A Comparative Analysis of Pre-service Teachers’ Readiness for AI Integration
Computers and Education Artificial Intelligence,
Год журнала:
2025,
Номер
unknown, С. 100396 - 100396
Опубликована: Март 1, 2025
Язык: Английский
Computer Competencies Needed for Implementing Artificial Intelligence in Special Education Schools from the Perspective of Pre-Service Teachers
Trends in Higher Education,
Год журнала:
2024,
Номер
3(3), С. 602 - 622
Опубликована: Июль 30, 2024
The
purpose
of
this
study
is
to
investigate,
through
the
use
both
quantitative
and
qualitative
methods,
computer
capabilities
that
pre-service
teachers
believe
are
necessary
for
integrating
Artificial
Intelligence
(AI)
in
Special
Education
Schools
(SES).
They
reviewed
earlier
research
on
schooling
created
a
three-dimensional
survey
determine
what
computing
skills
required
implementing
AI.
Additionally,
range
Al-Qasemi
Academy
students
from
first
fourth
year
participated
semi-structured
interviews
with
researchers.
These
intended
gather
information
related
questions.
After
testing,
reliability
questionnaire
produced
score
(0.963).
Within
Green
Line,
it
consists
580
male
female
Academy.
A
sample
150
kids
was
selected
by
researchers,
10
participating
interviews.
results
show
moderate
level
competency
availability
utilizing
artificial
intelligence.
It
suggested
training
essential
AI
application
practical
implementation.
Язык: Английский
Learning Objectives in Older Adult Digital Education - Redefining Digital Inclusion
International Journal of Cognitive Research in Science Engineering and Education,
Год журнала:
2024,
Номер
12(3), С. 507 - 520
Опубликована: Дек. 30, 2024
The
article
explores
the
redefinition
of
learning
objectives
within
context
digital
education
for
older
adults,
addressing
critical
need
to
enhance
inclusion.
It
emphasizes
centrality
as
foundational
elements
in
design,
implementation,
and
evaluation
educational
programs.
study
underscores
necessity
revising
these
promote
development
competences
among
adults.
As
society
becomes
increasingly
digitalized,
traditional
models
must
evolve
accommodate
dynamic
landscape.
REMEDIS
research
initiative
seeks
modernize
frameworks
establish
a
more
effective
approach
cultivating
skills
populations.
By
employing
SMART
criteria
leveraging
expertise
senior
future
trainers,
identifies
12
key
categories
contemporary
objectives,
including:
basic
computer
mobile
device
use,
terminology,
email
communication,
cybersecurity,
online
information
retrieval,
social
media
usage,
instant
messaging,
culture
entertainment
access,
financial
management,
e-commerce,
smartphone
software
applications,
time
management.
qualitative
analysis
adults
reveals
spectrum
ranging
from
literacy
advanced
e-service
utilization,
while
also
highlighting
importance
aligning
with
practical
needs
Язык: Английский
Does work-integrated curriculum transformation affect learning experience, student competencies, and learning interactions? The role of teaching strategy moderation
Cogent Education,
Год журнала:
2024,
Номер
11(1)
Опубликована: Июль 20, 2024
The
phenomenon
of
changes
in
the
world
work
makes
educational
institutions
need
to
find
right
strategy
for
carrying
out
learning
their
students.
This
study
investigates
impact
integrated
curriculum
on
work,
experience,
student
competence,
and
interaction,
with
variable
teaching
as
mediation.
uses
a
questionnaire
approach
vocational
secondary
education
sample
100
students
East
Java.
research
method
structural
equation
model
(SEM-PLS)
examine
use
related
aspects
interaction.
results
explain
that
positively
significantly
affects
recognition
experiences,
competencies,
interactions.
moderation
role
contributes
strengthening
practice
curriculum.
Existing
shows
critical
creating
ecosystem
oriented
needs
fulfilment
skilled
workers.
Язык: Английский
Tutors' perspectives on the integration of information and communication technology in early-grade teacher colleges in Tanzania
Educational Technology Quarterly,
Год журнала:
2024,
Номер
2024(4), С. 434 - 455
Опубликована: Дек. 20, 2024
This
study
aimed
to
explore
college
tutors'
perspectives
on
the
integration
of
information
and
communication
technology
(ICT)
in
teaching
pre-service
early-grade
teachers
teacher
colleges
Tanzania.
The
was
guided
by
two
research
objectives:
(1)
investigate
professional
learning
support
tutors
receive
(2)
examine
factors
impeding
ICT
early
childhood
classroom.
purposive
sampling
technique
employed
four
principals,
while
convenience
used
sample
41
who
participated
this
study.
A
collective
case
design
participants'
deployment
their
daily
teaching.
Data
collected
from
participants
were
thematically
analysed.
findings
show
that
majority
had
limited
regular
training
opportunities
revealed
several
hindering
integrating
teaching,
including
technological
resources,
lack
technical
support,
unreliable
internet,
absence
guides,
insufficient
digital
security
knowledge,
familiarity
with
management
systems,
low
competence,
outdated
devices.
study,
therefore,
concludes
inadequate
among
exacerbates
acquisition
necessary
literacy
skills
teachers.
In
regard,
recommends
government
engage
use
classroom
practices.
Furthermore,
tools
devices
should
be
available
for
utilise
instructional
practices
Язык: Английский
Assessing Post-Covid-19 Lebanese Teachers’ Attitudes Towards ICT and Their Level of Integration in the Classroom in Relation to Their Years of Experience
Heliyon,
Год журнала:
2024,
Номер
10(18), С. e38266 - e38266
Опубликована: Сен. 1, 2024
Язык: Английский
Online attacks on teachers versus strategies to address cyberbullying and cyberaggression in the school ecosystem
Contemporary Educational Technology,
Год журнала:
2024,
Номер
17(1), С. ep546 - ep546
Опубликована: Ноя. 28, 2024
The
aim
of
the
article
is
to
present
ways
resolving
situations
related
cyberbullying
and
cyberaggression
that
occur
in
Polish
schools.
research
fills
a
gap
(taboo
subject)
means
solving
crisis
attacks
on
teachers
online.
qualitative
(online
interviews)
conducted
Poland
at
end
2023
beginning
2024
involved
who
had
been
attacked
by
students
and/or
parents
because
their
profession.
On
basis
analysis
categorization
(in
grounded
theory
stream),
nine
strategies
were
identified:
educational
preventive
actions
targeted
students;
working
with
student’s
family;
removal
harmful
content
from
Internet;
independent
action
teachers;
notifying
police;
involvement
judicial
authorities;
individual
consequences
for
student;
combination
these
different
forms;
no
response
cyber-attack.
was
carried
out
as
part
digitally
safer
teacher
project
characterized
praxeological
dimension
special
attention
paid
protection
cyberspace.
Язык: Английский