Developing a mobile educational application prototype

The article substantiates the directions of informatization of the modern educational process in the institution of general secondary education. The analysis of normative maintenance is carried out and the needs of science, education and culture in informatization of educational process are defined. The purpose of the article: to substantiate the theoretical foundations of informatization of educational institutions. Research methods are used: analysis of scientific developments on the problem and normative sources; generalization and systematization − to identify promising areas of informatization; generalization of semantic characteristics of directions − for formulation of conclusions. The main directions of use of computer and information technologies in the institution of general secondary education are characterized, among which Computer and information technologies as an object of study, computer as a means of teaching various disciplines, as a tool to support subject lessons and other activities, as a means of development and upbringing of the child, the use of computers to perform educational and real tasks and to implement various activities, Information Technology as a means of diagnosing various functional systems of the child's body. The following arguments regarding the use of computer technology in the educational process of the school are emphasized: computer technology contributes to the improvement of teaching and increase the effectiveness of teaching; Computer literacy should be developed as early as possible so that students get used to and can quickly adapt to the constant updating of computer technology; thanks to computer technology, including the Internet, the mobility of the educational process increases, namely: students can communicate with teachers and students of other educational institutions, as well as professionals from both domestic and other countries, without leaving their class; computer technologies promote the development of self-regulation and self-control, teach students to manage their intellectual activity. It is concluded that the advantages of informatization include the following: increased activation of students' learning activities and motivation to learn; the emphasis is shifted to the development of practical skills, the development of creative thinking, memory, etc., the creation of conditions for active cooperation, the development of creativity, to develop communication skills.

This paper focuses on parental intra-family support of the child, encompassing all interactions between parents and child pertaining to education (proximal processes), occurring within the family. For the purposes of this paper, this support is hereby described by the term parental intra-family support of the child's primary education. The empirical part of the paper aims to address the construction of parental intra-family support of the child's primary education, adapted to the domestic context and parental perspective. Parental intra-family support of the child's education is placed within the paradigm of social constructivism, as viewed through the lens of the Bronfenbrenner bioecological process– person–context–time model and grounded in pedagogical perspective. By adopting a three- component structure of the theoretical framework, this research suggests that the parental construction of their intra-family support of the child's primary education is shaped not only by the characteristics of the parents and child, but also by various narratives conveyed to the parents through social structures that the parents actively process in line with the micro, meso, exo, macro and chrono-contextual factors. The research, based on the described theoretical grounds, has a twofold aim: 1. To identify and systematize a range of parental practices of intra-family support of the child's primary education 2. To describe narratives that dominate parental understanding of their own role in supporting the child's primary education in their microcontext. In this research, the term narratives implies a socially mediated and established understanding of optimal behavior of a parent as a person who supports the child's education within the family. The research originates from qualitative research values (critique of quantitative values, the researcher's subjectivity and reflexivity as a resource, knowledge and meaning as contextual, situated, partial) and the application of qualitative methods of data collection and data analysis. Two methods were applied to collect qualitative data in the study: a parent diary and individual, semi-structured in-depth interview. The combination of the parent diary and the first part of the interview was used to address the first part of the research objective, while the second part of the interview was used to address the second part of the research objective. Bronfenbrenner's process-person-context-time model was used as a guide for shaping the semi-structured interview protocol. The interview protocol itself was observed as developmental, and after each interview it was adjusted according to the reactions of previous participants and focusing on the objective of the research. The data collected in the parent diary and the first part of the interview were analyzed by inductive conventional content analysis according to the steps for conducting inductive content analysis described by Vears and Gillam (2022), where codes were derived directly from the data. The data collected through the second part of the interview were analyzed applying the six phases of reflexive thematic analysis as described by Braun and Clarke (2022a). A predominantly inductive approach to reflexive thematic analysis was applied, which implies open coding, but also a certain degree of deductive analysis, which ensured that the shaped themes would be relevant to the research objective. When identifying codes/themes, manifest and latent meanings were taken into account. In the coding process, within both methods, the NVivo qualitative data analysis software was used, to an extent that does not compromise the reflexive component of the thematic analysis, and Sonix software was used for the transcription of the interviews. The study involved 24 parents (20 mothers and 4 fathers) of primary education students from Primorje-Gorski Kotar county (N=21) and neighboring counties: Istria County (N=1) and Karlovac County (N=2). The basic criterion that the participants had to meet in order to participate in the survey was that they were parents of at least one primary education student in Primorje-Gorski Kotar, or neighboring counties. Therefore, a convenient participant recruitment strategy was applied, resulting in the desired variability across several key elements: parents' level of education, economic status, employment status, gender, and marital/family structure. However, it should be noted that among the study participants, individuals who had only completed primary school were not represented, nor were parents who assessed their economic status as below average. The final number of participants was within the previously defined range, which was determined using key elements of the pragmatic model to estimate the required number of participants in qualitative studies (Malterud et al., 2016). Potential participants received the Invitation to participate in the research (with an accompanying video) sent through representatives of the Parents' Council. The survey was conducted during the school year 2022/2023. All research phases have been continuously considered and adhered to current research ethics standards in the social sciences. In the research process, I reflexively identified my own assumptions, prejudices, values, personal background and choices, i.e. activities during the research process, and reported on reflexivity supported by the entire research and recording in the reflexive diary. An inductive conventional content analysis resulted in systematization of parental intra-family support of the child's primary education, consisting of four categories (with associated subcategories): 1. Supporting the development of the child's knowledge and skills; 2. Shaping the child's desired behavior; 3. Providing affective support to the child and 4. Supporting the child's interests and affinities. The results obtained by inductive conventional analysis suggest that the participants perceive the concept of education as what includes, but also what goes beyond the process of formal education, therefore they used a number of direct, but also subtle practices of intra-family support of the child's education. The results also suggest that, while there are certain tendencies for parents to adopt certain practices based on their gender, both fathers and mothers are actively engaged in supporting their child's education. The division of roles appears to be influenced more by individual preferences, affinities, and skills rather than strictly by sex/gender. Furthermore, the results showed that among the participants there is no difference in the adoption of certain practices based on the sex/gender of the child. Instead, parental practices appear to be influenced by other child characteristics and contextual factors. The systematization of parental practices identified among the subjects of this research confirmed some previously established systematizations (only partially coinciding with the other level of the Hoover-Dempsey and Sandler model, 2005). The consolidated systematization brought some new insights into the practices of the parents in the domestic (micro)context, distinguishing it from the existing systematizations/models. Reflexive thematic analysis resulted in a description of narratives that dominate parental understandings of their own role in three interrelated themes (with associated subthemes): Social construction of optimal parenting, Social intervention in parenting and Performative action of parents. Starting from a critical perspective to thematic analysis, I wondered what the analysis of parental understandings of their own role potentially tells us about the domestic context. The interpretative analysis of the participants' understandings, brought me to the realization that in the narratives of social structures of the domestic (micro)context, there is a tendency toward high expectations: 1. regarding the child’s competences and academic excellence and 2. regarding intensive parental engagement in the child’s education. This highlights the increasingly widespread ideology of intensive parenting, alongside the growing emphasis on inclusive fatherhood. The following conclusion pointed our that parenting, i.e. parental role in child’s education is a topic present in the social structures at all levels of Bronfenbrenner ecological systems, indicating an increased importance attached to the parental role in the context of child’s education, and consequently an increase in the social responsibilization of the parents. Despite the impact of individual social structures on participant’s beliefs and practices of intra-family support of child's primary education, it has been shown that their role is secondary, i.e. that parents in the target (micro)context still made decisions autonomously and constructed their own parental role and practices of intra-family support of the child's education, in accordance with their own beliefs and capabilities. It has been shown that parental selection of practices is primarily guided by the child’s needs, leading to the conclusion that there is a presence of mindful parenting patterns among the participants of the study.

Perfect knowledge of foreign languages becomes a necessary condition for employment of future specialists, which is associated with constant global integration. Therefore, after graduating from universities, students must speak the language at the B2 level, which is quite a difficult task with a short number of hours devoted to the study of the discipline. One of the means of improving the process of training future specialists in free economic education teachers see in the use of information technology, which allows to modernize traditional methods, significantly expand the educational process, create conditions conducive to independent, exploratory, research activities, increase students' professional interest. Results. As you know, modern pedagogical technologies, the introduction of the latest information technologies, Internet resources can significantly improve the quality of learning and mastering the necessary skills and abilities. Foreign language teachers are united in the fact that the use of interactive technologies during the educational process not only allows to implement a personality-oriented approach to learning, but also provides individualization and differentiation depending on the level of knowledge and skills of the student, his personal qualities. It was found that with the help of interactive technologies it is possible to improve such components of the educational process as: sharing of information-methodical and initial materials, organization and testing of students' independent work, system of assessment and testing of students' knowledge, increasing motivation to learn language. Here are some examples of effective games that help to increase student motivation, namely: "Chain Word", "Sink or Swim", "Noun Attack". It is established that the use of information technology significantly accelerates the process of learning a foreign language, increases interest in the learning process. Conclusion. The use of computer technologies in foreign language learning has become a hallmark of the modern higher education system. The availability of Internet opportunities significantly accelerates the process of learning a foreign language, increases interest in the learning process. But, at the same time, information technology cannot completely replace live communication between teacher and student, so they are only an important learning tool.

this scientific article is devoted to the problem of developing information skills of schoolchildren in mathematics lessons through the use of information and computer technologies in the context of the implementation of the state educational standard of education. This article notes that the use of computer technology in mathematics can make the learning process more effective. The priority direction of modern education is based on the fact that training is aimed at selfimprovement and self-realization of the individual, guaranteeing its high quality and effectiveness. A feature of modern society is that information technologies must penetrate into all spheres of life, including school education. It was noted that this encourages us to look for ways to shape learning activities in the context of computerization of education.

The aim of the research was to determine the use of computer technologies and the status of integration into lessons during online teaching by class teachers during the COVID-19 pandemic. The research used a descriptive survey model. The study group for the research comprised 464 class teachers employed in official primary schools linked to the Ministry of National Education in Rize province. Two scales were used in the research; the Technology Integration Self-Efficacy Scale and the Teachers’ Information and Communication Technologies Integration Approach Scale. Data were analyzed with the t test, ANOVA and correlation test. Male teachers were determined to have higher use of computer technologies and higher levels of ability to integrate it into lessons compared to female teachers. Though there was no difference in use of technology levels of teachers, their levels of ability to integrate technology into lessons differed according to seniority. The use of computer technology by teachers and levels of ability to integrate into lessons did not differ according to receiving in-service training related to technology and educational status. Teachers’ use of technology and levels of ability to integrate into lessons differed according to the hours of lessons given using technology. As the levels of use of education technology by class teachers increased, their levels of ability to integrate computer technology into lessons also increased. Keywords: Online teaching, technology integration, class teacher, Covid 19.

The article describes some aspects of the organization and application of distance learning for children with autism spectrum disorder (ASD) in a Regional Resource Center for Supporting Children with ASD in Nizhny Novgorod Region (RRC). Due to the temporary need for a complete transition to distance learning, a series of classes developed using computer technology. Aspects of the organization and application of distance learning in the Regional Resource Center for Supporting Children with ASD (RRC) of Nizhny Novgorod are described: the inclusion of parents in the training, the implementation of a differentiated approach to learning, the possibility of forming various skills in children with ASD in an interactive mode. Currently, the use of computer technology in the education of children with ASD is not sufficiently developed to be able to use the finished product. The RRC has developed a set of classes using computer technologies, aimed at the general development of cognitive functions and specific educational skills of this category of children. 30 families with children with ASD aged from 5 to 10 years participated in the use of the proposed technologies. Implementation experience has shown that computer technology allows children with ASD to quickly and efficiently master and consolidate material in an educational-game form. The developed materials will be able to increase the productivity of full-time classes, supplementing them with the possibility of consolidating the acquired knowledge and skills at home.

This article is devoted to the study of the specific features of the display of social networks and computer technologies in the late 70s of the XX – early 20s of the XXI century in the fantastic Star Wars universe created by American filmmaker D. Lucas. In this scientific work, the authors argue for the relevance and scientific novelty of the problem under consideration. The study examines the peculiarities of the influence of social networks and computer technologies in modern conditions. The article provides a justification for the need to analyze the reflection of this issue in fantasy art as an auxiliary factor in the development of the prognostic function of science. This paper provides a reasoned explanation of the choice of the Star Wars universe as an object of research, taking into account its importance in the fantasy genre, as well as in order to refute stereotypes according to which Star Wars is a collection of entertainment materials in which there is completely no semantic load. The authors analyze the fundamental differences in the coverage of the studied problem in such genres of art as literature and cinema in the context of Star Wars. The article examines the features of the evolution of the display of cybernetic technologies and communication network platforms in the Star Wars universe in the mid‑1970s – early 2020s, as a reflection of the real development of scientific and technological progress, as well as an example of the impact of political, socio‑economic and moral factors on the use of online platforms and computer technology during the period under study. In this article, using the example of the Star Wars universe, the features of the transformation of the role of specialists in the field of high technology through the prism of the attitude of artists to them – more specifically, writers and cinematographers – are also considered. The article also examines the moral and ethical aspect of the use of computer technology and social networks, considered by artists who have made a significant contribution to the development of the fantastic epic of Star Wars.

The Unified Modelling Language (UML) is a language for specifying, visualising, constructing and documenting software systems. The UML proved to be extremely successful and it has achieved tremendous popularity making it the de facto industry standard for object oriented system development. As such, many researchers presented empirical studies on the practical usage of UML but as well criticisms for UML complexity, difficulty to be learnt, etc. Even though a large number of articles and books are devoted to various aspects of UML language, there is little evidence on how UML is used. This study attempts to identify the profile of persons using UML, to pinpoint UML diagrams that are being used and their effectiveness, to discover whether CASE tools are being used and to record the perceived usefulness of UML language. For conducting the study a survey was developed and it was distributed to mailing lists of Greek IT professionals and to university students. The findings indicate that UML is used successfully in the majority of software development projects and that most users perceive UML positively since it supports faster system building, development of higher quality software systems, and for specific cases, it leads to software development cost‐decrease.

Millions of students across the United States cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to participate in a typical classroom environment. For these students, computer-based technologies can play an especially important role. Not only can computer technology facilitate a broader range of educational activities to meet a variety of needs for students with mild learning disorders, but adaptive technology now exists than can enable even those students with severe disabilities to become active learners in the classroom m alongside their peers who do not have disabilities. This article provides an overview of the role computer technology can play in promoting the education of children with special needs within the regular classroom. For example, use of computer technology for word processing, communication, research, and multimedia projects can help the three million students with specific learning and emotional disorders keep up with their nondisabled peers. Computer technology has also enhanced the development of sophisticated devices that can assist the two million students with more severe disabilities in overcoming a wide range of limitations that hinder classroom participation--from speech and hearing impairments to blindness and severe physical disabilities. However, many teachers are not adequately trained on how to use technology effectively in their classrooms, and the cost of the technology is a serious consideration for all schools. Thus, although computer technology has the potential to act as an equalizer by freeing many students from their disabilities, the barriers of inadequate training and cost must first be overcome before more wide- spread use can become a reality.

Unified Modeling Language (UML) plays an important role in the modern software development process by offering standardized methods for visual modeling, analysis, and design of complex systems. This paper discusses the main aspects of storing, editing, and integrating UML documents with integrated development environments (IDEs). The main focus is on comparing the two main formats for storing UML models – XML Metadata Interchange (XMI) and JavaScript Object Notation (JSON). XMI, being an official standard developed by Object Management Group, provides a high degree of detail and compatibility with various UML tools, making it preferable for large and complex projects that require support for the full UML specification. At the same time, JSON is simple and flexible, which makes it suitable for projects where speed of development and ease of integration are important, although it is inferior to XMI in describing complex aspects of UML models. The paper analyzes in detail the methods of editing UML documents, including manual editing and automated approaches, using APIs and scripts. Manual editing is useful when you need to make small changes to the structure of a UML document, but it can be time-consuming and error-prone when working with large projects. Automation, on the other hand, provides effective tools for mass editing and generating UML elements, which significantly speeds up development and minimizes the likelihood of errors, especially since modern tools such as StarUML offer the necessary tools for programmatically modifying UML documents by integrating them into development processes. Combining of UML documents with integrated development environments also plays a key role in increasing development efficiency, as this allows automating code generation based on UML models, maintaining synchronization between code and diagrams, and facilitating visualization and documentation of architectural solutions. Despite the significant advantages, there are challenges associated with limited support for all UML features and potential conflicts between models and code. This only emphasizes the need for further research in this area. Prospects for further research include the development of new methods and tools for working with UML documents, improving their integration with development environments, and using artificial intelligence to automate the analysis and design of UML models. Attention should also be paid to the using of UML with continuous integration processes, which can significantly increase the flexibility and adaptability of software development. Thus, the study of the structure of storing, editing, and integrating UML documents is an important area for optimizing the design and development of modern software systems.

Computer‐aided software engineering (CASE) is both a field of study and a marketplace. As a field of study, it is the collection of research and development over many years in software development management, methods, environments, and software tools. In general terms, CASE is the industrialization of software engineering techniques and computer technology to improve and automate the practice of information systems development. It is an integration technology that incorporates software development techniques, tools, and approaches into common and consistent frameworks. CASE draws on technologies from computer‐aided design, software engineering, operating systems, database, networking, and many other computer disciplines. Thus CASE is not principally a field of new invention. Rather, it is a field of application, integration, and synthesis. As a marketplace, CASE represents a diverse set of products and services for software development and systems integration. The acronym CASE is used as an umbrella for a wide variety of claims regarding software tools and software development productivity. Definitions of CASE are given. CASE evironments, automation of analusis, computer‐supported collaboration, apportunities for quality engineering, maintenance and reengineering are discussed.

The increasing popularity of computers and the high development of network technology make the use of computer technology in English translation more and more widely, especially in language intelligent translation, the application of multimedia technology can accommodate multi-type and multi-capacity information. The English multimedia intelligent translation method makes full use of the latest computer technology, network technology, multimedia technology, etc., so that English translation can cross the constraints of time and space, with great flexibility and interactivity. Making the presentation of translated materials more flexible and vivid is the most powerful tool to support the new translation model. It fundamentally changes the traditional translation method and provides new and efficient technical means for modern language translation. Blockchain technology is a new type of technology, which brings new opportunities for intelligent translation. This paper combined intelligent semantic ranking management with semantic association rule mining method, and analyzed three interactive English intelligent translation methods in detail. And it emphasized the important goal of interactive design, fully considered user experience factors, and conducted performance tests in an interactive English translation system. The experimental results show that compared with the traditional English machine translation method, the accuracy and recall rate of the English multimedia intelligent translation method are relatively high. At 100 iterations, the accuracy rate reaches 100%, and the recall rate reaches 92%, showing good translation performance.

The benefits of integration of Computer and Information Technology into Nigerian secondary school curriculum were identified and discussed. Already, Nigeria is on the wrong side of the international digital and global world of computer technology, as it has not made significant effort to integrate Computer and Information Technology into secondary school curriculum especially State and private owned secondary schools. A great deal of instructional and administrative work in secondary schools in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the teaching and learning of information Technology, and also the use of computer technology in secondary education in Nigeria. It further identifies the high cost of computer hardware and software resources; weak infrastructure; lack of human skills and knowledge in Computer and Information Technology, as the major stumbling block to the adoption of Information and Communication Technology in secondary school education system in Nigeria. The study recommends that efforts should be made by government to post skillful teachers with knowledge of Computer and Information Technology to teach in the secondary schools so as to impact computer skills to the students, and also stabilize electricity supply in Nigeria for effective teaching and learning process of Computer and Information Technology.

The Unified Modeling Language (UML) is an industrial standard for object-oriented software specification, which offers notational conventions for system modeling at the initial stage of software development. An actual problem is to develop a tool available for automatic generation of UML diagram from some form of the problem domain description. Authors have been introduced such a tool, called BrainTool and developed by a research group in Riga Technical University. BrainTool supports transformation of the problem domain presented as two-hemisphere model into several kinds of UML diagrams and give an ability to export these diagrams for further software development into UML compatible modeling tools and IDEs. Present paper demonstrates the comparison results of the manual UML class diagram creation for an abstract example of the football game simulation to the UML class diagram received by application of BrainTool for the same game basic scenario. These comparison results give a basis for discussion about possible improvements of the transformations offered by two-hemisphere model and potentially “richer” usage of the model for generation of the UML diagrams suitable for further software development.

The value of pathological linguistics in children's cognitive development has attracted more and more experts' attention. Based on pathological linguistics, this paper establishes an intervention system for children's cognition-language assessment and cognitive education, guided by a set of fixed procedures, which can quickly collect children's speech data in a short period of time. Based on this evaluation paradigm, the lab collected a large number of speech data of children aged 2-14 in the process of verbal communication. Based on the six linguistic dimensions of phonology, productivity, fluency, grammar, semantics, and logic, the corpus was subdivided into 16 indicators for manual annotation and machine recognition. A cognitive-language assessment database is established for language ability assessment and language barrier screening, and on this basis, the children's language assessment and cognitive education intervention system is completed based on six modules: user, assessment, scale, resources, teaching, and data. Through experimental research, this paper proves that there are differences in the contribution rates of six language dimensions to the screening of children's language disorders, and the top three are fluency (29.6%), pronunciation (25.7%), and productivity (19.3%). By analyzing the contribution rates, the development of children's comprehensive speech ability can be evaluated more accurately. The early intervention education of children's cognition has a great relationship with their comprehensive language ability. The intervention education before the age of 3 is beneficial to the language development of children with disabilities. Children's cognitive education has improved in cognitive performance, cognitive generalization level, emotional cognition, and language expression, indicating that the use of cognitive education system has a good effect, improving the level of children's cognitive education.