Liubov A. Kartashova, Nataliia O. Prykhodkina, Tetiana Makhynia, Hanna Tymoshko, Olena A. Sholokh
This paper analyses and compares the use of social media in school management in Ukraine and the United States. It examines the types of social media used, purposes for use, and challenges faced. Key findings show that Facebook, YouTube, Instagram and X are most popular in both countries. Social media communicates with stakeholders, showcases school activities, and builds relationships. Challenges include data privacy, digital literacy, and misinformation. The paper reviews training programs in both countries to improve social media competency for school leaders. It concludes that social media has become an essential communications tool in education, accelerated by the pandemic's impacts.
本文分析并比较了乌克兰和美国在学校管理中使用社交媒体的情况。它研究了所使用的社交媒体类型、使用目的和面临的挑战。主要研究结果表明，Facebook、YouTube、Instagram 和 X 在这两个国家最受欢迎。社交媒体可与利益相关者沟通、展示学校活动并建立关系。面临的挑战包括数据隐私、数字扫盲和错误信息。本文回顾了两国为提高学校领导的社交媒体能力而开展的培训计划。文章最后总结道，社交媒体已成为教育领域必不可少的交流工具，大流行病的影响加速了这一进程。
{"title":"Comparing social media use in school management: experiences from Ukraine and the United States","authors":"Liubov A. Kartashova, Nataliia O. Prykhodkina, Tetiana Makhynia, Hanna Tymoshko, Olena A. Sholokh","doi":"10.55056/cte.684","DOIUrl":"https://doi.org/10.55056/cte.684","url":null,"abstract":"This paper analyses and compares the use of social media in school management in Ukraine and the United States. It examines the types of social media used, purposes for use, and challenges faced. Key findings show that Facebook, YouTube, Instagram and X are most popular in both countries. Social media communicates with stakeholders, showcases school activities, and builds relationships. Challenges include data privacy, digital literacy, and misinformation. The paper reviews training programs in both countries to improve social media competency for school leaders. It concludes that social media has become an essential communications tool in education, accelerated by the pandemic's impacts.","PeriodicalId":240357,"journal":{"name":"CTE Workshop Proceedings","volume":"9 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139683341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Machine learning methods for clustering and classification are widely used in various domains. However, their performance and applicability may depend on the characteristics of the data and the problem. In this paper, we present an empirical comparison of several clustering and classification methods using WEKA, a free software for machine learning. We apply these methods to the data collected from surveys of students from different majors, aiming to detect the signs of Internet addiction (IA), a behavioural disorder caused by excessive Internet use. We use Expectation Maximization, Farthest First and K-Means for clustering, and AdaBoost, Bagging, Random Forest and Vote for classification. We evaluate the methods based on their accuracy, complexity and interpretability. We also describe the models developed by these methods and discuss their implications for identifying the respondents with IA symptoms and risk groups. The results show that these methods can be effectively used for clustering and classifying IA-related data. However, they have different strengths and limitations when choosing the best method for a specific task.
{"title":"Empirical comparison of clustering and classification methods for detecting Internet addiction","authors":"O. Klochko, V. Fedorets, V. I. Klochko","doi":"10.55056/cte.664","DOIUrl":"https://doi.org/10.55056/cte.664","url":null,"abstract":"Machine learning methods for clustering and classification are widely used in various domains. However, their performance and applicability may depend on the characteristics of the data and the problem. In this paper, we present an empirical comparison of several clustering and classification methods using WEKA, a free software for machine learning. We apply these methods to the data collected from surveys of students from different majors, aiming to detect the signs of Internet addiction (IA), a behavioural disorder caused by excessive Internet use. We use Expectation Maximization, Farthest First and K-Means for clustering, and AdaBoost, Bagging, Random Forest and Vote for classification. We evaluate the methods based on their accuracy, complexity and interpretability. We also describe the models developed by these methods and discuss their implications for identifying the respondents with IA symptoms and risk groups. The results show that these methods can be effectively used for clustering and classifying IA-related data. However, they have different strengths and limitations when choosing the best method for a specific task.","PeriodicalId":240357,"journal":{"name":"CTE Workshop Proceedings","volume":"5 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Balyk, Y. P. Vasylenko, V. Oleksiuk, Olesia R. Oleksiuk, Galina Shmyger
This paper explores using the university’s corporate cloud to teach some Cisco Network Academy courses, a common feature of many universities. The paper presents two cloud labs based on the open-source platforms Apache CloudStack and EVE-NG Community Edition and operating on the IaaS model. The labs support the courses "CCNA CyberOperations" and "DevNet Associate Fundamentals Courses," allowing students to access various virtual machines, store their state, analyse traffic, and visualise network topologies. The paper also reports on the students’ satisfaction with the courses based on a survey of students majoring in "Secondary Education. Computer Science". The survey results were statistically analysed using the Rasch model with MiniSteps software and R language. The students gave positive feedback on the online curriculum materials, the virtual machines, the clarity and simplicity of the lessons, and the multiple ways of presenting information.
{"title":"Using corporate cloud for teaching Cisco Network Academy courses: a case study","authors":"N. Balyk, Y. P. Vasylenko, V. Oleksiuk, Olesia R. Oleksiuk, Galina Shmyger","doi":"10.55056/cte.665","DOIUrl":"https://doi.org/10.55056/cte.665","url":null,"abstract":"This paper explores using the university’s corporate cloud to teach some Cisco Network Academy courses, a common feature of many universities. The paper presents two cloud labs based on the open-source platforms Apache CloudStack and EVE-NG Community Edition and operating on the IaaS model. The labs support the courses \"CCNA CyberOperations\" and \"DevNet Associate Fundamentals Courses,\" allowing students to access various virtual machines, store their state, analyse traffic, and visualise network topologies. The paper also reports on the students’ satisfaction with the courses based on a survey of students majoring in \"Secondary Education. Computer Science\". The survey results were statistically analysed using the Rasch model with MiniSteps software and R language. The students gave positive feedback on the online curriculum materials, the virtual machines, the clarity and simplicity of the lessons, and the multiple ways of presenting information.","PeriodicalId":240357,"journal":{"name":"CTE Workshop Proceedings","volume":"17 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Arduino is a popular hardware and software platform that enables the development of various engineering projects, especially in physics and computer science. Arduino can be used as a powerful tool to foster the research competencies of secondary and high school students and stimulate their interest and creativity in science and technology. In this paper, we present some examples of research projects that involve using Arduino in the context of school physics education. These projects include designing and implementing measuring devices and installations for studying physical phenomena, such as uniformly accelerated motion, free fall, pendulum motion, etc. We also show how Arduino can improve existing projects and create new ones based on the students’ engineering ideas. We demonstrate the results of the experiments conducted by the students using their Arduino-based devices and discuss the benefits and challenges of using Arduino in school physics education.
{"title":"Using Arduino to develop research competencies of students in school physics education","authors":"Vitalii M. Zadorozhnii","doi":"10.55056/cte.663","DOIUrl":"https://doi.org/10.55056/cte.663","url":null,"abstract":"Arduino is a popular hardware and software platform that enables the development of various engineering projects, especially in physics and computer science. Arduino can be used as a powerful tool to foster the research competencies of secondary and high school students and stimulate their interest and creativity in science and technology. In this paper, we present some examples of research projects that involve using Arduino in the context of school physics education. These projects include designing and implementing measuring devices and installations for studying physical phenomena, such as uniformly accelerated motion, free fall, pendulum motion, etc. We also show how Arduino can improve existing projects and create new ones based on the students’ engineering ideas. We demonstrate the results of the experiments conducted by the students using their Arduino-based devices and discuss the benefits and challenges of using Arduino in school physics education.","PeriodicalId":240357,"journal":{"name":"CTE Workshop Proceedings","volume":"4 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Victor V. Oliynyk, Nataliia I. Gushchyna, L. Kondratova, Serhii P. Kasian
Digital competence is a key skill for teachers in the era of distance education. However, developing digital competence requires appropriate forms and training methods that utilise the available technologies and tools. In this article, we explore how Google Workspace for Education, a cloud service that offers various digital education tools, can foster digital competence among teachers in postgraduate education. We draw on our experience organising and conducting distance learning courses for university teachers at the Department of Open Educational Systems and Information and Communication Technologies of the Institute of Postgraduate Education. We present the theoretical background of competence, digital competence, and distance education and the educational opportunities that Google Workspace for Education provides. Using Google Classroom as the main platform, we describe the effective ways of developing digital competence in distance learning. We analyse the participants' learning outcomes and the benefits of collaborative learning. We also report the results of our research on developing teachers' digital competence based on selected criteria and indicators. We highlight the promising trends and challenges in developing teachers' digital competence in distance education.
数字化能力是远程教育时代教师的一项关键技能。然而，培养数字化能力需要利用现有的技术和工具，采取适当的形式和培训方法。在本文中，我们将探讨谷歌教育工作空间（Google Workspace for Education）这一提供各种数字教育工具的云服务如何培养研究生教育中教师的数字能力。我们借鉴了研究生教育学院开放教育系统与信息和通信技术系为大学教师组织和开展远程学习课程的经验。我们介绍了能力、数字能力和远程教育的理论背景，以及谷歌教育工作空间提供的教育机会。我们以谷歌教室为主要平台，介绍了在远程教育中培养数字能力的有效方法。我们分析了参与者的学习成果和协作学习的益处。我们还报告了基于选定标准和指标的教师数字能力发展研究成果。我们强调了在远程教育中培养教师数字化能力的良好趋势和挑战。
{"title":"Developing digital competence of teachers in postgraduate education using Google Workspace for Education","authors":"Victor V. Oliynyk, Nataliia I. Gushchyna, L. Kondratova, Serhii P. Kasian","doi":"10.55056/cte.662","DOIUrl":"https://doi.org/10.55056/cte.662","url":null,"abstract":"Digital competence is a key skill for teachers in the era of distance education. However, developing digital competence requires appropriate forms and training methods that utilise the available technologies and tools. In this article, we explore how Google Workspace for Education, a cloud service that offers various digital education tools, can foster digital competence among teachers in postgraduate education. We draw on our experience organising and conducting distance learning courses for university teachers at the Department of Open Educational Systems and Information and Communication Technologies of the Institute of Postgraduate Education. We present the theoretical background of competence, digital competence, and distance education and the educational opportunities that Google Workspace for Education provides. Using Google Classroom as the main platform, we describe the effective ways of developing digital competence in distance learning. We analyse the participants' learning outcomes and the benefits of collaborative learning. We also report the results of our research on developing teachers' digital competence based on selected criteria and indicators. We highlight the promising trends and challenges in developing teachers' digital competence in distance education.","PeriodicalId":240357,"journal":{"name":"CTE Workshop Proceedings","volume":"25 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Liubov A. Kartashova, Andrii M. Gurzhii, Valentyn O. Zaichuk, Tamara M. Sorochan
This paper addresses the challenges and opportunities of using digital twin (DT) technology to support blended learning in educational institutions during the COVID-19 pandemic. DT is a state-of-the-art technology that creates a digital replica of a physical entity, process, or system. DT has been widely applied in various domains, such as manufacturing, healthcare, smart cities, and aerospace. However, its potential for education has yet to be fully explored. This paper proposes to use DT to build a digital prototype of an educational institution, which can integrate traditional and digital resources and physical and digital spaces to ensure the continuity and quality of the educational process. The paper also discusses the benefits of DT for blended learning, such as enhancing motivation, interest, and individualisation of learning. The paper analyses existing DT practices and identifies the problems and needs of the educational sector during the COVID-19 pandemic. The paper argues that DT can be an effective solution for coping with the disruption and uncertainty caused by the pandemic and preparing for possible future education scenarios.
{"title":"Digital twin technology for blended learning in educational institutions during COVID-19 pandemic","authors":"Liubov A. Kartashova, Andrii M. Gurzhii, Valentyn O. Zaichuk, Tamara M. Sorochan","doi":"10.55056/cte.666","DOIUrl":"https://doi.org/10.55056/cte.666","url":null,"abstract":"This paper addresses the challenges and opportunities of using digital twin (DT) technology to support blended learning in educational institutions during the COVID-19 pandemic. DT is a state-of-the-art technology that creates a digital replica of a physical entity, process, or system. DT has been widely applied in various domains, such as manufacturing, healthcare, smart cities, and aerospace. However, its potential for education has yet to be fully explored. This paper proposes to use DT to build a digital prototype of an educational institution, which can integrate traditional and digital resources and physical and digital spaces to ensure the continuity and quality of the educational process. The paper also discusses the benefits of DT for blended learning, such as enhancing motivation, interest, and individualisation of learning. The paper analyses existing DT practices and identifies the problems and needs of the educational sector during the COVID-19 pandemic. The paper argues that DT can be an effective solution for coping with the disruption and uncertainty caused by the pandemic and preparing for possible future education scenarios.","PeriodicalId":240357,"journal":{"name":"CTE Workshop Proceedings","volume":"7 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Kyrychenko, Olha V. Prosina, Yaroslava L. Shven, Tetiana S. Kravchynska
The Ukrainian Open University of Postgraduate Education (UOUPE) is a self-governing educational institution that aims to provide distance education for teachers in the context of the COVID-19 pandemic and the integration of Ukraine into the European educational space. The UOUPE is based on a design-transforming nonlinear paradigm and a reflexive-positional approach, enabling a community of progressive educators who can respond to modern challenges and change their learning and professional practices. The paper presents the interregional cooperation project for teachers' professional development, which the UOUPE implements in collaboration with the Department of Philosophy and Adult Education of the Central Institute of Postgraduate Education of the University of Educational Management. The paper also reports the results of the first diagnostic stage of the project, which involved 120 teachers from different regions of Ukraine.
{"title":"Open distance education for teachers in Ukraine: the case of the Ukrainian Open University of Postgraduate Education","authors":"M. Kyrychenko, Olha V. Prosina, Yaroslava L. Shven, Tetiana S. Kravchynska","doi":"10.55056/cte.661","DOIUrl":"https://doi.org/10.55056/cte.661","url":null,"abstract":"The Ukrainian Open University of Postgraduate Education (UOUPE) is a self-governing educational institution that aims to provide distance education for teachers in the context of the COVID-19 pandemic and the integration of Ukraine into the European educational space. The UOUPE is based on a design-transforming nonlinear paradigm and a reflexive-positional approach, enabling a community of progressive educators who can respond to modern challenges and change their learning and professional practices. The paper presents the interregional cooperation project for teachers' professional development, which the UOUPE implements in collaboration with the Department of Philosophy and Adult Education of the Central Institute of Postgraduate Education of the University of Educational Management. The paper also reports the results of the first diagnostic stage of the project, which involved 120 teachers from different regions of Ukraine.","PeriodicalId":240357,"journal":{"name":"CTE Workshop Proceedings","volume":"354 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ali Juma Hamad, Placidius M. Ndibalema, Kulwa Yohana Matalu
Digital curricula have been emphasized to improve the quality of education at all levels of education. Implementing a new curriculum depends on teachers' attitudes to integrate it during teaching and learning. This study investigated the attitudes of teachers and factors that affect them towards using digital lesson content in Zanzibar, the case of Wete District. One hundred fifty-four secondary school teachers responded to the questionnaire. The SPSS version 25 was used to run the Chi-squared test and descriptive statistics to analyse the data. The overall attitude was calculated by finding the questions' mean value per Likert level. The study found that teachers’ pedagogical attitude is positive, but implementing digital lesson content in Zanzibar is still challenging. It was also observed that the attitude was significantly associated with gender (p=0.0084), whereby female respondents had higher positive attitudes (68.82%) compared to male respondents (47.44%). The paper concludes that most teachers have a positive attitude towards using digital lesson content in teaching in secondary schools. However, they lack enough relevant digital resources that support digital lesson content. Based on that, policymakers, curriculum developers, and other education stakeholders should take serious action to improve the quality of education practice in Zanzibar. Therefore, this paper recommends that the availability of digital lesson content and in-service training may encourage teachers’ pedagogical attitude to integrate digital materials into their everyday teaching process.
数字课程一直被重视，以提高各级教育的教育质量。新课程的实施取决于教师在教与学中整合新课程的态度。本研究调查了桑给巴尔教师的态度和影响他们使用数字课程内容的因素，以Wete地区为例。154名中学教师回应了调查问卷。采用SPSS version 25进行卡方检验和描述性统计分析。总体态度是通过每个李克特水平找到问题的平均值来计算的。研究发现，教师的教学态度是积极的，但在桑给巴尔实施数字化课程内容仍然具有挑战性。调查还发现，积极态度与性别显著相关(p=0.0084)，女性受访者的积极态度(68.82%)高于男性受访者(47.44%)。本文的结论是，大多数教师对在中学教学中使用数字课程内容持积极态度。然而，他们缺乏足够的相关数字资源来支持数字化课程内容。基于此，政策制定者、课程开发者和其他教育利益相关者应该认真采取行动，提高桑给巴尔的教育实践质量。因此，本文建议，数字课程内容的可用性和在职培训可以鼓励教师的教学态度，将数字材料融入他们的日常教学过程。
{"title":"Teachers' pedagogical attitude on using digital lesson contents in teaching and learning in Zanzibar secondary schools","authors":"Ali Juma Hamad, Placidius M. Ndibalema, Kulwa Yohana Matalu","doi":"10.55056/cte.636","DOIUrl":"https://doi.org/10.55056/cte.636","url":null,"abstract":"Digital curricula have been emphasized to improve the quality of education at all levels of education. Implementing a new curriculum depends on teachers' attitudes to integrate it during teaching and learning. This study investigated the attitudes of teachers and factors that affect them towards using digital lesson content in Zanzibar, the case of Wete District. One hundred fifty-four secondary school teachers responded to the questionnaire. The SPSS version 25 was used to run the Chi-squared test and descriptive statistics to analyse the data. The overall attitude was calculated by finding the questions' mean value per Likert level. The study found that teachers’ pedagogical attitude is positive, but implementing digital lesson content in Zanzibar is still challenging. It was also observed that the attitude was significantly associated with gender (p=0.0084), whereby female respondents had higher positive attitudes (68.82%) compared to male respondents (47.44%). The paper concludes that most teachers have a positive attitude towards using digital lesson content in teaching in secondary schools. However, they lack enough relevant digital resources that support digital lesson content. Based on that, policymakers, curriculum developers, and other education stakeholders should take serious action to improve the quality of education practice in Zanzibar. Therefore, this paper recommends that the availability of digital lesson content and in-service training may encourage teachers’ pedagogical attitude to integrate digital materials into their everyday teaching process.","PeriodicalId":240357,"journal":{"name":"CTE Workshop Proceedings","volume":"22 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artificial intelligence (AI) has the potential to transform higher education through its potential to improve learning, research, and leadership in colleges and universities. This study aims to identify key themes, challenges, and recommendations related to AI implementation in higher education and leadership. A literature review was supported by 2 LLMs. The results show that AI is being used to personalize teaching, provide formative feedback, identify at-risk students, accelerate research discovery, streamline administrative processes through chatbots, and optimize resource utilization. However, the findings also highlight significant technical, ethical, cultural and resource challenges that institutions must overcome in order to successfully harness AI's enormous potential while mitigating risks. Empowering management through knowledge, funding, and support structures that promote good governance and responsible AI adoption is fundamental to successfully harnessing the enormous but still largely untapped potential of AI.
{"title":"Strategic leadership for responsible artificial intelligence adoption in higher education","authors":"Kudzayi Savious Tarisayi","doi":"10.55056/cte.616","DOIUrl":"https://doi.org/10.55056/cte.616","url":null,"abstract":"Artificial intelligence (AI) has the potential to transform higher education through its potential to improve learning, research, and leadership in colleges and universities. This study aims to identify key themes, challenges, and recommendations related to AI implementation in higher education and leadership. A literature review was supported by 2 LLMs. The results show that AI is being used to personalize teaching, provide formative feedback, identify at-risk students, accelerate research discovery, streamline administrative processes through chatbots, and optimize resource utilization. However, the findings also highlight significant technical, ethical, cultural and resource challenges that institutions must overcome in order to successfully harness AI's enormous potential while mitigating risks. Empowering management through knowledge, funding, and support structures that promote good governance and responsible AI adoption is fundamental to successfully harnessing the enormous but still largely untapped potential of AI.","PeriodicalId":240357,"journal":{"name":"CTE Workshop Proceedings","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115321833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the utilization of interactive tools in the creation of interactive exercises for German language lessons and the assessment of learners' performance. The concept of didacticization, which involves adapting educational materials and authentic texts, is examined in detail. The article outlines the essential steps for didacticizing authentic texts and provides examples of how digital tools can be employed to accomplish this task, thereby facilitating their integration into the educational process. The primary objectives of employing these tools are to foster language competence development and evaluate the attainment of learning outcomes. The study establishes that the utilization of mobile applications and Web 2.0 interactive tools effectively organizes students' work both within and outside the classroom, leading to the enhancement and refinement of their language competence.
{"title":"Enhancing German language learning through interactive tools","authors":"Y. Kazhan, V. Karpiuk","doi":"10.55056/cte.596","DOIUrl":"https://doi.org/10.55056/cte.596","url":null,"abstract":"This article explores the utilization of interactive tools in the creation of interactive exercises for German language lessons and the assessment of learners' performance. The concept of didacticization, which involves adapting educational materials and authentic texts, is examined in detail. The article outlines the essential steps for didacticizing authentic texts and provides examples of how digital tools can be employed to accomplish this task, thereby facilitating their integration into the educational process. The primary objectives of employing these tools are to foster language competence development and evaluate the attainment of learning outcomes. The study establishes that the utilization of mobile applications and Web 2.0 interactive tools effectively organizes students' work both within and outside the classroom, leading to the enhancement and refinement of their language competence.","PeriodicalId":240357,"journal":{"name":"CTE Workshop Proceedings","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132560732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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