სალეი ომრან იბრაჰიმ
პედაგოგი, მაზანდარანის უნივერსიტეტი, ამოლი, ირანი
Technical and vocational education quality and employ ability skills: a study of stakeholders ' views in Iran
(აკრედიტაცია-ავტორიზაცია და ხარისხის უზრუნველყოფა განათლებაში)
Introduction and aim: This research has intended to study the views of technical and vocational education stakeholders in order to introduce employability skills needed in the labor market to improve these trainings.
Research methodology: This study is a kind of descriptive survey and its population consists of three groups of stakeholders of technical and vocational education as follows: trainers, founders of private institutes, and industry owners. According to theoretical fundamentals and global studies, components of general skills were extracted and subcategories of each component were determined separately and based on that, a questionnaire ( containing 30 items) were prepared and after ensuring the validity and reliability information needed were gathered. For analyzing the data, Pearson correlation and multiple regression and Structural equation modeling were used with the help of SPSS and Lisrel software.
Results and implications: Results showed that in technical and vocational education providers’ ( trainers) view and institutions’ view, which are kind of providers and recipients of these trainings( because of training and guild activities) and also, industry owners which are a large population of recipients of these trainings by attracting skilled graduates in the labor market. Although all components are positively associated with the quality of technical and vocational education, components of specialized knowledge and scientific skills have less contribution of this correlation rather than other general skills components and it can be concluded that in the three stakeholders’ point of view, general skills components related to the quality of technical and vocational education are more important.
Conclusion: Moreover, in the three groups same point of view, based on the results of multiple regressions and structural equation modeling, the priority has been reported as follows:
1-Commitment and responsibility skills
2-Communication and teamwork skills
3-Creativity and problem solving skills
4-Planning and organizing activities skills
5-Using computational up to date techniques and technology skills
Finally, based on the three groups’ point of view, a new definition has been presented for the quality of technical and vocational education: Integration of general skills in order of priority listed above with specialized skills in each training course.
Keywords: technical and vocational education, Key skills, Iran, Stakholders.
სტუდენტთა კარიერული ზრდისა და განვითარების ცენტრის უფროსი, სამცხე-ჯავახეთის სახელმწიფო უნივერსიტეტი, ახალციხე, საქართველო
Teaching Public Affairs: Social and Technological Innovations
(ახალი ტექნოლოგიები და ინოვაციები სწავლა / სწავლების / კვლევის პროცესში)
Introduction and aim: Overall of the article is generally advocate and provide guidance and suggestions for technologies in the classroom to empower and engage students. Use of these new, more interactive technologies is necessary, because there is growing pressure from above and below for public administrators to effectively use social networking tools to engage with citizens. There is also a greater desire for active, engaged learning experiences among our students, which can be facilitated by new technologies such as social networking. According to Bryer and Seigler set the context by digging into theoretical and instrumental rationales for student empowerment through social and Web-based technologies. This paper also begins to address an area that seems to be greatly lacking in the literature at present (and discussed by Eikenberry): how use of these new technologies might affect student learning and empowerment outcomes. Hu and Johnston comment that their wiki course found that an open process of participation in co-creating wiki pages and the integration of multiple social media communication tools can strengthen students’ feeling of responsibility, foster students’ sense of community, and develop students’ collaborative orientation toward group work.
Technology can be defined as “the social, material, or cloud/cyberspace tools used to manipulate human behavior to achieve a specified objective.” In the classroom, teachers use a variety of technologies to elicit desired student response or output and ultimately to achieve a level of learning appropriate for particular students. For example, decisions to use a chalk/white board versus PowerPoint during a lecture are often made based on the nature of engagement desired with the students. Arranging seats or desks in a classroom in a lecture format, an open circle, or an open square generates different types of engagement among and with students. Social media and networking tools enable relationships to develop that may not have been possible in a strictly face-to-face environment, particularly within the time constraints of a typical class period. These technologies can be applied with the purpose of empowering students in the learning process, or democratizing learning. Several examples of these are described in Wankel’s 2010 edited volume, Cutting-Edge Social Media Approaches to Business Education: Teaching with LinkedIn, Facebook, Twitter, Second Life, and Blogs. Using social media and Web 2.0 technologies, students have the opportunity to co-create their learning environment as well as the content delivered and discussed in the course. In the face-to-face environment, Ira Schor (1996) has written on “democratic classrooms,” in which students are empowered to craft ore components of course syllabi, including assignments, course structure, and content. These are but two examples that suggest the ability to empower students through the application of technologies to teaching. It remains uncertain however, what the impact of using these tools has on learning, how they can be applied practically, and what the implications are for the public affairs classroom.
Overall, the articles in this conference generally advocate and provide guidance and suggestions for using new technologies in the classroom to empower and engage students. Use of these new, more interactive technologies is necessary, as several of the authors argue, because there is growing pressure from above and below for public administrators to effectively use social networking tools to engage with citizens. There is also a greater desire for active, engaged learning experiences among our students, which can be facilitated by new technologies such as social networking. Bryer and Seigler set the context by digging into theoretical and instrumental rationales for student empowerment through social and Web-based technologies.
Research methodology: case study method, networking
Results and implications: In summary, what we know from research and through other studies cited by symposium authors are that the use of social media and networking tools may be effective for enhancing student learning through social processes and for preparing students to be more effective public administrators.
Further, research suggests there are also challenges that can prevent social media and networking from being deployed successfully. Strategic integration of these tools is vital for a successful teaching and learning process, regardless of whether a class is taught fully online (as in the case described by Hu and Johnston) or fully face-to-face with supplemented technology (as in the case described by Mergel).
Conclusion: The papers suggest that we need to do more to integrate new technologies and information about them into public affairs classrooms. Yet, a question we posed in the call for papers still lingers: by empowering students in the classroom, are we preparing students to become transformational change agents, or are we preparing them for frustration and failure given the intransigence of institutional rules and norms? This begs the large, perpetual question about the role of public administrators in society. Are public administrators meant to be change agents? If so, empowerment in the classroom is likely essential to empowerment outside of the classroom. Or are public administrators meant to be neutral bureaucrats objectively implementing policy?
Keywords: public affairs, Social and Technological Innovations, Decision Making process, learning environment ,democratic classrooms
ასისტენტ-პროფესორი, კიევის ტარას შევჩენკოს სახელობის ეროვნული უნივერსიტეტი, კიევი, უკრაინა
Digital Media in Language Teaching and Learning: New Challenges and Opportunities
(ახალი ტექნოლოგიები და ინოვაციები სწავლა / სწავლების / კვლევის პროცესში)
Introduction and aim: Using digital media has been an important trend in international language teaching community for more than a decade now. Many researchers (Windschitl, 1998; Hannay and Fretwell, 2011) explored the role of technology as an educational tool in a modern classroom, some focused on use of technology for promoting foreign language learning (Furstenberg, 1997; Thorne and Payne, 2005).The rise of Web 2.0 and numerous social media as a new collaborative and participatory platform created a multitude of new opportunities for exploiting online digital technologies for active language learning. The aim of this study is to analyse the effectiveness of using digital media in language teaching and learning in higher education and also explore the opportuinities and threats it creates for both teachers and learners.
Research methodology: The paper presents the findings of explorative study undertaken over the period of three years. Both quantitative and qualitative methods were used to evaluate the impact of digital media on students' performance.
Results and implications: Successful application of various digital media can enhance both teaching and learning experience, foster learners’ communicative and linguistic proficiency, promote both learners’ autonomy and teamwork, and engage them in efficient tasks and activities. Moreover, it also challenges language learners to explore new technologies and develop their digital media literacy. However, the use of new media in language classroom can only improve language teaching and learning when accompanied by relevant curricular changes. Therefore, language instructors themselves are expected to actively engage in co-learning and in designing tasks that will address learners’ communicative needs and help them achieve specific language learning outcomes.
Conclusion: The paper explores the opportunities and challenges of incorporating digital media in language learning process and gives an overview of popular, engaging and user-friendly digital media that can be used as integrated components of foreign language teaching programs in higher education. The findings suggest that the use of digital media can have positive effect on both learners' motivation and learning outcomes while also developing a range of extra-linguistic competences.
Keywords: digital media, language learning, language teaching, higher education
დირექტორის მოადგილე, ხარკოვის N14 გიმნაზია, ხარკოვი, უკრაინა
პედაგოგი, ხარკოვის N14 გიმნაზია, ხარკოვი, უკრაინა
Development of reflective competencies and humanistic potential of the personality of high school students in the information society.
(განათლების ფილოსოფიური და ფსიქოლოგიური ასპექტები)
Introduction and aim: In the information society one of the priority of the education development is the transition to a new humanistic paradigm. A key element of this system is the person possessing not only the amount of knowledge, but also the necessary XXI century competencies: informatics, reflexivity, exploratory, problem-solving skills. The problem is the fact that many of today's educational systems have no guideline for the development of reflexive and humanistic components of the personal potential, which, in our opinion, are the base for its development.
Research methodology: Theoretical level: analysis of scientific, psychological and educational literature, synthesis, simulation. Empirical level: set of psychodiagnostic methods for the assessment of degree manifestations of personality’s reflexivity. Statistical methods: factor, correlation analysis.
Results and implications: The article presents a systematization of the key XXI century competences, a model of students’ personal potentials development, which is based on the mutual influence of humanistic and reflective components. Methods of teaching Informatics based on the principles of humane pedagogics, empirical results of its testing, recommendations on its implementation in educational practice are presented.
Conclusion: Implementation of methodical system created on the basis of humane pedagogic to process of teaching Informatics in high school will promote the development of personal potential of students.
Keywords: reflexivity, humanistic potential of personality, humane pedagogic, XXI century competencies, information society
ასისტენტ-პროფესორი, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო
მხატვრული ტექსტის კითხვის სწავლება ფილოლოგიური ანალიზის მეთოდით
Learning reading fiction text by the method of philological analysis
(ახალი ტექნოლოგიები და ინოვაციები სწავლა / სწავლების / კვლევის პროცესში)
Introduction and aim: The topic of this article is the problem of the development of reading skills of foreign students-philologists when working on fiction text with the use of modern teaching methods. When describing teaching methods to the analysis of fiction text for foreign students-philologists, we will focus on the method of philological analysis of the text. </br>
The relevance of the work is represented in the application of the latest linguodidactics method, namely: the philological analysis of the language of fiction text in the process of teaching foreign students.
Research methodology: Used as scientific methods (analysis and synthesis, from the abstract to the concrete, thought experiment) methods, as well as universally accepted methods in pedagogy: theoretical research methods, methods of study of psychological and educational literature, methods of description, explanation and prediction.
Results and implications: For methods of teaching Russian as a foreign language fiction is a very popular educational material. Various training analysis (interpretation or explanation) of fiction: literary, linguostylistic, linguistic, country and other was developed. As a rule, they transfer the classroom methods of studying fiction from the position of the corresponding science. </br>
Among the innovative methods and forms of teaching reading fiction text in the classroom Russian as a foreign special attention should be given to the methods of philological analysis, proposed by N.V.Kulibina. </br>
N.V.Kulibina bases her opinion on the fact that the analysis, i.e., knowledge of the text in the categories of any science is not a means of understanding the text, but it can deepen the already existing understanding, include a text into a wide literary or historical context, etc. During the lessons of the analysis of fiction text foreign students get acquainted with ready interpretation of fiction, they are not taught to analyze the text independently, and in extra-curricular situations when they need to read unknown fiction they experience significant (sometimes insuperable) difficulties.
Conclusion: Working on fiction text involving the methods of philological analysis of the text contributes to effective teaching of foreign students to read independently, brings them closer to exosphere of other people. Understanding the axiological component of the fiction, its imagery and emotional atmosphere contributes to the formation of an adequate understanding of the text at the level of a native speaker.
Keywords: fiction text, the innovative methods, philological analysis.
ასისტენტ პროფესორი / სამედიცინო და ფარმაცევტული ინფორმატიკის დეპარტამენტი, ზაპოროჟიეს სახელმწიფო სამედიცინო უნივერსიტეტი, ზაპოროჟიე, უკრაინა
Quantitative parameters of the students' functional status and its changes: electrocutaneous characteristics in microzones
(გლობალური საკითხები და თანამედროვე გამოწვევები განათლებაში)
Introduction and aim: The role of computers in our modern life is unsurpassed. All the branches of human activity are occupied with computers. Because of this it is very important to research the possible changes in human health when he works in ergatic system man-computer and take timely actions to prevent possible diseases and to save the human health in such conditions/ One of methods to find any type of changes (positive or negative) in the human functional state when he works longly in computer ergatic system, is the control of electrocutaneous characteristics in acupuncture microzones - sources.
Research methodology: The main element of the study was the measurement of electroskin conductivity (ESC) in human's special acupuncture microzones (microzones-sources) and finding a possible difference between the values, received after the occupation, in comparison to the same performance, recorded before the beginning of the work in computer ergatic system. Statistical evaluation of the results carried out using STATISTICA 6.0 program.
As a model of working the man in ergatic system was chosen the studying process in computer class of university. The study consisted of two phases measurements electroskin characteristics (ESC) carried out before the start of the regular school (not the examination or control) 4-hour session in the computer lab, and upon its completion. Lessons include: acquaintance with theoretical material and practical work assignment, execution of practical work, final testing on the theoretical knowledge and practical skills
received in the class. Teaching and learning material was given only in electronic form, the job was carried out only on the computer. Surveyed a group of volunteers in a number of 84 people, university students, aged
18-19 years,35 male and 49 female, in the same time of day - from 12.00 to 16.00 p.m., in order to avoid the influence of circadian rhythms on the overall study. The research season - September. The outside temperature was 24-26 degrees by Celsius scale.
Results and implications: We proposed serious differences in processing the measurement results,
comparatively to the test Nakatani and CITO. In Nakatani test the conclusions are based on calculating the average of every patient’s total microzones measuring and then the researcher finds the corridor of valid values for every one. CITO test also looks on the patient’s average and deviations of every microzone value from it. In our case we calculate the averages for every microzone, and the histogram of these averages shows us the value distribution. The measurements showed a significant microzone' relative difference in the conductivity determined before and after class. Such differences on the right and left sides declined by a total of 7%. For some microzones the relative reduction was over 20%.
Conclusion: The effectiveness of the proposed by us new method is validated statistically. The study confirmed the stable distribution of electroskin potential over the surface of human body in the studied microzones. In the course of study the stability of relative changes the selected indicators ESC in microzones was found. ESC changes detected after the class in ergatic learning system are non-chaotic, and ESC in girls group is less changeable than in boys group. We repeated such measurements in different seasons, in different volunteers groups, and every time we received the same results: the stability of relative changes between the ESC was saved. Was shown that ESC is sensitive method to control the changes in functional state of human body in any, even very low physical or mental or cognitive load. This method had shown very good correlation between its parameters and the variability of heart rate parameters, and between ESC and some values of upper limbs rheography.
Determination of ESC method can be used to find and to control the changes in the people functional state under the influence of different loads, it is simple to use, requires no special training for the person conducting the study, the results can be easily processed on a computer.
Keywords: electroskin conductivity, acupuncture microzones, ergatic learning system, functional state