Study on the Optimal Usage of Active and Passive Technology-Based Teaching Resources
Today’s digital age is redesigning the educational process significantly, so the researchers have conducted a survey to explore the practice of teachers in the integration of contemporary information and communication technologies (ICT) at school level in Bulgaria. The paper presents and analyses findings of the teachers’ views on the frequency of use and usefulness of passive and active teaching resources – presentations, simulations, virtual laboratories, and learning games. Furthermore, based on a mathematical approach grounded in the utility theory and stochastic approximation the researchers develop a quantitative model. This model presents a utility function that reflects the teachers’ preferences for employing ICT tools and their impact on two of teaching approaches – passive and active. The derived utility functions help to reveal the sub-optimal proportions of the considered technological resources in the classroom education. The authors also provide some discussions, suggestions, and conclusions.
KeywordsActive and passive teaching ICT-based resources Teachers preferences Utility function
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