Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/91294
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dc.contributor.authorKasperiūnienė, Judita-
dc.contributor.authorDaukilas, Sigitas-
dc.coverage.spatialLT-
dc.date.accessioned2019-05-18T05:55:36Z-
dc.date.available2019-05-18T05:55:36Z-
dc.date.issued2017-
dc.identifier.isbn9786094491238-
dc.identifier.otherVDU02-000052889-
dc.identifier.urihttp://www.ruraldevelopment.lt/doc/SANTRAUKOS_%20GERAS.pdf-
dc.descriptionPuslapiai nurodyti pagal pataisytą leidinį-
dc.description.abstractSmart educational technology in the learning process at a vocational training institution directly correlates to the pedagogical and methodological preparation of teachers and their practical experience. The pedagogical preparation determines better learning outcomes, effective social and cultural expressions, and more qualitative guidance of the didactic process. In addition, teachers with the help of technology could draw attention to each student, help the learner to know himself and his or her field of professional expression. This case study examined the ability of vocational teachers to use various technologies in class. Study was conducted in five rural vocational training schools in Lithuania. Twenty-five vocational teachers were interviewed using focus group interview format about their smart educational technology usage in teaching and contacting their students. Teachers were observed manipulating, transforming and allocating appropriate digital media, adapting teaching content and easily forming teaching-learning networks to achieve educational goals. Overall, the process described here showed that regardless of how long vocational teachers work at a rural school and what subjects they teach, mostly teachers communicated and collaborated through technologies with their students while presenting vocational teaching content. Finally, the technological competence of vocational teachers reflected the teacher's ability to carry out a certain vocational teaching process: the ability to perform technological operations, the skill to work with various materials, equipment and the mentoring capacityen
dc.description.sponsorshipVytauto Didžiojo universitetas-
dc.description.sponsorshipŽemės ūkio akademija-
dc.format.extentp. 284-285-
dc.language.isoen-
dc.relation.ispartofRural Development 2017 [elektroninis išteklius]: Bioeconomy Challenges : The 8th International Scientific Conference, 23-24th November, 2017, Aleksandras Stulginskis University : Abstracts Book. Akademija : Aleksandras Stulginskis University, 2017-
dc.subjectCase studyen
dc.subjectlearning processen
dc.subjectsmart education technologyen
dc.subjectteachers’ perspectiveen
dc.subjectrural vocational training institutionen
dc.subject.classificationTezės kituose recenzuojamuose leidiniuose / Theses in other peer-reviewed publications (T1e)-
dc.subject.otherEdukologija / Education (S007)-
dc.titleSmart Educational Technology in the Learning Process at a Rural Vocational Training Institution - A Case Studyen
dc.typeconference paper-
dc.date.updated2018-11-08T14:25Z-
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local.typeT-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptSistemų analizės katedra-
crisitem.author.deptŽemės ūkio akademija-
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications
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