Suchergebnisse

With the spread and development of English around the world, English is used as a second language in the Republic of Uzbekistan. It enjoys a high prestige in the country. At present the role and status of English in Uzbekistan is higher than ever as evidenced by its position as a key subject of medium of instruction, curriculum. As the number of English learners is increasing different teaching methods have been implemented to test the effectiveness of the teaching process. Use of authentic materials in the form of films, radio, TV has been there for a long time. It is true that these technologies have proved successful in eplacing the traditional teaching. The new era assigns new challenges and duties on the modern teacher. The tradition of English teaching has been drastically changed with the remarkable entry of technology. Technology provides so many options as making teaching interesting and also making teaching more productive in terms of improvements. Technology is one of the most significant drivers of both social and linguistic change. Technology lies at the heart of the globalization process; affecting education work and culture. The use of English language has increased rapidly after 1960. At present the role and status of English is that it is the language of social context, political, sociocultural, business, education, industries, media, library, communication across borders, and key subject in curriculum and language of imparting education". It is also a crucial determinant for university entrance and processing well paid jobs in the commercial sector. Since there are more and more English learners in a different teaching methods have been implemented to test the effectiveness of the teaching process. One method involves multimedia in ELT in order to create English contexts. This helps students to get involved and learn according to their interests, It has been tested effectively and is widely accepted for teaching English in modern world. Technology is utilized for the upliftment of modern ...

Over the last 50 years, technological development has been significantly influenced by computers and associated technologies. The massive investments made in information technology and communication development have benefitted all the world's economies, and especially the interconnected ones. All business areas have therefore adopted computers as an indispensable tool, and all economic and social processes have come to rely on computers for support and intermediation. The education field has been, and will continue to be, receptive to the evolutions of information- and communications-related technologies. Educators will use them on a wide scale in projects such as e-books, e-learning, university networks, and digital libraries. Technological miniaturization and steady improvements in performance have resulted in the abandonment of classical technologies (white chalk, blackboard, paper, pencil, etc.) and their extensive replacement by PC tablet, video projectors, intelligent boards, e-pen, and other new applications. According to various authors, deculturalization is one megatrend predictable for the long-term future of human society. Information technologies and communication will become increasingly omnipresent and will progressively acquire calm technology characteristics. The purpose of this paper is to focus on the contribution that these new educational technologies may have on deculturalization, and on the role of calm technologies in education.

The World Wide Web is often touted as a way to distribute expertise, thus decentering knowledge creation and dissemination. However, conceptualizing ex pertise as multiple does not sufficiently problematize the unitary expertise model that considers expertise as something held by someone (the "expert") and trans ferred to someone else (the "novice "). The author makes the claim that expertise has been primarily theorized by various psychologicalframeworks; these ways of conceptualizing expertise are largely ignorant of the ways that they position the student as a passive receptor of knowledge and do not fully allow for the problematization of the nature of knowledge. Recon ceptualizing expertise then would require movingfrom a narrowly construed psychological conception of ex pertise to a notion of expertise more sociological in character. This article explores conceptualizations of expertise within some dominant psychological frame works. The author explores how the new information technologies compel a reexamination of these notions of expertise.

In this study, the studies carried out in the field of educational technologies in our country and the services provided will be discussed. It is expected that the study will contribute to the literature in this sense. Technology gradually provides convenience to mankind in many fields from the past to the present. From the most primitive periods to the present, we try alternative methods to facilitate our lives in all areas of our lives, and we try to apply these methods in different areas of our lives. The technical methods we have used, especially in the twentieth and twenty-first centuries, have gained momentum and offer us practical and temporal fast solutions in many areas. In today's world, especially the enrichment and improvement of daily materials used in education, facilitates the work of both students and teachers, provides operability, convenience and stability in education. At the point we have reached today, especially in the last twenty years, as a result of the support and opportunities provided by the Internet and mass media, there has been a great acceleration in the educational community in terms of efficiency and permanence. Keywords: Education, Technology, Educational Technology

This article lies at the crossroads of education, technology, and culture, examining the assumption that societal cultures can exert influence on educational technologies. It is informed by a hypothesis that educational technology is not merely a matter of education and technology alone but is also about the societal culture wherein that educational technology is implemented. The study explores those societally and culturally informed factors that promote the rejection of educational technologies. It answers the research question: To what extent do societal cultures challenge educational technologies? This question is addressed by carrying out a quantitative enquiry into Israel and Saudi Arabia. Having analyzed the collected data using an exploratory factor analysis, societally and culturally directed factors were revealed that flew in the face of educational technologies. The theoretical proposition that could be drawn from this is that educational technologies can be rejected not based on educational or technological interests alone but rather based on societally and culturally promoted anxieties. The recommendation for research policy is thus that, when researching an educational technology, there should be constant consideration of how societally and culturally compatible it is with the wider societal culture wherein it will be or already is situated.

The literature records that educational technologies have the power to 'colonise' societal cultures. However, this study asserts the co-existence of a counter power through which societal cultures may 'colonise' educational technologies too. This assumption of power struggle is examined by addressing the question: to what extent do societal cultures colonise educational technologies? This question is answered using a qualitative and quantitative enquiry into Israeli society. Having analysed the data, it is found that societies consist of beliefs, attitudes and behaviours that may challenge the determination of educational technologies. This could be seen as empirical evidence suggesting that, although educational technologies may seek to colonise societies, societies may seek to colonise educational technologies as well, with the two entities engaging in a politically reciprocal relationship.

Aim and Scope International Journal of Social Science, Innovation and Educational Technologies (Online) ISSN: 2717-7130 AIM & SCOPE Aim International Journal of Social Science, Innovation and Educational Technologies (Online); is a double peer-reviewed, indexed, open access, online journal which publishes original research papers, published quarterly. International Journal of Social Science, Innovation and Educational Technologies (Online) providing a platform for the researchers, academicians, professional, practitioners and students to impart and share knowledge in the form of high quality empirical and theoretical research papers, case studies, literature reviews and book reviews. International Journal of Social Science, Innovation and Educational Technologies (Online) welcomes and acknowledges high quality theoretical and empirical original research papers, case studies, review papers, literature reviews, book reviews, conceptual framework, analytical and simulation models, technical note from researchers, academicians, professional, practitioners and students from all over the world. Scope International Journal of Social Science, Innovation and Educational Technologies (Online) publishes research paper in the field of Business, Economics & Finance Management (General), Educational Administration, Innovation, Educational Technology Entrepreneurship, Human Resources & Organizations, Public Policy & Administration, Sociology, Social Welfare, Anthropology, Religious Studies, Visual Arts, Cultural Aspects of Development, Political Science, Tourism Management, Public Administration, Psychology, Philosophy, Political Science, History, Education, Women Studies, Economics, Linguistics, Law, Entrepreneurship Development, International Relations, Development Studies, Music, Genetics, Health Science, Applied Chemistry, Applied Mathematics, Chemistry, Life Sciences, Mathematics, Physics, Statistics, Biology, Engineering and Innovation, Environmental Studies, Climate Change, Rural Development, Urban ...

The article discusses the organization of practical work of students in the field of technology and the direction of young people in the profession of national crafts through the use of educational technologies combined in creative activities.

This article seeks to report and analyze a research experiment conducted in a municipal school in the city of Rio de Janeiro who recently hosted a unique political-pedagogical project. This project proposes significant changes to the school involved as the broad integration of information and communication technologies in everyday school life change the spatial organization and the teaching-learning relationship. From the research results some of the key practices of this institution were analyzed. The work took place in order to elucidate whether the changes promoted by the project were potentiating of inventive and libertarian processes.

COVID-19 has had a significant impact on many areas of society, and the education sector is no exception. The article is devoted to the impact of the COVID-19 pandemic on education. It examines the positive trends in the development of educational models (BYOD, Blended Learning) and technologies (e-learning, m-learning), Russian software (iSpring Suite, iSpring Suite Max, iSpring Space, EV Toolbox Advanced 9), educational services (Convenience, eTreniki, Learnis, Zoom, Skype, Yandex services: Teleconference, Workshop, School, Textbook, Lessons, Teacher, Tutor, Forms) and platforms (Core, Stepik, Russian Electronic School, Moscow Electronic School, "Yaklass", "Uchi.ru", "Lecta.rosuchebnik.ru", "Enlightenment"), mobile applications ("Walking Museum"). This work contains an analysis of not only the positive, but also the negative impact of the pandemic on secondary and higher education; the results of surveys are given. The article shows that digital and information technologies are becoming one of the leading ones in the field of education. The large-scale development of new information tools, including Internet services, has led to the modification of the digital educational environment. The conditions of the pandemic revealed the need to adapt and make changes in improving the methods of teaching and the use of distance learning technologies that implement the principles of open education (freedom in choosing the time, place and pace of learning, free development of individuality, freedom to draw up an individual training program, etc.). Practice, adequately responding to the current situation, led to an understanding of the need to quickly create designers of electronic courses (iSpring Suite Max, iSpring Space). The pandemic has led to the urgent need to improve the competence of teachers in the field of ICT, and therefore in the development of appropriate training courses.