Android-Based Mobile Learning Application Using App Inventor on Computer Operating System Material: The Development and Validity Study
TEM Journal,
Год журнала:
2024,
Номер
unknown, С. 624 - 634
Опубликована: Фев. 27, 2024
Mobile
learning
apps
are
widely
acknowledged
for
their
effectiveness
in
enhancing
results.
This
study
aims
to
develop
and
validate
an
Android-based
mobile
app
computer
operating
system
principles.
Using
the
user-friendly
App
Inventor
platform
known
visual
programming,
it
integrates
interactive
modules
multimedia
diverse
styles.
The
adopted
a
Research
Development
approach
following
ADDIE
model
(analysis,
design,
development,
implementation,
evaluation).
research
was
conducted
at
Universitas
Negeri
Padang
Muhammadiyah
Muara
Bungo
involved
10
participants.
analysis
of
questionnaire-based
data
by
media
material
experts
categorized
as
"Appropriate",
achieving
over-all
average
82.51%
82.29%,
respectively.
Meanwhile,
student
evaluations
rated
this
"Feasible"
with
score
82.72%.
In
conclusion,
development
application
demonstrates
significant
potential
innovative
educational
tool.
validation
process
highlighted
its
offered
valuable
recommendations
enhance
value.
These
findings
make
meaningful
contribution
ongoing
discourse
surrounding
integration
technology-driven
approaches
into
traditional
education,
benefiting
educators
developers
seeking
create
impactful
experiences.
Язык: Английский
Inclusive education through technology: a systematic review of types, tools and characteristics
Carmen del Rosario Navas-Bonilla,
Julio Andrés Guerra-Arango,
Daniel Alejandro Oviedo-Guado
и другие.
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Фев. 12, 2025
Technologies
that
contribute
to
inclusive
education
are
digital
tools
and
specialized
devices
facilitate
equitable
access
learning
for
students
with
diverse
abilities.
Understanding
these
technologies
allows
the
personalization
of
teaching
methods,
removal
barriers
limit
participation
differences,
promotion
a
more
accessible
educational
environment
all.
This
study
aims
identify
analyze
practices
foster
needs.
A
systematic
review
was
conducted
following
PRISMA
guidelines,
gathering
responses
research
questions
from
159
studies.
The
Scopus
database
utilized,
three
blocks
keywords
related
technology,
inclusion,
education.
findings
indicate
transform
into
one
by
adapting
needs
students.
Tools
such
as
mobile
devices,
interactive
applications,
augmented
reality
help
remove
disabilities
or
in
various
contexts,
facilitating
personalized
learning.
Additionally,
promote
development
critical
skills
encourage
collaboration
among
students,
enriching
both
their
academic
training
social
integration.
Thus,
technological
inclusion
becomes
key
factor
maximizing
potential
each
student
within
system.
Язык: Английский
What do we mean by digital equality in education? Toward five conceptual lenses based on a systematic review
Journal of Research on Technology in Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 21
Опубликована: Апрель 7, 2025
Язык: Английский
Challenges That Need to Be Addressed before Starting New Emergency Remote Teaching at HEIs and Proposed Solutions
Sustainability,
Год журнала:
2024,
Номер
16(3), С. 1144 - 1144
Опубликована: Янв. 29, 2024
Emergency
Remote
Teaching
(ERT)
aims
to
swiftly
adapt
conventional
face-to-face
educational
methods
alternative
(typically
virtual)
formats
during
crises.
The
recent
COVID-19
pandemic
accentuated
the
vulnerability
of
traditional
systems,
revealing
limitations
in
their
ability
effectively
withstand
such
unprecedented
events,
thereby
exposing
shortcomings
adopted
ERT
strategies.
goal
this
study
is
discuss
establishment
resilient,
sustainable,
and
healthy
systems
non-crisis
times,
which
will
enable
teachers
students
make
a
smoother
less
stressful
transition
when
necessary.
A
comprehensive
hybrid
approach,
combining
quantitative
(interviews)
qualitative
(online
survey)
has
obtained
data
from
276
professors
29
countries.
These
have
been
used
identify
range
challenges
related
perceived
level
difficulty.
methodological
social
(overshadowed
by
technical
issues
at
beginning
crisis)
identified
research—such
as
lack
personal
contact
or
poor
feedback
students—have
found
be
most
demanding.
From
collected
insights
regarding
difficulty
associated
with
challenges,
present
contribute
making
higher
education
more
robust
times.
Язык: Английский
Exploring Science and Technology Teachers’ Experiences with Integrating Simulation-Based Learning
Education Sciences,
Год журнала:
2024,
Номер
14(8), С. 803 - 803
Опубликована: Июль 23, 2024
Science
and
technology
require
learners
to
engage
in
practical
work
inquiry-based
learning.
In
South
Africa,
schools
still
need
laboratories,
textbooks,
equipment
for
work.
Considering
the
above
contextual
challenges,
this
paper
calls
integrating
computer
simulation-based
learning
(SBL)
into
science
education.
Very
little
is
known
about
teachers’
experiences
of
rural
settings.
This
interpretative
study,
located
at
a
teacher
training
institution
aimed
explore
their
teaching.
The
study
was
framed
within
Kolb’s
experiential
theory,
which
posits
that
process
creating
knowledge
through
transformation
experience.
Sixteen
practicing
teachers
enrolled
honors
degree
were
purposively
selected.
Data
generated
via
semi-structured
interviews,
online
interactive
discussion
forums,
reflective
journals.
All
ethical
protocols
observed.
NVIVO
used
create
tag
clouds
before
thematic
analysis
could
begin.
findings
illuminated
participant
as
learning,
unlearning,
disrupting
pedagogies,
revisioning
best
practices
community
inquiry,
promoting
conceptual
understanding
spatial
visualization.
demonstrated
an
authentic
practice
educating
integrate
SBL
teaching
use
ability
school
settings
lack
laboratories
functional
equipment.
Язык: Английский