jane Monson, and Jessica Hayden); (24) From Silos to Collaboration (Joyce Meldrem); (25) Key Performance Indicator Tracking Using Google Forms (Joshua Lambert); (26) Bridging the Gap: Providing Equal Access of Library Resources and Services to Distance Learners (Nancy Crabtree, Xiaocan (Lucy) Wang, Bob Black); (27) Coming to the Plains: Latino/a Stories in Nebraska (Laurinda Weisse, Michelle Warren, and Jacob Rosdail); (28) Five Keys to #SocialMediaSuccess in Academic Libraries (Hannah E. Christian and Alison Hanner); (29) Easy Information Literacy Assessments for Small Academic Libraries (Julie Pinnell); (30) Traversing the Path: A Library Director's Guide to the Higher Learning Commission's Open Pathway for Accreditation (Sandy Moore); (31) Drawing Magic: Visualizing the Internet to Introduce Information Literacy (Kelly Leahy); (32) Chatspeak for Librarians: Best Practices for Chat Reference (Tanner D. Lewey); (33) The Creative Learning Spiral: A Python Learner in the Library (Greta Valentine); (34) The Poet's Papers: Literary Research in the Small College Archives (Martha A. Tanner); (35) Giving Students an Edge: Enhancing Resumes with a Digital Information Research Certificate (Rachel R. Vukas); and (36) Where Did You Get That eBook? Comparison of Student/Faculty Use of eBooks, Library Space, and Citation Management Programs (Alice B. Ruleman). (Individual papers contain references.) [For the 2017 proceedings, see ED578189.]

Technology has emerged as a useful tool in second language teaching, yet its role in the classroom is a debatable issue amongst educators. This paper reports on the findings of our study investigating whether there are differences between novice and experienced native-English-speaking ESL teachers working in the United States in terms of their perceptions on using technology in their language teaching. Data were collected using an online questionnaire consisting of 35 Likert scale and open-ended questions. Results showed that there were statistically significant differences between novice and experienced teachers as well as between age groups on 5 out of 35 items. The results of this study shed light on the differences between various groups of ESL teachers who chose to implement or avoid technology in their teaching. The implications of this study can influence the development of teacher training on incorporating technology into language teaching. Keywords: perception, technology, novice and experienced teachers

The relevance of research problem due to high growth of information technologies roles in industrial activity and low level of teachers professionalism in topics related with information technology. Purpose of article is to show main components of a learning technology aimed at improving level teachers skills to solve didactic problems associated with computer technologies and issues in field of IT private industry. Main strategy to resolve of this problem are: system and activity approach, which allow model a structure activities of future specialist and activity model which required for learning technologies working with application programs (AP); hermeneutic approach which allows to establish a system of semantic interpretation of the conceptual apparatus of the user interface taking into account the level of users' perception on different levels of using of applied programs; integrative approach which establish a single semantic component for group of disciplines related to information technologies, allowing to optimize learning process inside framework of application software that underlies this technology. In article presents main components of a learning technology, which works with application software: diagram of activities, which works with PC in office, methods of formation of conceptual apparatus in the field of creation of AP algorithms, minimizing of users algorithms. Article will be useful for IT teachers, which implement program of preparation of bachelors of vocational training (by industry), as well as business coaches, which will be create a instructional card for user training.

Many educators struggle to engage or stimulate students to actively engage in classes. International students, in particular, are more vulnerable to the risk of disengagement due to their competing priorities and social barriers. The use of interactive technology can promote active learning and facilitate better student experience and inclusion. This case study aims to examine the practical implication of one of the popular interactive technologies on the learning experience of international students. The study revealed that adopting the interactive technology in lectures had an obvious positive impact on student learning experience, attainment of learning outcomes, and motivation levels. It helped students engage genuinely in the assessment tasks and have their voice heard without fear or influence by faculty or peer pressure. The study also identified some challenges including the lead time required for training both faculty and students on using the technology more effectively. The study contributes to the existing knowledge by providing evidence-based implications of using interactive technology in higher education.

This paper describes the struggles of one professional development project as it attempted to use networking technology to promote ongoing reflection and community building among its participating teachers. It employs Riel and Levin's (1990) framework for participant structures in computer networking environments to consider the strengths and weaknesses of the online portion of the project in terms of encouraging participation. The paper reports data from two consecutive cohorts of teachers showing how difficult it can be to establish online community participation as a component of teachers' work-life. The 17 participants in the first year of the Teaching Mathematics with Technology Project (TMTP) (2000-2001) were practicing secondary mathematics teachers (grades 6-12) from 9 different schools. Participants varied widely in terms of number of years of teaching experience (ranging from 1 to 25 years), mathematics courses taught (ranging from pre-algebra to pre-calculus to AP statistics), and experience teaching with educational technologies (ranging from almost no use to everyday use). All 11 participants in Cohort 2 (2001-2002) are practicing secondary mathematics teachers (grades 8-12) from 4 different schools. These teachers are very similar to those in the first cohort in terms of years of teaching experience (2-20 years), courses taught, and experience with educational technologies. Although the TMTP is an ongoing professional development program, this study reports data from the first two years of this project, referring to the two groups of participating teachers as Cohort 1 and Cohort 2. The goals of the TMTP are twofold. First, the project aims to familiarize secondary mathematics teachers with various educational technologies and to encourage them to consider how such technologies might be used to enhance their students' understandings of mathematics. A second goal of the project is to build a community of mathematics teachers who share an interest in teaching with technology and who can support their own professional development apart from their involvement in the TMTP. A threefold professional development strategy is employed: a summer institute, monthly follow-up meetings, and an online forum for professional networking. Two appendixes include follow-up activity sheets. (Contains 10 references.) (AEF)