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f
tech
n
o
lo
g
y
in
h
i
g
h
er
ed
u
ca
tio
n
to
en
h
a
n
ce
th
e
q
u
ality
o
f
th
e
ed
u
ca
tio
n
al
ex
p
er
ien
ce
.
T
h
e
ad
d
ed
v
al
u
e
o
f
t
h
is
r
esear
ch
lies
in
its
id
en
tific
atio
n
o
f
g
ap
s
in
I
C
T
u
s
ag
e
a
n
d
d
ig
ital
co
m
p
ete
n
cies
b
etwe
en
teac
h
in
g
s
taf
f
a
n
d
s
tu
d
en
ts
ac
r
o
s
s
d
if
f
er
en
t
in
s
titu
tio
n
s
,
o
f
f
er
in
g
a
ctio
n
ab
l
e
r
ec
o
m
m
en
d
atio
n
s
f
o
r
im
p
r
o
v
in
g
tech
n
o
l
o
g
y
in
teg
r
atio
n
,
f
ac
u
lty
tr
ain
i
n
g
,
a
n
d
d
ig
ital c
o
m
m
u
n
icatio
n
s
tr
ateg
ies in
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
r
esear
ch
b
e
g
in
s
with
a
n
i
n
tr
o
d
u
ctio
n
t
h
at
o
u
tlin
es
th
e
o
b
jectiv
es
an
d
th
e
n
ee
d
f
o
r
s
u
c
h
a
s
tu
d
y
,
f
o
llo
wed
b
y
a
d
etailed
r
ev
iew
o
f
r
elev
an
t
liter
atu
r
e
in
th
e
f
i
eld
o
f
ed
u
ca
tio
n
a
n
d
I
C
T
,
with
a
f
o
cu
s
o
n
h
ig
h
er
ed
u
ca
tio
n
.
Nex
t,
th
e
r
esear
ch
m
eth
o
d
s
u
s
ed
ar
e
p
r
esen
te
d
,
lead
in
g
in
to
a
d
etailed
s
ec
ti
o
n
o
n
th
e
r
esear
ch
r
esu
lts
,
h
ig
h
lig
h
tin
g
th
e
h
y
p
o
th
eses
an
d
ex
p
lain
in
g
th
eir
c
o
n
f
ir
m
atio
n
o
r
r
ejec
tio
n
.
Fin
a
lly
,
th
e
co
n
clu
s
io
n
s
ec
tio
n
d
is
cu
s
s
es th
e
r
esu
lts
,
with
a
n
o
te
o
n
th
e
s
tu
d
y
'
s
lim
itatio
n
s
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
T
h
e
ab
u
n
d
an
ce
o
f
p
r
i
n
ted
a
n
d
d
i
g
ital
b
o
o
k
s
an
d
o
th
e
r
p
u
b
licatio
n
s
o
n
th
e
to
p
ic
o
f
I
C
T
u
s
ag
e
h
ig
h
lig
h
ts
its
in
d
is
p
en
s
ab
ilit
y
in
all
s
p
h
er
es
o
f
h
u
m
an
ac
ti
v
ity
.
T
o
d
a
y
,
th
e
o
r
etica
l
an
d
p
r
ac
tical
k
n
o
wled
g
e
in
th
is
f
ield
h
as
r
ea
ch
e
d
an
ad
v
a
n
ce
d
s
tag
e,
f
o
r
m
in
g
th
e
f
o
u
n
d
atio
n
f
o
r
m
a
n
ag
in
g
o
p
er
atio
n
s
in
co
n
tem
p
o
r
a
r
y
an
d
in
cr
ea
s
in
g
ly
tu
r
b
u
len
t
m
a
r
k
et
co
n
d
itio
n
s
.
So
m
e
r
esear
c
h
r
esu
lts
in
d
icate
th
at
I
C
T
ef
f
ec
tiv
ely
co
n
tr
i
b
u
te
to
th
e
d
is
tr
ib
u
tio
n
an
d
u
s
e
o
f
k
n
o
wled
g
e
in
h
i
g
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
[
1
]
.
I
C
T
ca
n
en
h
an
ce
lear
n
in
g
o
u
tco
m
es
th
r
o
u
g
h
g
r
ea
ter
e
f
f
i
cien
cy
,
ac
ce
s
s
ib
ilit
y
,
an
d
in
ter
ac
tiv
e
to
o
ls
[
2
]
.
I
t
is
also
wo
r
th
n
o
tin
g
th
at
th
er
e
is
a
s
ig
n
if
ican
t
d
ig
ital
d
iv
id
e
am
o
n
g
p
r
o
f
ess
o
r
s
in
h
ig
h
er
ed
u
ca
tio
n
,
d
e
p
en
d
i
n
g
o
n
th
eir
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
ch
ar
ac
ter
is
tics
[
3
]
.
Stu
d
en
ts
h
ig
h
ly
v
alu
e
th
e
ac
ce
s
s
ib
ilit
y
o
f
in
f
o
r
m
atio
n
t
h
r
o
u
g
h
I
C
T
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
b
u
t
th
ey
also
r
ep
o
r
t
ch
allen
g
es
with
f
o
cu
s
,
en
g
ag
em
e
n
t,
an
d
m
o
tiv
atio
n
d
u
r
in
g
o
n
lin
e
lear
n
in
g
[
4
]
.
T
h
e
a
p
p
licatio
n
o
f
I
C
T
in
e
d
u
ca
tio
n
s
ig
n
if
ica
n
tly
co
n
tr
i
b
u
tes
to
im
p
r
o
v
i
n
g
th
e
q
u
ality
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
in
cr
ea
s
e
s
s
tu
d
en
t
m
o
tiv
atio
n
,
f
ac
ilit
ates
ea
s
ier
ac
ce
s
s
to
in
f
o
r
m
atio
n
,
an
d
en
ab
les
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
,
th
e
r
eb
y
tr
an
s
f
o
r
m
in
g
th
e
tr
a
d
itio
n
al
teac
h
in
g
m
o
d
el
in
to
a
m
o
r
e
d
y
n
am
ic
an
d
in
ter
ac
tiv
e
ap
p
r
o
ac
h
[
5
]
.
M
o
s
t
s
tu
d
en
ts
,
ar
o
u
n
d
7
5
%,
ac
h
iev
ed
b
etter
r
esu
lts
u
s
in
g
d
ig
ital
lear
n
in
g
s
tr
ateg
ies
co
m
p
ar
ed
to
tr
ad
itio
n
al
m
eth
o
d
s
[
6
]
.
Pan
d
em
ic
p
er
i
o
d
s
h
a
v
e
s
ig
n
if
ican
tly
ac
ce
ler
ated
d
ig
ital
p
r
o
ce
s
s
es.
Ov
er
all
ev
alu
atio
n
s
o
f
t
h
e
tr
an
s
itio
n
to
o
n
lin
e
class
es
d
u
r
in
g
th
e
p
an
d
em
ic
wer
e
p
o
s
itiv
e,
th
o
u
g
h
teac
h
er
s
ex
p
er
ie
n
ce
d
ch
allen
g
es
d
u
e
to
in
ten
s
iv
e
tech
n
o
l
o
g
y
u
s
e,
wit
h
p
r
im
a
r
y
is
s
u
es
in
clu
d
in
g
r
e
d
u
ce
d
in
ter
ac
tio
n
with
s
tu
d
en
t
s
,
o
r
g
an
izi
n
g
o
n
lin
e
ex
am
s
,
an
d
tec
h
n
ical
d
if
f
icu
l
ties
[
7
]
.
Desp
ite
th
e
en
d
o
f
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic,
it
i
s
r
ec
o
m
m
en
d
e
d
to
in
cr
ea
s
e
I
C
T
u
s
ag
e
in
teac
h
in
g
an
d
lear
n
in
g
,
with
s
u
g
g
esti
o
n
s
f
o
r
m
o
r
e
f
r
e
q
u
en
t
o
r
g
a
n
iz
atio
n
o
f
wo
r
k
s
h
o
p
s
an
d
tr
ai
n
in
g
f
o
r
teac
h
i
n
g
s
taf
f
,
s
tu
d
en
ts
,
a
n
d
ad
m
in
is
tr
ato
r
s
,
f
o
cu
s
in
g
o
n
p
e
d
ag
o
g
ical
is
s
u
es
an
d
m
an
ag
e
m
en
t
[
8
]
.
T
h
er
e
ar
e
v
ar
io
u
s
em
o
tio
n
al
r
ea
ctio
n
s
am
o
n
g
p
r
o
f
ess
o
r
s
.
O
n
th
e
o
n
e
h
an
d
,
I
C
T
f
ac
ilit
ates
th
e
d
ev
elo
p
m
e
n
t
o
f
n
ew
s
k
ills
,
in
tr
o
d
u
ce
s
n
ew
m
eth
o
d
o
lo
g
ical
a
p
p
r
o
ac
h
es,
an
d
f
o
s
ter
s
a
p
o
s
itiv
e
attitu
d
e
to
war
d
d
ig
ital
to
o
ls
f
o
r
r
ea
ch
in
g
all
s
tu
d
en
ts
.
On
th
e
o
th
er
h
a
n
d
,
I
C
T
u
s
ag
e
h
as
in
cr
ea
s
ed
an
x
iety
,
wo
r
k
lo
ad
,
a
n
d
th
e
n
ee
d
f
o
r
co
n
tin
u
o
u
s
tr
ain
in
g
[
9
]
.
I
C
T
elem
en
ts
,
in
clu
d
in
g
th
e
i
n
ter
n
et,
in
f
r
astru
ctu
r
e,
an
d
lear
n
in
g
m
an
ag
em
e
n
t
s
y
s
tem
s
(
L
MS)
,
h
av
e
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
im
p
ac
t
o
n
I
C
T
in
teg
r
atio
n
i
n
h
ig
h
er
ed
u
ca
tio
n
,
wh
ile
in
s
titu
tio
n
al
p
o
licies
h
av
e
h
ad
a
n
eg
ativ
e
an
d
in
s
ig
n
if
ican
t
e
f
f
ec
t
[
1
0
]
.
T
h
e
ef
f
ec
ts
o
f
I
C
T
ap
p
licatio
n
in
h
ig
h
er
ed
u
c
atio
n
in
s
titu
tio
n
s
also
v
ar
y
d
ep
e
n
d
in
g
o
n
th
e
s
cien
tif
ic
f
ield
to
wh
ich
th
e
teac
h
er
b
elo
n
g
s
,
with
th
e
b
est
r
esu
lts
o
b
s
er
v
ed
i
n
tech
n
ical
an
d
tech
n
o
lo
g
ical
s
cien
ce
s
,
a
s
well
as
n
atu
r
al
s
cien
ce
s
a
n
d
m
ath
em
atics
[
1
1
]
.
I
C
T
ca
n
s
ig
n
if
ican
tly
ass
is
t
d
is
tan
ce
ed
u
ca
tio
n
in
d
ev
el
o
p
in
g
co
u
n
tr
ies
s
u
ch
as
I
n
d
ia,
e
s
p
ec
ially
in
r
ea
c
h
in
g
tr
ib
al
s
t
u
d
en
ts
,
o
v
er
co
m
in
g
f
in
an
cial
an
d
g
e
o
g
r
a
p
h
ical
b
ar
r
ier
s
th
r
o
u
g
h
a
s
tu
d
e
n
t
-
ce
n
ter
e
d
ap
p
r
o
ac
h
,
th
u
s
in
cr
ea
s
in
g
th
e
ca
p
ac
ity
,
q
u
ality
,
an
d
co
s
t
-
ef
f
ec
tiv
en
ess
o
f
th
e
ed
u
ca
tio
n
s
y
s
tem
[
1
2
]
.
I
C
T
in
teg
r
atio
n
in
ed
u
ca
tio
n
h
as
s
ee
n
a
s
tead
y
in
cr
ea
s
e
s
in
ce
2
0
1
5
,
with
s
p
ec
ial
em
p
h
asis
o
n
n
ew
ter
m
s
s
u
ch
as C
OVI
D,
p
an
d
em
ic,
s
elf
-
ef
f
icac
y
,
an
d
b
e
h
av
io
r
[
1
3
]
.
I
n
u
n
iv
er
s
ities
in
less
d
ev
elo
p
ed
co
u
n
tr
ies,
lik
e
Gh
an
a,
s
ig
n
if
ican
t
p
r
o
g
r
ess
h
as
b
ee
n
r
ec
o
g
n
ized
in
I
C
T
in
f
r
astru
ctu
r
e
d
e
v
elo
p
m
e
n
t,
b
u
t
k
e
y
ch
allen
g
es
s
u
ch
a
s
in
s
u
f
f
icien
t
f
u
n
d
i
n
g
,
lack
o
f
ex
p
er
t
s
taf
f
,
a
n
d
wea
k
er
m
an
ag
em
e
n
t
s
u
p
p
o
r
t
h
av
e
b
ee
n
i
d
en
tifie
d
,
h
in
d
er
in
g
ef
f
ec
tiv
e
e
-
lear
n
in
g
im
p
lem
en
tatio
n
[
1
4
]
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
co
n
f
id
e
n
ce
in
co
m
p
u
ter
u
s
e,
co
m
p
u
ter
-
r
elate
d
an
x
iety
,
an
d
p
er
ce
iv
ed
en
jo
y
m
e
n
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
I
C
T c
o
mp
eten
cy
a
n
d
co
mmu
n
ica
tio
n
p
r
eferen
ce
s
in
h
ig
h
er e
d
u
ca
tio
n
:
in
s
ig
h
ts
…
(
Hrvo
je
B
u
d
ić
)
2933
in
f
lu
en
ce
d
s
tu
d
en
ts
'
co
n
tin
u
o
u
s
in
ten
tio
n
to
u
s
e
I
C
T
an
d
t
h
eir
s
atis
f
ac
tio
n
[
1
5
]
.
I
C
T
ap
p
licatio
n
in
h
ig
h
e
r
ed
u
ca
tio
n
h
as
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
t
p
e
r
f
o
r
m
an
ce
,
with
th
ese
ef
f
ec
ts
b
ein
g
m
o
r
e
ev
id
en
t
th
r
o
u
g
h
in
d
ir
ec
t
f
ac
to
r
s
s
u
ch
as
ch
an
g
es
in
th
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
an
d
teac
h
er
c
h
ar
ac
ter
is
tics
,
wh
il
e
o
r
g
an
izatio
n
al
s
tr
u
ctu
r
es
n
ee
d
to
b
e
ad
ap
ted
to
ac
h
iev
e
b
etter
r
esu
lts
[
1
6
]
.
C
o
n
s
eq
u
en
tly
,
p
ed
ag
o
g
ical
p
r
ac
tices
h
av
e
tr
an
s
f
o
r
m
ed
,
s
tu
d
en
t
en
g
a
g
em
en
t
h
as
im
p
r
o
v
ed
,
a
n
d
ed
u
ca
tio
n
al
r
eso
u
r
ce
av
ailab
ilit
y
h
as
in
cr
ea
s
ed
,
p
o
s
itiv
ely
im
p
ac
tin
g
lear
n
in
g
o
u
tco
m
es
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
c
r
itical
s
k
ills
s
u
ch
as
p
r
o
b
lem
-
s
o
lv
in
g
an
d
d
ig
ital
liter
ac
y
[
1
7
]
.
Stu
d
en
ts
h
a
v
e
v
ar
io
u
s
a
p
p
r
o
ac
h
es
to
u
s
in
g
a
n
d
cr
ea
ti
n
g
I
C
T
,
an
d
h
ig
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
s
h
o
u
ld
r
ec
o
g
n
ize
th
e
d
if
f
er
en
ce
b
etwe
en
p
ass
iv
e
u
s
e
o
f
p
latf
o
r
m
s
a
n
d
ac
tiv
e
c
r
ea
tio
n
o
f
d
ig
ital f
o
r
m
ats b
y
s
tu
d
en
ts
[
1
8
]
.
Stu
d
en
ts
o
f
ten
u
s
e
I
C
T
f
o
r
p
er
s
o
n
al
th
an
e
d
u
ca
tio
n
al
p
u
r
p
o
s
es,
an
d
th
eir
u
s
e
o
f
I
C
T
f
o
r
in
f
o
r
m
al
lear
n
in
g
is
s
tr
o
n
g
ly
ass
o
ciate
d
with
p
er
s
o
n
al
u
s
e,
wh
ile
u
s
e
f
o
r
f
o
r
m
al
lea
r
n
in
g
is
m
o
r
e
in
f
lu
e
n
ce
d
b
y
th
e
ed
u
ca
tio
n
al
s
y
s
tem
th
an
b
y
t
h
e
s
tu
d
en
ts
th
em
s
elv
es
[
1
9
]
.
T
o
ad
d
r
ess
th
e
lo
w
en
r
o
llm
e
n
t
r
ate,
th
e
I
n
d
ian
g
o
v
er
n
m
en
t
h
as
in
tr
o
d
u
ce
d
s
e
v
er
al
m
ea
s
u
r
es,
in
clu
d
i
n
g
th
e
u
s
e
o
f
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
an
d
I
C
T
to
o
ls
s
u
ch
as
m
ass
iv
e
o
p
en
o
n
lin
e
co
u
r
s
es
(
MO
O
C
s
)
an
d
s
tu
d
y
web
s
o
f
ac
tiv
e
-
lear
n
in
g
f
o
r
y
o
u
n
g
asp
ir
in
g
m
in
d
s
(
SW
AYAM
)
,
to
m
ak
e
ed
u
ca
tio
n
m
o
r
e
ac
ce
s
s
ib
le
to
b
r
o
a
d
er
s
eg
m
en
ts
o
f
s
o
ciety
[
2
0
]
.
I
C
T
h
as
b
r
o
u
g
h
t
s
ig
n
if
ican
t
ch
an
g
es
in
ed
u
ca
tio
n
an
d
p
r
o
v
i
d
es
cr
u
cial
s
u
p
p
o
r
t
to
h
ig
h
er
e
d
u
ca
tio
n
in
I
n
d
ia
,
en
ab
lin
g
ac
ce
s
s
to
ed
u
ca
tio
n
with
o
u
t
tim
e
a
n
d
g
eo
g
r
ap
h
ical
co
n
s
tr
ain
ts
,
i
m
p
r
o
v
i
n
g
m
ater
ial
s
h
ar
i
n
g
,
an
d
f
o
s
ter
in
g
t
h
e
d
ev
elo
p
m
e
n
t o
f
c
o
llab
o
r
ativ
e
s
k
ills
,
with
th
e
p
o
ten
tial to
tr
a
n
s
f
o
r
m
an
d
d
em
o
cr
atize
ed
u
ca
tio
n
[
2
1
]
.
T
h
e
u
s
e
o
f
I
C
T
in
ed
u
ca
tio
n
is
p
r
im
ar
ily
f
o
cu
s
ed
o
n
ar
ea
s
o
f
g
en
er
al
ed
u
ca
tio
n
an
d
te
ch
n
o
lo
g
y
,
wh
ile
a
lack
o
f
r
esear
ch
h
as b
ee
n
o
b
s
er
v
ed
i
n
ar
ea
s
s
u
ch
as a
u
tis
m
,
r
u
r
al
ar
ea
s
,
in
clu
s
iv
e
e
d
u
ca
tio
n
,
d
is
ab
ilit
y
,
cy
b
er
b
u
lly
in
g
,
in
d
ig
e
n
o
u
s
r
i
g
h
ts
,
an
d
s
o
cial
ex
cl
u
s
io
n
,
in
d
icatin
g
th
e
n
e
ed
f
o
r
f
u
r
th
e
r
r
es
ea
r
ch
in
t
h
ese
to
p
ics
[
2
2
]
.
R
esear
ch
r
esu
lts
s
h
o
w
th
at
in
cr
ea
s
ed
u
s
e
o
f
I
C
T
in
s
ch
o
o
ls
in
au
to
n
o
m
o
u
s
co
m
m
u
n
it
ies
h
as
n
o
p
o
s
itiv
e
ef
f
ec
t
o
n
m
ath
e
m
atics
an
d
r
ea
d
in
g
o
u
tco
m
es,
wh
ile
a
p
o
s
itiv
e
ef
f
ec
t
h
as
b
ee
n
r
ec
o
r
d
e
d
o
n
s
cien
ce
o
u
tco
m
es.
T
h
is
s
u
g
g
ests
th
at
th
e
im
p
ac
t
o
f
I
C
T
o
n
ed
u
ca
tio
n
al
o
u
tc
o
m
es d
ep
en
d
s
o
n
th
e
s
u
b
ject
an
d
th
e
way
tech
n
o
lo
g
y
is
u
s
ed
,
in
d
icatin
g
th
e
n
ee
d
f
o
r
ca
r
e
f
u
l
e
v
alu
atio
n
to
d
eter
m
in
e
in
wh
ich
a
r
ea
s
an
d
h
o
w
I
C
T
ca
n
p
o
s
itiv
ely
af
f
ec
t
ed
u
ca
tio
n
al
r
esu
lts
[
2
3
]
.
I
C
T
en
ab
les
in
ter
ac
tiv
e
lear
n
in
g
,
p
e
r
s
o
n
alize
d
o
p
tio
n
s
f
o
r
ex
p
r
ess
in
g
u
n
d
er
s
tan
d
i
n
g
,
a
n
d
p
r
ep
ar
es
s
tu
d
en
ts
f
o
r
tech
n
o
lo
g
ical
ch
an
g
es
in
s
o
ciety
an
d
th
e
wo
r
k
p
lace
[
2
4
]
.
Mo
s
t
p
r
o
f
ess
o
r
s
d
o
n
o
t
u
s
e
tech
n
o
l
o
g
y
in
teac
h
in
g
,
b
u
t
a
s
ig
n
if
ican
t
in
cr
ea
s
e
in
I
C
T
u
s
e
in
e
d
u
ca
tio
n
al
ac
tiv
ities
h
as
b
ee
n
o
b
s
er
v
ed
af
ter
tr
ai
n
in
g
p
r
o
g
r
am
s
,
r
esu
ltin
g
i
n
b
etter
less
o
n
p
lan
n
in
g
a
n
d
g
r
e
ater
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
in
to
th
e
c
u
r
r
icu
lu
m
[
2
5
]
.
Acc
o
r
d
in
g
l
y
,
m
o
s
t
p
r
o
f
ess
o
r
s
h
av
e
a
p
o
s
itiv
e
attitu
d
e
to
war
d
u
s
in
g
I
C
T
,
b
u
t
lim
ited
k
n
o
wled
g
e
a
n
d
u
n
d
er
s
tan
d
i
n
g
o
f
tech
n
o
lo
g
y
in
teg
r
atio
n
i
n
teac
h
in
g
ar
e
th
e
m
ain
o
b
s
tacle
s
,
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
g
r
ea
ter
u
s
e
o
f
co
m
p
u
ter
s
in
in
ter
ac
tiv
e
an
d
p
r
ac
tical
ac
tiv
ities
,
an
d
th
ey
s
ee
k
s
u
p
p
o
r
t in
lea
r
n
in
g
h
o
w
to
u
s
e
s
o
f
twar
e
an
d
in
te
g
r
ate
I
C
T
in
to
teac
h
in
g
[
2
6
]
.
On
e
o
f
t
h
e
k
e
y
s
u
cc
ess
f
ac
to
r
s
f
o
r
tech
n
o
l
o
g
y
-
b
ased
teac
h
i
n
g
an
d
lear
n
in
g
is
ex
ce
llen
t k
n
o
wled
g
e
o
f
I
C
T
to
o
ls
an
d
wo
r
k
s
p
ac
es
b
y
teac
h
er
s
,
an
d
ef
f
ec
tiv
e
teac
h
er
p
r
e
p
ar
atio
n
p
r
o
g
r
am
s
h
a
v
e
also
s
ig
n
if
ican
tly
co
n
tr
ib
u
ted
to
im
p
r
o
v
in
g
s
tu
d
en
ts
'
lear
n
in
g
q
u
ality
[
2
7
]
.
Mo
s
t
Af
r
ican
co
u
n
tr
ies
f
ac
e
s
im
ilar
is
s
u
es.
T
h
e
d
ig
ital
tr
an
s
f
o
r
m
atio
n
o
f
h
ig
h
er
ed
u
ca
tio
n
in
C
am
er
o
o
n
en
co
u
n
ter
s
s
ig
n
if
ica
n
t
o
b
s
tac
les
s
u
ch
as
lack
o
f
in
f
r
astru
ctu
r
e,
lim
ited
in
ter
n
et
ac
ce
s
s
,
an
d
in
s
u
f
f
icien
t
f
i
n
an
cial
r
eso
u
r
ce
s
,
wh
ile
s
o
lu
tio
n
s
in
clu
d
e
in
c
r
ea
s
ed
in
v
estme
n
t
in
d
ig
ital
in
f
r
astr
u
ctu
r
e,
s
tr
en
g
th
en
i
n
g
in
ter
n
a
tio
n
al
co
o
p
er
atio
n
,
a
n
d
im
p
r
o
v
in
g
ed
u
ca
tio
n
al
s
y
s
tem
m
an
ag
em
en
t
[
2
8
]
.
I
n
E
th
io
p
ia,
wh
ile
t
h
er
e
a
r
e
a
d
eq
u
ate
a
n
d
f
ea
s
ib
le
p
o
licies
an
d
s
tr
ateg
ies
f
o
r
p
r
o
m
o
tin
g
d
ig
italizatio
n
o
f
h
i
g
h
er
e
d
u
ca
tio
n
,
th
e
m
ain
ch
al
len
g
es
ar
e
p
o
o
r
in
ter
n
et
co
n
n
e
ctiv
ity
,
in
s
u
f
f
icien
t
I
C
T
in
f
r
astru
ctu
r
e,
lack
o
f
ex
p
er
t
s
taf
f
,
an
d
s
taf
f
r
esis
tan
ce
to
ch
an
g
e,
i
n
d
icatin
g
th
at
p
o
licies
alo
n
e
ar
e
n
o
t
en
o
u
g
h
with
o
u
t
g
o
v
e
r
n
m
en
t c
o
m
m
itm
en
t a
n
d
a
f
o
c
u
s
o
n
q
u
ality
th
r
o
u
g
h
d
ig
ital tr
a
n
s
f
o
r
m
atio
n
[
2
9
]
.
Dig
ital
tech
n
o
lo
g
ies
h
a
d
a
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
lear
n
in
g
p
r
o
ce
s
s
o
f
s
tu
d
e
n
ts
in
h
ig
h
er
ed
u
ca
tio
n
,
p
r
o
m
o
tin
g
ac
tiv
e
p
ar
ticip
atio
n
an
d
in
ter
ac
tio
n
in
s
id
e
a
n
d
o
u
ts
id
e
th
e
class
r
o
o
m
,
b
u
t
th
eir
u
s
e
is
m
ain
ly
f
o
cu
s
ed
o
n
in
f
o
r
m
atio
n
tr
an
s
f
er
,
wh
ile
th
ey
ar
e
less
u
s
ed
to
p
r
o
m
o
te
c
o
llab
o
r
ativ
e
lear
n
in
g
a
n
d
th
e
d
ev
elo
p
m
e
n
t
o
f
co
o
p
er
ativ
e
s
k
ills
[
3
0
]
.
C
er
tain
r
esear
ch
in
d
icate
s
th
at
I
C
T
in
teg
r
atio
n
h
as
b
ee
n
s
u
p
er
f
icial
an
d
teac
h
e
r
-
led
,
with
I
C
T
b
ei
n
g
s
ee
n
m
o
r
e
as
a
to
o
l
to
i
n
cr
ea
s
e
teac
h
er
p
r
o
d
u
ctiv
ity
t
h
an
to
im
p
r
o
v
e
s
tu
d
e
n
t
lear
n
in
g
o
u
tco
m
es.
T
h
e
m
ain
o
b
s
tacle
s
to
in
teg
r
atio
n
ar
e
th
e
lack
o
f
tech
n
ical
s
u
p
p
o
r
t
an
d
p
r
o
f
ess
io
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d
ev
elo
p
m
e
n
t,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
to
c
h
an
g
e
teac
h
er
attitu
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es a
b
o
u
t th
eir
r
o
le
in
h
i
g
h
er
e
d
u
ca
tio
n
[
3
1
]
.
Stu
d
en
ts
o
f
ten
f
ac
e
c
h
allen
g
e
s
s
u
ch
as
less
o
n
d
u
r
atio
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,
ac
c
ess
to
m
o
d
er
n
d
e
v
ices,
an
d
is
s
u
es
with
r
esear
ch
s
k
ills
,
in
co
n
tr
ast
to
teac
h
er
s
wh
o
h
ad
a
m
u
ch
m
o
r
e
p
o
s
itiv
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attitu
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e
to
war
d
th
e
im
p
ac
t
o
f
I
C
T
o
n
teac
h
in
g
[
3
2
]
.
Dig
ital
tec
h
n
o
lo
g
ies
ar
e
m
ain
ly
u
s
ed
t
o
s
u
p
p
o
r
t
tr
an
s
m
is
s
iv
e
teac
h
in
g
m
eth
o
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s
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win
g
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tu
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iv
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al
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h
ar
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in
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wh
ile
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ey
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ch
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f
r
eq
u
e
n
tly
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s
ed
to
p
r
o
m
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te
c
o
llab
o
r
ativ
e
an
d
co
o
p
er
ativ
e
lear
n
in
g
[
3
3
]
.
Mo
s
t
s
tu
d
en
ts
ex
p
r
ess
ed
a
willin
g
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ess
to
u
s
e
AI
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in
th
e
f
u
tu
r
e,
an
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s
tu
d
y
s
h
o
we
d
im
p
r
o
v
ed
f
u
n
cti
o
n
ality
,
u
s
er
f
lo
w,
an
d
co
n
ten
t
u
n
d
er
s
tan
d
i
n
g
am
o
n
g
s
tu
d
en
ts
wh
o
u
s
ed
C
h
atGPT
co
m
p
ar
ed
to
th
o
s
e
wh
o
r
elied
s
o
lely
o
n
tr
ad
itio
n
al
s
ea
r
ch
en
g
in
es
[
3
4
]
.
T
h
e
tr
an
s
itio
n
to
o
n
lin
e
lear
n
in
g
an
d
ev
al
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atio
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p
latf
o
r
m
s
d
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wn
ac
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ler
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d
ig
italizatio
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b
u
t
also
e
m
p
h
asized
t
h
e
n
ee
d
f
o
r
o
n
g
o
in
g
p
r
o
v
is
io
n
o
f
tech
n
ical
to
o
ls
an
d
m
e
d
ia
f
o
r
teac
h
er
s
an
d
s
tu
d
en
ts
to
s
u
cc
ess
f
u
lly
p
ar
ticip
ate
in
o
n
lin
e
class
es
[
3
5
]
.
T
h
er
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h
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v
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n
tr
en
d
s
in
tr
an
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ew
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llab
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o
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d
ig
ital
wr
itin
g
,
in
clu
d
in
g
in
ter
ac
tiv
e
ac
tiv
ities
with
ad
d
itio
n
al
I
C
T
to
o
ls
to
o
p
tim
ize
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
[
3
6
]
.
T
h
e
C
OVI
D
-
1
9
p
an
d
e
m
ic
s
ig
n
if
ican
tly
ac
ce
ler
ated
th
e
d
ig
italizatio
n
o
f
h
i
g
h
er
e
d
u
ca
tio
n
,
an
d
u
n
iv
er
s
ities
s
u
cc
ess
f
u
lly
ad
ap
ted
to
th
e
tr
a
n
s
itio
n
to
o
n
lin
e
lear
n
in
g
a
n
d
ev
al
u
atio
n
p
latf
o
r
m
s
.
Ho
wev
er
,
t
h
e
n
ee
d
f
o
r
o
n
g
o
in
g
tech
n
ical
s
u
p
p
o
r
t
an
d
t
o
o
ls
was
also
h
ig
h
lig
h
ted
t
o
en
s
u
r
e
s
u
cc
ess
f
u
l
wo
r
k
in
a
n
o
n
lin
e
en
v
ir
o
n
m
en
t
[
3
7
]
.
I
C
T
in
te
g
r
atio
n
h
as
s
ig
n
if
ican
tly
in
cr
ea
s
ed
ac
ad
em
ic
en
th
u
s
iasm
am
o
n
g
s
tu
d
en
ts
co
m
p
ar
ed
to
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
,
lead
in
g
to
g
r
ea
ter
in
ter
est
an
d
m
o
tiv
atio
n
f
o
r
l
ea
r
n
in
g
an
d
m
o
r
e
p
o
s
itiv
e
ed
u
ca
tio
n
al
o
u
tco
m
es
[
3
8
]
.
Key
f
ac
to
r
s
f
o
r
I
C
T
u
s
e
am
o
n
g
m
e
d
ical
an
d
h
ea
lth
s
cien
c
e
s
tu
d
en
ts
at
Ar
b
a
Mi
n
ch
Un
iv
er
s
ity
in
E
th
io
p
ia
in
clu
d
e
p
r
ev
io
u
s
r
esid
en
ce
,
I
C
T
k
n
o
wled
g
e,
f
o
r
m
al
tr
ain
in
g
,
cu
r
r
en
t
I
T
co
u
r
s
es,
an
d
I
T
s
k
ills
.
Fo
r
m
al
in
teg
r
atio
n
o
f
I
C
T
in
to
th
e
cu
r
r
ic
u
lu
m
is
r
ec
o
m
m
en
d
ed
to
h
elp
s
tu
d
en
ts
im
p
r
o
v
e
tech
n
ical
s
k
ills
u
s
ef
u
l
d
u
r
in
g
s
tu
d
ies
an
d
f
u
t
u
r
e
wo
r
k
[
3
9
]
.
T
h
e
im
p
ac
t
o
f
I
C
T
u
s
e
o
n
s
tu
d
en
ts
'
ac
ad
em
ic
r
esu
lts
s
h
o
ws
th
at
th
e
co
u
n
tr
y
'
s
d
ev
elo
p
m
en
t
l
ev
el
af
f
ec
ts
th
is
r
elatio
n
s
h
ip
,
with
a
m
o
r
e
p
r
o
n
o
u
n
ce
d
n
eg
ativ
e
ef
f
ec
t
i
n
d
ev
elo
p
in
g
c
o
u
n
tr
ies
t
h
an
in
d
ev
elo
p
ed
o
n
es
[
4
0
]
.
Alth
o
u
g
h
teac
h
in
g
s
taf
f
u
s
es
tech
n
o
lo
g
y
in
t
h
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
,
its
u
s
e
in
d
ev
elo
p
in
g
e
-
co
u
r
s
es
an
d
u
s
in
g
in
te
r
ac
tiv
e
co
n
te
n
t
is
lim
ited
,
with
th
e
m
ain
c
h
allen
g
es
b
ein
g
ex
ce
s
s
iv
e
wo
r
k
lo
a
d
an
d
th
e
n
ee
d
f
o
r
tech
n
ical
s
u
p
p
o
r
t
[
4
1
]
.
I
C
T
in
teg
r
atio
n
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
in
cr
ea
s
es
teac
h
er
s
'
p
r
o
f
ess
io
n
al
co
m
p
ete
n
ce
,
s
tu
d
e
n
t
m
o
tiv
atio
n
,
an
d
im
p
r
o
v
es
ed
u
ca
tio
n
al
q
u
ality
,
b
u
t
also
p
r
esen
ts
ch
allen
g
es
d
u
e
t
o
a
lack
o
f
r
eso
u
r
ce
s
an
d
o
u
td
at
ed
eq
u
ip
m
en
t
in
s
ch
o
o
ls
[
4
2
]
.
T
ea
ch
er
s
’
d
ig
ital
ac
ce
s
s
ib
ilit
y
co
m
p
eten
cies
n
ee
d
to
b
e
co
n
tin
u
o
u
s
ly
in
cr
ea
s
e
d
to
en
s
u
r
e
in
clu
s
iv
e
d
ig
ital
e
d
u
ca
tio
n
al
m
ater
ials
an
d
en
v
ir
o
n
m
en
ts
,
an
d
th
e
m
ain
ch
allen
g
es
in
cl
u
d
e
t
h
e
la
ck
o
f
s
tan
d
ar
d
ize
d
to
o
ls
f
o
r
ev
alu
atin
g
tr
ai
n
in
g
o
u
tco
m
es
[
4
3
]
.
Stu
d
e
n
ts
m
ain
ly
u
s
e
I
C
T
ap
p
licatio
n
s
d
u
e
t
o
th
e
s
atis
f
ac
tio
n
an
d
b
en
ef
it
s
th
ey
p
r
o
v
id
e,
b
u
t
s
o
cial
s
u
p
p
o
r
t
an
d
co
n
tr
o
l
o
v
er
tech
n
ical
r
eso
u
r
ce
s
ar
e
k
ey
f
ac
to
r
s
f
o
r
i
n
cr
ea
s
in
g
th
eir
s
atis
f
ac
tio
n
an
d
ef
f
ec
tiv
en
ess
in
u
s
in
g
tech
n
o
lo
g
y
[
4
4
]
.
T
ea
ch
er
s
’
co
n
f
i
d
en
ce
in
u
s
in
g
I
C
T
,
in
itial
p
r
ep
a
r
atio
n
,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
r
el
ated
to
I
C
T
an
d
its
ap
p
licatio
n
in
teac
h
in
g
p
r
ac
tice
ar
e
k
ey
p
r
e
d
icto
r
s
o
f
s
u
cc
ess
f
u
l
I
C
T
u
s
e,
wh
ile
s
c
h
o
o
l
in
f
r
astru
ctu
r
e
an
d
team
in
n
o
v
atio
n
ar
e
n
o
t
s
ig
n
if
ican
t
f
ac
to
r
s
s
u
p
p
o
r
tin
g
teac
h
er
s
'
I
C
T
u
s
e
in
th
e
class
r
o
o
m
[
4
5
]
.
Acc
ess
to
I
C
T
at
h
o
m
e
an
d
at
s
ch
o
o
l,
as
well
as
th
e
u
s
e
o
f
I
C
T
f
o
r
en
ter
tain
m
en
t,
p
o
s
itiv
ely
in
f
l
u
en
ce
s
I
C
T
u
s
e
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es,
wh
ile
s
o
cio
-
ec
o
n
o
m
ic
s
tatu
s
,
s
ch
o
o
l
clim
ate,
an
d
teac
h
er
f
ac
t
o
r
s
,
s
u
ch
as
in
ter
est
in
I
C
T
a
n
d
j
o
b
s
atis
f
ac
tio
n
,
also
p
la
y
a
s
i
g
n
if
ican
t
r
o
le
[
4
6
]
.
So
m
e
s
tu
d
ies
in
d
icate
th
at
th
e
ap
p
licatio
n
o
f
I
C
T
in
s
ch
o
o
l
m
an
a
g
em
en
t
h
as
a
p
o
s
itiv
e
b
u
t
i
n
s
ig
n
if
ican
t
im
p
ac
t
o
n
teac
h
er
s
'
wo
r
k
ef
f
icien
cy
[
4
7
]
.
T
ea
ch
er
ed
u
ca
tio
n
s
tu
d
en
ts
in
Sp
ain
an
d
No
r
way
r
ec
o
g
n
ize
th
e
co
n
ce
p
t
o
f
r
esp
o
n
s
ib
le
I
C
T
u
s
e,
in
clu
d
in
g
is
s
u
es
o
f
p
r
iv
ac
y
,
cy
b
er
b
u
lly
in
g
,
an
d
d
ig
ital
co
n
ten
t
ev
alu
atio
n
,
as
s
ep
ar
ate
co
m
p
o
n
en
ts
o
f
p
r
o
f
ess
io
n
al
d
ig
ital
co
m
p
eten
ce
(
PDC
)
,
with
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
th
eir
p
er
ce
p
tio
n
o
f
th
ese
c
o
n
ce
p
ts
,
alth
o
u
g
h
c
h
allen
g
es
ar
is
e
f
r
o
m
cu
ltu
r
al
an
d
lin
g
u
is
tic
d
i
f
f
er
en
ce
s
b
etwe
en
co
u
n
tr
ies [
4
8
]
.
T
h
r
ee
ca
teg
o
r
ies
o
f
teac
h
e
r
s
h
av
e
b
ee
n
id
e
n
tifie
d
b
ased
o
n
th
eir
attitu
d
es
to
war
d
I
C
T
u
s
e
in
teac
h
in
g
:
p
io
n
ee
r
s
,
wh
o
h
a
v
e
p
o
s
itiv
e
attitu
d
es;
f
o
llo
wer
s
,
wh
o
h
o
l
d
n
e
u
tr
al
v
iews;
an
d
r
esis
to
r
s
,
wh
o
h
av
e
n
eg
ativ
e
attitu
d
es
[
4
9
]
.
Mo
s
t
T
u
r
k
is
h
s
tu
d
e
n
ts
u
s
e
I
C
T
at
a
m
o
d
er
ate
le
v
el,
with
r
eso
u
r
ce
av
ailab
ilit
y
v
ar
y
i
n
g
am
o
n
g
s
ch
o
o
ls
;
s
tu
d
en
ts
f
r
o
m
s
ch
o
o
ls
with
m
o
r
e
I
C
T
r
eso
u
r
ce
s
p
o
s
s
ess
m
o
r
e
ad
v
an
ce
d
s
k
ills
,
wh
ile
I
C
T
u
s
e
h
as
n
o
t
s
ig
n
if
ica
n
tly
im
p
ac
ted
ac
ad
em
ic
r
esu
lts
in
m
ath
em
at
ics,
r
ea
d
in
g
,
an
d
n
atu
r
al
s
cien
ce
s
[
5
0
]
.
Fin
al
-
y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
in
C
o
s
ta
R
ica
g
en
er
ally
e
x
h
ib
it
a
p
o
s
itiv
e
attitu
d
e
to
war
d
I
C
T
,
with
p
r
o
n
o
u
n
ce
d
c
o
g
n
itiv
e
an
d
b
eh
av
io
r
al
co
m
p
o
n
en
ts
,
wh
ile
th
e
af
f
ec
tiv
e
co
m
p
o
n
en
t
is
s
o
m
ewh
at
wea
k
er
[
5
1
]
.
I
n
cr
ea
s
ed
av
ailab
ilit
y
an
d
u
s
e
o
f
I
C
T
at
s
ch
o
o
l
an
d
b
ey
o
n
d
h
av
e
a
n
eg
ativ
e
im
p
a
ct
o
n
s
tu
d
en
ts
'
m
ath
an
d
s
cien
ce
o
u
tco
m
es,
wh
ile
p
o
s
itiv
e
attitu
d
es,
co
n
f
i
d
en
c
e,
b
elief
in
u
s
ef
u
ln
ess
,
an
d
au
to
n
o
m
o
u
s
I
C
T
u
s
e
h
av
e
a
s
tr
o
n
g
p
o
s
itiv
e
ass
o
ciatio
n
with
ac
ad
em
ic
s
u
cc
ess
.
Ad
d
itio
n
al
s
ch
o
o
l
ac
tiv
ities
also
co
n
tr
ib
u
te
to
b
etter
r
e
s
u
lts
[
5
2
]
.
I
C
T
u
s
e
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
b
u
t
o
n
ly
if
ad
eq
u
ate
d
ig
ital
s
k
ills
an
d
o
r
g
an
izatio
n
al
ap
p
r
o
ac
h
es
ar
e
d
e
v
elo
p
e
d
th
at
s
u
p
p
o
r
t
in
n
o
v
ativ
e
an
d
co
llab
o
r
ativ
e
u
s
e
o
f
tech
n
o
lo
g
y
in
e
d
u
ca
tio
n
[
5
3
]
.
T
h
e
av
ailab
ilit
y
an
d
u
s
e
o
f
I
C
T
in
f
r
astru
ctu
r
e
in
teac
h
in
g
h
as
a
p
o
s
itiv
e,
alb
eit
lim
ited
,
e
f
f
ec
t o
n
ac
ad
em
ic
s
u
cc
ess
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
Ug
an
d
a'
s
Ka
s
ese
R
eg
io
n
,
with
a
n
e
ed
f
o
r
b
etter
teac
h
er
tr
ai
n
in
g
an
d
wid
er
ac
ce
s
s
to
r
eso
u
r
ce
s
to
im
p
r
o
v
e
o
v
er
all
s
tu
d
en
t
o
u
tco
m
es
[
5
4
]
.
E
n
g
lis
h
lan
g
u
ag
e
teac
h
e
r
s
in
M
alay
s
ia
h
av
e
g
o
o
d
k
n
o
wled
g
e
an
d
a
p
o
s
itiv
e
attitu
d
e
to
war
d
I
C
T
,
b
u
t
th
ey
f
ac
e
ch
allen
g
es
s
u
ch
as
a
lack
o
f
tech
n
ical
s
u
p
p
o
r
t
an
d
tim
e,
u
n
d
e
r
s
co
r
in
g
th
e
n
e
ed
f
o
r
ad
d
itio
n
al
in
f
r
astru
ctu
r
al
an
d
ed
u
ca
tio
n
al
s
u
p
p
o
r
t
[
5
5
]
.
Acc
ess
to
I
C
T
i
n
s
ch
o
o
ls
an
d
ea
r
ly
u
s
e
o
f
d
ig
it
al
d
ev
ices
p
o
s
itiv
ely
co
r
r
elate
with
ac
ad
em
ic
s
u
cc
ess
an
d
s
tu
d
en
t
m
o
tiv
atio
n
,
wh
ile
ex
ce
s
s
iv
e
in
ter
n
et
u
s
e
o
u
ts
id
e
o
f
s
ch
o
o
l c
a
n
n
e
g
ativ
ely
im
p
ac
t stu
d
en
ts
'
m
o
tiv
atio
n
to
lear
n
[
5
6
]
.
Hig
h
s
ch
o
o
l
s
tu
d
en
ts
p
er
ce
iv
e
I
C
T
u
s
e
in
lear
n
in
g
p
o
s
itiv
ely
,
esp
ec
ially
in
ter
m
s
o
f
in
cr
ea
s
in
g
m
o
tiv
atio
n
,
lear
n
in
g
n
ew
s
k
i
lls
,
an
d
e
n
h
an
ci
n
g
c
o
m
m
u
n
i
ca
tio
n
.
Ho
wev
e
r
,
t
h
ey
ten
d
t
o
u
s
e
it
m
o
r
e
f
o
r
en
ter
tain
m
en
t
th
a
n
ed
u
ca
tio
n
al
p
u
r
p
o
s
es,
co
n
s
id
er
in
g
f
o
r
m
al
I
C
T
tr
ain
in
g
less
n
ec
ess
ar
y
f
o
r
lear
n
in
g
ef
f
icien
cy
[
5
7
]
.
Pro
f
ess
o
r
s
i
n
C
en
tr
al
Vis
ay
as,
Ph
ilip
p
in
es,
h
av
e
ac
ce
s
s
to
I
C
T
t
h
r
o
u
g
h
m
o
tiv
atio
n
,
o
p
er
atio
n
al
s
k
ills
,
an
d
ex
ten
s
iv
e
u
s
e
in
ed
u
ca
tio
n
,
with
s
u
g
g
esti
o
n
s
f
o
r
f
u
r
th
er
im
p
r
o
v
em
en
t
in
d
ig
ital
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
I
C
T c
o
mp
eten
cy
a
n
d
co
mmu
n
ica
tio
n
p
r
eferen
ce
s
in
h
ig
h
er e
d
u
ca
tio
n
:
in
s
ig
h
ts
…
(
Hrvo
je
B
u
d
ić
)
2935
in
f
r
astru
ctu
r
e
an
d
p
r
o
f
ess
io
n
al
tr
ain
in
g
to
s
u
p
p
o
r
t
I
C
T
in
teg
r
atio
n
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
[
5
8
]
.
Un
iv
er
s
ity
teac
h
er
s
in
Pak
is
tan
r
ec
o
g
n
ize
th
e
b
en
ef
its
o
f
I
C
T
u
s
e
f
o
r
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
an
d
teac
h
in
g
im
p
r
o
v
em
e
n
t
b
u
t
f
ac
e
ch
alle
n
g
es
s
u
ch
as
lim
ited
r
eso
u
r
c
e
ac
ce
s
s
,
lack
o
f
tr
ain
in
g
,
an
d
tech
n
ical
s
u
p
p
o
r
t,
wh
ich
lim
it
f
u
ll
I
C
T
in
teg
r
atio
n
in
to
th
e
e
d
u
ca
tio
n
al
p
r
o
c
ess
[
5
9
]
.
C
o
n
d
itio
n
s
f
o
r
I
C
T
u
s
e
a
n
d
ea
s
e
o
f
u
s
e
ar
e
k
ey
f
ac
to
r
s
f
o
r
s
u
cc
ess
f
u
l
I
C
T
ap
p
licatio
n
in
teac
h
in
g
at
u
n
iv
er
s
ities
in
Nig
er
ia,
wh
ile
ad
d
itio
n
al
in
f
r
astru
ctu
r
al
s
u
p
p
o
r
t
an
d
u
n
iv
er
s
ity
p
o
licies
s
ig
n
if
ican
tly
im
p
r
o
v
e
its
in
teg
r
atio
n
in
t
o
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
[
6
0
]
.
T
h
e
im
p
ac
t
o
f
I
C
T
o
n
h
u
m
an
d
e
v
elo
p
m
e
n
t
in
co
u
n
tr
ies
with
v
ar
y
in
g
in
c
o
m
e
lev
els
s
ig
n
if
ican
tly
co
n
tr
ib
u
tes
to
h
u
m
a
n
d
ev
elo
p
m
en
t,
esp
ec
ially
in
m
id
d
le
-
an
d
lo
w
-
in
co
m
e
co
u
n
tr
ies,
wh
er
e
ed
u
ca
tio
n
a
n
d
p
o
liti
ca
l stab
ilit
y
also
p
lay
cr
u
cial
r
o
les in
im
p
r
o
v
in
g
q
u
ality
o
f
life
[
6
1
]
.
I
n
ter
n
al
f
ac
t
o
r
s
,
s
u
ch
as
p
e
r
c
eiv
ed
u
s
ef
u
ln
ess
,
ea
s
e
o
f
u
s
e
,
s
elf
-
ef
f
icac
y
,
attitu
d
es,
a
n
d
co
m
p
u
ter
-
r
elate
d
an
x
iety
,
s
ig
n
if
ican
tly
im
p
ac
t
th
e
teac
h
in
g
s
taf
f
’
s
in
ten
tio
n
to
u
s
e
tech
n
o
l
o
g
y
,
wh
ich
p
o
s
itiv
ely
co
n
tr
ib
u
tes
to
s
u
cc
ess
f
u
l
I
C
T
im
p
lem
en
tatio
n
in
h
ig
h
er
ed
u
ca
tio
n
in
Sau
d
i
Ar
a
b
ia
d
u
r
i
n
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
[
6
2
]
.
T
h
e
av
ailab
il
ity
o
f
I
C
T
,
s
u
ch
as
co
m
p
u
te
r
s
an
d
in
ter
n
et
ac
ce
s
s
,
h
as
a
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
en
ts
in
p
r
im
ar
y
s
ch
o
o
ls
in
I
n
d
o
n
esia,
wh
ile
s
o
cio
-
ec
o
n
o
m
ic
ch
ar
ac
ter
is
tics
an
d
p
o
p
u
latio
n
d
en
s
ity
also
s
ig
n
i
f
ican
tly
af
f
ec
t
s
tu
d
en
ts
’
s
u
cc
ess
,
esp
ec
ially
in
u
r
b
an
ar
ea
s
[
6
3
]
.
R
esu
lts
o
f
s
tu
d
ies
in
Me
x
ico
a
n
d
Sp
ain
s
h
o
w
th
at
f
a
cto
r
s
s
u
ch
as
i
n
f
r
as
tr
u
ctu
r
e,
o
r
g
a
n
izatio
n
al
s
u
p
p
o
r
t,
an
d
d
ig
ital
s
k
ills
s
ig
n
if
ican
tly
in
f
lu
en
ce
th
e
s
u
cc
ess
o
f
tech
n
o
lo
g
y
im
p
lem
e
n
tatio
n
in
ed
u
ca
tio
n
,
with
lar
g
er
in
s
titu
tio
n
s
in
u
r
b
an
ar
ea
s
m
o
r
e
s
u
cc
ess
f
u
lly
in
teg
r
atin
g
I
C
T
in
t
o
teac
h
i
n
g
p
r
o
ce
s
s
es
[
6
4
]
.
Fo
r
s
u
cc
es
s
f
u
l
wo
r
k
i
n
d
ig
ital
team
s
,
em
p
h
asis
is
p
lace
d
o
n
tr
u
s
t,
lead
er
s
h
ip
,
an
d
co
m
m
u
n
icatio
n
,
wh
ich
ar
e
ess
en
tial
s
k
ills
th
at
I
C
T
ca
n
f
o
s
ter
am
o
n
g
s
tu
d
e
n
ts
in
b
o
th
lear
n
in
g
an
d
p
r
o
f
ess
io
n
al
en
v
ir
o
n
m
e
n
ts
[
6
5
]
.
Ps
y
ch
o
lo
g
y
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
h
er
e,
with
p
er
s
o
n
al
f
ac
to
r
s
d
o
m
in
atin
g
o
v
er
o
th
er
f
ac
to
r
s
wh
en
m
ak
in
g
d
ec
is
io
n
s
ab
o
u
t
th
e
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
ies,
as wa
s
p
ar
ticu
lar
ly
ev
id
en
t
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
[
6
6
]
,
[
6
7
]
.
3.
M
E
T
H
O
D
I
n
th
is
r
esear
ch
,
b
o
t
h
s
ec
o
n
d
ar
y
an
d
p
r
im
ar
y
t
y
p
es
o
f
r
es
ea
r
ch
wer
e
u
s
ed
.
Fo
r
s
ec
o
n
d
ar
y
d
ata,
r
elev
an
t
liter
atu
r
e
in
th
e
f
ield
o
f
I
C
T
u
s
ag
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in
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P
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T
h
e
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
te
s
t
was
ap
p
lied
to
ass
ess
th
e
n
o
r
m
ality
o
f
th
e
d
is
tr
ib
u
tio
n
f
o
r
th
e
v
ar
iab
le
m
ea
s
u
r
in
g
th
e
ex
ten
t
o
f
I
C
T
u
s
ag
e.
T
h
e
r
esu
lts
in
T
ab
le
5
r
ev
ea
led
th
at
th
e
d
is
tr
ib
u
tio
n
o
f
r
esp
o
n
s
es
in
b
o
th
tar
g
et
g
r
o
u
p
s
s
ig
n
if
ic
an
tly
d
ev
iated
f
r
o
m
n
o
r
m
alit
y
(
p
<.
0
5
)
.
As
a
r
esu
lt,
n
o
n
-
p
ar
am
etr
ic
m
eth
o
d
s
wer
e
em
p
lo
y
e
d
f
o
r
d
ata
an
al
y
s
is
.
T
ab
le
5
.
Statis
tical
o
v
er
v
iew
o
f
I
C
T
u
s
ag
e
in
h
i
g
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
f
o
r
teac
h
i
n
g
s
taf
f
an
d
s
tu
d
en
ts
Ta
r
g
e
t
g
r
o
u
p
M
I
Q
R
S
k
e
w
S
k
e
w
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E
K
u
r
t
K
u
r
t
S
E
S
t
a
t
i
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i
c
df
K
-
S
p
Te
a
c
h
i
n
g
s
t
a
f
f
3
.
0
0
1
.
0
0
0
.
1
7
6
0
.
2
8
7
-
0
.
9
8
0
0
.
5
6
6
0
.
2
0
7
70
p
<
.
0
5
S
t
u
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n
t
s
4
.
0
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1
.
0
0
-
0
.
3
8
2
0
.
1
1
2
0
.
2
4
6
0
.
2
2
4
0
.
2
4
7
4
7
2
p
<
.
0
5
Le
g
e
n
d
:
S
E
-
st
a
n
d
a
r
d
e
r
r
o
r
,
S
t
a
t
i
s
t
i
c
-
t
e
st
r
e
su
l
t
,
d
f
-
d
e
g
r
e
e
s
o
f
f
r
e
e
d
o
m
,
K
-
S
p
-
si
g
n
i
f
i
c
a
n
c
e
l
e
v
e
l
o
f
t
h
e
K
o
l
m
o
g
o
r
o
v
-
S
mi
r
n
o
v
t
e
s
t
.
T
h
e
Kr
u
s
k
al
-
W
allis
’
s
test
was
co
n
d
u
cte
d
to
ex
am
in
e
d
if
f
e
r
en
ce
s
in
th
e
av
er
a
g
e
ass
ess
m
en
t
o
f
I
C
T
u
s
ag
e
in
th
e
teac
h
in
g
p
r
o
ce
s
s
an
d
ex
tr
ac
u
r
r
icu
lar
c
o
m
m
u
n
ic
atio
n
ac
r
o
s
s
tar
g
et
g
r
o
u
p
s
an
d
ty
p
es
o
f
s
cien
tific
-
teac
h
in
g
in
s
titu
tio
n
s
.
T
h
e
r
esu
lts
s
h
o
wed
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
th
e
p
er
ce
iv
ed
ex
ten
t o
f
I
C
T
u
s
ag
e
b
etwe
en
tar
g
et
g
r
o
u
p
s
.
Ho
wev
er
,
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
wer
e
o
b
s
er
v
ed
b
ased
o
n
th
e
ty
p
e
o
f
in
s
titu
tio
n
,
b
o
t
h
am
o
n
g
tea
ch
in
g
s
taf
f
(
Χ²=
9
.
0
3
9
,
d
f
=
2
,
p
<.
0
5
)
an
d
s
tu
d
en
ts
(
Χ²=
3
3
.
7
1
9
,
d
f
=2
,
p
<.
0
5
)
.
T
h
e
Ma
n
n
-
W
h
itn
ey
U
test
was
u
s
ed
to
f
u
r
t
h
er
an
aly
ze
d
if
f
er
e
n
ce
s
b
etwe
en
p
air
s
o
f
in
s
titu
tio
n
ty
p
es
with
in
ea
ch
g
r
o
u
p
.
Am
o
n
g
teac
h
in
g
s
taf
f
,
p
u
b
lic
u
n
iv
e
r
s
ity
ed
u
ca
to
r
s
p
er
ce
iv
ed
I
C
T
u
s
ag
e
as
s
ig
n
if
ican
tly
h
i
g
h
er
co
m
p
ar
ed
to
th
eir
c
o
u
n
te
r
p
ar
t
s
at
p
u
b
lic
p
o
ly
tec
h
n
ics
(
U=
1
9
4
.
0
0
,
p
<.
0
5
)
.
Am
o
n
g
s
tu
d
en
ts
,
th
o
s
e
atten
d
in
g
p
r
iv
ate
h
i
g
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
r
ep
o
r
ted
s
ig
n
if
ican
tly
h
ig
h
er
I
C
T
u
s
ag
e
c
o
m
p
ar
e
d
t
o
s
tu
d
en
ts
at
p
u
b
lic
u
n
iv
er
s
ities
(
U=
1
7
5
2
.
0
0
,
p
<.
0
5
)
an
d
p
u
b
lic
p
o
ly
tech
n
ics
(
U=
4
7
1
2
.
0
0
,
p
<.
0
5
)
.
T
h
ese
f
in
d
in
g
s
p
ar
tially
s
u
p
p
o
r
t
h
y
p
o
th
esis
1
,
wh
ic
h
p
o
s
its
th
at
d
if
f
er
e
n
ce
s
in
I
C
T
u
s
ag
e
f
o
r
teac
h
in
g
a
n
d
e
x
tr
ac
u
r
r
icu
lar
co
m
m
u
n
icatio
n
e
x
is
t
d
ep
en
d
i
n
g
o
n
th
e
t
y
p
e
o
f
s
cien
tific
-
teac
h
in
g
in
s
titu
tio
n
(
p
u
b
lic
p
o
ly
tech
n
ics,
p
r
iv
ate
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
an
d
p
u
b
lic
u
n
iv
e
r
s
ities
)
,
d
esp
ite
b
ein
g
at
th
e
s
am
e
ed
u
ca
tio
n
al
lev
el.
Sig
n
if
ican
t
d
if
f
er
en
ce
s
in
I
C
T
u
s
ag
e
wer
e
o
b
s
er
v
ed
in
b
o
th
g
r
o
u
p
s
—
teac
h
in
g
s
taf
f
an
d
s
tu
d
en
ts
—
b
ased
o
n
th
e
ty
p
e
o
f
in
s
titu
tio
n
.
W
h
ile
th
e
p
r
ed
icted
d
ir
ec
tio
n
o
f
th
e
d
if
f
e
r
e
n
ce
was
co
n
f
ir
m
ed
f
o
r
teac
h
in
g
s
taf
f
,
it
was
co
n
tr
ad
icted
f
o
r
s
tu
d
en
ts
.
Sp
ec
if
ically
,
I
C
T
u
s
ag
e
was
ex
p
e
cted
to
b
e
h
ig
h
er
am
o
n
g
b
o
th
teac
h
in
g
s
taf
f
an
d
s
tu
d
en
ts
at
u
n
iv
er
s
ities
.
T
h
is
ex
p
ec
tatio
n
was
m
et
f
o
r
teac
h
i
n
g
s
taf
f
b
u
t
n
o
t f
o
r
s
tu
d
e
n
ts
,
a
s
s
tu
d
en
ts
at
p
r
iv
ate
h
ig
h
er
e
d
u
ca
tio
n
i
n
s
titu
tio
n
s
r
ep
o
r
ted
s
ig
n
if
ica
n
tly
h
ig
h
er
I
C
T
u
s
ag
e.
Statis
t
ically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
th
e
av
e
r
ag
e
e
x
ten
t
o
f
I
C
T
u
s
ag
e
wer
e
also
id
e
n
tif
ied
ac
r
o
s
s
s
cien
tific
an
d
a
r
tis
tic
f
ield
s
f
o
r
b
o
t
h
teac
h
i
n
g
s
taf
f
(
Χ²=
8
.
2
5
5
,
d
f
=3
,
p
<.
0
5
)
an
d
s
tu
d
e
n
ts
(
Χ²=
2
4
.
8
3
7
,
d
f
=4
,
p
<.
0
5
)
.
T
h
ese
f
in
d
i
n
g
s
s
u
p
p
o
r
t
h
y
p
o
th
esis
2
,
wh
ich
p
o
s
its
th
at
d
if
f
er
en
ce
s
in
t
h
e
lev
el
o
f
I
C
T
u
s
ag
e
f
o
r
teac
h
in
g
an
d
ex
tr
ac
u
r
r
icu
la
r
c
o
m
m
u
n
icatio
n
ex
is
t
b
ased
o
n
th
e
ty
p
e
o
f
s
tu
d
y
p
r
o
g
r
a
m
.
W
h
ile
th
e
d
if
f
e
r
en
ce
s
wer
e
o
b
s
er
v
e
d
in
b
o
th
teac
h
in
g
s
taf
f
a
n
d
s
tu
d
en
ts
,
th
e
ex
p
ec
ted
d
ir
ec
tio
n
o
f
th
e
d
if
f
er
en
ce
s
was
n
o
t
co
n
f
ir
m
e
d
.
T
ea
ch
in
g
s
taf
f
a
n
d
s
tu
d
en
ts
w
er
e
task
ed
with
s
elf
-
ass
ess
in
g
th
eir
co
m
p
eten
cies
r
elate
d
to
I
C
T
u
s
in
g
a
r
atin
g
s
ca
le
f
r
o
m
1
="
in
s
u
f
f
icien
t"
to
5
="
ex
ce
llen
t"
c
o
m
p
eten
cies.
T
h
e
r
esu
lts
o
f
th
e
I
C
T
co
m
p
eten
cy
s
elf
-
ass
es
s
m
en
t
wer
e
f
u
r
th
er
g
r
o
u
p
ed
in
to
th
r
ee
lev
els:
lo
w
I
C
T
co
m
p
eten
cy
(
a
s
u
m
o
f
r
esp
o
n
s
es
in
th
e
"in
s
u
f
f
icien
t"
an
d
"su
f
f
icien
t"
ca
teg
o
r
ies),
av
er
ag
e
I
C
T
co
m
p
eten
cy
(
co
r
r
esp
o
n
d
in
g
to
t
h
e
"g
o
o
d
"
ca
te
g
o
r
y
)
,
an
d
h
ig
h
I
C
T
co
m
p
eten
cy
(
a
s
u
m
o
f
r
esp
o
n
s
es
in
th
e
"
v
er
y
g
o
o
d
"
an
d
"e
x
ce
llen
t"
ca
teg
o
r
ies).
Mo
s
t
teac
h
in
g
s
taf
f
an
d
s
tu
d
e
n
ts
ass
ess
ed
th
eir
I
C
T
co
m
p
ete
n
cies
as
h
ig
h
(
6
5
.
7
%
o
f
teac
h
i
n
g
s
taf
f
an
d
5
4
.
4
%
o
f
s
tu
d
en
ts
)
.
Ad
d
itio
n
ally
,
2
5
.
7
%
o
f
teac
h
i
n
g
s
taf
f
an
d
3
8
.
0
%
o
f
s
tu
d
e
n
ts
ass
es
s
ed
th
eir
I
C
T
c
o
m
p
et
en
cies
as
av
er
ag
e
,
wh
ile
8
.
6
% o
f
teac
h
in
g
s
taf
f
a
n
d
7
.
6
% o
f
s
tu
d
e
n
ts
r
ated
th
eir
I
C
T
co
m
p
eten
cies a
s
lo
w
,
as
s
ee
n
in
T
ab
le
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
293
1
-
2
9
4
4
2938
T
h
e
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
test
was
u
s
ed
to
ass
es
s
th
e
n
o
r
m
ality
o
f
th
e
d
is
tr
ib
u
tio
n
f
o
r
th
e
v
ar
iab
le
m
ea
s
u
r
in
g
I
C
T
co
m
p
eten
cy
s
elf
-
ass
ess
m
en
t.
T
h
e
r
esu
lt
s
in
T
ab
le
7
in
d
icate
d
th
at
th
e
d
is
tr
ib
u
tio
n
in
b
o
th
tar
g
et
g
r
o
u
p
s
s
ig
n
if
ican
tly
d
e
v
iated
f
r
o
m
n
o
r
m
ality
(
p
<.
0
5
)
.
C
o
n
s
eq
u
en
tly
,
n
o
n
-
p
ar
a
m
etr
ic
m
eth
o
d
s
wer
e
ap
p
lied
f
o
r
d
ata
a
n
aly
s
is
.
T
ab
le
6
.
Self
-
ass
ess
m
en
t
o
f
I
C
T
co
m
p
eten
cies a
m
o
n
g
teac
h
i
n
g
s
taf
f
an
d
s
tu
d
en
ts
b
y
in
s
titu
tio
n
ty
p
e
Ta
r
g
e
t
g
r
o
u
p
Ty
p
e
o
f
i
n
s
t
i
t
u
t
i
o
n
No
C
o
l
u
m
n
N
(
%
)
5
(
%)
4
(
%)
3
(
%)
2
(
%)
1
(
%)
Te
a
c
h
i
n
g
s
t
a
f
f
To
t
a
l
70
1
0
0
.
0
20
4
5
.
7
2
5
.
7
8
.
6
0
P
u
b
l
i
c
p
o
l
y
t
e
c
h
n
i
c
30
4
2
.
9
1
3
.
3
40
3
3
.
3
1
3
.
3
0
P
r
i
v
a
t
e
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
st
i
t
u
t
i
o
n
16
2
2
.
9
0
75
25
0
0
P
u
b
l
i
c
u
n
i
v
e
r
si
t
y
24
3
4
.
3
4
1
.
7
3
3
.
3
25
0
0
S
t
u
d
e
n
t
s
To
t
a
l
4
7
4
1
0
0
.
0
11
4
3
.
5
38
7
.
2
0
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4
P
u
b
l
i
c
p
o
l
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t
e
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h
n
i
c
3
0
2
6
3
.
7
6
.
6
4
8
.
3
3
7
.
7
7
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3
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.
3
P
r
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v
a
t
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g
h
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r
e
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c
a
t
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o
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n
st
i
t
u
t
i
o
n
56
1
1
.
8
3
2
.
1
4
6
.
4
2
1
.
4
0
0
P
u
b
l
i
c
u
n
i
v
e
r
si
t
y
1
1
6
2
4
.
5
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2
.
1
31
4
6
.
6
8
.
6
0
Le
g
e
n
d
:
5
–
e
x
c
e
l
l
e
n
t
,
4
–
v
e
r
y
g
o
o
d
,
3
–
g
o
o
d
,
2
–
su
f
f
i
c
i
e
n
t
,
1
-
u
n
s
u
f
i
c
i
e
n
t
.
T
ab
le
7
.
Descr
ip
tiv
e
p
a
r
am
ete
r
s
o
f
th
e
I
C
T
co
m
p
eten
cy
s
elf
-
ass
es
s
m
en
t
v
ar
iab
le
an
d
n
o
r
m
ality
d
is
tr
ib
u
tio
n
test
in
g
b
y
tar
g
et
g
r
o
u
p
s
Ta
r
g
e
t
g
r
o
u
p
M
I
Q
R
S
k
e
w
S
k
e
w
S
E
K
u
r
t
K
u
r
t
S
E
S
t
a
t
i
st
i
c
df
K
-
S
p
Te
a
c
h
i
n
g
s
t
a
f
f
4
.
0
0
1
.
0
0
-
0
.
3
4
5
0
.
2
8
7
-
0
.
4
5
8
0
.
5
6
6
0
.
2
6
1
70
p
<
.
0
5
S
t
u
d
e
n
t
s
4
.
0
0
1
.
0
0
-
0
.
1
4
2
0
.
1
1
2
-
0
.
1
5
5
0
.
2
2
4
0
.
2
4
8
4
7
2
p
<
.
0
5
Le
g
e
n
d
:
S
E
-
st
a
n
d
a
r
d
e
r
r
o
r
,
S
t
a
t
i
s
t
i
c
-
t
e
st
r
e
su
l
t
,
d
f
-
d
e
g
r
e
e
s
o
f
f
r
e
e
d
o
m
,
K
-
S
p
-
si
g
n
i
f
i
c
a
n
c
e
l
e
v
e
l
o
f
t
h
e
K
o
l
m
o
g
o
r
o
v
-
S
mi
r
n
o
v
t
e
s
t
.
T
h
e
d
if
f
er
e
n
ce
in
th
e
av
er
ag
e
s
elf
-
ass
es
s
m
en
t
o
f
I
C
T
co
m
p
eten
cies
b
y
tar
g
et
g
r
o
u
p
s
an
d
th
e
ty
p
e
o
f
s
cien
tific
-
teac
h
in
g
in
s
titu
tio
n
s
f
o
r
ea
ch
tar
g
et
g
r
o
u
p
was
test
ed
u
s
in
g
th
e
Kr
u
s
k
al
-
W
allis
’
s
test
.
A
s
tati
s
tically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
was
f
o
u
n
d
in
th
e
av
er
a
g
e
s
elf
-
ass
ess
m
en
t
b
etwe
en
th
e
tar
g
et
g
r
o
u
p
s
(
Χ²=
3
.
9
5
6
,
d
f
=1
,
p
<.
0
5
)
.
T
h
e
av
er
a
g
e
s
elf
-
ass
es
s
m
en
t
o
f
I
C
T
co
m
p
eten
cies
b
y
teac
h
in
g
s
taf
f
was
s
ig
n
if
ican
tly
h
ig
h
er
th
a
n
th
e
av
er
ag
e
s
elf
-
ass
ess
m
en
t
o
f
s
t
u
d
en
ts
.
T
esti
n
g
th
e
s
ig
n
if
ican
ce
o
f
th
e
d
if
f
er
en
ce
s
in
av
er
a
g
e
s
elf
-
ass
es
s
m
en
ts
b
etwe
en
teac
h
in
g
s
taf
f
an
d
s
tu
d
en
ts
,
d
ep
en
d
in
g
o
n
th
e
ty
p
e
o
f
in
s
titu
tio
n
wh
er
e
th
ey
wo
r
k
o
r
s
tu
d
y
,
r
e
v
ea
led
a
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
o
n
l
y
in
th
e
a
v
er
ag
e
s
elf
-
a
s
s
es
s
m
en
t
b
etwe
en
teac
h
in
g
s
taf
f
an
d
s
tu
d
en
ts
at
p
u
b
lic
u
n
iv
er
s
ities
(
Χ²=
9
.
9
9
1
,
d
f
=1
,
p
<.
0
5
)
,
wh
ile
n
o
d
if
f
er
en
ce
was
f
o
u
n
d
b
et
wee
n
th
e
av
er
ag
e
s
elf
-
ass
es
s
m
en
ts
o
f
teac
h
in
g
s
taf
f
an
d
s
tu
d
en
ts
at
p
u
b
lic
p
o
ly
tech
n
ics
an
d
p
r
iv
ate
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
No
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
was
o
b
s
er
v
ed
i
n
th
e
av
er
a
g
e
s
elf
-
ass
es
s
m
en
t
o
f
I
C
T
co
m
p
eten
cies
am
o
n
g
teac
h
in
g
s
taf
f
b
ased
o
n
th
e
ty
p
e
o
f
i
n
s
titu
tio
n
th
ey
wo
r
k
at,
b
u
t
a
d
if
f
er
en
ce
was
f
o
u
n
d
in
th
e
s
tu
d
en
t
tar
g
et
g
r
o
u
p
a
cc
o
r
d
in
g
to
th
e
ty
p
e
o
f
in
s
titu
tio
n
th
ey
atten
d
(
Χ²=
2
1
.
9
8
7
,
d
f
=2
,
p
<.
0
5
)
.
T
h
e
d
if
f
er
en
ce
b
etwe
en
th
e
m
ed
ia
n
s
o
f
in
d
iv
id
u
al
p
air
s
o
f
s
tu
d
e
n
t
g
r
o
u
p
s
was
test
ed
u
s
in
g
t
h
e
Ma
n
n
-
W
h
itn
ey
U
test
.
Stu
d
en
ts
at
p
r
iv
ate
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
r
at
ed
th
eir
I
C
T
co
m
p
eten
cies
s
ig
n
if
ican
tly
h
ig
h
er
co
m
p
ar
ed
t
o
s
tu
d
en
ts
at
p
u
b
lic
u
n
iv
er
s
ities
(
U=
2
0
3
6
.
0
0
,
p
<.
0
5
)
an
d
s
tu
d
e
n
ts
at
p
u
b
lic
p
o
ly
tech
n
ics
(
U=
5
6
7
0
.
0
0
,
p
<.
0
5
)
.
T
h
e
r
esu
lts
r
ejec
t
h
y
p
o
th
esis
3
,
wh
ich
p
r
o
p
o
s
ed
th
at
u
n
iv
er
s
ity
p
r
o
g
r
am
p
ar
ticip
an
ts
d
em
o
n
s
tr
ate
a
h
ig
h
er
lev
el
o
f
u
s
ag
e
o
f
m
o
d
er
n
co
m
m
u
n
icatio
n
d
ev
ices
a
n
d
in
ter
n
et
ap
p
licatio
n
s
f
o
r
t
h
e
teac
h
in
g
p
r
o
ce
s
s
an
d
e
x
tr
ac
u
r
r
icu
lar
c
o
m
m
u
n
i
ca
tio
n
co
m
p
ar
ed
to
p
ar
ticip
a
n
ts
in
p
u
b
lic
p
o
ly
tech
n
ic
p
r
o
g
r
am
s
a
n
d
p
r
iv
ate
h
ig
h
er
e
d
u
ca
tio
n
i
n
s
titu
tio
n
s
.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
e
lev
e
l
o
f
u
s
ag
e
is
h
ig
h
e
r
am
o
n
g
p
a
r
ticip
an
ts
in
p
r
iv
ate
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
Fu
r
th
er
m
o
r
e
,
th
e
r
esu
lts
co
n
f
i
r
m
h
y
p
o
th
esis
4
,
wh
ich
p
r
o
p
o
s
ed
th
at
teac
h
in
g
s
taf
f
f
r
o
m
all
ty
p
es
o
f
h
ig
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
d
em
o
n
s
tr
ate
an
eq
u
al
le
v
el
o
f
u
s
ag
e
o
f
m
o
d
er
n
co
m
m
u
n
icatio
n
d
ev
ices
an
d
in
ter
n
et
ap
p
licatio
n
s
in
th
e
teac
h
in
g
p
r
o
ce
s
s
an
d
ex
tr
ac
u
r
r
ic
u
lar
co
m
m
u
n
icatio
n
.
Hy
p
o
th
esis
5
,
wh
ich
p
r
o
p
o
s
ed
th
at
teac
h
in
g
s
taf
f
f
r
o
m
all
ty
p
es
o
f
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
d
em
o
n
s
tr
ate
an
eq
u
al
lev
el
o
f
u
s
ag
e
o
f
m
o
d
er
n
c
o
m
m
u
n
icatio
n
d
ev
ices
an
d
in
ter
n
et
ap
p
licatio
n
s
in
th
e
teac
h
in
g
p
r
o
ce
s
s
an
d
ex
tr
ac
u
r
r
icu
lar
co
m
m
u
n
i
ca
tio
n
,
b
u
t
s
ig
n
if
ican
tly
less
th
an
s
tu
d
en
ts
f
r
o
m
i
n
d
iv
id
u
al
ty
p
es
o
f
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
was
p
ar
tially
co
n
f
ir
m
ed
.
T
h
is
d
if
f
er
en
ce
b
etwe
en
teac
h
in
g
s
taf
f
an
d
s
tu
d
en
ts
was
co
n
f
ir
m
e
d
o
n
l
y
f
o
r
p
u
b
lic
u
n
i
v
er
s
ities
,
b
u
t n
o
t f
o
r
p
u
b
lic
p
o
ly
tech
n
ics o
r
p
r
iv
ate
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
I
n
T
a
b
le
8
,
teac
h
er
s
ar
e
d
iv
id
ed
in
th
eir
o
p
in
io
n
s
ab
o
u
t
wh
ich
ty
p
e
o
f
co
m
m
u
n
icatio
n
th
ey
s
ee
as
m
o
r
e
e
f
f
ec
tiv
e
in
th
e
lear
n
in
g
an
d
teac
h
in
g
p
r
o
ce
s
s
.
th
er
e
wer
e
5
1
.
4
%
b
eliev
e
th
at
SC
i
s
o
f
h
i
g
h
er
q
u
ality
,
an
d
it
is
also
th
e
o
n
e
th
ey
u
s
e
m
o
r
e
f
r
eq
u
en
tly
.
Ho
we
v
er
,
4
5
.
7
%
o
f
teac
h
er
s
ar
e
u
n
d
ec
id
e
d
an
d
d
o
n
o
t
p
r
ef
e
r
eith
er
o
f
th
e
two
ty
p
es
o
f
c
o
m
m
u
n
icatio
n
,
s
tatin
g
th
at
n
eith
e
r
SC
n
o
r
AC
s
tan
d
s
o
u
t
in
ter
m
s
o
f
q
u
ality
wh
en
co
m
p
ar
ed
.
A
n
eg
lig
i
b
le
p
er
ce
n
tag
e
o
f
teac
h
er
s
(
2
.
9
%)
co
n
s
id
er
AC
to
b
e
o
f
h
i
g
h
er
q
u
a
lity
.
T
h
e
s
tu
d
en
ts
'
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
R
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d
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c
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SS
N:
2252
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8
8
2
2
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xp
lo
r
in
g
I
C
T c
o
mp
eten
cy
a
n
d
co
mmu
n
ica
tio
n
p
r
eferen
ce
s
in
h
ig
h
er e
d
u
ca
tio
n
:
in
s
ig
h
ts
…
(
Hrvo
je
B
u
d
ić
)
2939
o
p
in
io
n
s
a
r
e
clea
r
e
r
–
th
e
m
ajo
r
ity
(
7
3
.
8
%)
b
eliev
e
t
h
at
SC
is
o
f
h
i
g
h
er
q
u
ality
co
m
p
ar
ed
to
AC
.
Similar
ly
to
th
e
teac
h
in
g
s
taf
f
,
t
h
e
s
m
allest p
er
ce
n
tag
e
o
f
s
tu
d
e
n
ts
(
8
.
9
%)
v
iew
AC
as m
o
r
e
ef
f
ec
tiv
e.
T
h
e
C
h
i
-
s
q
u
ar
e
test
id
en
tifie
d
a
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
in
t
h
e
d
is
tr
ib
u
tio
n
o
f
co
m
m
u
n
ica
tio
n
ty
p
es
p
er
ce
iv
ed
as
h
ig
h
er
q
u
ality
b
y
t
h
e
tar
g
et
g
r
o
u
p
s
(
Χ²
=3
0
.
5
3
5
,
d
f
=2
,
p
<.
0
5
)
c
o
m
p
ar
ed
to
ex
p
ec
te
d
d
is
tr
ib
u
tio
n
s
.
T
h
e
p
r
o
p
o
r
tio
n
o
f
teac
h
er
s
wh
o
b
eliev
e
th
at
n
eith
er
ty
p
e
o
f
co
m
m
u
n
icatio
n
is
s
u
p
er
io
r
to
th
e
o
th
er
is
s
ig
n
if
ican
tly
h
ig
h
er
,
wh
ile
am
o
n
g
s
tu
d
en
ts
,
it
is
s
i
g
n
if
ican
tly
lo
wer
th
an
th
e
ex
p
ec
ted
d
is
tr
ib
u
tio
n
.
Ad
d
itio
n
ally
,
th
e
p
r
o
p
o
r
tio
n
o
f
s
tu
d
en
ts
wh
o
p
er
ce
iv
e
SC
as
h
ig
h
er
q
u
ality
is
s
ig
n
if
ican
tly
h
ig
h
er
,
wh
ile
am
o
n
g
teac
h
er
s
,
it
is
s
ig
n
if
ican
tly
lo
wer
th
an
e
x
p
ec
ted
.
Fu
r
th
er
m
o
r
e,
a
d
if
f
er
en
ce
was
f
o
u
n
d
in
th
e
d
is
tr
ib
u
tio
n
o
f
c
o
m
m
u
n
icatio
n
ty
p
es
p
er
ce
iv
ed
as
h
i
g
h
er
q
u
ality
am
o
n
g
s
tu
d
en
ts
b
ased
o
n
th
e
ty
p
e
o
f
in
s
titu
tio
n
(
Χ²=
2
1
.
4
4
9
,
d
f
=4
,
p
<.
0
5
)
.
Stu
d
e
n
ts
at
p
u
b
lic
p
o
l
y
tech
n
ics
ar
e
s
ig
n
if
ican
tly
m
o
r
e
lik
ely
to
p
er
ce
iv
e
SC
a
s
h
ig
h
er
q
u
ality
,
s
tu
d
en
t
s
at
p
u
b
lic
u
n
iv
er
s
ities
ar
e
s
i
g
n
if
ican
tly
m
o
r
e
lik
ely
to
b
e
u
n
d
ec
id
ed
,
wh
ile
s
tu
d
en
ts
at
p
r
iv
ate
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
ar
e
s
ig
n
if
ican
tly
m
o
r
e
lik
ely
to
f
av
o
r
AC
co
m
p
ar
ed
to
ex
p
ec
ted
d
is
tr
ib
u
tio
n
s
.
Hy
p
o
th
esis
5
was
p
ar
tially
co
n
f
ir
m
ed
,
wh
er
e
p
ar
ticip
an
ts
f
r
o
m
all
ty
p
es
o
f
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
ex
p
r
ess
ed
a
g
r
ea
ter
p
r
ef
e
r
en
ce
f
o
r
u
s
in
g
SC
in
teac
h
in
g
co
m
p
ar
ed
to
AC
.
T
ab
le
8
.
Pre
f
e
r
en
ce
s
f
o
r
ty
p
es
o
f
co
m
m
u
n
icatio
n
i
n
th
e
lear
n
in
g
an
d
teac
h
in
g
p
r
o
ce
s
s
b
ase
d
o
n
q
u
ality
ac
co
r
d
in
g
to
tar
g
et
g
r
o
u
p
s
an
d
ty
p
es o
f
s
cien
tific
-
teac
h
in
g
in
s
titu
tio
n
s
Ta
r
g
e
t
g
r
o
u
p
Ty
p
e
o
f
i
n
s
t
i
t
u
t
i
o
n
No
C
o
l
u
m
n
N
(
%
)
SC
N
AC
Te
a
c
h
i
n
g
s
t
a
f
f
To
t
a
l
70
1
0
0
.
0
20
4
5
.
7
2
5
.
7
P
u
b
l
i
c
p
o
l
y
t
e
c
h
n
i
c
30
4
2
.
9
1
3
.
3
40
3
3
.
3
P
r
i
v
a
t
e
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
st
i
t
u
t
i
o
n
16
2
2
.
9
0
75
25
P
u
b
l
i
c
u
n
i
v
e
r
si
t
y
24
3
4
.
3
4
1
.
7
3
3
.
3
25
S
t
u
d
e
n
t
s
To
t
a
l
4
7
4
1
0
0
.
0
11
4
3
.
5
38
P
u
b
l
i
c
p
o
l
y
t
e
c
h
n
i
c
3
0
2
6
3
.
7
6
.
6
4
8
.
3
3
7
.
7
P
r
i
v
a
t
e
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
st
i
t
u
t
i
o
n
56
1
1
.
8
3
2
.
1
4
6
.
4
2
1
.
4
P
u
b
l
i
c
u
n
i
v
e
r
si
t
y
1
1
6
2
4
.
5
1
2
.
1
31
4
6
.
6
Le
g
e
n
d
:
N
–
n
e
i
t
h
e
r
T
h
e
s
tu
d
y
b
y
Z
h
a
o
et
a
l
.
[
68
]
an
aly
ze
s
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
in
C
h
in
a,
em
p
h
asizin
g
p
o
s
itiv
e
o
u
tco
m
es
in
liter
ac
y
an
d
c
o
llab
o
r
atio
n
b
u
t
i
d
en
tify
in
g
a
lack
o
f
co
m
p
ete
n
ce
in
cr
ea
ti
n
g
d
i
g
ital
co
n
ten
t.
C
o
m
p
ar
ed
t
o
o
u
r
s
tu
d
y
,
b
o
th
r
ec
o
g
n
ize
th
e
n
ee
d
f
o
r
ad
d
it
io
n
al
ed
u
ca
tio
n
a
n
d
th
e
d
ev
e
lo
p
m
en
t
o
f
d
ig
ital
co
m
p
eten
cies
th
r
o
u
g
h
ta
r
g
ete
d
tr
ain
in
g
a
n
d
im
p
r
o
v
ed
cu
r
r
i
cu
la
[
68
]
.
A
s
tu
d
y
f
r
o
m
Sp
ai
n
d
em
o
n
s
tr
ates
th
at
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
I
C
T
e
f
f
icac
y
an
d
th
eir
ab
ilit
y
to
ad
a
p
t
to
s
tu
d
en
ts
’
v
ar
y
i
n
g
n
ee
d
s
p
o
s
itiv
ely
in
f
lu
e
n
ce
th
eir
attitu
d
es
an
d
p
r
o
ac
tiv
e
b
eh
av
io
r
to
war
d
s
I
C
T
in
teg
r
atio
n
in
th
e
ed
u
ca
tio
n
al
p
r
o
c
ess
[
69
]
.
W
h
ile
i
t
co
n
f
ir
m
s
th
e
im
p
o
r
tan
ce
o
f
p
o
s
itiv
e
attitu
d
es
an
d
teac
h
e
r
t
r
ain
in
g
f
o
r
s
u
cc
ess
f
u
l
I
C
T
im
p
lem
en
tatio
n
,
o
u
r
s
tu
d
y
f
o
cu
s
es
o
n
d
if
f
e
r
en
ce
s
b
etwe
en
i
n
s
titu
tio
n
ty
p
es,
wh
er
ea
s
th
e
Sp
a
n
is
h
s
tu
d
y
c
en
ter
s
o
n
teac
h
er
s
’
attitu
d
es
an
d
b
eh
a
v
io
r
to
wa
r
d
tech
n
o
lo
g
y
.
T
h
e
s
tu
d
y
b
y
M
o
r
eir
a
-
C
h
o
ez
et
a
l
.
[
70
]
u
s
es
ad
v
an
ce
d
m
eth
o
d
s
s
u
ch
as
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
t
o
ev
alu
ate
d
ig
ital
co
m
p
eten
cies
am
o
n
g
f
ac
u
lt
y
,
id
en
tif
y
in
g
k
ey
d
im
en
s
io
n
s
lik
e
tech
n
o
lo
g
ica
l
liter
ac
y
,
ac
ce
s
s
to
in
f
o
r
m
atio
n
,
an
d
d
ig
ital
citizen
s
h
ip
,
em
p
h
asizin
g
th
e
co
n
n
ec
tio
n
b
etwe
en
s
elf
-
ass
ess
m
en
t
an
d
ac
tu
al
co
m
p
ete
n
cies,
wh
ile
u
tili
zin
g
s
o
p
h
is
ticated
m
o
d
els
f
o
r
in
-
d
ep
th
ev
al
u
atio
n
.
C
am
ac
h
o
et
a
l
.
[
25
]
f
o
c
u
s
es
o
n
im
p
r
o
v
in
g
f
ac
u
lty
co
m
p
ete
n
cies
th
r
o
u
g
h
s
tr
u
ctu
r
ed
tr
ain
in
g
,
s
h
o
win
g
s
ig
n
i
f
ican
t
im
p
r
o
v
em
e
n
ts
in
th
ei
r
ab
ilit
y
to
u
s
e
d
ig
ital
to
o
ls
wh
ile
h
i
g
h
lig
h
tin
g
th
e
l
o
w
lev
el
o
f
b
asic
I
C
T
s
k
ill
s
am
o
n
g
m
an
y
teac
h
e
r
s
b
ef
o
r
e
in
te
r
v
en
tio
n
.
T
h
is
s
tu
d
y
ce
n
ter
s
o
n
p
r
o
g
r
ess
th
r
o
u
g
h
s
p
ec
if
ic
tr
ain
in
g
p
r
o
g
r
am
s
[
25
]
.
A
s
tu
d
y
f
r
o
m
Pak
is
tan
ex
p
lo
r
es
m
u
ltifa
ce
ted
asp
ec
ts
o
f
th
e
d
ig
ital
d
iv
id
e
am
o
n
g
teac
h
in
g
s
taf
f
,
in
clu
d
i
n
g
m
o
tiv
atio
n
,
p
h
y
s
ical
ac
ce
s
s
,
s
k
il
ls
,
an
d
ac
tu
al
I
C
T
u
s
ag
e.
T
h
e
s
tu
d
y
b
y
San
to
s
et
a
l
.
[
7
1
]
em
p
h
asizes
th
e
n
ee
d
f
o
r
tar
g
eted
tr
ai
n
in
g
an
d
in
s
titu
tio
n
al
p
o
licies
f
o
r
d
ev
el
o
p
in
g
d
ig
ital
co
m
p
eten
cies,
p
r
o
v
id
in
g
a
b
r
o
ad
er
o
v
er
v
iew
o
f
teac
h
er
c
o
m
p
eten
cies
at
an
in
ter
n
atio
n
al
lev
el.
T
h
e
s
tu
d
y
b
y
L
iesa
-
Or
ú
s
et
a
l
.
[
7
2
]
ex
am
in
es
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
I
C
T
’
s
r
o
le
in
d
ev
elo
p
in
g
2
1
st
-
ce
n
tu
r
y
s
k
ills
s
u
ch
as
co
m
m
u
n
icatio
n
,
co
llab
o
r
atio
n
,
an
d
cr
itical
th
in
k
in
g
.
I
t
h
ig
h
li
g
h
ts
th
at
p
o
s
itiv
e
teac
h
er
attit
u
d
es
ar
e
cr
u
cial
f
o
r
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
t
ec
h
n
o
lo
g
y
in
to
teac
h
in
g
a
n
d
e
m
p
h
asizes
th
e
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
I
C
T
f
o
r
d
e
v
e
lo
p
i
n
g
s
tu
d
en
ts
’
g
e
n
e
r
i
c
s
k
il
ls
.
T
h
e
r
e
v
i
ew
s
t
u
d
y
b
y
L
ó
p
ez
-
Nu
ñ
e
z
et
a
l
.
[
7
3
]
a
n
al
y
ze
s
i
n
s
tr
u
m
en
ts
f
o
r
ass
ess
i
n
g
te
ac
h
er
s
’
d
i
g
i
tal
co
m
p
et
en
cies
g
lo
b
all
y
,
h
ig
h
l
ig
h
ti
n
g
t
h
e
d
o
m
i
n
a
n
c
e
o
f
m
o
d
el
s
lik
e
Di
g
C
o
m
p
E
d
u
an
d
T
PA
C
K,
b
u
t
als
o
n
o
ti
n
g
th
e
la
ck
o
f
s
t
a
n
d
ar
d
i
ze
d
ev
al
u
ati
o
n
t
o
o
ls
.
T
h
e
s
t
u
d
y
b
y
Gu
ill
én
-
Gá
m
ez
et
a
l
.
[
7
4
]
in
v
esti
g
ates
th
e
d
id
ac
tic
u
s
e
o
f
I
C
T
am
o
n
g
Sp
an
is
h
u
n
i
v
e
r
s
ity
teac
h
er
s
,
r
ev
ea
lin
g
th
at
I
C
T
u
s
ag
e
is
m
o
d
er
ate
to
h
ig
h
ac
r
o
s
s
d
is
cip
lin
es
b
u
t
n
o
tin
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ig
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ica
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d
if
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er
e
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ce
s
b
etwe
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f
ield
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u
ch
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d
en
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in
ee
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in
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a
n
d
ar
ts
an
d
h
u
m
an
ities
.
T
h
e
Sp
an
is
h
s
tu
d
y
b
y
C
ab
er
o
-
Alm
en
ar
a
et
a
l
.
[
7
5
]
f
o
cu
s
es
o
n
teac
h
e
r
s
'
d
ig
ital
co
m
p
eten
cies
u
s
in
g
th
e
Dig
C
o
m
p
E
d
u
f
r
am
ew
o
r
k
,
r
e
v
ea
lin
g
th
at
m
o
s
t
teac
h
er
s
h
av
e
b
asic
to
in
ter
m
ed
iate
lev
els
o
f
co
m
p
eten
ce
,
with
v
ar
iatio
n
s
b
ased
o
n
s
cien
tific
f
ield
s
an
d
ag
e.
Sil
lat
et
a
l
.
[
7
6
]
an
al
y
ze
v
ar
i
o
u
s
ap
p
r
o
ac
h
es
an
d
m
eth
o
d
s
f
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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2
2
5
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8
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I
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J
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14
,
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4
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Au
g
u
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20
25
:
293
1
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2
9
4
4
2940
ass
es
s
in
g
d
ig
ital
co
m
p
eten
cie
s
,
h
ig
h
lig
h
tin
g
t
h
e
lack
o
f
s
tan
d
ar
d
ized
ev
alu
atio
n
to
o
ls
,
th
e
d
o
m
in
an
ce
o
f
s
elf
-
ass
es
s
m
en
ts
,
an
d
th
e
n
ee
d
f
o
r
s
ca
lab
le
m
eth
o
d
s
b
ased
o
n
f
r
a
m
ewo
r
k
s
lik
e
Dig
C
o
m
p
E
d
u
,
e
m
p
h
asizin
g
g
lo
b
al
ch
allen
g
es
in
cr
ea
tin
g
r
eliab
l
e
an
d
a
d
ap
tab
le
to
o
ls
f
o
r
as
s
ess
in
g
d
ig
ital
co
m
p
eten
cies.
C
o
h
en
et
a
l
.
[
7
7
]
ex
am
in
es
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
in
I
s
r
ae
l
an
d
Au
s
tr
alia,
r
ev
ea
lin
g
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
th
e
u
s
e
o
f
“
o
f
f
icial
”
r
eso
u
r
ce
s
(
s
u
ch
as
L
MSs
an
d
lib
r
ar
y
to
o
ls
)
an
d
“
non
-
o
f
f
icial
”
d
ig
ital
r
eso
u
r
ce
s
(
s
u
ch
as
W
ik
ip
ed
ia
an
d
s
o
cial
n
etwo
r
k
s
)
,
with
I
s
r
ae
li st
u
d
en
ts
m
o
r
e
f
r
e
q
u
en
tly
u
s
in
g
n
o
n
-
o
f
f
icial
r
eso
u
r
ce
s
.
5.
CO
NCLU
SI
O
N
T
h
e
u
s
e
o
f
I
C
T
in
h
ig
h
er
ed
u
ca
tio
n
h
as
b
ec
o
m
e
i
n
cr
ea
s
in
g
ly
ess
en
tial
in
r
ec
en
t
y
ea
r
s
,
r
ef
lectin
g
b
r
o
ad
e
r
tr
e
n
d
s
in
d
ig
italizatio
n
ac
r
o
s
s
all
s
ec
to
r
s
.
As
tec
h
n
o
lo
g
y
c
o
n
tin
u
es
to
e
v
o
lv
e,
its
in
teg
r
atio
n
in
t
o
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
ts
is
n
o
t
o
n
ly
a
r
esp
o
n
s
e
to
t
h
e
c
h
an
g
in
g
d
e
m
an
d
s
o
f
t
h
e
wo
r
k
f
o
r
ce
b
u
t
also
a
n
o
p
p
o
r
tu
n
ity
to
e
n
h
an
ce
th
e
q
u
ality
an
d
ac
ce
s
s
ib
ilit
y
o
f
lear
n
in
g
ex
p
er
ie
n
ce
s
.
T
h
is
s
tu
d
y
s
et
o
u
t
to
ex
p
lo
r
e
t
h
e
d
if
f
er
en
ce
s
in
I
C
T
u
s
ag
e
am
o
n
g
teac
h
in
g
s
taf
f
an
d
s
tu
d
en
ts
,
f
o
cu
s
in
g
o
n
v
a
r
y
in
g
ty
p
es
o
f
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
an
d
to
ass
ess
th
e
im
p
ac
t o
f
th
ese
tech
n
o
lo
g
ies o
n
teac
h
in
g
a
n
d
e
x
tr
ac
u
r
r
ic
u
lar
ac
tiv
ities
.
T
h
e
in
teg
r
atio
n
o
f
I
C
T
in
to
h
ig
h
er
ed
u
ca
tio
n
r
e
f
lects
g
lo
b
al
d
ig
italizatio
n
tr
en
d
s
an
d
o
f
f
er
s
n
ew
o
p
p
o
r
tu
n
ities
to
en
h
an
ce
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
.
T
h
is
r
e
s
ea
r
ch
f
o
cu
s
es
o
n
an
aly
zin
g
d
if
f
er
en
ce
s
in
I
C
T
u
s
ag
e
am
o
n
g
teac
h
in
g
s
taf
f
an
d
s
tu
d
en
ts
ac
r
o
s
s
v
ar
io
u
s
ty
p
es
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
C
r
o
atia,
with
p
ar
ticu
lar
em
p
h
asis
o
n
co
m
m
u
n
icatio
n
p
r
ef
er
e
n
ce
s
an
d
d
ig
ital
co
m
p
eten
cies.
T
h
e
r
e
s
u
lts
in
d
icate
th
at
s
tu
d
en
ts
in
p
r
iv
ate
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
s
h
o
w
a
h
ig
h
er
le
v
el
o
f
d
i
g
ital
to
o
l
u
s
ag
e
in
ed
u
ca
tio
n
al
ac
tiv
ities
co
m
p
ar
ed
to
th
o
s
e
at
p
u
b
lic
u
n
i
v
er
s
ities
an
d
p
o
ly
tech
n
ics,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
a
d
d
itio
n
al
in
v
estme
n
ts
in
d
ig
ital
in
f
r
astru
ctu
r
e
with
in
p
u
b
lic
i
n
s
titu
tio
n
s
.
Fu
r
th
er
m
o
r
e,
s
tu
d
en
ts
s
h
o
w
a
p
r
ef
er
e
n
ce
f
o
r
s
y
n
ch
r
o
n
o
u
s
f
o
r
m
s
o
f
co
m
m
u
n
icatio
n
in
teac
h
in
g
,
co
n
f
ir
m
in
g
th
eir
in
clin
atio
n
to
war
d
s
d
ir
ec
t,
in
ter
ac
tiv
e
in
f
o
r
m
atio
n
ex
ch
a
n
g
e.
R
ec
o
m
m
en
d
atio
n
s
ar
is
in
g
f
r
o
m
th
is
s
tu
d
y
i
n
clu
d
e
i
n
cr
ea
s
ed
f
u
n
d
i
n
g
f
o
r
d
ev
elo
p
in
g
d
ig
ital
in
f
r
astru
ctu
r
e
in
p
u
b
lic
in
s
tit
u
tio
n
s
,
o
r
g
an
izin
g
ad
d
itio
n
al
tr
ain
in
g
f
o
r
teac
h
in
g
s
taf
f
,
an
d
s
tr
en
g
th
en
in
g
th
e
in
teg
r
atio
n
o
f
d
ig
ital
c
o
m
p
ete
n
cies
in
to
ed
u
ca
tio
n
al
cu
r
r
ic
u
la.
Ad
d
itio
n
ally
,
f
o
s
ter
in
g
c
o
llab
o
r
ativ
e
lear
n
i
n
g
m
eth
o
d
s
th
r
o
u
g
h
I
C
T
co
u
ld
i
n
cr
ea
s
e
s
tu
d
en
t
m
o
tiv
atio
n
a
n
d
im
p
r
o
v
e
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
.
No
n
eth
eless
,
th
e
s
tu
d
y
f
ac
es
lim
itatio
n
s
,
s
u
ch
as
th
e
s
p
ec
if
ic
co
n
te
x
t
o
f
C
r
o
a
tia
an
d
a
r
elativ
ely
lim
ited
s
am
p
le
o
f
i
n
s
titu
tio
n
s
,
wh
ich
m
ay
af
f
ec
t
th
e
g
en
e
r
aliza
b
ilit
y
o
f
th
e
r
esu
lts
.
I
n
co
n
clu
s
io
n
,
th
is
s
tu
d
y
em
p
h
asizes
th
e
n
ee
d
f
o
r
s
y
s
te
m
atic
im
p
r
o
v
em
e
n
ts
in
I
C
T
in
ed
u
ca
tio
n
,
esp
ec
ially
with
in
p
u
b
lic
in
s
titu
tio
n
s
,
to
r
ed
u
ce
th
e
d
ig
ital
d
iv
id
e
an
d
en
s
u
r
e
th
e
q
u
ality
o
f
th
e
ed
u
ca
tio
n
al
ex
p
er
ien
ce
alig
n
s
w
ith
th
e
d
em
an
d
s
o
f
th
e
d
ig
ital
ag
e
.
T
h
is
r
esear
c
h
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
r
ed
u
cin
g
th
e
d
ig
ital
d
iv
id
e
i
n
h
ig
h
er
e
d
u
ca
tio
n
th
r
o
u
g
h
tar
g
eted
t
r
ain
in
g
an
d
th
e
im
p
r
o
v
em
e
n
t
o
f
I
C
T
in
f
r
a
s
tr
u
ctu
r
e,
p
a
r
ticu
lar
ly
in
p
u
b
li
c
in
s
titu
tio
n
s
.
T
h
e
r
esu
lts
em
p
h
asize
th
e
n
ee
d
f
o
r
s
y
s
tem
atic
in
teg
r
atio
n
o
f
d
ig
ital
co
m
p
eten
cies
in
to
cu
r
r
icu
la,
wh
ich
ca
n
en
h
an
ce
th
e
q
u
ality
o
f
teac
h
i
n
g
,
s
tu
d
en
t
m
o
tiv
atio
n
,
a
n
d
e
n
g
ag
em
en
t.
I
n
th
e
f
u
tu
r
e,
o
u
r
f
in
d
in
g
s
ca
n
s
er
v
e
as
a
f
o
u
n
d
atio
n
f
o
r
d
e
v
elo
p
i
n
g
d
ig
ital
tr
an
s
f
o
r
m
atio
n
s
tr
ateg
ies
an
d
ad
ap
tin
g
ed
u
ca
tio
n
to
co
n
tem
p
o
r
ar
y
tech
n
o
lo
g
ical
c
h
allen
g
es.
F
UNDING
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NF
O
R
M
A
T
I
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Au
th
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r
s
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tate
n
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Evaluation Warning : The document was created with Spire.PDF for Python.