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ly
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n
t,
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ic d
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ra
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d
v
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ty
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a
n
ima
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se
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s,
a
n
d
a
rti
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in
telli
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.
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to
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u
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sig
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a
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p
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t
lea
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in
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,
e
n
h
a
n
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m
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ti
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a
n
d
p
ro
m
o
te su
sta
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a
b
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lea
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g
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c
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ly
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t
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o
m
m
e
n
d
s
t
h
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s
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ti
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-
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sfo
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a
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d
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c
a
ti
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.
K
ey
w
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d
s
:
Dig
ital e
d
u
ca
tio
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o
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E
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ca
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tech
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lo
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I
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s
tr
u
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tech
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Pro
s
p
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class
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m
teac
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T
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lo
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ap
p
licatio
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T
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C
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Gö
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3
5
@
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m
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co
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1.
I
NT
RO
D
UCT
I
O
N
Ad
v
an
ce
s
in
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
(
I
C
T
)
h
av
e
b
ec
o
m
e
a
n
in
te
g
r
al
p
ar
t
o
f
d
aily
life
,
in
f
l
u
en
cin
g
m
an
y
f
i
eld
s
,
p
ar
ticu
lar
ly
e
d
u
ca
tio
n
[
1
]
.
T
h
e
wid
esp
r
ea
d
u
s
e
o
f
d
ig
it
al
tech
n
o
lo
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ies
h
as
tr
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s
f
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m
ed
e
d
u
ca
tio
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lo
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s
h
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lear
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f
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tr
ad
itio
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eth
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s
to
te
ch
n
o
lo
g
y
-
en
h
an
ce
d
ap
p
r
o
ac
h
es
[
2
]
.
I
n
r
esp
o
n
s
e
to
r
a
p
id
s
cien
tific
a
n
d
tech
n
o
lo
g
ical
ch
a
n
g
e
an
d
g
lo
b
al
co
m
p
etitio
n
,
c
o
u
n
tr
ie
s
n
o
w
p
r
io
r
itize
th
e
d
ev
elo
p
m
en
t
o
f
in
d
iv
id
u
als
with
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
.
Acc
o
r
d
in
g
ly
,
ed
u
ca
tio
n
s
y
s
tem
s
co
n
tin
u
e
to
ad
ap
t
b
y
in
teg
r
atin
g
s
cien
ce
an
d
tech
n
o
lo
g
y
to
p
r
ep
ar
e
a
s
k
illed
an
d
co
m
p
etitiv
e
wo
r
k
f
o
r
ce
[
3
]
.
T
ec
h
n
o
lo
g
y
-
b
ased
in
s
tr
u
ctio
n
h
as
b
ec
o
m
e
a
co
r
e
r
eq
u
ir
em
en
t
o
f
m
o
d
er
n
ed
u
ca
tio
n
,
p
lacin
g
teac
h
er
s
at
th
e
ce
n
ter
o
f
ed
u
ca
tio
n
al
tr
an
s
f
o
r
m
atio
n
[
4
]
.
I
n
ad
d
itio
n
to
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
s
u
ch
as
cr
itical
th
in
k
in
g
,
p
r
o
b
lem
s
o
lv
in
g
,
co
llab
o
r
atio
n
,
an
d
in
n
o
v
atio
n
,
teac
h
e
r
s
ar
e
ex
p
ec
ted
to
p
o
s
s
ess
s
tr
o
n
g
in
f
o
r
m
atio
n
,
m
ed
ia
,
tech
n
o
lo
g
y
,
an
d
web
liter
ac
y
to
ac
tiv
ely
en
g
ag
e
s
tu
d
en
ts
in
d
ig
ital
lear
n
in
g
en
v
ir
o
n
m
en
t
s
[
5
]
.
I
n
s
tr
u
ctio
n
al
tech
n
o
lo
g
y
r
ef
er
s
to
th
e
p
u
r
p
o
s
ef
u
l
u
s
e
o
f
tech
n
o
lo
g
ical
to
o
l
s
to
en
h
an
ce
,
en
r
ich
,
an
d
s
y
s
tem
atica
lly
s
u
p
p
o
r
t
th
e
teac
h
in
g
–
lea
r
n
in
g
p
r
o
ce
s
s
[
6
]
.
T
ea
ch
er
s
p
lay
a
cr
itical
r
o
le
i
n
h
elp
in
g
s
tu
d
en
ts
lear
n
ab
o
u
t
tech
n
o
lo
g
y
a
n
d
h
o
w
to
u
s
e
it;
teac
h
er
s
g
u
id
e
s
tu
d
e
n
ts
o
n
th
eir
p
ath
t
o
tech
n
o
lo
g
y
[
7
]
.
T
h
u
s
,
d
u
e
t
o
th
e
m
an
y
b
e
n
ef
its
o
f
tech
n
o
lo
g
y
(
f
ac
ilit
atin
g
teac
h
in
g
or
attr
ac
tin
g
atten
tio
n
)
,
lear
n
in
g
m
ater
ials
h
av
e
s
tar
ted
to
tak
e
s
h
ap
e
in
th
e
d
ir
ec
t
io
n
o
f
d
ig
italizatio
n
[
8
]
.
Dig
ital
co
n
te
n
ts
an
d
in
te
r
ac
tiv
e
ap
p
licatio
n
s
cr
ea
ted
a
n
d
d
esig
n
ed
in
lin
e
with
t
h
is
id
ea
i
n
cr
ea
s
e
th
e
q
u
ality
o
f
ed
u
ca
tio
n
an
d
th
e
s
u
s
tain
ab
ilit
y
o
f
th
e
cr
ea
ted
co
n
ten
ts
s
av
es
tim
e.
I
n
ad
d
itio
n
,
th
e
v
is
u
al,
au
d
ito
r
y
an
d
k
i
n
esth
etic
p
r
ep
a
r
atio
n
o
f
d
ig
ital
co
n
ten
t
co
n
tr
ib
u
tes
to
s
tu
d
en
ts
’
ef
f
ec
tiv
e
an
d
p
er
m
an
en
t
lear
n
in
g
,
ac
tiv
e
an
d
in
ter
ested
p
ar
ticip
atio
n
in
th
e
less
o
n
as
well
a
s
lear
n
in
g
b
y
h
av
in
g
f
u
n
[
2
]
.
W
ith
in
th
e
s
co
p
e
o
f
all
th
ese
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
1
4
,
No
.
6
,
Dec
em
b
er
20
2
5
:
5
2
1
9
-
5
2
2
8
5220
b
en
ef
its
an
d
o
p
p
o
r
tu
n
ities
,
th
e
p
r
o
b
lem
o
f
th
is
r
esear
ch
is
to
d
eter
m
in
e
th
e
p
er
s
p
ec
tiv
e
o
f
p
r
o
s
p
ec
tiv
e
class
r
o
o
m
teac
h
er
s
(
PC
T
)
a
b
o
u
t
in
s
tr
u
ctio
n
al
tech
n
o
l
o
g
ies
a
n
d
to
d
eter
m
i
n
e
th
e
web
-
b
ase
d
d
ig
ital
e
d
u
ca
tio
n
to
o
ls
th
ey
u
s
e.
T
h
e
d
ev
elo
p
m
en
ts
o
f
in
s
tr
u
ct
io
n
al
tech
n
o
lo
g
ies
o
v
er
tim
e
ar
e
o
f
g
r
ea
t
im
p
o
r
tan
ce
in
th
e
f
ield
o
f
ed
u
ca
tio
n
.
W
ith
th
e
co
m
b
in
atio
n
o
f
tech
n
o
lo
g
y
an
d
ed
u
ca
tio
n
,
lear
n
in
g
p
r
o
ce
s
s
es
h
av
e
b
ec
o
m
e
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e,
in
ter
ac
tiv
e
a
n
d
ac
ce
s
s
ib
le,
m
ak
in
g
th
e
e
d
u
c
atio
n
m
o
r
e
e
f
f
ec
tiv
e
an
d
q
u
al
ity
[
9
]
.
W
eb
-
b
ased
d
ig
ital
ed
u
ca
tio
n
to
o
ls
o
f
f
er
n
o
tab
le
ad
v
an
tag
es
s
u
ch
as
f
lex
ib
ilit
y
,
ac
ce
s
s
ib
ilit
y
,
an
d
i
n
ter
ac
tiv
e
co
n
te
n
t;
h
o
wev
er
,
th
e
y
d
if
f
e
r
m
ar
k
e
d
ly
f
r
o
m
tr
a
d
itio
n
al
an
d
h
y
b
r
i
d
lear
n
in
g
ap
p
r
o
ac
h
es.
I
n
co
n
t
r
ast
to
f
ac
e
-
to
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f
ac
e
in
s
tr
u
ctio
n
,
wh
ic
h
f
ac
ilit
ates
i
m
m
ed
iate,
p
e
r
s
o
n
al
i
n
ter
ac
tio
n
an
d
f
o
s
ter
s
s
o
cial
lear
n
in
g
,
web
-
b
ased
d
ig
ital
ed
u
ca
tio
n
p
lace
s
g
r
ea
ter
d
em
a
n
d
s
o
n
lear
n
er
s
'
in
tr
in
s
ic
m
o
ti
v
atio
n
an
d
d
i
g
ital
liter
ac
y
.
W
h
en
th
e
liter
atu
r
e
o
n
th
e
u
s
e
o
f
tec
h
n
o
lo
g
y
in
ed
u
c
atio
n
is
ex
am
in
ed
,
m
an
y
s
tu
d
i
es
h
av
e
b
ee
n
co
n
d
u
cted
t
o
r
ev
ea
l
th
e
s
itu
atio
n
s
o
f
s
ch
o
o
l a
d
m
in
is
tr
ato
r
s
,
teac
h
e
r
s
,
an
d
teac
h
er
ca
n
d
id
ates r
eg
a
r
d
in
g
th
e
u
s
e
o
f
tech
n
o
lo
g
y
[
2
]
,
[
1
0
]
–
[
1
4
]
.
L
in
et
a
l
.
[
1
1
]
co
n
clu
d
ed
in
t
h
eir
s
tu
d
y
th
at
d
ig
ital
lear
n
in
g
h
as
a
s
ig
n
if
ican
tly
p
o
s
itiv
e
ef
f
ec
t
o
n
lear
n
in
g
m
o
tiv
atio
n
a
n
d
last
in
g
lear
n
in
g
o
u
tco
m
es
co
m
p
ar
e
d
to
tr
a
d
itio
n
al
teac
h
in
g
.
In
th
e
s
tu
d
y
to
d
eter
m
in
e
th
e
v
iews
o
f
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
o
n
th
e
u
s
e
o
f
to
o
ls
an
d
eq
u
ip
m
en
t
in
ed
u
c
atio
n
,
th
e
u
s
e
o
f
tech
n
o
lo
g
ical
to
o
ls
an
d
eq
u
ip
m
e
n
t
in
less
o
n
s
h
as
p
o
s
itiv
e
asp
ec
ts
f
o
r
te
ac
h
er
s
an
d
s
tu
d
en
ts
[
8
]
.
I
n
ad
d
itio
n
,
it
h
as
b
ee
n
s
tated
in
m
an
y
s
tu
d
ies
t
h
at
th
e
u
s
e
o
f
web
to
o
ls
h
as
p
o
s
itiv
e
ef
f
ec
ts
o
n
s
tu
d
en
ts
’
ac
a
d
em
ic
ac
h
iev
em
en
t,
h
ig
h
-
lev
el
co
g
n
itiv
e
th
in
k
in
g
s
k
ills
,
an
d
tech
n
o
lo
g
ical
liter
ac
y
lev
els
[
1
5
]
–
[
1
8
]
.
Stu
d
ies
ex
am
in
i
n
g
teac
h
e
r
s
’
v
iews
o
n
th
e
u
s
e
o
f
W
eb
2
.
0
ap
p
licatio
n
s
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
,
class
r
o
o
m
teac
h
er
s
’
p
er
ce
p
tio
n
s
an
d
s
elf
-
ef
f
icac
y
lev
els
to
war
d
s
th
e
u
s
e
o
f
tech
n
o
lo
g
y
,
an
d
class
r
o
o
m
teac
h
er
s
'
v
iew
s
o
n
th
e
u
s
e
o
f
tech
n
o
lo
g
y
with
in
th
e
s
co
p
e
o
f
a
s
p
ec
if
ic
co
u
r
s
e
ar
e
av
ailab
le
in
th
e
liter
atu
r
e.
I
n
ad
d
itio
n
,
s
tu
d
ies
o
n
W
eb
2
.
0
an
d
in
-
class
ap
p
licatio
n
s
to
ex
am
in
e
teac
h
er
s
'
v
iews
ar
e
av
ailab
le
in
th
e
liter
atu
r
e.
Sin
ce
th
er
e
ar
e
lim
ited
s
tu
d
ies
ex
am
in
in
g
th
e
p
er
ce
p
tio
n
o
f
i
n
s
tr
u
ctio
n
al
tech
n
o
lo
g
ies
in
th
e
s
am
p
le
o
f
PC
T
an
d
d
eter
m
i
n
in
g
th
e
web
-
b
ased
d
ig
ital
ed
u
ca
tio
n
to
o
ls
u
s
ed
b
y
PC
T
,
it
is
th
o
u
g
h
t
th
at
th
e
r
esear
ch
will
m
ak
e
a
u
n
iq
u
e
co
n
tr
ib
u
tio
n
to
th
e
f
ield
[
1
9
]
.
A
s
tu
d
y
o
f
PC
T
’
s
u
s
e
o
f
in
s
tr
u
ctio
n
al
tech
n
o
lo
g
ies
an
d
web
-
b
ased
d
ig
ital
e
d
u
ca
tio
n
al
t
o
o
ls
is
im
p
o
r
tan
t
as
it
p
r
o
v
i
d
es
in
s
ig
h
t
in
to
th
e
r
ea
d
in
ess
o
f
f
u
t
u
r
e
ed
u
ca
to
r
s
to
in
teg
r
ate
te
ch
n
o
lo
g
y
in
to
th
eir
teac
h
in
g
an
d
th
e
tech
n
o
lo
g
ic
al
p
r
ac
tices
an
d
p
r
o
g
r
am
s
t
h
ey
ar
e
c
u
r
r
e
n
tly
u
s
in
g
.
I
n
t
h
e
co
n
te
x
t
o
f
th
is
im
p
o
r
tan
ce
,
th
is
s
tu
d
y
ca
n
h
elp
to
id
en
tify
s
tr
en
g
t
h
s
an
d
g
a
p
s
in
th
e
d
ig
ital
co
m
p
eten
cies
o
f
f
u
tu
r
e
teac
h
er
s
b
y
r
ev
ea
lin
g
th
e
s
tate
o
f
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
an
d
u
ltima
tely
co
n
tr
ib
u
tin
g
to
m
o
r
e
ef
f
ec
tiv
e,
tech
n
o
lo
g
y
-
en
h
an
ce
d
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
.
I
n
th
e
2
1
s
t
ce
n
tu
r
y
,
web
-
b
ase
d
ed
u
ca
tio
n
is
o
f
g
r
ea
t
im
p
o
r
tan
ce
to
f
o
llo
w
th
e
r
a
p
id
d
ev
elo
p
m
en
ts
an
d
to
p
r
o
v
i
d
e
an
u
p
-
to
-
d
ate
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
b
ased
o
n
cr
ea
tiv
ity
.
W
eb
t
o
o
ls
o
f
f
er
n
ew
o
p
p
o
r
tu
n
ities
an
d
ca
p
ab
ilit
ies
b
y
p
r
o
v
id
in
g
a
co
n
s
tr
u
ctiv
is
t
ap
p
r
o
ac
h
an
d
s
k
ill
-
o
r
ien
ted
lear
n
in
g
o
p
p
o
r
tu
n
ities
b
ey
o
n
d
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
.
T
h
ese
o
p
p
o
r
tu
n
ities
allo
w
s
tu
d
en
ts
to
in
teg
r
ate
th
eir
ed
u
ca
ti
o
n
with
d
aily
life
,
t
o
p
u
t
it
in
to
p
r
ac
tice
an
d
to
lea
r
n
m
o
r
e
ea
s
ily
a
n
d
p
er
m
an
e
n
tly
[
2
0
]
.
W
eb
tech
n
o
lo
g
y
t
o
o
ls
an
d
ap
p
licatio
n
s
h
av
e
an
im
p
o
r
tan
t
r
o
le
to
p
la
y
in
m
ak
in
g
lear
n
in
g
an
d
teac
h
in
g
p
r
o
ce
s
s
es
in
ed
u
ca
tio
n
m
o
r
e
ef
f
ec
tiv
e
an
d
ef
f
icien
t
to
ac
h
iev
e
a
wid
e
r
an
g
e
o
f
g
o
als
an
d
o
b
jectiv
es
in
m
an
y
f
ield
s
an
d
en
v
ir
o
n
m
en
t
s
.
W
eb
tech
n
o
lo
g
y
to
o
ls
b
r
in
g
a
n
ew
d
im
en
s
io
n
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
en
r
i
ch
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t a
n
d
s
u
p
p
o
r
t stu
d
en
ts
'
ac
tiv
e
p
ar
ticip
atio
n
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
2
1
]
.
I
n
th
is
p
r
o
ce
s
s
,
s
tu
d
en
ts
ca
n
ex
p
er
ien
ce
th
e
r
o
les
o
f
p
r
o
d
u
cin
g
,
o
r
g
an
izin
g
,
d
esig
n
in
g
,
r
ep
r
o
d
u
cin
g
,
an
d
s
h
ar
in
g
in
f
o
r
m
atio
n
b
y
leav
in
g
th
e
r
o
le
o
f
p
ass
iv
e
r
ea
d
er
th
r
o
u
g
h
web
to
o
ls
.
I
n
lin
e
with
th
is
in
f
o
r
m
atio
n
;
it
is
n
ec
e
s
s
ar
y
to
tr
ain
teac
h
er
s
wh
o
ai
m
to
tr
ain
teac
h
er
s
with
tech
n
o
lo
g
ical
s
k
ills
th
at
ar
e
r
eq
u
ir
e
d
b
y
th
e
a
g
e,
wh
o
ca
n
f
o
llo
w
th
e
ev
er
-
ch
an
g
in
g
tec
h
n
o
lo
g
y
,
an
d
wh
o
ar
e
s
u
cc
ess
f
u
l
in
t
h
is
p
r
o
ce
s
s
[
2
2
]
.
I
n
lin
e
with
th
is
id
ea
,
it
is
im
p
o
r
ta
n
t
to
in
v
esti
g
at
e
th
e
th
o
u
g
h
ts
an
d
p
er
s
p
ec
tiv
es
o
f
PC
T
wh
o
will
b
e
th
e
teac
h
er
s
o
f
th
e
f
u
t
u
r
e.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
was
to
ex
am
in
e
th
e
v
iews
o
f
PC
T
ab
o
u
t
in
s
tr
u
cti
o
n
al
tech
n
o
lo
g
ies
an
d
to
d
ete
r
m
in
e
th
e
web
-
b
ased
d
i
g
ital
ed
u
ca
tio
n
to
o
ls
th
ey
u
s
e.
I
n
lin
e
with
th
is
p
u
r
p
o
s
e,
an
s
wer
s
to
th
e
f
o
llo
win
g
q
u
est
io
n
s
ar
e
s
o
u
g
h
t:
i)
W
h
at
ar
e
th
e
v
iews o
f
p
r
o
s
p
ec
tiv
e
class
r
o
o
m
teac
h
er
s
o
n
t
h
e
u
s
e
o
f
tech
n
o
lo
g
y
in
e
d
u
ca
tio
n
?
ii)
W
h
at
ar
e
th
e
web
-
b
ased
d
ig
ital e
d
u
ca
tio
n
to
o
ls
u
s
ed
b
y
p
r
o
s
p
ec
tiv
e
class
r
o
o
m
teac
h
er
s
?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
ex
a
m
in
e
d
th
e
v
ie
ws
o
f
PC
T
o
n
i
n
s
tr
u
ctio
n
al
te
ch
n
o
lo
g
ies
an
d
i
d
en
tifie
d
t
h
e
web
-
b
ased
d
ig
ital
ed
u
ca
tio
n
to
o
ls
th
e
y
u
s
e,
em
p
l
o
y
in
g
a
ca
s
e
s
tu
d
y
d
esig
n
f
r
o
m
q
u
alitativ
e
r
esear
ch
m
eth
o
d
s
.
Qu
alitativ
e
r
esear
ch
tech
n
iq
u
es
wer
e
u
s
ed
to
an
aly
z
e
s
o
cial
ev
en
ts
,
p
h
en
o
m
en
a
,
a
n
d
ch
an
g
es
wh
er
e
q
u
an
titativ
e
m
eth
o
d
s
ar
e
in
s
u
f
f
icien
t
[
2
3
]
.
I
n
t
h
e
ca
s
e
s
tu
d
y
d
esig
n
,
th
e
r
esear
ch
e
r
ex
am
i
n
ed
th
e
ex
p
e
r
ien
ce
s
o
f
in
d
iv
id
u
als
liv
in
g
in
a
s
p
ec
if
ic
co
n
tex
t
th
r
o
u
g
h
o
b
s
er
v
atio
n
,
in
ter
v
iew
,
an
d
d
o
cu
m
en
t
co
llectio
n
,
an
d
s
u
b
jectiv
e
o
r
s
o
cial
r
ea
lity
was
ex
p
lo
r
ed
[
2
4
]
.
I
n
t
h
is
r
esear
ch
,
a
ca
s
e
s
tu
d
y
was
ad
o
p
ted
in
1
5
PC
T
wh
o
ar
e
co
n
tin
u
in
g
th
eir
ed
u
ca
tio
n
an
d
h
av
e
co
m
p
leted
th
e
in
s
tr
u
ctio
n
al
tech
n
o
lo
g
ies
co
u
r
s
e
wer
e
in
ter
v
iewe
d
.
I
t
was
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
P
r
o
s
p
ec
tive
cla
s
s
r
o
o
m
tea
ch
ers
’
view
s
o
n
in
s
tr
u
ctio
n
a
l te
ch
n
o
lo
g
ies a
n
d
w
eb
-
b
a
s
ed
…
(
G
ö
r
ke
m
A
vc
ı
)
5221
m
ad
e
to
d
eter
m
in
e
th
e
o
p
in
io
n
s
o
f
PC
T
ab
o
u
t
th
e
u
s
e
o
f
te
ch
n
o
lo
g
y
in
ed
u
ca
tio
n
,
w
h
at
t
h
ey
p
a
y
atten
tio
n
to
wh
en
p
r
ep
ar
in
g
a
n
d
u
s
in
g
d
i
g
ital
co
n
ten
t,
wh
ich
tec
h
n
o
lo
g
ical
ap
p
licatio
n
s
th
ey
will
in
teg
r
ate
in
to
th
eir
ed
u
ca
tio
n
in
th
e
f
u
tu
r
e,
an
d
th
e
web
-
b
ased
d
ig
ital
e
d
u
ca
t
io
n
to
o
ls
th
ey
cu
r
r
e
n
tly
u
s
e
in
th
eir
ed
u
ca
tio
n
p
r
o
ce
s
s
es.
PC
T
d
esig
n
ed
web
s
ites
,
cr
ea
ted
d
ig
ital
co
n
ten
t
,
cr
ea
ted
ed
u
ca
tio
n
al
g
am
es,
a
n
d
d
esig
n
e
d
d
ig
ital
m
ater
ials
in
th
e
‘
in
s
tr
u
ctio
n
al
t
ec
h
n
o
lo
g
ies’
co
u
r
s
e.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
p
ar
ticip
an
ts
o
f
th
e
r
esear
ch
co
n
s
is
t
ed
o
f
1
5
PC
T
s
tu
d
e
n
ts
s
tu
d
y
in
g
at
B
ar
tın
Un
iv
e
r
s
ity
in
th
e
s
p
r
in
g
ter
m
o
f
th
e
2
0
2
3
-
2
0
2
4
ac
ad
em
ic
y
ea
r
.
To
b
e
s
u
itab
l
e
f
o
r
th
e
p
u
r
p
o
s
e
o
f
th
e
r
esea
r
ch
,
th
e
p
u
r
p
o
s
iv
e
s
am
p
lin
g
m
eth
o
d
was
p
r
ef
er
r
ed
in
s
am
p
le
s
elec
tio
n
[
2
5
]
.
I
n
th
e
s
elec
tio
n
o
f
PC
T
,
atten
tio
n
was
p
aid
to
t
h
e
f
ac
t
th
at
th
ey
h
a
d
s
u
cc
ess
f
u
lly
co
m
p
leted
t
h
e
in
s
tr
u
ctio
n
al
tech
n
o
lo
g
y
co
u
r
s
e
b
y
d
esig
n
in
g
tech
n
o
lo
g
ical
ap
p
licatio
n
s
,
cr
ea
tin
g
d
i
g
ital
co
n
ten
t
u
s
in
g
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
an
d
ap
p
licatio
n
s
,
an
d
cr
ea
tin
g
p
latf
o
r
m
s
.
T
h
e
p
ar
ticip
an
ts
co
n
s
is
ted
o
f
2
n
d
,
3
rd
,
a
n
d
4
t
h
-
g
r
a
d
e
s
tu
d
en
t
s
(9
wer
e
f
em
ales
,
wh
ile
6
wer
e
m
a
les
)
.
2
.
3
.
Da
t
a
co
llect
io
n
A
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
f
o
r
m
co
n
s
is
tin
g
o
f
f
iv
e
o
p
en
-
en
d
ed
q
u
esti
o
n
s
d
ev
elo
p
ed
b
y
t
h
e
r
esear
ch
er
an
d
f
in
alize
d
b
y
ta
k
in
g
an
ex
p
e
r
t
p
er
s
p
ec
tiv
e
wa
s
u
s
ed
as
a
d
ata
co
llectio
n
t
o
o
l.
I
n
th
e
in
ter
v
iews,
th
e
p
ar
ticip
an
ts
wer
e
ask
ed
q
u
esti
o
n
s
ab
o
u
t
th
e
im
p
o
r
tan
ce
o
f
tech
n
o
lo
g
y
u
s
e
in
ed
u
ca
tio
n
,
th
e
n
ec
ess
ity
o
f
in
s
tr
u
ctio
n
al
tech
n
o
lo
g
ies,
wh
ich
tech
n
o
lo
g
ical
ap
p
licatio
n
s
th
ey
will
in
teg
r
ate
in
to
ed
u
c
atio
n
in
th
e
f
u
tu
r
e
wh
en
th
e
y
b
ec
o
m
e
teac
h
er
s
,
a
n
d
wh
at
web
-
b
ased
d
ig
ital
ed
u
ca
tio
n
t
o
o
ls
th
ey
cu
r
r
en
tly
u
s
e
in
t
h
eir
e
d
u
ca
tio
n
an
d
tr
ain
i
n
g
p
r
o
ce
s
s
es.
I
n
ter
v
iews
wer
e
r
ec
o
r
d
ed
with
th
e
p
e
r
m
is
s
io
n
o
f
t
h
e
p
a
r
ticip
an
ts
.
T
h
e
in
ter
v
iews
wer
e
co
n
d
u
cte
d
f
ac
e
-
to
-
f
ac
e
with
1
5
PC
T
an
d
last
ed
1
5
-
2
0
m
i
n
u
t
es.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
o
b
tain
ed
,
wh
ich
w
as
co
n
d
u
cted
to
e
x
am
in
e
th
e
o
p
in
io
n
s
o
f
PC
T
r
e
g
ar
d
in
g
th
e
u
s
e
o
f
tech
n
o
lo
g
y
in
ed
u
ca
tio
n
an
d
to
d
eter
m
in
e
th
e
web
t
o
o
ls
u
s
ed
b
y
PC
T
,
wer
e
an
aly
ze
d
b
y
c
o
n
ten
t a
n
aly
s
is
[
2
6
]
.
T
h
e
MA
XQDA
p
r
o
g
r
am
was
u
s
ed
to
a
n
aly
ze
th
e
d
ata.
MA
XQDA
is
a
q
u
alitativ
e
d
ata
an
aly
s
is
p
r
o
g
r
am
th
at
u
s
es
a
h
ier
ar
c
h
ical
g
r
ad
in
g
s
y
s
tem
,
ca
n
a
d
d
weig
h
t
p
o
in
ts
t
o
th
e
tex
t,
ca
n
tak
e
s
h
o
r
t
a
n
d
d
if
f
e
r
en
t
t
y
p
es
o
f
n
o
tes,
is
ea
s
y
to
u
s
e
an
d
s
t
o
r
e
d
ata,
an
d
ca
n
m
ak
e
v
is
u
al
m
ap
p
in
g
[
2
7
]
.
Af
ter
th
e
wr
itten
tex
ts
wer
e
tr
an
s
f
er
r
ed
to
t
h
e
p
r
o
g
r
am
,
t
h
ey
wer
e
d
iv
i
d
ed
in
to
m
ea
n
i
n
g
f
u
l
s
ec
tio
n
s
as
co
d
es
an
d
ca
teg
o
r
ies
f
o
r
ea
c
h
s
ec
tio
n
.
I
n
ad
d
itio
n
to
th
e
s
o
f
twar
e
-
b
ased
an
aly
s
is
,
a
m
an
u
al
r
ev
iew
o
f
th
e
co
d
ed
d
ata
was
co
n
d
u
cted
to
en
s
u
r
e
co
n
s
is
ten
cy
an
d
ac
c
u
r
ac
y
.
T
h
e
co
d
e
d
d
ata
wer
e
ca
t
eg
o
r
ized
a
n
d
tab
u
lated
i
n
s
y
s
tem
atic
way
s
.
I
n
t
h
e
r
esu
lts
s
ec
tio
n
,
th
e
o
p
in
io
n
s
o
f
th
e
PC
T
ar
e
p
r
esen
ted
as
PC
T
1
-
PC
T
15
.
Prio
r
to
th
e
r
ese
ar
ch
,
th
e
n
ec
ess
ar
y
p
er
m
is
s
io
n
s
wer
e
o
b
tain
ed
f
r
o
m
B
ar
tın
Un
i
v
er
s
ity
So
cial
a
n
d
Hu
m
an
Scien
ce
s
E
th
ics
C
o
m
m
ittee
r
eg
a
r
d
in
g
th
e
eth
ical
s
u
itab
ilit
y
o
f
t
h
e
r
e
s
ea
r
ch
.
Var
io
u
s
m
ea
s
u
r
es
wer
e
tak
en
b
y
th
e
r
esear
ch
er
s
in
o
r
d
er
to
m
in
im
ize
o
r
elim
in
ate
th
e
f
ac
to
r
s
th
at
af
f
ec
t a
n
d
th
r
ea
ten
d
ata
v
alid
ity
an
d
r
eliab
ilit
y
in
th
e
r
esear
ch
[
24
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
wo
r
d
s
em
p
h
asized
in
t
h
e
wo
r
d
clo
u
d
in
Fig
u
r
e
1
r
ev
ea
l
wh
ich
co
n
ce
p
ts
th
e
P
C
T
attac
h
im
p
o
r
tan
ce
to
ab
o
u
t
in
s
tr
u
ctio
n
al
tech
n
o
lo
g
ies
an
d
th
eir
g
e
n
er
al
p
er
ce
p
tio
n
s
o
f
in
s
tr
u
ctio
n
al
tech
n
o
lo
g
ies.
On
th
e
o
th
er
h
an
d
,
th
e
v
is
u
al
an
a
ly
s
is
m
eth
o
d
with
wo
r
d
clo
u
d
s
allo
ws
q
u
alitativ
e
d
ata
to
b
e
in
ter
p
r
eted
m
o
r
e
clea
r
ly
an
d
ea
s
ily
.
As
ca
n
b
e
s
ee
n
in
Fig
u
r
e
1
,
th
e
co
n
c
ep
ts
an
d
wo
r
d
s
tr
u
ctu
r
es
r
elate
d
to
i
n
s
tr
u
ctio
n
al
tech
n
o
lo
g
ies
th
at
em
er
g
ed
i
n
lin
e
with
th
e
o
p
in
io
n
s
o
f
PC
T
th
r
o
u
g
h
v
is
u
al
m
ap
p
i
n
g
ar
e
tech
n
o
lo
g
y
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in
s
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n
,
p
e
r
m
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e
n
t,
W
eb
2
.
0
,
d
ig
italizatio
n
,
in
te
g
r
atio
n
,
an
d
d
ig
ital
tr
a
n
s
f
o
r
m
atio
n
.
I
t
ca
n
b
e
co
n
cl
u
d
ed
th
at
th
ese
co
n
ce
p
ts
an
d
lex
ical
s
tr
u
ctu
r
es c
o
v
er
c
u
r
r
e
n
t c
o
n
ce
p
ts
r
elate
d
to
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
.
Fig
u
r
e
1
.
W
o
r
d
clo
u
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
1
4
,
No
.
6
,
Dec
em
b
er
20
2
5
:
5
2
1
9
-
5
2
2
8
5222
3
.
1
.
P
ro
s
pect
iv
e
t
ea
cher
s
’
v
iews o
n t
he
us
e
o
f
t
ec
hn
o
lo
g
y
in e
du
ca
t
io
n
T
h
e
d
ata
o
b
tain
e
d
f
r
o
m
th
e
o
p
in
io
n
s
o
f
PC
T
ab
o
u
t
th
e
u
s
e
o
f
tech
n
o
l
o
g
y
in
e
d
u
ca
tio
n
a
r
e
g
iv
en
in
Fig
u
r
e
2
.
As
it
ca
n
b
e
s
ee
n
in
Fig
u
r
e
2
,
p
r
o
s
p
ec
tiv
e
teac
h
er
s
'
v
iews
o
n
th
e
u
s
e
o
f
tech
n
o
lo
g
y
in
ed
u
ca
tio
n
ar
e
g
r
o
u
p
ed
u
n
d
er
t
h
e
ca
teg
o
r
ies
o
f
“e
d
u
ca
tio
n
”
(
4
5
)
,
“stu
d
e
n
t
”
(
1
7
)
,
“c
o
u
r
s
e”
(
7
)
,
“i
n
tellig
en
ce
ty
p
e”
(
6
)
,
a
n
d
“tea
ch
er
’
s
d
ig
ital
s
k
ills
”
(
3
)
.
T
h
e
“
e
d
u
ca
tio
n
”
ca
teg
o
r
y
,
w
h
ich
is
th
e
f
ir
s
t
ca
teg
o
r
y
f
o
r
m
ed
in
lin
e
with
th
e
o
p
in
io
n
s
o
f
PC
T
,
was
g
r
o
u
p
ed
u
n
d
er
te
n
titl
es
as
r
em
ar
k
ab
le
(
1
1
)
,
e
d
u
ca
tio
n
tech
n
o
lo
g
y
in
teg
r
atio
n
(
9
)
,
ef
f
ec
tiv
e
an
d
p
e
r
m
an
e
n
t
lear
n
in
g
(
7
)
,
r
ich
lear
n
in
g
en
v
ir
o
n
m
en
t
(
4
)
,
co
n
cr
etiza
tio
n
(
4
)
,
ea
s
y
lear
n
in
g
(
3
)
,
teac
h
in
g
with
g
am
es (
2
)
,
v
is
u
a
l le
ar
n
in
g
(
2
)
,
lear
n
in
g
b
y
d
o
i
n
g
an
d
e
x
p
er
ien
ci
n
g
(
2
)
,
tim
e
an
d
co
s
t sav
in
g
(
1
)
.
T
h
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
m
o
s
tly
ex
p
r
ess
ed
o
p
in
i
o
n
s
o
n
th
e
co
d
e
“r
em
ar
k
ab
le”.
Sam
p
le
p
ar
ticip
an
t
ex
p
r
ess
io
n
s
r
elate
d
to
th
e
c
o
d
e
s
b
elo
n
g
in
g
to
th
e
e
d
u
ca
tio
n
c
ateg
o
r
y
a
r
e
:
“
Tech
n
o
lo
g
y
is
d
ev
elo
p
in
g
ve
r
y
fa
s
t,
ch
ild
r
en
a
r
e
cu
r
io
u
s
,
a
n
d
tec
h
n
o
lo
g
y
a
ttr
a
cts
th
eir
a
t
ten
tio
n
.
I
th
in
k
it
is
imp
o
r
ta
n
t
to
u
s
e
tech
n
o
lo
g
y
in
t
h
e
less
o
n
w
it
h
tech
n
o
lo
g
y
b
ein
g
t
h
e
ma
in
fo
cu
s
.”
(
PC
T
1
2
)
“
F
ir
s
t
o
f
a
ll,
w
e
a
r
e
in
th
e
d
i
g
ita
l
a
g
e
a
n
d
w
e
ca
n
n
o
w
ca
ll
s
tu
d
en
ts
“
ch
ild
r
en
o
f
tech
n
o
lo
g
y”.
S
in
ce
s
tu
d
en
ts
s
p
en
d
mo
s
t
o
f
th
eir
d
a
y
a
t
s
ch
o
o
l
a
n
d
live
a
life
in
teg
r
a
ted
w
ith
tech
n
o
lo
g
y,
tech
n
o
lo
g
y
s
h
o
u
ld
b
e
in
teg
r
a
ted
in
to
ed
u
ca
tio
n
a
n
d
s
tu
d
e
n
ts
s
h
o
u
ld
in
tera
ct
w
ith
tech
n
o
lo
g
y
.”
(
PC
T
8
)
“
I
th
in
k
tech
n
o
l
o
g
y
w
ill b
e
a
to
o
l fo
r
lea
r
n
in
g
,
I
mea
n
s
a
vin
g
time
a
n
d
co
s
t a
n
d
c
o
n
tr
ib
u
ti
n
g
mo
r
e
to
th
e
less
o
n
s
,
I
th
in
k
tech
n
o
lo
g
y
is
n
ec
ess
a
r
y
fo
r
effec
tive
a
n
d
efficien
t le
s
s
o
n
s
.”
(
PC
T
1
3
)
“
Du
r
in
g
th
e
ed
u
c
a
tio
n
,
d
ir
ec
tin
g
th
e
s
tu
d
en
ts
t
o
tech
n
o
lo
g
y
to
m
a
ke
th
em
fo
cu
s
o
n
th
e
less
o
n
,
in
clu
d
in
g
co
n
te
n
t
th
a
t
ca
n
a
tt
r
a
ct
th
eir
in
teres
t,
a
n
d
te
a
ch
i
n
g
th
em
mo
r
e
ea
s
ily
a
n
d
g
a
m
ified
in
th
is
w
a
y
w
ill
ma
ke
th
e
ed
u
ca
t
io
n
fu
n
a
n
d
I
th
in
k
th
e
s
u
b
ject
-
co
n
ten
t
w
ill
a
ttr
a
ct
mo
r
e
a
tten
tio
n
.”
(
PC
T
1
0
)
Fig
u
r
e
2
.
Pro
s
p
ec
tiv
e
class
r
o
o
m
teac
h
er
s
’
v
iews o
n
t
h
e
u
s
e
o
f
tech
n
o
lo
g
y
in
ed
u
ca
tio
n
As
ca
n
b
e
s
ee
n
f
r
o
m
th
e
ex
p
r
e
s
s
io
n
s
,
p
ar
ticip
an
ts
ar
e
lar
g
ely
p
o
s
itiv
e
ab
o
u
t
th
e
u
s
e
o
f
tech
n
o
lo
g
y
i
n
ed
u
ca
tio
n
an
d
th
is
is
ass
o
ciate
d
with
v
ar
io
u
s
d
im
e
n
s
io
n
s
th
at
co
n
tr
ib
u
te
to
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
.
Op
in
io
n
s
ar
e
g
en
er
ally
co
n
ce
n
tr
ated
u
n
d
er
th
e
co
d
e
“
r
em
ar
k
ab
le
”
,
wh
ich
em
p
h
asizes
th
e
p
o
ten
tial
o
f
tech
n
o
lo
g
y
to
attr
ac
t
s
tu
d
en
ts
'
atten
tio
n
an
d
in
cr
ea
s
e
f
o
cu
s
o
n
th
e
less
o
n
.
I
n
ad
d
itio
n
,
it
is
s
tated
th
at
tec
h
n
o
lo
g
y
in
teg
r
atio
n
s
u
p
p
o
r
ts
ef
f
ec
tiv
e
a
n
d
p
er
m
a
n
en
t
lear
n
in
g
,
en
r
ic
h
es
th
e
le
ar
n
in
g
en
v
ir
o
n
m
e
n
t
an
d
m
ak
es
th
e
less
o
n
m
o
r
e
ef
f
ec
tiv
e
an
d
f
u
n
with
m
eth
o
d
s
s
u
ch
as
g
am
if
icatio
n
an
d
v
is
u
al
lear
n
in
g
.
Par
ticip
an
ts
em
p
h
asize
th
at
tech
n
o
lo
g
y
o
f
f
er
s
s
tu
d
en
ts
th
e
o
p
p
o
r
tu
n
ity
to
lear
n
m
o
r
e
ea
s
ily
an
d
co
s
t
-
ef
f
ec
tiv
ely
a
n
d
th
at
th
e
u
s
e
o
f
tech
n
o
lo
g
y
in
e
d
u
ca
tio
n
is
in
e
v
itab
le
in
lin
e
with
th
e
r
eq
u
ir
e
m
en
ts
o
f
th
e
a
g
e.
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
P
r
o
s
p
ec
tive
cla
s
s
r
o
o
m
tea
ch
ers
’
view
s
o
n
in
s
tr
u
ctio
n
a
l te
ch
n
o
lo
g
ies a
n
d
w
eb
-
b
a
s
ed
…
(
G
ö
r
ke
m
A
vc
ı
)
5223
T
h
e
“
st
u
d
en
t”
ca
teg
o
r
y
was
c
ateg
o
r
ized
u
n
d
er
f
iv
e
h
ea
d
in
g
s
:
s
tu
d
en
t
m
o
tiv
atio
n
(
1
0
)
,
tec
h
n
o
lo
g
ical
r
ea
d
in
ess
(
3
)
,
ex
citem
e
n
t (
2
)
,
class
p
ar
ticip
atio
n
(
1
)
an
d
in
-
c
lass
co
m
p
etitio
n
(
1
)
.
T
h
e
s
tatem
en
ts
o
f
PC
T
wer
e
m
o
s
tly
co
n
ce
n
tr
ate
d
in
th
e
“
s
tu
d
en
t
m
o
tiv
atio
n
”
c
o
d
e.
T
h
e
p
ar
ticip
an
t
e
x
p
r
ess
io
n
s
r
e
lated
to
th
e
co
d
es
b
elo
n
g
in
g
to
th
e
s
tu
d
en
t c
ateg
o
r
y
ar
e
:
“
Wh
en
w
e
g
o
t
o
s
ch
o
o
ls
fo
r
in
tern
s
h
ip
,
w
h
en
yo
u
u
s
e
tec
h
n
o
lo
g
ic
a
l
a
p
p
lica
tio
n
s
,
c
h
ild
r
en
a
r
e
b
etter
mo
tiva
ted
,
th
ey
f
o
cu
s
o
n
th
e
less
o
n
a
n
d
th
eir
r
ea
d
in
ess
in
crea
s
es.
A
s
th
ey
u
s
e
d
ig
ita
l
co
n
ten
t
a
n
d
w
eb
2
.
0
to
o
ls
o
n
th
e
s
ma
r
t
b
o
a
r
d
,
th
ey
g
et
ex
cit
ed
a
n
d
th
eir
mo
tiva
tio
n
fo
r
th
e
less
o
n
in
crea
s
es
.”
(
PC
T
1
2
)
“
I
n
cla
s
s
r
o
o
ms
w
h
ere
tech
n
o
lo
g
y
is
u
s
ed
,
a
ctive
p
a
r
tic
ip
a
tio
n
o
f
s
tu
d
en
ts
in
crea
s
es
a
n
d
mo
tiva
tio
n
leve
l
in
crea
s
es.
F
o
r
ex
a
mp
le,
w
e
p
r
ep
a
r
ed
a
d
ig
ita
l
w
h
ee
l
in
th
e
Wo
r
d
Wa
ll
a
p
p
lica
tio
n
a
n
d
w
e
p
r
ep
a
r
ed
a
co
n
ten
t
in
w
h
ich
w
e
d
etermin
ed
w
h
o
w
o
u
ld
p
a
r
ticip
a
te
in
th
e
less
o
n
w
ith
th
is
w
h
ee
l,
in
th
is
w
a
y
w
e
ta
u
g
h
t
a
s
tu
d
en
t
-
ce
n
tered
less
o
n
.
I
n
th
is
w
a
y,
a
ctive
p
a
r
ticip
a
tio
n
in
th
e
less
o
n
in
crea
s
ed
fo
r
a
ll
s
tu
d
en
ts
a
n
d
a
s
en
s
e
o
f
ex
citeme
n
t
o
cc
u
r
r
e
d
in
a
ll
s
tu
d
en
ts
.
”
(
PC
T
8
)
“
S
o
me
o
f
o
u
r
s
tu
d
en
ts
g
r
o
w
u
p
w
ith
o
u
t
s
elf
-
co
n
fid
en
ce
a
n
d
r
ema
in
p
a
s
s
ive
in
terms
o
f
cla
s
s
p
a
r
ticip
a
tio
n
.
A
s
a
s
o
lu
tio
n
to
th
is
s
itu
a
tio
n
,
w
e
ca
n
o
ve
r
co
me
th
is
n
eg
a
tive
s
itu
a
tio
n
b
y
in
teg
r
a
tin
g
tech
n
o
lo
g
y
in
t
o
o
u
r
less
o
n
s
.”
(
PC
T
5
)
As
ca
n
b
e
s
ee
n
i
n
th
e
s
tatem
en
ts
o
f
th
e
p
ar
ticip
an
ts
i
n
t
h
e
s
ec
o
n
d
ca
teg
o
r
y
,
th
e
y
em
p
h
asize
th
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
tech
n
o
lo
g
y
o
n
in
cr
ea
s
in
g
t
h
e
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
an
d
s
tr
en
g
t
h
en
in
g
th
eir
p
ar
ticip
atio
n
in
th
e
less
o
n
.
E
s
p
ec
ially
th
e
v
iews
g
ath
er
ed
u
n
d
er
th
e
‘
s
tu
d
en
t
m
o
tiv
atio
n
’
c
o
d
e
in
d
ica
te
th
at
tech
n
o
lo
g
y
in
cr
ea
s
es
s
tu
d
en
ts
'
in
ter
est
in
th
e
less
o
n
s
an
d
t
h
eir
f
o
cu
s
o
n
th
e
less
o
n
.
T
ec
h
n
o
lo
g
ical
a
p
p
licatio
n
s
p
r
o
v
id
e
s
tu
d
en
ts
with
ex
citem
en
t
a
n
d
m
o
tiv
atio
n
,
an
d
at
th
e
s
am
e
tim
e
en
co
u
r
ag
e
in
-
class
in
te
r
ac
tio
n
an
d
ac
tiv
e
p
ar
ticip
atio
n
.
I
t
is
s
tated
th
at
s
tu
d
en
ts
b
ec
o
m
e
m
o
r
e
co
u
r
a
g
eo
u
s
an
d
p
a
r
ticip
ato
r
y
wh
en
th
ey
in
te
r
ac
t
with
tech
n
o
lo
g
y
,
wh
ich
cr
ea
tes
a
m
o
r
e
ef
f
ec
tiv
e
an
d
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
ex
p
er
ien
ce
in
ed
u
ca
tio
n
.
I
t
is
also
em
p
h
asized
th
at
s
tu
d
en
ts
with
lo
w
s
elf
-
co
n
f
id
en
ce
ca
n
b
e
m
o
r
e
ac
tiv
e
in
class
p
a
r
ticip
atio
n
with
th
e
h
elp
o
f
tech
n
o
lo
g
y
.
T
h
ese
r
esu
lts
s
h
o
w
th
at
th
e
u
s
e
o
f
tec
h
n
o
l
o
g
y
r
ei
n
f
o
r
ce
s
a
s
tu
d
e
n
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
in
ed
u
ca
tio
n
.
T
h
e
th
ir
d
ca
teg
o
r
y
“
l
ess
o
n
”
was
ca
teg
o
r
ized
u
n
d
er
th
r
ee
h
ea
d
in
g
s
:
ac
tiv
e
p
ar
ticip
atio
n
(
5
)
,
f
o
cu
s
(
1
)
,
ef
f
icien
cy
(
1
)
in
lin
e
with
th
e
s
tatem
en
ts
o
f
th
e
PC
T
.
T
h
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
m
o
s
tly
p
r
o
d
u
ce
d
th
e
co
d
e
“a
ctiv
e
p
ar
ticip
atio
n
”.
I
n
th
i
s
d
ir
ec
tio
n
,
d
ir
ec
t
ex
p
r
ess
io
n
s
f
r
o
m
th
e
o
p
in
io
n
s
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
r
ep
r
esen
tin
g
th
e
co
u
r
s
e
ca
teg
o
r
y
ar
e
g
iv
en
:
“
Th
e
u
s
e
o
f
tech
n
o
lo
g
ica
l
a
p
p
lica
tio
n
s
-
to
o
ls
in
less
o
n
s
d
efin
itely
a
ffects
a
ctive
p
a
r
ticip
a
tio
n
in
th
e
less
o
n
.
F
o
r
ex
a
mp
le,
w
e
p
la
ye
d
th
e
co
d
e.
o
r
g
,
w
h
ich
is
a
c
o
d
in
g
a
p
p
lica
tio
n
,
to
t
h
e
ch
ild
r
en
a
n
d
a
ll
s
tu
d
en
ts
a
ctive
ly
p
a
r
ti
cip
a
ted
in
th
e
less
o
n
,
th
ey
fo
c
u
s
ed
o
n
t
h
e
less
o
n
a
n
d
w
e
h
a
d
a
ve
r
y
p
r
o
d
u
ctive
less
o
n
.”
(
PC
T
1
)
“
A
ctu
a
lly,
I
th
in
k
w
e
s
h
o
u
ld
c
r
ea
te
mo
r
e
o
p
p
o
r
tu
n
ity
a
r
ea
s
fo
r
tech
n
o
lo
g
y
a
n
d
it
w
ill
b
e
e
ffective
in
terms
o
f
efficien
cy
.
Th
i
s
s
itu
a
tio
n
a
ffects
a
ctive
p
a
r
ti
cip
a
tio
n
in
th
e
less
o
n
a
n
d
in
crea
s
es
efficien
cy
o
f
th
e
less
o
n
.
On
th
e
o
th
er
h
a
n
d
,
d
ig
ita
l
c
o
n
ten
ts
in
crea
s
e
s
tu
d
en
ts
'
fo
c
u
s
a
n
d
co
n
ce
n
tr
a
tio
n
.
”
(
PC
T
6
)
“
Th
e
u
s
e
o
f
d
ig
it
a
l
co
n
ten
t
in
less
o
n
s
fa
cilita
tes
mem
o
r
y,
p
ercep
tio
n
a
n
d
co
n
ce
n
tr
a
tio
n
.
I
n
a
d
d
itio
n
t
o
p
r
o
vid
in
g
s
tu
d
e
n
ts
w
ith
effec
tive
les
s
o
n
s
,
it
en
co
u
r
a
g
es
a
ctive
p
a
r
ticip
a
tio
n
in
less
o
n
s
.”
(
PC
T
1
4
)
As
ca
n
b
e
s
ee
n
in
th
e
s
tate
m
en
ts
o
f
th
e
p
ar
ticip
an
ts
in
th
e
th
ir
d
ca
teg
o
r
y
,
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
ap
p
licatio
n
s
in
cr
ea
s
e
ac
tiv
e
p
ar
ticip
atio
n
,
f
o
cu
s
,
an
d
ef
f
icien
cy
in
less
o
n
s
.
Acc
o
r
d
in
g
t
o
th
e
s
tatem
en
ts
o
f
PC
T
,
esp
ec
ially
th
e
u
s
e
o
f
d
ig
ital
co
n
ten
t
an
d
tec
h
n
o
l
o
g
ical
to
o
ls
in
cr
ea
s
es
s
tu
d
en
ts
'
in
ter
e
s
t
in
th
e
less
o
n
an
d
m
ak
es
th
e
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
ef
f
ec
tiv
e.
T
h
e
m
o
s
t
em
p
h
asized
elem
en
t
is
th
e
in
cr
ea
s
e
in
ac
tiv
e
p
ar
ticip
atio
n
.
T
h
is
s
h
o
ws
th
at
tech
n
o
lo
g
y
i
n
teg
r
atio
n
co
n
tr
i
b
u
tes
p
o
s
itiv
ely
to
th
e
less
o
n
p
r
o
ce
s
s
es
an
d
is
an
im
p
o
r
tan
t
f
ac
t
o
r
th
at
in
c
r
ea
s
es
teac
h
in
g
ef
f
icien
cy
.
I
n
th
e
f
o
u
r
th
ca
teg
o
r
y
,
“
t
y
p
e
o
f
in
tellig
en
ce
”,
th
e
f
o
llo
win
g
d
i
r
ec
t q
u
o
tatio
n
s
r
e
p
r
esen
tin
g
th
e
s
tatem
en
ts
o
f
P
C
T
wer
e
g
iv
en
:
“
.
.
.
Th
e
fa
ct
th
a
t
th
e
visu
a
l
in
t
ellig
en
ce
typ
e
o
f
th
e
n
ew
g
en
era
tio
n
is
d
o
min
a
n
t
r
ev
ea
ls
th
a
t
th
ey
a
r
e
mo
r
e
p
r
o
n
e
to
tech
n
o
lo
g
y.
Th
u
s
,
it
is
ve
r
y
imp
o
r
ta
n
t
to
tea
ch
th
e
s
u
b
jects
vis
u
a
lly
b
y
co
n
cretiz
in
g
th
em
th
r
o
u
g
h
d
ig
ita
l
co
n
ten
t
.”
(
PC
T
1
)
“
I
th
in
k
th
a
t
s
tu
d
e
n
ts
lea
r
n
a
n
d
r
eme
mb
er
th
e
tech
n
o
lo
g
ic
a
l
a
p
p
lica
tio
n
s
a
n
d
d
ig
ita
l
c
o
n
ten
ts
th
ey
s
ee
mo
r
e
ea
s
ily
b
ec
a
u
s
e
o
f th
eir visu
a
l in
tellig
en
ce
a
n
d
mem
o
r
y
.”
(
PC
T
9
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
1
4
,
No
.
6
,
Dec
em
b
er
20
2
5
:
5
2
1
9
-
5
2
2
8
5224
As
em
p
h
asized
in
th
e
p
ar
ticip
an
t
s
tatem
en
ts
,
to
d
ay
'
s
s
tu
d
en
t
s
h
av
e
p
r
ed
o
m
in
an
tly
v
is
u
al
i
n
tellig
en
ce
an
d
th
is
in
cr
ea
s
es
th
eir
p
r
ed
is
p
o
s
itio
n
to
tech
n
o
l
o
g
y
.
Acc
o
r
d
in
g
to
th
e
s
tatem
en
ts
o
f
p
ar
t
icip
an
ts
,
it
is
s
ee
n
th
at
s
tu
d
en
ts
u
n
d
er
s
tan
d
b
ette
r
an
d
r
em
e
m
b
er
wh
at
th
e
y
h
a
v
e
lear
n
t
m
o
r
e
ea
s
ily
wh
e
n
v
is
u
al
m
ater
ials
an
d
d
ig
ital
co
n
ten
ts
ar
e
u
s
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
er
ef
o
r
e,
s
u
p
p
o
r
tin
g
th
e
s
u
b
jects
with
v
is
u
al
elem
en
ts
b
y
co
n
cr
etizin
g
th
em
i
n
th
e
teac
h
in
g
p
r
o
ce
s
s
s
tan
d
s
o
u
t
as
an
im
p
o
r
tan
t
f
ac
to
r
th
at
in
cr
ea
s
es
lear
n
in
g
ef
f
icien
c
y
.
I
n
th
e
f
if
t
h
ca
teg
o
r
y
,
th
e
s
tatem
en
ts
o
f
PC
T
f
o
r
“
d
i
g
ital sk
ills
o
f
th
e
teac
h
er
”
a
r
e
g
iv
e
n
:
“
Th
e
tea
ch
er's
a
b
ilit
y
to
u
s
e
t
ec
h
n
o
lo
g
y
d
ir
ec
tly
a
ffects
th
e
s
tu
d
en
t.
B
ec
a
u
s
e
th
e
tea
c
h
er
is
a
r
o
le
mo
d
el
fo
r
th
e
s
tu
d
en
t.
A
tea
ch
er
n
ee
d
s
to
imp
r
o
ve
h
ims
elf
/h
ers
elf
r
a
p
id
ly
in
tech
n
o
lo
g
y.
B
ec
a
u
s
e
a
tea
ch
er
w
h
o
fo
llo
w
s
th
e
t
ec
h
n
o
lo
g
y
r
a
is
es
s
tu
d
en
ts
w
h
o
ca
n
u
s
e
tech
n
o
lo
g
y
a
n
d
p
r
o
d
u
ce
co
n
ten
t
.”
(
PC
T
6
)
“
Th
e
tea
ch
er
’
s
a
b
ilit
y
to
u
s
e
tech
n
o
lo
g
y
ma
ke
s
a
b
ig
d
iffer
en
ce
a
n
d
d
ev
elo
p
men
t
i
n
s
tu
d
e
n
ts
.
Th
e
tech
n
o
lo
g
ic
a
l
co
mp
eten
ce
lev
el
o
f
th
e
tea
ch
er
w
ill
imp
r
o
v
e
th
e
s
tu
d
en
ts
in
d
ir
ec
t
p
r
o
p
o
r
tio
n
.”
(
PC
T
8
)
T
ea
ch
er
s
'
d
ig
ital
s
k
ills
h
av
e
a
d
ir
ec
t
an
d
s
ig
n
if
ican
t
im
p
ac
t
o
n
s
tu
d
en
ts
.
Acc
o
r
d
in
g
to
t
h
e
s
tatem
en
t
s
o
f
PC
T
,
th
e
m
o
r
e
p
r
o
f
icien
t
teac
h
er
s
ar
e
in
u
s
in
g
tech
n
o
lo
g
y
,
th
e
m
o
r
e
th
eir
s
tu
d
en
ts
'
p
r
ed
is
p
o
s
itio
n
to
tech
n
o
lo
g
y
an
d
th
eir
p
r
o
d
u
ctiv
ity
in
cr
ea
s
e.
I
n
ad
d
itio
n
,
th
e
teac
h
er
'
s
co
m
p
eten
ce
in
th
e
u
s
e
o
f
tech
n
o
lo
g
y
is
d
ir
ec
tly
p
r
o
p
o
r
tio
n
al
to
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
.
T
h
er
ef
o
r
e,
teac
h
er
s
'
co
n
tin
u
o
u
s
i
m
p
r
o
v
e
m
en
t
o
f
t
h
eir
d
ig
ital sk
ills
is
a
cr
itical
f
ac
to
r
f
o
r
s
tu
d
e
n
ts
to
u
s
e
tech
n
o
l
o
g
y
ef
f
ec
tiv
ely
an
d
co
n
s
cio
u
s
ly
.
Acc
o
r
d
in
g
t
o
th
e
f
in
d
in
g
s
o
b
tain
ed
f
o
r
th
e
f
ir
s
t
s
u
b
-
p
r
o
b
lem
;
th
e
m
ajo
r
ity
o
f
PC
T
em
p
h
asized
th
e
n
ec
ess
ity
an
d
im
p
o
r
tan
ce
o
f
t
ec
h
n
o
lo
g
y
u
s
e
in
ed
u
ca
tio
n
.
T
h
ey
s
tated
th
at
tec
h
n
o
l
o
g
ica
l
r
ea
d
in
ess
will
b
e
en
s
u
r
ed
in
s
tu
d
en
ts
with
tech
n
o
lo
g
y
in
te
g
r
atio
n
in
ed
u
ca
ti
o
n
;
it
will
co
n
tr
ib
u
te
to
th
e
e
asy
lear
n
in
g
o
f
th
e
s
tu
d
en
t
an
d
in
cr
ea
s
e
s
tu
d
en
t
m
o
tiv
atio
n
a
n
d
p
ar
ticip
atio
n
i
n
th
e
less
o
n
.
T
h
a
n
k
s
to
th
e
u
s
e
o
f
d
ig
ital
e
d
u
ca
tio
n
to
o
ls
;
it
h
as
b
ee
n
s
tated
th
at
ed
u
ca
tio
n
ca
n
co
n
ti
n
u
e
at
h
o
m
e
as
well
as
attr
ac
tin
g
atten
tio
n
,
p
er
m
an
en
t
a
n
d
ef
f
ec
tiv
e
lear
n
in
g
,
class
p
ar
tic
ip
atio
n
,
a
n
d
s
tu
d
en
ts
'
co
m
m
it
m
en
t
to
s
ch
o
o
l
will
in
cr
ea
s
e.
Stu
d
ies
h
av
e
s
h
o
wn
th
at
in
class
r
o
o
m
s
wh
er
e
d
ig
it
al
ed
u
ca
tio
n
to
o
ls
ar
e
u
s
ed
,
s
t
u
d
en
ts
'
in
ter
est
an
d
m
o
tiv
atio
n
to
war
d
s
th
e
less
o
n
in
cr
ea
s
es,
th
ey
d
o
n
o
t
g
et
b
o
r
e
d
in
less
o
n
s
,
an
d
th
ey
s
u
p
p
o
r
t e
asier
an
d
p
er
m
an
e
n
t
lear
n
in
g
[
2
1
]
.
I
t
was
s
tated
th
at
th
e
we
b
to
o
ls
u
s
ed
b
y
th
e
s
tu
d
en
ts
m
ad
e
th
e
less
o
n
s
m
o
r
e
f
u
n
,
ac
tiv
e
an
d
r
em
ar
k
a
b
le,
en
ab
led
s
tu
d
en
ts
to
p
ar
ticip
ate
m
o
r
e
ef
f
ec
tiv
ely
in
th
e
less
o
n
s
an
d
s
u
p
p
o
r
ted
lear
n
in
g
p
o
s
itiv
ely
[2
8
]
.
I
n
ad
d
itio
n
,
it
was
co
n
clu
d
e
d
th
at
d
ig
ital
ed
u
ca
tio
n
to
o
ls
u
s
ed
d
u
r
in
g
th
e
less
o
n
will
cr
ea
te
a
co
m
p
etitiv
e
en
v
ir
o
n
m
en
t
in
th
e
class
r
o
o
m
an
d
r
ich
lear
n
in
g
en
v
ir
o
n
m
en
ts
ca
n
b
e
p
r
o
v
i
d
e
d
b
y
ap
p
ea
lin
g
to
d
if
f
e
r
en
t
t
y
p
es
o
f
in
tellig
en
ce
,
esp
ec
ially
v
is
u
al
lear
n
in
g
.
I
n
th
is
p
r
o
ce
s
s
,
s
tu
d
en
ts
ca
n
ex
p
er
ien
ce
th
e
r
o
les
o
f
p
r
o
d
u
ci
n
g
,
o
r
g
an
izin
g
,
r
ep
r
o
d
u
cin
g
an
d
s
h
ar
in
g
in
f
o
r
m
atio
n
b
y
leav
i
n
g
th
e
r
o
le
o
f
p
ass
iv
e
r
ea
d
er
th
r
o
u
g
h
d
ig
ital
ed
u
ca
tio
n
to
o
ls
.
I
n
a
d
d
itio
n
,
it
h
as
b
ee
n
s
tated
in
m
an
y
s
tu
d
ies
th
at
p
o
s
itiv
e
ef
f
ec
ts
h
av
e
b
ee
n
o
b
s
er
v
ed
o
n
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t,
h
ig
h
-
lev
el
co
g
n
itiv
e
th
in
k
in
g
s
k
ills
an
d
tech
n
o
lo
g
ical
liter
ac
y
lev
els
[
1
6
]
–
[
1
8
]
,
[
2
0
]
,
[
29
]
.
C
o
n
s
id
er
in
g
th
e
ag
e
a
n
d
g
en
er
atio
n
o
f
s
tu
d
en
ts
wh
o
ar
e
ed
u
ca
ted
in
th
e
ag
e
o
f
tech
n
o
lo
g
y
,
it
is
s
tated
th
at
th
e
les
s
o
n
s
tau
g
h
t
with
web
to
o
ls
in
cr
ea
s
e
th
e
ac
ad
em
ic
ac
h
iev
em
en
t
o
f
th
e
s
tu
d
en
ts
an
d
also
in
cr
ea
s
e
th
eir
m
o
tiv
atio
n
an
d
in
ter
est
[
2
0
]
.
Ak
g
ü
n
[3
0
]
em
p
h
asized
th
e
n
ec
ess
ity
o
f
in
s
tr
u
ctio
n
al
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
an
d
tr
ain
in
g
p
r
o
ce
s
s
es
an
d
also
s
tated
th
at
in
s
tr
u
cti
o
n
al
t
ec
h
n
o
lo
g
ies
ar
e
n
ec
ess
ar
y
f
o
r
teac
h
er
s
to
p
r
o
ce
s
s
th
e
less
o
n
s
m
o
r
e
ef
f
ec
tiv
ely
,
f
o
r
s
tu
d
e
n
ts
to
c
o
m
p
r
e
h
en
d
t
h
e
s
u
b
ject
b
etter
an
d
to
in
cr
e
ase
th
eir
in
ter
est
in
th
e
less
o
n
,
an
d
to
m
ak
e
th
e
less
o
n
m
o
r
e
ef
f
ec
tiv
e
a
n
d
e
f
f
i
cien
t b
y
co
n
cr
etizin
g
a
n
d
v
is
u
alizin
g
th
e
in
f
o
r
m
atio
n
.
3
.
2
.
Web
-
ba
s
ed
d
ig
it
a
l e
du
ca
t
io
n t
o
o
ls
us
ed
by
pro
s
pect
iv
e
t
ea
cher
s
I
n
lin
e
with
th
e
an
s
wer
s
g
i
v
en
b
y
th
e
PC
T
to
th
e
in
te
r
v
iew
q
u
esti
o
n
s
,
th
e
web
-
b
a
s
ed
d
ig
ital
ed
u
ca
tio
n
to
o
ls
th
ey
u
s
e
in
th
eir
ed
u
ca
tio
n
an
d
tr
ain
in
g
p
r
o
ce
s
s
es
ar
e
g
iv
en
in
Fig
u
r
e
3
.
W
h
en
Fig
u
r
e
3
is
an
aly
ze
d
,
30
d
if
f
e
r
en
t
d
ig
ital
ed
u
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tio
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ls
f
r
e
q
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en
tly
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y
PC
T
wer
e
in
clu
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I
n
lin
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with
th
e
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ata
o
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tain
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tal
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1
0
2
d
ig
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Fig
u
r
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3
,
f
r
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q
u
en
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d
web
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b
ased
d
ig
ital
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u
ca
tio
n
to
o
ls
an
d
ap
p
licatio
n
s
:
W
o
r
d
wall
(
1
4
)
,
Kah
o
o
t
(
1
1
)
,
C
an
v
a
(
9
)
,
Po
wto
o
n
(
9
)
,
Pix
to
n
(
7
)
,
Pre
zi
(
6
)
,
Sto
r
y
ju
m
p
er
(
5
)
,
C
lass
Do
jo
(
5
)
,
Plo
tag
o
n
(
5
)
,
C
o
d
y
(
5
)
,
Scr
atch
(
5
)
,
T
h
i
n
k
er
ca
d
(
4
)
,
Alg
o
Dig
ital
(
4
)
,
W
ix
(
3
)
,
Pad
let
(
3
)
,
Qu
i
v
er
(
2
)
,
Ar
lo
o
p
a
(
2
)
,
Z
o
o
m
(
2
)
,
E
d
Pu
zz
le
(
2
)
,
T
h
in
g
lin
k
(
2
)
,
Vo
k
i
(
2
)
,
An
im
a
k
er
(
2
)
,
C
h
at
GPT
(
2
)
,
Go
o
g
le
C
lass
r
o
o
m
(
2
)
,
E
m
az
e
(
2
)
,
QR
C
o
d
e
(
2
)
,
Ar
ts
tep
s
(
2
)
,
C
h
atter
p
ix
(
2
)
,
Hey
g
en
(
2
)
,
an
d
J
ig
s
awp
lan
et
(
2
)
.
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tea
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u
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e
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W
eb
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ased
d
ig
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u
s
ed
b
y
p
r
o
s
p
e
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e
class
r
o
o
m
teac
h
er
s
T
h
e
p
ar
ticip
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t
s
tatem
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r
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a
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lt
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th
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q
u
esti
o
n
s
ask
ed
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o
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t
th
e
web
-
b
ased
d
ig
ital e
d
u
ca
tio
n
to
o
ls
u
s
ed
b
y
PC
T
ar
e
:
“
Th
e
S
u
n
o
a
p
p
is
a
ve
r
y
effic
ien
t
a
n
d
f
u
n
ctio
n
a
l
p
r
o
g
r
a
m.
C
h
ild
r
en
o
ften
lea
r
n
w
ith
s
o
n
g
s
a
n
d
mu
s
ic.
C
o
n
s
id
erin
g
p
r
ima
r
y
s
ch
o
o
l
s
tu
d
e
n
ts
,
s
tu
d
en
ts
h
a
ve
a
lo
t
o
f
f
u
n
in
th
e
less
o
n
w
ith
S
u
n
o
a
p
p
lica
tio
n
a
n
d
th
ey
lea
r
n
b
y
h
a
vin
g
f
u
n
.
I
t
h
in
k
t
h
a
t
w
eb
2
.
0
t
o
o
ls
a
r
e
ve
r
y
ed
u
c
a
tio
n
a
l
to
o
ls
.”
(
PC
T
1
5
)
“
I
crea
te
a
n
ima
tio
n
s
in
ev
ery
s
u
b
ject
a
n
d
co
n
te
n
t
w
ith
P
o
w
t
o
o
n
,
a
n
a
n
ima
tio
n
crea
tio
n
p
r
o
g
r
a
m.
C
h
ild
r
en
like
a
n
ima
tio
n
s
ve
r
y
mu
ch
,
th
ey
w
a
tch
th
em
like
c
a
r
to
o
n
s
.”
(
PC
T
1
3
)
“
I
u
s
e
th
e
Wo
r
d
Wa
ll
a
p
p
lica
tio
n
a
s
a
fu
n
a
s
s
ess
men
t
a
n
d
ev
a
lu
a
tio
n
t
o
o
l.
We
a
ls
o
ex
p
erien
c
e
a
r
tifi
cia
l
in
tellig
en
ce
w
ith
th
e
o
n
lin
e
ed
u
c
a
tio
n
p
la
tfo
r
m
E
B
A
.
We
visi
ted
“p
eri
b
a
ca
l
a
r
ı”
w
ith
E
B
A
,
w
h
ich
a
ls
o
p
r
o
vid
es
virt
u
a
l
r
ea
lity.
A
n
d
th
u
s
,
p
erma
n
en
t
lea
r
n
in
g
is
p
r
o
vid
e
d
w
ith
o
u
t
time
a
n
d
s
p
a
ce
limita
tio
n
s
.
F
in
a
lly
,
w
e
ca
n
a
cc
ess
ma
n
y
ed
u
ca
ti
o
n
a
l
ma
teri
a
ls
w
ith
3
D
a
p
p
lica
tio
n
s
th
a
t I
fr
eq
u
en
tly
u
s
e
.”
(
PC
T
9
)
“
I
a
lw
a
ys
u
s
e
P
r
ezi
in
ev
ery
l
ess
o
n
.
B
ec
a
u
s
e
P
r
ezi
is
a
ve
r
y
u
s
efu
l
p
r
esen
ta
tio
n
to
o
l,
it
s
a
ve
s
u
s
fr
o
m
th
e
tr
a
d
itio
n
a
l
a
n
d
b
o
r
in
g
P
o
w
erPo
in
t
.”
(
PC
T
4
)
“
C
la
s
s
Do
jo
i
s
a
ve
r
y
lo
g
ica
l
a
p
p
lica
tio
n
f
o
r
crea
tin
g
a
virt
u
a
l
cla
s
s
r
o
o
m.
I
t
is
a
ve
r
y
efficien
t
virt
u
a
l
cla
s
s
r
o
o
m
a
p
p
lica
tio
n
b
o
t
h
in
terms
o
f
u
s
in
g
te
ch
n
o
lo
g
y
a
n
d
in
terms
o
f
a
s
s
ig
n
in
g
h
o
mewo
r
k
a
n
d
fo
llo
w
in
g
t
h
e
d
ev
elo
p
men
t
o
f
s
tu
d
en
ts
.
I
n
t
h
is
w
a
y,
it
co
mb
i
n
es
tech
n
o
lo
g
y
w
ith
ed
u
ca
tio
n
a
t h
o
me
.
”
(
PC
T
2
)
“
Dig
ita
l
s
to
r
y
p
r
ep
a
r
a
tio
n
p
r
o
g
r
a
ms
a
r
e
ve
r
y
p
r
o
d
u
ctive
fo
r
p
r
ima
r
y
s
ch
o
o
l
s
tu
d
en
ts
.
Wh
en
I
o
p
en
a
d
ig
ita
l
s
to
r
y,
th
e
co
n
t
en
t
o
f
w
h
ich
I
p
r
ep
a
r
ed
myse
lf,
o
n
th
e
s
ma
r
t
b
o
a
r
d
,
I
ma
k
e
b
o
t
h
a
visu
a
l
p
r
esen
ta
tio
n
a
n
d
a
n
a
u
d
ito
r
y
p
r
esen
ta
tio
n
to
th
e
s
tu
d
en
ts
,
s
o
it
is
b
en
eficia
l
fo
r
c
h
ild
r
en
in
terms
o
f
b
o
th
a
u
d
ito
r
y,
visu
a
l
a
n
d
s
en
s
o
r
y
a
s
p
ec
ts
.
I
n
a
d
d
itio
n
,
th
ere
a
r
e
d
ig
ita
l
g
a
mes,
in
tera
ctive
co
n
ten
t
a
n
d
i
n
tera
ctive
a
p
p
lica
tio
n
s
in
Ders
lig
,
w
h
ich
is
a
n
o
n
lin
e
s
ma
r
t
ed
u
ca
tio
n
p
la
tfo
r
m,
is
ve
r
y
efficien
t fo
r
s
tu
d
en
ts
.”
(
PC
T
1
2
)
“
I
fr
eq
u
en
tly
u
s
e
S
cra
tch
a
p
p
lica
tio
n
fo
r
b
o
th
g
a
mifica
tio
n
a
n
d
co
d
in
g
.
I
t
is
ve
r
y
imp
o
r
ta
n
t
to
w
r
ite
e
-
b
o
o
ks
w
ith
S
to
r
y
Ju
m
p
er
a
p
p
lica
tio
n
,
w
h
ich
is
a
n
o
th
er
d
ig
ita
l
to
o
l.
I
ca
n
a
ls
o
ma
ke
th
e
b
o
o
k'
s
vo
iceo
ve
r
,
s
o
it
a
ttr
a
cts ch
ild
r
en
's a
tten
tio
n
mo
r
e
.”
(
PC
T
1
1
)
W
ith
in
th
e
s
co
p
e
o
f
th
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
,
th
e
we
b
-
b
ased
d
ig
ital
ed
u
ca
tio
n
to
o
ls
u
s
ed
b
y
PC
T
wer
e
clas
s
if
ied
ac
co
r
d
in
g
to
th
e
ty
p
es
o
f
t
o
o
l
g
r
o
u
p
s
as
d
is
p
lay
ed
in
Fig
u
r
e
4
.
As
ca
n
b
e
s
ee
n
in
th
e
f
ig
u
r
e,
it
was
f
o
u
n
d
th
at
PC
T
u
s
ed
m
ea
s
u
r
em
e
n
t
an
d
ass
es
s
m
en
t
to
o
ls
s
u
ch
as
W
o
r
d
W
all,
Kah
o
o
t,
Q
u
izizz
;
v
is
u
al
an
d
in
f
o
g
r
a
p
h
ic
d
esig
n
to
o
ls
s
u
ch
as
C
an
v
a,
Pix
to
n
,
Vis
m
e;
co
d
in
g
to
o
ls
s
u
ch
as
S
cr
atch
,
Alg
o
Dig
ital,
C
o
d
y
:
Min
d
m
u
p
,
Min
d
m
a
p
s
,
Po
p
p
let;
an
d
d
r
awin
g
an
d
s
h
ap
e
m
ak
in
g
to
o
ls
.
On
th
e
o
th
er
h
an
d
,
th
ey
u
s
ed
au
g
m
en
ted
an
d
v
ir
tu
al
r
ea
lity
to
o
ls
s
u
ch
as
Qu
iv
er
,
Ar
lo
o
p
a,
E
B
A
VR
;
an
im
atio
n
d
esig
n
to
o
ls
s
u
ch
as
Po
wto
o
n
,
Platag
o
n
,
An
im
a
k
e
r
;
co
llab
o
r
atio
n
a
n
d
g
r
o
u
p
wo
r
k
t
o
o
ls
s
u
ch
as
Go
o
g
le
C
lass
r
o
o
m
,
C
lasd
o
jo
,
E
d
m
o
d
o
;
in
ter
ac
tiv
e
p
r
esen
tatio
n
to
o
ls
s
u
ch
as
Pre
zi,
E
m
az
e,
Pad
let;
ar
tific
ial
in
tellig
en
ce
ap
p
licatio
n
s
s
u
ch
as
C
h
at
GPT
,
Gem
in
i;
e
-
b
o
o
k
cr
ea
tio
n
to
o
ls
s
u
ch
as
Sto
r
ju
m
p
er
,
Sto
r
y
b
ir
d
;
we
b
d
esig
n
to
o
ls
s
u
ch
as
W
ix
,
Go
o
g
le
Sit
es;
m
ee
tin
g
ap
p
licatio
n
s
s
u
ch
as
Z
o
o
m
,
Mic
r
o
s
o
f
t
T
ea
m
s
.
I
n
a
d
d
itio
n
,
d
ig
ital
e
d
u
ca
tio
n
t
o
o
ls
s
u
ch
as
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
1
4
,
No
.
6
,
Dec
em
b
er
20
2
5
:
5
2
1
9
-
5
2
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8
5226
ca
teg
o
r
ies
an
d
h
av
e
m
u
ltip
le
f
u
n
ctio
n
s
,
wer
e
also
u
s
ed
b
y
P
C
T
.
T
h
er
e
ar
e
m
an
y
s
tu
d
ies
in
th
e
liter
atu
r
e
th
at
r
ea
ch
s
im
ilar
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esu
lts
an
d
in
d
ic
ate
th
at
s
im
ilar
d
ig
ital e
d
u
ca
ti
o
n
to
o
ls
ar
e
u
s
ed
in
ed
u
ca
tio
n
[
2
1
]
,
[3
1
]
–
[3
3
]
.
I
n
p
ar
allel
with
th
e
r
esear
ch
f
in
d
in
g
s
,
th
er
e
ar
e
s
tu
d
ies
th
at
co
n
clu
d
e
th
at
in
th
e
class
r
o
o
m
lear
n
in
g
p
r
o
ce
s
s
:
m
ea
s
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r
em
en
t
an
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e
v
alu
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to
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ls
,
in
f
o
g
r
a
p
h
ic
d
esig
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ls
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d
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ls
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r
awin
g
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s
h
ap
e
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ea
tio
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to
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ls
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a
u
g
m
en
te
d
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d
v
ir
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al
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ea
lity
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ls
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im
at
io
n
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esig
n
t
o
o
ls
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llab
o
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atio
n
an
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g
r
o
u
p
wo
r
k
to
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ls
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ter
ac
tiv
e
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n
to
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ls
,
ar
tific
ial
in
tellig
en
ce
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p
licatio
n
s
,
e
-
b
o
o
k
cr
ea
tio
n
to
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ls
,
web
d
esig
n
to
o
ls
,
m
ee
tin
g
ap
p
licatio
n
s
ar
e
u
s
ed
[3
4
]
,
[
3
5
]
.
Fro
m
th
is
p
o
in
t
o
f
v
iew,
it
ca
n
b
e
co
n
clu
d
ed
th
at
web
-
b
ased
d
ig
ital
ed
u
ca
tio
n
to
o
ls
ar
e
in
cr
ea
s
in
g
ly
d
ev
el
o
p
in
g
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d
in
cr
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s
in
g
in
p
o
p
u
lar
ity
in
th
e
wo
r
ld
o
f
ed
u
ca
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n
T
h
u
s
,
it
ca
n
b
e
in
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er
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ed
th
at
i
t
is
im
p
o
r
tan
t
to
u
s
e
v
a
r
io
u
s
n
ew
tech
n
o
l
o
g
ies
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
in
o
r
d
er
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o
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ac
t th
e
atten
tio
n
o
f
n
ew
g
en
er
atio
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s
tu
d
en
ts
[3
6
]
.
Fig
u
r
e
4
.
T
y
p
es o
f
we
b
-
b
ased
d
ig
ital e
d
u
ca
tio
n
t
o
o
ls
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s
ed
b
y
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r
o
s
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tiv
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im
ar
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ch
o
o
l te
ac
h
er
s
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
at
web
-
b
ased
d
ig
ital
to
o
ls
p
la
y
a
c
r
u
cial
r
o
le
in
en
h
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cin
g
s
tu
d
en
t
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ag
em
e
n
t,
m
o
tiv
atio
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,
an
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lear
n
in
g
ef
f
ec
tiv
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ess
wh
ile
o
f
f
er
in
g
f
lex
i
b
le,
v
is
u
ally
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ich
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an
d
ef
f
icien
t
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t.
Pre
-
s
er
v
ice
teac
h
er
s
s
h
o
w
s
tr
o
n
g
p
o
ten
tial
to
in
teg
r
ate
th
ese
tech
n
o
lo
g
ies
in
to
f
u
tu
r
e
p
r
ac
tice,
th
o
u
g
h
f
u
r
th
er
d
e
v
e
lo
p
m
en
t
o
f
d
ig
ital
co
m
p
eten
c
ies
r
em
ain
s
n
ec
ess
ar
y
.
Acc
o
r
d
in
g
ly
,
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t,
s
y
s
tem
atic
in
teg
r
atio
n
o
f
web
to
o
ls
in
to
teac
h
in
g
,
a
n
d
o
n
g
o
in
g
en
g
a
g
em
en
t
with
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
r
esear
ch
ar
e
s
tr
o
n
g
ly
r
ec
o
m
m
en
d
e
d
to
s
u
p
p
o
r
t
ef
f
ec
tiv
e,
d
y
n
a
m
ic,
an
d
p
e
r
s
o
n
alize
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
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So
Va
Fo
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Vi
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Fu
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Av
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lv
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:
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&
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p
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Fu
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n
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
P
r
o
s
p
ec
tive
cla
s
s
r
o
o
m
tea
ch
ers
’
view
s
o
n
in
s
tr
u
ctio
n
a
l te
ch
n
o
lo
g
ies a
n
d
w
eb
-
b
a
s
ed
…
(
G
ö
r
ke
m
A
vc
ı
)
5227
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
r
elate
d
to
h
u
m
a
n
u
s
e
h
as
b
ee
n
co
m
p
lie
d
with
all
th
e
r
elev
an
t
n
atio
n
al
r
eg
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
in
ac
co
r
d
an
ce
with
th
e
te
n
ets
o
f
t
h
e
He
ls
in
k
i
Dec
lar
atio
n
an
d
h
as
b
ee
n
ap
p
r
o
v
e
d
b
y
th
e
au
th
o
r
s
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in
s
titu
tio
n
al
r
e
v
iew
b
o
ar
d
o
r
eq
u
i
v
alen
t c
o
m
m
ittee.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
aila
b
le
o
n
r
eq
u
est
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
[
GA]
.
T
h
e
d
ata,
wh
ich
co
n
tain
in
f
o
r
m
atio
n
th
a
t
co
u
ld
co
m
p
r
o
m
is
e
th
e
p
r
iv
ac
y
o
f
r
esear
ch
p
ar
ticip
an
ts
,
ar
e
n
o
t p
u
b
licly
a
v
ailab
le
d
u
e
to
ce
r
tain
r
estrictio
n
s
.
RE
F
E
R
E
NC
E
S
[
1
]
F
.
Y
a
ma
n
a
n
d
N
.
D
.
Y
a
ma
n
,
“
T
h
e
e
f
f
e
c
t
o
f
i
n
s
t
r
u
c
t
i
o
n
a
l
t
e
c
h
n
o
l
o
g
i
e
s
c
o
u
r
se
o
n
t
h
e
t
e
c
h
n
o
-
p
e
d
a
g
o
g
i
c
a
l
c
o
m
p
e
t
e
n
c
i
e
s
o
f
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
s,”
(
i
n
T
u
r
k
i
s
h
)
,
Me
h
m
e
t
Ak
i
f
Ers
o
y
Ü
n
i
v
e
rsi
t
e
s
i
E
ğ
i
t
i
m
Fa
k
ü
l
t
e
s
i
D
e
r
g
i
s
i
,
v
o
l
.
1
,
n
o
.
6
0
,
p
p
.
22
–
49
,
2
0
2
1
,
d
o
i
:
1
0
.
2
1
7
6
4
/
mae
u
e
f
d
.
9
2
7
0
4
2
.
[
2
]
A
.
M
.
A
.
El
D
e
e
n
a
n
d
M
.
M
.
A
.
M
a
h
m
o
u
d
,
“
I
n
st
r
u
c
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
a
n
d
Le
a
r
n
i
n
g
E
n
g
l
i
sh
a
s
a
F
o
r
e
i
g
n
La
n
g
u
a
g
e
(
EFL)
:
I
n
si
g
h
t
s
i
n
t
o
D
i
g
i
t
a
l
Li
t
e
r
a
c
y
f
r
o
m
S
a
u
d
i
En
v
i
r
o
n
me
n
t
,
”
T
h
e
o
ry
a
n
d
Pr
a
c
t
i
c
e
i
n
L
a
n
g
u
a
g
e
S
t
u
d
i
e
s
,
v
o
l
.
1
5
,
n
o
.
2
,
p
p
.
4
3
3
–
4
4
2
,
2
0
2
5
,
d
o
i
:
1
0
.
1
7
5
0
7
/
t
p
l
s.
1
5
0
2
.
1
3
.
[
3
]
K
.
A
k
g
ü
n
a
n
d
Y
.
K
.
T
ü
r
e
l
,
“
D
e
t
e
r
mi
n
i
n
g
t
h
e
a
w
a
r
e
n
e
ss
o
f
c
o
mp
u
t
e
r
a
n
d
i
n
st
r
u
c
t
i
o
n
a
l
t
e
c
h
n
o
l
o
g
i
e
s
e
d
u
c
a
t
i
o
n
(
C
EI
T
)
st
u
d
e
n
t
s
o
n
st
e
m
a
p
p
r
o
a
c
h
,
”
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
T
h
e
o
ry
a
n
d
Pr
a
c
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[
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7
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B
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RAP
H
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S O
F
AUTH
O
RS
G
ö
r
k
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m
Av
c
ı
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a
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p
ro
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r
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g
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d
u
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ted
fr
o
m
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rı
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ra
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im
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e
n
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rsity
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S
o
c
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tu
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a
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in
D
o
k
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z
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y
lü
l
Un
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rsity
a
n
d
sta
rted
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De
p
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rtm
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n
t
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rima
ry
E
d
u
c
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ti
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in
2
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0
.
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re
se
a
rc
h
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tere
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c
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e
d
u
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ti
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td
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li
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sc
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e
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g
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su
sta
in
a
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e
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lo
p
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d
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c
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ti
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g
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ra
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tea
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h
in
g
.
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c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
g
o
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k
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m
.
a
v
c
i.
3
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m
a
il
.
c
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m
.
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n
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ğ
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a
m
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t
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ra
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ti
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m
in
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3
.
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sta
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m
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g
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t
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rtı
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y
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ra
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rtme
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tary
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.
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h
e
is
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n
d
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c
ti
n
g
h
e
r
m
a
ste
r
’
s
th
e
sis
e
n
ti
tl
e
d
“
In
v
e
stig
a
ti
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n
o
f
p
r
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sp
e
c
ti
v
e
c
las
sro
o
m
tea
c
h
e
rs
’
se
lf
-
e
ffica
c
y
o
f
u
sin
g
tec
h
n
o
l
o
g
y
in
e
d
u
c
a
ti
o
n
i
n
in
str
u
c
ti
o
n
a
l
tec
h
n
o
lo
g
y
c
o
u
rse
.
”
He
r
c
u
rre
n
t
re
se
a
r
c
h
in
tere
sts
in
c
lu
d
e
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
tec
h
n
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lo
g
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se
i
n
e
d
u
c
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ti
o
n
,
c
las
sro
o
m
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
i
n
stru
c
ti
o
n
a
l
tec
h
n
o
l
o
g
ies
,
c
las
sro
o
m
re
se
a
rc
h
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
at
e
m
a
il
:
su
b
a
sio
g
lu
e
l
v
a
n
n
@
g
m
a
il
.
c
o
m
.
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