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THE USAGE OF DIGITAL RESOURCES IN TEACHING AND RESEARCHING (ON THE EXAMPLE OF THE UNIVERSITY PROJECTS)
Abstract
The 21st century shifted the world communities to an “electronic” stage of evolution.
Drastic changes can be visualized in literature, linguistics and other humanitarian sciences.
The greatest attention is paid to the promotion of linguistic researches, which are oriented
towards electronic documenting of the language as well as on the intensive usage of digital
methodologies and modern technologies. The reliance on these “technics” enables
contemporary Georgian scientists to achieve principally new results and verify different models
or hypotheses. Despite these circumstances, a lot must be done in the sphere of Kartvelology.
The paper presents the university projects, which are oriented towards:
• involvement of students in researching activities dealing with the corpus-building;
• promotion of the development of digital Kartvelology;
• facilitation of creation of Georgian and foreign scholars’ digital library and text-corpus;
• development of Georgian scientific meta-language, etc.
Therefore, promotion of digitalization, development of scientific meta-language, facilitation of
the preservation of well-known scholars’ works, creation of digital libraries and establishment
of modern methods crucial for the promotion of up-to-date teaching processes – these are the
main issues of our paper and integral problems of today’s educational world. The methodology
of research includes observation, analysis and evaluation of ongoing projects and their
already-achieved/future outcomes. Certain prospects are visualised.
This study examined leveraging on digital resources for national economy in the 21st century. To achieve the purpose of this study, two research questions and corresponding hypotheses were formulated to guide the study. Survey research was used for the study. The population of the study comprised 324 Home Economics students in University of Calabar. Total sample of one hundred and forty nine (149) respondents were selected for the study using the simple random sampling technique. The main instrument used for data collection was the questionnaire which contained fourteen (14) items. Data collected were analysed using mean and standard deviation while hypotheses were tested using One-way Analysis of variance (ANOVA) and tested at .05 level of significance. The study found among others that CD-ROM and electronic magazine had no significant influence on national economy in the 21st century. The study recommended that ICT personnel should be employed to instruct students on the use of CD-ROM. It was also recommended that local publishers should embark on e-magazine project as a supplementary to the print version not as a stand-alone product. Basic training in e-magazine should be included in the curriculum of each department
The 21st century shifted the world communities to an “electronic” stage of evolution. Drastic changes can be visualized in literature, linguistics and other humanitarian sciences. The greatest attention is paid to the promotion of linguistic researches, which are oriented towards electronic documenting of the language as well as on the intensive usage of digital methodologies and modern technologies. The reliance on these “technics” enables contemporary Georgian scientists to achieve principally new results and verify different models or hypotheses. Despite these circumstances, a lot must be done in the sphere of Kartvelology. The paper presents the university projects, which are oriented towards: involvement of students in researching activities dealing with the corpus-building;promotion of the development of digital Kartvelology; facilitation of creation of Georgian and foreign scholars’ digital library and text-corpus;development of Georgian scientific meta-language, etc. Therefore, promotion of digitalization, development of scientific meta-language, facilitation of the preservation of well-known scholars’ works, creation of digital libraries and establishment of modern methods crucial for the promotion of up-to-date teaching processes – these are the main issues of our paper and integral problems of today’s educational world. The methodology of research includes observation, analysis and evaluation of ongoing projects and their already-achieved/future outcomes. Certain prospects are visualised.
In this digital era, the role of computer technology as a resource for instruction of foreign language learners is increasing as educators recognise the ability of computer technology to produce both independent and collaborative learning environments. Computer technologies, for example the Internet, multimedia, and hypermedia have been introduced in English Language Learning and Teaching (ELLT) to foster language learning process, all of which fall under the category of Computer-Assisted Language Learning (CALL). Corpus linguistics is a systematic analysis of the actual (real) production of language (either spoken or written), in which texts are assembled using computer technology (concordancer) to form a large collection of authentic texts, called a corpus (plural-corpora) that comes in various sizes. Despite immense research on corpus linguistics in these recent decades, the potentials and limitations of Data-Driven Learning (DDL), the application of corpus linguistics in English Language teaching (ELLT) have not been widely discussed. Hence, this paper aims to review the potentials and limitations of DDL as a means of opening up opportunities for further studies. This insightful information is highlighted as a means of promoting DDL and producing independent learners in the 21 st century classroom.
Digital libraries and digital archives are the information management systems for storing, indexing, searching, accessing, curating and preserving digital resources which manage our cultural and scientific knowledge heritage (KH).
This research explores the educators' attitudes and perceptions about their utilization of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst two hundred forty-one educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educator’s perspective. Principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this paper puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.
In recent years many projects have applied technology, as Linked Data, and new modality of digital
museum resources access as a personalized way to meet the knowledge and interests needs of different users. Furthermore, current studies engage users in a new way of taking part in cultural heritage. This paper presents a framework to search, download and re-use digital resource of cultural heritage by teachers for developing their multimedia lessons. Open access data modality, tools for sharing museum resource and to make multimedia lesson are developed. In this way the museum object becomes a tool for teaching and educational environments will be created to improve engagement and student learning.
Designing a learning repository that manages and shares various information of different museum catalogues and an annotation tool to museum objects are ongoing to allow teachers and students to increase cultural heritage contents and to improve relationship between museum staff and education context. http://ieeexplore.ieee.org/xpl/articleDetails.jsp?tp=&arnumber=6744792&queryText%3Dreusing+cultural+heritage
The paper deals with digital resources in education and mainly focuses on the approbation of the extended metadata model of digital learning resources. The extended metadata model has been developed by covering methodological resources and learning objects in order to increase their accessibility and usage in teaching process. The key purpose of methodological resources is to render conditions for teachers in order to share the professional experience and growth, to spread methodological novelties, to help pupils and their parents to use the training and learning process more effectively. Different ways of choosing and combining learning objects oblige teachers first of all to know and estimate them, in line with the requirements posed to the contemporary school. Effective learning resource search and browsing possibilities can be realized only if standardized metadata are used. The metadata are the essential part of information infrastructure which is necessary while establishing order in internet chaos by using descriptions, classifications and structures which are helpful in creating more power and useful information repositories. At the moment the extended metadata model is implemented in the Lithuanian learning object metadata repository prototype. The paper focuses mainly on the results of an experimental approbation of the metadata model.
In this paper, the authors describe the need for a better understanding of the cognitive frameworks used by high school science, technology, engineering, and mathematics (STEM) educators as they search for digital resources and conceptualize the integration of digital resources into their teaching. We outline our research methodologies, summarize preliminary results, and discuss how our outcomes will influence how digital resources are developed for educators across all disciplines in the future.