• 제목/요약/키워드: Educational Implementation

검색결과 981건 처리시간 0.025초

Information Technologies as an Incentive to Develop the Creative Potential of the Educational Process

  • Natalia, Vdovychenko;Volodymyr, Kukorenchuk;Alina, Ponomarenko;Mykola, Honcharenko;Eduard, Stranadko
    • International Journal of Computer Science & Network Security
    • /
    • 제22권4호
    • /
    • pp.408-416
    • /
    • 2022
  • The new millennium is characterized by an unprecedented breakthrough in knowledge and information and communication technologies, and the challenges of the XXI century require modernized paradigms of interaction in all spheres of life. Education continues to play a key role in national and global growth. The key role of education and its leadership in developing creative potential, as the main paradigm of the countries' stability, have significantly influenced educational centers. The developers of educational programs use information technologies as an incentive to develop creative potential of educational process. Professional training of the educational candidate is enhanced by the use of information technologies, so the educational applicants should develop technological skills to be productive members of society. Using the latest achievements in the field of information technologies for the organization of the educational process helps to form the operational style of education applicants' thinking, which provides the ability to acquire skills of processing information, that is presented in the text, graphic, tabular form, and increase the level of general and informational culture necessary for better orientation in the modern information space. The purpose of the research is to determine the effectiveness of information technologies as an incentive to develop creative potential of educational process on the basis of the survey, to establish advantages and ability to provide high-quality education in the context of using information technologies. Methods of research: comparative analysis; systematization; generalization, survey. Results. Based on the survey conducted among students and teachers, it has been found out that the teachers use the following information technologies for the development of creative potential of the educational process: to provide video and audio communication process (100%), Moodle (95,6%), Duolingo (89,7%), LinguaLeo (89%), Google Forms (88%) and Adobe Captivate Prime (80,6%). It is determined that modular digital learning environments (97,9%), interactive exercises tools (96,3%), ICT for video and audio communication (96%) and interactive exercises tools (95,1%) are most conducive to the development of creative potential of the educational process. As a result of the research, it was revealed that implementation of information technologies for the development of creative potential of educational process in educational institutions is a complex process due to a large number of variables, which should be taken into account both on the educational course and on the individual level. It has been determined that the using the model of implementation information technologies for the development of creative potential in educational process, which is stimulated due to this model, benefits both students and teachers by establishing a reliable bilateral connection between teacher and education applicant.

교육 효과 제고를 위한 안전체험시설 전문가 의식 조사 (A Study on the Educational Effect of Safety Education Facilities through case study and interview with experts)

    • 교육시설 논문지
    • /
    • 제29권2호
    • /
    • pp.3-11
    • /
    • 2022
  • This is a qualitative case study conducted for the purpose of enhancing educational effect of safety education facilities. Recently, the Ministry of Education (MoE) has proclaimed the 7 standards for school safety education, and has established safety education facilities to implement experience-based safety education. This study attempted to explore ways to enhance educational effect of safety education facilities through participatory observation and interview conducted with personnel of several facilities. The findings of the study were as follows: it was necessary to secure and maintain facilities for the implementation of substantial safety education, to develop and distribute standardized curriculum and materials, and to improve quality of professional instructors. The study suggested implications and future tasks to improve the education effect of safety education facilities in various dimensions.

Implications of the Family and Consumer Sciences Curriculum in the USA

  • Yu, Nan-Sook
    • International Journal of Human Ecology
    • /
    • 제11권2호
    • /
    • pp.77-91
    • /
    • 2010
  • This study examined the Family and Consumer Sciences (FCS) National Standards with some examples at the state level, analyzed the previous studies relevant to curriculum implementation in the USA, and explored critical success factors in moving toward the new perspective curriculum in exemplary states. The process, in which the FCS discipline struggled to clarify the identity and image as well as to find the mission and vision, produced the FCS National Standards in 1998 and 2008 in the USA. The FCS National Standards were established to fulfill the mission of the FCS based on a critical science perspective. The previous research on a state level implementation indicated that the majority of FCS state administrators agreed that the National Standards positively influenced curriculum development. The critical success factors in integrating National Standards into local programs included the dissemination of thephilosophical works of Marjorie Brown, the foundation of the FCS curriculum with a critical science perspective, the establishment of National Standards corresponding to the philosophical works and a critical science perspective, the openness of state FCS administrators to educational reform, the construction of an infrastructure to support reform, and the commitment by university professors to develop a teacher training program. The critical success factors identified can be employed as an informative guide for the future development and implementation of the Family and Consumer Sciences curriculum in Korea.

국내외 의과대학의 교육과정 기초조사 및 분석 (Fundamental Study on Curriculum of Domestic and Foreign Medical Schools)

  • 류숙희;김보현
    • 의학교육논단
    • /
    • 제10권1호
    • /
    • pp.9-17
    • /
    • 2008
  • Objectives: Medical schools are trying to improve the quality of medical education by offering students better medical curriculum. In this study, we intend to provide basic information for improvement and development of medical curriculum by analyzing the medical curriculum of domestic and foreign medical schools. Methods: Based on various materials, we selected out 5 domestic medical schools and 11 foreign medical schools and collected materials relevant to medical curriculum of each medical school. Then, we divided collected materials into four domains(educational objectives, educational contents, educational assessment, and curriculum implementation), and analyzed them synthetically. Results and Conclusion: First, concerning the educational objectives, it is necessary that more various educational objectives are included to medical curriculum. Especially, there is a growing need for medical curriculum reflecting social responsibility and requests of local community. Second, educational contents should be constantly improved and constructed considering students' academic achievement levels and traits. Third, not only students but also educational program, educational contents, and professors should be included to the objects of educational assessment. Also, various assessment methods should be developed. Finally, especially for domestic medical schools, it is necessary to make use of more educational specialists in medical education.

"기술.가정" 교과 운영에 대한 교사, 학교장, 교육 전문직의 인식과 요구 (The Perceptions and Needs Teachers, Principals and Educational Specialists on the Curriculum Implementation of Technology and Home Economics)

  • 곽노선;조재순
    • 대한가정학회지
    • /
    • 제40권7호
    • /
    • pp.127-140
    • /
    • 2002
  • The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the perception and needs of the teachers, principals, educational specialists from the perspective of the curriculum content, professionalism of the teacher, realistic operations of the school, and the administration of the school system. The research was executed through mail surveys to nationwide junior high school technology teachers, home education leachers, principals and to educational specialists. The results obtained from the research are as follows. 1) The integration of Technology and Home Economics was perceived to lessen the burden of students. However the background knowledge and characteristics of the two curriculums are different, and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher, 2) The issues that were most serious to teachers, principals and education specialists were professionalism of the teacher, qualification of the teachers, and teaching method. 3) In regards to qualifications of the teacher, the teachers requested that teachers should have single qualification in'Technology(or Home Economics)'. The principals were of the similar opinion but the educational professionals wanted dual qualification for both'Technology'and'Home Economics'. As for teaching methodology all 3 groups responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into taro subjects. On the other hand the principals and educational specialists agreed that from their own perspective Technology and Home Economics should remain an integrated subject and the teaching should be done by one teacher but replied that from the student or parent perspective division of responsibility in teaching would be appropriate.

Toward the Successful Implementation of Problem-Based Learning at the University Level

  • CHANG, Kyungwon
    • Educational Technology International
    • /
    • 제7권2호
    • /
    • pp.93-106
    • /
    • 2006
  • The knowledge-based society increasingly demands professionals possessing essential knowledge, and the ability to use this knowledge effectively in their work settings. In response to the requirement for these professionals, PBL is a promising educational method. This paper suggests an educational development program for faculty to implement problem-based learning(PBL). To implement PBL at the higher educational level, there is a need for a systemic approach. First, a well-designed educational plan for PBL is necessary. Before implementing PBL, both the instructor and the students should be prepared. Faculty members should be well informed on the characteristics of PBL, effective tutoring or facilitation skills, and how to design problems reflecting features of their own academic subject areas. Students also have to know the characteristics of PBL. Both of these groups need to be trained through workshops rather than through lectures. Second, a phase of design and implementation of PBL is necessary. PBL methods may seem to be intuitive and even unstructured because a problem is, in nature, unstructured and authentic. However, a closer look at PBL reveals that it is complex, carefully designed, and highly structured activity. Therefore, if it is poorly and incompletely designed, PBL can be a frustrating and exhausting experience for students and faculty members. Well-designed PBL can be an exhilarating and rewarding experience for both of them. Third, a phase of sharing PBL experiences is important: faculty members who have implemented PBL are required to share their experiences to help others enhance tutoring skills, and acquire practical information of students, contents, and what happened during PBL, and to develop PBL model in a specific domain. Based on the developed PBL model in a specific domain, PBL can be expanded and stabilized at the university level.

Implementation of a Technology-Enhanced Problem-Based Learning Curriculum: Supporting Teachers' Efforts

  • PARK, Sung Hee;ERTMER, Peggy A.
    • Educational Technology International
    • /
    • 제8권1호
    • /
    • pp.91-100
    • /
    • 2007
  • This paper describes the experiences of three middle school teachers during the year following a two-week summer workshop in which they were introduced to a technology-enhanced problem-based learning (PBL) pedagogy. Based on their collaborative experiences during the school year, developing and implementing a PBL unit, the three teachers increased their confidence in using technology and indicated shifts in their pedagogical beliefs regarding classroom instruction. Results suggest that administrative support, collaboration with other teachers, and the development of a school culture that valued the sharing of teachers' experiences were keys to teachers' successful implementation.

유아교사의 누리과정에 대한 인식 및 실행 간의 차이 누리과정 해설서, 교사용 지침서를 중심으로 (Early Childhood Teachers's Perception and Implementation of Nuri Curriculum)

  • 박미정;서현아
    • 한국보육지원학회지
    • /
    • 제10권5호
    • /
    • pp.249-272
    • /
    • 2014
  • 본 연구는 유아교사의 누리과정 구성과 5개 영역의 세부내용에 대한 인식 및 실행 간의 차이를 알아보고자 부산광역시에 소재한 유치원, 어린이집의 누리과정 담임교사 318명을 대상으로 조사연구를 실시하였다. 연구도구는 "3~5세 연령별 누리과정" 해설서와 교사용 지침서를 기초로 제작한 설문지를 사용하여, PASW 18.0 프로그램을 이용하여 신뢰도 검증, 대응표본 t-검증을 실시하였다. 본 연구의 자료 분석 결과는 다음과 같다. 첫째, 유아교사의 누리과정에 대한 인식 및 실행의 경향성은 모두 높게 나타났다. 둘째, 유아교사의 누리과정에 대한 인식 및 실행 간의 차이는 누리과정 구성 및 5개 영역의 모두에서 유의미한 차이가 나타났으며, 유아교사의 누리과정에 대한 인식의 경향성이 실행의 경향성 보다 높게 나타났다. 이러한 결과는 누리과정을 실천하는 유아교사들의 교사연수 방향이 5개 영역별로 좀 더 다양하게 지원되어져야 한다는 점을 시사한다.

Digital Barrier-Free and Psychosocial Support for Students with Disabilities in Distance Learning Environments

  • Kravchenko, Oksana;Koliada, Natalia;Berezivska, Larysa;Dikhtyarenko, Svitlana;Baida, Svitlana;Danylevych, Larysa
    • International Journal of Computer Science & Network Security
    • /
    • 제22권8호
    • /
    • pp.15-24
    • /
    • 2022
  • The article clarifies the conditions for information, digital and educational accessibility for higher education seekers with disabilities in terms of distance learning caused by quarantine restrictions. It is established that such conditions are regulated by international and Ukrainian legal documents (The Standard Rules on the Equalization of Opportunities for Persons with Disabilities, Convention on the Rights of Persons with Disabilities, Sustainable Development Goals, Law of Ukraine "On Education", Law of Ukraine "On Higher Education", Strategy for the Development of Higher Education in Ukraine 2021-2031, Development Strategy areas of innovation for the period up to 2030, Development strategy of the sphere of innovation activity for the period up to 2030). As a part of information barrierlessness, Higher Education Institutions (HEI) should provide access to information in various formats and using technologies, in particular Braille script, large-type printing, audio description (audio descriptive commenting), sign language interpretation, subtitling, a format suitable for reading by screen access programs, formats of simple speech, easy-to-read formats, means of alternative communication. The experience of Pavlo Tychyna Uman State Pedagogical University is described. In particular, special attention is paid to the study of sign language: in view of this, the initiative group implemented the project "Learning to hear and overcome social isolation together" with the financial support of the British Council in Ukraine. Within the framework of digital accessibility, the official website of the Faculty of Social and Psychological Education has been adapted for the visually impaired in accordance with WCAG 2.0 World Standards. In 2021, Pavlo Tychyna Uman State Pedagogical University implemented the project "Cultural, Recreational and Tourist Cherkasy Region: Inclusive Social 3D Map" funded by the Ukrainian Cultural Foundation; a site with available content for online travel in the region to provide barrier-free access to the historical and cultural heritage of Cherkasy region was created. Educational accessibility is achieved by increasing the number of people with special educational needs, receiving education in inclusive groups; activities of the Center for Social and Educational Integration and Inclusive Rehabilitation Social Tourism "Bez barieriv" ("Without barriers"); implementation of a research topic for financing the Ministry of Education and Science of Ukraine: "Social and psychological rehabilitation of children and youth with special educational needs by means of inclusive tourism"; implementation of the project "Social inclusion of distance educational process"; development of information campaigns to popularize the ideas of accessibility, the need for its implementation, ongoing training programs and competitions, etc.

학교시설의 민자공급에 따른 학교시설관련 기술관료조직 제도개선에 관한 연구 (The Study on the Development of the Technocrat Organization Structures under the PFI Implementation of the Public Educational Facilities)

  • 옥종호;김하열
    • 교육녹색환경연구
    • /
    • 제6권1호
    • /
    • pp.25-48
    • /
    • 2007
  • Korean government implemented the Build-Transfer-Lease (BTL) mechanism since 2005 as one of the privatization methods to procure the social infrastructure with private investment. The mechanism was originally prepared 10 provide such public properties as education facilities, child-care facilities, old generation recuperation facilities, medical welfare facilities, military personnel's apartments, environment facilities, and lease apartments. Since 2005, a total of 13.5 trillion won-valued private fund has been directed to the public educational facilities, which occupies 58% of the total private investment in the facilities of the seven categories. However, many officials in the local public entities have anticipated that the local entities need to be restructured or downsized because of the privatization in stead of providing the educational facilities by governmental finance. The main objective of this study is to identify the appropriate technocrat organization structures to manage the privatization procedures.

  • PDF