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15
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Feb
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6
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o
ea
s
ily
d
ig
esti
b
le
[
1
]
,
a
n
d
I
C
T
s
ar
e
in
s
tr
u
m
en
tal
in
ac
h
iev
i
n
g
th
is
g
o
al.
An
u
r
g
en
t
task
is
to
f
o
s
ter
d
ig
ital
liter
ac
y
am
o
n
g
y
o
u
n
g
p
eo
p
le
to
p
r
o
d
u
ce
c
o
m
p
etitiv
e,
h
ig
h
ly
q
u
alif
ied
s
p
ec
ialis
ts
ca
p
ab
le
o
f
f
u
n
ctio
n
in
g
ef
f
ec
tiv
ely
in
th
e
k
n
o
wled
g
e
s
o
ciety
[
1
]
.
Desp
ite
th
e
g
r
o
win
g
im
p
o
r
tan
ce
o
f
d
ig
ital
s
k
ills
,
m
an
y
p
r
e
-
s
er
v
ic
e
b
io
lo
g
y
teac
h
e
r
s
ar
e
in
ad
eq
u
ately
p
r
ep
ar
ed
to
in
teg
r
ate
d
ig
ital
tech
n
o
lo
g
ie
s
in
to
th
eir
teac
h
in
g
p
r
ac
tice
[
3
]
.
T
h
is
lack
o
f
p
r
ep
ar
atio
n
n
o
t
o
n
ly
h
am
p
e
r
s
th
e
ef
f
ec
tiv
e
teac
h
in
g
o
f
b
io
lo
g
y
b
u
t
also
r
e
d
u
ce
s
th
e
co
m
p
etitiv
en
ess
o
f
g
r
ad
u
ates
i
n
th
e
jo
b
m
a
r
k
et.
T
h
u
s
,
a
p
r
ess
in
g
ch
allen
g
e
in
c
o
n
tem
p
o
r
ar
y
teac
h
er
ed
u
ca
tio
n
is
th
e
cr
ea
tio
n
a
n
d
ad
o
p
tio
n
o
f
ef
f
ec
tiv
e
s
tr
ateg
ie
s
aim
ed
at
im
p
r
o
v
in
g
th
e
d
ig
i
tal
co
m
p
eten
ce
o
f
f
u
tu
r
e
b
io
l
o
g
y
e
d
u
ca
to
r
s
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
e
p
r
o
b
lem
o
f
in
s
u
f
f
icien
t
tr
ain
in
g
a
n
d
r
e
s
o
u
r
ce
s
f
o
r
b
io
l
o
g
y
teac
h
er
s
a
n
d
aim
s
to
id
en
tif
y
b
ar
r
ier
s
to
th
e
i
n
teg
r
atio
n
o
f
d
ig
ital te
ch
n
o
lo
g
ies in
t
h
e
b
io
lo
g
y
cu
r
r
icu
lu
m
.
R
esear
ch
in
to
d
ig
ital
co
m
p
ete
n
ce
d
ev
el
o
p
m
en
t
b
ec
o
m
es
a
cr
u
cial
s
tep
in
en
h
an
cin
g
th
e
q
u
ality
o
f
teac
h
er
tr
ain
in
g
,
esp
ec
ially
g
i
v
en
th
e
r
ap
i
d
d
ev
elo
p
m
en
t
o
f
tech
n
o
lo
g
y
an
d
its
in
f
lu
en
ce
o
n
m
o
d
er
n
ed
u
ca
tio
n
[
3
]
,
[
4
]
,
[
6
]
.
Am
id
th
e
co
n
s
tan
tly
ch
an
g
i
n
g
in
f
o
r
m
atio
n
e
n
v
ir
o
n
m
en
t,
it
is
ess
en
tial
to
co
n
ti
n
u
o
u
s
ly
u
p
d
ate
th
e
co
n
ten
t
o
f
ed
u
ca
tio
n
p
r
o
g
r
am
s
as
well
as
teac
h
in
g
m
eth
o
d
o
lo
g
ies
to
en
co
u
r
ag
e
th
e
a
d
v
an
ce
m
en
t
o
f
s
tu
d
e
n
ts
’
d
ig
ital
co
m
p
eten
ce
[
1
]
.
T
ea
c
h
er
s
’
ab
ilit
y
to
p
lan
an
d
co
n
d
u
ct
less
o
n
s
u
s
in
g
d
ig
ital
t
ec
h
n
o
lo
g
ies
lar
g
ely
d
ep
en
d
s
o
n
th
eir
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
[
4
]
,
[
8
]
.
Hen
ce
,
it
is
v
ital
to
in
c
o
r
p
o
r
ate
d
i
g
ital
in
n
o
v
atio
n
s
in
to
th
e
cu
r
r
icu
lu
m
as
an
in
s
tr
u
m
en
t
to
s
tim
u
late
th
e
ac
q
u
is
itio
n
o
f
k
n
o
wled
g
e,
s
k
ills
,
an
d
a
b
ilit
ies
[
1
]
.
Dig
ital
tech
n
o
lo
g
ies
ar
e
b
ei
n
g
em
p
l
o
y
ed
to
estab
lis
h
a
d
is
tin
ctiv
e
en
v
ir
o
n
m
en
t
f
o
r
b
o
th
liv
in
g
a
n
d
lear
n
in
g
,
wh
er
e
in
d
iv
id
u
als
ca
n
n
o
t
o
n
ly
ac
ce
s
s
d
ig
ital
r
eso
u
r
ce
s
b
u
t
al
s
o
g
en
er
ate
th
em
[
2
]
.
T
h
is
ev
o
lv
in
g
lan
d
s
ca
p
e
n
ec
ess
itates
th
at
ed
u
ca
to
r
s
ad
j
u
s
t
th
eir
teac
h
in
g
m
eth
o
d
s
an
d
ac
q
u
i
r
e
n
ew
s
k
ills
to
f
u
n
ctio
n
ef
f
ec
tiv
el
y
with
in
th
e
d
ig
ital
lear
n
in
g
co
n
tex
t
[
9
]
.
T
h
is
s
tu
d
y
s
ee
k
s
to
ex
p
lo
r
e
th
e
ef
f
ec
tiv
e
ap
p
r
o
ac
h
es
f
o
r
d
ev
elo
p
in
g
d
ig
ital
co
m
p
eten
ce
in
b
io
lo
g
y
teac
h
e
r
tr
ain
in
g
an
d
t
o
id
en
tif
y
th
e
p
o
ten
tial
o
b
s
tacle
s
an
d
ch
allen
g
es
in
th
e
ad
o
p
tio
n
o
f
d
ig
ital
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
h
as
d
ev
elo
p
ed
a
s
tr
ateg
y
th
at
in
clu
d
es
a
s
er
ies
o
f
tar
g
eted
tr
ain
in
g
s
ess
io
n
s
aim
ed
at
en
h
an
cin
g
th
e
d
ig
ital
co
m
p
eten
ce
o
f
f
u
tu
r
e
b
io
lo
g
y
teac
h
er
s
.
T
h
e
r
esear
ch
is
b
ased
o
n
p
r
elim
in
ar
y
ass
ess
m
en
ts
an
d
p
o
s
t
-
test
s
,
wh
ich
allo
w
f
o
r
th
e
m
ea
s
u
r
em
en
t
o
f
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
p
r
o
p
o
s
ed
in
ter
v
en
tio
n
s
.
T
h
e
p
r
im
ar
y
f
o
c
u
s
is
o
n
d
ev
elo
p
in
g
s
k
ills
in
d
ig
ital
liter
ac
y
,
co
m
m
u
n
icatio
n
,
d
i
g
ital
co
n
ten
t
cr
ea
tio
n
,
s
ec
u
r
ity
,
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
[
1
0
]
,
[
1
1
]
.
T
h
e
p
r
o
p
o
s
ed
m
eth
o
d
o
lo
g
y
en
co
m
p
ass
es
a
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
to
tr
ain
in
g
th
at
a
d
d
r
ess
es
co
n
te
m
p
o
r
ar
y
ch
allen
g
es
an
d
n
ee
d
s
in
p
ed
a
g
o
g
ical
ed
u
ca
tio
n
with
in
th
e
c
o
n
tex
t
o
f
th
e
d
ig
ital
ag
e
[
1
2
]
,
[
1
3
]
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
m
ay
h
elp
u
n
iv
er
s
ities
an
d
o
th
er
ed
u
ca
tio
n
o
r
g
an
izatio
n
s
d
ev
elo
p
m
o
r
e
e
f
f
ec
tiv
e
p
r
o
g
r
a
m
s
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
o
d
ay
,
d
ig
ital
tech
n
o
l
o
g
ies
p
en
etr
ate
ev
e
r
y
asp
ec
t
o
f
o
u
r
liv
es,
en
ter
in
g
th
e
walls
o
f
o
u
r
h
o
m
es,
s
ch
o
o
ls
,
u
n
iv
er
s
ities
,
h
o
s
p
ital
s
,
an
d
f
ir
m
s
[
6
]
,
[
8
]
,
[
9
]
.
T
h
e
in
cr
ea
s
in
g
d
ig
italizatio
n
o
f
e
v
er
y
th
in
g
f
r
o
m
th
e
ec
o
n
o
m
y
to
cu
ltu
r
e
a
n
d
ed
u
ca
tio
n
lead
s
to
th
e
wid
esp
r
ea
d
d
is
s
em
in
atio
n
o
f
d
ig
ital
tech
n
o
lo
g
ies
[
1
]
,
[
9
]
,
an
d
th
e
p
ac
e
o
f
s
u
c
h
tr
a
n
s
f
o
r
m
at
io
n
is
ex
p
e
cted
to
s
p
ee
d
u
p
[
1
0
]
.
Pre
v
io
u
s
s
tu
d
ies
in
d
icat
e
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
g
en
er
ally
h
av
e
a
f
av
o
r
ab
le
attitu
d
e
to
war
d
th
e
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
b
u
t
v
iew
th
em
s
elv
es a
s
h
av
in
g
lim
ited
p
r
o
f
icien
c
y
with
th
ese
to
o
ls
[
1
1
]
.
Hig
h
er
ed
u
ca
tio
n
is
o
n
e
ar
ea
wh
er
e
th
e
im
p
ac
t
o
f
d
ig
itali
za
tio
n
h
as
b
ee
n
p
ar
ticu
la
r
ly
s
ig
n
if
ican
t,
p
r
o
m
o
tin
g
th
e
cr
ea
tio
n
o
f
n
e
w
teac
h
in
g
an
d
lea
r
n
in
g
m
eth
o
d
s
[
1
2
]
.
E
d
u
c
atio
n
is
b
ec
o
m
in
g
m
o
r
e
a
n
d
m
o
r
e
d
ig
ital,
an
d
th
is
r
eq
u
ir
es
teac
h
er
s
to
b
e
m
o
r
e
p
r
e
p
ar
ed
f
o
r
th
e
ad
o
p
tio
n
o
f
d
ig
ital
to
o
ls
[
1
3
]
.
E
n
h
an
cin
g
d
ig
ital
co
m
p
eten
ce
am
o
n
g
p
r
e
-
s
er
v
ic
e
teac
h
er
s
is
a
p
r
ess
in
g
is
s
u
e
th
at
m
u
s
t
b
e
tack
led
to
en
s
u
r
e
th
e
p
r
o
d
u
ctio
n
o
f
s
k
illed
p
r
o
f
ess
io
n
als wh
o
ca
n
ef
f
ec
tiv
ely
n
a
v
ig
ate
th
e
r
ea
lm
o
f
d
ig
ital te
ch
n
o
lo
g
ies [
2
]
.
A
m
o
d
er
n
b
io
lo
g
y
teac
h
e
r
wo
r
k
s
with
a
co
n
s
tan
tly
in
c
r
ea
s
in
g
v
o
l
u
m
e
o
f
in
f
o
r
m
atio
n
ab
o
u
t
n
atu
r
al
an
d
ch
e
m
ical
p
r
o
ce
s
s
es,
th
eir
r
o
le
in
ev
er
y
d
ay
life
,
n
ew
liv
in
g
b
ein
g
s
,
an
d
s
u
b
s
tan
ce
s
[
1
]
.
As
th
e
p
o
o
l
o
f
in
f
o
r
m
atio
n
e
x
p
an
d
s
,
s
o
d
o
es
th
e
n
u
m
b
er
o
f
f
o
r
m
s
i
n
wh
ic
h
th
e
k
n
o
wled
g
e
ca
n
b
e
tr
an
s
f
er
r
ed
.
T
ea
ch
er
s
h
av
e
th
e
o
p
p
o
r
tu
n
ity
to
lev
er
a
g
e
elec
tr
o
n
ic
lib
r
ar
ies,
d
atab
ases
,
r
esear
ch
p
ap
er
s
,
d
ig
ital
p
h
o
t
o
g
r
ap
h
s
,
an
d
v
id
eo
s
[
1
4
]
,
[
1
5
]
.
B
esid
es
wo
r
k
in
g
w
ith
ex
is
tin
g
in
f
o
r
m
atio
n
,
teac
h
er
s
m
u
s
t
b
e
p
r
e
p
ar
ed
t
o
p
r
esen
t
it
u
s
in
g
ad
v
a
n
ce
d
in
f
o
r
m
atio
n
tech
n
o
l
o
g
ies
[
1
6
]
.
T
h
er
e
ar
e
v
ar
io
u
s
ap
p
r
o
a
ch
es
to
ac
h
iev
in
g
th
is
co
m
p
eten
ce
,
in
clu
d
i
n
g
en
g
ag
in
g
in
o
n
lin
e
co
m
m
u
n
ities
an
d
co
n
f
er
e
n
ce
s
f
o
r
e
d
u
ca
to
r
s
,
en
r
o
llin
g
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
co
u
r
s
es,
an
d
u
tili
zin
g
d
ig
ital t
ec
h
n
o
lo
g
ies to
d
ev
elo
p
co
u
r
s
e
m
ater
ials
[
1
]
,
[
1
6
]
,
[
1
7
]
.
Am
o
n
g
s
tu
d
ies
d
ev
o
ted
t
o
e
x
am
in
in
g
t
h
e
f
o
r
m
atio
n
o
f
d
ig
i
tal
co
m
p
eten
cies
i
n
p
r
e
-
s
er
v
ic
e
teac
h
er
s
,
m
o
s
t
o
v
er
lo
o
k
th
e
c
o
n
tex
t
o
f
b
io
lo
g
y
ed
u
ca
tio
n
.
No
r
d
o
t
h
ey
co
n
s
id
er
th
e
ar
ea
o
f
teac
h
er
’
s
ex
p
er
tis
e,
th
u
s
m
ak
in
g
it
h
ar
d
er
f
o
r
ed
u
ca
to
r
s
to
ap
p
ly
th
eir
k
n
o
wled
g
e
a
n
d
s
k
ills
in
p
r
ac
tice.
T
h
e
liter
atu
r
e
r
ev
iew
s
h
o
ws
d
iv
er
s
ity
in
th
e
th
e
o
r
etica
l
a
p
p
r
o
ac
h
es
an
d
to
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ls
em
p
lo
y
e
d
[
1
8
]
.
Pre
-
s
er
v
ice
teac
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e
r
s
f
r
eq
u
en
tly
claim
t
o
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d
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s
k
ills
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th
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ar
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n
o
t
co
m
p
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t
en
o
u
g
h
to
u
s
e
th
ese
s
k
ills
ef
f
ec
tiv
ely
in
th
e
ed
u
ca
tio
n
al
s
ettin
g
[
1
8
]
.
T
h
ese
f
ac
to
r
s
p
o
s
e
ch
allen
g
es
in
r
esear
ch
,
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p
o
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n
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2
2
F
o
s
teri
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g
d
ig
ita
l c
o
mp
eten
ce
i
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p
r
e
-
s
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(
A
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A
u
b
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kir
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599
o
f
teac
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tr
ain
in
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cu
r
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la.
An
o
th
er
p
r
o
b
le
m
is
th
at
s
o
m
e
ed
u
ca
tio
n
al
in
s
titu
tio
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s
lack
th
e
eq
u
ip
m
en
t
an
d
I
C
T
r
eso
u
r
ce
s
(
i.e
.
,
co
m
p
u
ter
s
,
b
r
o
a
d
ca
s
tin
g
tech
n
o
lo
g
ies,
an
d
th
e
in
ter
n
et
)
n
ee
d
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to
d
ig
itally
en
r
ich
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
1
3
]
.
Dig
ital
co
m
p
eten
ce
was
r
ep
o
r
ted
to
i
n
f
lu
en
ce
teac
h
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tiv
en
ess
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
ts
[
8
]
,
[
1
9
]
.
I
n
m
a
n
y
co
u
n
t
r
ies,
th
e
ed
u
ca
tio
n
s
y
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tem
p
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p
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asis
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tea
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o
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th
e
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k
ills
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ee
d
ed
to
ap
p
l
y
d
ig
ita
l
tech
n
o
lo
g
ies
in
teac
h
in
g
[
6
]
,
[
9
]
,
[
2
0
]
.
I
n
A
u
s
tr
alia,
f
o
r
ex
am
p
le,
m
an
y
f
r
am
ewo
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k
s
,
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et
h
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ies,
an
d
p
r
o
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s
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v
e
b
ee
n
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tly
p
r
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p
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ed
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at
s
u
p
p
o
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t
t
h
e
d
ev
elo
p
m
en
t
o
f
d
ig
ital
co
m
p
eten
cy
[
2
0
]
.
At
t
h
e
s
am
e
tim
e,
in
th
e
p
ast
1
0
y
ea
r
s
,
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tu
d
ies
h
a
v
e
b
ee
n
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ep
o
r
tin
g
th
e
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o
f
d
ig
itally
liter
ate
teac
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in
g
s
taf
f
,
h
ig
h
lig
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tin
g
th
e
n
ee
d
to
p
r
o
m
o
te
d
ig
ital
liter
ac
y
an
d
tea
ch
er
co
m
p
eten
cies
am
o
n
g
e
d
u
ca
to
r
s
[
2
0
]
.
E
x
is
tin
g
r
esear
ch
s
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o
ws
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o
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o
n
s
en
s
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at
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k
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ld
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h
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d
ig
ital
co
m
p
eten
ce
o
f
b
io
lo
g
y
teac
h
e
r
s
[
1
]
,
[
2
1
]
–
[
2
3
]
.
So
m
e
r
esear
ch
er
s
b
eliev
e
th
at
e
d
u
ca
tio
n
al
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ce
s
s
h
o
u
l
d
b
e
th
e
m
ain
f
o
cu
s
o
f
teac
h
in
g
[
2
2
]
,
w
h
ile
o
th
er
s
e
m
p
h
asize
th
e
im
p
o
r
ta
n
ce
o
f
d
e
v
elo
p
in
g
th
e
ab
ilit
y
t
o
u
s
e
in
n
o
v
ativ
e
tec
h
n
o
lo
g
ies
[
1
]
,
s
u
ch
as
d
ig
ital
m
icr
o
s
co
p
y
a
n
d
d
ig
ital
s
en
s
in
g
[
2
3
]
.
Giv
en
th
e
co
n
tr
ad
ictio
n
s
in
ex
is
tin
g
liter
atu
r
e,
f
u
r
th
er
r
esear
ch
is
n
ee
d
ed
to
d
ete
r
m
in
e
ef
f
ec
tiv
e
s
tr
ateg
ies
f
o
r
d
ev
elo
p
in
g
d
ig
ital
co
m
p
eten
cy
in
b
io
l
o
g
y
teac
h
e
r
s
.
T
o
d
ay
’
s
teac
h
er
s
an
d
s
tu
d
e
n
ts
n
ee
d
to
b
ec
o
m
e
d
ig
itally
lit
er
ate
s
o
th
at
th
ey
ca
n
u
s
e
tec
h
n
o
lo
g
y
i
n
an
d
o
u
ts
id
e
o
f
th
e
class
r
o
o
m
.
T
h
e
p
r
o
b
lem
with
th
is
is
th
at
clea
r
m
eth
o
d
s
an
d
p
r
o
g
r
am
s
f
o
r
d
ev
elo
p
in
g
d
ig
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co
m
p
eten
ce
ar
e
s
ca
r
ce
,
n
o
t t
o
m
en
tio
n
th
at
th
e
r
e
ar
e
in
c
o
n
s
is
ten
cies in
th
e
ex
is
tin
g
b
o
d
y
o
f
k
n
o
wled
g
e
o
n
th
is
to
p
ic.
T
h
is
s
tu
d
y
aim
s
to
n
ar
r
o
w
th
is
g
ap
b
y
o
f
f
e
r
in
g
a
s
et
o
f
p
ed
ag
o
g
ical
to
o
ls
to
p
r
ep
a
r
e
p
r
e
-
s
er
v
ice
b
i
o
lo
g
y
teac
h
er
s
f
o
r
th
e
d
ig
ital
r
ea
lity
o
f
ed
u
ca
tio
n
.
H
y
p
o
th
etica
lly
,
in
teg
r
atin
g
d
ig
ital
tech
n
o
lo
g
i
es
in
to
th
e
tr
ain
in
g
o
f
p
r
e
-
s
er
v
ice
b
io
lo
g
y
teac
h
e
r
s
lead
s
to
in
cr
ea
s
ed
d
ig
ital
co
m
p
eten
ce
an
d
h
ig
h
er
q
u
ality
o
f
b
io
lo
g
y
teac
h
i
n
g
in
s
ch
o
o
ls
.
T
h
is
s
tu
d
y
s
ee
k
s
t
o
id
e
n
tify
e
f
f
ec
tiv
e
ap
p
r
o
ac
h
e
s
f
o
r
f
o
s
ter
in
g
d
i
g
ital
co
m
p
et
en
cy
i
n
p
r
e
-
s
er
v
ice
b
io
lo
g
y
teac
h
er
s
an
d
o
b
s
tacle
s
o
n
e
m
ay
e
n
co
u
n
ter
wh
en
in
teg
r
atin
g
d
ig
ital
tech
n
o
l
o
g
ie
s
in
to
th
e
teac
h
in
g
p
r
o
ce
s
s
.
T
h
e
g
o
als
o
f
th
e
s
tu
d
y
ar
e
:
i
)
to
r
ed
ef
in
e
b
io
l
o
g
y
te
ac
h
er
teac
h
in
g
with
in
n
o
v
ativ
e
tech
n
o
lo
g
ies;
ii
)
to
m
ea
s
u
r
e
b
io
lo
g
y
teac
h
e
r
s
tu
d
en
ts
’
d
ig
ital
co
m
p
eten
ce
p
r
e
-
an
d
p
o
s
t
-
in
ter
v
en
tio
n
;
iii
)
to
ass
e
s
s
th
e
ef
f
ec
tiv
en
ess
o
f
in
n
o
v
ativ
e
te
ac
h
in
g
i
n
en
h
an
cin
g
d
i
g
ital
c
o
m
p
eten
ce
;
a
n
d
iv
)
to
e
x
p
lo
r
e
th
e
o
b
s
tacle
s
an
d
ch
allen
g
es th
at
b
io
lo
g
y
teac
h
e
r
s
f
ac
e
wh
en
u
s
in
g
d
ig
ital te
ch
n
o
lo
g
ies in
th
eir
p
r
ac
tice.
2.
M
E
T
H
O
D
2
.
1
.
Study
des
ig
n
T
h
is
p
r
e
-
ex
p
er
im
e
n
tal
s
tu
d
y
r
elies
o
n
q
u
an
titativ
e
r
esear
ch
m
eth
o
d
s
.
T
h
ese
in
clu
d
e
p
r
e
-
/p
o
s
t
-
test
s
u
r
v
ey
s
an
d
in
ter
v
iews
aim
ed
to
id
en
tify
f
ac
to
r
s
af
f
ec
tin
g
d
ig
ital
co
m
p
eten
ce
d
e
v
elo
p
m
en
t.
B
y
co
m
b
in
in
g
th
ese
ap
p
r
o
ac
h
es,
th
e
s
tu
d
y
aim
s
to
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
i
n
f
lu
en
ce
s
o
n
an
d
o
u
tco
m
es o
f
d
ig
ital c
o
m
p
eten
ce
tr
ain
in
g
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
clu
d
ed
1
0
0
b
io
l
o
g
y
teac
h
er
s
tu
d
en
ts
f
r
o
m
m
u
ltip
le
teac
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
Kaz
ak
h
s
tan
;
6
3
wer
e
f
em
al
e
an
d
3
7
wer
e
m
ale.
T
h
e
m
ea
n
ag
e
o
f
th
e
p
ar
ticip
a
n
ts
was
2
2
y
ea
r
s
.
T
h
e
p
ar
ticip
a
n
t
s
elec
tio
n
cr
it
er
ia
wer
e
f
in
al
-
y
ea
r
u
n
d
er
g
r
a
d
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
th
e
f
ac
u
lty
o
r
d
ep
ar
tm
en
t
o
f
B
io
lo
g
y
,
as
th
e
y
p
o
s
s
ess
ed
a
s
u
f
f
icien
t
lev
el
o
f
p
ed
ag
o
g
ical
a
n
d
s
u
b
ject
-
s
p
ec
if
ic
k
n
o
wled
g
e.
Stu
d
en
ts
wh
o
d
id
n
o
t k
n
o
w
th
e
b
asics
o
f
b
io
lo
g
y
wer
e
e
x
clu
d
ed
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
in
v
o
lv
e
d
5
u
n
iv
er
s
ity
teac
h
er
s
,
ea
c
h
with
a
b
ac
h
elo
r
’
s
o
r
m
aster
’
s
d
eg
r
ee
in
B
io
lo
g
y
an
d
a
teac
h
in
g
b
ac
k
g
r
o
u
n
d
o
f
s
ev
en
y
ea
r
s
.
Par
ticip
atin
g
teac
h
er
s
wer
e
r
e
q
u
ir
e
d
t
o
h
av
e
t
h
e
ab
ilit
y
to
u
s
e
v
ar
io
u
s
g
ad
g
ets,
s
u
ch
as
tab
let
co
m
p
u
ter
s
an
d
s
m
ar
tp
h
o
n
es.
T
h
ese
ex
p
er
ts
wer
e
ask
ed
to
co
n
s
tr
u
ct
a
d
ig
ital c
o
m
p
eten
ce
p
r
o
g
r
am
f
o
r
f
u
tu
r
e
b
io
lo
g
y
teac
h
er
s
.
T
h
e
p
r
o
p
o
s
ed
p
r
o
g
r
am
last
s
2
m
o
n
th
s
an
d
co
n
s
is
ts
o
f
g
r
o
u
p
s
ess
io
n
s
,
h
eld
twice
a
wee
k
.
T
h
e
s
am
p
le
s
ize
is
ad
eq
u
ate
f
o
r
ac
h
iev
in
g
th
e
r
esear
ch
o
b
je
ctiv
es,
as
it
p
r
o
v
id
es
s
u
f
f
icien
t
s
tati
s
tical
p
o
wer
f
o
r
q
u
an
titativ
e
an
aly
s
is
[
2
4
]
,
[
2
5
]
.
A
s
am
p
le
o
f
5
in
s
tr
u
cto
r
s
is
also
ac
ce
p
tab
le
f
o
r
q
u
alitativ
e
an
aly
s
is
an
d
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t,
g
iv
en
th
eir
ex
p
er
ie
n
ce
an
d
q
u
alif
icatio
n
s
[
3
]
.
Ov
er
all,
th
e
s
am
p
le
s
ize
was
d
eter
m
in
ed
to
en
s
u
r
e
r
eliab
le
an
d
r
elev
a
n
t r
esear
ch
r
esu
lts
.
2
.
3
.
Da
t
a
co
llect
io
n pro
ce
du
re
T
h
e
p
r
e
-
test
ev
alu
atio
n
in
v
o
l
v
ed
ass
ess
in
g
s
tu
d
en
ts
’
k
n
o
w
led
g
e
o
f
d
i
g
ital
tech
n
o
lo
g
ies
an
d
th
eir
lev
el
o
f
d
ig
ital
co
m
p
eten
cy
.
T
h
e
test
,
p
r
ev
i
o
u
s
ly
cr
ea
ted
in
Go
o
g
le
Fo
r
m
s
,
was
a
d
m
in
is
ter
ed
o
n
lin
e.
T
h
e
tim
e
lim
it
was
6
0
m
in
u
tes.
Stu
d
e
n
ts
to
o
k
th
e
s
am
e
test
ag
ai
n
af
ter
th
ei
r
tr
ain
in
g
p
er
io
d
.
T
h
e
ad
m
i
n
is
tr
atio
n
co
n
d
itio
n
s
wer
e
s
im
ilar
to
th
o
s
e
ap
p
lied
d
u
r
in
g
p
r
e
-
in
ter
v
en
tio
n
test
in
g
.
T
h
e
p
r
o
p
o
s
ed
d
ig
ital
co
m
p
eten
ce
p
r
o
g
r
am
ce
n
ter
s
ar
o
u
n
d
co
llectiv
e
lear
n
in
g
.
I
t
co
n
tain
s
1
2
th
em
atic
m
o
d
u
les
o
f
b
i
o
lo
g
y
an
d
d
ig
ital
teac
h
in
g
r
eso
u
r
ce
s
d
eliv
er
ed
th
r
o
u
g
h
an
o
n
lin
e
f
o
r
m
at.
E
ac
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
597
-
606
600
less
o
n
last
s
9
0
m
in
u
tes.
T
h
e
1
2
th
em
atic
m
o
d
u
les
ar
e:
i)
in
tr
o
d
u
ctio
n
to
d
ig
ital
liter
ac
y
in
b
io
lo
g
y
:
b
asic
co
n
ce
p
ts
an
d
p
r
in
cip
les;
ii)
t
h
e
u
s
e
o
f
d
i
g
ital
to
o
ls
in
b
io
l
o
g
ical
r
esear
ch
;
iii)
c
r
ea
tin
g
in
te
r
ac
tiv
e
ed
u
ca
tio
n
al
m
ater
ials
f
o
r
b
io
l
o
g
y
c
o
u
r
s
es
;
iv
)
d
ig
ital
tech
n
o
l
o
g
ies
in
th
e
teac
h
in
g
o
f
m
icr
o
b
io
l
o
g
y
a
n
d
g
e
n
etics;
v
)
in
teg
r
atio
n
o
f
v
ir
tu
al
lab
s
i
n
to
b
io
lo
g
y
ed
u
ca
tio
n
;
v
i)
th
e
u
s
e
o
f
d
ig
ital
r
eso
u
r
ce
s
in
th
e
teac
h
in
g
o
f
ec
o
lo
g
y
an
d
en
v
ir
o
n
m
e
n
tal
p
r
o
tectio
n
;
v
ii)
d
ev
elo
p
m
en
t o
f
o
n
lin
e
b
i
o
lo
g
y
co
u
r
s
es a
n
d
ed
u
ca
tio
n
al
g
am
es; v
iii)
v
ir
tu
al
r
ea
lity
in
th
e
teac
h
in
g
o
f
h
u
m
an
an
ato
m
y
a
n
d
p
h
y
s
io
lo
g
y
;
ix
)
d
ig
ital
in
s
tr
u
ctio
n
al
m
eth
o
d
s
f
o
r
teac
h
in
g
b
io
d
iv
er
s
ity
an
d
ev
o
lu
tio
n
;
x
)
s
o
f
twar
e
p
r
o
g
r
am
s
f
o
r
b
io
lo
g
ical
d
ata
g
en
er
atio
n
an
d
an
aly
s
is
;
x
i)
d
ig
ital
to
o
ls
f
o
r
co
n
d
u
ctin
g
b
io
l
o
g
ical
ex
p
er
im
en
ts
an
d
m
o
d
elin
g
;
a
n
d
x
ii)
ass
es
s
in
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
d
i
g
ital
teac
h
in
g
m
eth
o
d
s
in
b
i
o
lo
g
y
ed
u
c
atio
n
.
C
las
s
s
e
s
s
io
n
s
to
o
k
p
lace
wit
h
in
a
s
y
n
ch
r
o
n
o
u
s
v
ir
tu
al
cla
s
s
r
o
o
m
cr
ea
ted
v
ia
Ad
o
b
e
C
o
n
n
ec
t.
Fo
r
th
is
,
f
ea
tu
r
es
s
u
ch
as
Yo
u
T
u
b
e
-
b
ased
v
id
eo
in
ter
ac
tiv
e
w
h
iteb
o
ar
d
,
an
d
tex
t
ch
at
wer
e
u
s
ed
.
Du
r
in
g
class
tim
e,
s
tu
d
en
ts
wer
e
en
g
ag
e
d
in
co
llab
o
r
ativ
e
ac
tiv
ities
d
es
ig
n
ed
to
p
u
t
th
eo
r
etica
l
k
n
o
w
led
g
e
in
to
p
r
ac
tice
with
in
a
d
ig
ital w
o
r
k
s
h
o
p
.
T
h
e
in
ter
ac
tiv
e
co
n
ten
t selec
ted
f
o
r
th
ese
ac
tiv
ities
in
clu
d
ed
tea
ch
er
-
cr
ea
ted
v
id
eo
s
an
d
Mo
o
d
le
q
u
izze
s
.
T
ea
ch
er
s
h
ad
th
e
o
p
p
o
r
tu
n
ity
t
o
r
ev
ie
w
s
tu
d
en
t
r
esp
o
n
s
es
to
ass
es
s
th
eir
u
n
d
e
r
s
tan
d
in
g
o
f
th
eo
r
etica
l
co
n
ce
p
ts
an
d
p
r
o
v
id
e
f
ee
d
b
ac
k
.
Af
ter
th
e
co
n
ten
t
was
p
r
esen
ted
,
s
t
u
d
en
ts
wer
e
g
iv
e
n
1
0
m
in
u
tes
to
ex
p
lain
wh
at
th
ey
wer
e
g
o
in
g
to
d
o
n
ex
t
an
d
wh
at
d
ig
ital
to
o
ls
th
ey
wo
u
ld
u
tili
ze
.
Du
r
in
g
th
e
o
n
lin
e
tr
ain
in
g
p
e
r
io
d
,
s
tu
d
en
t
s
f
ir
s
t
u
s
ed
d
ig
ital
to
o
ls
to
lear
n
th
e
c
o
u
r
s
e
m
ater
ial
an
d
th
e
n
ap
p
lied
th
e
s
am
e
to
o
ls
f
o
r
a
p
ed
ag
o
g
ical
p
u
r
p
o
s
e.
Af
ter
ea
ch
less
o
n
,
teac
h
er
s
ass
es
s
ed
s
tu
d
en
ts
’
wo
r
k
an
d
g
av
e
th
eir
f
ee
d
b
ac
k
th
r
o
u
g
h
th
e
lectu
r
er
-
s
tu
d
en
t c
o
m
m
u
n
icatio
n
f
o
r
u
m
.
2
.
4
.
I
ns
t
rum
ent
s
T
h
e
in
s
tr
u
m
en
t
o
f
t
h
is
s
tu
d
y
i
s
th
e
teac
h
er
s
’
d
ig
ital
c
o
m
p
et
en
cies
(
T
DC
)
q
u
esti
o
n
n
air
e
p
r
o
p
o
s
ed
b
y
T
o
u
r
ó
n
et
a
l.
[
2
6
]
.
I
t
co
m
p
r
is
es
f
iv
e
d
im
e
n
s
io
n
s
o
f
d
ig
ital
co
m
p
eten
cy
[
2
7
]
:
i
n
f
o
r
m
atio
n
an
d
d
ata
liter
ac
y
,
co
m
m
u
n
icatio
n
an
d
co
llab
o
r
a
tio
n
,
d
ig
ital
co
n
ten
t
cr
ea
tio
n
,
s
af
ety
,
an
d
tr
o
u
b
lesh
o
o
tin
g
.
T
h
e
q
u
esti
o
n
n
air
e
co
n
s
is
ts
o
f
5
4
item
s
,
ea
ch
an
s
wer
ed
twice
o
n
a
7
-
p
o
in
t
L
ik
er
t
s
ca
le
(
1
=
n
o
t
at
all
to
7
=
co
m
p
letely
)
to
d
eter
m
in
e
th
e
lev
el
o
f
s
tu
d
en
t
s
’
k
n
o
wled
g
e
a
n
d
h
o
w
m
u
ch
th
ey
u
s
e
it.
T
h
e
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
s
ev
er
al
tim
es:
at
th
e
b
eg
in
n
in
g
o
f
ea
ch
m
o
d
u
le
an
d
af
ter
c
o
m
p
letio
n
.
I
t
was
cr
ea
ted
i
n
Go
o
g
le
Fo
r
m
s
a
n
d
d
is
tr
ib
u
ted
am
o
n
g
teac
h
er
s
th
r
o
u
g
h
Go
o
g
le
Me
et.
I
n
ad
d
itio
n
,
5
-
m
i
n
u
te
in
ter
v
iews
wer
e
co
n
d
u
cte
d
to
id
en
tify
f
ac
to
r
s
h
in
d
e
r
in
g
t
h
e
d
ig
ital
co
m
p
ete
n
ce
d
e
v
elo
p
m
en
t
p
r
o
ce
s
s
(
th
e
lis
t
o
f
in
t
er
v
iew
q
u
esti
o
n
s
is
av
ailab
le
in
T
ab
le
1
)
.
T
h
e
r
el
iab
ilit
y
o
f
th
e
T
DC
q
u
esti
o
n
n
air
e
was
as
s
es
s
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
e
f
o
r
in
f
o
r
m
atio
n
liter
ac
y
an
d
d
i
g
ital
co
n
ten
t
cr
ea
tio
n
d
im
e
n
s
io
n
s
r
an
g
es
f
r
o
m
0
.
8
9
t
o
0
.
9
4
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
f
o
r
co
m
m
u
n
icatio
n
an
d
co
llab
o
r
atio
n
,
s
af
ety
,
a
n
d
tr
o
u
b
lesh
o
o
tin
g
d
im
en
s
io
n
s
r
an
g
es
f
r
o
m
0
.
8
7
to
0
.
9
2
.
T
h
e
o
v
e
r
all
s
ca
le
h
a
s
a
h
ig
h
in
ter
n
al
co
n
s
is
ten
cy
with
a
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
0
.
9
8
.
T
h
e
co
n
s
tr
u
ct
v
alid
ity
is
g
o
o
d
with
a
c
o
n
co
r
d
an
ce
co
ef
f
icien
t
o
f
n
o
less
th
an
0
.
6
4
.
T
ab
le
1
.
Qu
esti
o
n
s
f
o
r
th
e
s
tu
d
en
t in
ter
v
iew
N
o
.
I
t
e
m
1.
C
o
u
l
d
y
o
u
d
e
scri
b
e
c
h
a
l
l
e
n
g
e
s
y
o
u
f
a
c
e
d
w
h
e
n
a
p
p
l
y
i
n
g
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
i
e
s i
n
t
e
a
c
h
i
n
g
?
2.
W
h
a
t
d
i
g
i
t
a
l
s
k
i
l
l
s
d
o
y
o
u
c
u
r
r
e
n
t
l
y
p
o
ssess
o
r
n
e
e
d
t
o
d
e
v
e
l
o
p
?
3.
W
h
a
t
f
a
c
t
o
r
s,
i
n
y
o
u
r
v
i
e
w
,
h
i
n
d
e
r
y
o
u
r
p
r
o
g
r
e
ss
i
n
a
c
q
u
i
r
i
n
g
d
i
g
i
t
a
l
s
k
i
l
l
s
?
4.
W
h
a
t
e
d
u
c
a
t
i
o
n
a
l
o
r
p
r
o
f
e
ss
i
o
n
a
l
r
e
so
u
r
c
e
s
w
o
u
l
d
b
e
m
o
st
e
f
f
e
c
t
i
v
e
f
o
r
i
mp
r
o
v
i
n
g
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
y
?
5.
W
h
i
c
h
o
f
t
h
e
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
i
e
s
y
o
u
h
a
v
e
a
r
e
b
e
st
d
e
v
e
l
o
p
e
d
a
n
d
t
h
e
l
e
a
s
t
d
e
v
e
l
o
p
e
d
?
6.
W
h
i
c
h
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
i
e
s
o
r
t
o
o
l
s
d
o
y
o
u
c
o
n
s
i
d
e
r
m
o
st
v
a
l
u
a
b
l
e
f
o
r
t
e
a
c
h
i
n
g
,
a
n
d
w
h
y
?
7.
H
o
w
f
r
e
q
u
e
n
t
l
y
d
o
y
o
u
e
x
p
e
r
i
e
n
c
e
a
s
h
o
r
t
a
g
e
o
f
t
i
m
e
o
r
r
e
s
o
u
r
c
e
s f
o
r
d
e
v
e
l
o
p
i
n
g
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
i
e
s?
8.
W
h
a
t
c
h
a
l
l
e
n
g
e
s
d
o
y
o
u
f
a
c
e
w
h
e
n
i
n
c
o
r
p
o
r
a
t
i
n
g
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
y
i
n
t
o
t
h
e
c
u
r
r
i
c
u
l
u
m
?
9.
W
h
a
t
s
h
o
u
l
d
t
h
e
u
n
i
v
e
r
s
i
t
y
,
o
r
y
o
u
r
c
o
l
l
e
a
g
u
e
s
,
d
o
t
o
p
r
o
m
o
t
e
t
h
e
d
e
v
e
l
o
p
men
t
o
f
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
i
e
s?
1
0
.
W
h
a
t
st
e
p
s a
r
e
y
o
u
w
i
l
l
i
n
g
t
o
t
a
k
e
t
o
i
mp
r
o
v
e
y
o
u
r
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
?
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
wer
e
an
aly
z
ed
in
SP
SS
2
6
.
0
.
Acc
o
r
d
in
g
t
o
th
e
f
in
d
in
g
s
o
f
th
e
Sh
ap
ir
o
-
W
ilk
(
SW
)
,
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
(
KS)
,
a
n
d
L
illi
ef
o
r
s
test
s
,
p
r
e
-
test
(
0
.
9
1
1
,
p
=
0
.
0
0
2
)
an
d
p
o
s
t
-
test
(
0
.
9
0
3
,
p
=
0
.
0
0
1
)
d
ata
ar
e
n
o
t
n
o
r
m
ally
d
is
tr
ib
u
ted
.
T
h
er
ef
o
r
e,
f
u
r
th
er
d
ata
an
aly
s
is
r
elied
o
n
n
o
n
p
ar
a
m
etr
ic
s
tatis
tical
p
r
o
ce
s
s
in
g
.
Sp
ec
if
ically
,
th
e
d
if
f
er
en
ce
s
b
etwe
en
p
r
e
-
in
ter
v
en
tio
n
a
n
d
p
o
s
t
-
in
ter
v
en
tio
n
d
eg
r
ee
s
o
f
d
ig
ital
p
r
o
f
icien
cy
wer
e
an
aly
ze
d
u
s
in
g
th
e
W
ilco
x
o
n
s
ig
n
ed
-
r
a
n
k
test
.
T
h
e
co
n
v
e
r
s
atio
n
s
wer
e
au
d
i
o
-
r
ec
o
r
d
ed
an
d
later
co
n
v
er
te
d
in
to
wr
itten
tex
t
.
T
h
e
tr
an
s
cr
ip
ts
wer
e
co
d
ed
an
d
a
n
aly
ze
d
th
em
ati
ca
lly
.
T
h
e
co
d
es
wer
e
o
r
g
a
n
ized
in
to
ca
teg
o
r
ies
th
at
r
e
p
r
esen
t
th
eo
r
etica
l
co
n
ce
p
ts
,
to
p
ics,
an
d
id
ea
s
p
r
esen
ted
b
y
th
e
p
ar
ticip
atin
g
s
t
u
d
en
ts
.
T
h
e
a
n
aly
s
t
ex
am
i
n
ed
th
e
c
o
n
ten
t
o
f
th
e
in
ter
v
iew
tr
an
s
cr
ip
ts
to
id
en
tify
th
e
r
ep
ea
tin
g
p
atter
n
s
,
co
n
tr
ad
ictio
n
s
,
an
d
in
ter
e
s
tin
g
o
b
s
er
v
atio
n
s
.
T
h
e
r
esu
lts
wer
e
in
ter
p
r
eted
in
th
e
s
ettin
g
o
f
th
is
s
tu
d
y
’
s
o
b
je
ctiv
es.
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
F
o
s
teri
n
g
d
ig
ita
l c
o
mp
eten
ce
i
n
p
r
e
-
s
ervice
b
io
lo
g
y
tea
c
h
ers
(
A
id
a
n
a
A
u
b
a
kir
)
601
2
.
6
.
L
im
it
a
t
io
ns
I
n
th
is
s
tu
d
y
,
th
e
s
am
p
le
s
ize
is
s
m
all,
wh
ich
lim
its
th
e
g
en
er
aliza
b
ilit
y
o
f
t
h
e
s
tu
d
y
r
esu
lts
to
a
wid
er
p
o
p
u
latio
n
.
Par
ticip
an
ts
’
r
esp
o
n
s
es
in
th
e
in
ter
v
iew
r
ef
lect
th
eir
s
u
b
jectiv
e
o
p
in
io
n
s
an
d
e
x
p
er
ie
n
ce
s
,
an
d
th
is
s
u
b
jectiv
ity
m
ay
in
f
l
u
en
ce
d
ata
in
ter
p
r
etatio
n
.
Oth
er
lim
itatio
n
s
o
f
th
is
s
tu
d
y
ar
e
ass
o
ciate
d
with
th
e
ab
s
en
ce
o
f
tim
e,
f
u
n
d
in
g
,
an
d
n
ec
ess
ar
y
eq
u
ip
m
en
t.
I
n
ad
d
itio
n
,
d
ata
er
r
o
r
s
m
ay
h
av
e
o
cc
u
r
r
e
d
d
u
r
in
g
th
e
co
llectio
n
,
an
aly
s
is
,
an
d
i
n
ter
p
r
etatio
n
s
tag
es.
3.
RE
SU
L
T
S
T
ab
le
2
s
h
o
ws
th
e
f
in
d
in
g
s
d
er
iv
ed
f
r
o
m
th
e
an
al
y
s
is
o
f
t
h
e
T
DC
s
u
r
v
ey
f
in
d
i
n
g
s
,
i.e
.
,
th
e
m
ea
n
d
if
f
er
en
ce
s
(
c
)
b
etwe
en
th
e
p
r
e
-
in
ter
v
en
tio
n
an
d
p
o
s
t
-
in
ter
v
en
tio
n
s
u
b
s
ca
le
s
co
r
es,
lev
els
o
f
s
ig
n
if
ican
ce
,
a
n
d
ef
f
ec
t
s
izes
(
m
ag
n
itu
d
es
o
f
ch
an
g
e
in
th
e
s
co
r
e)
.
A
“
k
n
o
wled
g
e”
s
u
b
s
ca
le
s
co
r
e
r
ef
lects
t
h
e
d
eg
r
ee
o
f
d
ig
ital
p
r
o
f
icien
c
y
wh
en
co
m
p
ar
i
n
g
th
e
k
n
o
wled
g
e
o
f
I
C
T
r
eso
u
r
ce
s
.
A
“
u
s
e”
s
u
b
s
ca
le
s
co
r
e
in
d
icate
s
h
o
w
m
u
ch
th
e
r
esp
o
n
d
en
t u
s
es th
at
k
n
o
wled
g
e.
T
ab
le
2
.
Pre
-
in
te
r
v
en
tio
n
an
d
p
o
s
t
-
in
ter
v
en
tio
n
s
co
r
es o
n
th
e
T
DC
s
u
b
s
ca
les ac
r
o
s
s
f
iv
e
d
ig
ital c
o
m
p
eten
ce
ar
ea
s
C
o
m
p
e
t
e
n
c
e
a
r
e
a
s
K
n
o
w
l
e
d
g
e
U
se
с
(
mea
n
d
i
f
f
.
)
S
i
g
.
Ef
f
e
c
t
si
z
e
с
S
i
g
.
Ef
f
e
c
t
si
z
e
I
n
f
o
r
mat
i
o
n
a
n
d
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
-
2
.
3
6
3
0
.
0
1
5
0
.
4
5
-
3
.
0
5
1
0
.
0
0
1
0
.
3
5
C
o
mm
u
n
i
c
a
t
i
o
n
a
n
d
c
o
l
l
a
b
o
r
a
t
i
o
n
-
3
.
1
1
0
0
.
0
0
2
0
.
5
8
-
3
.
5
4
9
0
.
0
0
1
0
.
4
4
D
i
g
i
t
a
l
c
o
n
t
e
n
t
c
r
e
a
t
i
o
n
-
3
.
6
2
8
0
.
0
0
0
0
.
5
4
-
2
.
2
2
8
0
.
0
2
0
0
.
4
3
S
a
f
e
t
y
2
.
4
2
7
0
.
0
1
2
0
.
4
3
-
2
.
8
3
5
0
.
0
0
3
0
.
5
2
Tr
o
u
b
l
e
s
h
o
o
t
i
n
g
-
4
.
1
2
1
0
.
0
0
0
0
.
6
9
-
4
.
0
1
5
0
.
0
0
0
0
.
7
1
T
h
e
p
r
o
p
o
s
ed
p
r
o
g
r
am
d
r
am
at
ically
in
cr
ea
s
ed
th
e
le
v
el
o
f
k
n
o
wled
g
e
in
th
e
in
f
o
r
m
atio
n
a
n
d
d
ig
ital
liter
ac
y
ar
ea
(
p
=0
.
0
0
1
)
.
T
h
e
l
ev
el
o
f
k
n
o
wled
g
e
in
th
e
a
r
ea
o
f
in
f
o
r
m
atio
n
an
d
d
i
g
ital
liter
ac
y
s
ig
n
if
ica
n
tly
in
cr
ea
s
ed
f
o
llo
win
g
th
e
i
n
ter
v
en
tio
n
,
as
ev
id
en
ce
d
b
y
a
m
e
an
d
if
f
er
e
n
ce
o
f
-
2
.
3
6
3
,
a
s
tatis
tical
s
ig
n
if
ican
ce
lev
el
o
f
p
=0
.
0
1
5
,
a
n
d
an
ef
f
ec
t
s
ize
o
f
0
.
4
5
.
T
h
is
in
d
icate
s
a
n
o
tab
le
im
p
r
o
v
em
en
t
in
s
tu
d
e
n
ts
’
u
n
d
er
s
tan
d
in
g
o
f
I
C
T
r
eso
u
r
ce
s
.
R
eg
ar
d
in
g
u
s
ag
e,
th
er
e
was
also
a
s
u
b
s
ta
n
tial
im
p
r
o
v
em
en
t
p
o
s
t
-
in
ter
v
en
tio
n
,
with
a
m
ea
n
d
if
f
er
en
ce
o
f
-
3
.
0
5
1
,
a
s
ig
n
i
f
ican
ce
lev
el
o
f
p
=0
.
0
0
1
,
an
d
a
n
ef
f
ec
t size
o
f
0
.
3
5
,
s
u
g
g
esti
n
g
an
in
cr
ea
s
e
in
b
o
th
th
e
f
r
eq
u
en
cy
a
n
d
ef
f
ec
tiv
en
es
s
o
f
ap
p
ly
in
g
th
is
k
n
o
wled
g
e.
T
h
e
co
m
m
u
n
icatio
n
an
d
co
l
lab
o
r
atio
n
s
co
r
e
o
n
th
e
k
n
o
wled
g
e
s
ca
le
ex
h
ib
ited
a
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
t
af
te
r
th
e
in
ter
v
en
tio
n
(
p
=0
.
0
0
1
)
,
in
d
icatin
g
th
at
s
tu
d
en
ts
b
ec
a
m
e
b
etter
co
llab
o
r
ato
r
s
af
ter
p
ar
ticip
atin
g
in
th
e
d
ig
ital
co
m
p
eten
ce
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
am
.
T
h
e
m
ea
n
d
if
f
e
r
en
c
e
o
n
th
e
s
u
b
s
ca
le
“k
n
o
wled
g
e
”
was
-
3
.
1
1
0
,
with
a
s
ig
n
if
ican
ce
lev
el
o
f
p
=0
.
0
0
2
an
d
an
ef
f
ec
t
s
ize
o
f
0
.
5
8
,
in
d
icatin
g
th
at
s
tu
d
en
ts
im
p
r
o
v
e
d
th
eir
co
lla
b
o
r
atio
n
s
k
ills
f
o
llo
win
g
p
ar
t
icip
atio
n
in
t
h
e
d
ig
ital
c
o
m
p
e
ten
ce
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
.
R
esu
lts
f
r
o
m
th
e
s
u
b
s
ca
le
“u
s
ag
e”
also
s
h
o
wed
s
ig
n
if
ican
t im
p
r
o
v
em
en
ts
,
with
a
m
ea
n
d
if
f
e
r
en
ce
o
f
-
3
.
5
4
9
,
a
s
ig
n
i
f
ican
ce
lev
el
o
f
p
=0
.
0
0
1
,
an
d
an
e
f
f
ec
t
s
ize
o
f
0
.
4
4
,
h
ig
h
lig
h
tin
g
a
n
i
n
cr
ea
s
ed
ab
ilit
y
o
f
s
tu
d
en
ts
to
ef
f
ec
tiv
ely
a
p
p
ly
t
h
eir
k
n
o
wled
g
e
in
c
o
llab
o
r
ativ
e
task
s
.
Fo
llo
win
g
th
e
co
m
p
letio
n
o
f
th
e
p
r
o
g
r
a
m
,
t
h
er
e
was
a
s
u
b
s
t
an
tial
in
cr
ea
s
e
in
k
n
o
wled
g
e
r
elate
d
to
d
ig
ital
co
n
ten
t
cr
ea
tio
n
,
with
a
m
ea
n
d
if
f
er
e
n
ce
o
f
-
3
.
6
2
8
,
p
=0
.
0
0
0
,
an
d
a
n
ef
f
ec
t
s
ize
o
f
0
.
5
4
.
I
n
te
r
m
s
o
f
th
e
ap
p
licatio
n
o
f
th
is
k
n
o
wled
g
e
,
th
e
m
ea
n
d
if
f
er
e
n
ce
was
-
2
.
2
2
8
,
with
a
s
ig
n
if
ican
ce
lev
el
o
f
p
=0
.
0
2
0
an
d
a
n
ef
f
ec
t
s
ize
o
f
0
.
4
3
,
in
d
icatin
g
th
at
s
tu
d
en
ts
b
ec
am
e
m
o
r
e
co
n
f
id
en
t
in
cr
ea
tin
g
d
i
g
ital
co
n
ten
t
af
ter
th
e
p
r
o
g
r
a
m
.
Kn
o
wled
g
e
ab
o
u
t
s
ec
u
r
ity
s
ig
n
if
ican
tl
y
im
p
r
o
v
e
d
,
with
a
m
ea
n
d
if
f
er
en
ce
o
f
2
.
4
2
7
,
p
=
0
.
0
1
2
,
an
d
an
ef
f
ec
t
s
ize
o
f
0
.
4
3
,
r
ef
lect
in
g
in
cr
ea
s
ed
awa
r
en
ess
am
o
n
g
s
tu
d
e
n
ts
r
eg
ar
d
in
g
th
e
p
r
o
tectio
n
o
f
p
er
s
o
n
al
d
ata
an
d
d
e
v
ices.
T
h
e
ap
p
licatio
n
o
f
k
n
o
wled
g
e
i
n
th
is
ar
ea
also
s
aw
a
n
o
tab
le
in
cr
ea
s
e
p
o
s
t
-
in
ter
v
en
tio
n
,
with
a
m
ea
n
d
if
f
er
en
ce
o
f
-
2
.
8
3
5
,
p
=
0
.
0
0
3
,
an
d
a
n
ef
f
ec
t
s
ize
o
f
0
.
5
2
,
d
em
o
n
s
tr
atin
g
h
ei
g
h
ten
ed
atten
tio
n
to
d
ig
ital secu
r
ity
.
T
h
e
ar
ea
o
f
tr
o
u
b
lesh
o
o
tin
g
e
x
h
ib
ited
th
e
m
o
s
t
s
u
b
s
tan
tial
ch
an
g
e,
with
a
m
ea
n
d
if
f
er
e
n
c
e
o
f
-
4
.
1
2
1
o
n
th
e
“k
n
o
wled
g
e
”
s
u
b
s
ca
le
,
a
s
ig
n
if
ican
ce
lev
el
o
f
p
=
0
.
0
0
0
,
an
d
an
ef
f
ec
t
s
ize
o
f
0
.
6
9
.
On
th
e
“u
s
ag
e
”
s
u
b
s
ca
le,
th
e
m
e
an
d
if
f
er
e
n
c
e
was
-
4
.
0
1
5
,
p
=0
.
0
0
0
,
an
d
an
ef
f
e
ct
s
ize
o
f
0
.
7
1
,
in
d
ic
atin
g
th
at
s
tu
d
en
ts
s
ig
n
if
ican
tly
im
p
r
o
v
ed
th
eir
a
b
ilit
y
to
r
eso
lv
e
tech
n
ical
is
s
u
es
f
o
llo
win
g
th
e
p
r
o
g
r
a
m
.
T
h
ese
f
in
d
in
g
s
s
h
o
w
th
at
th
e
p
r
o
p
o
s
ed
co
llab
o
r
ati
v
e
d
ig
ital
tr
ain
in
g
p
r
o
g
r
a
m
f
o
r
b
io
lo
g
y
teac
h
er
s
was
ef
f
ec
tiv
e
in
im
p
r
o
v
in
g
d
if
f
er
en
t
asp
ec
ts
o
f
d
ig
ital
co
m
p
eten
cy
p
r
o
p
o
s
ed
in
th
e
co
m
m
o
n
d
ig
ital
co
m
p
eten
ce
f
r
a
m
ewo
r
k
f
o
r
teac
h
er
s
(
I
NT
E
F).
Un
iv
er
s
ity
s
tu
d
en
ts
ar
e
r
ath
er
a
n
x
io
u
s
ab
o
u
t
th
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p
r
o
s
p
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t
o
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te
g
r
atin
g
I
C
T
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in
to
th
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class
r
o
o
m
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as
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u
g
g
ested
b
y
th
e
r
esu
lts
o
f
th
e
s
tu
d
en
t
in
ter
v
iew
d
ep
icted
in
Fig
u
r
e
1
.
W
h
en
im
p
lem
en
ti
n
g
n
ew
I
C
T
-
b
ased
teac
h
in
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m
eth
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b
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lo
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teac
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s
m
a
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f
ac
e
a
n
u
m
b
e
r
o
f
o
b
s
tacle
s
an
d
ch
allen
g
es.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
597
-
606
602
Fig
u
r
e
1
.
Facto
r
s
h
i
n
d
er
in
g
d
i
g
ital c
o
m
p
eten
ce
d
ev
elo
p
m
en
t
T
h
e
m
ain
ch
allen
g
es
to
s
u
cc
e
s
s
f
u
lly
in
teg
r
atin
g
d
ig
ital
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
ies
in
to
in
s
tr
u
ctio
n
al
p
r
ac
tice
ar
e
th
e
lack
o
f
a
d
eq
u
ate
tr
ain
in
g
(
3
8
%)
an
d
th
e
m
is
m
atch
o
f
q
u
alif
icatio
n
s
(
2
2
%).
Hen
ce
,
teac
h
e
r
ed
u
ca
tio
n
u
n
iv
er
s
ities
n
ee
d
to
r
ed
ef
in
e
th
ei
r
teac
h
in
g
p
r
o
g
r
am
s
to
p
r
o
v
i
d
e
s
tu
d
en
ts
with
ad
d
itio
n
al
tr
ain
in
g
aim
ed
at
p
r
ep
ar
in
g
th
em
f
o
r
th
e
lab
o
r
m
ar
k
et
d
e
m
an
d
s
o
f
th
e
d
ig
ital
wo
r
ld
.
A
s
u
b
s
tan
tial
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
la
b
eled
th
e
lack
o
f
ex
p
e
r
ien
ce
with
d
ig
ital
t
o
o
ls
(
1
0
%)
a
n
d
t
h
e
lack
o
f
n
ec
ess
ar
y
r
eso
u
r
ce
s
(
1
0
%)
as
b
ar
r
ier
s
to
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
d
i
g
ital
tech
n
o
l
o
g
ies
in
to
teac
h
in
g
.
T
h
is
f
in
d
in
g
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
p
r
o
v
i
d
in
g
teac
h
er
s
n
o
t
o
n
l
y
with
th
e
ess
en
tial
k
n
o
wled
g
e
an
d
ab
ilit
ies
b
u
t
a
ls
o
with
ac
ce
s
s
to
m
o
d
er
n
e
d
u
ca
tio
n
al
r
eso
u
r
ce
s
an
d
eq
u
ip
m
en
t.
Oth
er
f
ac
to
r
s
in
clu
d
e
th
e
s
h
o
r
tag
e
o
f
tim
e
(
7
%)
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
(
6
%),
ec
o
n
o
m
ic
p
r
o
b
lem
s
(
4
%),
an
d
n
o
in
ter
n
et
ac
ce
s
s
(
3
%),
b
u
t
th
eir
in
f
lu
e
n
ce
is
less
s
ig
n
if
ican
t c
o
m
p
ar
e
d
to
th
e
f
a
cto
r
s
.
4.
DIS
CU
SS
I
O
N
Hig
h
er
ed
u
ca
tio
n
is
b
ec
o
m
in
g
in
cr
ea
s
in
g
ly
d
ig
itally
e
n
ab
led
[
1
2
]
.
As
d
i
g
ital
tech
n
o
lo
g
y
co
n
tin
u
es
to
d
ev
elo
p
,
n
ew
p
r
ac
tices
ca
n
b
e
in
tr
o
d
u
ce
d
in
t
o
teac
h
in
g
an
d
lear
n
in
g
.
T
h
e
d
i
g
ital
r
ev
o
lu
tio
n
h
as
d
r
am
atica
lly
ch
an
g
ed
th
e
wa
y
u
n
iv
er
s
ities
wo
r
k
,
i
n
ter
ac
t,
an
d
teac
h
[
2
8
]
.
T
h
e
g
en
er
al
f
r
am
ewo
r
k
f
o
r
d
i
g
ital
co
m
p
eten
ce
o
f
teac
h
e
r
s
,
d
ev
elo
p
ed
b
y
th
e
Sp
an
is
h
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
was
u
s
ed
to
as
s
es
s
th
e
d
ig
i
tal
co
m
p
eten
ce
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
[
3
]
.
Similar
ly
,
to
th
is
s
tu
d
y
,
r
esear
ch
er
s
co
v
er
e
d
f
iv
e
ar
ea
s
o
f
d
ig
ital
co
m
p
eten
c
e
wh
ich
wer
e
id
en
tifie
d
b
y
th
e
d
ig
ital
co
m
p
eten
ce
p
r
o
ject.
O
v
er
all,
p
r
e
-
s
er
v
ice
teac
h
e
r
s
p
e
r
ce
iv
ed
th
eir
d
i
g
ital
co
m
p
eten
ce
as
lo
w,
p
ar
ticu
la
r
ly
in
ar
ea
s
s
u
ch
as
d
ig
ital
c
o
n
ten
t
cr
ea
tio
n
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
,
wh
ic
h
ar
e
r
elate
d
to
th
e
in
teg
r
atio
n
o
f
I
C
T
s
.
I
n
ad
d
itio
n
,
th
e
k
n
o
wl
ed
g
e
an
d
s
k
ills
teac
h
er
s
p
o
s
s
ess
ed
wer
e
lar
g
ely
s
elf
-
tau
g
h
t.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
an
u
r
g
en
t
n
ee
d
to
in
ten
t
io
n
ally
in
teg
r
ate
b
o
th
r
elatio
n
al
an
d
in
s
tr
u
ctio
n
a
l
asp
ec
ts
o
f
I
C
T
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
s
tu
d
en
ts
ex
h
ib
ited
s
ig
n
if
ican
t
in
cr
ea
s
es
in
in
f
o
r
m
atio
n
liter
ac
y
,
co
llab
o
r
atio
n
,
s
af
ety
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
.
Po
s
t
-
tr
ain
in
g
v
alu
es
o
f
d
ig
ital
co
n
ten
t
cr
ea
ti
o
n
wer
e
h
i
g
h
er
as
well
(
p
=0
.
0
2
0
)
,
e
v
en
t
h
o
u
g
h
th
e
s
tatis
tical
s
ig
n
if
ican
ce
o
f
th
is
im
p
r
o
v
e
m
en
t
was
l
o
wer
co
m
p
ar
ed
to
o
th
e
r
ar
ea
s
.
A
n
o
n
-
ex
p
e
r
im
en
tal
s
tu
d
y
e
x
am
in
in
g
t
h
e
d
if
f
er
e
n
ce
s
in
th
e
u
n
d
er
s
tan
d
in
g
an
d
a
p
p
licatio
n
o
f
I
C
T
am
o
n
g
teac
h
e
r
s
an
d
th
e
in
f
l
u
en
ce
o
f
v
ar
io
u
s
f
ac
t
o
r
s
(
i.e
.
,
g
en
d
er
,
ag
e,
a
n
d
ed
u
ca
tio
n
al
s
tag
e)
o
n
d
ig
ital
co
m
p
eten
ce
r
e
p
o
r
te
d
th
e
p
r
esen
ce
o
f
s
tatis
tically
s
ig
n
if
ican
t
v
ar
iatio
n
s
in
th
e
u
n
d
er
s
tan
d
i
n
g
an
d
ap
p
licatio
n
o
f
2
.
0
to
o
ls
an
d
Mo
o
d
le
m
o
d
u
les
[
2
9
]
.
T
h
e
ag
e
an
d
g
en
d
e
r
af
f
ec
ted
th
e
p
r
ed
ictio
n
o
f
th
e
le
v
el
o
f
p
ed
ag
o
g
ical
d
ig
ital
co
m
p
eten
ce
,
wh
ile
th
e
ed
u
ca
tio
n
al
s
tag
e
in
wh
ich
ed
u
ca
to
r
s
teac
h
h
ad
n
o
ef
f
e
ct.
T
h
e
im
p
ac
ts
o
f
g
en
d
er
a
n
d
ag
e
wer
e
n
o
t
th
e
f
o
cu
s
o
f
th
e
p
r
esen
t
s
tu
d
y
,
b
u
t
th
e
r
esu
lts
o
b
tain
ed
h
er
e
s
u
p
p
o
r
t
th
e
p
r
e
v
io
u
s
o
b
s
er
v
atio
n
t
h
at
th
e
lev
els o
f
k
n
o
wled
g
e
an
d
u
s
e
o
f
d
i
g
ital to
o
ls
ar
e
d
if
f
e
r
en
t.
An
o
th
er
s
tu
d
y
ex
am
i
n
ed
t
h
e
d
ig
ital
co
m
p
eten
ce
lev
els
o
f
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
in
r
elati
o
n
to
t
h
eir
u
s
e
o
f
I
C
T
[
3
0
]
.
T
h
e
f
o
c
u
s
was
o
n
d
ig
ital
to
o
ls
u
s
ed
to
co
n
s
u
m
e
o
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u
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in
f
o
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atio
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I
n
c
o
n
tr
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to
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h
e
cu
r
r
en
t
s
tu
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y
,
Gu
illén
-
Gá
m
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et
a
l.
[
3
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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
F
o
s
teri
n
g
d
ig
ita
l c
o
mp
eten
ce
i
n
p
r
e
-
s
ervice
b
io
lo
g
y
tea
c
h
ers
(
A
id
a
n
a
A
u
b
a
kir
)
603
v
ar
io
u
s
f
iel
d
s
o
f
k
n
o
wled
g
e
(
s
u
ch
as
ar
ts
a
n
d
h
u
m
an
ities
,
en
g
in
ee
r
in
g
,
an
d
m
e
d
icin
e)
an
d
with
d
if
f
e
r
en
t
lev
els
o
f
teac
h
i
n
g
e
x
p
er
ie
n
ce
(
r
an
g
in
g
f
r
o
m
0
–
5
y
ea
r
s
,
6
–
1
4
y
ea
r
s
,
to
1
5
y
ea
r
s
o
r
m
o
r
e)
.
I
t
was
f
o
u
n
d
th
at
teac
h
er
s
with
1
5
o
r
m
o
r
e
y
e
ar
s
o
f
ex
p
er
ien
ce
d
em
o
n
s
tr
at
ed
th
e
m
o
s
t
s
u
b
s
tan
tial
im
p
r
o
v
em
en
ts
in
d
ig
ital
liter
ac
y
wh
en
co
m
p
ar
in
g
th
e
u
s
e
o
f
th
r
ee
d
if
f
er
e
n
t
ty
p
es
o
f
I
C
T
r
eso
u
r
ce
s
.
A
s
im
ilar
tr
en
d
was
s
ee
n
ac
r
o
s
s
all
ar
ea
s
o
f
k
n
o
wled
g
e.
T
h
e
m
o
s
t
s
ig
n
if
ican
t
r
eso
u
r
ce
s
f
o
r
all
lev
els
o
f
ex
p
er
ien
ce
wer
e
t
h
e
cr
ea
tio
n
o
f
v
id
eo
s
,
p
o
s
ter
s
,
an
d
co
n
ce
p
t
m
a
p
s
(
i.
e.
,
v
is
u
aliza
tio
n
)
.
I
n
co
m
p
ar
is
o
n
to
th
is
s
tu
d
y
,
o
u
r
r
esear
ch
d
id
n
o
t
in
v
esti
g
ate
th
e
d
ig
ital
co
m
p
eten
ce
o
f
e
x
p
er
ien
ce
d
teac
h
er
s
.
Ho
wev
e
r
,
it
was
h
ig
h
lig
h
ted
th
at
a
s
ig
n
if
ican
t
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
id
e
n
tifie
d
a
lack
o
f
ex
p
er
ien
ce
with
d
ig
ital
to
o
l
s
(
1
0
%)
an
d
a
lac
k
o
f
n
ec
ess
ar
y
r
eso
u
r
ce
s
(
1
0
%
)
as
o
b
s
tacle
s
to
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
d
ig
ital
tech
n
o
lo
g
ies
in
to
teac
h
in
g
.
T
h
is
f
in
d
in
g
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
p
r
o
v
id
i
n
g
teac
h
er
s
n
o
t
o
n
ly
with
ess
en
tial
k
n
o
wled
g
e
an
d
e
x
p
er
tis
e
b
u
t
also
with
ac
ce
s
s
to
m
o
d
er
n
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
an
d
eq
u
ip
m
en
t.
A
s
tu
d
y
with
a
s
o
le
f
o
c
u
s
o
n
b
io
lo
g
y
teac
h
e
r
s
ass
ess
ed
th
e
u
s
e
o
f
in
n
o
v
ativ
e
tech
n
o
lo
g
ies
in
th
e
co
n
tex
t
o
f
B
an
g
lad
esh
[
1
6
]
.
I
t w
as
f
o
u
n
d
th
at
s
ch
o
o
l
teac
h
er
s
h
ad
b
etter
ac
ce
s
s
to
c
o
m
p
u
ter
s
th
an
th
e
a
v
er
ag
e
p
o
p
u
lace
.
T
h
ey
h
ad
t
h
e
b
asic
k
n
o
wled
g
e
o
f
Mic
r
o
s
o
f
t
Of
f
i
ce
W
o
r
d
,
E
x
ce
l,
Po
wer
Po
in
t,
an
d
d
if
f
er
e
n
t
web
b
r
o
wser
s
.
Ma
n
y
u
s
e
co
m
p
u
ter
s
to
p
r
ep
ar
e
lectu
r
es,
f
in
d
tea
ch
in
g
m
ater
ials
o
n
th
e
I
n
ter
n
e
t,
an
d
h
o
ld
class
es
u
s
in
g
m
u
ltime
d
ia
an
d
I
C
T
.
At
th
e
s
am
e
tim
e,
ab
o
u
t
1
7
%
to
2
5
%
o
f
teac
h
e
r
s
m
ad
e
n
o
u
s
e
o
f
I
C
T
to
o
ls
b
ec
au
s
e
o
f
th
e
ab
s
en
ce
o
f
n
e
ce
s
s
ar
y
h
ar
d
war
e.
I
n
t
h
e
p
r
es
en
t
s
tu
d
y
,
th
e
h
in
d
er
in
g
elem
en
ts
af
f
ec
tin
g
th
e
g
r
o
wth
o
f
p
r
e
-
s
er
v
ice
teac
h
e
r
s
’
d
ig
ital
liter
ac
y
wer
e
f
o
u
n
d
to
b
e
t
h
e
lack
o
f
ad
eq
u
ate
tr
ain
in
g
(
3
8
%),
in
s
u
f
f
icien
t e
x
p
e
r
ien
ce
(
1
0
%),
an
d
lack
o
f
r
eso
u
r
ce
s
(
1
0
%).
An
o
th
er
s
tu
d
y
aim
ed
to
o
b
jec
tiv
ely
an
d
c
o
m
p
r
e
h
en
s
iv
ely
d
escr
ib
e
th
e
d
ig
ital
co
m
p
eten
ce
p
r
o
f
ile
o
f
b
io
lo
g
y
teac
h
e
r
s
[
3
1
]
.
I
t
e
m
p
lo
y
ed
a
q
u
an
titativ
e
d
escr
ip
tiv
e
r
esear
ch
d
esig
n
an
d
u
tili
ze
d
a
s
p
ec
ially
d
ev
elo
p
e
d
q
u
esti
o
n
n
air
e
to
ass
ess
th
e
d
ig
ital
p
r
o
f
icien
cy
o
f
b
io
lo
g
y
teac
h
er
s
.
T
h
e
s
tu
d
y
r
e
s
u
lts
in
d
icate
d
th
at
th
e
av
er
ag
e
s
co
r
e
f
o
r
th
e
in
ter
m
ed
iate
ex
ten
t
o
f
d
ig
ital
p
r
o
f
icien
cy
am
o
n
g
ea
r
ly
-
s
tag
e
b
i
o
lo
g
y
teac
h
er
s
was
3
.
1
3
,
r
ef
lectin
g
a
m
o
d
er
ate
l
ev
el.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
ea
r
lier
s
tu
d
ies
:
th
e
p
r
o
p
o
s
ed
p
r
o
g
r
a
m
s
ig
n
if
ican
tly
en
h
an
ce
d
b
io
lo
g
y
teac
h
er
s
’
k
n
o
wled
g
e
i
n
th
e
ar
ea
o
f
in
f
o
r
m
atio
n
an
d
d
ig
ita
l
liter
ac
y
(
p
=0
.
0
0
1
)
.
T
h
e
ass
ess
m
en
t
o
f
co
m
m
u
n
ic
atio
n
an
d
c
o
llab
o
r
atio
n
s
k
ills
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
af
ter
th
e
in
ter
v
en
tio
n
(
p
=0
.
0
0
1
)
,
in
d
ic
atin
g
th
at
th
e
p
ar
ticip
an
ts
b
e
ca
m
e
b
etter
co
llab
o
r
at
o
r
s
f
o
l
lo
win
g
th
e
d
ig
ital
co
m
p
eten
ce
d
ev
elo
p
m
en
t
p
r
o
g
r
am
.
U
p
o
n
c
o
m
p
letio
n
o
f
th
e
tr
ain
in
g
p
r
o
g
r
am
,
r
esp
o
n
d
en
ts
ex
h
ib
ited
a
s
ig
n
if
ican
tly
h
ig
h
er
lev
el
o
f
k
n
o
wled
g
e
i
n
d
ig
ital c
o
n
ten
t c
r
ea
tio
n
(
p
=
0
.
0
2
0
)
.
An
o
th
er
s
tu
d
y
ex
am
in
e
d
p
h
e
n
o
m
en
a
h
ap
p
en
in
g
d
u
r
in
g
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
[
3
2
]
.
T
h
is
s
tu
d
y
in
v
o
lv
ed
6
4
p
ar
ticip
an
ts
f
r
o
m
ev
er
y
u
n
iv
e
r
s
ity
in
B
ali
o
f
f
er
in
g
b
io
lo
g
y
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
,
wh
o
co
m
p
leted
th
e
“m
etac
o
g
n
itiv
e
ab
ilit
ies”
,
“self
-
r
eg
u
lated
lear
n
in
g
”,
an
d
“d
ig
ital
liter
ac
y
”
q
u
esti
o
n
n
air
es
d
is
s
em
in
ated
th
r
o
u
g
h
Go
o
g
le
Fo
r
m
s
.
T
h
e
r
esu
lts
in
d
icate
d
th
at
m
etac
o
g
n
itiv
e
ab
ilit
ies
ac
co
u
n
ted
f
o
r
2
3
.
1
%
o
f
th
e
d
i
g
ital
liter
ac
y
s
k
ills
am
o
n
g
b
i
o
lo
g
y
s
tu
d
en
ts
in
B
ali.
C
o
n
v
er
s
el
y
,
th
e
im
p
ac
t
o
f
m
etac
o
g
n
iti
v
e
ab
ilit
ies
o
n
th
e
d
ev
elo
p
m
e
n
t
o
f
s
elf
-
r
eg
u
latio
n
s
k
ills
wa
s
4
1
.
8
%.
Mo
r
eo
v
e
r
,
in
b
io
lo
g
y
co
u
r
s
es,
m
etac
o
g
n
itiv
e
ab
ilit
ies
h
ad
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
d
ig
ital
liter
ac
y
,
in
co
n
tr
ast
to
s
elf
-
r
e
g
u
lated
lear
n
in
g
.
T
h
is
r
esear
c
h
d
em
o
n
s
tr
ated
th
at
in
n
o
v
ativ
e
teac
h
in
g
p
r
ac
tices
co
u
ld
en
h
an
ce
teac
h
e
r
s
’
d
ig
i
tal
co
m
p
eten
ce
,
wh
ile
th
e
a
f
o
r
em
en
tio
n
ed
s
tu
d
y
id
en
tifie
d
th
e
r
o
le
o
f
m
etac
o
g
n
itiv
e
ab
ilit
ies
in
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
’
d
i
g
ital
liter
ac
y
an
d
s
elf
-
r
eg
u
latio
n
s
k
ills
.
So
m
e
s
tu
d
ies
h
av
e
also
ad
d
r
ess
ed
th
e
is
s
u
e
o
f
I
C
T
in
ed
u
ca
tio
n
,
b
u
t
th
eir
r
esu
lts
d
if
f
er
s
o
m
ewh
at
f
r
o
m
o
u
r
f
in
d
in
g
s
.
So
m
e
r
es
ea
r
ch
er
s
ass
ess
ed
th
e
u
s
e
o
f
d
ig
ital
in
f
o
r
m
ati
o
n
in
th
e
p
h
y
s
ics
class
r
o
o
m
b
y
teac
h
er
s
an
d
i
n
s
tu
d
en
ts
’
p
r
ep
ar
atio
n
at
h
o
m
e
w
h
ile
also
ex
p
lo
r
in
g
h
o
w
t
h
e
in
co
r
p
o
r
atio
n
o
f
ex
is
tin
g
s
o
f
twar
e
an
d
h
ar
d
war
e
in
to
teac
h
in
g
a
f
f
ec
ts
d
ig
ital
co
m
p
eten
ce
[
3
3
]
.
T
h
e
co
m
b
in
atio
n
o
f
tr
a
d
itio
n
a
l
teac
h
in
g
p
r
ac
tices
with
m
o
d
er
n
g
a
d
g
ets
an
d
s
p
ec
ialized
s
o
f
twar
e
p
r
o
g
r
a
m
s
was
d
ee
m
ed
co
n
tr
ib
u
to
r
y
t
o
th
e
f
o
r
m
atio
n
o
f
in
f
o
r
m
atio
n
al
an
d
d
i
g
ital
co
m
p
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.
A
n
o
th
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s
tu
d
y
s
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g
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ested
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s
in
g
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in
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t
to
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s
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elate
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,
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e
class
if
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f
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in
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s
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u
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h
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h
u
m
a
n
b
o
d
y
[
34
]
.
T
h
o
s
e
wh
o
p
ar
ticip
ate
d
in
th
e
in
itiativ
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r
ep
o
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ted
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at
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f
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u
t
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al
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.
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h
i
s
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tio
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h
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d
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ter
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etwo
r
k
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s
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in
th
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tio
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ettin
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5.
CO
NCLU
SI
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T
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p
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in
d
in
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cr
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o
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h
e
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at
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k
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k
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ter
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et
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in
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m
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Kaz
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I
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DATA AV
AI
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AB
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All
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th
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p
u
b
lis
h
ed
a
r
ticle.
RE
F
E
R
E
NC
E
S
[
1
]
C
.
R
o
m
e
r
o
-
G
a
r
c
í
a
,
O
.
B
u
z
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,
a
n
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P
.
d
e
P
a
z
-
L
u
g
o
,
“
I
mp
r
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v
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f
u
t
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a
c
h
e
r
s’
d
i
g
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t
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p
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g
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met
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s
,
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u
st
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.
1
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.
1
8
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p
.
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2
0
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:
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0
.
3
3
9
0
/
s
u
1
2
1
8
7
7
9
8
.
[
2
]
J.
M
.
F
e
r
n
á
n
d
e
z
-
B
a
t
a
n
e
r
o
,
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.
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o
-
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a
,
J.
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-
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a
n
d
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a
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í
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-
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a
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z
,
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.
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.
[
3
]
M
.
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.
F
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.
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[
4
]
L.
v
o
n
K
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t
z
e
b
u
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t
a
l
.
,
“
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[
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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Evaluation Warning : The document was created with Spire.PDF for Python.