The article aims to illustrate and discuss how the strategies of universities influence the tactics used by students and graduates while entering the labor market. Its author attempted to find the answers to three research questions. First, what are the ways of entering the labor market of students and graduates of the faculties that appear on the highest positions in the graduate tracking systems and those that hold low positions? Secondly, how do university strategies influence the tactics developed by students and graduates? And last but not least, how to help humanities students enter the labor market. To answer those questions, the author applied ethnographic research carried out with individuals in the space of the Warsaw School of Economics (SGH) and ethnology students and graduates at the University of Warsaw (IEiAK). In her article, she refers to the concept of strategy and tactics developed by Michel de Certeau and describes the implementation of the study results within the framework of the engaged anthropology program at the University of Warsaw. The performed analyses led to the conclusion that SGH had a broader range of strategies that allowed its students and graduates to develop more effective tactics for entering the labor market. On the other hand, implementation of the research results allowed to broaden the scope of both the strategy offered by IEiAK and tactics used by its students and graduates.
本文旨在说明和讨论大学的策略如何影响学生和毕业生进入劳动力市场时使用的策略。它的作者试图找到三个研究问题的答案。首先，在毕业生跟踪系统中出现在最高职位和那些职位较低的院系的学生和毕业生进入劳动力市场的途径是什么?其次，大学战略如何影响学生和毕业生制定的策略?最后但并非最不重要的是，如何帮助人文学科的学生进入劳动力市场。为了回答这些问题，作者应用了在华沙经济学院(SGH)和华沙大学(IEiAK)民族学学生和毕业生的空间中对个人进行的民族志研究。在她的文章中，她提到了米歇尔·德·塞托(Michel de Certeau)提出的战略和战术概念，并描述了在华沙大学从事人类学项目框架内实施研究结果的情况。所进行的分析得出的结论是，SGH有更广泛的策略，允许其学生和毕业生制定更有效的策略进入劳动力市场。另一方面，研究结果的实施使研究所提供的战略和其学生和毕业生使用的策略的范围得以扩大。
{"title":"Stymulowanie aktywnych taktyk studentów i absolwentów wchodzących na rynek pracy a strategia uczelni","authors":"A. Zwolińska","doi":"10.15219/em91.1528","DOIUrl":"https://doi.org/10.15219/em91.1528","url":null,"abstract":"The article aims to illustrate and discuss how the strategies of universities influence the tactics used by students and graduates while entering the labor market. Its author attempted to find the answers to three research questions. First, what are the ways of entering the labor market of students and graduates of the faculties that appear on the highest positions in the graduate tracking systems and those that hold low positions? Secondly, how do university strategies influence the tactics developed by students and graduates? And last but not least, how to help humanities students enter the labor market. To answer those questions, the author applied ethnographic research carried out with individuals in the space of the Warsaw School of Economics (SGH) and ethnology students and graduates at the University of Warsaw (IEiAK). In her article, she refers to the concept of strategy and tactics developed by Michel de Certeau and describes the implementation of the study results within the framework of the engaged anthropology program at the University of Warsaw. The performed analyses led to the conclusion that SGH had a broader range of strategies that allowed its students and graduates to develop more effective tactics for entering the labor market. On the other hand, implementation of the research results allowed to broaden the scope of both the strategy offered by IEiAK and tactics used by its students and graduates.","PeriodicalId":42136,"journal":{"name":"E-Mentor","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67329319","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}
Dynamic technological progress is actively influencing the shape of modern education. Inventions that are constantly appearing on the market are often adapted to the needs of schools. One of the technologies that shows special potential in didactics is beacons. Beacons are small devices that can be used for communication, navigation and researching the recipient’s behavior. These functionalities are used in the education process, enabling the creation of completely new learning experiences. According to research, they can be successfully used in the classroom, during the formal learning process, as well as in various institutions, such as in informal transfer of knowledge, for example in cultural institutions. These sensors can contribute to the creation of a dynamic space for the exchange of knowledge and experiences, which will automatically respond to the individual needs of the recipient. The main goal of this article is to present the possibility of using beacons in the context of stationary education. The considerations were based on a review of the available literature. The work draws attention not only to the problems of the sensors themselves, but also to the possibility of their cooperation with other technologies. The collaboration of technical tools may contribute to the creation of more comprehensive solutions and, as a result, an increase in the quality and efficiency of the education process. However, as the analysis shows – beacons can be a promising technology in education, but their use is niche. Perhaps in future years, there will be more such solutions that will enable a more accurate assessment of these sensors. The author intends to continue her research to support the adoption of the described technology in Polish educational institutions.
{"title":"Potential of beacons to enhance teaching and learning in stationary education.","authors":"Maria Bajak","doi":"10.15219/em90.1524","DOIUrl":"https://doi.org/10.15219/em90.1524","url":null,"abstract":"Dynamic technological progress is actively influencing the shape of modern education. Inventions that are constantly appearing on the market are often adapted to the needs of schools. One of the technologies that shows special potential in didactics is beacons. Beacons are small devices that can be used for communication, navigation and researching the recipient’s behavior. These functionalities are used in the education process, enabling the creation of completely new learning experiences. According to research, they can be successfully used in the classroom, during the formal learning process, as well as in various institutions, such as in informal transfer of knowledge, for example in cultural institutions. These sensors can contribute to the creation of a dynamic space for the exchange of knowledge and experiences, which will automatically respond to the individual needs of the recipient. The main goal of this article is to present the possibility of using beacons in the context of stationary education. The considerations were based on a review of the available literature. The work draws attention not only to the problems of the sensors themselves, but also to the possibility of their cooperation with other technologies. The collaboration of technical tools may contribute to the creation of more comprehensive solutions and, as a result, an increase in the quality and efficiency of the education process. However, as the analysis shows – beacons can be a promising technology in education, but their use is niche. Perhaps in future years, there will be more such solutions that will enable a more accurate assessment of these sensors. The author intends to continue her research to support the adoption of the described technology in Polish educational institutions.","PeriodicalId":42136,"journal":{"name":"E-Mentor","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45165267","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}
The aim of this article is to analyze the challenges and success factors on organizations’ path to agile transformation, as frequently discussed in the literature and encountered in business practice. The research conducted proved that large-scale agile transformations require a dedicated approach with set of tools and best practices in place. The implementation challenges and barriers have been categorized into method-, organization-, culture- and technology-oriented groups. As a result of an in-depth analysis carried on for the purpose of this paper, a dedicated methodology of agile transformation has been proposed to ease the implementation process.
{"title":"Implementation aspects of agile methods in large organizations","authors":"R. Pawlak","doi":"10.15219/EM90.1523","DOIUrl":"https://doi.org/10.15219/EM90.1523","url":null,"abstract":"The aim of this article is to analyze the challenges and success factors on organizations’ path to agile transformation, as frequently discussed in the literature and encountered in business practice. The research conducted proved that large-scale agile transformations require a dedicated approach with set of tools and best practices in place. The implementation challenges and barriers have been categorized into method-, organization-, culture- and technology-oriented groups. As a result of an in-depth analysis carried on for the purpose of this paper, a dedicated methodology of agile transformation has been proposed to ease the implementation process.","PeriodicalId":42136,"journal":{"name":"E-Mentor","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44086604","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}
The article presents the results of a research questionnaire conducted among students and lecturers after the first, and repeated after the second, exam session during the pandemic crisis as this was the first time the examinations were conducted by distance education at The Maria Grzegorzewska University (Warsaw, Poland). Lecturers see the advantages of remote examination in the technological possibilities of conducting examinations (automation in checking and assessing the tests and archiving the results), time savings (immediate availability of results, flexibility of examination dates), and organizational improvements. Students indicate the comfort of writing the exam in a friendly environment, which reduces stress, and appreciate the possibility of obtaining results quickly and the need to spend less time on the exam itself. In the case of disadvantages of remote exams, lecturers indicate a lack of control over the independence and integrity of students, and students complain about the stringent time constraints, distractors and stress, as well as the level of the exam (both higher and lower compared to the level of traditional exams) and the adequacy of the grades obtained. Both groups consider technical problems that arise during the exam to be severe. Twenty percent of students admit to using unauthorized assistance during tests and exams. Academic teachers try to reduce the dependence of students by choosing an appropriate form of the exam (problem tasks, oral exams, open-ended questions, test variants), using special strategies (comparing students’ work, control questions, looking for parts of final papers on the Internet), and using technical solutions (requirement of turning on the camera, checking the metadata of files, the need to document work). The search for an effective and appropriate method of verification of learning outcomes is ongoing.
{"title":"Challenges of administering university examinations remotely during the COVID-19 pandemic. e-mentor, 3(90), 22–31. https://doi.org/10.15219/em90.1519","authors":"J. Łukasiewicz-Wieleba, M. W. Romaniuk","doi":"10.15219/em90.1519","DOIUrl":"https://doi.org/10.15219/em90.1519","url":null,"abstract":"The article presents the results of a research questionnaire conducted among students and lecturers after the first, and repeated after the second, exam session during the pandemic crisis as this was the first time the examinations were conducted by distance education at The Maria Grzegorzewska University (Warsaw, Poland). Lecturers see the advantages of remote examination in the technological possibilities of conducting examinations (automation in checking and assessing the tests and archiving the results), time savings (immediate availability of results, flexibility of examination dates), and organizational improvements. Students indicate the comfort of writing the exam in a friendly environment, which reduces stress, and appreciate the possibility of obtaining results quickly and the need to spend less time on the exam itself. In the case of disadvantages of remote exams, lecturers indicate a lack of control over the independence and integrity of students, and students complain about the stringent time constraints, distractors and stress, as well as the level of the exam (both higher and lower compared to the level of traditional exams) and the adequacy of the grades obtained. Both groups consider technical problems that arise during the exam to be severe. Twenty percent of students admit to using unauthorized assistance during tests and exams. Academic teachers try to reduce the dependence of students by choosing an appropriate form of the exam (problem tasks, oral exams, open-ended questions, test variants), using special strategies (comparing students’ work, control questions, looking for parts of final papers on the Internet), and using technical solutions (requirement of turning on the camera, checking the metadata of files, the need to document work). The search for an effective and appropriate method of verification of learning outcomes is ongoing.","PeriodicalId":42136,"journal":{"name":"E-Mentor","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44515268","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}
Introduction: The aim of the presented research was to check whether there is a connection between teachers’ self-efficacy and their psychological well-being from a holistic (hedonic and eudaimonic) perspective. Method: The study involved 100 teachers who were asked to fill in the following research tools with proven psychometric properties: the General Self-Efficacy Scale, the Satisfaction with Life Scale, the Positive and Negative Affect Schedule, and the Psychological Well-being Scale. Results: The obtained data confirm that there is a connection between self-efficacy belief, and hedonic and eudaimonic well-being. The degree of professional promotion grades modifies the relationships considered. Conclusions: The psychological well-being of teachers is significantly associated with their evaluation of efficacy, which may have a positive impact on the effectiveness of teachers’ professional functioning and the achievements of their students.
{"title":"Self-efficacy and psychological well-being of teachers","authors":"A. Lipińska-Grobelny, Marta Narska","doi":"10.15219/em90.1517","DOIUrl":"https://doi.org/10.15219/em90.1517","url":null,"abstract":"Introduction: The aim of the presented research was to check whether there is a connection between teachers’ self-efficacy and their psychological well-being from a holistic (hedonic and eudaimonic) perspective. Method: The study involved 100 teachers who were asked to fill in the following research tools with proven psychometric properties: the General Self-Efficacy Scale, the Satisfaction with Life Scale, the Positive and Negative Affect Schedule, and the Psychological Well-being Scale. Results: The obtained data confirm that there is a connection between self-efficacy belief, and hedonic and eudaimonic well-being. The degree of professional promotion grades modifies the relationships considered. Conclusions: The psychological well-being of teachers is significantly associated with their evaluation of efficacy, which may have a positive impact on the effectiveness of teachers’ professional functioning and the achievements of their students.","PeriodicalId":42136,"journal":{"name":"E-Mentor","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48951626","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}
As a result of universities’ growing interest in online learning, largely due to the COVID-19 pandemic, it is necessary to adapt online learning methods to students’ professional preferences. The learning environment should accordingly be designed so as to ensure the highest possible engagement levels from the participants. This article discusses the value of collaboration in online learning along with its determinants. It highlights the need to include the crucial activities in the remote education of university students while taking into account their individualization and diverse motives. The analysis reveals that students cannot be treated as a homogeneous group; the preferences and abilities represented by them – which are associated with their field of study – determine their functioning in the remote learning environment. Based on their empirical study, the authors propose recommendations that may be helpful for educators in online collaborative learning.
{"title":"Motives, benefits and difficulties in online collaborative learning versus the field of study. An empirical research project concerning Polish students","authors":"W. Kwiatkowska, Lidia Wiśniewska-Nogaj","doi":"10.15219/EM90.1518","DOIUrl":"https://doi.org/10.15219/EM90.1518","url":null,"abstract":"As a result of universities’ growing interest in online learning, largely due to the COVID-19 pandemic, it is necessary to adapt online learning methods to students’ professional preferences. The learning environment should accordingly be designed so as to ensure the highest possible engagement levels from the participants. This article discusses the value of collaboration in online learning along with its determinants. It highlights the need to include the crucial activities in the remote education of university students while taking into account their individualization and diverse motives. The analysis reveals that students cannot be treated as a homogeneous group; the preferences and abilities represented by them – which are associated with their field of study – determine their functioning in the remote learning environment. Based on their empirical study, the authors propose recommendations that may be helpful for educators in online collaborative learning.","PeriodicalId":42136,"journal":{"name":"E-Mentor","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48958695","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}
Digital transformation is widely recognized to be a key issue in contemporary management studies. The area is attracting increasing attention because of both the general trend of the growing importance which digital technologies play in the present society, as well as the ways companies are using digital technologies to improve their competitive advantage. As a result, digital transformation is a subject of a growing number of papers, research, and managerial publications. The main aim of this work is to propose and validate a method to measure the phenomenon and its role in companies’ strategies, and to gather information on strategic directions for digital transformation in enterprises. This paper presents an overview of the literature discussion on digital transformation. A method to study directions of digital transformation in enterprises is demonstrated. It is based on the content analysis methodology and is used to study a choice-based sample of companies listed on the Warsaw Stock Exchange. The research carried out offers preliminary evidence supporting the conclusion that digital transformation is a phenomenon which can be measured with the content analysis framework. The findings also outline strategic directions for digital transformation and shed light on possible variables influencing the process.
{"title":"Can digital transformation be measured from a strategic perspective? Some evidence based on content analysis in the banking and clothing industries.","authors":"Albert Tomaszewski","doi":"10.15219/EM90.1522","DOIUrl":"https://doi.org/10.15219/EM90.1522","url":null,"abstract":"Digital transformation is widely recognized to be a key issue in contemporary management studies. The area is attracting increasing attention because of both the general trend of the growing importance which digital technologies play in the present society, as well as the ways companies are using digital technologies to improve their competitive advantage. As a result, digital transformation is a subject of a growing number of papers, research, and managerial publications. The main aim of this work is to propose and validate a method to measure the phenomenon and its role in companies’ strategies, and to gather information on strategic directions for digital transformation in enterprises. This paper presents an overview of the literature discussion on digital transformation. A method to study directions of digital transformation in enterprises is demonstrated. It is based on the content analysis methodology and is used to study a choice-based sample of companies listed on the Warsaw Stock Exchange. The research carried out offers preliminary evidence supporting the conclusion that digital transformation is a phenomenon which can be measured with the content analysis framework. The findings also outline strategic directions for digital transformation and shed light on possible variables influencing the process.","PeriodicalId":42136,"journal":{"name":"E-Mentor","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49283144","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}
The authors of this article analyzed the phenomenon of the interdependence between transactional/transformational leadership style and perceived organizational justice (and its dimensions). In the first part of the article, the necessity to conduct detailed research on aforementioned subject is presented. Next, a literature review was carried out in order to examine the possibly toothcombing links between organizational justice and transactional/transformational leadership (taking into consideration the multidimensionality of those subjects). Leadership style and perceived organizational justice are linked to many organizational aspects such as organizational citizenship behaviors, work commitment, job satisfaction, knowledge-sharing, willingness to share knowledge, and burnout. The authors of this publication attempted to present research scope as having growth potential for future studies.
{"title":"Transactional and transformational leadership in the context of perceived organizational justice and its dimensions. Identification of the interdependencies","authors":"Paulina Wojciechowska-Dzięcielak, Witold Szumowski","doi":"10.15219/EM90.1521","DOIUrl":"https://doi.org/10.15219/EM90.1521","url":null,"abstract":"The authors of this article analyzed the phenomenon of the interdependence between transactional/transformational leadership style and perceived organizational justice (and its dimensions). In the first part of the article, the necessity to conduct detailed research on aforementioned subject is presented. Next, a literature review was carried out in order to examine the possibly toothcombing links between organizational justice and transactional/transformational leadership (taking into consideration the multidimensionality of those subjects). Leadership style and perceived organizational justice are linked to many organizational aspects such as organizational citizenship behaviors, work commitment, job satisfaction, knowledge-sharing, willingness to share knowledge, and burnout. The authors of this publication attempted to present research scope as having growth potential for future studies.","PeriodicalId":42136,"journal":{"name":"E-Mentor","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46199670","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}
Online learning became one of the most discussed topics during the COVID-19 pandemic. The educational world had to implement and deliver online courses for their students, and millions of students found themselves behind their laptop rather than in class in a matter of weeks. This article introduces a specific piece of software, Interactive Document, tailored to higher education to allow heightened interaction and active participation with study materials. This article explains the main elements of the tool, including how instructors can benefit from using Interactive Document integrated with Microsoft Teams. Characteristics of the software such as in-line comments, practice questions, anti-skimming features, comment sorting, and the ability to attach files are discussed, with references to use cases where these features were applied. Finally, a case study from Texas A&M International University is presented, highlighting how Interactive Document enhances students’ critical skills and structural understanding, while allowing instructors to have a deeper overview on student performance and interaction with the study material.
{"title":"Stimulating active participation with class materials using Interactive Document","authors":"D. Hasan, Matteo Rinaldi","doi":"10.15219/em90.1525","DOIUrl":"https://doi.org/10.15219/em90.1525","url":null,"abstract":"Online learning became one of the most discussed topics during the COVID-19 pandemic. The educational world had to implement and deliver online courses for their students, and millions of students found themselves behind their laptop rather than in class in a matter of weeks. This article introduces a specific piece of software, Interactive Document, tailored to higher education to allow heightened interaction and active participation with study materials. This article explains the main elements of the tool, including how instructors can benefit from using Interactive Document integrated with Microsoft Teams. Characteristics of the software such as in-line comments, practice questions, anti-skimming features, comment sorting, and the ability to attach files are discussed, with references to use cases where these features were applied. Finally, a case study from Texas A&M International University is presented, highlighting how Interactive Document enhances students’ critical skills and structural understanding, while allowing instructors to have a deeper overview on student performance and interaction with the study material.","PeriodicalId":42136,"journal":{"name":"E-Mentor","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43953527","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}
The study was intended to examine the evaluation of the development of students’ and future teachers’ preparation in the area of digital preschool and primary school education, supported by information and communication technology (ICT). In this article, the author studies the concept and the curriculum of the “Information technology in the education of children of preschool and primary education” course implemented in the pedagogy program bachelor specialization referred to as “Preschool and primary school education,” with active e-learning support, particularly in the form of distance courses, applications, Internet sources, websites, and digital resources. The author analyzes details of the curriculum of the course, the concept of each task, criteria of their assessment, the learning outcomes, and examples of projects. A review is provided of a course based on some evaluative materials. Moreover, the author discusses selected results of surveys of students’ opinions about specific tasks, particularly the evaluation criteria of didactic applications and educational websites, self-reflections on course achievements, and fulfilment of their expectations.
{"title":"Development of prospective preschool and primary school teachers in the area of ICT use in education","authors":"E. Smyrnova-Trybulska","doi":"10.15219/EM90.1520","DOIUrl":"https://doi.org/10.15219/EM90.1520","url":null,"abstract":"The study was intended to examine the evaluation of the development of students’ and future teachers’ preparation in the area of digital preschool and primary school education, supported by information and communication technology (ICT). In this article, the author studies the concept and the curriculum of the “Information technology in the education of children of preschool and primary education” course implemented in the pedagogy program bachelor specialization referred to as “Preschool and primary school education,” with active e-learning support, particularly in the form of distance courses, applications, Internet sources, websites, and digital resources. The author analyzes details of the curriculum of the course, the concept of each task, criteria of their assessment, the learning outcomes, and examples of projects. A review is provided of a course based on some evaluative materials. Moreover, the author discusses selected results of surveys of students’ opinions about specific tasks, particularly the evaluation criteria of didactic applications and educational websites, self-reflections on course achievements, and fulfilment of their expectations.","PeriodicalId":42136,"journal":{"name":"E-Mentor","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47110321","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：