A new model of parental involvement is presented, followed by a discussion of the roles parents play as they participate in SLE activities with their children. Parental involvement requires innovative thinking about ways to provide opportunities for parents to participate in their children's educational experiences.
TOP 1%
Introduction
This development is marked by the evolution of the cloud computing model and the arrival of the new generation of big data technologies. Furthermore, it utilizes the latest technological advances through the implementation of advanced big data ecosystem technologies in e-learning systems.
Related works
This work set up a recommendation engine, the world's most popular big data application, to help and guide the learner to easily identify and select the most relevant educational resources by offering him an intelligent system capable of generating a catalog of courses adapted to their interests and their cognitive level through the analysis of historical data of learning activities. We note that the research work done in this field does not provide a real use case or application based on the software libraries of big data ecosystem in online learning systems, such as high-performance machine learning techniques from Spark MLlib or scalable algorithms from Mahout Framework.
Big data
- Defining big data
- Big data characteristics
- Types of data
- Big data and cloud computing
Volume refers to the huge amount of data that needs to be stored, processed, analyzed and distributed by big data tools and technologies. Value refers to the ability of big data to derive value from vast amounts of heterogeneous data.
Integration of big data and online learning systems
- Proposed approach for integrating big data, online learning systems, and cloud computing
- Methodology
This includes the acquisition, discovery, preparation, modeling, processing and visualization of data analysis results. The best model depends on the type, quality and size of the data to be analyzed and the available computing resources.
Implementation and results
- ESTenLigne project
- Association rules method
- Big data technologies and its components
- Distributed system architecture
- Setting up the big data environment
This library proposes to implement a parallel FP growth algorithm in the Scala language. Then the prepared data is analyzed with the FP-growth algorithm of the Spark MLlib library.
Results
According to the results of Table 2, the confidence of rule 1 is 100%, because at the level of the database we find that 56 students enrolled in courses {11 and 46}, and that these 56 also enrolled in course {45}. With regard to association rule number 3, there are 123 learners enrolled in the course {46}, of which 118 are also enrolled in course {45}.
Conclusion
The use of tablets in the classroom has also opened up new possibilities to recognize the differences of the students in the learning process. The teachers should have a positive attitude towards technology integration and be aware of the advantages and disadvantages of using tablets for implementing the differentiated curriculum.
Technology integration in education
The introduction of the Internet in classrooms has enabled the use of new technologies and in particular mobile technologies such as tablets in the classroom. For [9] technology integration is the improvement of students' thinking ability, while for Griffin it is the use of learning technologies with awareness and purpose in the development and transfer of the teaching process [10]. However, Yıldırım argues that there should be extensive collaboration between researchers, decision makers and practitioners in terms of improving the learning process for using technology in the classroom [13].
SAMR model
The area of differentiation could also benefit from the amount of information presented by TPACK and technology integration advocates. In addition, teachers who wish to apply the principles of differentiation in their classrooms could find in the SAMR model such an in-depth model for integrating technology degradation and tablets for differentiation in their classrooms. Teachers can integrate differentiation technology and find different applications for the individual needs of their students (Figure 3).
Differentiation
However, in this effort, students' readiness, interests or learning profiles can also play a determining role. As seen above, the teacher can plan differentiation based on students' needs, abilities and interests and also by including many other aspects such as content, process and product. Students' areas of interest can be used to increase the motivation for learning and create links between the content and the student; ultimately, students' learning profiles are their preferred way of learning.
Pedagogical design principles on classroom differentiation with tablets
A flexible approach to apps is also advisable as when an app is becoming outdated, teachers should consider a change. Free apps should be preferred first and if they don't meet the differentiation needs, paid apps can also be chosen. A group of teachers can come together to decide what the common educational needs are and tailor the apps to be used.
Differentiation examples
- Differentiation examples for classroom teachers .1 Learning objectives
- Differentiation example for English teachers .1 Learning objectives
- Differentiation example for mathematics lesson .1 Learning objectives
During the teaching-learning process, videos uploaded to "Padlet" will be monitored. Dot Day” coloring page 2 will be used in the Quiver application (I say – you guess). Evaluation will also be done using videos and "learning apps". The videos will be used as a tool for students to transfer their learning as individual homework.
Earlier research
The last category, teacher uniqueness, encompasses teachers' creative ideas, such as their experiences abroad and their use of quizzes in English on current world news [13].
Objectives and methods 1 Research objectives
- Research methods
- Class content
The roads in the countryside were not maintained and he was annoyed by the rough roads. One of the goals of this activity is to deepen their understanding of the content while re-reading the passage to fill in the blanks. The last part is the speaking part, in which students fill in the gaps in the dialogue of the story.
Results and discussion 1 Research question (1)
- Research question (2)
- Research question (3): free description
The second most frequent comment in the free description related to the fact that they were impressed with the story of the author's real experiences and failures. As mentioned above, it seems to be related to the author's terrible experience and the students were attracted by the author's urgent situation in the story of Vietnam and Thailand. The variety of feelings and thoughts in the above stems from the rich cultural content of the country itself.
Conclusions
The rationale of this chapter is not only to reveal the role of technology in education, but also to reveal the factors that influence the proper utilization and acceptance of technology in education. Therefore, this chapter discusses technology in education, the roles of technology in education, factors related to technology utilization and adoption in education and the factors that limit the proper utilization and adoption of technology in education. This chapter therefore looks at the factors that influence the use and acceptance of technology in education.
Technology in education
50% of college presidents predict that in the next decade, a good number of students will have taken online courses. 62% of college presidents also predict that in the next decade, more than half of the textbooks used will be digital. 57% of graduates have used a Smartphone, tablet or laptop to some extent while learning in the classroom.
Roles of technology in education
Factors associated with technology utilization and adoption in education
- Teacher’s factor
- Organization factors
- Technology factors
Today, some conflicting opinions on the important effects of technology should be used in education. This leads teachers to a state of uncertainty about the appropriate educational ethics of technology. Thus, unless there is a strong need for technology use and reliable support, teachers may choose not to use it in their teaching.
Factors that limit the proper utilization and adoption of technology in education
The modern physics teacher must be well trained in the use of all kinds of educational technologies, especially in the field of experimental work. Among other things, the growth of new technologies leads to significant changes in the field of education. It is important that physics teachers are digitally literate and well trained in the use of all types of educational technologies, especially in the area of experiential skills.
Information and communications technology
In our opinion, only a smart combination of educational technologies can improve students' understanding. We analyze the educational physics study program at the University of Maribor in Slovenia with a focus on obtaining sufficient competencies for appropriate ICT integration in teaching theoretical subjects and experimental work. Spitzer [10] warns about the phenomenon of the so-called digital dementia - the creeping of mental abilities due to the use of digital technology.
Incorporating ICT in the educational process
In addition, teachers must have skills in the didactically reasonable use of ICT during lessons [14, 15]. Scientific subjects require the development of experimental research skills and abilities (observation, classification, development of experimental techniques, comparison, etc.), which cannot be fully developed or replaced with the more sensitive involvement of ICT. Therefore, only the use of ICT in the classroom does not automatically mean an increased contribution of ICT to the learning and knowledge of students.
ICT deployment in Slovenian schools
After all these projects, it was found that the use of ICT in the classroom in Slovenian schools is in line with the average use of ICT in classrooms in EU countries [1, 2]. In January 2016, the Ministry of Education, Science and Sports adopted strategic guidelines for further implementation of ICT in Slovenian education until 2020 [17]. In addition, it defines the vision to deliver an open, creative and sustainable learning environment supported by innovative use of ICT.
The use of ICT in education
- e-learning
- ICT teacher
- Guidelines for using ICT in Physics lessons
- Models in natural science teaching
In general, the term e-learning refers to the possibility or the use of ICT in education [19]. The study conducted by Jimoyiannis and Komis [31] confirms the positive outcome of the use of ICT and computer simulation in physics class. In addition, it shows that the use of ICT can improve students' understanding of the investigated topic of the trajectory movement.
Study program of educational physics
- Subjects in the field of ICT
- Subjects in the field of physical experiments
- Subjects in the field of didactics
In the subject Physical Experiments, four students take laboratory work in modern physics. In the subject Measurements in physics, students acquire basic theoretical and practical knowledge in the area of measurement. Students on the physics teacher training program learn about the possibilities of using a computer in the classroom with specific didactic subjects.
Conclusions
After a thorough review of the study program, we can conclude that the young physics teacher acquires enough knowledge to use ICT in lessons, especially in the field of experimental work. Updated curricula in Slovenia recommend the use of ICT in the educational process. A modern physics teacher must be well qualified to use all kinds of educational technologies and ICT, especially in the field of experimental work.
Methodology of the study
- What is mobile-based LMS?
- Significance of mobile-based LMS
- Features of mobile-based learning management system
In this way, student teachers can also use LMS for their hands-on teaching in simulated mode via mobile. Mobile Virtual Classroom: Student teachers can fully participate in hands-on lessons with slide view, HD video and voice with a single click. Student teachers can also participate in discussions, provide ratings and comments, and connect with experts as they practice teaching.
Mobile-based LMS and individualized instruction
- What is individualized instruction?
- Purposes of individualized instruction strategy
- Impact of mobile-based learning management systems on learning performance
- Mobile-based learning performance
A mobile based LMS makes learning stress-free for teacher educators to engage student teachers at all different levels. Student teachers can open their own learning guides and access individualized, higher-level lesson units. This mobile-based LMS is aware of what student teachers are doing and where they are.
Obligatory teaching skills with MLMS
- Results and discussion
- Dimensions of mobile-based teaching skills
- Requisite of mobile-based LMS and teaching skills
- Mobile-based LMS and teaching skills
- Future prospects of mobile-based learning management system with reference to pupil teachers
The rapid penetration of mobile learning into our learning environment creates challenges for both teacher educators and student teachers. Thus, a mobile learning management system can be helpful in improving the learning abilities of student teachers. Thus, a mobile learning management system can be helpful in improving individualized teaching, learning performance and learning abilities of student teachers.
