Technology-Enhanced Conceptual Instruction: Design Principles and First Steps

Digital Technology Use in US Community-Dwelling Seniors With and Without Homebound Status

Parkinson's disease (PD) is an age dependent neurodegenerative disorder with increasing prevalence. Digital technologies like computers and smartphones offer mobile telecommunication, diagnostic and monitoring and may connect the patient continuously with his healthcare team, providing disease related information, and support healthcare. Since the use of these technologies in western civilization is age dependent, possession and usage cannot be regarded as given in PD. In contrast to increasing efforts to implement digital technology into PD patient care, little is known about the use of computers, smartphones, and internet-affinity in PD patients. To evaluate the use of digital technologies in different age groups of PD patients. We developed a questionnaire adapted to the annual German microcensus on "use of digital communication technologies", allowing a comparison to the general population in Germany. 190 PD patients completed the questionnaire. About 75% of PD patients access disease related information on the internet. Patients across all age groups used computers and the internet as frequent or more frequently compared to the German population. Use of computers, smartphones, and the internet in PD was age dependent. Advanced PD patients with higher motor impairment used smartphones less often, while mobile phone usage was not reduced. The adoption of a digital lifestyle is present in the PD population, apart from smartphone usage, which is impaired by motor symptoms. Thus, future healthcare technologies are not hampered by the inability of PD patients to use the necessary tools, however, fine motor-skill requirements have to be acknowledged.

The article reveals one of the acute aspects of higher education – the use of modern digital technologies. The article describes the possibilities of modern service programs used in the learning process, methods of presentation of educational material and knowledge control. The interpenetration of the content of different academic disciplines as a factor of creating a unified educational space through modern digital technologies is analyzed in the article. The use of modern digital technologies is considered as a factor of successful mastering of educational material. The authors come to the conclusion that the productive use of digital technologies, the involving students in an independent search, the selection of information forms students' competencies that meet modern requirements. Using test system developed at MPEI for grammar assignments is presented in the article.

У статті розглянуто організаційно-методичні основи застосування цифрових інструментів на уроках української мови в початковій школі. Акцентовано увагу на тому, що цифрові інструменти можуть бути ефективним засобом навчання, якщо вони використовуються доцільно і доречно. Подано характеристику основних понять наукової розвідки. Висвітлено теоретичні аспекти проблеми застосування цифрових технологій у практиці навчання української мови в початковій школі. Акцентовано увагу на важливості розроблення і впровадження системи підтримки вчителів початкової школи з питань застосування цифрових технологій на уроках української мови. Конкретизовано цифрові інструменти, які доцільно застосовувати з метою навчання мови і мовлення. Визначено важливі напрями роботи вчителя на уроках української мови під час застосування цифрових інструментів в початковій школі. Зазначено педагогічні умови ефективного застосування цифрових технологій в освітньому процесі початкової школи. Подано комплекс інтерактивних методів, прийоми, форм навчання української мови, які доцільно застосовувати на уроках використання цифрових технологій. Рекомендовано мовні вправи і завдання із застосуванням цифрових інструментів. Подано методичні рекомендації для вчителів початкової школи із питань організації застосування новітніх цифрових технологій на уроках української мови і формування в учнів відповідних умінь і навичок роботи із цифровими інструментами під час виконання мовних вправ і завдань. Висловлено поради щодо використання цифрових інструментів із метою навчання рефлексії учнів початкової школи на уроці української мови. Доведено, що уроки української мови, проведені із застосуванням цифрових технологій, мають значні переваги.

BackgroundPoor-quality care is linked to higher rates of neonatal mortality in low-income and middle-income countries (LMICs). Limited educational and upskilling opportunities for healthcare professionals, particularly those who work in remote...

The article examines the experience of using modern digital technologies to control and accurately assess the quality of students ' knowledge and skills. It is shown how digital technologies allow us to quickly implement high-quality pedagogical control and objectively assess with high accuracy the level of the student's knowledge, allowing us to conduct testing more efficiently and quickly, as they are able to automate the process of creating tests, evaluating them and reporting results. In addition, the positive side of the systematic control of knowledge based on the use of digital technologies is its objectivity, based on the realization of the possibilities of their informative functions, since they do not allow the teacher to influence the test results, and also allow to establish the accuracy of the answer. When performing this type of control, conditions are created under which the student is not afraid of the control procedure and does not try to invent new ways to increase the grade. Digital technologies allow the teacher to create individual training programs, which makes it possible to adjust testing to the needs of each student and create a personalized approach to the educational process. The teacher has the opportunity to objectively assess the real level of students' knowledge and their compliance with the declared competencies. Digital tests can be taken at any time and from any place, making the testing process convenient and accessible for students. The use of digital technologies to monitor knowledge can be motivating for students, as it allows them to participate more actively in the learning process and increase their achievements.
 The text of the article briefly describes the need for digital technologies in education, types and applications of control and diagnostic systems and online services, justified expediency and advantages of digital testing technologies, as well as examples of modern services and programs for creating tests. It is also noted that digital technologies make it possible to save test results and obtain statistics on student answers, which allows for a more objective analysis of the level of knowledge. The use of digital technologies also makes it possible to increase the efficiency of knowledge control and reduce time spent on preparing tests and evaluating results.

The digitalization of education significantly facilitates access to the educational process for people with special needs. The study aims at determining the main possibilities of using digital technologies as a means of supporting the education of students with disabilities. The research strategy requires both quantitative and qualitative methods to understand what university staff considers effective when using digital technologies for students with disabilities with due regard to their experience, knowledge and abilities to meet the needs of such students. To achieve this objective, the authors used a set of theoretical and empirical methods: theoretical, empirical and numerical methods. The main research method was an online survey. Based on the online survey of teachers, IT specialists and network administrators (from six Russian universities), the authors of the article have revealed the advantages, directions and opportunities of digital technologies to support the learning of students with disabilities, considered the use of digital assistive technologies in teaching such students and the issues of introducing digital technologies as a means of supporting students with disabilities and creating conditions for overcoming them. The study results have demonstrated that the pedagogically balanced and expedient use of digital technologies will help students with disabilities fully engage in the educational process and develop individual educational strategies acceptable to them.

The article sheds light on the problem of developing logical thinking of primary school students through the use of digital technologies, namely, mobile applications. A general overview of popular mobile applications that contribute to the productive development of logical thinking of elementary school students is conducted. It is analyzed how exactly mobile applications affect the educational activity of students, as well as what place mobile applications occupy at the current stage of information technology development. The degree of popularity of mobile applications and the level of their development are considered. It is analyzed how mobile learning (M-learning) affects the development of students' cognitive activity. Advantages and disadvantages of mobile learning in education are considered and characterized. Some applications that can be used during training are presented. Analyzed mobile applications, with low technical requirements, which are a powerful tool for studying digital technologies that are used in the world and take education to a new level, providing productive learning of the necessary knowledge. The article highlights which mobile applications have the potential to influence the development of logical thinking. It was studied how applications allow children to solve logical problems, puzzles, games, which directly affect the development of critical and spatial thinking, train memory and attention, and develop motor skills. Considered how mobile applications expand the capabilities of the teacher and serve as an excellent tool for the development and improvement of students' skills.

The article examines the role and significance of digitalization in achieving the goals of sustainable economic development. It is determined that the use of modern digital technologies is a stimulus for economic growth, ensuring environmental and social well-being, which is the basis for ensuring the sustainable development of the national economy as a whole. In addition, it is outlined that the development of digitalization provides access to global markets, the emergence of new opportunities and new types of economic activity, contributes to solving environmental and social problems, increases the level of efficiency of sustainable development management. Along with this, it provides effects from the use of digital technologies at the level of governments of countries, the corporate sector and citizens. Digital technologies play an increasingly key role in Europe's strategy for achieving sustainable development. The main directions of digital transformation in order to achieve the goals of sustainable development are outlined. Digitalization can help countries become more sustainable. It is determined that the use of digital technologies contributes to increasing the efficiency of resource use and energy consumption, creating a sustainable energy system, contributing to wider access to clean water, etc. Digital tools facilitate interaction and cooperation between countries, stakeholders and citizens, and allow for real-time work. In general, digitalization can play a crucial role in the sustainable development of European countries, both at national and regional levels. However, attention is also paid to the importance of considering potential problems and risks associated with digital technologies, such as data privacy, digital disruption, cyberrisks and technological dependency. Solving the outlined problems lies in the joint efforts of the state, the private sector, and civil society. The issue of developing the potential of digitalization for developing innovative solutions and addressing sustainable development challenges is becoming more relevant.

Relevance. The relevance of the study is explained by the need to explore the personal approach and computer educational technologies for the development of imagination in students over 18 years of age who do not have experience working with pictorial materials. The work is based on classical methods of teaching fine arts combined with modern digital technologies. The article describes the main conditions and methods that develop the imagination of students over 18 years of age in fine arts in institutions of additional education.Aim. To develop a curriculum that includes elements of interactive cooperation with students, the use of digital technologies (neural networks) to develop spatial thinking and coloristic and compositional imagination of students.Methodology. Analysis of scientific literature, conducting classes on the subject «Painting» with students over 18 years old, analysis of their educational and creative activities in the classroom, monitoring the development of the group’s creative skills are the methods for the research into the ways to develop the imagination of students.Scientific novelty/theoretical and/or practical significance. The theoretical and practical significance of the study is its contribution to the process of teaching art disciplines, the possibility of using the methods of developing imagination in the methodology of teaching painting, and improving the fine arts teaching programs for students of different ages. Based on the tested results, it is planned to write methodological manuals on fine arts. The students who completed the course in the discipline «Painting» with the use of digital educational technologies developed exhibition and competitive activities, increased interest in world artistic culture and art, and developed desire to improve their skills. The features of the influence of digital technologies on the development of imagination for the implementation of creative ideas are shown.Research results. A program with elements of digital technologies was introduced into the educational process, the skill and creative level of students increased: they successfully transferred three-dimensional objects to the plane of canvas or paper in the form of well-built coloristic and compositional solutions.Conclusions. Digital and information technologies, as well as technical means, help to achieve good results in the modern educational process. With the introduction of technology to the process of teaching fine arts, pedagogical activity is realized with obvious advantages.

Purpose of the study. The main purpose of this article is to identify the main directions, means and methods of applying digital technological solutions in the static activities of the Republic of Uzbekistan and develop new recommendations for further improvement of this area of the national economy in the context of digital transformation of the world economic system.Materials and methods. When writing this article, the authors used the methods of system analysis, synthesis, induction, deduction, methods of working with computer networks, digital services and platforms, special methods and tools necessary for working with a statistical information system, statistical, optimization and software methods for working with the portal of the Agency of Statistics under the President of the Republic of Uzbekistan.Results. The authors of the article studied modern scientific and practical approaches to the effective use of digital technological solutions in the field of statistics, both on a global scale and in the Republic of Uzbekistan. Based on the conducted research, the authors concluded that in order to improve the national statistical system of the Republic of Uzbekistan, it is necessary to widely use advanced technological solutions using a full range of digital mechanisms, including innovative approaches to automating the processes of collecting and processing statistical information, creating the possibility of searching and obtaining statistical and analytical data in an interactive form for short periods of time, organizing interaction between statistical bodies and other ministries and departments of the country.The authors of the paper also noted that all processes for the effective introduction of digital technologies in the statistical sphere are carried out within the framework of the «Digital Uzbekistan – 2030» strategy and in accordance with the decree of the President of the Republic of Uzbekistan. In particular, the Agency of Statistics under the President of the Republic of Uzbekistan was entrusted with certain tasks, such as improving information systems for storing, processing and presenting statistical data, platforms for the unified state register of enterprises and organizations, as well as automating population registration processes. As part of the implementation of these tasks, a lot of work is being done to in-depth study of new areas and modern technologies in the field of the digital economy and e-government for their implementation in statistical activities.Conclusion. Modern world trends in the effective implementation of digital technologies in the processes of collecting, processing, transmitting and storing information in various sectors and areas of the world economy are also firmly included in the sphere of statistical activity of the Republic of Uzbekistan. As practice shows, at present, digital web services, software systems, information systems based on the use of digital devices and technologies are already operating in the field of statistics of Uzbekistan. But, along with the already existing achievements in the application of digital solutions in the field of statistics of the Republic of Uzbekistan, the methodology for the effective use of digital mechanisms and the organization of interdepartmental information interaction is being improved in order to enhance the quality of information exchange of data to develop optimal management decisions and increase the competitiveness of the national economy of the Republic of Uzbekistan.

Today, digitalization, in particular working with big data, is highly popular and deeply embedded in all economic processes. In the context of our time, it is considered digital technologies that improve business processes in the field of automation, computer computing, and data digitalization. Using these technologies, it is possible to accurately design, manage, control and change processes in the virtual space, which can be carried out with greater speed and efficiency. The article deals with the issues of digitalization of the oil and gas industry. The main levels of the digital economy are given. Statistical data on the business digitalization index by country is provided. The focus is on the revolutionary trends in the oil and gas industry. The “industry 4.0” project for oil and gas companies is presented, which reflects the concepts of smart wells and fields. The analysis of projects on digitalization of oil companies that have been implemented and are planning to be implemented in the near future, as well as the companies studied the level of prospects for the use of digital (smart) technologies. The rating of the most expensive oil and gas companies in terms of capitalization for 2013–2018 is presented. The analysis of data with the use of digital technologies in companies is made. The main issues of digital products that are not widely used in the oil and gas sector are considered. The practical application of digital products in the oil and gas sector of the economy is analyzed. The main results and prospects of digitalization of the oil production complex business are revealed. KeywordsDigital economySmart wellsInternet of thingsSmart fieldsDigital doublesBig dataEconomic transformationInternet technologies in the oil and gas industry

Modern society features digital and communication technologies, such as the Internet and social networks. The purpose of this article is to determine the wide-ranging and specific uses of digital technologies in the modern performing arts. Various approaches to study and analyze information technologies and their connection with the arts are given. The introduction of three-dimensional technologies in stage productions in Ukraine are examined, and the use of modern digital technologies in the context of the development of theater of the 21st century are determined. The process of integrating digital technologies into stage productions are demonstrated. Recommendations and requirements for increasing the effectiveness of digital transformation in the performing arts are revealed. The results presented are of practical and theoretical value for art critics, cultural researchers, actors, directors, and producers of the theater, who can successfully integrate innovative technologies into their creative projects.

The article analyzes the current research of the future teachers’ training in the context of the problems of using innovative technologies in the professional activities. The author concludes that the digital competence of future teachers is an important component of vocational training. In the modern world, the information, presented in the digital format, is the main direction of structural reforms in many countries. The aim of the article is to highlight and characterize the modern requirements of the formation of digital competence of future teachers in the process of professional training in institutions of higher education in Ukraine. The international requirements for digital competence of citizens in an educational context have been characterized. Digital competence indicators of teachers include knowledge, skills and abilities to use online tools creatively while respecting proper rules of ethical behavior on the Internet. The importance of the formation of digital competence, as a vital skill of the personality, in the professional training of future specialists has been proved. In the context of the study, digital skills of a teacher in the 21st century have been highlighted. They should be based on the free and appropriate using of various opportunities in the process of professional activity, inherent in computer services and online technologies. The use of digital technologies in the educational process contributes to the independent cognitive activity of students and the organization of the effective interaction between its participants. Innovative technologies allow students to solve the tasks, which are as close as possible to the reality. The author defines the concept of “digital competence of future teachers” as the ability of a personality to use, select expediently and interact with digital technologies in pedagogical activity, which gives the chance to involve students in training and to cooperate effectively with all participants of educational process. Digital competence of future teachers is an important component of their professional activity, which will contribute to the effective using of innovative technologies in teaching. Owing to the modern information technologies, computer services and online technologies are widely introduced and used in the educational process.

The transition towards a circular built environment challenges dismantling firms to revisit their practices. These firms traditionally demolish buildings with crushing force, essentially creating poorly recyclable waste. This practice leads to a loss of economic value and has several negative social and environmental consequences. Deconstruction, defined as construction in reverse, represents an alternative practice in which as many materials are recovered as possible. Deconstruction is particularly challenging because responsible firms need to process more information to organise various reverse logistics options efficiently. This chapter, therefore, reviews reverse supply chain practices in construction and illustrates how digital technologies could support dismantling firms and their partners during essential deconstruction activities. Through evidence-based insights and examples from practice, the chapter presents a state-of-the-art overview of digital deconstruction technology use cases for identifying, harvesting, and distributing reusable building elements. It shows that digital technologies have been developed for separate deconstruction activities but are rarely used in an integrated manner. Further integration through aligning the digital technologies with practitioners’ information needs will, accordingly, unlock new opportunities for closed-loop material flows.