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r
s
e
co
n
ten
t,
th
er
eb
y
f
ac
ilit
atin
g
ef
f
ec
tiv
e
le
ar
n
in
g
[
6
]
.
T
o
c
r
af
t
ap
p
r
o
p
r
iate
co
n
ten
t,
f
ac
u
lt
y
m
u
s
t
p
o
s
s
ess
a
s
o
lid
u
n
d
er
s
tan
d
in
g
o
f
co
n
tem
p
o
r
a
r
y
tech
n
o
lo
g
ies
an
d
teac
h
in
g
m
ater
ial
s
[
7
]
.
I
n
a
d
d
itio
n
to
im
p
ar
tin
g
ess
en
tial
s
k
ills
,
s
u
ch
f
ac
u
lty
s
er
v
e
as
r
o
le
m
o
d
els
f
o
r
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
,
d
em
o
n
s
tr
atin
g
b
est
p
r
ac
tices
in
co
n
ten
t
cr
ea
tio
n
a
n
d
d
eliv
er
y
[
8
]
.
C
o
n
v
e
r
s
ely
,
f
ac
u
lty
wh
o
ar
e
u
n
f
a
m
iliar
with
m
o
d
er
n
teac
h
in
g
to
o
ls
an
d
r
eso
u
r
ce
s
m
ay
s
tr
u
g
g
le
to
p
r
o
v
id
e
th
e
n
ec
ess
ar
y
g
u
id
an
ce
a
n
d
s
u
p
p
o
r
t
t
o
th
eir
s
tu
d
en
ts
.
T
h
is
ca
n
lead
to
f
ee
lin
g
s
o
f
u
n
d
er
p
r
e
p
ar
ed
n
ess
an
d
a
lack
o
f
co
n
f
id
en
ce
in
th
e
ab
ilit
y
to
cr
ea
t
e
ef
f
ec
tiv
e
lear
n
in
g
m
ater
ials
.
As
a
r
esu
lt,
th
e
s
e
f
u
tu
r
e
ed
u
ca
t
o
r
s
m
ay
r
eso
r
t
to
o
u
td
ated
teac
h
in
g
m
eth
o
d
s
,
r
esu
ltin
g
in
d
u
ll
an
d
p
ass
iv
e
less
o
n
s
th
at
f
ail
to
s
ti
m
u
late
s
tu
d
en
t e
n
g
a
g
em
en
t.
T
h
e
q
u
ality
o
f
in
s
tr
u
ctio
n
is
s
ig
n
if
ican
tly
in
f
l
u
en
ce
d
b
y
th
e
d
esig
n
o
f
in
s
tr
u
ctio
n
al
m
ater
i
als
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
r
elev
an
t
r
eso
u
r
ce
s
[
9
]
,
[
1
0
]
.
Pro
s
p
ec
tiv
e
teac
h
er
s
o
f
ten
ex
p
ec
t
th
eir
in
s
tr
u
cto
r
s
t
o
b
e
k
n
o
wled
g
ea
b
le,
en
t
h
u
s
iast
ic,
ac
ce
s
s
ib
le,
an
d
p
o
s
s
ess
s
tr
o
n
g
co
m
m
u
n
icatio
n
a
n
d
teac
h
in
g
s
k
ills
to
s
elec
t
th
e
m
o
s
t
ap
p
r
o
p
r
iate
teac
h
in
g
m
e
th
o
d
s
an
d
to
o
ls
[
1
1
]
,
[
1
2
]
.
Ho
wev
er
,
co
m
p
r
eh
en
s
iv
ely
d
e
f
in
in
g
an
d
m
ea
s
u
r
i
n
g
q
u
ality
in
co
n
tex
t
o
f
h
ig
h
er
ed
u
ca
tio
n
r
em
ain
s
a
co
m
p
le
x
ass
ig
n
m
en
t
[
1
3
]
.
Desp
ite
th
is
ch
allen
g
e,
it
i
s
ev
id
en
t
th
at
en
h
a
n
cin
g
th
e
q
u
ality
o
f
ed
u
ca
tio
n
an
d
s
er
v
i
ce
s
at
u
n
iv
er
s
ities
ca
n
p
o
s
iti
v
ely
im
p
ac
t
s
tu
d
en
t
s
atis
f
ac
tio
n
with
b
o
th
in
s
tr
u
cto
r
s
an
d
th
e
in
s
titu
tio
n
its
elf
[
1
4
]
,
[
1
5
]
.
On
e
k
ey
f
ac
to
r
c
o
n
tr
ib
u
tin
g
to
s
tu
d
en
t
s
atis
f
ac
tio
n
an
d
s
elf
-
co
n
f
i
d
en
ce
is
th
e
p
r
esen
ce
o
f
in
s
tr
u
ct
o
r
s
wh
o
cr
ea
te
e
f
f
ec
tiv
e
an
d
en
g
ag
in
g
co
n
ten
t,
th
er
eb
y
p
r
e
p
ar
in
g
th
eir
s
tu
d
e
n
ts
f
o
r
f
u
tu
r
e
ch
allen
g
es.
E
f
f
ec
tiv
e
co
n
ten
t
is
ch
ar
ac
ter
ized
b
y
its
r
elev
an
ce
,
clar
ity
,
en
g
ag
em
e
n
t,
d
ep
th
,
an
d
p
r
ac
ticality
.
B
y
f
o
s
ter
in
g
cr
itical
th
in
k
in
g
,
p
r
o
b
lem
-
s
o
l
v
in
g
,
an
d
cr
ea
tiv
ity
,
s
u
ch
co
n
ten
t
em
p
o
wer
s
s
tu
d
en
ts
to
ap
p
ly
th
ei
r
k
n
o
wled
g
e
an
d
s
k
ills
in
m
ea
n
i
n
g
f
u
l
way
s
.
Ultim
ately
,
th
e
q
u
ality
o
f
in
s
tr
u
ctio
n
is
a
co
m
p
lex
is
s
u
e
with
m
an
y
f
a
cto
r
s
at
p
lay
,
b
u
t
t
h
e
d
e
v
elo
p
m
en
t
o
f
ef
f
ec
tiv
e
co
n
ten
t r
em
ain
s
a
c
r
u
cial
co
m
p
o
n
en
t i
n
en
h
a
n
cin
g
s
tu
d
e
n
t le
ar
n
in
g
a
n
d
s
atis
f
ac
tio
n
.
I
n
ed
u
ca
tio
n
al
s
ettin
g
s
,
th
e
u
tili
za
tio
n
o
f
v
ar
io
u
s
lear
n
in
g
m
ed
ia
b
y
teac
h
e
r
s
to
f
ac
ilit
ate
s
tu
d
en
t
co
m
p
r
eh
e
n
s
io
n
u
n
d
e
r
s
co
r
es
th
e
im
p
o
r
ta
n
ce
o
f
d
y
n
am
ic
co
n
t
en
t
cr
ea
tio
n
[
1
6
]
,
[
1
7
]
.
I
n
co
r
p
o
r
atin
g
a
n
im
atio
n
s
in
to
less
o
n
s
,
as
h
ig
h
lig
h
ted
b
y
W
ah
y
u
d
i
et
a
l.
[
1
8
]
n
o
t
o
n
ly
in
cr
ea
s
es
s
tu
d
en
t
en
g
ag
em
en
t
b
u
t
also
f
o
s
ter
s
m
o
r
e
ef
f
ec
tiv
e
lear
n
in
g
ex
p
e
r
ien
ce
s
.
Ho
wev
er
,
th
e
ef
f
ec
tiv
e
u
s
e
o
f
th
ese
to
o
ls
b
y
teac
h
er
s
is
e
s
s
en
tial
to
av
o
id
ed
u
ca
tio
n
al
d
is
p
ar
ities
th
at
co
u
ld
h
in
d
er
s
o
cieta
l
d
ev
elo
p
m
e
n
t
[
1
9
]
,
[
2
0
]
.
T
h
i
s
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
ed
u
c
ato
r
s
with
th
e
n
ec
ess
ar
y
s
k
ills
to
lev
er
ag
e
tec
h
n
o
lo
g
y
in
d
eli
v
er
in
g
h
ig
h
-
q
u
ality
in
s
tr
u
ctio
n
[
1
8
]
.
Pas
k
ev
iciu
s
[
2
1
]
d
escr
ib
es
co
n
ten
t
cr
ea
to
r
s
as
in
d
iv
id
u
als
wh
o
p
r
o
d
u
ce
d
ig
ital
m
ed
ia
with
s
p
ec
if
ic
g
o
als,
wh
eth
e
r
f
o
r
en
ter
tain
m
en
t
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es.
I
n
th
is
co
n
tex
t,
p
latf
o
r
m
s
lik
e
Yo
u
T
u
b
e
p
r
esen
t
ed
u
ca
to
r
s
with
o
p
p
o
r
tu
n
ities
to
ex
p
lo
r
e
k
n
o
wled
g
e
an
d
co
n
n
ec
t
with
s
tu
d
en
ts
th
r
o
u
g
h
in
n
o
v
ativ
e
co
n
ten
t
c
r
ea
tio
n
.
T
h
e
o
p
e
n
n
a
tu
r
e
o
f
Yo
u
T
u
b
e
,
as
n
o
ted
b
y
J
ac
k
m
an
[
2
2
]
,
e
n
ab
les
e
d
u
ca
to
r
s
to
g
o
b
ey
o
n
d
tr
ad
itio
n
al
class
r
o
o
m
lim
itatio
n
s
,
p
r
o
v
id
in
g
ac
ce
s
s
ib
le
an
d
d
iv
er
s
e
e
d
u
ca
tio
n
al
r
es
o
u
r
ce
s
to
lear
n
e
r
s
wo
r
ld
wid
e.
T
h
is
s
ig
n
if
ies
t
h
e
p
iv
o
tal
r
o
le
o
f
co
n
ten
t
cr
ea
to
r
s
in
s
h
a
p
in
g
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
al
lan
d
s
ca
p
es,
wh
er
e
tech
n
o
lo
g
y
-
en
ab
led
p
latf
o
r
m
s
f
ac
ilit
ate
f
lex
ib
le
an
d
in
clu
s
iv
e
lear
n
i
n
g
ex
p
er
ien
ce
s
[
2
3
]
.
T
h
u
s
,
th
e
in
teg
r
atio
n
o
f
co
n
te
n
t
cr
ea
tio
n
p
r
ac
tices
in
to
ed
u
ca
tio
n
al
s
ettin
g
s
em
er
g
es
as
a
p
o
ten
t
s
tr
ateg
y
to
en
h
an
ce
teac
h
i
n
g
ef
f
ec
tiv
en
es
s
an
d
p
r
o
m
o
te
life
lo
n
g
lear
n
i
n
g
in
th
e
d
ig
ital a
g
e.
T
h
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
in
to
th
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e,
p
ar
ticu
lar
ly
in
h
i
g
h
er
ed
u
c
atio
n
,
h
as
p
r
o
f
o
u
n
d
im
p
licatio
n
s
f
o
r
b
o
t
h
u
n
iv
er
s
ity
s
tu
d
en
ts
an
d
c
o
n
t
en
t
cr
ea
to
r
s
[
2
4
]
.
T
h
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
in
ed
u
ca
tio
n
in
clu
d
es
its
ap
p
lic
atio
n
in
th
e
lear
n
in
g
p
r
o
ce
s
s
th
r
o
u
g
h
v
ar
io
u
s
ty
p
es
o
f
le
ar
n
in
g
m
ed
ia.
On
e
p
r
o
m
in
e
n
t
f
o
r
m
o
f
s
u
ch
m
ed
ia
is
au
d
io
-
v
is
u
al
m
e
d
ia,
c
o
m
m
o
n
ly
r
ef
e
r
r
ed
to
as
v
id
e
o
m
ed
ia,
wh
ich
h
as
p
r
o
v
e
n
to
b
e
h
i
g
h
ly
en
g
ag
in
g
f
o
r
s
tu
d
en
ts
.
Vid
eo
m
e
d
ia
o
f
f
er
s
s
ev
er
al
ad
v
an
tag
es
th
at
f
a
cilitate
th
e
ef
f
ec
tiv
e
tr
an
s
m
is
s
io
n
o
f
in
s
tr
u
ctio
n
al
co
n
ten
t
b
y
ed
u
ca
to
r
s
.
I
t
e
n
h
an
ce
s
s
tu
d
en
t
co
m
p
r
eh
en
s
io
n
o
f
m
ater
ial
b
y
co
m
b
in
in
g
an
im
atio
n
,
im
ag
e
r
y
,
an
d
s
o
u
n
d
,
th
u
s
m
a
k
in
g
it
ea
s
ier
f
o
r
s
tu
d
e
n
ts
to
g
r
asp
co
m
p
lex
c
o
n
ce
p
ts
.
As
n
o
ted
b
y
Sab
lić
et
a
l
.
[
2
5
]
,
v
id
eo
m
ed
ia
co
m
p
r
is
es
to
o
l
s
th
at
p
r
esen
t
b
o
th
a
u
d
io
a
n
d
v
is
u
al
elem
en
ts
to
co
n
v
ey
ed
u
ca
tio
n
al
m
ess
ag
e
s
,
in
clu
d
in
g
co
n
ce
p
ts
,
p
r
in
c
ip
les,
p
r
o
ce
d
u
r
es,
t
h
eo
r
ies,
an
d
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
k
n
o
wled
g
e.
T
h
is
m
u
ltimo
d
al
a
p
p
r
o
ac
h
m
ak
e
s
v
id
eo
m
ed
ia
p
ar
ticu
lar
ly
ap
p
ea
lin
g
to
s
tu
d
en
ts
,
as
it
allo
ws
th
em
to
b
o
th
v
ie
w
an
d
m
en
tally
v
is
u
alize
th
e
co
n
ten
t
b
ein
g
p
r
esen
ted
d
u
r
i
n
g
v
id
eo
p
lay
b
ac
k
.
Ho
wev
er
,
th
e
ef
f
ec
tiv
e
n
ess
o
f
v
id
eo
m
ed
ia
in
e
d
u
ca
tio
n
d
e
p
en
d
s
o
n
a
d
h
er
in
g
to
s
p
ec
if
ic
d
esig
n
p
r
in
cip
les.
Acc
o
r
d
in
g
to
Ma
y
er
et
a
l.
[
2
6
]
,
o
p
tim
al
lear
n
in
g
v
id
eo
s
s
h
o
u
ld
m
an
ag
e
c
o
g
n
itiv
e
lo
a
d
ef
f
ec
tiv
ely
,
ad
d
r
ess
in
g
s
en
s
o
r
y
m
em
o
r
y
th
r
o
u
g
h
t
h
e
ap
p
r
o
p
r
iate
p
r
esen
tatio
n
o
f
v
i
s
u
al
an
d
au
d
ito
r
y
in
f
o
r
m
atio
n
.
Fu
r
th
er
m
o
r
e,
th
ese
v
id
eo
s
s
h
o
u
ld
b
e
d
esig
n
ed
t
o
m
ax
im
ize
s
tu
d
en
t
en
g
ag
em
en
t
an
d
p
r
o
m
o
te
ac
tiv
e
lear
n
in
g
th
r
o
u
g
h
o
u
t
th
e
v
iewin
g
p
r
o
ce
s
s
.
T
h
e
in
cr
ea
s
in
g
a
u
to
n
o
m
y
o
f
s
ch
o
o
l
teac
h
er
s
in
s
elec
tin
g
l
ea
r
n
in
g
to
o
ls
,
co
u
p
le
d
with
t
h
e
g
r
o
win
g
p
r
ev
alen
ce
o
f
tech
n
o
lo
g
y
,
h
as
n
ec
ess
itated
th
e
d
ev
elo
p
m
en
t
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
to
r
s
wh
o
ar
e
p
r
o
f
icien
t
in
u
s
in
g
s
o
cial
m
ed
ia
to
e
n
h
an
ce
th
e
lear
n
in
g
p
r
o
ce
s
s
[
2
7
]
–
[
3
1
]
.
W
h
ile
th
is
tr
en
d
o
f
f
er
s
n
u
m
er
o
u
s
o
p
p
o
r
tu
n
ities
,
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
.
6
,
Dec
em
b
er
20
25
:
4
7
9
6
-
4
8
1
1
4798
ch
allen
g
es
p
er
s
is
t,
p
ar
ticu
lar
ly
f
o
r
ed
u
ca
to
r
s
wh
o
m
a
y
lack
th
e
n
ec
ess
ar
y
f
am
iliar
ity
an
d
tr
ain
i
n
g
to
ef
f
ec
tiv
ely
a
d
o
p
t
tech
n
o
lo
g
y
[
3
2
]
.
I
n
th
is
d
ig
ital
ag
e,
th
e
u
s
e
o
f
d
iv
er
s
e
d
ig
ital
m
e
d
ia,
i
n
c
lu
d
in
g
s
to
r
y
tellin
g
th
r
o
u
g
h
im
a
g
es,
an
im
atio
n
s
,
an
d
v
id
eo
s
,
h
as
g
ai
n
ed
s
ig
n
if
ican
t
p
r
o
m
in
en
ce
[
3
3
]
.
T
ea
ch
e
r
s
ar
e
in
c
r
ea
s
in
g
l
y
d
r
iv
en
to
f
in
d
i
n
n
o
v
ativ
e
s
o
lu
tio
n
s
to
en
g
ag
e
s
tu
d
en
ts
ef
f
ec
tiv
ely
in
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
,
co
n
s
id
er
in
g
f
ac
to
r
s
s
u
ch
as
m
o
tiv
atio
n
,
av
ailab
le
r
eso
u
r
c
es,
an
d
co
p
y
r
ig
h
t
co
n
ce
r
n
s
[
3
4
]
.
R
ec
o
g
n
izin
g
th
e
im
p
o
r
tan
ce
o
f
d
ev
elo
p
i
n
g
e
n
g
ag
in
g
a
n
d
r
elev
an
t
d
ig
ital
c
o
n
ten
t,
ed
u
ca
to
r
s
ar
e
tu
r
n
i
n
g
to
p
latf
o
r
m
s
lik
e
T
ik
T
o
k
[
3
5
]
,
wh
ich
o
f
f
er
v
er
s
atile
f
ea
tu
r
es
f
o
r
cr
ea
tiv
e
co
n
ten
t
cr
ea
tio
n
[
3
6
]
.
W
h
ile
tech
n
o
lo
g
y
o
f
f
er
s
v
ast
p
o
ten
tial
f
o
r
co
n
ten
t
cr
ea
tio
n
in
h
ig
h
er
ed
u
ca
tio
n
’
s
o
n
lin
e
e
n
v
ir
o
n
m
en
t,
in
c
o
n
s
is
ten
cies
in
ac
ce
s
s
ib
ilit
y
an
d
th
e
v
ar
iab
le
q
u
ality
o
f
d
ig
itall
y
d
eliv
er
e
d
e
d
u
ca
tio
n
al
ex
p
e
r
ien
ce
s
p
o
s
e
s
ig
n
if
ican
t
h
u
r
d
le
s
.
I
n
v
esti
g
atin
g
th
e
liv
ed
ex
p
er
ien
ce
s
o
f
s
tu
d
e
n
ts
n
av
ig
atin
g
th
ese
ch
allen
g
es
in
k
n
o
wled
g
e
d
is
s
em
in
atio
n
is
th
e
b
asis
f
o
r
th
is
p
h
en
o
m
en
o
lo
g
ical
in
q
u
ir
y
.
I
n
h
ig
h
e
r
ed
u
ca
tio
n
,
co
n
ten
t
cr
ea
tio
n
p
lay
s
a
cr
u
cial
r
o
l
e
in
m
ee
tin
g
th
e
ch
a
n
g
in
g
d
em
an
d
s
o
f
ed
u
ca
tio
n
al
p
r
ac
tices,
p
ar
ticu
lar
ly
f
o
r
p
r
o
s
p
ec
tiv
e
teac
h
er
s
.
T
h
e
u
s
e
o
f
T
ik
T
o
k
as
a
teac
h
in
g
to
o
l,
f
o
r
in
s
tan
ce
,
is
d
esig
n
ed
to
f
o
s
ter
s
tu
d
en
t
-
in
d
e
p
en
d
e
n
t
lear
n
in
g
,
allo
win
g
s
tu
d
e
n
ts
to
en
g
ag
e
with
ed
u
ca
tio
n
a
l
co
n
ten
t
at
th
eir
o
wn
p
ac
e
a
n
d
o
n
th
eir
o
w
n
ter
m
s
[
3
6
]
,
[
3
7
]
.
T
h
e
i
n
teg
r
atio
n
o
f
tech
n
o
lo
g
y
h
as
p
r
o
v
en
ef
f
ec
tiv
e
in
en
h
an
cin
g
lear
n
i
n
g
ac
r
o
s
s
a
wid
e
r
an
g
e
o
f
s
u
b
jects,
p
r
o
v
id
in
g
s
tu
d
en
ts
with
in
ter
ac
tiv
e
an
d
en
g
ag
in
g
way
s
to
g
r
asp
c
o
m
p
lex
co
n
ce
p
ts
[
3
8
]
,
[
3
9
]
.
T
ea
ch
er
s
,
in
t
h
eir
r
o
le
as
co
n
ten
t
cr
ea
to
r
s
,
d
ev
el
o
p
an
d
s
h
ar
e
ed
u
ca
tio
n
al
v
id
e
o
s
o
n
p
latf
o
r
m
s
lik
e
T
i
k
T
o
k
an
d
I
n
s
tag
r
am
,
wh
ich
n
o
t
o
n
ly
d
em
o
cr
atize
s
ac
ce
s
s
to
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
b
u
t
also
ex
p
an
d
s
th
e
r
ea
ch
o
f
th
es
e
m
ater
ials
to
a
b
r
o
a
d
er
au
d
ien
ce
.
T
h
is
s
o
cial
m
ed
ia
-
b
ased
a
p
p
r
o
ac
h
t
o
lear
n
in
g
ac
ce
ler
ates
t
h
e
ed
u
ca
tio
n
al
ad
ap
tatio
n
p
r
o
ce
s
s
,
ac
co
m
m
o
d
atin
g
d
iv
e
r
s
e
lear
n
in
g
m
o
d
alities
an
d
h
elp
i
n
g
s
tu
d
e
n
ts
with
v
ar
y
in
g
p
r
ef
er
en
ce
s
an
d
n
ee
d
s
[
4
0
]
.
Mo
r
e
o
v
er
,
as
em
p
h
asized
b
y
R
eiso
ğ
lu
a
n
d
Ç
eb
i
[
1
9
]
,
co
llab
o
r
atio
n
am
o
n
g
teac
h
e
r
s
in
th
e
co
n
te
n
t
cr
ea
tio
n
p
r
o
ce
s
s
e
n
h
an
ce
s
th
e
o
v
er
all
q
u
ality
an
d
im
p
ac
t
o
f
ed
u
ca
tio
n
al
m
ater
ials
,
lead
in
g
to
m
o
r
e
ef
f
ec
tiv
e
lear
n
in
g
o
u
tco
m
es.
B
y
lev
er
ag
in
g
tech
n
o
lo
g
ical
ad
v
a
n
ce
m
en
ts
,
ed
u
ca
to
r
s
en
h
an
ce
th
e
ef
f
e
ctiv
en
ess
o
f
m
o
d
er
n
lear
n
in
g
s
y
s
tem
s
en
ab
lin
g
s
elf
-
p
ac
ed
lear
n
in
g
an
d
p
r
ac
tice
[
4
1
]
.
A
d
d
itio
n
ally
,
t
ea
ch
er
-
g
e
n
er
ated
v
id
eo
s
f
o
s
ter
teac
h
er
-
s
tu
d
en
t
in
ter
ac
tio
n
,
c
o
n
tr
ib
u
tin
g
to
a
m
o
r
e
en
g
ag
in
g
lear
n
in
g
en
v
ir
o
n
m
e
n
t
[
4
2
]
.
I
n
s
u
m
m
a
r
y
,
th
e
i
n
teg
r
atio
n
o
f
co
n
ten
t
cr
ea
tio
n
,
tech
n
o
l
o
g
y
,
an
d
co
llab
o
r
ativ
e
ef
f
o
r
ts
am
o
n
g
e
d
u
ca
to
r
s
in
h
i
g
h
er
e
d
u
ca
tio
n
p
r
o
m
o
te
s
in
n
o
v
ativ
e
teac
h
i
n
g
p
r
ac
tices
,
in
cr
ea
s
es
s
tu
d
en
t
en
g
ag
em
en
t,
an
d
f
o
s
ter
s
in
d
ep
en
d
e
n
t
lear
n
in
g
f
o
r
b
o
t
h
p
r
o
s
p
ec
tiv
e
teac
h
er
s
a
n
d
th
eir
s
tu
d
en
ts
.
I
n
c
o
n
clu
s
io
n
,
th
e
ef
f
ec
tiv
e
l
ea
r
n
in
g
o
f
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
at
u
n
iv
er
s
ities
is
clo
s
ely
ti
ed
to
th
eir
en
g
ag
em
e
n
t
in
co
n
te
n
t
cr
ea
ti
o
n
[
4
3
]
.
C
o
lb
er
t
et
a
l.
[
3
3
]
h
ig
h
lig
h
ted
th
e
b
en
e
f
its
o
f
u
tili
zin
g
estab
lis
h
ed
p
latf
o
r
m
s
,
s
u
ch
as
Yo
u
T
u
b
e,
in
m
ed
ical
ed
u
ca
tio
n
to
f
o
s
te
r
co
llab
o
r
atio
n
an
d
k
n
o
wled
g
e
ex
ch
an
g
e
a
m
o
n
g
p
r
ac
titi
o
n
er
s
.
Ad
d
itio
n
ally
,
p
latf
o
r
m
s
lik
e
Yo
u
T
u
b
e
ca
n
b
e
p
o
wer
f
u
l
to
o
ls
f
o
r
en
g
a
g
in
g
s
tu
d
en
ts
in
d
iv
e
r
s
e
s
u
b
jects,
s
u
ch
as
m
ath
em
ati
cs
an
d
s
o
cial
s
cien
ce
s
[
4
4
]
–
[
4
6
]
.
Prio
r
q
u
alitativ
e
s
tu
d
y
,
f
r
am
ed
with
in
an
in
ter
p
r
etiv
is
t
p
ar
ad
i
g
m
a
n
d
g
u
id
ed
b
y
t
h
e
th
eo
r
y
o
f
m
u
ltime
d
ia
lear
n
in
g
an
d
th
e
co
n
ti
n
u
u
m
o
f
m
ea
n
in
g
,
u
tili
ze
d
ar
tifa
ct
-
b
ased
in
te
r
v
ie
ws
to
d
em
o
n
s
tr
ate
h
o
w
in
teg
r
atin
g
T
ik
T
o
k
,
m
e
m
es,
an
d
Yo
u
T
u
b
e
ef
f
ec
tiv
ely
lev
er
ag
es
d
ig
ital
-
n
ativ
e
lear
n
er
s
’
ex
is
tin
g
k
n
o
wled
g
e
to
en
h
an
ce
2
1
s
t
-
ce
n
tu
r
y
g
eo
g
r
a
p
h
y
ed
u
ca
tio
n
b
y
ap
p
ea
lin
g
to
m
u
ltip
le
s
en
s
es,
wh
ile
also
id
en
tify
in
g
k
ey
b
e
n
ef
its
an
d
p
itfa
lls
[
4
7
]
.
Ho
we
v
er
,
it
is
ess
en
tial
to
ac
k
n
o
wled
g
e
th
at
v
ar
iatio
n
s
i
n
tech
n
o
lo
g
ical
p
r
o
f
icien
c
y
a
m
o
n
g
p
r
o
s
p
ec
tiv
e
teac
h
er
s
e
x
i
s
t
[
4
8
]
.
W
h
ile
s
o
m
e
ed
u
ca
to
r
s
r
ely
o
n
p
r
e
-
ex
is
tin
g
co
n
ten
t
o
n
p
latf
o
r
m
s
lik
e
Yo
u
T
u
b
e,
o
th
er
s
ac
tiv
ely
d
e
v
elo
p
th
eir
c
o
n
ten
t
cr
ea
tio
n
s
k
ills
th
r
o
u
g
h
f
o
r
m
al
co
u
r
s
es
o
r
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
T
h
er
ef
o
r
e,
p
r
o
v
id
in
g
o
p
p
o
r
tu
n
ities
f
o
r
p
r
o
s
p
ec
tiv
e
teac
h
er
s
to
ac
q
u
i
r
e
th
e
n
ec
ess
ar
y
s
k
ills
an
d
k
n
o
wled
g
e
to
c
r
ea
te
ef
f
ec
tiv
e
d
ig
ital
c
o
n
ten
t
is
cr
u
cial
f
o
r
e
n
h
an
ci
n
g
th
eir
lear
n
in
g
e
x
p
er
ien
ce
s
an
d
p
r
ep
ar
i
n
g
th
em
f
o
r
f
u
tu
r
e
teac
h
in
g
r
o
les.
Pro
v
id
in
g
m
ea
n
in
g
f
u
l
an
d
ef
f
ec
tiv
e
co
u
r
s
e
c
o
n
ten
t
t
o
s
tu
d
e
n
ts
is
a
k
ey
r
esp
o
n
s
ib
ilit
y
o
f
u
n
iv
er
s
ity
f
ac
u
lty
m
em
b
e
r
s
.
R
esear
ch
s
u
g
g
ests
th
at
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
h
o
ld
b
o
t
h
p
o
s
itiv
e
an
d
n
eg
ativ
e
v
iews
o
n
th
e
co
u
r
s
e
co
n
ten
t
o
f
f
er
ed
at
u
n
iv
er
s
ities
.
No
tab
ly
,
m
u
ch
o
f
th
e
r
esear
ch
o
n
co
u
r
s
e
co
n
ten
t
in
h
ig
h
er
ed
u
ca
tio
n
h
as
b
ee
n
co
n
d
u
cte
d
in
ter
n
atio
n
ally
,
with
lim
ited
s
tu
d
ies
f
o
c
u
s
in
g
o
n
th
e
cr
ea
tio
n
o
f
co
u
r
s
e
co
n
ten
t
b
y
f
ac
u
lty
m
em
b
er
s
in
T
u
r
k
is
h
u
n
iv
e
r
s
ities
.
T
h
is
g
ap
i
n
th
e
liter
atu
r
e
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
f
u
r
th
e
r
ex
p
lo
r
atio
n
in
t
h
is
ar
ea
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
s
to
co
n
tr
ib
u
te
to
th
e
ac
ad
em
ic
d
is
co
u
r
s
e
b
y
ad
d
r
ess
in
g
th
is
g
ap
.
T
o
g
u
id
e
th
is
in
v
esti
g
atio
n
,
th
e
f
o
llo
win
g
r
e
s
ea
r
ch
q
u
esti
o
n
s
wer
e
estab
lis
h
ed
:
−
Ho
w
d
o
p
r
o
s
p
ec
tiv
e
teac
h
er
s
p
er
ce
iv
e
th
e
f
ac
u
lty
m
em
b
er
s
at
th
eir
u
n
iv
e
r
s
ities
as c
o
n
ten
t p
r
o
d
u
ce
r
s
?
−
Ho
w
d
o
p
r
o
s
p
ec
tiv
e
teac
h
er
s
b
eliev
e
in
th
e
s
ig
n
if
ican
ce
o
f
t
h
e
ab
ilit
y
to
co
n
s
tr
u
ct
ed
u
ca
ti
o
n
al
c
o
n
ten
t
f
o
r
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
?
−
W
h
at
ar
e
th
e
f
ac
to
r
s
th
at
s
h
ap
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
f
ac
u
lty
m
em
b
er
s
as
co
n
ten
t
p
r
o
d
u
ce
r
s
?
−
Dr
awin
g
f
r
o
m
t
h
eir
ex
p
er
ien
ce
s
at
u
n
iv
e
r
s
ity
,
h
o
w
d
o
p
r
o
s
p
ec
tiv
e
teac
h
er
s
p
lan
to
in
teg
r
ate
co
n
te
n
t
cr
ea
tio
n
in
to
th
ei
r
o
wn
teac
h
in
g
p
r
ac
tices?
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
o
s
p
ec
tive
tea
ch
ers
’
views
o
n
fa
cu
lty
mem
b
ers
a
s
co
n
ten
t
crea
to
r
s
(
S
ey
ith
a
n
Dem
ir
d
a
ğ
)
4799
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
e
p
r
im
ar
y
o
b
jectiv
e
o
f
th
i
s
r
esear
ch
is
to
ex
p
lo
r
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
f
ac
u
lty
m
em
b
er
s
’
r
o
les
as
co
n
ten
t
cr
e
ato
r
s
with
in
h
ig
h
er
ed
u
ca
tio
n
.
T
o
ac
h
iev
e
th
is
,
th
e
s
tu
d
y
em
p
lo
y
s
a
q
u
alitativ
e
m
eth
o
d
o
l
o
g
y
,
s
p
ec
if
ically
u
t
ilizin
g
a
d
escr
ip
tiv
e
p
h
en
o
m
en
o
lo
g
ical
ap
p
r
o
ac
h
,
wh
ic
h
is
a
s
u
b
s
et
o
f
p
h
en
o
m
en
o
lo
g
ical
d
esig
n
.
T
h
is
ap
p
r
o
ac
h
is
p
ar
ticu
lar
ly
s
u
i
ted
f
o
r
ex
am
i
n
in
g
in
d
iv
id
u
al
ex
p
er
ien
ce
s
r
elate
d
to
a
s
p
ec
if
ic
c
o
n
ce
p
t
o
r
p
h
e
n
o
m
en
o
n
[
4
9
]
,
[
5
0
]
.
W
ith
in
th
is
an
aly
tical
f
r
am
ewo
r
k
,
t
h
e
s
tu
d
y
u
s
es
d
escr
ip
tiv
e
p
h
en
o
m
en
o
lo
g
y
t
o
illu
m
in
ate
th
e
p
er
s
p
ec
tiv
es
o
f
asp
ir
in
g
te
ac
h
er
s
r
eg
a
r
d
in
g
th
e
r
o
le
o
f
f
ac
u
lty
m
em
b
er
s
as
co
n
ten
t c
r
ea
to
r
s
in
T
u
r
k
is
h
ac
ad
em
ic
in
s
titu
tio
n
s
.
2
.
2
.
P
a
rt
icipa
nts
T
o
en
s
u
r
e
a
d
iv
er
s
e
r
an
g
e
o
f
p
er
s
p
ec
tiv
es
an
d
ex
p
e
r
ie
n
ce
s
,
th
e
s
tu
d
y
em
p
lo
y
ed
a
m
ax
im
u
m
v
ar
iatio
n
s
am
p
lin
g
tech
n
iq
u
e
[
5
1
]
.
T
h
is
s
tr
ateg
y
aim
ed
to
id
en
tify
co
m
m
o
n
p
atter
n
s
ac
r
o
s
s
v
ar
io
u
s
co
n
tex
ts
,
p
r
o
v
id
i
n
g
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
esear
ch
q
u
esti
o
n
.
A
to
tal
o
f
2
6
p
r
o
s
p
ec
tiv
e
teac
h
er
s
f
r
o
m
a
u
n
iv
er
s
ity
in
No
r
th
wester
n
T
u
r
k
ey
wer
e
s
elec
ted
as
p
ar
ticip
an
ts
.
T
h
e
s
am
p
le
co
m
p
r
is
ed
1
6
f
em
ale
an
d
1
0
m
ale
s
en
io
r
s
tu
d
en
ts
f
r
o
m
d
iv
er
s
e
ac
a
d
em
ic
b
ac
k
g
r
o
u
n
d
s
,
in
clu
d
in
g
s
p
ec
ial
ed
u
ca
tio
n
teac
h
i
n
g
,
elem
en
tar
y
s
ch
o
o
l
teac
h
i
n
g
,
s
cien
ce
teac
h
in
g
,
s
o
cial
s
tu
d
ie
s
teac
h
in
g
,
p
r
esch
o
o
l
teac
h
in
g
,
an
d
m
ath
e
m
atics
teac
h
in
g
.
T
h
is
d
iv
e
r
s
e
p
ar
tici
p
an
t
p
o
o
l
f
ac
ilit
ated
a
n
u
an
ce
d
ex
p
lo
r
atio
n
o
f
th
e
r
esear
ch
to
p
ic.
Sp
ec
if
ically
,
p
ar
ticip
an
ts
wer
e
d
r
awn
f
r
o
m
th
e
f
o
llo
win
g
d
ep
ar
tm
e
n
ts
:
s
p
ec
ial
ed
u
ca
tio
n
teac
h
i
n
g
(
7
s
tu
d
en
ts
)
,
elem
en
ta
r
y
s
ch
o
o
l
teac
h
in
g
(
4
s
tu
d
en
ts
)
,
s
cien
ce
teac
h
in
g
(
5
s
tu
d
e
n
ts
)
,
s
o
cial
s
tu
d
ies
teac
h
in
g
(
3
s
tu
d
en
ts
)
,
p
r
esch
o
o
l
teac
h
in
g
(
4
s
tu
d
en
ts
)
,
a
n
d
m
a
th
em
atics
teac
h
in
g
(
3
s
tu
d
en
t
s
)
.
T
h
e
m
a
x
im
u
m
v
ar
iatio
n
s
am
p
lin
g
tech
n
iq
u
e
was
em
p
lo
y
ed
t
o
s
elec
t
p
ar
tici
p
an
ts
,
aim
in
g
t
o
u
n
co
v
er
co
m
m
o
n
p
atter
n
s
ac
r
o
s
s
d
iv
er
s
e
c
o
n
tex
ts
an
d
p
r
o
v
id
e
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
r
esear
ch
q
u
esti
o
n
s
[
5
1
]
.
B
y
s
elec
tin
g
p
a
r
ticip
an
ts
f
r
o
m
v
ar
io
u
s
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
s
,
th
is
s
tu
d
y
s
o
u
g
h
t
to
ca
p
tu
r
e
a
wid
e
r
an
g
e
o
f
p
er
s
p
ec
tiv
es
a
n
d
e
x
p
er
ien
ce
s
r
elate
d
t
o
f
ac
u
lty
m
em
b
e
r
s
’
r
o
les as c
o
n
t
en
t c
r
ea
to
r
s
.
2
.
3
.
Da
t
a
c
o
llect
io
n a
nd
a
na
ly
s
is
T
h
e
d
ata
c
o
llectio
n
p
r
o
ce
s
s
u
tili
ze
d
s
em
i
-
s
tr
u
ctu
r
e
d
in
t
er
v
iews.
T
h
e
r
esear
ch
er
d
ev
elo
p
ed
a
n
in
ter
v
iew
p
r
o
to
c
o
l
b
ased
o
n
ex
is
tin
g
liter
atu
r
e
o
n
asp
ir
in
g
ed
u
ca
to
r
s
.
T
o
e
n
h
an
ce
th
e
p
r
o
to
co
l
’
s
q
u
ality
,
f
ee
d
b
ac
k
was
o
b
tain
e
d
f
r
o
m
two
ac
ad
e
m
ic
ex
p
er
ts
:
o
n
e
in
e
d
u
ca
tio
n
al
s
cien
ce
s
an
d
T
u
r
k
is
h
lan
g
u
ag
e
teac
h
in
g
.
I
n
co
r
p
o
r
atin
g
th
eir
i
n
s
ig
h
ts
,
th
e
p
r
o
to
co
l
was
r
e
v
is
ed
an
d
f
in
alize
d
.
An
ex
p
lo
r
ato
r
y
in
ter
v
iew
with
a
p
r
o
s
p
ec
tiv
e
ed
u
ca
to
r
,
last
in
g
a
p
p
r
o
x
im
ately
4
0
m
in
u
tes,
was c
o
n
d
u
cted
to
test
th
e
p
r
o
to
co
l
’
s
ef
f
ec
tiv
en
ess
.
T
h
e
f
in
al
in
te
r
v
iew
p
r
o
to
co
l
in
clu
d
ed
f
o
u
r
s
em
i
-
s
tr
u
ctu
r
e
d
q
u
esti
o
n
s
d
esig
n
ed
to
elicit
d
etailed
p
er
s
p
ec
tiv
es
f
r
o
m
p
r
o
s
p
ec
tiv
e
ed
u
ca
to
r
s
o
n
f
ac
u
lty
m
em
b
er
s
’
r
o
les
as
co
n
ten
t
cr
ea
t
o
r
s
in
h
ig
h
er
ed
u
ca
tio
n
.
Af
ter
o
b
tain
in
g
p
ar
ticip
an
ts
’
c
o
n
s
en
t,
in
-
p
e
r
s
o
n
in
ter
v
iews
last
in
g
ab
o
u
t
3
5
m
in
u
tes
ea
ch
wer
e
co
n
d
u
cte
d
an
d
au
d
io
-
r
ec
o
r
d
e
d
f
o
r
d
ata
ac
c
u
r
a
cy
.
T
h
e
r
ec
o
r
d
i
n
g
s
wer
e
th
en
tr
an
s
cr
ib
ed
v
e
r
b
atim
an
d
co
d
e
d
.
C
o
d
es
ir
r
elev
an
t
to
th
e
r
esear
ch
q
u
esti
o
n
s
wer
e
r
em
o
v
e
d
b
e
f
o
r
e
a
n
aly
s
is
.
Usi
n
g
co
n
ten
t
a
n
aly
s
is
,
s
ig
n
if
ican
t
d
ata
s
eg
m
en
ts
wer
e
id
en
tifie
d
,
ca
teg
o
r
ized
i
n
to
r
elev
a
n
t
s
u
b
t
h
em
es,
an
d
o
r
g
an
ized
u
n
d
er
o
v
e
r
ar
ch
in
g
th
em
es.
T
o
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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&
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,
Vo
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.
14
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No
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6
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Dec
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b
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20
25
:
4
7
9
6
-
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3.
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th
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
en
h
an
ce
s
s
tu
d
en
t
en
g
ag
em
e
n
t.
C
lass
r
o
o
m
in
ter
ac
tio
n
s
an
d
p
er
s
o
n
alize
d
teac
h
in
g
m
eth
o
d
s
co
n
tr
ib
u
te
to
an
e
n
r
ich
ed
lear
n
in
g
ex
p
er
ie
n
ce
.
E
f
f
ec
tiv
e
teac
h
in
g
p
r
e
p
ar
atio
n
in
v
o
lv
es a
lig
n
in
g
s
tr
ateg
ies with
s
tu
d
en
t
n
ee
d
s
an
d
f
o
s
ter
in
g
a
n
awa
r
en
ess
o
f
eth
ics
an
d
p
r
o
f
ess
io
n
al
r
esp
o
n
s
ib
ilit
ies.
Se
lecte
d
p
er
s
p
ec
tiv
es
f
r
o
m
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
o
n
t
h
e
“
ed
u
ca
tio
n
p
r
o
ce
s
s
an
d
ex
p
er
ien
ce
s
o
f
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
”
in
clu
d
e:
“
I
n
th
e
p
r
o
jects
w
e
u
n
d
erta
ke
,
w
e
b
en
efit
fr
o
m
th
e
id
ea
s
a
n
d
ex
p
erien
ce
s
o
f
t
h
e
fa
c
u
lty
me
mb
ers
.
Ma
n
y
o
f
o
u
r
p
r
o
fess
o
r
s
h
a
ve
th
eir
o
w
n
a
u
th
o
r
ed
b
o
o
ks
a
va
ila
b
le.
Th
ey
a
r
e
eq
u
ip
p
ed
a
s
co
n
ten
t
p
r
o
d
u
ce
r
s
a
n
d
a
r
e
ca
p
a
b
le
o
f
p
r
o
vid
in
g
crea
tive
a
n
d
en
g
a
g
in
g
c
o
n
ten
t
in
c
u
r
r
en
t
co
u
r
s
es;
th
erefo
r
e,
I
a
m
s
a
tis
fied
w
ith
my
u
n
ivers
ity
a
n
d
p
r
o
fess
o
r
s
.”
(
PT7
)
“
F
r
a
n
kly,
I
ev
a
lu
a
te
o
u
r
p
r
o
fess
o
r
s
w
h
o
p
r
ep
a
r
e
th
eir
o
w
n
p
r
esen
ta
tio
n
s
fo
r
o
u
r
c
o
u
r
s
es
p
o
s
itively
a
s
co
n
ten
t p
r
o
d
u
ce
r
s
.”
(
PT2
1
)
“
Th
e
p
r
o
fess
o
r
s
a
t
o
u
r
u
n
iver
s
ity
h
a
ve
a
g
o
o
d
ex
p
erien
ce
in
p
r
o
d
u
cin
g
a
n
d
p
r
esen
tin
g
e
ffective
ed
u
ca
tio
n
a
l
c
o
n
ten
t.
Th
ey
g
u
id
e
u
s
i
n
d
ev
elo
p
in
g
tea
c
h
in
g
meth
o
d
s
a
n
d
tec
h
n
iq
u
es
th
a
t
w
ill
co
n
tr
ib
u
te
to
o
u
r
p
r
o
fess
io
n
a
n
d
in
u
s
in
g
to
o
ls
s
u
ch
a
s
w
eb
2
.
0
.”
(
PT2
4
)
“
I
d
efin
itely
b
eliev
e
th
a
t
fa
c
u
lty
mem
b
ers
a
r
e
in
a
d
e
q
u
a
te
in
terms
o
f
co
n
ten
t
p
r
o
d
u
ct
io
n
.
I
t
d
ep
en
d
s
o
n
o
u
r
p
ercep
tio
n
o
f
co
n
ten
t
p
r
o
d
u
ctio
n
,
b
u
t
th
ey
n
ee
d
to
imp
r
o
ve
th
emselve
s
in
th
is
r
eg
a
r
d
.”
(
PT9
)
T
h
e
r
esear
ch
r
ev
ea
ls
th
e
co
m
p
lex
lan
d
s
ca
p
e
o
f
co
n
ten
t
cr
ea
tio
n
an
d
m
ater
ial
d
esig
n
in
teac
h
er
ed
u
ca
tio
n
,
em
p
h
asizin
g
th
e
c
en
tr
al
r
o
le
o
f
p
lan
n
in
g
an
d
ad
ap
tab
ilit
y
.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
n
ec
ess
i
ty
f
o
r
cu
s
to
m
ized
in
s
tr
u
ctio
n
al
m
ate
r
ials
b
ased
o
n
teac
h
er
s
’
ex
p
er
i
en
ce
s
to
ad
d
r
ess
th
e
n
ee
d
s
o
f
v
ar
io
u
s
ed
u
ca
tio
n
al
s
ettin
g
s
an
d
teac
h
in
g
m
eth
o
d
s
.
I
t
em
p
h
asizes
th
e
d
ev
elo
p
m
en
t
o
f
r
eso
u
r
ce
s
th
at
ar
e
r
elev
an
t
to
d
iv
er
s
e
lear
n
er
s
an
d
ad
a
p
tab
le
to
d
if
f
er
en
t
class
r
o
o
m
co
n
d
itio
n
s
,
u
tili
zin
g
cr
ea
tiv
ity
an
d
tech
n
o
lo
g
y
to
e
n
h
an
ce
en
g
ag
em
e
n
t
an
d
e
f
f
ec
tiv
en
ess
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
im
p
o
r
ta
n
ce
o
f
a
d
ap
tiv
e
s
tr
ateg
ies
in
o
n
lin
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
to
en
s
u
r
e
m
ea
n
in
g
f
u
l
en
g
ag
em
en
t
an
d
ac
h
iev
e
o
p
tim
al
lear
n
in
g
o
u
tco
m
es.
A
s
u
b
s
et
o
f
th
e
p
ar
ticip
a
n
ts
p
r
o
f
f
er
ed
in
s
ig
h
ts
o
n
th
e
to
p
ic
o
f
“c
o
n
ten
t
g
en
er
atio
n
an
d
m
at
er
ial
d
esig
n
”
as:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
o
s
p
ec
tive
tea
ch
ers
’
views
o
n
fa
cu
lty
mem
b
ers
a
s
co
n
ten
t
crea
to
r
s
(
S
ey
ith
a
n
Dem
ir
d
a
ğ
)
4801
“
I
n
o
u
r
u
n
ivers
ity,
mo
s
t
p
r
o
fess
o
r
s
ten
d
to
s
imp
ly
r
ea
d
fr
o
m
s
lid
es
a
n
d
r
efer
to
va
r
io
u
s
b
o
o
ks
d
u
r
in
g
cla
s
s
es,
merely
s
kimmin
g
th
r
o
u
g
h
th
e
less
o
n
s
.
H
o
w
ev
er,
a
mo
n
g
th
em,
th
ere
is
a
ls
o
a
p
r
o
fess
o
r
w
h
o
u
tili
z
es c
r
ea
ti
ve
co
n
ten
t su
ch
a
s
a
n
ima
tio
n
s
in
th
eir lec
tu
r
es
.”
(
PT2
5
)
“
I
h
a
ve
n
’
t
s
ee
n
a
p
r
o
fess
o
r
w
h
o
d
ev
el
o
p
s
co
n
ten
t
a
n
d
u
tili
z
es
tech
n
o
lo
g
y
w
ell
in
c
la
s
s
es.
Gen
era
lly,
th
ey
d
elive
r
lectu
r
es
w
ith
s
t
r
a
ig
h
tfo
r
w
a
r
d
ex
p
la
n
a
tio
n
s
u
s
in
g
t
h
e
p
r
o
jectio
n
s
in
th
e
cla
s
s
r
o
o
m
.”
(
PT4
)
“
Ou
r
cla
s
s
es
a
r
e
mo
r
e
th
eo
r
etica
l
r
a
th
er
th
a
n
p
r
a
ctica
l.
T
yp
ica
lly,
th
ere
is
a
te
a
ch
er
-
ce
n
tered
a
p
p
r
o
a
c
h
.
S
o
me
o
f
o
u
r
p
r
o
fess
o
r
s
,
h
o
w
ev
e
r
,
ma
n
a
g
e
to
ma
ke
th
e
less
o
n
s
mo
r
e
en
g
a
g
in
g
b
y
u
s
in
g
a
p
p
r
o
p
r
ia
te
ma
teri
a
ls
.
Ove
r
a
ll,
I
ca
n
s
a
y
th
a
t I
a
m
s
a
tis
fied
.”
(
PT8
)
“
I
b
eliev
e
th
a
t
fa
c
u
lty
mem
b
e
r
s
d
o
n
o
t
p
r
o
d
u
ce
en
o
u
g
h
co
n
ten
t.
C
la
s
s
es
p
r
o
g
r
ess
in
a
mu
n
d
a
n
e
ma
n
n
er w
ith
s
lid
es c
o
n
s
ta
n
tly
r
ea
d
fr
o
m
th
e
b
o
a
r
d
.”
(
PT1
5
)
“
Wh
en
ev
a
lu
a
tin
g
fa
cu
lty
mem
b
ers
b
a
s
ed
o
n
t
h
eir
ex
p
la
n
a
tio
n
s
o
f
t
o
p
ics
a
n
d
th
e
fee
d
b
a
ck
th
ey
p
r
o
vid
e
in
o
u
r
p
r
esen
ta
tio
n
s
,
I
ca
n
s
a
y
th
a
t
th
ey
p
o
s
s
ess
s
u
fficien
t
p
r
o
fess
io
n
a
l
kn
o
w
led
g
e
a
n
d
ex
p
erien
ce
.
…we
h
a
ve
p
r
o
fess
o
r
s
w
h
o
s
h
a
r
e
th
eir
ex
p
er
i
en
ce
s
w
ith
u
s
,
b
u
t
th
ere
a
r
e
a
ls
o
p
r
o
fess
o
r
s
w
h
o
r
efra
in
fr
o
m
s
h
a
r
in
g
th
eir
r
esea
r
ch
a
n
d
e
xp
erien
ce
s
w
ith
u
s
.
Th
erefo
r
e
,
w
h
ile
I
d
o
n
o
t
b
eliev
e
t
h
a
t
mo
s
t
o
f
th
e
fa
cu
lty
mem
b
ers
a
t
o
u
r
u
n
ivers
ity
la
ck
kn
o
w
led
g
e
a
n
d
s
kills
,
I
a
ls
o
d
o
n
o
t th
in
k
th
a
t
a
ll o
f t
h
em
a
r
e
co
n
ten
t
p
r
o
d
u
ce
r
s
.”
(
PT1
7
)
3
.
1
.
2
.
P
a
rt
icipa
nts
co
ns
idering
t
h
e
s
ig
nifica
nce
o
f
t
he
a
bil
it
y
t
o
co
ns
t
ruct
educa
t
io
na
l
co
nte
nt
f
o
r
ef
f
ec
t
iv
e
ins
t
ruct
io
n
Seco
n
d
,
th
e
p
r
o
s
p
ec
tiv
e
tea
ch
er
s
wer
e
ask
ed
ab
o
u
t
th
e
ir
s
tan
ce
o
n
th
e
a
b
ilit
y
to
co
n
s
tr
u
ct
ed
u
ca
tio
n
al
c
o
n
ten
t
f
o
r
e
f
f
ec
tiv
e
in
s
tr
u
ctio
n
.
T
h
is
q
u
esti
o
n
aim
ed
t
o
u
n
c
o
v
er
p
ar
ticip
an
ts
’
o
p
in
io
n
s
o
n
v
ar
io
u
s
asp
ec
ts
,
in
clu
d
in
g
b
e
lief
s
an
d
attitu
d
es
to
war
d
s
e
d
u
ca
tio
n
al
co
n
ten
t
an
d
tech
n
o
lo
g
y
,
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
v
iews
o
n
co
n
ten
t
p
r
o
d
u
ctio
n
,
ef
f
ec
tiv
e
teac
h
in
g
an
d
co
n
ten
t
cr
ea
tio
n
,
th
e
r
esp
o
n
s
ib
ilit
ies
o
f
ac
ad
em
ics
an
d
teac
h
er
s
in
c
o
n
ten
t
p
r
o
d
u
ctio
n
,
an
d
th
e
ap
p
licab
ilit
y
o
f
co
n
te
n
t
p
r
o
d
u
ctio
n
s
k
ills
an
d
b
elief
s
.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
th
at
t
h
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
p
er
s
p
ec
tiv
es
wer
e
o
r
g
an
ized
i
n
to
t
h
r
ee
m
ain
th
em
es:
t
h
e
s
ig
n
if
ican
ce
o
f
co
n
te
n
t
p
r
o
d
u
ctio
n
,
co
n
ten
t
p
r
o
d
u
cti
o
n
s
k
ills
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
,
an
d
co
n
te
n
t
p
r
o
d
u
ctio
n
in
t
h
e
ed
u
ca
tio
n
p
r
o
ce
s
s
.
T
h
e
th
em
es in
clu
d
e
d
a
t
o
tal
o
f
s
ix
s
u
b
th
em
es
,
as
s
h
o
w
n
in
T
ab
le
2
.
T
ab
le
2
.
E
v
alu
atin
g
th
e
im
p
o
r
tan
ce
o
f
c
o
n
s
tr
u
ctin
g
e
d
u
ca
tio
n
al
co
n
ten
t f
o
r
ef
f
ec
tiv
e
in
s
tr
u
c
tio
n
Th
e
m
e
s
S
u
b
t
h
e
mes
C
o
d
e
s
Th
e
si
g
n
i
f
i
c
a
n
c
e
o
f
c
o
n
t
e
n
t
p
r
o
d
u
c
t
i
o
n
B
e
l
i
e
f
s
a
n
d
a
t
t
i
t
u
d
e
s
Emp
h
a
s
i
z
i
n
g
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d
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n
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teac
h
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u
ca
tio
n
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h
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its
im
p
ac
t
o
n
i
n
s
tr
u
ctio
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al
p
r
ac
tices
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d
s
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lear
n
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g
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t
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lo
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s
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an
d
its
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teg
r
atio
n
in
to
teac
h
in
g
m
eth
o
d
s
.
Ad
d
itio
n
ally
,
it
em
p
h
asizes
th
e
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
tech
n
o
lo
g
y
in
en
h
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cin
g
co
n
t
en
t
cr
ea
tio
n
an
d
teac
h
i
n
g
ef
f
e
ctiv
en
ess
,
p
ar
ticu
lar
ly
in
d
ig
it
al
co
n
tex
ts
.
O
v
er
all,
th
e
f
in
d
in
g
s
s
tr
ess
th
e
im
p
o
r
t
an
ce
o
f
tech
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l
o
g
y
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d
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e
n
ap
p
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o
ac
h
es
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ee
t
th
e
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ee
d
s
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lear
n
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s
in
to
d
ay
’
s
d
ig
ital
ag
e.
A
c
o
m
p
ilatio
n
o
f
p
ar
ticip
a
n
t
p
e
r
s
p
e
ctiv
es
co
n
ce
r
n
i
n
g
“
th
e
s
ig
n
i
f
ican
ce
o
f
c
o
n
ten
t
p
r
o
d
u
ctio
n
”
is
d
elin
ea
ted
:
“
We,
a
s
s
tu
d
en
ts
,
b
eliev
e
th
a
t
co
n
ten
t
crea
tio
n
is
ve
r
y
imp
o
r
ta
n
t.
Ho
w
ev
er,
I
d
o
n
o
t
th
i
n
k
o
u
r
p
r
o
fess
o
r
s
r
eflec
t th
is
in
p
r
a
ct
ice,
w
h
ich
u
n
d
ermin
es o
u
r
b
el
ief
in
lea
r
n
in
g
.”
(
PT6
)
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
.
6
,
Dec
em
b
er
20
25
:
4
7
9
6
-
4
8
1
1
4802
“
I
b
eliev
e
th
a
t
o
u
r
p
r
o
fess
o
r
s
a
r
e
h
ig
h
ly
a
w
a
r
e
o
f
th
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s
is
s
u
e.
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ey
s
h
o
w
u
s
th
e
i
mp
o
r
t
a
n
ce
o
f
ca
p
tu
r
in
g
s
tu
d
en
ts
’
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tten
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n
a
n
d
d
elive
r
in
g
effec
tive,
la
s
tin
g
in
s
tr
u
ctio
n
.
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ey
en
a
b
le
u
s
to
a
p
p
ly
th
is
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y
emp
h
a
s
iz
in
g
it in
th
eir p
r
esen
ta
tio
n
s
a
n
d
cla
s
s
es
.”
(
PT7
)
“
A
s
p
r
o
s
p
ec
tive
tea
ch
ers
,
w
e
a
tta
ch
g
r
ea
t
imp
o
r
ta
n
ce
t
o
co
n
ten
t
crea
tio
n
.
B
ec
a
u
s
e
to
d
a
y,
ma
teri
a
ls
,
tech
n
o
lo
g
ies,
a
n
d
g
a
mes
a
ttr
a
ct
s
tu
d
en
ts
’
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tten
tio
n
mo
r
e.
P
r
o
s
p
ec
tive
te
a
ch
ers
a
r
e
a
w
a
r
e
th
a
t
in
fo
r
ma
tio
n
le
a
r
n
ed
b
y
d
o
in
g
a
n
d
ex
p
erien
cin
g
is
mo
r
e
p
erma
n
en
t.
Th
eref
o
r
e,
w
e
s
tr
ive
to
crea
te
ed
u
ca
tio
n
a
l c
o
n
ten
t th
a
t k
ee
p
s
s
tu
d
e
n
ts
a
ctive
.”
(
PT1
5
)
“
I
n
th
e
a
g
e
o
f
tech
n
o
lo
g
y,
w
h
ere
w
e
h
a
ve
r
a
p
id
a
cc
ess
to
in
fo
r
ma
tio
n
,
w
e
a
lmo
s
t
d
o
n
o
t
n
ee
d
fa
cu
lty
mem
b
ers
.
Ou
r
p
r
o
fess
o
r
s
s
h
o
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ld
d
emo
n
s
tr
a
te
th
eir
n
ec
ess
ity
b
y
p
r
o
d
u
cin
g
co
n
te
n
t
w
ith
th
e
n
ec
ess
a
r
y
tech
n
o
lo
g
ies
.”
(
PT1
9
)
“
A
s
p
r
o
s
p
ec
tive
tea
ch
ers
,
w
e
kn
o
w
th
a
t
w
e
w
ill
b
e
tea
ch
in
g
ch
ild
r
en
b
o
r
n
in
t
h
e
a
g
e
o
f
tech
n
o
lo
g
y
.
I
n
th
is
s
en
s
e,
t
h
e
mo
r
e
s
kills
w
e
h
a
ve
,
th
e
mo
r
e
w
e
ca
n
a
d
va
n
ce
ch
ild
r
en
i
n
th
a
t
r
eg
a
r
d
.
C
o
n
ten
t
crea
tio
n
mea
n
s
p
r
o
d
u
cin
g
o
r
ig
in
a
l
p
r
o
d
u
cts.
I
b
eliev
e
th
a
t
w
ith
o
r
ig
in
a
l
p
r
o
d
u
cts,
a
mo
r
e
effec
tive
lea
r
n
in
g
en
viro
n
me
n
t wi
ll b
e
crea
ted
.”
(
PT
2
2
)
T
h
e
r
esear
ch
elu
cid
ates
t
h
e
in
tr
icate
lan
d
s
ca
p
e
o
f
co
n
te
n
t
p
r
o
d
u
ctio
n
s
k
ills
am
o
n
g
p
r
o
s
p
ec
tiv
e
teac
h
er
s
,
ex
am
in
in
g
th
eir
b
eli
ef
s
an
d
th
e
im
p
licatio
n
s
f
o
r
teac
h
in
g
p
r
ac
tices.
I
t
h
ig
h
lig
h
ts
th
e
cr
itical
r
o
le
o
f
s
elf
-
awa
r
en
ess
an
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
in
im
p
r
o
v
i
n
g
th
ese
s
k
ills
,
u
n
d
er
s
co
r
in
g
th
eir
p
o
ten
tial
t
o
s
ig
n
if
ican
tly
en
h
a
n
ce
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
lear
n
in
g
e
x
p
er
ien
ce
s
.
T
h
e
s
tu
d
y
u
n
d
e
r
s
co
r
es
th
e
in
ter
p
la
y
b
etwe
en
p
ed
a
g
o
g
ical
c
o
m
p
et
en
cies
an
d
in
s
tr
u
ctio
n
al
o
u
tc
o
m
es,
em
p
h
asizin
g
th
e
h
o
lis
tic
n
atu
r
e
o
f
co
n
ten
t
p
r
o
d
u
ctio
n
to
m
ee
t
d
iv
er
s
e
le
ar
n
er
n
ee
d
s
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
So
m
e
v
iews
o
f
th
e
p
ar
ticip
an
ts
o
n
“
co
n
ten
t
p
r
o
d
u
ctio
n
s
k
ills
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
”
ar
e
as:
“
I
b
e
l
i
e
ve
t
h
a
t
t
h
e
a
b
il
i
t
y
t
o
cr
e
a
t
e
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
n
t
is
cr
u
c
i
a
l
f
o
r
a
c
o
u
r
s
e
b
e
c
a
u
s
e
I
t
h
i
n
k
it
w
o
u
l
d
b
e
m
o
r
e
b
e
n
e
fi
c
i
a
l
f
o
r
t
ea
c
h
i
n
g
c
o
n
s
i
d
e
r
i
n
g
t
h
e
v
a
r
y
i
n
g
u
n
d
e
r
s
t
a
n
d
i
n
g
a
n
d
p
e
r
c
e
p
t
i
o
n
l
e
v
e
ls
o
f
s
t
u
d
e
n
ts
.
T
h
e
r
ef
o
r
e
,
I
c
o
n
s
id
e
r
t
h
e
s
k
il
l
o
f
c
r
e
a
t
i
n
g
e
d
u
ca
t
i
o
n
a
l
c
o
n
t
e
n
t
t
o
b
e
v
er
y
imp
o
r
t
a
n
t
.
C
o
n
s
e
q
u
e
n
t
ly
,
f
a
c
u
l
t
y
me
m
b
ers
s
h
o
u
l
d
n
o
t
r
e
l
y
o
n
a
s
i
n
g
l
e
m
e
t
h
o
d
b
u
t
s
h
o
u
l
d
i
m
p
a
r
t
t
o
u
s
t
h
e
a
b
i
l
i
t
y
t
o
cr
e
a
t
e
c
o
n
t
e
n
t
b
y
u
s
in
g
d
i
f
f
e
r
e
n
t
m
e
t
h
o
d
s
a
cc
o
r
d
i
n
g
t
o
t
h
e
c
l
a
s
s
a
v
er
a
g
e
.”
(
P
T
2
6
)
“
Th
e
a
b
ilit
y
to
crea
te
ed
u
ca
tio
n
a
l c
o
n
te
n
t is imp
o
r
ta
n
t fo
r
e
ffective
lea
r
n
in
g
b
ec
a
u
s
e
th
e
r
ich
er a
tea
ch
er
ke
ep
s
th
e
s
u
b
ject
a
n
d
less
o
n
t
h
ey
w
ill
tea
ch
,
a
n
d
th
e
mo
r
e
te
a
ch
in
g
a
n
d
meth
o
d
tech
n
iq
u
es
th
ey
u
s
e,
t
h
e
mo
r
e
b
en
eficia
l
a
n
d
effec
tive
th
e
tea
ch
in
g
w
ill
b
e.
I
n
s
h
o
r
t,
f
a
cu
lty
mem
b
ers
s
h
o
u
ld
tea
ch
u
s
h
o
w
to
r
ea
ch
s
tu
d
en
ts
w
i
th
d
iff
eren
t
lea
r
n
in
g
leve
ls
b
y
ke
ep
in
g
th
e
co
n
ten
t rich
in
less
o
n
s
.”
(
PT2
4
)
“
B
ec
a
u
s
e
u
n
ivers
ity
-
leve
l
co
n
ten
t
crea
tio
n
a
ctivities
a
r
e
i
n
th
e
b
a
ck
g
r
o
u
n
d
,
my
co
n
fid
en
ce
in
b
o
th
my
u
n
ivers
ity
p
r
o
fess
o
r
s
a
n
d
myself is lo
w
.”
(
PT9
)
“
I
b
eliev
e
th
a
t
tea
ch
er
ca
n
d
id
a
tes
w
ith
crea
tive
id
ea
s
in
co
n
ten
t
crea
tio
n
a
r
e
mo
r
e
s
u
cc
ess
fu
l
in
effec
tive
tea
ch
in
g
a
n
d
w
ill
b
e
in
th
e
fu
tu
r
e.
Th
e
mo
r
e
q
u
a
lifi
ed
a
n
d
crea
tive
th
e
ed
u
c
a
tio
n
a
l
co
n
ten
t is,
th
e
mo
r
e
effec
tive
th
e
tea
ch
in
g
w
ill b
e
.”
(
PT1
0
)
T
h
e
r
esear
ch
in
v
esti
g
ates
th
e
co
m
p
lex
ities
o
f
co
n
te
n
t
p
r
o
d
u
ctio
n
i
n
ed
u
ca
tio
n
,
e
m
p
h
a
s
izin
g
th
e
cr
u
cial
r
o
le
o
f
teac
h
er
s
an
d
a
ca
d
em
ics
in
s
h
ap
in
g
s
tu
d
en
t
lear
n
in
g
ex
p
er
ien
ce
s
.
I
t
id
e
n
tifie
s
k
ey
ar
ea
s
f
o
r
im
p
r
o
v
em
e
n
t
in
ac
ad
em
ic
co
n
ten
t
p
r
o
d
u
ctio
n
an
d
ad
v
o
c
ates
f
o
r
tar
g
eted
in
ter
v
en
tio
n
s
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
T
h
e
s
tu
d
y
also
u
n
d
er
s
co
r
es th
e
s
ig
n
if
ican
ce
o
f
m
en
to
r
s
h
ip
an
d
p
r
ac
tical
tr
ain
i
n
g
f
o
r
p
r
o
s
p
ec
tiv
e
teac
h
er
s
in
en
h
an
cin
g
th
eir
p
e
d
ag
o
g
ical
co
m
p
ete
n
cies.
Fu
r
t
h
er
m
o
r
e
,
it
h
i
g
h
lig
h
ts
th
e
p
r
a
ctica
l
ap
p
licatio
n
o
f
co
n
ten
t
p
r
o
d
u
ctio
n
s
k
ills
in
cr
ea
tin
g
d
y
n
a
m
ic
lear
n
in
g
ex
p
er
ien
ce
s
an
d
ex
p
l
o
r
es
h
o
w
p
ed
ag
o
g
ical
b
elief
s
in
f
lu
en
ce
in
s
tr
u
ctio
n
al
s
tr
ateg
ies an
d
th
e
d
ev
elo
p
m
en
t o
f
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
.
Ultim
ately
,
it u
n
d
er
s
co
r
es th
e
n
ee
d
to
tailo
r
co
n
ten
t
p
r
o
d
u
ctio
n
to
m
ee
t
t
h
e
d
iv
e
r
s
e
n
e
ed
s
o
f
lear
n
er
s
in
v
a
r
io
u
s
e
d
u
ca
tio
n
al
s
ettin
g
s
.
A
s
y
n
th
esis
o
f
p
r
o
s
p
ec
tiv
e
tea
ch
er
s
’
p
er
s
p
ec
tiv
es
o
n
“
co
n
te
n
t
p
r
o
d
u
ctio
n
i
n
th
e
ed
u
ca
tio
n
p
r
o
ce
s
s
”
is
d
etailed
s
u
b
s
eq
u
en
tly
:
“
Tea
ch
er
ca
n
d
id
a
tes
b
eliev
e
t
h
a
t
co
n
ten
t
crea
tio
n
is
cru
cia
l
fo
r
effec
tive
tea
c
h
in
g
b
ec
a
u
s
e
th
ey
a
r
e
a
g
en
era
tio
n
th
a
t lo
ve
s
a
n
d
lea
r
n
s
w
ith
n
ew tec
h
n
o
lo
g
ie
s
.”
(
PT2
3
)
“
C
o
n
ten
t
crea
tio
n
is
imp
o
r
ta
n
t
b
ec
a
u
s
e
it
w
ill
en
r
ich
my
f
u
tu
r
e
less
o
n
s
.
I
b
eliev
e
I
ca
n
en
s
u
r
e
la
s
tin
g
lea
r
n
in
g
w
ith
th
is
a
p
p
r
o
a
ch
.”
(
PT2
)
“
I
b
eliev
e
th
a
t
o
n
ly
a
few
tea
ch
ers
u
n
d
ers
ta
n
d
th
e
imp
o
r
ta
n
ce
o
f
co
n
te
n
t
crea
tio
n
.
E
s
p
e
cia
lly,
I
w
a
n
t to
a
p
p
ly
th
e
p
r
a
ctice
s
ta
u
g
h
t
b
y
th
ese
tea
ch
ers
to
my
o
w
n
s
tu
d
en
ts
in
th
e
fu
tu
r
e
.”
(
P
T
1
1
)
“
I
fin
d
it
u
n
n
ec
ess
a
r
y
fo
r
lect
u
r
ers
to
u
s
e
s
lid
es
in
cla
s
s
.
I
f
in
d
it
s
u
fficien
t
a
n
d
g
o
o
d
fo
r
t
h
em
to
ex
p
la
in
th
e
s
u
b
ject
mo
r
e
w
ith
mo
r
e
co
n
ten
t
w
ith
o
u
t
s
lid
es.
I
fin
d
d
ig
ita
l
co
n
ten
t
u
n
n
ec
ess
a
r
y
a
n
d
d
is
tr
a
ctin
g
.”
(
PT1
8
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
o
s
p
ec
tive
tea
ch
ers
’
views
o
n
fa
cu
lty
mem
b
ers
a
s
co
n
ten
t
crea
to
r
s
(
S
ey
ith
a
n
Dem
ir
d
a
ğ
)
4803
3
.
1
.
3
.
T
he
f
a
ct
o
rs t
ha
t
s
ha
pe
pro
s
p
ec
t
iv
e
t
ea
cher
s
’
perc
ept
io
ns
o
f
f
a
cult
y
m
e
m
bers a
s
co
nte
nt
cr
ea
t
o
rs
T
h
ir
d
,
t
h
e
s
tu
d
y
p
ar
ticip
an
t
s
wer
e
ask
ed
ab
o
u
t
th
e
f
a
cto
r
s
th
at
s
h
ap
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
p
er
ce
p
tio
n
s
of
f
ac
u
lty
m
em
b
er
s
as
co
n
ten
t
cr
ea
to
r
s
.
B
y
p
o
s
in
g
th
is
q
u
esti
o
n
,
th
e
r
esear
ch
er
s
s
o
u
g
h
t
to
ca
p
tu
r
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
p
er
s
p
ec
t
iv
es
o
n
ac
tiv
e
en
g
ag
em
e
n
t
an
d
en
c
o
u
r
ag
e
m
en
t,
th
e
c
o
n
tr
ib
u
tio
n
o
f
c
o
n
ten
t
to
k
n
o
wled
g
e
an
d
s
k
ills
,
th
e
r
o
l
e
o
f
cr
ea
tiv
ity
in
c
r
ea
tin
g
e
n
j
o
y
ab
le
less
o
n
s
,
th
e
a
p
p
licatio
n
an
d
u
tili
za
tio
n
o
f
m
ater
ials
,
th
e
ef
f
ec
tiv
e
u
s
e
o
f
tech
n
o
lo
g
y
,
an
d
th
e
q
u
ality
o
f
co
m
m
u
n
icatio
n
an
d
lectu
r
e
d
eliv
er
y
.
T
h
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
r
e
s
p
o
n
s
es
wer
e
ca
teg
o
r
ized
in
to
th
r
ee
th
em
es
:
ef
f
ec
tiv
e
teac
h
in
g
an
d
co
n
ten
t
p
r
o
d
u
ctio
n
;
cr
ea
tiv
ity
a
n
d
d
iv
er
s
ity
in
co
n
ten
t
p
r
o
d
u
ctio
n
;
an
d
tr
an
s
p
ar
e
n
cy
in
e
d
u
ca
tio
n
al
tech
n
o
lo
g
y
an
d
d
ev
elo
p
m
e
n
ts
.
T
h
e
th
em
es in
c
lu
d
ed
a
to
tal
o
f
s
ix
s
u
b
th
em
es
,
as
p
r
esen
ted
in
T
a
b
le
3
.
T
ab
le
3
.
T
h
e
f
ac
to
r
s
s
h
ap
i
n
g
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
p
e
r
ce
p
tio
n
s
o
f
f
ac
u
lty
as c
o
n
ten
t c
r
ea
t
o
r
s
Th
e
m
e
s
S
u
b
t
h
e
mes
C
o
d
e
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c
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PT1
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3
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(
PT2
0
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“
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(
PT2
4
)
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ater
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t
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y
f
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r
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e
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ativ
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h
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ct
o
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s
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ce
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n
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y
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h
e
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n
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er
s
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r
es
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e
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n
er
g
y
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tiv
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,
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ical
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n
o
v
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d
d
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s
ity
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s
h
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r
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en
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So
m
e
v
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f
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s
p
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teac
h
er
s
o
n
“
c
r
ea
tiv
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an
d
d
iv
e
r
s
ity
in
co
n
te
n
t p
r
o
d
u
ctio
n
”
ar
e
as:
“
Th
e
fa
cto
r
s
th
a
t
s
h
a
p
e
my
p
ercep
tio
n
o
f
my
p
r
o
fess
o
r
s
a
s
co
n
ten
t
p
r
o
d
u
ce
r
s
d
ep
e
n
d
o
n
th
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d
ivers
e,
a
n
d
en
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o
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le
a
p
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ch
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ch
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.
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ey
b
r
in
g
ma
teri
a
ls
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ela
ted
to
th
e
s
u
b
ject
to
cla
s
s
a
n
d
p
r
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vid
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u
s
w
ith
g
o
o
d
ex
a
mp
les th
a
t we
ca
n
u
s
e
.”
(
PT7
)
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
.
6
,
Dec
em
b
er
20
25
:
4
7
9
6
-
4
8
1
1
4804
“
Ou
r
p
r
o
fess
o
r
s
w
h
o
b
r
o
a
d
en
o
u
r
h
o
r
iz
o
n
s
b
y
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s
in
g
a
p
p
lica
tio
n
s
o
u
ts
id
e
th
e
in
tern
et
a
r
e
g
o
o
d
co
n
ten
t p
r
o
d
u
ce
r
s
.”
(
PT1
1
)
“
E
s
p
ec
ia
lly,
fa
cu
lty
mem
b
ers
w
h
o
d
esig
n
n
ew
a
ctivitie
s
a
n
d
g
a
mes
in
cla
s
s
a
r
e
co
n
s
id
ere
d
s
o
lid
co
n
ten
t p
r
o
d
u
ce
r
s
in
my
o
p
in
i
o
n
.”
(
PT1
2
)
“
Th
e
in
d
ivid
u
a
ls
w
h
o
in
flu
en
ce
u
s
,
s
h
a
p
e
o
u
r
ima
g
in
a
tio
n
a
n
d
crea
tivity,
a
r
e
crea
tive
fa
cu
lty
mem
b
ers
.
Th
ey
a
r
e
p
erceive
d
a
s
co
n
ten
t
p
r
o
d
u
ce
r
s
b
ec
a
u
s
e
th
ey
s
erve
a
s
r
o
le
mo
d
els
fo
r
u
s
to
a
la
r
g
e
ex
ten
t
.”
(
PT1
6
)
T
h
e
r
esear
ch
em
p
h
asizes
th
e
v
ital
r
o
le
o
f
tr
an
s
p
a
r
en
cy
i
n
ed
u
ca
tio
n
al
tec
h
n
o
lo
g
y
,
s
tr
ess
in
g
its
im
p
ac
t
o
n
co
m
m
u
n
icatio
n
a
n
d
co
m
p
r
eh
en
s
io
n
o
f
c
o
u
r
s
e
co
n
ten
t.
I
t
h
i
g
h
lig
h
ts
th
e
i
m
p
o
r
tan
ce
o
f
clea
r
co
m
m
u
n
icatio
n
ch
an
n
els
an
d
in
s
tr
u
ctio
n
al
m
ater
ials
in
en
g
a
g
in
g
s
tu
d
en
ts
.
T
ea
ch
i
n
g
m
eth
o
d
s
th
at
en
co
u
r
ag
e
p
ar
ticip
atio
n
ar
e
v
alu
ed
,
an
d
in
s
tr
u
cto
r
s
ex
ce
llin
g
in
b
o
th
teac
h
in
g
an
d
co
n
ten
t
p
r
o
d
u
ctio
n
ar
e
s
ee
n
as
v
alu
ab
le.
Prio
r
itizin
g
tr
a
n
s
p
ar
en
cy
cu
ltiv
ates
o
p
en
n
ess
,
ac
ce
s
s
ib
ilit
y
,
an
d
f
o
s
ter
s
p
o
s
itiv
e
lear
n
in
g
o
u
tco
m
es.
A
s
u
b
s
et
o
f
th
e
p
ar
ticip
a
n
ts
p
r
o
f
f
er
e
d
in
s
ig
h
ts
o
n
th
e
to
p
ic
o
f
“
tr
an
s
p
ar
e
n
cy
in
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
an
d
d
ev
elo
p
m
e
n
ts
”
as:
“
I
b
eliev
e
t
h
a
t
tech
n
o
lo
g
y
s
h
o
u
ld
b
e
u
s
ed
effec
tively.
I
c
o
n
s
id
er
o
u
r
p
r
o
fess
o
r
s
w
h
o
ca
n
k
ee
p
u
p
w
ith
d
ev
elo
p
men
ts
in
th
e
w
o
r
ld
a
n
d
u
s
e
r
elev
a
n
t
tech
n
o
lo
g
ies
in
th
eir
cla
s
s
es
a
s
g
o
o
d
c
o
n
ten
t
p
r
o
d
u
ce
r
s
.”
(
PT1
9
)
“
Ou
r
p
r
o
fess
o
r
s
w
h
o
ma
ke
s
t
u
d
en
ts
ea
g
er
to
co
me
t
o
cla
s
s
,
d
ev
elo
p
fu
n
e
d
u
ca
tio
n
a
l
g
a
m
es,
a
n
d
s
a
ve
th
e
cla
s
s
fr
o
m
b
ein
g
b
o
r
i
n
g
a
r
e
r
ea
l c
o
n
te
n
t p
r
o
d
u
ce
r
s
.”
(
PT2
5
)
“
Ou
r
p
r
o
fess
o
r
s
w
h
o
u
p
d
a
te
th
emselve
s
in
th
e
co
n
text
o
f
e
vo
lvin
g
ev
en
ts
a
r
e
co
n
s
id
ered
mo
r
e
va
lu
a
b
le
to
u
s
,
a
n
d
th
ey
a
p
p
e
a
r
ex
p
erien
ce
d
in
co
n
te
n
t c
r
ea
tio
n
a
s
w
ell
.”
(
PT6
)
“
Th
e
fa
cto
r
s
th
a
t
en
a
b
le
u
s
to
s
ee
fa
cu
lty
mem
b
ers
a
s
co
n
ten
t
p
r
o
d
u
ce
r
s
in
clu
d
e
s
h
o
w
in
g
u
s
n
ew
meth
o
d
s
in
cla
s
s
th
a
t we a
r
e
n
o
t fa
milia
r
w
ith
,
ma
kin
g
u
s
lo
v
e
th
eir cla
s
s
es,
a
n
d
tu
r
n
in
g
th
e
cla
s
s
in
to
a
fu
n
en
viro
n
men
t
.”
(
PT1
4
)
3
.
1
.
4
.
T
he
pro
s
pect
iv
e
t
ea
cher
s
’
p
la
n
o
n
ho
w
t
o
inte
g
ra
t
e
co
nte
nt
cr
ea
t
io
n
into
t
heir
o
wn
t
ea
ching
pra
ct
ices
L
astl
y
,
th
e
p
a
r
ticip
an
ts
wer
e
ask
ed
ab
o
u
t
th
eir
p
lan
s
o
n
h
o
w
to
in
teg
r
ate
co
n
ten
t
cr
ea
tio
n
in
to
th
ei
r
o
wn
teac
h
in
g
p
r
ac
tices
in
th
e
f
u
tu
r
e.
I
n
ask
in
g
th
is
q
u
est
io
n
,
it
was
aim
ed
to
d
eter
m
in
e
th
e
p
lan
s
o
f
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
with
r
eg
a
r
d
s
to
u
n
iv
er
s
ity
ed
u
ca
tio
n
a
n
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
,
in
ter
n
s
h
ip
an
d
p
r
ac
tice,
awa
r
en
ess
an
d
co
n
s
cio
u
s
n
ess
in
teac
h
in
g
,
co
n
te
n
t
g
e
n
e
r
atio
n
p
r
o
ce
s
s
,
m
ater
ial
d
es
ig
n
an
d
d
iv
e
r
s
ity
,
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
an
d
in
teg
r
atio
n
,
s
tu
d
e
n
t
-
ce
n
ter
ed
teac
h
in
g
,
co
n
cr
ete
an
d
a
b
s
tr
ac
t
s
u
b
jects,
an
d
co
llab
o
r
atio
n
an
d
co
m
m
u
n
ica
tio
n
with
p
ar
en
ts
.
T
h
e
p
r
o
s
p
e
ctiv
e
s
tu
d
en
ts
’
v
iews
wer
e
lis
ted
in
th
r
ee
th
em
es
as
ed
u
ca
tio
n
p
r
o
ce
s
s
an
d
ex
p
er
ien
ce
s
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
;
co
n
ten
t
g
en
er
atio
n
an
d
m
ater
ial
d
esig
n
;
an
d
s
tu
d
en
t
-
ce
n
ter
ed
teac
h
in
g
a
n
d
in
ter
ac
tio
n
.
T
h
e
th
em
es in
clu
d
ed
a
to
tal
o
f
n
in
e
s
u
b
t
h
em
es
,
a
s
s
ee
n
in
T
ab
le
4
.
T
h
e
r
esear
ch
p
r
o
v
i
d
es
in
s
ig
h
t
s
in
to
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
e
d
u
ca
tio
n
al
jo
u
r
n
e
y
s
,
em
p
h
asi
zin
g
th
eir
u
n
iv
er
s
ity
lear
n
in
g
e
x
p
er
ien
c
es
an
d
in
ter
n
s
h
ip
s
.
I
t
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
t
im
p
ac
t
o
f
ac
ad
em
ic
in
s
tr
u
ctio
n
an
d
f
ac
u
lty
g
u
id
an
ce
o
n
s
h
ap
i
n
g
p
e
d
ag
o
g
ical
p
er
s
p
ec
tiv
es.
Pra
ctica
l
tr
ain
in
g
d
u
r
in
g
in
ter
n
s
h
ip
s
is
s
h
o
wn
to
co
n
tr
ib
u
te
s
u
b
s
tan
tially
to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
T
h
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
is
n
o
ted
f
o
r
en
h
an
cin
g
s
tu
d
en
t
en
g
ag
em
e
n
t.
Pro
s
p
ec
t
iv
e
teac
h
er
s
ex
h
ib
it
a
r
an
g
e
o
f
teac
h
in
g
s
tr
ateg
ies
an
d
a
s
tr
o
n
g
co
m
m
itm
en
t
to
s
tu
d
en
t
-
ce
n
ter
ed
in
s
tr
u
ctio
n
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
im
p
o
r
ta
n
ce
o
f
eth
ics
an
d
p
r
o
f
ess
io
n
alis
m
in
teac
h
in
g
.
Ov
er
all,
it
o
f
f
er
s
a
co
m
p
r
e
h
e
n
s
iv
e
v
iew
o
f
teac
h
e
r
p
r
e
p
ar
a
tio
n
,
illu
s
tr
atin
g
its
co
m
p
lex
n
atu
r
e
an
d
th
e
c
h
allen
g
es
ass
o
ciate
d
with
b
ec
o
m
in
g
ef
f
ec
tiv
e
ed
u
ca
to
r
s
.
P
ar
ticip
an
t
’s
p
er
s
p
ec
tiv
es
co
n
ce
r
n
in
g
“
ed
u
ca
tio
n
p
r
o
ce
s
s
an
d
ex
p
er
ien
ce
s
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
”
is
d
elin
ea
ted
as:
“
Wh
en
I
b
ec
o
me
a
tea
ch
er,
I
in
ten
d
to
u
tili
z
e
th
e
kn
o
w
led
g
e
I
h
a
ve
g
a
in
ed
a
t
my
u
n
i
ve
r
s
it
y
r
eg
a
r
d
in
g
c
o
n
ten
t
crea
tio
n
.
I
w
ill
imp
leme
n
t
co
u
r
s
e
ma
teri
a
ls
,
tea
ch
in
g
meth
o
d
s
,
a
n
d
tec
h
n
iq
u
es
a
s
a
n
a
ctive
tea
c
h
er
.”
(
PT1
)
“
I
w
ill
in
teg
r
a
te
th
e
kn
o
w
led
g
e
a
n
d
ex
p
erien
ce
s
I
h
a
ve
g
a
in
ed
fr
o
m
f
a
cu
lty
mem
b
ers
w
ith
th
e
in
fo
r
ma
tio
n
I
w
ill
o
b
ta
in
fr
o
m
th
e
ed
u
ca
tio
n
a
l
co
n
feren
ce
s
I
a
tten
d
,
a
n
d
a
p
p
ly
th
em
in
my
o
w
n
p
r
o
fess
io
n
a
l c
a
r
ee
r
.”
(
PT7
)
“
Th
e
u
n
ivers
ity
ex
p
erien
ce
h
a
s
a
d
d
ed
s
ig
n
ifica
n
t
va
lu
e
t
o
tea
ch
er
ca
n
d
id
a
tes
like
myself
i
n
terms
o
f
co
n
ten
t
crea
tio
n
.
Wh
en
I
s
ta
r
t
my
ca
r
ee
r
a
s
a
tea
ch
er,
I
w
a
n
t
to
u
s
e
w
h
a
t
I
h
a
ve
lea
r
n
ed
in
u
n
ivers
ity
to
crea
te
n
ew co
n
ten
t
.”
(
PT8
)
“
Th
e
tea
ch
in
g
a
ctivities
I
le
a
r
n
ed
in
th
e
d
r
a
ma
cla
s
s
a
t
my
u
n
ivers
ity
w
ill
co
n
tr
ib
u
te
to
my
p
r
o
fess
io
n
a
l life
.”
(
PT1
1
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
o
s
p
ec
tive
tea
ch
ers
’
views
o
n
fa
cu
lty
mem
b
ers
a
s
co
n
ten
t
crea
to
r
s
(
S
ey
ith
a
n
Dem
ir
d
a
ğ
)
4805
T
ab
le
4
.
T
h
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
p
lan
to
in
teg
r
ate
c
o
n
ten
t
cr
ea
tio
n
in
to
th
ei
r
teac
h
in
g
Th
e
m
e
s
S
u
b
t
h
e
mes
C
o
d
e
s
Ed
u
c
a
t
i
o
n
p
r
o
c
e
ss
a
n
d
e
x
p
e
r
i
e
n
c
e
s
o
f
p
r
o
sp
e
c
t
i
v
e
t
e
a
c
h
e
r
s
U
n
i
v
e
r
si
t
y
e
d
u
c
a
t
i
o
n
a
n
d
k
n
o
w
l
e
d
g
e
a
c
q
u
i
s
i
t
i
o
n
Le
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
a
c
q
u
i
r
e
d
a
t
t
h
e
u
n
i
v
e
r
si
t
y
Th
e
r
o
l
e
o
f
i
n
f
o
r
ma
t
i
o
n
o
b
t
a
i
n
e
d
f
r
o
m
f
a
c
u
l
t
y
mem
b
e
r
s
A
c
q
u
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r
i
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g
k
n
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w
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e
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p
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U
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icate
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ce
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ten
t
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d
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ate
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ial
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n
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cr
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asp
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ts
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tr
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to
th
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lo
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s
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,
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h
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n
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er
s
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r
es
th
e
n
ec
ess
ity
o
f
s
tr
ateg
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o
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esig
h
t
in
d
ev
elo
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g
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n
s
tr
u
ctio
n
al
m
ater
ials
.
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h
e
s
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d
y
h
i
g
h
lig
h
ts
h
o
w
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
ex
p
er
ien
ce
s
s
ig
n
if
ican
tly
im
p
ac
t
co
n
ten
t
g
en
er
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n
,
d
e
m
o
n
s
tr
atin
g
th
e
v
alu
e
o
f
in
co
r
p
o
r
atin
g
p
e
r
s
o
n
al
in
s
ig
h
ts
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t
also
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h
asizes
t
h
e
n
ee
d
to
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r
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te
n
t
to
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ar
io
u
s
in
s
tr
u
ctio
n
al
n
ee
d
s
an
d
ad
ap
t
to
d
if
f
e
r
en
t
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
e
r
e
s
ea
r
ch
illu
s
tr
ates
th
e
d
i
v
er
s
e
a
p
p
r
o
ac
h
es
u
s
ed
in
m
ater
ial
d
e
s
ig
n
,
s
tr
ess
in
g
th
e
im
p
o
r
tan
ce
o
f
cr
ea
tin
g
m
ater
ials
s
u
ited
to
s
p
ec
if
ic
clas
s
r
o
o
m
co
n
d
itio
n
s
.
Fu
r
th
er
m
o
r
e,
it
u
n
d
er
s
co
r
es
th
e
tr
an
s
f
o
r
m
ativ
e
r
o
le
o
f
tech
n
o
lo
g
y
i
n
ad
v
a
n
cin
g
m
ater
ial
d
ev
elo
p
m
en
t,
with
p
ar
ticu
l
ar
atten
tio
n
to
t
h
e
ef
f
ec
tiv
e
u
s
e
o
f
ed
u
ca
tio
n
al
t
ec
h
n
o
lo
g
y
to
o
ls
.
T
h
e
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
s
ig
n
if
ican
ce
o
f
ef
f
ec
tiv
e
m
ater
ial
d
ev
elo
p
m
e
n
t
in
o
n
lin
e
lear
n
i
n
g
co
n
te
x
ts
,
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
ad
ap
tiv
e
s
tr
ateg
ies
an
d
tech
n
o
lo
g
ical
p
r
o
f
icien
c
y
.
Ov
er
all,
th
e
f
in
d
in
g
s
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
cr
ea
tiv
ity
,
ad
ap
tab
ilit
y
,
an
d
tech
n
o
lo
g
ical
in
n
o
v
atio
n
in
en
h
a
n
cin
g
in
s
tr
u
ctio
n
al
p
r
ac
tices
an
d
f
o
s
ter
in
g
s
tu
d
en
t
s
u
cc
ess
.
So
m
e
v
iews
o
f
th
e
p
ar
ticip
an
ts
o
n
“c
o
n
ten
t g
en
e
r
atio
n
an
d
m
a
ter
ial
d
esig
n
”
ar
e
as
:
“
.
.
.
crea
tin
g
g
o
o
d
co
n
ten
t
is
cr
u
cia
l
fo
r
imp
leme
n
tin
g
effec
tive
tea
ch
in
g
p
r
a
ctice
s
.
Wh
en
c
r
ea
tin
g
co
n
ten
t,
tea
ch
ers
n
ee
d
to
co
n
s
id
er fa
cto
r
s
s
u
ch
a
s
cla
s
s
s
i
z
e,
p
h
ysica
l c
o
n
d
itio
n
o
f th
e
cla
s
s
r
o
o
m,
s
tu
d
en
ts
’
co
g
n
itive
leve
ls
,
a
n
d
th
eir
r
ea
d
i
n
ess
leve
ls
.
Th
r
o
u
g
h
th
e
ex
p
erien
ce
s
I
g
a
i
n
ed
a
t
my
u
n
ivers
ity
a
n
d
th
e
feed
b
a
ck
I
r
ec
eive
d
fr
o
m
th
e
fa
cu
lty
me
mb
ers
in
my
tea
ch
in
g
cla
s
s
es,
I
kn
o
w
w
h
a
t to
p
a
y
a
tten
tio
n
to
a
n
d
h
o
w
to
p
r
ep
a
r
e
g
o
o
d
tea
c
h
in
g
c
o
n
ten
t
.”
(
PT1
7
)
“
Tea
ch
er
ca
n
d
id
a
tes
p
la
n
t
o
crea
te
th
e
kn
o
w
led
g
e
co
n
ten
t
p
r
esen
ted
b
y
fa
cu
lty
mem
b
ers
a
n
d
in
ten
d
to
p
r
o
d
u
ce
w
ith
th
eir
s
t
u
d
en
ts
.
F
o
r
ex
a
mp
le,
in
th
e
in
fo
r
ma
l
a
s
s
es
s
men
ts
I
w
ill
co
n
d
u
ct
in
my
p
r
o
fess
io
n
a
l
ca
r
ee
r
,
s
u
ch
a
s
n
o
n
-
s
ta
n
d
a
r
d
test
s
,
err
o
r
a
n
a
lysi
s
,
r
esp
o
n
s
e
a
n
a
lysi
s
,
r
o
u
g
h
ev
a
lu
a
tio
n
f
o
r
ms,
a
n
d
ch
ec
klis
ts
,
I
w
ill d
r
a
w
o
n
my
ex
p
erien
ce
s
fr
o
m
u
n
ivers
ity
.”
(
PT1
8
)
“
I
n
th
e
fu
tu
r
e,
w
h
en
crea
tin
g
co
n
ten
t,
I
w
o
u
ld
like
to
co
n
s
id
er
th
e
kn
o
w
led
g
e
I
g
a
in
ed
a
t
u
n
ivers
ity
a
n
d
crea
te
tea
c
h
in
g
ma
teri
a
ls
a
n
d
co
u
r
s
e
c
o
n
ten
t
w
h
ile
ta
kin
g
i
n
to
a
cc
o
u
n
t
th
e
d
iffer
en
ce
s
a
mo
n
g
th
e
s
tu
d
e
n
ts
I
w
ill tea
ch
.”
(
PT2
2
)
“
A
fa
cu
lty
mem
b
er
h
a
d
p
r
ese
n
ted
u
s
w
ith
co
n
ten
t
s
u
ch
a
s
K
a
h
o
o
t,
Wo
r
d
w
a
ll,
a
n
d
Men
timeter.
Th
ese
co
n
ten
ts
h
a
d
ca
u
g
h
t
my
a
tten
tio
n
.
I
fin
d
it
ve
r
y
mea
n
i
n
g
fu
l
fo
r
s
u
ch
co
n
ten
t
to
b
e
p
r
o
vid
ed
a
t th
e
u
n
ivers
ity,
a
s
th
ey
co
u
l
d
b
e
b
en
eficia
l to
u
s
w
h
en
w
e
b
ec
o
me
ed
u
ca
t
o
r
s
.”
(
PT1
2
)
T
h
e
r
esear
ch
e
m
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
s
tu
d
e
n
t
-
ce
n
ter
e
d
teac
h
in
g
an
d
i
n
ter
ac
tio
n
i
n
ed
u
ca
tio
n
.
I
t
h
ig
h
lig
h
ts
th
e
u
s
e
o
f
d
r
am
a,
p
lay
,
an
d
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