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Teachers' beliefs about ICT play a key role in the integration of ICT in teaching and learning. As findings on the impact of distance learning during the pandemic on teachers' ICT beliefs are inconclusive, a follow-up study to a qualitative study from 2017/18 was conducted in spring 2022. It reveals changes and continuities in preservice teachers’ beliefs about the relevance of ICT for subject teaching, its imagined impact on teaching and the changing role and professional identities of teachers. No major changes in ICT beliefs could be identified. Therefore, we suggest that ICT practices during the pandemic did not change ICT beliefs, but rather that these ICT practices were mainly shaped by pre-existing ICT beliefs. Implications for teacher education and CPD are discussed.

Modern technology has become an integral part of our life but its implementation into school education is not so fast. Most of the population own a smartphone. While some people say that smartphones should be used in the lessons, others would prefer a partial or complete ban on them in schools. This work summarizes strengths and weaknesses of smartphones in education based on the literature review and discusses some recommendations on their use. Use of smartphones in education was studied in an application which helped with the basics of Russian alphabet. It was shown that most of the users did not read license terms, preferred their own gender for application voice and tended to leave the application prematurely. The users from primary and secondary schools seemed to prefer to use the application more at weekends than on working days, and the application was willingly installed more by older users. A questionnaire survey at a school was used to grasp the whole topic. It was revealed that that touch devices would be welcome in education by students, and they were prepared to use their own smartphone for studying, but at school rather than in their free time. Mobile phone is the preferred device for games playing and internet browsing, but the most used applications include social networks,...

Maqolada raqamli texnologiya, bulutli texnologiyalar, ta’limda raqamli texnologiyadan foydalanish, raqamli texnologiyani ta’lim tizimi vostilari, raqamli texnologiyasini ustunliklari, narsalar interneti (Internet of Things, IoT), kengaytirilgan haqiqat (AR), virtual haqiqat (Virtual haqiqat, VR) haqida tushuncha berilgan., Digital technology, cloud technologies, use of digital technology in education, digital technology education system tools, advantages of digital technology, Internet of Things (IoT), augmented reality (AR), virtual reality (Virtual reality, VR).

The aim of this paper was to provide suggestions for good sports training and to help primary and secondary school studentsto improve their physical and mental health. It wasalsodiscussed the impact of digital transformation on students' sports training. The authors used qualitative analysis, synthesis and inductive methods. They also used experimental testing methods and experience. The authors consider physical education as a prerequisite for the development of other aspects of education. Theyexplain the benefits of sports by stating that primary and secondary school studentswho participate in sports have the following benefits: they arehealthier, they avoid the effects of technology and bad habits, they make friends, have fun, build social confidence, interact sociallyand learn to deal with failure. In conclusion,primary and secondary school studentscan successfully and safely improve their overall health by participating in a well-supervised sport training. Trained fitness professionals play an essential role in ensuring proper technique, form, progression of exercises, and safety in this age group. El objetivo de este trabajo fue aportar sugerencias para un buen entrenamiento deportivo y ayudar a los alumnos de primaria y secundaria a mejorar su salud física y mental. También se discutió el impacto de la transformación digital en la formación deportiva de los alumnos. Los autores utilizaron métodos cualitativos de análisis, síntesis e inductivos. También utilizaron métodos de prueba experimentales y experiencia. Los autores consideran la educación física como un requisito previo para el desarrollo de otros aspectos de la educación. Explican los beneficios del deporte afirmando que los alumnos de primaria y secundaria que practican deporte tienen los siguientes beneficios: son más saludables, evitan los efectos de la tecnología y los malos hábitos, hacen amigos, se divierten, generan confianza social, interactúan socialmente y aprender a lidiar con el fracaso. En conclusión, los estudiantes de primaria y secundaria pueden mejorar con éxito y seguridad su salud general participando en un entrenamiento deportivo bien supervisado. Los profesionales del fitness capacitados juegan un papel esencial para garantizar la técnica adecuada, la forma, la progresión de los ejercicios y la seguridad en este grupo de edad.

Modern technology has become an integral part of our life. Schools are often conservative, so involvement of technology in education is delayed. Most of the population own a smartphone, and while some people say that smartphones should be used in the lessons, others would prefer a complete ban on them. This work sums up strengths and weaknesses of smartphones in education based on literature and discusses some recommendations on their use. Smartphones usage in education was studied in an application which helps with basics of Russian alphabet. It was shown that majority of the users did not read license terms, preferred the same sex for application voice and tended to leave the application prematurely. A questionnaire survey on a school was used to grasp the whole topic. It was revealed that that touch devices would be welcome in education by students, and they are prepared to use their own smartphone for studying although rather at school than in their free time. Mobile phone is the preferred device for games playing and internet browsing but the most commonly used applications include social networks, communication programs and video players. It seems that the worst school results are achieved by students who use the smartphones most, but best results are not achieved by students who use the phone the least.

Ce mémoire d'habilitation à diriger des recherches (HDR) concerne le développement professionnel des enseignants à l’heure du numérique, unequestion que j’ai explorée au cours de ma démarche de recherche au sein des projets financés qui l’ont soutenue. En fonction de ceux-ci, les populations des terrains d’étude construits sont des enseignants de l’enseignement secondaire ou de l’enseignement supérieur. Les résultats issus de recherches menées avec des enseignants travaillant au niveau de l’enseignement secondaire sont discutés du point de vue de leurs apports àl’éducation supérieure et de la spécificité du développement professionnel des enseignants du supérieur. Les enjeux de ce mémoire sont méthodologiques et conceptuels. D’une part, il vise à comprendre la spécificité du développement professionnel des enseignants, tel qu’il se produit dans les milieux où se déroulent des activités qui ont à voir avec le métier, et, pour cela, il développe des méthodologies spécifiques prenant appui sur la théorie vygotskienne du développement. D’autre part, porté par la conviction que le milieu de recherche doit être un milieu d’apprentissages et potentiellement de développement, ce mémoire cherche à définir les caractéristiques, et à outiller la conception, d’un tel milieu.

International audience; This research work describes the first work-package of an exploratory study, which examined a group of elementary school teachers’ beliefs (representations) about digital technology in the French Polynesian context. The major objective of the study was to provide teacher education programmes with research-based information about the primary school teachers’ beliefs and practices about digital technology. The study based its theoretical assumptions about teacher beliefs on the social representations theory and its research design on the grounded theory. The data were collected via interviews using theoretical sampling and theoretical saturation methods. Interviewing and analysis procedures were implemented concurrently through the systematic use of coding and iterative analysis processes. Research results indicated that internal factors such as interest in technology, teachers’ DT skills and external factors such as support from administrators and technical maintenance played key roles in shaping teachers’ DT practices.

The concepts of future classrooms, multimedia labs and active learning spaces have recently gained prominence in educational research. Evidence-based research shows that well-designed primary school classrooms can boost students’ learning progress as much as 16% in a single year [1]. Also schools’ heads, teachers and students are requesting for more flexible, reconfigurable and modern classroom layouts, where technology and active pedagogical practices can be easily incorporated. Under the scope of Project Technology Enhanced Learning at Future Teacher Education Lab (TEL@FTELab) of the Institute of Education of University of Lisbon, an empirical study was conducted in the first semester of 2016, with 21 participants (7 in-service teachers, 7 future teachers, 4 undergraduate students, 3 designers), aiming to capture their vision on what the classrooms for the future should be. Data was collected through a participatory design methodology. Participants were asked to form groups of 2 to 3 elements and challenged to i) reflect on the main differences between past and present learning environments and ii) to envision a future classroom. A specific toolkit was provided to them and their creation process was videotaped. This article presents the results of the data analysis focusing specifically on the most chosen images, icons and words. The results show that no major differences were reported regarding the past and the present classrooms; layouts and daily practices are seen as quite similar. Regarding the future classrooms, results shown that participants claim for more collaborative, diversified, interactive and flexible learning space. info:eu-repo/semantics/acceptedVersion