Because of the established new socio-economic situation in the country that led to changes in the sphere of education, there is a need for modernization of education based on information technologies. One of the most important in this situation is interactive training. The new model of the student "learner", in contrast to the "learner", requires searching for actual ways of managing the educational process. Both the teacher and the student in the modern educational process should be equal, however, the teacher is assigned a leading role and he must manage the learning process without going beyond the subject- subject relationship.
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authors Díaz, A., Nussbaum, M., Ñopo, H., Maldonado, C., & Corredor, J, from 2015. This paper has recently been accepted for publication by the journal Educational Technology & Society (Impact Factor of 1.34). This paper describes the implementation of an orchestration in 20 fifth grade classrooms in schools across Barranquilla, Colombia, set within the context of a national policy of ICT in education. The work carried out in this study is based on the experience of implementing an orchestration model in Uruguay by taking into account the lessons that were taken from said study regarding the inclusion of contextual variables when defining the timing for covering the curriculum. Furthermore, the orchestration design in this study incorporated one of the items that emerged heavily from the study described in Chapter 4. This referred to the different paces at which students learn in the classroom and which the teacher can sometimes fail to realize as they are too focused on the need to cover the curriculum. As with the study described in Chapter 3, only 10 of the 20 classrooms used orchestrations for learning mathematics. The findings from this study reaffirm the value of teachers using orchestration as scaffolding when facing the challenge of integrating technology into their teaching practices. The findings also highlight the importance of having strategies to address the different paces at which students learn in the classroom, as well as how technology can be a valuable ally when faced with this need.
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In this context, we designed an educational process maturity model MEMORIA/PE for higher education that integrates best practices for the management, improvement and evaluation of the educational process in higher education, which contributes to improving the quality of processes, products and educational services to achieve better results in the learning process of students. The model allows perform an incremental improvement of the educational process integrating strategic, tactical and operational administration, autonomy without switching teachers, which does not require any obligation on the teaching methodology or learning methodology to use, but provides guidelines for their definition, management, monitoring and continuous improvement. In order to facilitate the process of practices adoption defined by MEMORIA/PE, it was defined an agile methodology implementation supported on five phases of agile project methodology defined by the PMI - Agile Certified Practitioner (PMI-ACP ®): Visualization, Speculation, Exploration, Adaptation and Close (Hignsmith, 2009).
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Education is becoming the most important factor in ensuring the competitiveness of the national economy. The main issue in the preparation of future specialists comes to the quality of educational services, and it cannot be solved only by super-modern technical means. Now the technical equipment of various universities is practically the same. The quality of education depends on which university a student graduates from, and the image of an educational institution is determined primarily by the level of the teaching staff involved in the educational process. The efficiency and effectiveness of university activities is an indicator of the well-coordinated work of the teaching personnel, the presence of highly professional staff that directly affect the quality of training future specialists.
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Professional experience is an integral part of modern life. The material, moral and psychological states of the person depend upon the success of the career, the achievements. These processes are most effective in those conditions where a person feels comfortable (i.e. adapted). There is no big secret in the fact that the first years of teaching in higher education institutions are crucial and the most difficult for the first-year students. A necessary condition for successful students’ studying is their readiness for cognitive activity, which is largely determined by the degree of adaptation of freshmen for the university educational process.
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The cutting edge technology opens new opportunities to plan and implement various teaching strategies in virtual environments that enable the efficient development of competence in students. Therefore, universities face the challenge of implementing innovative technological tools in the educational process to facilitate the assimilation and utilization of knowledge. In particular, the professor of Computational Mathematics course 2014-II has decided to use the infographics during the construction of audiovisual contents presented by the Usable Adaptive Hypermedia System (SHAU) in order to improve the communication channel between the web interface and the user. This system customizes the information considering the level of knowledge possessed by students on Boolean algebra and styles of visual - auditory learning. The quantitative approach through ANOVA method allows this research to analyze the development of knowledge of the 30 students before and after using the SHAU 2.0. Finally, the results confirm that the use of the infographics with the latest technology facilitates the learning process through the construction of audiovisual contents based on Graphic Design.
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If we look at the development and introduction of information-communication technology (ICTs) in the educational process in the Republic of Uzbekistan over the past three decades, we can distinguish three main approaches to the use of information and communication technologies in education. The first approach, in the late 1990s and early 2000s, was the emergence of computer classrooms and computer literacy training. This is evidenced by the normative and legal document, the Decree of the President of the Republic of Uzbekistan No. PD-3080 “On further development of computerisation and introduction of information and communication technologies” dated May 30, 2002. The second approach - mid-2000 and early 2010 - is the use of information and communication technologies for creation of databases and national information system, data transmission and information exchange. This is evidenced by the Law of the Republic of Uzbekistan “On Informatization”, adopted on December 11, 2003, and other related legal, regulatory and by-laws. The third stage includes the last 5-6 years - the active introduction of information and digital technologies and SMART-technologies in all spheres of activity, which are evidenced by the ongoing reforms in the country in recent years and the adoption of regulatory legal acts in this area.
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One of the fundamental pillars of the Zamorano educational process is the pursuit for excellence. Zamorano makes an exhaustive effort to seek the best professionals to lead the educational process in all the professional areas and disciplines of its five departments: Agribusiness Management; Food Science and Technology; Environment and Development; Agronomy; and General Curriculum. In addition, we seek the continuous improvement of our faculty through systematic initiatives to strengthen their technical and pedagogical skills. Our professors also make a noteworthy effort to keep their knowledge updated by participating in symposiums, training sessions and international conferences.
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АBSTRACT: The aim of the article is to analyze the possibilities of using the electronic educational and methodological complex in the process of students’ professional training. A new educational paradigm should provide mobility, flexibil- ity, expansion of horizons for all possible learning paths. The processes of globalization show that the formation of the information society, and at the same time the “information-educated” one, is occurring at a very fast pace. At all levels of education, information and communication technologies (ICT) have become the basis for the organization of the educational process. Education in agriculture is no exception. Moreover, experience shows that technological training of students will be of higher quality if it is carried out through the use of ICT.
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school administration should make an effort and invest in computers, projectors, tape and CDs recorders, etc. for each classroom. On top of the above mentioned teaching resources, Edge & Garton (2009) suggest that the published materials that can help with the teaching process can be adapted in order to make lessons more interesting and varied, and be appropriate for different learning style. These adapted materials can include particular interpretations of the local context, as well as, culturally suitable activities and, finally, they can be updated regularly. The adaptation can also miss out complete activities or sections, make replacements, extend and modify the materials, etc.
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It is important to note the role of the teacher in shaping the creative personality of the future engineer who is capable of self-developing and self-educating. Invisible threads of the organization and management of the creative activity of students should be in his hands. The described method allows to include the elements of problematical character in teaching of foreign languages, to introduce the creative elements into the guided independent practice of the students, to stimulate their professional training in the learning process.
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Another noteworthy element is badges, prizes or rewards. Any participant in a training course has an interest in obtaining gains and prizes in the short term, even if he/she knows that the process is long and will need considerable commitment. Seemingly, it is clear that the future of badges is to integrate them into some kind of internationally recognised system that will be able to make the prizes obtained more easily recognisable. Though in an informal way this has already been attained (Mozilla Open Badges, 2014), its incorporation into formal learning models is still pending. However, and although they have only now drawn more international attention, it is necessary to recognise and to do justice to past initiatives that followed this line of recognising intermediate goals like, for instance, the UOC’s progressive degrees that intended to align people’s training needs with their experiences and professional goals. However, badges may have a component that makes them different. On the one hand, the game component, which allows people to earn or win them as if they were scores and thus to establish rankings or competition among other people. On the other hand, predictable length as an element that tests competencies in an area that may develop very rapidly, particularly as regards knowledge and professional accreditation, which can be obtained in two ways: from courses and training done in both online and offline environments, and by recognising courses given as trainer.
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Additionally, the diversity claimed in terms of pronunciation in previous paragraphs, has a relationship with the use of materials designed by core English countries Periphery countries have the tendency to reproduce the knowledge provided by textbooks without any modification or adaptation to the local context in which they are used. In Pennycook’s (2010, p. 107) terms “the reproduction of genetic material is not always reproduction”. This means that even if educational policies expect the teachers to use the textbooks as a basis of their teaching practice, local teachers could add small changes to the ways they do and say things. These teaching practices that involve local knowledge can promote a local development of the language.
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Also, one of the purposes of evaluation should be to verify student learning. In fact, during the evaluation process, we must check not only the achievement of the objectives but also identify the lack of learning. In fact, as a teacher, our task is qualified and credit the results, not only to reach the final marks (as the traditional model) but also to check our teaching process. To finish, we can consider two important aspects to verify the learning according to the law, namely, evaluation criteria and evaluable learning standards. So, according to the current law of Primary Education:
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in teacher education curriculum? How can future research be organised in order to make way for coherent cooperation between the participants –arts education academic teachers, practitioners, artists, researchers, students? Moreover, there is a need to shed a new light on theatre and drama education in view of recent valu- able contributions to arts education (Fleming, 2011; Musaio, 2010, 2007; Winston, 2010). Recent research suggests that the ongoing debate on process and product opposition will prove fruitless, since children need both process and product. But this means that there is a fertile middle ground between drama and theatre that needs to be explored further (Baldwin, 2012, p. 11). What is more, drama may well be adjusted to the framework of teacher education both as a course in itself, and as a transversal element in other standard courses, as reported in similar studies (Özmen & Balçikanli, 2015, p. 104; Özmen, 2010, 2011; Núñez & Navarro, 2007; Navarro, 2005; Gałązka, 2011).
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Next, facts, terms, and ideas which are in any way associated with the main idea and which might also be needed to answer the focus question are identified. A list of these concepts is made using a single word or short phrase for each of them. This is the brainstorming process, so everything regarded as important should be written down. There is no need to worry about redundancy or relative importance at this moment. Before this step is completed, a list of about 15 to 25 relevant concepts might have been compiled.
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Commonly, curriculum designs of undergraduate programs involve the following educational aspects: educational aims, teaching- learning strategies, scope and sequence, syllabi and syllabus design, content outline, standards, educational resources, assessment strategies and planned experiences, among others . Such educational aspects are graphically represented in a non-standardized way. In this study are found, structural, procedural, and methodological views in a series of non-standardized representations.
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Facebook is a network that connects students with other students, indirectly creating a learning community - a vital component of student education (Baker, 1999, p. 5). Facebook has quickly become the favorite social network site of higher education students and an integral part of the "behind the scenes" higher education experience (Selwyn, 2007). Since Facebook’s launch in 2004, virtually all colleges in the United States (U.S.), with a continuous increase internationally, have incorporated their internal networks within the site. (Arrington, 2005) reports on the adoption rates of Facebook in universities and colleges: 85% of college students having a college network within Facebook have adopted it. Furthermore, according to (Lenhart and Madden, 2007) 48%-50% of teenagers are active social networking users. Facebook’s numerous features such as email, bulletin boards, instant messaging, video and picture posting and applications download supplement serve the educational function of enabling communication, collaboration and sharing between students and faculty.
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27 In conclusion; The parameters proposed by (Marion, 2007) are focused on how should be the assessment process, proposing some recommendation and suggest to improve the teaching- learning process that included the techniques, objectives, and ways to applied the assessment (What, How and When to assess) used by the teacher. For this reason, each one of the parameters explains why is the assessment process an important part of the teaching- learning process, the first called ―Assessment drives instruction‖ it permits to take in count the strengths and weakness of the students by a pretest. In this case if the teacher can use the strength´s students to create new knowledge easily, in other way, when the teacher detects the weakness’ students he/she has to change and redesign the techniques used, the second parameter called ―assessment drives learning‖ it is focused on the designs of the assessment according study types of each student but it does not real in our environment because the principal way to assess are exams, tests etc. The third parameter called ―Assessment informs students of their progress‖ it is focused on the feedback as way to improve the assessment process, because it permits the student learns whit teacher´s helps and classmates’ help. The final reference called ―Role of grading in assessment‖ in this point is important to mention that grading nowadays in our environment is the main way to assess, in others words it does not apply the parameter´s suggest. Because one of the recommendation is about how to grade, it must be reflected because many of the times a simple test or exam don´t show the abilities, thinking skills and emotional management skills.
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I really found this approach to be particularly attractive. According to Bell (1987) its main strength is its practical problem-solving emphasis. At the same time Stringer (2007) in his action research interacting spiral describes action research as a powerful framework with different stages where the researcher looks, thinks and acts by creating a cycle that gives to the investigator the opportunity of observing, reflecting and taking any action that leads to the next stage and so on. The risk on this type of study is the lack of time and continuity teachers must face when they are removed from different courses. However, I was able to develop my study thanks to the cooperation of the school staff and some colleagues who supported my research and showed interest in the kind of research I carried out at the school. As Mills (as cited in Mertler, 2008 ) states numerous researchers have proposed models for illustrating the action research process that have many common elements, although they look different in the structure by means of which they are represented.
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