Ict in Bulgarian Schools – Changes in the Last Decade

Terzieva, Valentina; Paunova-Hubenova, Elena; Dimitrov, Stanislav; Dobrinkova, Nina

doi:10.21125/edulearn.2018.1612

Cited by 5 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Analyzing changes in the use of ICT in Bulgarian schools over the decades, scientists have identified various digital tools that were employed in the educational process until 2018. These include interactive whiteboards, computers, educational games, and even augmented and virtual reality (Terzieva, Paunova-Hubenova, Dimitrov, & Dobrinkova, 2018). Further-more, scientists emphasize the appropriate use of interactive whiteboards, tablets, digital educational materials, advanced audiovisual technologies, electronic learning systems, webinars and multimedia presentations in the educational process.…”

Section: Status Of Readiness Of Primary School Teachers For the Appli...mentioning

confidence: 99%

E-learning & Artificial Intelligence

2023

E-Learning

View full text Add to dashboard Cite

Great Britain reflect on E-learning & Artificial Intelligence, e-learning in the time of COVID-19 pandemic and after this time, presented research results, contemporary trends and scientific and educational project devoted to MOOCs, artificial intelligence (AI), augmented reality (AR), virtual reality (VR), selected Web 2.0 and Web 3.0 technologies, LMS, CMS, STEAM, mobile learning and other topics.

show abstract

Section: Status Of Readiness Of Primary School Teachers For the Appli...mentioning

confidence: 99%

E-learning & Artificial Intelligence

2023

E-Learning

View full text Add to dashboard Cite

show abstract

Section: Status Of Readiness Of Primary School Teachers For the Appli...mentioning

confidence: 99%

Degree of Readiness of Teachers in Ukraine to Use ICT in Their Professional Activities: 2019‒2022

Skvortsova,

Britskan,

Symonenko

et al. 2023

E-Learning &Amp; Artificial Intelligence

View full text Add to dashboard Cite

The article presents a comparative analysis of Ukrainian teachers' readiness to incorporate ICT into their professional activities. It presents the results of a longitudinal study that began before the Covid-19 pandemic, continued during the pandemic and after it, including a series of teacher surveys. The article explores changes in teachers' attitudes toward digital tools during this period; shows the dynamics of the expansion of tools and assesses changes in teachers' self-assessed ICT competence. Additionally, it identifies the digital resources for the implementation of professional functions, most favoured by Ukrainian teachers. Statistical analysis revealed that, following the implementation of distance learning, 1.4% of teachers reported high-level ICT competence, while 2.1% reported sufficient competence. However, a considerable 14.6% rated their ICT competence as inadequate. This period of distance learning unveiled gaps in teachers' ICT proficiency, prompting a more accurate assessment of their ICT competence. The study demonstrates that, based on the needs of full-time, distance and blended learning, teachers increasingly rely on ICT tools for lesson preparation, interactive content development, and student progress monitoring, facilitated by digital services offering virtual classrooms and electronic journals. Obviously, the demand for ICT tools is greatest in the context of distance learning. However, even during onsite education, Ukrainian teachers widely use digital resources.

show abstract

“…ICT and IoT have a significant impact on the contemporary education system by transforming the infrastructure of educational institutions and putting into practice the concept of smart classrooms, smart schools and even smart campuses (Heinemann & Uskov, 2018). These smart environments connect students and teachers and also enable the changing of traditional teaching approaches (Selinger et al, 2013). Some of the well-known social responsible ICT companies develop and provide free smart educational resources, usually in English, but now there is an application especially intended for teachers and students in Bulgaria -Smart Classroom AR platform (http://www.smartclassroom.bg).…”

Section: Literature Reviewmentioning

confidence: 99%

Smart Classroom, Internet of Things and Personalized Teaching

Savov

Terzieva

Todorova

et al. 2019

CBUP

Self Cite

View full text Add to dashboard Cite

Nowadays, information and communication technologies (ICT) and the Internet of Things (IoT) are already ubiquitous in the field of education. They began significantly to change the way of teaching and learning. A large-scale online survey in Bulgarian schools shows that in most classrooms different innovative tools are available which allow technologyenhanced teaching. The next step is to integrate these resources and tools into a smart environment and to manage them through a control system. The authors provide a conceptual framework for the development of an integrated technology-rich learning environment that is supervised by a control module within a contemporary smart classroom. In particular, the paper presents in detail a technical solution for ensuring the communication process between students and the teacher as well as allowing the involvement of parents in the educational process. Additionally, some use cases of the smart classroom are outlined, along with discussions on the potential benefits for teachers, learners and parents. UDC Classification: 004.9,

show abstract

Ict in Bulgarian Schools – Changes in the Last Decade

Cited by 5 publications

References 0 publications

E-learning & Artificial Intelligence

E-learning & Artificial Intelligence

Degree of Readiness of Teachers in Ukraine to Use ICT in Their Professional Activities: 2019‒2022

Smart Classroom, Internet of Things and Personalized Teaching

Contact Info

Product

Resources

About