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CC B
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C
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1.
I
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D
UCT
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O
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p
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[
1
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,
[
2
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.
Dig
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[
3
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B
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[
5
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5
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.
T
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6
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7
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T
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en
ce
o
f
th
e
p
r
o
b
lem
p
er
m
ea
tes
v
ar
io
u
s
lev
els
o
f
co
n
tem
p
o
r
ar
y
ed
u
ca
ti
o
n
,
wh
er
e
th
e
in
teg
r
atio
n
o
f
d
ig
ital
tech
n
o
lo
g
ies
an
d
d
ig
ital
tr
an
s
f
o
r
m
atio
n
n
ec
ess
itate
a
f
r
esh
p
e
r
s
p
ec
tiv
e
o
n
th
e
p
r
o
ce
s
s
es
o
f
lear
n
in
g
an
d
t
h
e
r
o
les
o
f
lead
er
s
in
th
is
co
n
tex
t.
Alth
o
u
g
h
r
esea
r
ch
d
em
o
n
s
tr
ates a
p
o
s
itiv
e
im
p
ac
t o
f
d
ig
italizatio
n
o
n
ed
u
ca
tio
n
al
p
r
o
ce
s
s
es,
a
s
u
b
s
tan
tial
p
o
r
tio
n
o
f
s
ch
o
lar
ly
wo
r
k
f
o
cu
s
es
o
n
th
e
tech
n
ical
asp
ec
ts
o
f
im
p
lem
en
tin
g
I
C
T
r
ath
er
th
a
n
an
aly
zin
g
th
eir
in
f
lu
e
n
ce
o
n
p
ed
ag
o
g
ical
p
r
ac
tices
an
d
tech
n
o
lo
g
ical
lead
er
s
h
ip
[
5
]
.
Prio
r
s
tu
d
ies
h
av
e
id
en
tifie
d
s
ev
er
al
is
s
u
es
r
elate
d
to
th
e
in
teg
r
atio
n
o
f
I
C
T
in
to
ed
u
ca
tio
n
al
p
r
o
ce
s
s
es,
in
clu
d
in
g
a
lack
o
f
ac
ce
s
s
to
n
ec
ess
ar
y
tech
n
o
lo
g
ies,
in
s
u
f
f
icien
t
s
u
p
p
o
r
t
f
r
o
m
lead
er
s
h
ip
,
a
n
d
in
a
d
eq
u
ate
d
ig
ital
co
m
p
ete
n
ce
am
o
n
g
ed
u
ca
to
r
s
[
6
]
,
[
7
]
.
De
s
p
ite
ex
is
tin
g
r
esear
ch
,
t
h
er
e
r
em
ain
s
a
s
ig
n
if
ican
t
g
ap
in
u
n
d
er
s
tan
d
i
n
g
h
o
w
d
ig
ital
tr
an
s
f
o
r
m
atio
n
s
p
ec
if
ically
af
f
ec
ts
tech
n
o
lo
g
ical
lead
er
s
h
ip
with
in
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
.
T
h
er
e
is
a
n
ee
d
f
o
r
r
esear
ch
th
at
s
y
s
tem
atica
lly
ex
am
in
es
n
o
t
o
n
l
y
th
e
tech
n
ical
b
u
t
also
th
e
m
an
a
g
er
ial
asp
ec
ts
o
f
I
C
T
im
p
lem
en
tatio
n
in
ed
u
ca
tio
n
.
T
h
is
s
tu
d
y
aim
s
to
ad
d
r
ess
th
i
s
g
ap
b
y
ex
p
l
o
r
in
g
h
o
w
e
d
u
ca
tio
n
al
lead
er
s
ad
ap
t
to
th
e
c
h
allen
g
es
o
f
d
i
g
ital
tr
a
n
s
f
o
r
m
atio
n
an
d
h
o
w
th
eir
lead
er
s
h
ip
im
p
ac
ts
t
h
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
I
C
T
.
I
C
T
ar
e
b
ec
o
m
in
g
an
in
teg
r
a
l
p
ar
t
o
f
th
e
ed
u
ca
tio
n
al
s
y
s
tem
[
8
]
,
[
9
]
.
T
h
ey
h
a
v
e
b
r
o
u
g
h
t
ab
o
u
t
ch
an
g
es
in
m
an
y
s
p
h
er
es
o
f
p
eo
p
le'
s
liv
es,
co
m
p
ellin
g
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
ad
m
in
is
tr
ato
r
s
,
an
d
ed
u
ca
t
o
r
s
to
r
ec
o
n
s
id
er
th
ei
r
r
o
les,
tea
ch
in
g
m
eth
o
d
s
,
an
d
v
is
io
n
f
o
r
th
e
f
u
t
u
r
e
[
1
0
]
–
[
1
2
]
.
T
h
is
s
tu
d
y
p
r
o
v
id
es
a
s
y
s
tem
atic
an
aly
s
is
o
f
th
e
im
p
ac
t
o
f
I
C
T
o
n
tech
n
o
l
o
g
ical
lead
er
s
h
ip
with
in
e
d
u
ca
tio
n
a
l
in
s
titu
tio
n
s
.
T
h
e
ap
p
r
o
ac
h
f
o
cu
s
es
o
n
th
e
ef
f
ec
t
iv
en
ess
o
f
I
C
T
u
tili
za
tio
n
b
y
t
ea
ch
er
s
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
co
m
p
ar
es
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
th
e
co
n
te
x
t
o
f
I
C
T
im
p
lem
en
tatio
n
v
er
s
u
s
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
.
Data
co
llectio
n
was
co
n
d
u
cted
th
r
o
u
g
h
s
u
r
v
e
y
s
o
f
teac
h
er
s
a
n
d
s
tu
d
e
n
ts
,
as
well
as
an
ass
ess
m
en
t
o
f
s
tu
d
en
ts
'
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
,
en
ab
li
n
g
th
e
id
e
n
tific
atio
n
o
f
k
ey
tr
en
d
s
in
I
C
T
u
s
e
an
d
its
im
p
ac
t
o
n
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
e
co
n
tr
ib
u
tio
n
o
f
t
h
is
wo
r
k
lies
in
th
e
s
y
s
tem
atic
an
aly
s
is
o
f
th
e
im
p
ac
t
o
f
I
C
T
o
n
tech
n
o
lo
g
ical
lead
er
s
h
ip
in
ed
u
ca
tio
n
,
id
e
n
tify
in
g
k
ey
tr
en
d
s
,
an
d
p
r
ac
tical
asp
ec
ts
o
f
im
p
lem
en
tin
g
n
ew
tech
n
o
lo
g
ies in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
e
n
o
v
e
lty
o
f
th
e
r
esear
c
h
is
ju
s
tifie
d
b
y
th
e
co
n
te
m
p
o
r
a
r
y
n
atu
r
e
o
f
th
e
t
o
p
ic
a
n
d
t
h
e
n
ec
ess
ity
to
p
r
o
v
id
e
s
p
ec
if
ic
r
ec
o
m
m
en
d
atio
n
s
an
d
s
tr
ateg
ies
f
o
r
ed
u
ca
tio
n
al
lead
er
s
f
ac
in
g
th
e
ch
allen
g
es
o
f
d
ig
ital
tr
an
s
f
o
r
m
atio
n
.
T
h
e
p
r
ac
tical
s
ig
n
if
ican
ce
o
f
t
h
is
ar
ticle
is
in
o
f
f
er
in
g
a
c
o
m
p
r
eh
e
n
s
iv
e
ev
alu
atio
n
o
f
th
e
ef
f
ec
tiv
en
ess
o
f
I
C
T
im
p
lem
en
tatio
n
an
d
th
e
im
p
ac
t
o
f
d
ig
ital
tr
an
s
f
o
r
m
atio
n
o
n
tech
n
o
lo
g
ical
lead
er
s
h
ip
with
in
th
e
co
n
tex
t
o
f
th
e
ed
u
c
atio
n
al
m
o
d
el
“in
d
u
s
tr
y
4
.
0
”
.
T
h
e
s
u
r
v
ey
r
esu
lts
em
p
h
asize
n
o
t
o
n
ly
teac
h
er
s
'
p
o
s
itiv
e
attitu
d
es
to
war
d
I
C
T
u
s
ag
e
b
u
t
also
r
ev
ea
l
ex
is
tin
g
ch
allen
g
es
s
u
ch
as
a
la
ck
o
f
s
u
p
p
o
r
t
f
r
o
m
lead
er
s
h
ip
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
I
nd
us
t
ry
4
.
0
I
n
d
u
s
tr
y
4
.
0
is
a
co
llectiv
e
ter
m
th
at
s
ig
n
if
ies b
r
ea
k
th
r
o
u
g
h
tech
n
o
lo
g
ies an
d
co
n
ce
p
ts
f
o
r
o
r
g
an
izin
g
th
e
v
alu
e
ch
ain
,
as
well
as
a
wav
e
o
f
d
is
r
u
p
tio
n
s
an
d
u
n
ce
r
tain
ties
,
r
o
o
ted
in
in
d
u
s
tr
ial
tr
an
s
f
o
r
m
atio
n
,
r
ev
italizatio
n
,
an
d
d
ev
elo
p
m
en
t
[
1
3
]
.
T
h
e
f
o
u
r
t
h
in
d
u
s
t
r
ial
r
ev
o
lu
tio
n
r
ef
er
r
ed
to
a
s
in
d
u
s
tr
y
4
.
0
,
is
ch
ar
ac
ter
ized
b
y
th
e
“
em
er
g
en
ce
o
f
c
y
b
er
-
p
h
y
s
ical
s
y
s
tem
s
th
at
o
f
f
er
en
tire
ly
n
e
w
p
o
s
s
ib
ilit
ies
f
o
r
h
u
m
an
-
m
ac
h
in
e
in
ter
ac
tio
n
”
[
1
0
]
.
R
esear
ch
er
s
in
p
r
ev
io
u
s
s
tu
d
ies
s
u
g
g
est
th
at
th
ese
n
ew
ca
p
ab
ilit
ies
ar
e
b
u
ilt
u
p
o
n
t
h
e
tech
n
o
lo
g
ies
an
d
in
f
r
astru
ctu
r
e
estab
lis
h
ed
d
u
r
in
g
th
e
t
h
ir
d
i
n
d
u
s
tr
i
al
r
ev
o
lu
tio
n
,
b
u
t
in
d
u
s
tr
y
4
.
0
is
ch
ar
ac
ter
ized
b
y
n
o
v
el
m
eth
o
d
s
o
f
in
teg
r
atin
g
tech
n
o
lo
g
ies in
to
s
o
ciety
[
8
]
,
[
1
0
]
,
[
1
4
]
.
T
h
e
ter
m
“in
d
u
s
tr
y
4
.
0
”
p
a
y
s
s
p
ec
ial
atten
tio
n
to
th
e
m
er
g
in
g
o
f
in
f
o
r
m
atio
n
tech
n
o
l
o
g
ies
an
d
b
io
tech
n
o
l
o
g
ies.
T
h
is
d
ef
in
itio
n
f
ac
ilit
ates
th
e
p
r
o
ce
s
s
o
f
b
lu
r
r
in
g
th
e
b
o
u
n
d
ar
ies
b
et
wee
n
th
e
p
h
y
s
ical,
d
ig
ital,
an
d
b
io
l
o
g
ical
wo
r
ld
s
[
1
0
]
,
[
1
5
]
.
T
h
e
e
v
o
lu
tio
n
t
o
war
d
s
in
d
u
s
tr
y
4
.
0
im
p
ac
ts
alm
o
s
t
ev
er
y
s
p
h
er
e
o
f
o
u
r
d
aily
liv
es,
r
esh
a
p
in
g
atti
tu
d
es
to
war
d
s
tech
n
o
lo
g
y
an
d
tr
an
s
f
o
r
m
i
n
g
th
e
n
atu
r
e
an
d
lo
ca
tio
n
o
f
wo
r
k
[
1
5
]
–
[
1
7
]
.
T
h
is
r
ev
o
lu
tio
n
s
tar
ts
f
r
o
m
th
e
lead
i
n
g
p
o
s
itio
n
s
o
f
th
e
in
d
u
s
tr
ial
r
ev
o
lu
tio
n
b
u
t
d
if
f
e
r
s
in
th
at
it
s
elec
ts
tech
n
o
lo
g
ies
f
r
o
m
i
n
ter
n
atio
n
al,
p
h
y
s
ical,
an
d
b
io
l
o
g
ical
r
ea
lm
s
[
1
0
]
.
An
im
p
o
r
ta
n
t
n
o
te:
ev
alu
atin
g
in
d
u
s
tr
y
4
.
0
ca
n
b
e
ac
h
iev
ed
b
y
u
n
d
e
r
s
tan
d
in
g
th
e
tec
h
n
o
l
o
g
ies
th
at
f
o
r
m
its
f
o
u
n
d
ati
o
n
.
T
h
e
au
th
o
r
p
r
o
v
id
ed
th
e
f
o
llo
win
g
lis
t
o
f
tech
n
o
l
o
g
ies:
ar
tific
ial
in
tellig
en
ce
(
AI
)
an
d
r
o
b
o
tics
,
p
er
v
asiv
e
s
en
s
o
r
s
,
v
ir
tu
al
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
3
5
8
-
2
3
6
8
2360
au
g
m
en
ted
r
ea
lity
(
AR
)
,
a
d
d
it
iv
e
m
an
u
f
ac
tu
r
in
g
,
b
l
o
ck
ch
ai
n
,
an
d
d
is
tr
ib
u
ted
led
g
er
tech
n
o
lo
g
ies,
as
well
as
ad
v
an
ce
d
m
ater
ials
an
d
n
a
n
o
m
ater
ials
,
am
o
n
g
m
a
n
y
o
th
er
s
[
1
8
]
.
2
.
2
.
I
nfo
r
m
a
t
io
n c
o
m
pu
t
er
t
ec
hn
o
lo
g
ies
Dig
ital
tech
n
o
lo
g
ies
h
av
e
r
a
d
ically
ch
an
g
ed
th
e
f
ield
o
f
ed
u
ca
tio
n
.
I
n
n
o
v
ati
o
n
s
s
u
ch
as
s
m
ar
t
d
ev
ices,
th
e
in
ter
n
et
o
f
th
in
g
s
(
I
o
T
)
,
AI
,
AR
,
v
ir
tu
al
r
ea
lity
(
VR
)
,
b
lo
ck
ch
ain
,
an
d
a
r
an
g
e
o
f
s
o
f
twar
e
ap
p
licatio
n
s
ar
e
cr
ea
tin
g
n
e
w
o
p
p
o
r
t
u
n
ities
f
o
r
im
p
r
o
v
in
g
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es
[
19
]
.
Dig
ital
lear
n
in
g
ca
n
b
ec
o
m
e
a
d
r
iv
i
n
g
f
o
r
ce
f
o
r
d
e
v
elo
p
i
n
g
s
k
ills
th
at
co
n
t
r
ib
u
te
to
th
e
d
ig
ital
tr
an
s
f
o
r
m
atio
n
o
f
o
r
g
an
izatio
n
s
[2
0
]
.
Acc
o
r
d
in
g
to
th
e
a
u
th
o
r
s
o
f
th
e
s
tu
d
y
,
in
n
o
v
atio
n
s
ar
e
lar
g
el
y
d
eter
m
in
ed
b
y
b
u
s
in
ess
d
y
n
am
ics
an
d
lead
e
r
s
h
ip
c
o
m
m
itm
en
t,
an
d
to
a
s
ig
n
if
ican
tl
y
less
er
ex
ten
t
b
y
s
tr
ateg
y
.
I
n
th
e
ca
s
e
o
f
d
ig
ital
tr
an
s
f
o
r
m
atio
n
,
th
e
r
o
le
o
f
I
T
d
ep
ar
tm
en
ts
an
d
th
e
s
er
v
ices t
h
ey
p
r
o
v
id
e
is
less
s
ig
n
if
ican
t
[2
0
]
.
I
n
th
e
wo
r
k
s
o
f
v
a
r
io
u
s
r
esea
r
ch
er
s
,
ef
f
o
r
ts
o
f
m
an
y
co
u
n
t
r
ies
ar
e
ev
id
en
t
in
in
teg
r
atin
g
I
C
T
in
to
ed
u
ca
tio
n
al
s
y
s
tem
s
,
aim
in
g
n
o
t
o
n
ly
t
o
p
r
o
v
id
e
ac
ce
s
s
to
t
ec
h
n
o
lo
g
ies
b
u
t
also
to
cr
ea
te
a
lear
n
in
g
co
n
tex
t
th
at
alig
n
s
with
th
e
r
eq
u
ir
em
en
ts
o
f
m
o
d
er
n
in
d
u
s
tr
y
[2
1
]
–
[2
3
]
.
I
n
r
ec
e
n
t
y
ea
r
s
,
ed
u
ca
t
io
n
s
y
s
tem
s
ac
r
o
s
s
v
ar
io
u
s
c
o
u
n
tr
ies
h
av
e
s
ig
n
if
ican
tly
in
cr
ea
s
ed
th
eir
in
v
est
m
en
ts
in
in
te
g
r
atin
g
I
C
T
an
d
h
av
e
ad
ap
te
d
th
eir
s
tr
ateg
ies
an
d
p
o
licies
to
p
r
io
r
itize
I
C
T
in
teg
r
atio
n
with
in
t
h
eir
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
[2
2
]
,
[
2
3
]
.
T
h
is
f
o
cu
s
h
as
led
to
ch
allen
g
es
r
eg
ar
d
i
n
g
th
e
q
u
ality
o
f
teac
h
in
g
an
d
lear
n
in
g
with
I
C
T
,
p
ar
tic
u
lar
ly
in
ter
m
s
o
f
u
n
d
er
s
tan
d
i
n
g
,
ad
a
p
tin
g
to
,
an
d
d
e
v
elo
p
in
g
ed
u
ca
tio
n
s
y
s
tem
s
th
at
alig
n
with
cu
r
r
en
t
tech
n
o
lo
g
ical
tr
en
d
s
[2
4
]
.
R
esear
ch
s
h
o
ws
th
at
d
esp
ite
s
ig
n
if
ican
t
in
v
estme
n
ts
in
tec
h
n
o
lo
g
y
in
teg
r
atio
n
with
in
s
ch
o
o
ls
,
th
e
an
ticip
ated
o
u
tco
m
es
h
av
e
n
o
t b
ee
n
r
ea
lized
[2
1
]
,
[
2
3
]
.
T
h
e
ch
allen
g
es b
ec
am
e
ev
en
m
o
r
e
p
r
o
n
o
u
n
ce
d
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
wh
ich
n
ec
ess
itated
a
s
h
if
t
to
o
n
lin
e
ed
u
ca
tio
n
at
all
lev
els
[2
5
]
.
T
h
is
r
ap
id
tr
an
s
itio
n
to
o
n
lin
e
lear
n
in
g
a
cc
eler
ated
th
e
ad
o
p
tio
n
o
f
d
ig
ital
tech
n
o
lo
g
ies
an
d
h
ig
h
lig
h
ted
is
s
u
es
r
elate
d
to
th
e
p
r
o
ce
s
s
es,
n
atu
r
e,
s
ca
le,
an
d
ef
f
ec
tiv
en
ess
o
f
d
ig
itizatio
n
in
s
ch
o
o
ls
[2
6
]
,
[
2
7
]
.
Sp
ec
if
i
ca
lly
,
m
an
y
s
ch
o
o
ls
f
ac
ed
ch
allen
g
es
s
u
ch
as
li
m
ited
ex
p
e
r
ien
ce
an
d
lo
w
d
ig
ital
ca
p
ac
ity
,
wh
ich
ex
ac
e
r
b
ated
in
e
q
u
alities
,
d
is
p
ar
ities
,
an
d
ed
u
ca
tio
n
al
g
ap
s
[2
8
]
,
[
29
]
.
T
h
ese
o
b
s
er
v
atio
n
s
h
ig
h
lig
h
t
th
e
u
r
g
e
n
t
n
ee
d
f
o
r
s
ch
o
o
ls
to
an
aly
ze
an
d
lear
n
f
r
o
m
th
e
s
e
ex
p
er
ien
ce
s
to
im
p
r
o
v
e
th
eir
d
ig
ital
ca
p
a
b
ilit
ies
an
d
o
v
er
all
lev
el
o
f
d
ig
itizatio
n
[
6
]
.
T
h
e
d
ig
itizatio
n
p
r
o
ce
s
s
o
f
f
er
s
o
p
p
o
r
tu
n
ities
f
o
r
a
s
ig
n
if
ica
n
t o
v
er
h
a
u
l o
f
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
af
f
ec
ts
v
ar
io
u
s
asp
ec
ts
o
f
th
eir
d
ev
elo
p
m
en
t
[
7
]
,
[
8
]
,
[
1
1
]
.
H
o
wev
er
,
it
is
a
co
m
p
lex
u
n
d
e
r
tak
in
g
th
at
i
n
v
o
lv
es
m
o
r
e
th
a
n
ju
s
t
tech
n
ical
ad
v
an
ce
m
en
ts
in
tech
n
o
lo
g
y
a
n
d
in
f
r
astru
ctu
r
e
[
1
2
]
.
Fo
r
s
u
cc
ess
f
u
l
d
ig
ital
tr
an
s
f
o
r
m
atio
n
,
s
ch
o
o
ls
n
ee
d
t
o
s
tr
en
g
th
en
th
eir
d
ig
ital
p
o
te
n
tial
b
y
d
ev
elo
p
in
g
a
s
u
p
p
o
r
ti
v
e
“
cu
ltu
r
e,
p
o
licy
,
in
f
r
astru
ctu
r
e,
a
n
d
d
ig
ital
liter
ac
y
f
o
r
b
o
t
h
s
tu
d
en
ts
an
d
s
taf
f
to
f
ac
ilit
ate
th
e
ef
f
ec
tiv
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
ies in
to
teac
h
in
g
a
n
d
lear
n
in
g
”
[
6
]
.
L
iter
atu
r
e
g
ap
s
m
an
if
est
in
th
e
lim
ited
n
u
m
b
er
o
f
s
tu
d
ies
d
ed
icate
d
to
th
e
s
y
s
tem
atic
an
aly
s
is
o
f
th
e
im
p
ac
t
o
f
I
C
T
o
n
tech
n
o
l
o
g
i
ca
l
lead
er
s
h
ip
in
ed
u
ca
tio
n
.
Ma
n
y
wo
r
k
s
f
o
cu
s
o
n
th
e
tech
n
ical
asp
ec
ts
o
f
tech
n
o
lo
g
y
im
p
lem
en
tatio
n
,
s
id
elin
in
g
is
s
u
es
o
f
lead
er
s
h
ip
a
n
d
s
tr
ateg
ic
m
an
ag
e
m
en
t
in
th
e
co
n
tex
t
o
f
d
ig
ital
tr
an
s
f
o
r
m
atio
n
.
T
h
is
cr
ea
tes
a
n
ee
d
f
o
r
r
esear
ch
o
r
ien
ted
to
war
d
a
s
y
s
tem
ic
u
n
d
er
s
tan
d
in
g
o
f
th
e
in
ter
ac
tio
n
b
etwe
en
tech
n
o
lo
g
ies
an
d
th
e
r
o
le
o
f
lead
er
s
i
n
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
L
im
itatio
n
s
in
e
x
is
tin
g
r
esear
ch
ar
e
p
ar
tially
attr
ib
u
ted
to
th
e
r
a
p
id
ch
an
g
es
in
th
e
tech
n
o
lo
g
ical
lan
d
s
ca
p
e
an
d
th
e
ab
s
en
ce
o
f
g
en
e
r
alize
d
ap
p
r
o
ac
h
es
to
m
ea
s
u
r
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
I
C
T
in
ed
u
ca
tio
n
.
T
h
e
n
o
v
elty
o
f
th
e
u
p
co
m
i
n
g
s
tu
d
y
lies
in
th
e
d
ev
elo
p
m
e
n
t
o
f
a
co
m
p
r
eh
e
n
s
iv
e
m
eth
o
d
o
lo
g
ical
ap
p
r
o
a
ch
to
ex
am
i
n
in
g
th
e
in
ter
ac
tio
n
o
f
I
C
T
an
d
tech
n
o
lo
g
ical
lead
er
s
h
ip
in
t
h
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t,
co
n
s
id
er
in
g
b
o
th
tech
n
ical
an
d
o
r
g
a
n
izatio
n
al
asp
ec
ts
.
T
h
is
ad
d
r
ess
es
ex
is
tin
g
g
a
p
s
in
th
e
liter
atu
r
e
a
n
d
co
n
tr
ib
u
tes
to
u
n
d
er
s
tan
d
in
g
h
o
w
to
e
f
f
ec
tiv
ely
s
h
ap
e
ed
u
ca
tio
n
al
s
tr
ateg
ies in
th
e
co
n
tex
t
o
f
d
i
g
ital tr
an
s
f
o
r
m
atio
n
.
2
.
3
.
P
r
o
blem
s
t
a
t
e
m
ent
Dig
ital
tr
an
s
f
o
r
m
atio
n
b
r
in
g
s
s
ig
n
if
ican
t
ch
an
g
es
to
ed
u
ca
tio
n
al
p
ar
a
d
ig
m
s
,
r
eq
u
ir
in
g
n
o
t
o
n
ly
th
e
u
p
d
atin
g
o
f
tech
n
ical
in
f
r
astru
ctu
r
e
b
u
t
also
a
r
ec
o
n
s
id
er
atio
n
o
f
lea
d
er
s
h
ip
s
tr
ateg
ies.
T
h
e
r
esear
c
h
h
y
p
o
th
esis
s
u
g
g
ests
th
at
s
tu
d
e
n
ts
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
with
ac
tiv
e
I
C
T
in
teg
r
atio
n
d
e
m
o
n
s
tr
ate
a
h
ig
h
er
lev
el
o
f
a
ca
d
em
ic
p
er
f
o
r
m
an
ce
co
m
p
a
r
ed
t
o
s
tu
d
en
ts
in
i
n
s
titu
tio
n
s
with
less
p
r
o
n
o
u
n
ce
d
I
C
T
in
teg
r
atio
n
.
T
h
e
aim
o
f
th
is
ar
ticle
is
a
s
y
s
tem
atic
in
v
esti
g
atio
n
o
f
th
e
ef
f
ec
tiv
en
ess
o
f
I
C
T
in
th
e
co
n
tex
t
o
f
th
e
“in
d
u
s
tr
y
4
.
0
”
ed
u
ca
tio
n
al
m
o
d
el,
with
a
n
em
p
h
asis
o
n
t
h
e
i
m
p
ac
t
o
f
d
ig
ital
t
r
an
s
f
o
r
m
atio
n
o
n
tech
n
o
lo
g
ical
lead
er
s
h
ip
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
h
u
s
,
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
ar
e
:
i)
a
n
aly
s
is
o
f
t
ea
ch
er
s
'
u
s
e
o
f
I
C
T
in
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
;
an
d
ii)
a
n
aly
s
is
o
f
s
tu
d
e
n
t
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
in
th
e
co
n
tex
t
o
f
I
C
T
im
p
lem
en
tatio
n
co
m
p
ar
e
d
to
t
r
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
.
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
Tech
n
o
lo
g
ic
a
l le
a
d
ers
h
ip
in
i
n
d
u
s
tr
y
4
.
0
ed
u
ca
tio
n
:
in
flu
en
ce
o
f d
ig
ita
l
… (
A
s
ma
K
h
a
leel
A
b
d
a
lla
h
)
2361
3.
M
E
T
H
O
D
3
.
1
.
Study
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
an
ex
p
er
im
en
tal
d
esig
n
in
co
r
p
o
r
atin
g
elem
en
ts
o
f
b
o
th
q
u
an
ti
tativ
e
an
d
q
u
alitativ
e
an
aly
s
is
.
An
ex
p
e
r
im
en
t
is
a
co
n
tr
o
lled
an
d
s
y
s
tem
atic
in
v
esti
g
atio
n
i
n
w
h
ich
th
e
r
esear
ch
e
r
in
tr
o
d
u
ce
s
c
h
an
g
es
to
th
e
e
n
v
ir
o
n
m
en
t
to
ex
am
i
n
e
th
e
im
p
ac
t
o
f
th
ese
ch
a
n
g
es
o
n
th
e
s
tu
d
ied
o
b
ject.
Ad
d
itio
n
ally
,
th
e
s
u
r
v
ey
m
et
h
o
d
is
u
tili
ze
d
.
Qu
an
titativ
e
m
eth
o
d
s
wer
e
u
tili
ze
d
f
o
r
th
e
co
ll
ec
tio
n
an
d
an
aly
s
is
o
f
n
u
m
er
ical
d
ata,
s
u
ch
as
p
e
r
f
o
r
m
an
ce
s
co
r
es
an
d
s
u
r
v
ey
r
esu
lts
,
wh
ile
q
u
alitativ
e
m
eth
o
d
s
wer
e
em
p
lo
y
e
d
to
an
aly
ze
o
p
en
-
e
n
d
ed
r
esp
o
n
s
es f
r
o
m
teac
h
er
s
an
d
s
tu
d
en
ts
r
eg
ar
d
i
n
g
th
eir
attitu
d
es to
war
d
th
e
u
s
e
o
f
I
C
T
.
3
.
2
.
Sa
m
pli
ng
T
h
e
s
u
b
jects
o
f
th
e
r
esear
ch
i
n
clu
d
e
d
ir
ec
to
r
s
,
teac
h
er
s
,
an
d
s
tu
d
en
ts
f
r
o
m
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
in
th
e
Un
ited
Ar
ab
E
m
ir
ates
(
UAE
)
an
d
th
e
R
u
s
s
ian
Fed
er
ati
o
n
:
Un
ited
Ar
ab
E
m
ir
ates
Un
iv
er
s
ity
,
Fin
an
cial
Un
iv
er
s
ity
u
n
d
er
t
h
e
Go
v
er
n
m
en
t
o
f
th
e
R
u
s
s
ian
Fed
er
atio
n
,
an
d
I
.
M.
Sech
en
o
v
First
Mo
s
co
w
State
Me
d
ical
Un
iv
er
s
ity
.
As
th
e
s
tu
d
y
aim
s
to
ex
am
in
e
th
e
in
f
lu
en
ce
o
f
t
ec
h
n
o
lo
g
ical
lead
er
s
h
ip
o
f
d
ir
ec
to
r
s
o
n
teac
h
er
s
'
u
s
e
o
f
I
C
T
a
n
d
s
tu
d
e
n
ts
'
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
th
e
f
o
ll
o
win
g
s
u
b
g
r
o
u
p
s
o
f
r
esear
ch
p
ar
ticip
an
ts
wer
e
id
en
tifie
d
:
-
Dir
ec
to
r
s
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
ac
tiv
ely
ap
p
ly
tech
n
o
lo
g
ical
lead
er
s
h
ip
s
tr
ateg
ies
to
i
m
p
lem
en
t
I
C
T
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
an
d
d
ir
ec
to
r
s
f
o
llo
w
m
o
r
e
tr
ad
iti
o
n
al
ap
p
r
o
ac
h
es
in
m
an
a
g
in
g
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
with
o
u
t e
m
p
h
asis
o
n
tech
n
o
lo
g
ical
lead
er
s
h
ip
.
-
T
ea
ch
er
s
wo
r
k
in
g
u
n
d
er
th
e
g
u
id
an
ce
o
f
d
ir
ec
to
r
s
an
d
u
s
in
g
I
C
T
in
th
eir
p
r
ac
tice,
an
d
teac
h
er
s
f
o
llo
win
g
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
with
o
u
t th
e
u
s
e
o
f
I
C
T
.
-
Stu
d
en
ts
f
r
o
m
th
ese
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
,
as th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
is
a
k
e
y
in
d
ica
to
r
.
A
to
tal
o
f
s
ix
d
ir
ec
to
r
s
p
ar
tici
p
ated
in
th
e
s
tu
d
y
(
th
r
ee
in
t
h
e
tr
ad
itio
n
al
ed
u
ca
tio
n
d
i
r
ec
tio
n
an
d
t
h
r
ee
in
th
e
I
C
T
-
en
h
an
ce
d
ed
u
ca
tio
n
d
ir
ec
tio
n
)
,
alo
n
g
with
1
2
0
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
—
2
0
f
r
o
m
ea
ch
ed
u
ca
tio
n
al
in
s
titu
tio
n
.
Am
o
n
g
th
em
,
6
8
.
2
% we
r
e
m
ale
s
tu
d
en
ts
,
an
d
3
1
.
8
% we
r
e
f
em
ale
s
tu
d
en
ts
.
T
h
e
av
er
ag
e
ag
e
o
f
th
e
s
tu
d
en
ts
was 2
0
y
ea
r
s
.
T
h
e
s
tu
d
y
also
in
v
o
lv
ed
s
ix
ed
u
ca
to
r
s
wh
o
d
ev
elo
p
ed
a
n
d
im
p
lem
en
te
d
th
e
cu
r
r
icu
l
u
m
:
th
r
ee
ed
u
ca
to
r
s
in
th
e
tr
a
d
itio
n
al
e
d
u
ca
tio
n
s
y
s
tem
a
n
d
th
r
ee
e
d
u
ca
to
r
s
in
ed
u
ca
tio
n
with
a
ctiv
e
I
C
T
u
s
e.
All
ed
u
ca
to
r
s
h
ad
7
y
ea
r
s
o
f
wo
r
k
ex
p
er
ien
ce
an
d
h
eld
a
m
aster
'
s
d
eg
r
ee
.
T
h
e
ed
u
ca
to
r
s
co
v
er
ed
th
e
f
o
llo
win
g
s
u
b
jects:
m
ath
em
atics,
E
n
g
lis
h
lan
g
u
ag
e,
an
d
p
h
y
s
ics
—
t
wo
ed
u
ca
to
r
s
f
o
r
ea
c
h
s
u
b
je
ct.
All
p
ar
ticip
an
ts
v
o
lu
n
tar
ily
to
o
k
p
ar
t
in
th
is
r
esear
ch
.
T
h
u
s
,
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
in
b
o
th
g
r
o
u
p
s
will
b
e
ev
alu
ated
an
d
c
o
m
p
ar
e
d
in
th
e
co
n
tex
t
o
f
th
e
a
p
p
licatio
n
o
f
d
ir
ec
to
r
s
'
tech
n
o
lo
g
ical
lead
e
r
s
h
ip
an
d
teac
h
er
s
'
u
s
e
o
f
I
C
T
.
T
h
e
s
am
p
le
s
ize
is
ad
eq
u
ate
w
ith
r
eg
ar
d
to
s
cien
tific
s
tan
d
ar
d
s
an
d
th
e
r
esear
ch
o
b
jectiv
es
[3
0
]
.
T
h
e
s
elec
ted
p
ar
ticip
an
ts
r
ep
r
esen
t
k
ey
g
r
o
u
p
s
co
r
r
esp
o
n
d
in
g
to
th
e
p
r
im
ar
y
ar
ea
s
o
f
in
te
r
est
o
f
th
e
s
tu
d
y
.
C
o
n
s
id
er
in
g
th
e
s
am
p
le
s
tr
u
c
tu
r
e
en
s
u
r
es
ad
eq
u
ate
r
e
p
r
ese
n
tatio
n
o
f
v
ar
io
u
s
p
er
s
p
ec
tiv
e
s
an
d
allo
ws
f
o
r
a
s
u
f
f
icien
tly
o
b
jectiv
e
ass
ess
m
en
t
o
f
th
e
im
p
ac
t
o
f
tech
n
o
lo
g
ical
lead
er
s
h
ip
o
n
I
C
T
u
tili
z
atio
n
an
d
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
e
n
ts
.
3
.
3
.
P
r
o
ce
du
re
T
h
e
tr
ain
in
g
s
p
an
n
ed
3
m
o
n
t
h
s
,
f
r
o
m
Ma
r
c
h
to
Ma
y
.
Par
ticip
an
ts
wer
e
d
iv
i
d
ed
i
n
to
tw
o
g
r
o
u
p
s
:
co
n
tr
o
l
an
d
ex
p
er
im
e
n
tal,
with
6
0
s
tu
d
en
ts
in
ea
ch
g
r
o
u
p
(
1
0
s
tu
d
en
ts
f
r
o
m
ea
ch
ed
u
c
atio
n
al
in
s
titu
tio
n
)
.
B
o
th
g
r
o
u
p
s
o
f
s
tu
d
en
ts
f
o
ll
o
wed
th
e
s
am
e
s
ch
o
o
l
cu
r
r
ic
u
lu
m
,
with
th
e
co
n
tr
o
l
g
r
o
u
p
(
C
G)
em
p
lo
y
in
g
tr
ad
itio
n
al
teac
h
i
n
g
m
eth
o
d
s
,
wh
ile
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
(
E
G)
u
tili
ze
d
I
C
T
.
I
n
s
tr
u
ctio
n
was
co
n
d
u
cted
b
y
ed
u
ca
to
r
s
ac
co
r
d
in
g
t
o
th
eir
d
is
cip
lin
es a
n
d
th
e
s
em
ester
s
ch
ed
u
le.
T
ab
le
1
illu
s
tr
ates
k
ey
d
if
f
er
e
n
ce
s
b
etwe
en
tr
ad
itio
n
al
an
d
in
n
o
v
ativ
e
e
d
u
ca
tio
n
in
th
e
co
n
tex
t
o
f
th
e
“i
n
d
u
s
tr
y
4
.
0
”
m
o
d
el.
I
n
n
o
v
a
tiv
e
ed
u
ca
tio
n
f
o
c
u
s
es
o
n
th
e
ac
tiv
e
u
s
e
o
f
m
o
d
er
n
tec
h
n
o
lo
g
ies,
in
ter
ac
tiv
e
teac
h
in
g
m
eth
o
d
s
,
an
d
a
v
ar
iety
o
f
r
eso
u
r
ce
s
an
d
to
o
ls
to
im
p
r
o
v
e
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
ea
ch
er
s
ap
p
lied
all
th
ese
r
eso
u
r
ce
s
in
th
eir
s
u
b
ject
teac
h
in
g
.
3
.
4
.
Da
t
a
c
o
llect
io
n
T
h
e
teac
h
er
s
u
r
v
ey
,
as
s
h
o
wn
in
T
ab
le
2
,
was
co
n
d
u
cte
d
o
n
lin
e
th
r
o
u
g
h
t
h
e
Go
o
g
le
Fo
r
m
s
s
er
v
ice.
T
h
e
s
er
v
ice
ac
ce
p
ted
o
n
ly
f
u
lly
co
m
p
leted
s
u
r
v
e
y
s
.
T
h
e
q
u
esti
o
n
n
air
e
in
clu
d
e
d
6
L
ik
er
t
-
ty
p
e
q
u
esti
o
n
s
,
3
q
u
esti
o
n
s
with
v
a
r
io
u
s
r
esp
o
n
s
e
o
p
tio
n
s
,
an
d
1
o
p
en
-
e
n
d
ed
q
u
esti
o
n
.
A
co
m
p
a
r
is
o
n
o
f
s
tu
d
en
t
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
with
ac
tiv
e
I
C
T
in
teg
r
atio
n
(
E
G)
an
d
in
s
titu
tio
n
s
wh
er
e
th
is
in
teg
r
atio
n
is
less
p
r
o
n
o
u
n
ce
d
(
C
G)
was c
o
n
d
u
cted
th
r
o
u
g
h
e
x
am
in
atio
n
s
in
th
e
s
tu
d
ied
s
u
b
jects.
3
.
5
.
Resea
rc
h t
o
o
ls
T
o
m
ea
s
u
r
e
th
e
d
eg
r
ee
o
f
in
t
eg
r
atio
n
o
f
I
C
T
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
u
n
d
er
th
e
g
u
id
an
ce
o
f
tech
n
o
lo
g
ical
lea
d
er
s
,
th
e
f
o
ll
o
win
g
in
s
tr
u
m
e
n
ts
wer
e
u
tili
ze
d
:
teac
h
er
s
u
r
v
ey
,
co
m
p
r
is
in
g
q
u
esti
o
n
s
ab
o
u
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
3
5
8
-
2
3
6
8
2362
th
e
f
r
eq
u
en
cy
o
f
I
C
T
u
s
ag
e
i
n
th
e
teac
h
in
g
p
r
o
ce
s
s
,
s
atis
f
ac
tio
n
with
th
e
tech
n
o
l
o
g
ies
u
s
ed
,
an
d
ass
ess
m
en
t
o
f
s
u
p
p
o
r
t
f
r
o
m
lead
er
s
h
ip
.
T
h
e
r
eliab
ilit
y
o
f
th
e
q
u
esti
o
n
n
air
e
was
as
s
es
s
ed
u
s
in
g
th
e
co
r
r
elatio
n
co
ef
f
icien
t,
wh
ich
y
ield
ed
a
v
alu
e
o
f
0
.
7
5
,
co
n
f
i
r
m
in
g
th
e
r
eliab
ilit
y
o
f
th
e
m
eth
o
d
.
T
o
v
er
if
y
th
e
v
alid
ity
o
f
th
e
m
eth
o
d
o
l
o
g
y
,
th
e
co
n
co
r
d
an
c
e
co
ef
f
icien
t
was
em
p
lo
y
ed
,
s
h
o
win
g
a
v
alu
e
n
o
lo
wer
th
an
0
.
6
,
in
d
icatin
g
a
h
ig
h
lev
el
o
f
v
alid
ity
f
o
r
th
e
m
eth
o
d
.
T
h
e
an
aly
s
is
o
f
t
h
e
teac
h
er
s
'
s
u
r
v
ey
d
ata
was
co
n
d
u
cted
u
s
in
g
q
u
an
titativ
e
m
eth
o
d
s
,
in
clu
d
in
g
th
e
ca
lcu
latio
n
o
f
th
e
p
er
ce
n
tag
e
r
atio
o
f
p
o
s
itiv
e
an
d
n
e
g
ativ
e
r
esp
o
n
s
es
to
ea
ch
q
u
esti
o
n
,
as
well
as
th
e
co
m
p
u
tatio
n
o
f
s
tan
d
ar
d
d
ev
iatio
n
(
SD)
.
T
h
is
m
eth
o
d
aid
s
in
ass
es
s
in
g
h
o
w
u
n
if
o
r
m
ly
o
r
d
iv
er
s
ely
teac
h
er
s
u
s
e
I
C
T
in
d
if
f
er
en
t
asp
ec
ts
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
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ce
n
tag
es
p
r
o
v
id
e
a
clea
r
an
d
ea
s
ily
u
n
d
er
s
tan
d
a
b
le
n
u
m
er
ical
r
e
p
r
esen
tatio
n
o
f
t
h
e
in
teg
r
atio
n
o
f
I
C
T
in
to
th
e
t
ea
ch
in
g
p
r
o
ce
s
s
.
An
an
aly
s
is
o
f
g
r
ad
e
d
ata
f
o
r
s
u
b
ject
ex
am
s
was c
ar
r
ied
o
u
t b
etwe
en
th
e
two
g
r
o
u
p
s
o
f
s
tu
d
en
ts
.
T
h
e
T
-
test
was u
s
ed
to
co
m
p
ar
e
th
e
av
er
ag
e
s
co
r
es b
etwe
en
th
e
g
r
o
u
p
s
.
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h
is
h
elp
ed
d
eter
m
i
n
e
wh
eth
er
th
er
e
wer
e
s
tatis
t
ically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
en
th
e
g
r
o
u
p
s
.
SD
wer
e
also
ca
lcu
lated
to
a
s
s
e
s
s
th
e
v
ar
iab
ilit
y
o
f
s
co
r
es with
in
ea
ch
g
r
o
u
p
.
T
ab
le
1
.
C
o
m
p
a
r
is
o
n
o
f
ch
ar
a
cter
is
tics
o
f
tr
ad
itio
n
al
an
d
in
n
o
v
ativ
e
lear
n
in
g
in
th
e
co
n
te
x
t o
f
th
e
“
i
n
d
u
s
tr
y
4
.
0
”
m
o
d
el
ap
p
lied
b
y
ed
u
ca
to
r
s
in
teac
h
in
g
G
r
o
u
p
CG
EG
Ty
p
e
o
f
l
e
a
r
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i
n
g
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a
d
i
t
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o
n
a
l
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n
n
o
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a
t
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v
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Le
a
r
n
i
n
g
mo
d
e
l
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a
d
i
t
i
o
n
a
l
Ed
u
c
a
t
i
o
n
a
l
m
o
d
e
l
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n
d
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st
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.
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a
c
t
i
v
e
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se
o
f
I
C
T
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u
c
a
t
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o
n
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l
ma
t
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r
i
a
l
s
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x
t
b
o
o
k
s,
d
i
d
a
c
t
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c
ma
t
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l
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t
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r
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t
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t
b
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o
k
s
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o
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l
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p
l
a
t
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r
ms,
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u
l
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m
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d
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a
r
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r
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a
c
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h
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Le
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t
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r
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r
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o
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l
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r
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a
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s,
o
n
l
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n
e
c
o
l
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b
o
r
a
t
i
o
n
,
3
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m
o
d
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l
i
n
g
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t
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r
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ssessme
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ssessm
e
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t
s)
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se
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r
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n
t
Tr
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t
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a
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n
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a
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mi
n
a
r
s.
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
w
e
b
i
n
a
r
s,
o
n
l
i
n
e
c
o
u
r
ses,
a
n
d
e
x
p
e
r
i
e
n
c
e
e
x
c
h
a
n
g
e
w
i
t
h
c
o
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l
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g
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e
s
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h
r
o
u
g
h
v
i
r
t
u
a
l
c
o
mm
u
n
i
t
i
e
s
.
T
ab
le
2
.
Qu
esti
o
n
n
air
e
f
o
r
tea
ch
er
s
to
u
n
d
er
s
tan
d
th
e
r
o
le
o
f
I
C
T
in
teac
h
in
g
a
n
d
th
e
i
m
p
a
ct
o
f
lead
er
s
h
ip
N
o
.
Q
u
e
st
i
o
n
A
n
sw
e
r
o
p
t
i
o
n
s
1.
R
a
t
e
y
o
u
r
l
e
v
e
l
o
f
a
c
c
e
ss t
o
I
C
T
i
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
p
r
o
c
e
ss.
i
)
e
x
c
e
l
l
e
n
t
;
i
i
)
g
o
o
d
;
i
i
i
)
sa
t
i
sf
a
c
t
o
r
y
;
a
n
d
i
v
)
p
o
o
r
2.
D
o
y
o
u
t
h
i
n
k
t
h
e
l
e
v
e
l
o
f
s
u
p
p
o
r
t
f
r
o
m t
h
e
l
e
a
d
e
r
sh
i
p
sat
i
sf
i
e
s
y
o
u
r
u
s
e
o
f
I
C
T?
i
)
y
e
s,
c
o
mp
l
e
t
e
l
y
;
i
i
)
m
o
r
e
y
e
s t
h
a
n
n
o
;
i
i
i
)
m
o
r
e
n
o
t
h
a
n
y
e
s
;
a
n
d
i
v
)
n
o
,
n
o
t
a
t
a
l
l
s
a
t
i
sf
i
e
d
3.
H
o
w
d
o
e
s
t
h
e
u
s
e
o
f
I
C
T
i
n
y
o
u
r
t
e
a
c
h
i
n
g
i
m
p
a
c
t
y
o
u
r
t
e
a
c
h
i
n
g
me
t
h
o
d
s a
n
d
s
t
r
a
t
e
g
i
e
s
?
i
)
p
o
si
t
i
v
e
;
i
i
)
n
e
u
t
r
a
l
;
i
i
i
)
n
e
g
a
t
i
v
e
;
a
n
d
i
v
)
I
d
o
n
'
t
n
o
t
i
c
e
a
n
y
i
mp
a
c
t
4.
A
r
e
t
h
e
r
e
a
n
y
d
i
f
f
i
c
u
l
t
i
e
s
o
r
l
i
mi
t
a
t
i
o
n
s i
n
u
si
n
g
I
C
T
i
n
y
o
u
r
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
?
i
)
n
o
d
i
f
f
i
c
u
l
t
i
e
s
;
i
i
)
m
i
n
o
r
d
i
f
f
i
c
u
l
t
i
e
s
;
i
i
i
)
n
e
u
t
r
a
l
;
a
n
d
i
v
)
d
i
f
f
i
c
u
l
t
5.
W
h
a
t
i
s
y
o
u
r
o
p
i
n
i
o
n
o
n
t
h
e
i
mp
a
c
t
o
f
u
s
i
n
g
I
C
T
o
n
st
u
d
e
n
t
s'
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
m
e
n
t
s?
i
)
p
o
si
t
i
v
e
;
i
i
)
n
e
u
t
r
a
l
;
i
i
i
)
n
e
g
a
t
i
v
e
;
a
n
d
i
v
)
h
a
r
d
t
o
sa
y
6.
D
o
y
o
u
b
e
l
i
e
v
e
t
h
a
t
i
n
t
e
g
r
a
t
i
n
g
I
C
T
i
n
t
o
t
h
e
e
d
u
c
a
t
i
o
n
a
l
p
r
o
c
e
ss
e
n
h
a
n
c
e
s
y
o
u
r
l
e
a
d
e
r
sh
i
p
s
k
i
l
l
s?
i
)
y
e
s,
c
o
mp
l
e
t
e
l
y
;
i
i
)
t
o
so
m
e
e
x
t
e
n
t
;
i
i
i
)
n
o
t
su
r
e
;
a
n
d
i
v
)
n
o
,
n
o
t
a
t
a
l
l
7.
W
h
a
t
s
p
e
c
i
f
i
c
I
C
T
r
e
s
o
u
r
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s
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n
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l
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p
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o
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s
;
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n
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i
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c
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r
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n
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i
v
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i
n
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r
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e
s a
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d
p
l
a
t
f
o
r
ms
8.
H
o
w
r
e
g
u
l
a
r
l
y
d
o
y
o
u
u
se
I
C
T
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n
y
o
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r
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e
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t
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e
s?
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)
d
a
i
l
y
;
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s
e
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mes
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r
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l
y
;
a
n
d
i
v
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a
l
m
o
st
n
e
v
e
r
9.
W
h
a
t
I
C
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t
r
a
i
n
i
n
g
a
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p
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d
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p
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v
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d
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)
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g
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l
a
r
t
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mi
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;
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n
d
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v
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a
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;
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n
d
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v
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su
p
p
o
r
t
1
0
.
W
h
a
t
i
mp
r
o
v
e
me
n
t
s wo
u
l
d
y
o
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s
u
g
g
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st
i
n
t
h
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s
u
p
p
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se
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C
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n
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sc
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/
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t
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l
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n
st
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i
o
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?
O
p
e
n
q
u
e
st
i
o
n
3
.
6
.
E
t
hica
l iss
ues
Ad
h
er
in
g
to
eth
ical
p
r
in
ci
p
les
p
lay
s
a
cr
u
cial
r
o
le
in
en
s
u
r
in
g
th
e
eth
icality
an
d
r
eliab
i
lity
o
f
th
e
co
n
d
u
cte
d
r
esear
c
h
,
as
well
a
s
in
p
r
o
tectin
g
th
e
in
ter
ests
an
d
s
af
ety
o
f
all
p
a
r
ticip
an
ts
.
T
h
er
ef
o
r
e,
d
u
r
in
g
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
,
all
p
ar
ticip
an
ts
wer
e
i
n
f
o
r
m
ed
ab
o
u
t
t
h
e
r
esear
c
h
o
b
jectiv
e
s
,
th
eir
r
i
g
h
ts
,
an
d
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8
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3
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7
.
Resea
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T
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ca
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i
n
two
c
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tr
ies
—
th
e
UAE
a
n
d
R
u
s
s
ia.
T
h
e
r
esu
lts
m
a
y
n
o
t
f
u
lly
r
ef
l
ec
t
th
e
d
iv
er
s
ity
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f
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d
u
ca
tio
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al
s
y
s
tem
s
in
o
th
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r
r
eg
io
n
s
.
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h
e
s
am
p
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s
ize
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f
d
ir
ec
to
r
s
,
teac
h
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n
d
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tu
d
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ts
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elativ
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m
all
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ir
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s
,
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ix
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,
1
2
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tu
d
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ts
)
.
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h
is
m
ay
lim
it
th
e
g
en
er
aliza
tio
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o
f
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esu
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ay
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m
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ain
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to
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ca
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l p
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s
s
.
4.
RE
SU
L
T
S
4
.
1
.
Ass
ess
m
ent
o
f
t
ea
cher
s
urv
ey
s
T
ab
le
3
illu
s
tr
ates
th
e
p
e
r
ce
n
tag
e
d
is
tr
ib
u
tio
n
o
f
teac
h
e
r
s
'
r
esp
o
n
s
es
to
L
i
k
er
t
-
ty
p
e
q
u
esti
o
n
n
air
e
q
u
esti
o
n
s
.
R
eg
ar
d
in
g
th
e
f
i
r
s
t
q
u
esti
o
n
in
th
e
tab
le,
it
is
ev
id
en
t
th
at
teac
h
er
s
a
r
e
ev
en
ly
d
is
tr
ib
u
ted
co
n
ce
r
n
in
g
th
eir
ac
ce
s
s
to
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C
T
.
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h
e
v
ar
iatio
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is
q
u
ite
h
ig
h
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in
d
icatin
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d
iv
e
r
s
ity
in
s
itu
atio
n
s
ac
r
o
s
s
ed
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ca
tio
n
al
i
n
s
titu
tio
n
s
:
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r
ee
ed
u
ca
to
r
s
em
p
lo
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e
d
a
t
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ad
itio
n
al
m
eth
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d
with
o
u
t
ac
tiv
e
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C
T
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ce
s
s
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ile
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e
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em
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g
t
h
r
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tiv
ely
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tili
ze
d
I
C
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in
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
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o
n
ce
r
n
in
g
q
u
esti
o
n
2
,
th
e
m
aj
o
r
ity
o
f
teac
h
er
s
—
83%
—
ar
e
s
atis
f
ied
with
th
e
lev
el
o
f
s
u
p
p
o
r
t
f
r
o
m
lead
er
s
h
ip
in
th
e
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tili
za
tio
n
o
f
I
C
T
.
T
ab
le
3
.
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ea
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h
er
s
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r
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o
n
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th
e
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esti
o
n
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air
e
Q
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e
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o
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v
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a
n
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r
(
%
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g
a
t
i
v
e
a
n
sw
e
r
(
%
)
SD
1.
Ev
a
l
u
a
t
e
y
o
u
r
l
e
v
e
l
o
f
a
c
c
e
s
s t
o
I
C
T
i
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
p
r
o
c
e
ss.
50
50
2
.
9
0
2.
D
o
y
o
u
b
e
l
i
e
v
e
t
h
a
t
t
h
e
l
e
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l
o
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s
u
p
p
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r
t
f
r
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m
l
e
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d
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sh
i
p
sa
t
i
sf
i
e
s
y
o
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i
n
t
h
e
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se
o
f
I
C
T?
83
17
2
.
9
5
3.
H
o
w
d
o
e
s
t
h
e
u
s
e
o
f
I
C
T
i
n
y
o
u
r
t
e
a
c
h
i
n
g
a
c
t
i
v
i
t
i
e
s
i
m
p
a
c
t
y
o
u
r
t
e
a
c
h
i
n
g
me
t
h
o
d
s a
n
d
s
t
r
a
t
e
g
i
e
s
?
6
6
.
4
3
3
.
6
2
.
0
7
4.
A
r
e
t
h
e
r
e
a
n
y
d
i
f
f
i
c
u
l
t
i
e
s
o
r
c
o
n
st
r
a
i
n
t
s wh
e
n
u
s
i
n
g
I
C
T
i
n
y
o
u
r
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
?
83
17
2
.
1
3
5.
W
h
a
t
i
s
y
o
u
r
o
p
i
n
i
o
n
o
n
t
h
e
i
n
f
l
u
e
n
c
e
o
f
I
C
T
u
sa
g
e
o
n
t
h
e
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
me
n
t
s
o
f
s
t
u
d
e
n
t
s?
6
6
.
4
3
3
.
6
2
.
8
9
6.
D
o
y
o
u
b
e
l
i
e
v
e
t
h
a
t
t
h
e
i
n
t
e
g
r
a
t
i
o
n
o
f
I
C
T
i
n
t
o
t
h
e
e
d
u
c
a
t
i
o
n
a
l
p
r
o
c
e
ss
e
n
h
a
n
c
e
s
y
o
u
r
l
e
a
d
e
r
sh
i
p
s
k
i
l
l
s?
83
17
2
.
2
1
N
u
mb
e
r
o
f
e
d
u
c
a
t
o
r
s
:
s
i
x
p
e
o
p
l
e
T
h
u
s
,
6
6
.
4
%
o
f
teac
h
er
s
p
o
s
itiv
ely
ass
ess
th
e
im
p
ac
t
o
f
I
C
T
o
n
t
h
eir
teac
h
in
g
m
eth
o
d
s
,
s
u
g
g
esti
n
g
th
at
tech
n
o
l
o
g
y
in
teg
r
atio
n
b
r
in
g
s
p
o
s
itiv
e
c
h
an
g
es
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
Ad
d
itio
n
all
y
,
8
3
%
o
f
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h
er
s
en
co
u
n
ter
d
if
f
icu
lties
o
r
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o
n
s
tr
ain
ts
wh
en
u
s
in
g
I
C
T
,
n
e
ce
s
s
itatin
g
an
an
aly
s
is
o
f
th
ese
is
s
u
es
an
d
th
e
p
r
o
v
is
io
n
o
f
ad
d
itio
n
al
s
u
p
p
o
r
t.
T
h
e
m
ajo
r
ity
o
f
teac
h
er
s
b
eliev
e
th
at
I
C
T
u
s
ag
e
p
o
s
itiv
ely
in
f
lu
en
ce
s
th
e
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ad
em
ic
ac
h
iev
em
e
n
ts
o
f
s
tu
d
en
ts
.
T
o
tally
8
3
%
o
f
teac
h
er
s
co
n
s
i
d
er
th
at
t
h
e
in
teg
r
atio
n
o
f
I
C
T
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
co
n
tr
ib
u
tes
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h
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g
th
eir
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s
h
ip
s
k
ills
.
C
o
n
s
id
er
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g
th
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g
s
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n
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e
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n
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h
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e
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o
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itiv
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o
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ip
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with
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o
l
lo
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g
r
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lts
wer
e
o
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tain
ed
: f
o
r
q
u
esti
o
n
7
,
“
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h
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s
p
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I
C
T
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ce
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e
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to
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”
5
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% o
f
teac
h
er
s
s
elec
ted
o
n
l
y
c
o
m
p
u
ter
s
/lap
to
p
s
an
d
in
ter
ac
tiv
e
w
h
iteb
o
ar
d
s
,
wh
ile
th
e
r
em
ain
i
n
g
5
0
%
o
f
teac
h
e
r
s
ch
o
s
e
all
f
o
u
r
r
esp
o
n
s
e
o
p
tio
n
s
:
co
m
p
u
ter
s
a
n
d
lap
to
p
s
,
in
te
r
ac
tiv
e
wh
iteb
o
a
r
d
s
,
e
d
u
ca
tio
n
al
s
o
f
twar
e,
o
n
lin
e
r
eso
u
r
ce
s
,
an
d
p
latf
o
r
m
s
.
T
h
is
d
is
tr
ib
u
tio
n
s
u
g
g
ests
th
at
li
k
ely
,
all
f
o
u
r
r
esp
o
n
s
e
o
p
tio
n
s
wer
e
ch
o
s
en
b
y
teac
h
er
s
wh
o
wer
e
tr
ain
e
d
u
s
i
n
g
I
C
T
.
I
n
r
esp
o
n
s
e
to
q
u
esti
o
n
8
,
“
H
o
w
r
eg
u
lar
ly
d
o
y
o
u
u
s
e
I
C
T
in
y
o
u
r
teac
h
in
g
ac
tiv
ities
,
”
th
e
o
b
tain
e
d
r
esp
o
n
s
es
wer
e
as:
8
3
%
d
ail
y
,
1
7
%
r
ar
ely
.
Fo
r
q
u
esti
o
n
9
,
“
W
h
at
tr
ain
in
g
an
d
s
u
p
p
o
r
t
in
I
C
T
d
o
es
y
o
u
r
lead
er
s
h
ip
p
r
o
v
id
e,
”
5
0
%
o
f
teac
h
er
s
r
esp
o
n
d
e
d
with
o
u
t
s
u
p
p
o
r
t,
wh
ile
th
e
r
em
ai
n
in
g
5
0
%
r
ep
o
r
ted
r
eg
u
lar
tr
ain
in
g
an
d
s
em
in
ar
s
,
alo
n
g
with
ac
ce
s
s
to
ed
u
ca
tio
n
al
r
es
o
u
r
ce
s
.
Qu
esti
o
n
1
0
,
“
W
h
at
im
p
r
o
v
e
m
en
ts
wo
u
ld
y
o
u
s
u
g
g
est
in
th
e
s
u
p
p
o
r
t
an
d
u
tili
za
tio
n
o
f
I
C
T
in
y
o
u
r
s
ch
o
o
l/in
s
titu
tio
n
,
”
was
o
f
an
o
p
en
-
e
n
d
ed
n
atu
r
e
.
So
m
e
teac
h
er
s
r
esp
o
n
d
e
d
:
“
E
n
h
an
cin
g
th
e
ac
ce
s
s
ib
ilit
y
o
f
n
ec
ess
ar
y
tech
n
ical
r
eso
u
r
ce
s
,
s
u
ch
as
c
o
m
p
u
ter
s
,
in
ter
ac
tiv
e
wh
iteb
o
ar
d
s
,
s
o
f
twar
e,
an
d
o
n
lin
e
r
eso
u
r
ce
s
,
”
“
C
o
n
d
u
ctin
g
r
eg
u
lar
tr
ain
in
g
an
d
s
em
in
ar
s
f
o
r
teac
h
er
s
o
n
t
h
e
in
teg
r
atio
n
o
f
I
C
T
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
”
“
I
n
tr
o
d
u
cin
g
in
ce
n
tiv
es
an
d
r
ewa
r
d
s
f
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
3
5
8
-
2
3
6
8
2364
teac
h
er
s
ac
tiv
ely
u
s
in
g
I
C
T
in
ed
u
ca
tio
n
.
”
C
o
n
s
eq
u
en
tl
y
,
th
ese
r
esp
o
n
s
es
in
d
icate
a
lack
o
r
u
n
ev
e
n
d
is
tr
ib
u
tio
n
o
f
tech
n
ical
eq
u
ip
m
en
t,
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
s
y
s
tem
atic
tr
ain
in
g
an
d
s
u
p
p
o
r
t f
o
r
teac
h
er
s
.
T
h
e
teac
h
e
r
p
r
o
p
o
s
in
g
“
t
h
e
in
tr
o
d
u
ctio
n
o
f
in
ce
n
tiv
es
an
d
r
ewa
r
d
s
”
r
aises
th
e
q
u
esti
o
n
o
f
estab
lis
h
in
g
a
r
ewa
r
d
s
y
s
tem
f
o
r
teac
h
er
s
,
wh
ich
m
ay
im
p
a
ct
th
eir
m
o
tiv
atio
n
.
T
h
e
r
esp
o
n
s
es
s
u
g
g
ested
b
y
teac
h
er
s
u
n
d
e
r
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
im
p
r
o
v
in
g
r
eso
u
r
ce
a
cc
ess
ib
ilit
y
an
d
tr
ain
in
g
to
e
n
h
an
ce
th
e
q
u
ality
o
f
ed
u
ca
tio
n
th
r
o
u
g
h
I
C
T
.
T
h
e
s
e
r
esp
o
n
s
es
elu
cid
ate
s
p
ec
i
f
ic
ch
allen
g
es
an
d
ex
p
ec
tati
o
n
s
teac
h
er
s
h
av
e
r
eg
ar
d
in
g
s
u
p
p
o
r
t a
n
d
I
C
T
u
tili
za
tio
n
in
th
e
ed
u
ca
tio
n
al
p
r
o
c
ess
,
as we
l
l a
s
th
eir
asp
ir
atio
n
s
f
o
r
im
p
r
o
v
in
g
th
e
cu
r
r
en
t sit
u
atio
n
.
4
.
2
.
Ass
ess
m
ent
o
f
s
t
ud
ent
s
’
a
ca
dem
ic
perf
o
r
m
a
nce
T
ab
le
4
p
r
esen
ts
th
e
r
esu
lts
o
f
ex
am
in
atio
n
s
f
o
r
b
o
t
h
g
r
o
u
p
s
o
f
s
tu
d
en
ts
af
ter
th
e
c
o
m
p
leti
o
n
o
f
th
e
tr
ain
in
g
.
T
h
e
SD
in
d
icate
s
a
wid
er
r
an
g
e
o
f
g
r
a
d
es
in
th
e
C
G,
s
u
g
g
esti
n
g
a
b
r
o
a
d
er
s
p
ec
tr
u
m
o
f
s
tu
d
en
t
s
u
cc
ess
.
T
h
e
t
-
test
an
d
P
-
v
alu
e
an
aly
s
is
r
ev
ea
l
th
at,
f
o
r
all
s
u
b
jects,
th
e
t
-
cr
itical
v
alu
e
s
ig
n
if
ican
tly
d
ev
iates
f
r
o
m
ze
r
o
,
a
n
d
th
e
P
-
v
alu
e
i
s
less
th
an
th
e
co
m
m
o
n
ly
ac
ce
p
ted
s
ig
n
if
ican
ce
le
v
el
o
f
0
.
0
5
.
T
h
is
in
d
icate
s
s
tatis
t
ically
s
ig
n
if
ican
t d
if
f
er
e
n
ce
s
in
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
b
etwe
en
th
e
g
r
o
u
p
s
.
T
ab
le
4
.
R
esu
lts
o
f
ex
am
in
atio
n
s
f
o
r
two
g
r
o
u
p
s
o
f
s
tu
d
e
n
ts
af
ter
tr
ain
in
g
G
r
o
u
p
Tr
a
i
n
i
n
g
t
y
p
e
A
v
e
r
a
g
e
sc
o
r
e
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
t
-
c
r
i
t
e
r
i
a
P
-
v
a
l
u
e
M
a
t
h
e
ma
t
i
c
s
En
g
l
i
sh
l
a
n
g
u
a
g
e
P
h
y
s
i
c
s
CG
Tr
a
d
i
t
i
o
n
a
l
7
9
.
5
7
8
.
2
8
1
.
1
6
.
3
2
.
1
0
.
0
3
1
EG
I
n
n
o
v
a
t
i
v
e
8
8
.
1
8
7
.
8
8
6
.
3
5
.
7
3
.
8
0
.
0
0
5
Stu
d
en
ts
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
with
ac
tiv
e
in
te
g
r
atio
n
o
f
I
C
T
in
th
e
E
G
d
em
o
n
s
tr
a
te
s
u
p
er
io
r
p
er
f
o
r
m
an
ce
ac
r
o
s
s
all
s
u
b
jects.
T
h
is
s
u
p
p
o
r
ts
th
e
h
y
p
o
th
esis
th
at
th
e
in
teg
r
atio
n
o
f
I
C
T
i
n
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
co
n
tr
ib
u
tes
to
im
p
r
o
v
ed
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
e
d
if
f
e
r
en
ce
s
in
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
ar
e
s
tatis
t
ically
s
ig
n
if
ican
t
f
o
r
all
s
u
b
jects,
co
n
f
ir
m
in
g
th
at
m
o
r
e
in
ten
s
iv
e
u
s
e
o
f
I
C
T
is
ass
o
ciate
d
with
b
etter
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
r
e
s
u
lts
af
f
ir
m
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
I
C
T
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
C
o
n
s
eq
u
en
tly
,
o
n
e
ca
n
co
n
cl
u
d
e
th
at
th
e
i
n
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
em
p
l
o
y
ed
in
th
e
E
G
is
m
o
r
e
ef
f
ec
tiv
e.
Stu
d
e
n
ts
in
t
h
e
EG
ac
h
iev
ed
h
ig
h
e
r
r
esu
lts
co
m
p
a
r
ed
to
th
e
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
(
C
G)
.
T
h
e
ap
p
licatio
n
o
f
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
in
th
e
co
n
te
x
t
o
f
th
e
“
in
d
u
s
tr
y
4
.
0
”
ed
u
ca
tio
n
al
m
o
d
el
p
o
s
itiv
ely
im
p
ac
ts
s
tu
d
en
t
o
u
tco
m
es
a
n
d
b
r
i
n
g
s
ed
u
ca
to
r
s
u
s
in
g
I
C
T
in
teac
h
i
n
g
cl
o
s
er
to
tech
n
o
lo
g
ical
lead
er
s
h
ip
in
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
.
T
h
is
co
u
ld
s
er
v
e
as
a
b
asis
f
o
r
r
ec
o
m
m
en
d
i
n
g
t
h
e
im
p
lem
en
t
atio
n
o
f
in
n
o
v
ativ
e
m
eth
o
d
s
in
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
.
5.
DIS
CU
SS
I
O
N
A
s
ig
n
if
ican
t
n
u
m
b
er
o
f
s
tak
e
h
o
ld
er
s
in
th
e
f
ield
o
f
ed
u
ca
ti
o
n
ex
p
r
ess
co
n
ce
r
n
ab
o
u
t
d
ig
i
tizatio
n
in
h
ig
h
er
e
d
u
ca
tio
n
[3
1
]
.
Acc
ess
to
d
ig
ital
s
k
ills
b
ec
o
m
es
in
cr
ea
s
in
g
ly
cr
itical
in
v
ar
io
u
s
d
o
m
ain
s
,
esp
ec
ially
in
th
e
wo
r
k
p
lace
.
On
e
o
f
t
h
e
au
t
h
o
r
s
s
u
g
g
ests
th
at
in
f
o
r
m
atio
n
m
an
a
g
em
en
t
s
tu
d
ies
s
h
o
u
ld
p
ay
m
o
r
e
atte
n
tio
n
to
s
tu
d
en
ts
,
co
n
s
id
er
in
g
th
eir
i
n
cr
ea
s
in
g
ly
d
ig
ital d
aily
liv
es
an
d
f
o
u
n
d
atio
n
al
ed
u
ca
tio
n
,
v
i
ewin
g
th
em
as
k
ey
f
ac
to
r
s
[3
1
]
.
On
e
co
n
d
u
cte
d
s
tu
d
y
aim
s
to
ex
p
lo
r
e
i
n
itiativ
es
r
elate
d
to
in
d
u
s
tr
y
4
.
0
th
r
o
u
g
h
a
co
m
p
r
eh
en
s
iv
e
liter
atu
r
e
r
ev
iew
to
ass
es
s
t
h
e
ex
ten
t
o
f
th
eir
im
p
lem
en
tatio
n
in
d
if
f
er
en
t
r
eg
i
o
n
s
[3
2
]
.
Su
r
v
e
y
r
esu
lts
in
d
icate
d
th
at
1
1
7
i
n
d
u
s
tr
y
4
.
0
in
itiativ
es
h
av
e
b
ee
n
lau
n
ch
ed
in
5
6
c
o
u
n
tr
ies
wo
r
ld
w
id
e,
co
v
er
in
g
f
iv
e
r
eg
io
n
s
:
E
u
r
o
p
e
(
3
7
%),
No
r
th
Am
er
ica
(
2
8
%),
Asi
a
an
d
O
ce
an
ia
(
1
7
%),
L
atin
Am
er
ica
an
d
t
h
e
C
ar
ib
b
ea
n
(
1
0
%),
as
well
as
th
e
Mid
d
l
e
E
ast
an
d
Af
r
ica
(
8
%).
T
h
e
g
lo
b
al
s
h
ar
e
is
esti
m
ated
at
2
5
%,
in
d
icatin
g
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
am
o
n
g
co
u
n
t
r
ies
in
th
e
r
ac
e
t
o
ad
o
p
t
in
d
u
s
tr
y
4
.
0
.
T
h
e
r
esu
lts
o
f
an
o
th
er
s
tu
d
y
also
in
d
icate
th
at
d
ig
ital
tr
an
s
f
o
r
m
atio
n
s
ig
n
if
ican
tly
im
p
ac
ts
th
e
attitu
d
es,
p
s
y
ch
o
lo
g
y
,
an
d
wo
r
k
-
r
elate
d
f
ac
to
r
s
o
f
em
p
lo
y
ee
s
in
in
d
u
s
tr
y
4
.
0
[3
3
]
.
T
h
e
d
e
v
elo
p
m
e
n
t
o
f
I
C
T
allo
ws
f
o
r
th
e
in
teg
r
atio
n
o
f
a
b
r
o
ad
er
r
a
n
g
e
o
f
i
n
f
o
r
m
atio
n
al
s
e
r
v
ices
in
to
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
.
T
h
e
r
esu
lts
o
f
o
n
e
s
tu
d
y
in
d
icate
t
h
at
th
e
in
teg
r
atio
n
o
f
I
C
T
is
h
ig
h
ly
ef
f
ec
tiv
e
f
o
r
b
o
t
h
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
[3
4
]
.
T
h
e
d
ata
s
u
g
g
est
th
at
teac
h
er
tr
ain
in
g
u
s
in
g
I
C
T
to
o
ls
an
d
r
eso
u
r
ce
s
is
a
k
e
y
f
ac
to
r
in
th
e
s
u
cc
ess
o
f
tech
n
o
lo
g
y
-
b
ased
teac
h
in
g
an
d
lear
n
in
g
.
Ad
d
itio
n
ally
,
it
was
f
o
u
n
d
th
at
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
s
f
o
r
teac
h
er
s
also
p
lay
a
cr
u
cial
r
o
l
e
in
en
h
an
cin
g
th
e
q
u
ality
o
f
s
tu
d
en
t
ed
u
ca
tio
n
.
An
o
th
er
s
tu
d
y
r
ev
ea
led
th
at
th
e
m
ajo
r
ity
o
f
teac
h
er
s
p
er
ce
iv
e
I
C
T
in
teg
r
atio
n
p
o
s
itiv
ely
d
u
e
to
its
ef
f
ec
tiv
en
ess
.
Ho
wev
er
,
it
was
also
r
ep
o
r
ted
th
at
lack
o
f
i
n
ter
n
et
ac
ce
s
s
,
in
s
u
f
f
icien
t
tech
n
ical
s
u
p
p
o
r
t
f
r
o
m
s
ch
o
o
ls
,
an
d
lim
ited
I
C
T
k
n
o
wled
g
e
an
d
tr
ain
in
g
d
eter
r
ed
teac
h
er
s
f
r
o
m
u
tili
zin
g
I
C
T
[3
5
]
.
An
o
t
h
er
s
tu
d
y
aim
s
to
as
s
ess
ed
u
ca
to
r
s
'
p
er
s
p
ec
tiv
es
o
n
th
e
u
s
e
o
f
I
C
T
in
teac
h
in
g
[3
6
]
.
T
h
e
s
tu
d
y
em
p
lo
y
ed
a
m
ix
e
d
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
Tech
n
o
lo
g
ic
a
l le
a
d
ers
h
ip
in
i
n
d
u
s
tr
y
4
.
0
ed
u
ca
tio
n
:
in
flu
en
ce
o
f d
ig
ita
l
… (
A
s
ma
K
h
a
leel
A
b
d
a
lla
h
)
2365
r
esear
ch
m
eth
o
d
,
in
clu
d
i
n
g
b
o
th
ex
p
e
r
im
en
tal
m
ea
s
u
r
em
e
n
t
an
d
q
u
alitativ
e
an
al
y
s
is
.
A
to
tal
o
f
5
8
teac
h
er
s
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
T
h
e
r
esu
lts
in
d
icate
d
th
at
it
i
s
im
p
o
r
tan
t
f
o
r
ed
u
ca
to
r
s
to
em
b
r
ac
e
tech
n
o
l
o
g
y
,
clo
s
ely
m
o
n
ito
r
its
ad
v
an
ce
m
en
ts
,
an
d
d
em
o
n
s
tr
ate
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
it
t
o
u
tili
ze
em
er
g
in
g
tech
n
o
lo
g
ies
in
th
e
class
r
o
o
m
ef
f
ec
tiv
ely
.
C
o
n
s
is
ten
t
wit
h
th
is
wo
r
k
,
o
u
r
f
in
d
in
g
s
r
ev
ea
led
th
at
teac
h
er
s
g
en
er
ally
h
a
v
e
a
p
o
s
itiv
e
attit
u
d
e
to
war
d
s
th
e
u
s
e
o
f
I
C
T
,
with
8
3
%
o
f
p
o
s
itiv
e
r
esp
o
n
s
es
r
eg
ar
d
in
g
s
u
p
p
o
r
t
f
r
o
m
lead
er
s
h
i
p
an
d
6
6
.
4
%
r
e
g
ar
d
in
g
its
im
p
ac
t
o
n
teac
h
in
g
m
eth
o
d
s
.
Ou
r
r
esu
lts
also
in
d
icate
th
e
p
r
esen
ce
o
f
ch
allen
g
es a
n
d
lim
itatio
n
s
i
n
th
e
u
s
e
o
f
I
C
T
,
alig
n
in
g
with
th
e
co
n
clu
s
io
n
s
o
f
o
th
er
s
tu
d
ies.
On
e
s
tu
d
y
aim
ed
to
an
aly
ze
h
ig
h
er
ed
u
ca
tio
n
in
s
tr
u
cto
r
s
'
at
titu
d
es
to
war
d
s
I
C
T
[3
7
]
.
A
n
o
n
-
ex
p
er
im
en
tal
r
esear
ch
d
esig
n
was
em
p
lo
y
ed
u
s
in
g
a
s
u
r
v
ey
m
eth
o
d
,
an
d
d
escr
ip
tiv
e
a
n
d
lo
g
ical
an
al
y
s
es
wer
e
co
n
d
u
cte
d
th
r
o
u
g
h
a
m
u
l
tip
le
lin
ea
r
r
eg
r
ess
io
n
(
ML
R
)
m
o
d
el.
T
h
e
r
esu
lts
in
d
icate
d
t
h
at
in
s
tr
u
cto
r
s
h
o
ld
a
m
o
d
er
ate
attitu
d
e
to
war
d
th
e
u
s
e
o
f
I
C
T
.
An
o
th
er
s
tu
d
y
in
d
icate
s
th
at
a
p
r
im
a
r
y
in
s
titu
tio
n
al
f
ac
to
r
an
d
b
ar
r
ier
is
th
e
p
r
esen
ce
o
f
s
p
ec
i
f
ic
n
atio
n
al
s
tr
ateg
ies
f
o
r
in
d
u
s
tr
y
4
.
0
ed
u
ca
tio
n
an
d
a
m
in
d
s
et
th
at
o
p
p
o
s
es
th
e
r
ef
o
r
m
s
ass
o
ciate
d
with
in
d
u
s
tr
y
4
.
0
e
d
u
ca
tio
n
[3
8
]
.
Ou
r
s
tu
d
y
s
h
o
wed
a
m
o
r
e
p
o
s
itiv
e
a
ttit
u
d
e
to
war
d
s
I
C
T
am
o
n
g
in
s
tr
u
cto
r
s
b
u
t
also
r
e
v
ea
led
th
e
p
r
esen
ce
o
f
d
if
f
ic
u
lties
an
d
lim
itatio
n
s
.
T
h
ese
ch
allen
g
es
m
ay
b
e
s
im
ilar
to
th
o
s
e
d
escr
ib
ed
in
t
h
e
p
r
ev
i
o
u
s
s
tu
d
y
,
p
ar
ticu
lar
ly
co
n
ce
r
n
i
n
g
th
e
lac
k
o
f
to
o
ls
a
n
d
s
u
p
p
o
r
t.
An
o
th
er
s
tu
d
y
aim
ed
to
e
x
p
lo
r
e
h
ig
h
er
ed
u
ca
tio
n
in
s
tr
u
cto
r
s
'
att
itu
d
es
to
war
d
th
e
im
p
lem
en
tatio
n
o
f
I
C
T
in
E
n
g
lis
h
lan
g
u
ag
e
teac
h
in
g
[
39
]
.
Data
wer
e
g
ath
e
r
ed
th
r
o
u
g
h
a
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
ted
to
8
1
teac
h
e
r
s
an
d
an
al
y
ze
d
u
s
in
g
SP
SS
.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
th
at
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
h
ad
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
in
teg
r
atin
g
I
C
T
in
to
E
n
g
lis
h
lan
g
u
ag
e
teac
h
in
g
.
T
h
ey
p
e
r
ce
iv
ed
I
C
T
as
an
ef
f
ec
tiv
e
to
o
l
f
o
r
f
ac
ilit
atin
g
teac
h
in
g
an
d
lear
n
in
g
,
m
o
tiv
a
tin
g
s
tu
d
en
ts
,
an
d
d
ev
elo
p
in
g
all
lan
g
u
ag
e
s
k
ills
.
Ho
wev
er
,
th
e
ac
tu
al
u
s
e
o
f
s
u
ch
tech
n
o
lo
g
ies
in
th
e
class
r
o
o
m
was
n
o
t
at
th
e
d
esire
d
lev
el.
T
ea
ch
er
s
wh
o
d
id
n
o
t
in
teg
r
ate
I
C
T
in
to
th
eir
class
es
attr
ib
u
ted
th
is
to
v
ar
io
u
s
f
ac
to
r
s
,
s
u
ch
as
a
lack
o
f
I
C
T
to
o
ls
in
th
eir
d
ep
ar
tm
en
ts
,
ab
s
en
ce
o
f
in
ter
n
et
ac
ce
s
s
,
an
d
in
s
u
f
f
icien
t
co
m
p
u
ter
co
m
p
eten
ce
a
n
d
tr
ain
i
n
g
.
I
n
o
u
r
s
tu
d
y
,
teac
h
er
s
also
e
x
h
ib
ited
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
I
C
T
b
u
t h
i
g
h
l
ig
h
ted
th
e
p
r
esen
ce
o
f
d
if
f
icu
lt
ies an
d
lim
itatio
n
s
.
Ou
r
f
in
d
i
n
g
s
alig
n
with
th
o
s
e
o
f
o
th
e
r
s
tu
d
ies,
wh
ich
e
m
p
h
a
s
ize
th
e
n
ee
d
f
o
r
s
u
f
f
icien
t
r
eso
u
r
ce
s
an
d
tr
ain
in
g
to
f
ac
ilit
at
e
m
o
r
e
wid
esp
r
ea
d
I
C
T
im
p
lem
en
tatio
n
.
An
o
t
h
e
r
s
tu
d
y
ai
m
e
d
to
i
n
v
e
s
tig
ate
h
o
w
y
o
u
n
g
s
tu
d
en
ts
s
elf
-
ass
ess
th
ei
r
d
i
g
i
tal
c
o
m
p
et
en
ce
[4
0
]
.
Utili
zi
n
g
a
n
o
n
-
ex
p
e
r
i
m
e
n
t
al
,
d
es
cr
ip
ti
v
e
q
u
a
n
ti
tat
iv
e
m
et
h
o
d
o
l
o
g
y
,
d
at
a
we
r
e
c
o
ll
ec
t
e
d
t
h
r
o
u
g
h
a
n
ele
ct
r
o
n
i
c
s
u
r
v
ey
.
T
h
e
m
ai
n
f
i
n
d
i
n
g
s
i
n
d
i
ca
t
ed
t
h
at
s
tu
d
en
ts
r
at
ed
t
h
ei
r
attit
u
d
e
t
o
wa
r
d
I
C
T
as
p
o
s
iti
v
e,
t
h
ei
r
e
n
g
a
g
e
m
e
n
t
wit
h
I
C
T
as
m
o
d
e
r
at
e,
an
d
t
h
e
ir
k
n
o
wl
e
d
g
e
o
f
I
C
T
as
l
im
i
te
d
.
A
lt
h
o
u
g
h
th
e
s
t
u
d
y
d
i
d
n
o
t
s
p
e
ci
f
ic
all
y
e
v
a
lu
ate
s
tu
d
e
n
ts
'
s
el
f
-
ass
ess
m
e
n
t
o
f
t
h
eir
d
i
g
it
al
c
o
m
p
ete
n
c
e,
t
h
e
r
e
s
u
lts
i
n
d
ic
ate
d
t
h
a
t
s
t
u
d
e
n
ts
wh
o
in
te
g
r
at
ed
I
C
T
in
t
o
t
h
e
l
ea
r
n
in
g
p
r
o
ce
s
s
ac
h
i
e
v
e
d
h
i
g
h
e
r
a
ca
d
e
m
i
c
p
e
r
f
o
r
m
a
n
c
e.
T
h
ese
f
in
d
i
n
g
s
m
a
y
s
u
g
g
est
a
n
en
h
an
ce
m
e
n
t
in
t
h
e
ir
d
i
g
it
al
s
k
il
ls
th
r
o
u
g
h
a
cti
v
e
u
s
e
o
f
te
c
h
n
o
l
o
g
y
i
n
ed
u
c
ati
o
n
.
An
o
t
h
e
r
a
r
t
icl
e'
s
r
esu
l
ts
i
n
d
ica
te
t
h
a
t
in
c
r
ea
s
e
d
u
s
e
o
f
I
C
T
in
a
s
c
h
o
o
l
co
m
m
u
n
i
ty
d
o
es
n
o
t
h
a
v
e
a
p
o
s
iti
v
e
i
m
p
a
ct
o
n
m
at
h
em
a
tics
a
n
d
r
ea
d
i
n
g
ac
h
ie
v
e
m
e
n
t
,
w
h
il
e
a
p
o
s
iti
v
e
ef
f
e
ct
is
o
b
s
er
v
ed
o
n
s
ci
en
ce
l
ea
r
n
in
g
o
u
tc
o
m
es.
T
h
ese
r
es
u
l
ts
s
u
g
g
est
t
h
a
t
th
e
im
p
ac
t o
f
I
C
T
o
n
e
d
u
ca
t
io
n
al
o
u
tc
o
m
es d
ep
en
d
s
o
n
t
h
e
s
u
b
j
ec
t
m
att
er
a
n
d
t
h
e
t
y
p
e
o
f
te
ch
n
o
l
o
g
y
u
s
ed
[2
2
]
.
I
n
th
is
s
t
u
d
y
,
s
t
u
d
e
n
ts
i
n
t
h
e
E
G,
wh
e
r
e
I
C
T
was
ac
ti
v
el
y
u
ti
liz
ed
,
a
ch
ie
v
e
d
h
ig
h
e
r
r
es
u
lts
co
m
p
a
r
e
d
t
o
th
e
tr
a
d
i
ti
o
n
al
t
ea
ch
in
g
m
et
h
o
d
e
m
p
lo
y
ed
i
n
t
h
e
C
G.
T
h
e
a
p
p
li
ca
ti
o
n
o
f
i
n
n
o
v
ati
v
e
te
ac
h
i
n
g
m
et
h
o
d
s
wit
h
i
n
t
h
e
ed
u
c
ati
o
n
al
f
r
a
m
e
wo
r
k
o
f
“i
n
d
u
s
tr
y
4
.
0
”
p
o
s
iti
v
e
ly
i
n
f
l
u
en
ce
s
s
t
u
d
e
n
t
o
u
tc
o
m
es
a
n
d
b
r
i
n
g
s
e
d
u
ca
to
r
s
u
s
i
n
g
I
C
T
i
n
t
ea
ch
in
g
cl
o
s
er
t
o
te
ch
n
o
l
o
g
ic
al
le
ad
er
s
h
i
p
i
n
e
d
u
ca
t
io
n
al
i
n
s
t
it
u
ti
o
n
s
.
R
eg
ar
d
in
g
m
eth
o
d
o
lo
g
ical
c
o
n
tr
ib
u
tio
n
s
,
th
is
s
tu
d
y
is
b
ased
o
n
th
e
u
s
e
o
f
a
m
i
x
e
d
-
m
eth
o
d
s
ap
p
r
o
ac
h
,
wh
ich
i
n
clu
d
es
b
o
th
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
an
aly
s
is
,
en
ab
lin
g
a
c
o
m
p
r
e
h
e
n
s
iv
e
ex
p
lo
r
atio
n
o
f
attitu
d
es
to
war
d
s
I
C
T
in
h
i
g
h
er
ed
u
ca
tio
n
.
T
h
is
ap
p
r
o
ac
h
a
lig
n
s
with
p
r
ev
i
o
u
s
r
esear
ch
th
at
h
as
em
p
l
o
y
e
d
s
im
ilar
m
eth
o
d
s
to
ex
am
in
e
th
e
im
p
ac
t o
f
I
C
T
o
n
ac
ad
em
ic
o
u
tco
m
es
[3
6
]
,
[
3
7
]
.
T
h
u
s
,
th
e
co
n
tr
ib
u
tio
n
lies
in
ex
p
an
d
i
n
g
th
e
m
eth
o
d
o
lo
g
ical
f
r
am
ewo
r
k
f
o
r
r
esear
ch
aim
e
d
at
ev
alu
atin
g
I
C
T
with
in
th
e
co
n
tex
t
o
f
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
p
r
ac
tical
co
n
t
r
ib
u
tio
n
o
f
th
is
s
tu
d
y
is
its
d
em
o
n
s
tr
atio
n
o
f
th
e
im
p
o
r
ta
n
c
e
o
f
u
s
in
g
I
C
T
n
o
t
o
n
ly
as a
n
an
cillar
y
to
o
l b
u
t a
ls
o
as a
p
r
im
ar
y
m
ea
n
s
o
f
en
h
an
cin
g
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
is
r
esear
ch
m
ay
b
e
u
tili
ze
d
to
f
u
r
th
er
d
ev
elo
p
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
an
d
to
in
f
o
r
m
e
d
u
ca
tio
n
al
p
o
licies
in
th
e
r
ea
lm
o
f
d
ig
italizatio
n
.
6.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
s
u
r
v
ey
r
esu
lts
,
teac
h
er
s
g
en
er
ally
h
a
v
e
a
p
o
s
itiv
e
attitu
d
e
to
war
d
th
e
u
s
e
o
f
I
C
T
;
h
o
wev
er
,
th
ey
en
co
u
n
ter
d
if
f
icu
lties
in
o
b
tain
in
g
s
u
p
p
o
r
t
f
r
o
m
th
e
lead
e
r
s
h
ip
.
M
o
r
eo
v
er
,
th
e
m
ajo
r
ity
o
f
teac
h
er
s
b
eliev
e
th
at
th
e
u
s
e
o
f
I
C
T
h
as
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
e
m
en
ts
.
R
esp
o
n
s
es
to
th
e
o
p
e
n
-
en
d
ed
q
u
esti
o
n
f
r
o
m
teac
h
er
s
i
n
d
icate
a
s
h
o
r
ta
g
e
o
r
u
n
ev
en
d
is
tr
ib
u
tio
n
o
f
t
ec
h
n
ical
eq
u
ip
m
en
t,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
s
y
s
tem
atic
tr
ain
in
g
an
d
s
u
p
p
o
r
t
f
o
r
ed
u
ca
to
r
s
.
T
h
e
teac
h
er
p
r
o
p
o
s
in
g
th
e
“
in
tr
o
d
u
ctio
n
o
f
in
ce
n
tiv
es
an
d
r
ewa
r
d
s
”
r
aises
th
e
is
s
u
e
o
f
estab
lis
h
in
g
a
r
ewa
r
d
s
y
s
tem
f
o
r
ed
u
ca
to
r
s
,
w
h
ich
co
u
ld
in
f
lu
en
ce
th
eir
m
o
tiv
ati
o
n
.
R
eg
ar
d
in
g
s
tu
d
en
t
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
th
e
r
esu
lts
in
d
icate
th
at
s
tu
d
en
ts
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
with
ac
tiv
e
in
teg
r
atio
n
o
f
I
C
T
d
em
o
n
s
tr
ate
b
etter
r
esu
lts
ac
r
o
s
s
all
s
u
b
jects
.
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
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c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
3
5
8
-
2
3
6
8
2366
T
h
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s
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p
p
o
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ts
th
e
h
y
p
o
th
esis
th
at
th
e
in
teg
r
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o
f
I
C
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in
to
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ca
tio
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al
p
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s
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p
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f
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all
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co
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ir
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ten
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lo
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p
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t
o
f
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p
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ic
ap
p
l
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n
s
o
r
ed
u
ca
tio
n
al
p
latf
o
r
m
s
o
n
lear
n
in
g
o
u
tco
m
es,
ex
a
m
in
in
g
th
e
in
f
lu
en
ce
o
f
I
C
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ac
r
o
s
s
d
if
f
er
en
t
co
u
n
tr
ies
an
d
ed
u
ca
tio
n
al
co
n
te
x
ts
to
g
ain
a
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
g
l
o
b
al
tr
en
d
s
,
an
d
ca
r
r
y
in
g
o
u
t
lo
n
g
itu
d
in
al
s
tu
d
ies
to
ass
es
s
th
e
d
u
r
ab
ilit
y
o
f
r
esu
lts
an
d
th
e
lo
n
g
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ter
m
ef
f
ec
ts
o
f
I
C
T
u
s
e
in
ed
u
ca
tio
n
.
T
ea
ch
er
s
ca
n
u
s
e
th
e
r
esu
lts
to
b
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c
o
m
p
r
e
h
en
d
th
e
in
f
l
u
en
ce
o
f
I
C
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o
n
t
h
eir
teac
h
i
n
g
m
eth
o
d
o
l
o
g
ies,
wh
ile
s
tu
d
en
ts
ca
n
e
v
alu
ate
h
o
w
tech
n
o
lo
g
y
u
s
ag
e
af
f
e
cts
th
eir
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
T
h
e
p
r
ac
tical
im
p
licatio
n
s
o
f
th
ese
f
in
d
in
g
s
f
o
r
ed
u
ca
tio
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al
p
r
ac
tice
an
d
p
o
licy
in
clu
d
e
th
e
d
e
v
elo
p
m
en
t
o
f
r
eso
u
r
ce
p
r
o
v
is
io
n
s
tr
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to
e
n
s
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r
e
an
eq
u
itab
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d
is
tr
ib
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tio
n
o
f
tech
n
ical
r
eso
u
r
ce
s
ac
r
o
s
s
all
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
;
th
e
im
p
lem
en
tatio
n
o
f
s
y
s
tem
atic
tr
ain
in
g
an
d
s
u
p
p
o
r
t
p
r
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g
r
am
s
f
o
r
teac
h
e
r
s
to
en
h
an
ce
th
eir
co
m
p
eten
ce
in
u
s
in
g
I
C
T
;
th
e
cr
ea
tio
n
o
f
m
o
tiv
atio
n
al
p
r
o
g
r
a
m
s
f
o
r
teac
h
er
s
to
e
n
co
u
r
ag
e
th
eir
ac
tiv
e
en
g
ag
em
e
n
t
with
I
C
T
;
an
d
th
e
u
s
e
o
f
r
esear
ch
r
esu
lts
to
in
f
o
r
m
s
tr
ateg
ies
an
d
p
o
licies
aim
ed
at
in
teg
r
atin
g
I
C
T
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
to
im
p
r
o
v
e
s
tu
d
en
ts
’
ac
a
d
e
m
ic
p
er
f
o
r
m
an
ce
.
F
UNDING
I
NF
O
R
M
A
T
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O
N
T
h
e
r
esear
ch
r
ec
ei
v
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n
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g
.
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