Organizational, Psychological and Pedagogical Conditions for the Use of E-Books and e-Textbooks at School

Vorotnykova, Iryna

doi:10.17718/tojde.598227

Cited by 9 publications

(4 citation statements)

References 8 publications

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“…Assessment of religious education books is carried out based on assessment guidelines established by the Ministry of Religion. These guidelines regulate four aspects that are used as a reference in assessing textbooks, namely contents, presentation, language, and graphics (Vorotnykova, 2019). Among these four aspects, the most decisive aspect is that the contents of the textbook must be based on the values, norms, culture, and ideology of the country.…”

Section: Figure 1 Methods Used In This Research As Well As Aspects Of...mentioning

confidence: 99%

Textbook assessment and religious education efforts: how to achieve religious moderation in schools?

Sihombing,

Fatra,

Suhaib

et al. 2023

ATH

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This article delineates the process of evaluating the substance of religious education literature affiliated with Islam, Catholicism, Protestantism, Hinduism, and Buddhism. Moderation is regarded as a fundamental component of a pluralistic and multicultural society. Beyond that, its primary objective is to prevent division within the nation and address the issue of intolerance in textbooks. By employing a qualitative-descriptive-exploratory conceptual framework and conducting focus group discussions (FGDs) with multiple experts, this writing method is informed by meticulous observation and reading of religious education texts spanning grades kindergarten to high school. This research demonstrates that religious textbooks continue to include material that has the potential to incite violence, prejudice, and hostility. Furthermore, this analysis establishes textbook evaluation as a "bridge" to achieving religious moderation in madrasas and institutions. The independent assessment team and the book evaluation committee were both interviewed. This study emphasises the significance of providing authors and publishers with writing guidelines, training, and mentoring to ensure that the quality of textbooks produced aligns with the content embraced by the nation's norms, values, and culture. Artikel ini menguraikan proses penilaian substansi literatur pendidikan agama yang berafiliasi dengan Islam, Katolik, Protestan, Hindu, dan Budha. Moderasi dianggap sebagai komponen mendasar dari masyarakat pluralistik dan multikultural. Selain itu, tujuan utamanya adalah untuk mencegah perpecahan dalam bangsa dan mengatasi masalah intoleransi dalam buku pelajaran. Dengan menggunakan kerangka konseptual kualitatif-deskriptif-eksploratif dan melakukan diskusi kelompok terfokus (FGD) dengan berbagai ahli, metode penulisan ini didasarkan pada observasi dan pembacaan yang cermat terhadap teks-teks pendidikan agama mulai dari tingkat taman kanak-kanak hingga sekolah menengah atas. Penelitian ini menunjukkan bahwa buku teks agama masih memuat materi yang berpotensi memicu kekerasan, prasangka, dan permusuhan. Lebih lanjut, analisis ini menjadikan evaluasi buku teks sebagai “jembatan” pencapaian moderasi beragama di madrasah dan lembaga. Tim penilai independen dan panitia evaluasi buku sama-sama diwawancarai. Studi ini menekankan pentingnya memberikan pedoman penulisan, pelatihan, dan pendampingan kepada penulis dan penerbit untuk memastikan bahwa kualitas buku teks yang dihasilkan sejalan dengan konten yang dianut oleh norma, nilai, dan budaya bangsa.

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Section: Figure 1 Methods Used In This Research As Well As Aspects Of...mentioning

confidence: 99%

Textbook assessment and religious education efforts: how to achieve religious moderation in schools?

Sihombing,

Fatra,

Suhaib

et al. 2023

ATH

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“…Various aspects of formation and development of digital competence of school teachers in frames of the system of postgraduate pedagogical education are considered by Bondarchuk et al [6], Kalinga and Ndibalema [19], Kuzminska et al [32,33], Morze, Kuzminska and Protsenko [44], Prokhorov et al [58], Vakaliuk, Spirin and https://doi.org/10.55056/cte.662 Kontsedailo [70]. The works of Morze et al [43], Vorotnykova [74] are devoted to the problem of determining the conditions for the formation of digital competence of a teacher in frames of postgraduate education.…”

Section: Literature Reviewmentioning

confidence: 99%

Developing digital competence of teachers in postgraduate education using Google Workspace for Education

Oliynyk,

Gushchyna,

Kondratova

et al. 2024

CTE Workshop Proc.

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Digital competence is a key skill for teachers in the era of distance education. However, developing digital competence requires appropriate forms and training methods that utilise the available technologies and tools. In this article, we explore how Google Workspace for Education, a cloud service that offers various digital education tools, can foster digital competence among teachers in postgraduate education. We draw on our experience organising and conducting distance learning courses for university teachers at the Department of Open Educational Systems and Information and Communication Technologies of the Institute of Postgraduate Education. We present the theoretical background of competence, digital competence, and distance education and the educational opportunities that Google Workspace for Education provides. Using Google Classroom as the main platform, we describe the effective ways of developing digital competence in distance learning. We analyse the participants' learning outcomes and the benefits of collaborative learning. We also report the results of our research on developing teachers' digital competence based on selected criteria and indicators. We highlight the promising trends and challenges in developing teachers' digital competence in distance education.

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“…Subject textbooks used in primary and secondary education units are selected from textbooks determined by the minister based on recommendations for eligibility assessment from the National Education Standards Agency (BSNP). There are required standards in the preparation of textbooks (Vorotnykova, 2019). In choosing a textbooks, an appropriate measurement standard is needed (Czegledy, 2008).…”

Section: Introductionmentioning

confidence: 99%

The Role of Textbooks to Support Scientific Approach Learning Implementation on Vocational High School (Book Review of Mechanics and Machine Elements for SMK Class X)

Nurmalasari

Sutadji

Oktaviastuti

et al. 2020

JPP

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Textbooks are one of the supporting learning processes and must be prepared according to the applicable curriculum, namely the 2013 curriculum. In fact, not all books used in the learning process currently have quality content and relevant content suitability. Moreover, not all textbooks have been prepared using a scientific approach. One of the textbooks that needs to be reviewed is the Mechanics and Machine Elements for Class X on Vocational High Schools. There is a need for a study related to the suitability of the contents of the books according to KI and KD and adjust to aspects of the appropriateness of content, language, presentation, and graphic of textbooks. The preparation of the book must also adjusted to the scientific approach in accordance with the 2013's curriculum.

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Organizational, Psychological and Pedagogical Conditions for the Use of E-Books and e-Textbooks at School

Cited by 9 publications

References 8 publications

Textbook assessment and religious education efforts: how to achieve religious moderation in schools?

Textbook assessment and religious education efforts: how to achieve religious moderation in schools?

Developing digital competence of teachers in postgraduate education using Google Workspace for Education

The Role of Textbooks to Support Scientific Approach Learning Implementation on Vocational High School (Book Review of Mechanics and Machine Elements for SMK Class X)

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