International Journal of Artificial Intelligence and Education Technology
Journal DOI
2835-2432ISSN (Online)
This bibliographic analysis explores the use of social media tools in education and their impact on teaching and learning experiences. The analysis reviews research literature to provide evidence of the positive effects of social media tools on various aspects of education, including student engagement, critical thinking skills, academic achievement, and learning outcomes. YouTube videos are highlighted as particularly effective in promoting critical thinking skills and improving students' comprehension and retention of information. Additionally, social media platforms like Facebook are discussed as effective learning management systems, facilitating communication and collaboration among students and teachers. The flipped classroom model, which incorporates social media tools, is also examined for its positive effects on student learning. However, the successful integration of social media tools in education depends on factors such as instructional design, teacher training, and copyright considerations. Further research is needed to explore the long-term effects and potential challenges associated with the use of social media tools in education. Overall, this analysis emphasizes the opportunities that social media tools offer educators to enhance teaching and learning experiences, promote student engagement and collaboration, and improve learning outcomes. It underscores the importance for educators to stay informed about the latest research and best practices in utilizing social media tools effectively in educational settings as technology continues to evolve.
Read MoreDoi: https://doi.org/10.54216/IJAIET.020101
Vol. 2 Issue. 1 PP. 08-12, (2023)
The research is devoted to the actual problem of developing criteria for an electronic portfolio of a secondary school teacher according to a rating system. In the theoretical part of the research, the analysis of scientific and methodological literature on the problem of the elaboration of the content and criteria for evaluating the teacher's activity in accordance with modern requirements for the teaching profession was carried out. The respondents to this study were 1661 teachers at general education schools of the Republic of Uzbekistan. To conduct an experimental study, questions for the questionnaire were developed in accordance with the criteria of the rating system for evaluating the activities of a teacher identified during a theoretical analysis. The survey was conducted anonymously, which allows us to speak about the reliability of the results.
Read MoreDoi: https://doi.org/10.54216/IJAIET.020102
Vol. 2 Issue. 1 PP. 13-19, (2023)