I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
3
,
J
u
n
e
20
26
,
p
p
.
2487
~
2
4
9
9
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
3
.
3
8
6
9
8
2487
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Understa
nding
di
g
ital co
mpetenc
e
pro
files am
o
ng
in
-
serv
ice and
pro
spectiv
e art
t
e
a
chers in
K
a
za
kh
sta
n
M
a
s
o
um
eh
Sh
iri
1
,
Ai
da
r
K
uzdeub
a
y
ev
1
,
Aidy
n K
o
zha
g
ulo
v
1
,
Z
ha
zira
Sta
m
be
k
o
v
a
1
,
Ra
k
ha
t
B
er
ik
bo
l
2
,
Nurg
ul
K
o
s
hk
inb
a
y
ev
a
3
1
F
a
c
u
l
t
y
o
f
A
r
t
,
A
b
a
i
K
a
z
a
k
h
N
a
t
i
o
n
a
l
P
e
d
a
g
o
g
i
c
a
l
U
n
i
v
e
r
s
i
t
y
,
A
l
ma
t
y
,
K
a
z
a
k
h
s
t
a
n
2
D
e
p
a
r
t
me
n
t
o
f
A
r
t
,
S
h
a
k
a
r
i
m U
n
i
v
e
r
si
t
y
,
S
e
me
y
,
K
a
z
a
k
h
st
a
n
3
F
a
c
u
l
t
y
o
f
M
u
si
c
a
n
d
A
r
t
Ed
u
c
a
t
i
o
n
,
M
.
K
h
.
D
u
l
a
t
y
T
a
r
a
z
U
n
i
v
e
r
si
t
y
,
T
a
r
a
z
,
K
a
z
a
k
h
st
a
n
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
14
,
2
0
2
6
R
ev
is
ed
Ma
y
2
0
,
2
0
2
6
Acc
ep
ted
May
28
,
2
0
2
6
Th
is
stu
d
y
i
n
v
e
sti
g
a
tes
d
ig
it
a
l
c
o
m
p
e
ten
c
e
p
ro
fi
les
b
e
twe
e
n
in
-
s
e
rv
ice
a
rt
tea
c
h
e
rs
a
n
d
p
ro
s
p
e
c
ti
v
e
a
rt
te
a
c
h
e
rs
(stu
d
e
n
ts
i
n
a
rt
tea
c
h
e
r
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
s)
a
c
ro
ss
th
re
e
u
n
iv
e
rsiti
e
s
in
Ka
z
a
k
h
sta
n
.
Ad
d
re
ss
in
g
a
n
o
tab
le
g
a
p
in
u
n
d
e
rsta
n
d
i
n
g
h
o
w
d
i
g
it
a
l
s
k
il
ls
a
re
d
istr
ib
u
ted
in
a
rt
e
d
u
c
a
ti
o
n
,
t
h
e
re
se
a
rc
h
e
m
p
lo
y
s
a
c
o
m
p
a
ra
ti
v
e
d
e
sc
rip
ti
v
e
d
e
sig
n
wit
h
a
m
ix
e
d
-
m
e
th
o
d
s
a
p
p
ro
a
c
h
,
c
o
m
b
in
in
g
a
stru
c
tu
re
d
su
rv
e
y
b
a
se
d
o
n
th
e
Eu
ro
p
e
a
n
Dig
Co
m
p
E
d
u
fra
m
e
wo
rk
a
n
d
se
m
i
-
stru
c
tu
re
d
i
n
terv
iew
s.
Tea
c
h
e
rs
we
re
m
e
a
su
re
d
in
th
e
six
d
o
m
a
in
s
o
f
d
i
g
it
a
l
c
o
m
p
e
ten
c
e
:
p
r
o
fe
ss
io
n
a
l
e
n
g
a
g
e
m
e
n
t,
d
i
g
it
a
l
re
so
u
rc
e
s
,
tea
c
h
in
g
a
n
d
lea
rn
in
g
,
a
ss
e
ss
m
e
n
t,
e
m
p
o
we
rin
g
lea
rn
e
rs
a
n
d
e
n
a
b
li
n
g
lea
rn
e
rs’
d
i
g
it
a
l
c
o
m
p
e
ten
c
e
.
Da
ta
fro
m
1
9
7
p
a
rt
icip
a
n
ts
(4
1
tea
c
h
e
rs,
1
5
6
p
ro
sp
e
c
ti
v
e
)
sh
o
we
d
f
o
ll
o
wi
n
g
p
r
o
fil
e
s:
p
ro
sp
e
c
ti
v
e
fa
re
b
e
tt
e
r
in
c
re
a
ti
v
e
a
n
d
c
o
m
m
u
n
ica
ti
o
n
c
o
m
p
e
ten
c
ies
;
in
-
se
rv
ice
p
e
rfo
rm
a
n
c
e
s
a
re
g
o
o
d
o
n
p
ro
fe
ss
io
n
a
l
e
n
g
a
g
e
m
e
n
t
a
n
d
stru
c
tu
re
d
p
e
d
a
g
o
g
ica
l
a
c
ti
v
it
ies
.
F
a
c
e
-
to
-
fa
c
e
in
terv
iew
s
tri
a
n
g
u
late
d
fin
d
in
g
s
a
c
ro
ss
th
e
su
rv
e
y
a
n
d
re
v
e
a
led
h
o
w
te
a
c
h
e
r
u
se
o
f
d
ig
i
tal
t
o
o
ls
in
tea
c
h
in
g
a
n
d
lea
rn
in
g
is
sh
a
p
e
d
b
y
g
e
n
e
ra
ti
o
n
a
l
d
iffere
n
c
e
s
p
rio
r
train
in
g
,
a
s
we
ll
a
s
p
ro
fe
ss
io
n
a
l
e
x
p
e
rien
c
e
.
T
h
e
se
re
su
lt
s
h
i
g
h
li
g
h
t
a
n
e
c
e
ss
it
y
to
d
e
v
e
lo
p
ro
le
-
se
n
siti
v
e
d
ig
i
tal
sk
i
ll
s
i
n
th
e
field
o
f
a
rt
e
d
u
c
a
ti
o
n
.
By
tri
a
n
g
u
lati
n
g
q
u
a
n
t
it
a
ti
v
e
a
n
d
q
u
a
li
tativ
e
e
v
id
e
n
c
e
,
th
e
stu
d
y
p
ro
v
id
e
s
a
n
u
a
n
c
e
d
u
n
d
e
rsta
n
d
i
n
g
o
f
d
i
g
it
a
l
c
o
m
p
e
ten
c
e
a
c
ro
ss
c
a
re
e
r
sta
g
e
s
a
n
d
su
p
p
o
r
ts
targ
e
ted
train
in
g
i
n
it
iati
v
e
s.
It
a
l
so
lay
s
th
e
g
ro
u
n
d
wo
r
k
f
o
r
f
u
tu
r
e
re
se
a
rc
h
u
sin
g
p
e
rfo
rm
a
n
c
e
-
b
a
se
d
a
ss
e
ss
m
e
n
ts an
d
b
ro
a
d
e
r
c
o
m
p
a
ra
ti
v
e
c
o
n
tex
ts.
K
ey
w
o
r
d
s
:
Ar
t e
d
u
ca
tio
n
Ar
t te
ac
h
er
s
Dig
ital c
o
m
p
eten
ce
Dig
ital to
o
ls
Pro
s
p
ec
tiv
e
ar
t te
ac
h
er
s
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ma
s
o
u
m
eh
Sh
ir
i
Facu
lty
o
f
Ar
t,
Ab
ai
Kaz
a
k
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
e
r
s
ity
Alm
aty
,
Kaz
ak
h
s
tan
E
m
ail: m
.
s
h
ir
i@
ab
aiu
n
iv
er
s
ity
.
ed
u
.
k
z
1.
I
NT
RO
D
UCT
I
O
N
Ov
er
th
e
last
d
ec
ad
e,
th
e
r
ap
id
d
ig
ital
tr
an
s
f
o
r
m
atio
n
o
f
ed
u
ca
tio
n
al
s
y
s
tem
s
ar
o
u
n
d
th
e
wo
r
ld
h
as
s
ig
n
if
ican
tly
r
esh
ap
ed
teac
h
in
g
an
d
lear
n
in
g
p
r
ac
tices.
Dig
ital
co
m
p
eten
ce
is
n
o
lo
n
g
er
a
s
u
p
p
lem
en
tar
y
s
k
ill
b
u
t
a
ce
n
tr
al
co
m
p
o
n
en
t
o
f
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
f
o
r
ed
u
ca
to
r
s
in
th
e
2
1
s
t
ce
n
tu
r
y
,
as
th
ey
ar
e
ex
p
ec
ted
to
in
teg
r
ate
tech
n
o
lo
g
y
m
ea
n
in
g
f
u
lly
in
to
in
s
tr
u
ctio
n
an
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
1
]
,
[
2
]
.
R
ec
en
t
r
esear
ch
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
d
ig
ital
co
m
p
eten
ce
f
r
am
ewo
r
k
s
,
s
u
ch
as
th
e
E
u
r
o
p
ea
n
Dig
ital
C
o
m
p
eten
ce
Fra
m
ewo
r
k
f
o
r
E
d
u
ca
to
r
s
(
Dig
C
o
m
p
E
d
u
)
,
in
ass
ess
in
g
an
d
en
h
an
cin
g
teac
h
er
s
’
r
ea
d
in
ess
f
o
r
d
ig
ital
in
n
o
v
atio
n
in
ed
u
ca
tio
n
.
T
h
is
f
r
am
ewo
r
k
o
f
f
er
s
s
tr
u
ctu
r
ed
g
u
id
an
ce
f
o
r
id
en
tify
in
g
k
n
o
wled
g
e,
s
k
ills
,
an
d
attitu
d
es n
ec
ess
ar
y
f
o
r
ef
f
ec
tiv
e
d
ig
ital te
ac
h
in
g
p
r
ac
tice
[
3
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
4
8
7
-
2
4
9
9
2488
I
n
K
a
z
a
k
h
s
t
a
n
,
a
t
t
h
e
n
a
t
i
o
n
a
l
l
e
v
e
l
,
s
o
m
e
p
r
o
g
r
a
m
s
s
u
c
h
a
s
t
h
e
“
D
i
g
i
t
a
l
K
a
z
a
k
h
s
t
a
n
”
i
n
i
t
i
a
t
i
v
e
i
n
t
e
n
d
to
d
ev
elo
p
in
f
r
astru
ctu
r
e
an
d
p
r
o
m
o
te
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
in
teg
r
atio
n
in
h
ig
h
er
ed
u
ca
tio
n
an
d
ex
p
an
d
d
ig
ital
ac
ce
s
s
th
r
o
u
g
h
o
u
t
th
e
co
u
n
tr
y
[
4
]
.
Desp
ite
th
ese
p
o
licy
im
p
r
o
v
em
en
ts
,
th
e
e
s
t
a
b
l
i
s
h
m
e
n
t
o
f
t
e
a
c
h
e
r
s
’
a
n
d
f
u
t
u
r
e
t
e
a
c
h
e
r
s
’
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
s
r
e
g
a
r
d
i
n
g
t
h
e
c
r
e
a
t
i
v
e
a
n
d
p
e
d
a
g
o
g
i
c
a
l
u
s
e
o
f
s
u
c
h
t
o
o
l
s
i
s
p
r
o
b
l
e
m
a
t
i
c
[
5
]
,
[
6
]
.
F
o
r
i
n
s
t
a
n
c
e
,
a
l
t
h
o
u
g
h
a
n
u
m
b
e
r
o
f
u
n
i
v
e
r
s
i
t
i
e
s
h
a
v
e
i
m
p
l
e
m
e
n
t
e
d
d
i
g
i
t
a
l
l
e
a
r
n
i
n
g
m
a
n
a
g
e
m
e
n
t
s
y
s
t
e
m
s
a
s
p
a
r
t
o
f
t
h
e
i
r
o
n
l
i
n
e
t
e
a
c
h
i
n
g
,
a
g
o
o
d
p
r
o
p
o
r
t
i
o
n
o
f
t
e
a
c
h
e
r
s
c
o
n
t
i
n
u
e
t
o
e
x
p
r
e
s
s
l
a
c
k
o
f
c
o
n
f
i
d
e
n
c
e
i
n
e
f
f
e
c
t
i
v
e
l
y
u
s
i
n
g
s
u
c
h
d
i
g
i
t
a
l
s
y
s
t
e
m
s
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
m
e
r
e
p
r
o
v
i
s
i
o
n
o
f
t
e
c
h
n
o
l
o
g
y
d
o
e
s
not
n
e
c
e
s
s
a
r
i
l
y
r
e
s
u
l
t
i
n
r
e
l
e
v
a
n
t
p
e
d
a
g
o
g
i
c
u
t
i
l
i
z
a
t
i
o
n
,
p
a
r
t
i
c
u
l
a
r
l
y
w
i
t
h
r
e
s
p
e
c
t
t
o
s
p
e
c
i
f
i
c
d
o
m
a
i
n
s
(
e
.
g
.
a
r
t
e
d
u
c
a
t
i
o
n
)
[
7
]
,
[
8
]
.
Ar
t
ed
u
ca
tio
n
p
o
s
es
u
n
iq
u
e
d
em
an
d
s
f
o
r
d
ig
ital
co
m
p
eten
ce
b
ec
au
s
e
it
r
eq
u
ir
es
n
o
t
o
n
ly
tech
n
ical
p
r
o
f
icien
cy
b
u
t
also
cr
ea
tiv
ity
,
ae
s
th
etic
u
n
d
er
s
tan
d
in
g
,
an
d
th
e
ab
ilit
y
to
f
ac
ilit
ate
ar
tis
tic
ex
p
r
ess
io
n
th
r
o
u
g
h
d
ig
ital
to
o
ls
.
T
h
ese
to
o
ls
in
clu
d
e
g
r
ap
h
ic
d
esig
n
s
o
f
twar
e,
d
ig
ital
illu
s
tr
atio
n
ap
p
licatio
n
s
,
an
d
o
n
lin
e
p
latf
o
r
m
s
f
o
r
cr
itiq
u
e
an
d
co
llab
o
r
atio
n
,
wh
ich
ex
ten
d
b
ey
o
n
d
g
en
er
alize
d
d
ig
ital
s
k
ills
in
to
d
is
cip
lin
e
-
s
p
ec
if
ic
d
ig
ital c
o
m
p
eten
ce
th
at
ar
e
ess
en
tial f
o
r
b
o
th
ed
u
ca
to
r
s
an
d
f
u
tu
r
e
teac
h
er
s
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
ex
is
tin
g
liter
atu
r
e
in
th
r
ee
im
p
o
r
tan
t
way
s
.
First,
it
ex
am
in
es
d
ig
ital
co
m
p
eten
ce
with
in
th
e
d
is
cip
lin
e
-
s
p
ec
if
ic
co
n
tex
t
o
f
ar
t
ed
u
ca
tio
n
,
wh
ich
r
em
ain
s
u
n
d
er
r
ep
r
esen
ted
in
p
r
io
r
r
esear
ch
.
Seco
n
d
,
it
ex
p
lo
r
es
d
if
f
er
en
tiated
d
ig
ital
co
m
p
eten
ce
p
r
o
f
iles
ac
r
o
s
s
ca
r
ee
r
s
tag
es
b
y
ex
am
in
in
g
b
o
th
in
-
s
er
v
ice
an
d
p
r
o
s
p
ec
tiv
e
ar
t
teac
h
er
s
with
in
th
e
s
am
e
n
atio
n
al
s
y
s
tem
.
T
h
ir
d
,
b
y
in
teg
r
atin
g
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata,
th
e
s
tu
d
y
p
r
o
v
id
es
a
tr
ian
g
u
lated
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
d
ig
ital
co
m
p
eten
ce
m
an
if
ests
in
cr
ea
tiv
e
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
ese
co
n
tr
ib
u
tio
n
s
ad
d
r
ess
b
o
th
co
n
ce
p
tu
al
an
d
em
p
ir
ical
g
ap
s
in
th
e
cu
r
r
en
t liter
atu
r
e.
T
h
e
r
ap
id
ex
p
an
s
io
n
o
f
d
ig
ital
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
h
as
g
en
er
ated
a
g
lo
b
al
n
ee
d
f
o
r
clea
r
er
co
n
ce
p
tu
aliza
tio
n
o
f
ed
u
ca
to
r
s
’
d
ig
ital
co
m
p
eten
ce
ac
r
o
s
s
d
if
f
er
en
t
ca
r
ee
r
s
tag
es
an
d
d
is
cip
lin
ar
y
co
n
tex
ts
.
W
h
ile
f
r
am
ewo
r
k
s
s
u
ch
as
Dig
C
o
m
p
E
d
u
p
r
o
v
id
e
s
tr
u
ctu
r
ed
m
o
d
els
f
o
r
ass
ess
in
g
ed
u
ca
to
r
s
’
d
ig
ital
co
m
p
eten
ce
,
o
n
g
o
in
g
s
ch
o
lar
ly
d
eb
ate
em
p
h
asizes
th
at
d
ig
ital
co
m
p
eten
ce
is
n
o
t
u
n
if
o
r
m
ly
d
ev
elo
p
ed
o
r
ex
p
r
ess
ed
ac
r
o
s
s
p
r
o
f
ess
io
n
al
r
o
les.
Dif
f
er
en
ce
s
in
ex
p
er
ien
ce
,
p
ed
ag
o
g
ical
r
esp
o
n
s
ib
ilit
y
,
an
d
in
s
titu
tio
n
al
en
g
ag
em
en
t
m
ay
s
h
ap
e
h
o
w
d
ig
ital
co
m
p
eten
ce
m
an
if
ests
in
p
r
ac
tice.
C
o
n
s
eq
u
en
tly
,
u
n
d
er
s
tan
d
in
g
h
o
w
d
ig
ital
co
m
p
eten
ce
ev
o
lv
es
f
r
o
m
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
to
in
-
s
er
v
ice
teac
h
in
g
h
as
b
ec
o
m
e
an
im
p
o
r
tan
t c
o
n
ce
p
tu
al
an
d
em
p
ir
ical
q
u
esti
o
n
in
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
al
r
esear
ch
.
Alth
o
u
g
h
in
ter
n
atio
n
al
s
tu
d
ies
h
av
e
ex
am
in
ed
teac
h
er
s
’
d
ig
ital
co
m
p
eten
ce
ex
ten
s
iv
ely
,
m
o
s
t
r
esear
ch
f
o
cu
s
es
eith
er
o
n
in
-
s
er
v
ice
teac
h
er
s
o
r
o
n
u
n
iv
er
s
ity
s
tu
d
en
ts
as
s
ep
ar
ate
p
o
p
u
latio
n
s
[
9
]
.
A
f
ew
cr
o
s
s
-
s
ec
to
r
al
s
tu
d
ies
h
av
e
ex
am
in
ed
s
im
ilar
ities
an
d
d
if
f
er
en
ce
s
b
etwe
en
p
r
e
-
s
er
v
ice
an
d
in
-
s
er
v
ice
teac
h
er
s
in
g
en
er
al
ed
u
ca
tio
n
-
b
ased
s
tu
d
ies
[
1
0
]
;
h
o
wev
er
,
ar
ea
-
s
p
ec
if
ic
s
tu
d
ies
ar
e
s
o
m
ewh
at
s
ca
r
ce
.
Mo
r
e
s
p
ec
if
ically
,
ar
t
ed
u
ca
tio
n
im
p
o
s
es
ce
r
tain
u
n
iq
u
e
r
eq
u
ir
em
en
ts
th
at
in
clu
d
e
m
aster
p
r
ac
tice
s
k
ill,
cr
ea
tiv
e
o
u
tp
u
t
wo
r
k
,
ae
s
th
etic
ju
d
g
m
en
t
an
d
co
llab
o
r
ate
cr
itic
in
d
ig
ital
m
ed
ia.
T
h
ese
in
ter
d
is
cip
lin
ar
y
n
atu
r
es
in
d
icate
th
at
th
e
C
DC
in
ar
t
ed
u
ca
tio
n
ca
n
b
e
f
o
r
m
ed
d
if
f
er
en
tly
f
r
o
m
o
th
er
s
u
b
jects.
I
n
th
e
n
atio
n
al
co
n
tex
t
o
f
Kaz
ak
h
s
tan
,
wh
o
s
e
d
ig
italizatio
n
p
o
licies
ar
e
g
ain
in
g
m
o
m
en
tu
m
,
th
er
e
is
cu
r
r
en
tly
litt
le
em
p
ir
ical
ev
id
en
ce
o
n
ed
u
ca
to
r
s
p
r
ep
ar
ed
n
ess
(
o
r
n
o
t)
in
cr
ea
tiv
e
d
is
cip
lin
es.
I
t is also
n
o
t c
o
m
m
o
n
f
o
r
cu
r
r
en
t
r
esear
ch
to
ex
p
lo
r
e
in
-
s
er
v
ice
an
d
p
r
e
-
s
er
v
ice
ar
t
teac
h
er
s
’
o
n
lin
e
co
m
p
eten
ce
p
r
o
f
ile
with
in
th
e
s
am
e
ed
u
ca
tio
n
al
s
y
s
tem
.
Mo
r
eo
v
er
,
lim
ited
atten
tio
n
h
as
b
ee
n
g
iv
en
to
h
o
w
p
r
o
f
ess
io
n
al
p
o
s
itio
n
in
g
—
b
ein
g
a
p
r
ac
ticin
g
teac
h
er
v
er
s
u
s
a
teac
h
er
ca
n
d
id
ate
—
s
h
ap
es
th
e
co
n
f
ig
u
r
atio
n
o
f
d
ig
ital
co
m
p
eten
ce
with
in
a
s
h
ar
ed
p
ed
ag
o
g
ical
tr
ajec
to
r
y
.
I
n
th
is
s
tu
d
y
,
th
e
ter
m
p
r
o
s
p
ec
tiv
e
ar
t
teac
h
er
s
r
ef
er
s
to
s
tu
d
en
ts
en
r
o
lled
in
f
o
r
m
al
ar
t
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
wh
o
ar
e
p
r
ep
ar
in
g
f
o
r
p
r
o
f
ess
io
n
al
teac
h
in
g
ca
r
ee
r
s
.
As
f
u
tu
r
e
ed
u
ca
to
r
s
,
th
eir
p
r
o
f
ess
io
n
al
d
ig
ital
co
m
p
eten
ce
d
ev
elo
p
m
en
t
is
d
ir
ec
tly
lin
k
ed
to
th
e
s
u
s
tain
ab
ilit
y
o
f
d
ig
ital
tr
an
s
f
o
r
m
atio
n
in
itiativ
es.
T
h
er
ef
o
r
e,
ap
p
ly
in
g
th
e
Dig
C
o
m
p
E
d
u
f
r
am
ewo
r
k
in
th
is
co
n
tex
t
en
ab
les
an
ex
p
lo
r
atio
n
o
f
d
if
f
er
en
tiated
d
ig
ital
co
m
p
eten
ce
p
r
o
f
iles
ac
r
o
s
s
ca
r
ee
r
s
tag
es
with
in
a
d
is
cip
lin
e
-
s
p
ec
if
ic
an
d
n
atio
n
ally
s
itu
ated
ed
u
ca
tio
n
al
s
y
s
tem
.
I
n
th
is
s
tu
d
y
,
we
s
o
u
g
h
t
to
u
n
d
er
s
tan
d
th
e
d
if
f
er
en
t
d
ig
ital
co
m
p
eten
ce
p
r
o
f
iles
in
-
s
er
v
ice
ar
t
teac
h
er
s
an
d
(
p
r
o
s
p
ec
tiv
e)
ar
t
teac
h
er
s
b
ased
o
n
th
e
Dig
C
o
m
p
E
d
u
f
r
am
ewo
r
k
in
Kaz
ak
h
s
tan
.
Fu
r
th
er
m
o
r
e,
t
h
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
ar
e
:
−
I
n
s
ix
Dig
C
o
m
p
E
d
u
d
o
m
ain
s
,
b
o
th
p
r
o
s
p
ec
tiv
e
ar
t
teac
h
er
s
an
d
in
-
s
er
v
ice
ar
t
teac
h
er
s
d
ig
ital
co
m
p
eten
ce
lev
el
is
s
u
r
v
ey
ed
.
−
T
h
e
ad
v
an
tag
es a
n
d
d
is
ad
v
an
tag
es f
o
r
ea
ch
g
r
o
u
p
ar
e
th
en
co
m
p
ar
ed
in
tu
r
n
b
y
s
ec
tio
n
.
−
Op
er
atio
n
al
p
atter
n
s
th
at
m
ig
h
t
co
m
e
o
u
t
o
f
th
ese
d
if
f
er
en
t
co
m
p
eten
cy
lev
els
ar
e
in
v
esti
g
ated
f
u
r
th
er
u
s
in
g
a
co
m
b
in
atio
n
o
f
s
tatis
tical
r
esu
lts
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews.
T
h
e
s
tu
d
y
its
elf
is
s
itu
ated
in
a
d
u
al
-
an
g
le
co
n
tex
t
o
win
g
to
its
p
er
s
p
ec
tiv
e
o
f
th
r
ee
d
if
f
er
en
t
is
s
u
es.
First,
it
g
iv
es
d
is
cip
lin
e
-
s
p
ec
if
ic
p
r
o
o
f
in
th
e
f
ield
o
f
ar
t
ed
u
ca
tio
n
,
wh
ich
h
as
n
o
t
b
ee
n
s
tu
d
ied
en
o
u
g
h
.
Seco
n
d
,
it
b
r
o
ad
en
s
th
e
u
s
e
o
f
Dig
C
o
m
p
E
d
u
to
a
co
m
p
ar
ativ
e
s
tu
d
y
o
f
p
r
e
-
s
er
v
ice
an
d
in
-
s
er
v
ice
ed
u
ca
to
r
s
with
in
a
s
in
g
le
n
atio
n
al
f
r
am
ewo
r
k
.
Fin
ally
,
th
e
s
tu
d
y
u
s
es
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
to
g
iv
e
th
r
ee
d
if
f
er
en
t
v
iews
o
n
b
o
th
m
ea
s
u
r
ed
co
m
p
eten
ce
lev
els
an
d
r
ea
l
-
life
wo
r
k
ex
p
er
ien
ce
s
.
T
h
e
r
esu
lts
m
ay
af
f
ec
t
h
o
w
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
Un
d
ers
ta
n
d
in
g
d
i
g
ita
l c
o
mp
et
en
ce
p
r
o
files
a
mo
n
g
i
n
-
s
ervice
a
n
d
p
r
o
s
p
ec
tive
a
r
t
… (
Ma
s
o
u
meh
S
h
ir
i
)
2489
Kaz
ak
h
s
tan
an
d
o
th
er
co
u
n
tr
ies
with
s
im
ilar
n
ew
ed
u
ca
tio
n
al
s
y
s
tem
s
d
esig
n
th
eir
cu
r
r
icu
la,
tr
ain
teac
h
er
s
,
p
lan
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
an
d
s
et
n
atio
n
al
d
ig
ital e
d
u
ca
tio
n
p
o
licy
.
Dig
ital
tech
n
o
lo
g
ies
h
av
e
b
ec
o
m
e
m
o
r
e
an
d
m
o
r
e
im
p
o
r
tan
t
in
m
o
d
er
n
ed
u
ca
tio
n
,
esp
ec
ially
in
cr
ea
tiv
e
f
ield
s
lik
e
ar
t
ed
u
ca
tio
n
,
wh
er
e
m
ak
in
g
th
in
g
s
,
d
esig
n
in
g
th
in
g
s
,
an
d
u
s
in
g
m
u
ltime
d
ia
to
ex
p
r
ess
y
o
u
r
s
elf
ar
e
all
im
p
o
r
tan
t
p
ar
ts
o
f
lear
n
in
g
.
T
h
e
th
eo
r
ies
g
u
id
in
g
th
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
an
d
p
ed
ag
o
g
y
in
clu
d
e
a
r
an
g
e
o
f
m
o
d
els.
Fo
r
in
s
tan
ce
,
th
e
t
ec
h
n
o
lo
g
ical
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
m
o
d
el
h
ig
h
lig
h
ts
th
e
in
ter
s
ec
tio
n
o
f
co
n
ten
t
k
n
o
wled
g
e
(
C
K)
,
p
ed
ag
o
g
ical
k
n
o
wled
g
e
(
PK)
,
an
d
tech
n
o
lo
g
ical
k
n
o
wled
g
e
(
T
K)
[
1
1
]
.
I
n
o
th
er
wo
r
d
s
,
th
e
ef
f
ec
tiv
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
in
th
e
class
r
o
o
m
in
v
o
lv
es
n
o
t
o
n
ly
co
m
p
u
ter
liter
ac
y
s
k
ills
,
b
u
t a
ls
o
th
e
ab
ilit
y
to
u
s
e
tech
n
o
lo
g
y
in
th
e
s
p
ec
if
ic
s
u
b
ject
ar
ea
an
d
p
ed
ag
o
g
y
.
Stu
d
ies co
m
p
leted
in
Kaz
ak
h
s
tan
h
av
e
d
em
o
n
s
tr
ated
th
at
ar
t te
ac
h
er
s
as we
ll
as st
u
d
en
ts
ca
n
p
o
s
s
ess
a
r
elativ
ely
h
ig
h
lev
el
o
f
d
ig
ital
p
r
o
f
icien
cy
.
Desp
ite
th
is
,
th
e
m
ea
n
in
g
f
u
l
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
with
co
n
ten
t
an
d
less
o
n
o
b
jectiv
es
ca
n
p
r
o
v
e
d
if
f
icu
lt
[
1
2
]
.
Oth
er
in
ter
n
atio
n
al
s
tu
d
ies
h
av
e
f
o
u
n
d
th
at
d
ig
ital
in
teg
r
atio
n
is
r
elian
t o
n
a
teac
h
er
’
s
k
n
o
wled
g
e
o
f
h
o
w
to
in
teg
r
ate
tech
n
o
lo
g
y
as we
ll
as th
eir
ab
ilit
y
to
d
o
s
o
,
r
ath
er
th
an
th
eir
ab
ilit
y
alo
n
e
[
1
3
]
.
Alth
o
u
g
h
v
eter
an
f
ac
u
lty
m
ay
ag
r
ee
with
th
ese
co
n
ce
p
ts
in
th
eo
r
y
,
th
ey
m
ay
s
tr
u
g
g
le
to
k
ee
p
u
p
with
r
ap
id
ly
ch
an
g
in
g
d
ig
ital te
ch
n
o
lo
g
y
[
1
4
]
.
Stu
d
ies
co
m
p
ar
in
g
co
m
p
eten
ce
s
b
etwe
en
p
r
ac
ticin
g
teac
h
er
s
an
d
p
r
e
-
s
er
v
ice
teac
h
er
s
r
ev
ea
l
d
if
f
er
en
ce
s
in
th
eir
d
ig
ital
co
m
p
eten
ce
p
r
o
f
iles
[
1
5
]
,
[
1
6
]
.
Of
ten
,
p
r
ac
ticin
g
teac
h
er
s
h
av
e
b
ee
n
f
o
u
n
d
to
h
av
e
a
h
ig
h
er
lev
el
o
f
p
r
o
f
ess
io
n
al
an
d
th
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
ab
o
u
t
co
n
ce
p
ts
s
u
ch
as
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t
an
d
less
o
n
p
lan
n
in
g
.
Ho
wev
er
,
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
o
f
ten
m
o
r
e
k
n
o
wled
g
ea
b
le
ab
o
u
t
o
n
lin
e
co
m
m
u
n
icatio
n
,
d
esig
n
to
o
ls
,
an
d
co
llab
o
r
atio
n
p
latf
o
r
m
s
as th
ey
ar
e
ty
p
ically
m
o
r
e
ac
cu
s
to
m
ed
to
o
p
er
atin
g
in
d
ig
ital
en
v
ir
o
n
m
en
ts
[
1
7
]
,
[
1
8
]
.
T
ec
h
n
ical
ex
p
er
tis
e
d
o
es
n
o
t
alwa
y
s
tr
an
s
late
in
to
s
o
u
n
d
d
ig
ital
p
ed
ag
o
g
y
.
On
e
s
tu
d
y
p
er
f
o
r
m
ed
at
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
er
s
ity
f
o
u
n
d
th
at
p
r
ev
io
u
s
ex
p
o
s
u
r
e
with
d
ig
ital
tech
n
o
lo
g
ies
p
lay
ed
a
s
ig
n
if
ican
t
r
o
le
in
th
e
lev
el
o
f
co
m
p
eten
ce
ac
h
iev
ed
b
y
r
esp
o
n
d
en
ts
,
d
em
o
n
s
tr
atin
g
th
at
b
ac
k
g
r
o
u
n
d
ex
p
er
ien
ce
an
d
tr
ain
in
g
ca
n
p
lay
an
im
p
o
r
tan
t
r
o
le
in
d
ig
ital
p
r
ep
ar
ed
n
ess
[
1
2
]
.
Facto
r
s
s
u
ch
as
ag
e,
g
en
d
er
,
tech
n
o
s
tr
ess
,
an
d
th
e
av
ailab
ilit
y
o
f
tr
ain
in
g
h
av
e
b
ee
n
r
ec
o
g
n
ized
as
in
f
lu
en
cin
g
th
e
p
r
o
ce
s
s
o
f
d
ig
ital
co
m
p
eten
ce
d
ev
elo
p
m
en
t
[
1
9
]
,
[
2
0
]
.
T
h
ese
s
tu
d
ies
in
d
icate
th
e
im
p
ac
t
o
f
th
e
m
en
tio
n
ed
f
ac
to
r
s
o
n
th
e
in
ter
ac
tio
n
o
f
th
e
teac
h
er
an
d
th
e
s
tu
d
en
t
with
th
e
tech
n
o
lo
g
y
.
Oth
er
id
ea
s
,
s
u
ch
as
th
e
teac
h
er
d
ig
ital
co
m
p
eten
cy
(
T
DC
)
f
r
am
ewo
r
k
,
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
d
ig
ital
co
m
p
eten
ce
as
ex
ten
d
in
g
b
ey
o
n
d
th
e
tech
n
ical,
in
clu
d
in
g
asp
ec
ts
s
u
ch
as
eth
ical,
in
ter
d
is
cip
lin
ar
y
,
an
d
d
ig
ital
p
ar
ticip
atio
n
.
T
h
ese
ar
e
all
cr
itical
in
teac
h
er
ed
u
ca
tio
n
[
2
1
]
.
T
h
er
e
ar
e
m
an
y
s
tu
d
ies
d
ea
lin
g
with
th
e
to
p
ic
o
f
d
ig
ital
co
m
p
eten
ce
in
g
en
er
al
ed
u
ca
tio
n
al
s
ettin
g
s
,
wh
ile
f
ewe
r
s
tu
d
ies
h
av
e
b
ee
n
co
n
d
u
cted
in
th
e
f
ield
o
f
co
m
p
ar
ativ
e
p
r
o
f
iles
in
ar
t e
d
u
ca
tio
n
al
s
ettin
g
s
.
Var
io
u
s
d
ig
ital
tech
n
o
lo
g
ies,
in
clu
d
in
g
d
esig
n
s
o
f
twar
e,
tab
lets
,
co
llab
o
r
atio
n
to
o
ls
,
an
d
im
m
er
s
iv
e
tech
n
o
lo
g
ies,
h
av
e
b
ee
n
co
r
r
elate
d
to
in
cr
ea
s
ed
cr
ea
tiv
ity
an
d
in
ter
est
in
ar
t
ed
u
ca
tio
n
[
5
]
.
I
n
Kaz
ak
h
s
tan
,
it
was
o
b
s
er
v
ed
th
at
th
e
s
tu
d
en
ts
in
th
e
ar
t
d
ep
ar
tm
en
t
m
ak
e
u
s
e
o
f
th
e
m
o
s
t
co
m
m
o
n
ly
u
s
ed
d
esig
n
s
o
f
twar
e
lik
e
Ph
o
to
s
h
o
p
an
d
C
o
r
elDRAW
.
Ho
wev
er
,
th
e
u
s
e
o
f
n
ew
tech
n
o
lo
g
ies
lik
e
ar
tific
ial
in
tellig
en
ce
(
AI
)
an
d
au
g
m
en
ted
r
ea
lity
(
AR
)
is
s
till
in
th
e
n
ascen
t
s
tag
e,
an
d
th
e
s
tu
d
en
ts
lack
tr
ain
in
g
in
th
ese
ar
ea
s
.
I
t
was
o
b
s
er
v
ed
th
at
th
e
p
r
ev
io
u
s
ex
p
er
ien
ce
an
d
m
o
tiv
atio
n
o
f
th
e
s
tu
d
en
ts
im
p
ac
t
th
eir
lev
els
o
f
en
g
ag
em
en
t.
So
m
e
s
tu
d
ies s
u
g
g
est th
at
th
e
lev
els o
f
en
g
ag
em
en
t
ar
e
h
ig
h
er
am
o
n
g
th
e
s
tu
d
en
ts
u
s
in
g
th
e
tech
n
o
lo
g
ies
th
ey
ar
e
f
am
iliar
with
,
wh
er
ea
s
th
e
u
n
f
am
iliar
ity
o
f
th
e
tech
n
o
lo
g
ies
m
ay
r
eq
u
ir
e
ad
d
itio
n
al
s
u
p
p
o
r
t
f
r
o
m
th
e
teac
h
er
s
[
2
2
]
.
I
n
ad
d
itio
n
,
th
e
d
is
p
ar
ities
in
th
e
lev
els
o
f
d
ig
ital e
n
g
ag
em
en
t a
r
e
co
r
r
elate
d
to
th
e
d
is
p
ar
ities
in
ac
ce
s
s
,
s
elf
-
ef
f
icac
y
,
an
d
lear
n
in
g
s
tr
ateg
ies.
Kaz
ak
h
s
tan
h
as
in
itiated
s
ev
er
al
in
itiativ
es
to
u
tili
ze
d
ig
ital
tech
n
o
lo
g
y
to
m
o
d
er
n
ize
its
s
ch
o
o
ls
[
2
3
]
.
T
h
e
n
atio
n
al
“
Dig
ital
Kaz
ak
h
s
tan
”
p
lan
an
d
th
e
HI
E
DT
E
C
p
r
o
ject
ar
e
two
g
o
o
d
ex
am
p
les.
T
h
e
g
o
al
o
f
th
ese
ac
tiv
ities
was
to
en
h
an
ce
in
f
r
astru
ctu
r
e,
im
p
lem
en
t
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
s
,
an
d
f
o
s
ter
f
ac
u
lty
d
ev
elo
p
m
en
t
[
4
]
.
Ho
wev
er
,
th
er
e
ar
e
also
ch
allen
g
es,
in
clu
d
in
g
u
n
eq
u
al
ac
ce
s
s
to
d
ig
ital
tech
n
o
lo
g
ies,
r
eg
io
n
al
d
is
p
ar
ities
,
an
d
a
lack
o
f
clea
r
q
u
ality
ass
u
r
an
ce
m
eth
o
d
s
[
2
4
]
.
Go
in
g
d
ig
ital
is
an
o
th
er
way
to
s
ee
h
o
w
cu
ltu
r
e
an
d
g
en
er
atio
n
s
ev
o
lv
e.
Gen
er
atio
n
Z
s
tu
d
en
ts
,
wh
o
ar
e
cu
r
r
en
tly
th
e
m
ain
b
u
y
er
s
o
f
co
lleg
e
ed
u
ca
tio
n
,
wan
t c
lass
r
o
o
m
s
th
at
ar
e
f
u
ll o
f
m
ed
ia
an
d
in
ter
ac
tiv
e
[
2
5
]
.
So
m
e
r
esear
ch
h
as
ex
am
in
ed
d
ig
ital
co
m
p
eten
ce
f
r
o
m
a
b
r
o
ad
er
s
y
s
tem
ic,
p
o
licy
r
elate
d
,
o
r
s
p
ec
ialized
p
er
s
p
ec
tiv
e,
in
ad
d
itio
n
to
s
tu
d
ies
th
at
f
o
cu
s
o
n
teac
h
er
s
an
d
s
tu
d
en
ts
.
R
esear
ch
er
s
h
av
e
in
v
esti
g
ated
to
p
ics
s
u
ch
as
h
o
w
s
tu
d
en
ts
with
d
is
ab
ilit
ies
ac
q
u
ir
e
d
ig
ital
s
k
ills
[
2
6
]
,
th
e
u
tili
za
tio
n
o
f
d
ig
ital
r
eso
u
r
ce
s
in
in
clu
s
iv
e
class
r
o
o
m
s
[
2
7
]
,
an
d
h
o
w
d
ig
ital
liter
ac
y
ca
n
h
elp
in
d
iv
id
u
als
id
en
tify
f
alse
in
f
o
r
m
atio
n
[
8
]
.
Oth
er
r
esear
ch
h
as
ex
am
in
ed
Kaz
ak
h
s
tan
’
s
I
C
T
in
f
r
astru
ctu
r
e,
p
o
licy
f
r
am
ewo
r
k
s
,
an
d
th
e
p
s
y
ch
o
lo
g
ical
an
d
ed
u
ca
tio
n
al
f
ac
to
r
s
n
ec
ess
ar
y
f
o
r
teac
h
in
g
d
ig
ital sk
ills
in
s
ch
o
o
ls
[2
8
]
,
[
29
]
.
C
o
n
s
eq
u
en
tly
,
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
f
ac
e
th
e
task
o
f
alig
n
in
g
cu
r
r
icu
lar
d
esig
n
an
d
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
with
ev
o
lv
in
g
tech
n
o
lo
g
ical
d
em
an
d
s
.
I
n
s
u
m
m
ar
y
,
th
e
liter
atu
r
e
d
elin
ea
tes
s
ev
er
al
cr
itical
d
im
en
s
io
n
s
p
er
tin
en
t
to
d
ig
ital
co
m
p
eten
ce
in
ar
t
ed
u
ca
tio
n
:
th
eo
r
etica
l
in
teg
r
atio
n
m
o
d
els
(
e.
g
.
,
T
PAC
K)
,
co
m
p
ar
ativ
e
d
is
tin
ctio
n
s
b
etwe
en
in
-
s
er
v
ice
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
,
p
atter
n
s
o
f
d
ig
ital
en
g
ag
em
en
t,
an
d
n
atio
n
al
p
o
licy
r
ef
o
r
m
s
.
W
h
ile
cu
r
r
en
t
r
esear
ch
o
f
f
er
s
s
ig
n
if
ican
t
in
s
ig
h
ts
in
to
d
ig
ital
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
4
8
7
-
2
4
9
9
2490
tr
an
s
f
o
r
m
atio
n
in
Kaz
ak
h
s
tan
,
co
m
p
ar
ativ
e
an
aly
s
es
o
f
d
ig
ital
co
m
p
eten
ce
in
ar
t
ed
u
ca
tio
n
u
tili
zin
g
s
tr
u
ctu
r
ed
in
ter
n
atio
n
al
f
r
am
ewo
r
k
s
ar
e
s
till
s
ca
r
ce
.
T
h
is
co
n
tex
t la
y
s
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
th
e
cu
r
r
en
t stu
d
y
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
em
p
lo
y
s
a
co
m
p
ar
ativ
e
d
escr
ip
tiv
e
d
esig
n
to
ex
am
in
e
an
d
ex
p
lo
r
e
d
if
f
er
en
ce
s
in
d
ig
ital
co
m
p
eten
ce
p
r
o
f
iles
o
f
in
-
s
er
v
ice
ar
t
teac
h
er
s
an
d
p
r
o
s
p
ec
tiv
e
ar
t
teac
h
er
s
(
s
tu
d
en
ts
en
r
o
lled
in
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
p
r
ep
ar
in
g
f
o
r
p
r
o
f
ess
io
n
al
ar
t
teac
h
in
g
)
ac
r
o
s
s
th
r
ee
u
n
iv
er
s
ities
in
Kaz
ak
h
s
tan
.
T
h
e
r
esear
ch
em
p
lo
y
s
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
m
eth
o
d
o
lo
g
ies
to
d
eliv
er
a
th
o
r
o
u
g
h
co
m
p
r
eh
en
s
io
n
o
f
p
ar
ticip
an
ts
’
d
ig
ital
co
m
p
eten
cies
an
d
p
r
ac
tices.
T
h
e
q
u
an
titativ
e
p
ar
t
u
s
es
a
s
tr
u
ctu
r
ed
s
u
r
v
ey
b
ased
o
n
th
e
Dig
C
o
m
p
E
d
u
f
r
am
ewo
r
k
[3
0
]
.
T
h
is
f
r
am
ewo
r
k
g
iv
es
a
co
m
p
lete
way
to
m
ea
s
u
r
e
teac
h
er
s
’
d
ig
ital
s
k
ills
in
a
wid
e
r
an
g
e
o
f
teac
h
in
g
an
d
lear
n
in
g
s
itu
atio
n
s
,
s
u
ch
as
tech
n
ical,
p
ed
ag
o
g
ical,
an
d
cr
ea
tiv
e
o
n
es
[
3
]
.
T
h
er
e
ar
e
s
ix
ar
ea
s
o
f
co
m
p
eten
ce
in
th
e
f
r
am
ewo
r
k
:
i)
p
r
o
f
ess
io
n
al
en
g
ag
em
en
t;
ii)
d
ig
ital
r
eso
u
r
ce
s
;
iii)
teac
h
in
g
an
d
lear
n
in
g
; iv
)
ass
ess
m
en
t; v
)
em
p
o
wer
in
g
lear
n
er
s
; a
n
d
v
i)
h
elp
in
g
lear
n
er
s
im
p
r
o
v
e
th
eir
d
ig
ital sk
ills
T
h
er
e
ar
e
also
s
p
ec
if
ic
in
d
icato
r
s
f
o
r
ea
ch
ar
ea
,
wh
ich
s
h
o
w
th
e
way
in
wh
ich
th
e
p
ar
ticip
an
ts
u
tili
ze
d
ig
ital
to
o
ls
in
th
eir
p
r
o
f
ess
io
n
al
an
d
cr
ea
tiv
e
wo
r
k
.
T
h
e
f
r
am
ewo
r
k
was
ad
ap
ted
to
f
it
th
e
r
ea
l
wo
r
ld
o
f
ar
t
ed
u
ca
tio
n
,
in
clu
d
in
g
f
in
e
ar
ts
,
g
r
ap
h
ic
d
esig
n
,
an
d
d
ig
ital
m
ed
ia.
T
h
is
was d
o
n
e
to
en
s
u
r
e
th
at
th
e
q
u
esti
o
n
s
in
th
e
q
u
esti
o
n
n
air
e
wo
u
ld
b
e
u
s
ef
u
l
n
o
t
ju
s
t
to
cu
r
r
en
t,
b
u
t
also
to
f
u
tu
r
e,
ar
t
teac
h
er
s
.
T
h
is
ap
p
r
o
ac
h
m
ad
e
it
p
o
s
s
ib
le
to
co
m
p
ar
e
th
e
r
esu
lts
f
o
r
f
u
tu
r
e
an
d
cu
r
r
en
t
ar
t
teac
h
er
s
in
a
way
th
at
was
co
n
s
is
ten
t
with
th
e
Dig
C
o
m
p
E
d
u
f
r
am
ewo
r
k
,
in
th
at
it
m
ea
s
u
r
es
p
r
o
f
ess
io
n
al
d
ig
ital
co
m
p
eten
ce
,
n
o
t
g
en
er
al
d
ig
ital
co
m
p
eten
ce
,
as
s
h
o
wn
in
T
ab
le
1
.
Fu
tu
r
e
ar
t
teac
h
er
s
ar
e
f
u
tu
r
e
p
r
o
f
ess
io
n
als
o
n
th
e
s
am
e
p
ath
,
an
d
th
e
ad
ap
ted
to
o
l
was
m
ad
e
to
m
ea
s
u
r
e
th
e
s
am
e
asp
ec
ts
o
f
th
eir
p
r
o
f
ess
io
n
al
d
ig
ital
co
m
p
eten
ce
,
tak
in
g
in
to
ac
co
u
n
t th
e
d
if
f
er
en
ce
s
in
th
eir
ex
p
er
ien
ce
in
lig
h
t o
f
th
eir
s
p
ec
if
ic
p
r
o
f
ess
io
n
al
r
o
les.
T
h
e
q
u
alitativ
e
asp
ec
t
in
v
o
lv
ed
co
n
d
u
ctin
g
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
with
th
e
s
elec
ted
p
ar
ticip
an
ts
to
ex
p
lo
r
e
th
eir
ex
p
er
ien
ce
s
,
attitu
d
es,
an
d
r
ef
lectio
n
s
o
n
th
e
u
s
e
o
f
d
ig
ital
to
o
ls
in
ar
t
ed
u
ca
tio
n
.
T
h
is
s
tu
d
y
u
s
ed
tr
ian
g
u
latio
n
,
in
wh
ich
s
u
r
v
ey
an
d
in
ter
v
iew
r
esu
lts
wer
e
co
m
b
in
ed
,
to
p
r
o
v
id
e
a
m
o
r
e
co
m
p
lete
an
d
d
ee
p
er
u
n
d
er
s
t
an
d
in
g
o
f
d
ig
ital
co
m
p
eten
ce
.
T
h
e
r
esu
lts
o
f
th
e
q
u
alitativ
e
ap
p
r
o
ac
h
n
o
t o
n
ly
h
elp
ed
to
ex
p
an
d
th
e
r
esu
lts
o
f
th
e
s
u
r
v
ey
,
b
u
t a
ls
o
p
r
o
v
id
ed
ex
am
p
les o
f
d
ig
ital sk
ills
in
r
ea
l
-
life
s
itu
atio
n
s
,
as in
T
ab
le
1
.
T
ab
le
1
.
Ad
a
p
tatio
n
o
f
Dig
C
o
m
p
E
d
u
t
o
ar
t e
d
u
ca
tio
n
c
o
n
tex
t
C
o
m
p
e
t
e
n
c
e
a
r
e
a
O
r
i
g
i
n
a
l
d
e
f
i
n
i
t
i
o
n
(
D
i
g
C
o
m
p
E
d
u
)
A
d
a
p
t
e
d
f
o
r
a
r
t
e
d
u
c
a
t
i
o
n
(
t
e
a
c
h
e
r
s/
s
t
u
d
e
n
t
s)
1.
P
r
o
f
e
ssi
o
n
a
l
e
n
g
a
g
e
me
n
t
U
si
n
g
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
i
e
s
f
o
r
c
o
mm
u
n
i
c
a
t
i
o
n
,
c
o
l
l
a
b
o
r
a
t
i
o
n
,
a
n
d
p
r
o
f
e
s
si
o
n
a
l
d
e
v
e
l
o
p
me
n
t
U
si
n
g
Z
o
o
m
a
n
d
W
h
a
t
sA
p
p
g
r
o
u
p
s
t
o
t
a
l
k
a
b
o
u
t
p
r
o
j
e
c
t
s
,
g
i
v
e
f
e
e
d
b
a
c
k
o
n
a
r
t
,
a
n
d
k
e
e
p
u
p
w
i
t
h
t
h
e
l
a
t
e
st
t
r
e
n
d
s
i
n
d
i
g
i
t
a
l
d
e
s
i
g
n
2.
D
i
g
i
t
a
l
r
e
s
o
u
r
c
e
s
S
e
l
e
c
t
i
n
g
,
c
r
e
a
t
i
n
g
,
a
n
d
s
h
a
r
i
n
g
d
i
g
i
t
a
l
e
d
u
c
a
t
i
o
n
a
l
r
e
s
o
u
r
c
e
s
C
h
o
o
si
n
g
a
n
d
c
h
a
n
g
i
n
g
d
i
g
i
t
a
l
a
r
t
t
o
o
l
s
(
l
i
k
e
A
d
o
b
e
P
h
o
t
o
s
h
o
p
a
n
d
I
l
l
u
st
r
a
t
o
r
)
;
s
h
a
r
i
n
g
r
e
f
e
r
e
n
c
e
m
a
t
e
r
i
a
l
s,
t
u
t
o
r
i
a
l
s
,
a
n
d
p
o
r
t
f
o
l
i
o
s
3.
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
M
a
n
a
g
i
n
g
a
n
d
o
r
c
h
e
s
t
r
a
t
i
n
g
d
i
g
i
t
a
l
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
U
si
n
g
d
i
g
i
t
a
l
p
a
i
n
t
i
n
g
,
3
D
m
o
d
e
l
i
n
g
,
o
r
a
n
i
ma
t
i
o
n
t
o
o
l
s
i
n
t
h
e
c
l
a
ssr
o
o
m a
n
d
f
o
r
p
r
o
j
e
c
t
-
b
a
s
e
d
l
e
a
r
n
i
n
g
4.
A
ssessme
n
t
U
si
n
g
d
i
g
i
t
a
l
t
o
o
l
s
t
o
e
n
h
a
n
c
e
a
ssessm
e
n
t
s
t
r
a
t
e
g
i
e
s
U
si
n
g
p
e
e
r
-
r
e
v
i
e
w
a
p
p
s
o
r
r
u
b
r
i
c
s
o
n
p
l
a
t
f
o
r
ms
l
i
k
e
G
o
o
g
l
e
C
l
a
s
sr
o
o
m
o
r
P
a
d
l
e
t
t
o
l
o
o
k
a
t
d
i
g
i
t
a
l
a
r
t
p
o
r
t
f
o
l
i
o
s
5.
Emp
o
w
e
r
i
n
g
l
e
a
r
n
e
r
s
U
si
n
g
d
i
g
i
t
a
l
t
o
o
l
s
t
o
c
a
t
e
r
t
o
l
e
a
r
n
e
r
s’
n
e
e
d
s
a
n
d
a
c
t
i
v
e
l
y
e
n
g
a
g
e
t
h
e
m
En
c
o
u
r
a
g
i
n
g
s
t
u
d
e
n
t
s
t
o
e
x
p
r
e
ss
t
h
e
mse
l
v
e
s
t
h
r
o
u
g
h
mu
l
t
i
m
e
d
i
a
a
n
d
m
a
k
i
n
g
d
i
g
i
t
a
l
t
o
o
l
s mo
r
e
a
c
c
e
ssi
b
l
e
f
o
r
a
r
t
p
r
o
j
e
c
t
s
t
h
a
t
i
n
c
l
u
d
e
e
v
e
r
y
o
n
e
(
l
i
k
e
v
i
s
u
a
l
s
t
o
r
y
t
e
l
l
i
n
g
a
n
d
t
y
p
o
g
r
a
p
h
i
c
e
x
p
e
r
i
m
e
n
t
s)
.
6.
F
a
c
i
l
i
t
a
t
i
n
g
l
e
a
r
n
e
r
s
’
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
H
e
l
p
i
n
g
l
e
a
r
n
e
r
s
d
e
v
e
l
o
p
t
h
e
i
r
d
i
g
i
t
a
l
s
k
i
l
l
s
Te
a
c
h
i
n
g
st
u
d
e
n
t
s
h
o
w
t
o
u
s
e
d
i
g
i
t
a
l
d
e
s
i
g
n
s
o
f
t
w
a
r
e
r
e
sp
o
n
s
i
b
l
y
a
n
d
c
r
e
a
t
i
v
e
l
y
,
a
s
w
e
l
l
a
s
h
o
w
t
o
h
a
n
d
l
e
c
o
p
y
r
i
g
h
t
s,
c
u
r
a
t
e
d
i
g
i
t
a
l
a
r
t
,
a
n
d
s
h
o
w
a
r
t
o
n
l
i
n
e
2
.
2
.
P
a
rt
icipa
nts a
nd
s
a
m
pli
ng
T
h
er
e
wer
e
1
9
7
p
ar
ticip
an
ts
in
th
e
s
tu
d
y
:
4
1
cu
r
r
en
t
ar
t
teac
h
er
s
an
d
1
5
6
f
u
tu
r
e
ar
t
teac
h
er
s
f
r
o
m
th
r
ee
u
n
iv
er
s
ities
in
Kaz
ak
h
s
tan
.
Par
ticip
an
ts
wer
e
ch
o
s
en
d
u
e
to
th
eir
ac
tiv
e
en
g
ag
em
en
t
in
ar
t
ed
u
ca
tio
n
d
o
m
ain
s
,
en
co
m
p
ass
in
g
d
esig
n
,
v
is
u
al
ar
ts
,
an
d
ap
p
lied
ar
ts
.
A
p
u
r
p
o
s
iv
e
s
am
p
lin
g
s
tr
ateg
y
was
u
tili
ze
d
to
o
b
tain
a
v
ar
ied
ar
r
ay
o
f
d
ig
ital e
x
p
er
ien
ce
s
p
er
tin
en
t to
b
o
th
p
r
o
f
ess
io
n
al
p
r
ac
tice
an
d
p
r
e
-
s
er
v
ice
ed
u
ca
tio
n
.
T
ab
le
2
s
h
o
ws
th
e
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
.
T
h
er
e
wer
e
1
6
m
en
an
d
2
5
wo
m
en
teac
h
er
s
,
all
b
etwe
en
th
e
ag
es
o
f
2
8
an
d
6
0
an
d
with
3
to
3
0
y
ea
r
s
o
f
ex
p
er
ien
ce
.
T
h
er
e
wer
e
4
2
m
en
an
d
1
1
4
wo
m
en
b
etwe
en
th
e
ag
es
o
f
1
8
an
d
2
6
wh
o
wer
e
s
tu
d
y
in
g
f
o
r
a
b
ac
h
elo
r
’
s
o
r
m
aster
’
s
d
eg
r
ee
in
ar
t.
T
h
ese
d
em
o
g
r
ap
h
ic
d
is
p
ar
ities
ar
e
s
ig
n
if
ican
t
f
o
r
co
m
p
r
eh
en
d
in
g
th
e
in
f
lu
en
ce
o
f
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
an
d
g
en
er
atio
n
al
f
am
iliar
ity
with
d
ig
ital to
o
ls
o
n
d
ig
ital c
o
m
p
eten
ce
in
ar
t e
d
u
ca
tio
n
,
as in
T
ab
le
2
.
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
Un
d
ers
ta
n
d
in
g
d
i
g
ita
l c
o
mp
et
en
ce
p
r
o
files
a
mo
n
g
i
n
-
s
ervice
a
n
d
p
r
o
s
p
ec
tive
a
r
t
… (
Ma
s
o
u
meh
S
h
ir
i
)
2491
T
ab
le
2
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
o
f
p
ar
ticip
an
ts
G
r
o
u
p
N
G
e
n
d
e
r
A
g
e
r
a
n
g
e
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
/
y
e
a
r
o
f
st
u
d
y
M
a
l
e
F
e
mal
e
Te
a
c
h
e
r
s
41
16
25
28
-
60
3
-
30
S
t
u
d
e
n
t
s
1
5
6
42
1
1
4
18
-
26
1
-
6
2
.
3
.
I
ns
t
rum
ent
Qu
an
titativ
e
s
u
r
v
ey
:
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
d
esig
n
,
b
ased
o
n
th
e
Dig
C
o
m
p
E
d
u
s
elf
-
r
ef
lectio
n
to
o
l,
was
em
p
lo
y
ed
in
th
e
s
tu
d
y
.
T
h
e
to
o
l
co
n
s
is
ts
o
f
2
2
elem
en
ts
,
o
n
e
f
o
r
ea
ch
o
f
th
e
s
ix
ar
ea
s
o
f
co
m
p
eten
ce
d
ef
in
ed
in
th
e
Dig
C
o
m
p
E
d
u
f
r
am
ewo
r
k
.
A
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
wh
er
e
1
m
ea
n
s
“
n
o
t
at
all
co
m
p
eten
t
”
an
d
5
m
ea
n
s
“
h
ig
h
ly
co
m
p
eten
t
”
,
was
u
s
ed
in
th
e
s
tu
d
y
.
Par
ticip
an
ts
r
esp
o
n
d
ed
to
th
e
s
u
r
v
ey
o
n
lin
e
th
r
o
u
g
h
in
s
titu
tio
n
al
n
etwo
r
k
s
,
p
r
o
v
id
in
g
a
f
o
r
m
o
f
s
elf
-
r
ep
o
r
t
th
at
alig
n
ed
with
th
eir
r
o
le
as
a
teac
h
er
o
r
lear
n
er
.
T
h
e
s
u
r
v
ey
was
ad
ap
ted
to
en
s
u
r
e
its
r
elev
an
ce
to
asp
ir
in
g
ar
t
ed
u
ca
to
r
s
,
wh
o
r
ep
r
esen
t
th
e
f
u
tu
r
e
in
s
tr
u
cto
r
s
alo
n
g
th
e
s
am
e
ed
u
ca
tio
n
al
tr
ajec
to
r
y
,
an
d
th
e
co
n
tex
t
o
f
ar
t
ed
u
ca
tio
n
.
Qu
alitativ
e
in
ter
v
iews:
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
u
s
ed
to
ca
p
tu
r
e
p
ar
ticip
an
ts
’
v
iews
o
n
th
eir
lev
el
o
f
d
ig
ital
co
m
p
eten
ce
,
u
s
e
o
f
r
eso
u
r
ce
s
,
co
m
m
u
n
icatio
n
,
u
s
e
o
f
cr
ea
tiv
e
to
o
ls
,
an
d
p
r
o
f
ess
io
n
alis
m
.
T
h
e
u
s
e
o
f
b
o
th
m
eth
o
d
s
p
r
o
v
id
es
a
tr
ian
g
u
latio
n
o
f
ap
p
r
o
ac
h
,
allo
win
g
a
m
ix
ed
-
m
eth
o
d
s
d
esig
n
to
b
e
em
p
lo
y
ed
.
2
.
4
.
Co
ns
t
ru
ct
v
a
lid
i
t
y
:
K
a
is
er
–
M
ey
e
r
–
O
l
kin
,
B
a
r
t
le
t
t
’
s
t
es
t
,
a
nd
p
rinc
ipa
l
co
m
p
o
n
ent
a
n
a
l
y
s
is
T
h
e
d
ata
an
aly
s
is
was
d
o
n
e
u
s
in
g
SP
SS
s
tati
s
tic
s
,
an
d
it
in
v
o
lv
ed
th
e
u
s
e
o
f
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
s
tatis
tic
s
.
T
h
e
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
,
an
d
f
r
eq
u
en
cy
ca
lcu
latio
n
s
wer
e
d
o
n
e
f
o
r
ea
ch
o
f
th
e
co
m
p
eten
ce
d
o
m
ain
s
.
I
n
d
ep
en
d
en
t t
-
test
s
wer
e
u
s
ed
to
co
m
p
ar
e
th
e
g
r
o
u
p
s
,
an
d
th
e
r
esu
lts
in
clu
d
ed
th
e
ef
f
ec
t
s
izes
u
s
in
g
C
o
h
en
’
s
d
,
wh
ile
t
h
e
in
ter
n
al
c
o
n
s
is
ten
cy
o
f
th
e
s
ix
d
o
m
ain
s
was
v
er
if
ied
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t.
C
o
m
p
a
r
ativ
e
b
ar
c
h
ar
ts
wer
e
u
s
ed
to
s
h
o
w
t
h
e
d
i
f
f
er
en
ce
s
in
th
e
g
r
o
u
p
s
,
as sh
o
wn
in
T
ab
le
3
.
T
ab
le
3
.
Prin
cip
al
c
o
m
p
o
n
en
t
an
aly
s
is
r
esu
lts
f
o
r
th
e
d
ig
ital
co
m
p
eten
ce
s
ca
le
I
t
e
m
C
o
m
p
o
n
e
n
t
F
a
c
t
o
r
l
o
a
d
i
n
g
C
o
mm
u
n
a
l
i
t
y
P
E1
1
0
.
6
8
5
0
.
6
7
4
P
E2
1
0
.
5
2
9
0
.
7
1
7
D
R
1
2
0
.
6
0
6
0
.
8
1
0
D
R
2
2
0
.
6
5
6
0
.
7
6
1
TL1
1
0
.
7
1
2
0
.
6
7
1
TL2
1
0
.
7
1
2
0
.
6
7
1
A1
3
0
.
6
4
2
0
.
6
4
2
A2
3
0
.
6
9
6
0
.
6
9
6
EL1
4
0
.
7
6
2
0
.
7
6
2
EL2
4
0
.
8
5
5
0
.
8
5
5
F
L1
5
0
.
7
4
2
0
.
7
4
6
F
L2
5
0
.
7
0
3
0
.
6
4
4
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
wer
e
an
al
y
ze
d
with
SP
SS
s
tati
s
tics
,
wh
ich
u
s
es
b
o
th
d
escr
ip
tiv
e
an
d
in
f
e
r
en
tial
s
tatis
t
ics.
W
e
f
o
u
n
d
th
e
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
f
r
eq
u
e
n
cies
f
o
r
ea
ch
ar
ea
o
f
co
m
p
ete
n
ce
.
I
n
d
ep
en
d
en
t
s
am
p
les
t
-
test
s
wer
e
p
er
f
o
r
m
ed
t
o
co
m
p
ar
e
g
r
o
u
p
s
;
in
in
s
tan
ce
s
wh
e
r
e
n
o
r
m
ality
o
r
e
q
u
al
v
ar
ia
n
ce
ass
u
m
p
tio
n
s
wer
e
b
r
ea
ch
ed
,
L
ev
e
n
e
’
s
test
an
d
W
elch
’
s
co
r
r
ec
tio
n
wer
e
u
tili
ze
d
.
W
e
u
s
ed
C
o
h
en
’
s
d
to
r
e
p
o
r
t
e
f
f
ec
t
s
izes,
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
s
h
o
we
d
th
at
th
e
s
ix
d
o
m
ain
s
wer
e
co
n
s
is
ten
t
with
ea
ch
o
th
er
.
C
o
m
p
ar
ativ
e
b
a
r
ch
a
r
ts
s
h
o
wed
th
e
d
if
f
er
e
n
ce
s
b
etwe
en
th
e
g
r
o
u
p
s
in
a
clea
r
way
.
T
h
em
atic
co
d
in
g
was u
s
ed
o
n
in
ter
v
iew
tr
an
s
cr
ip
ts
to
f
in
d
im
p
o
r
tan
t
p
atter
n
s
an
d
s
h
o
w
h
o
w
p
ar
ticip
a
n
ts
u
s
ed
d
i
g
ital te
ch
n
o
lo
g
y
.
2
.
6
.
E
t
hica
l
c
o
ns
idera
t
io
n
B
ef
o
r
e
co
llectin
g
th
e
d
ata,
t
h
e
co
n
s
en
t
o
f
all
th
e
p
ar
ticip
an
ts
was
o
b
tain
ed
.
T
h
e
s
tu
d
y
was c
o
n
d
u
cte
d
ac
co
r
d
in
g
to
th
e
r
u
les
s
et
b
y
th
e
s
ch
o
o
l
an
d
th
e
c
o
u
n
t
r
y
r
e
g
ar
d
in
g
th
e
r
i
g
h
ts
o
f
p
ar
ticip
an
ts
.
T
h
er
e
was
n
o
p
er
s
o
n
al
in
f
o
r
m
atio
n
co
llecte
d
f
r
o
m
th
e
p
ar
ticip
an
ts
,
a
n
d
t
h
e
d
ata
was
k
e
p
t
p
r
iv
ate.
Als
o
,
th
e
p
ar
ticip
an
ts
wer
e
m
ad
e
awa
r
e
th
at
th
e
d
at
a
co
llected
f
r
o
m
th
em
was
o
n
ly
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es
an
d
th
at
th
ey
h
ad
th
e
r
ig
h
t
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
an
y
tim
e.
Mo
r
e
o
v
er
,
th
e
E
th
ics
C
o
m
m
ittee
at
Ab
a
i
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
e
r
s
ity
ap
p
r
o
v
ed
th
e
p
lan
f
o
r
th
e
s
tu
d
y
.
T
h
is
en
s
u
r
es
th
at
th
e
d
ata
was
tr
ea
ted
f
air
ly
,
th
e
r
ig
h
ts
o
f
t
h
e
p
ar
ticip
a
n
ts
wer
e
r
esp
ec
ted
,
an
d
th
e
s
tu
d
y
was
co
n
d
u
cte
d
h
o
n
estl
y
an
d
tr
an
s
p
ar
en
tly
(
Ap
p
r
o
v
al
No
.
AB
2
0
2
5
-
0
7
3
,
g
iv
en
o
u
t
o
n
J
an
u
ar
y
4
,
2
0
2
5
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
4
8
7
-
2
4
9
9
2492
3.
R
E
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
Q
ua
ntit
a
t
i
v
e
r
esu
lt
Fig
u
r
e
1
s
h
o
ws
t
h
e
a
v
e
r
a
g
e
s
c
o
r
es
f
o
r
c
u
r
r
e
n
t
a
n
d
f
u
t
u
r
e
ar
t
te
ac
h
e
r
s
i
n
t
h
e
s
i
x
Di
g
C
o
m
p
E
d
u
co
m
p
et
en
ce
ar
ea
s
.
O
v
e
r
a
ll,
p
r
o
s
p
ec
ti
v
e
ar
t
te
ac
h
e
r
s
h
a
d
h
i
g
h
e
r
a
v
e
r
ag
e
s
c
o
r
es
i
n
a
n
u
m
b
e
r
o
f
ar
ea
s
,
es
p
e
cia
ll
y
in
t
ea
ch
in
g
an
d
lea
r
n
i
n
g
a
n
d
f
ac
il
ita
ti
n
g
le
ar
n
e
r
s
’
d
i
g
it
al
c
o
m
p
ete
n
ce
,
w
h
e
r
e
th
e
d
i
f
f
er
en
c
es
b
etw
ee
n
t
h
e
tw
o
g
r
o
u
p
s
we
r
e
m
o
s
t
c
lea
r
.
I
n
c
o
n
t
r
ast
,
in
-
s
e
r
v
i
ce
a
r
t
te
ac
h
e
r
s
h
ad
h
i
g
h
e
r
av
e
r
a
g
e
s
c
o
r
es
i
n
p
r
o
f
ess
i
o
n
al
en
g
a
g
em
en
t
a
n
d
d
i
g
it
al
r
es
o
u
r
ce
s
.
T
h
is
s
u
g
g
ests
t
h
at
t
h
e
y
w
er
e
b
e
tte
r
a
t
s
tr
u
ct
u
r
ed
p
r
o
f
es
s
io
n
al
p
r
a
ctic
e
a
n
d
in
s
titu
tio
n
al
d
ig
ital
r
esp
o
n
s
ib
ilit
ies.
T
h
is
in
itial
co
m
p
a
r
is
o
n
s
h
o
ws
th
at
t
h
e
two
g
r
o
u
p
s
h
av
e
d
if
f
e
r
en
t
le
v
els
o
f
co
m
p
eten
ce
.
Pro
s
p
ec
tiv
e
ar
t te
ac
h
er
s
s
ee
m
to
b
e
b
etter
at
lea
r
n
er
-
o
r
ien
ted
an
d
cr
ea
tiv
e
d
ig
i
tal
p
r
ac
tices,
wh
il
e
in
-
s
er
v
ice
teac
h
er
s
s
ee
m
to
b
e
b
etter
at
p
r
o
f
ess
io
n
ally
em
b
ed
d
ed
d
ig
ital a
ctiv
ities
,
as in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
C
o
m
p
a
r
ativ
e
m
ea
n
s
co
r
es o
f
teac
h
e
r
s
an
d
p
r
o
s
p
ec
t
iv
e
ar
t te
ac
h
er
s
ac
r
o
s
s
th
e
co
m
p
eten
ce
ar
ea
s
T
ab
le
4
s
h
o
ws
th
e
r
esu
lts
o
f
i
n
d
ep
en
d
en
t
s
am
p
les
t
-
test
s
th
at
lo
o
k
ed
at
t
h
e
d
ig
ital
s
k
ills
o
f
teac
h
er
s
an
d
s
tu
d
en
ts
,
as
well
as
th
e
ef
f
ec
t
s
izes
th
at
wen
t
alo
n
g
with
th
em
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
teac
h
er
s
s
ig
n
if
ican
tly
o
u
tp
er
f
o
r
m
ed
s
tu
d
en
ts
in
p
r
o
f
ess
io
n
al
en
g
a
g
em
en
t
(
t=3
.
4
1
,
p
=0
.
0
0
1
,
d
=
1
.
0
3
8
)
a
n
d
d
ig
ital
r
eso
u
r
ce
s
(
t=2
.
4
7
2
,
p
=0
.
0
1
7
,
d
=0
.
7
5
2
)
.
T
h
e
ef
f
ec
t
s
izes
wer
e
h
ig
h
a
n
d
m
ed
iu
m
to
l
ar
g
e,
in
th
at
o
r
d
er
.
Stu
d
en
ts
p
er
f
o
r
m
e
d
s
ig
n
if
ican
tly
b
etter
o
n
a
s
s
ess
m
en
t (
t=
-
3
.
1
0
2
,
p
=
0
.
0
0
3
,
d
=
-
0
.
9
4
4
)
an
d
f
ac
ilit
atin
g
lear
n
er
s
’
d
ig
ital
co
m
p
eten
ce
(
t=
-
3
.
0
1
2
,
p
=0
.
0
0
4
,
d
=
-
0
.
9
1
6
)
,
b
o
th
d
em
o
n
s
tr
atin
g
lar
g
e
e
f
f
ec
t
s
izes.
T
h
ese
r
esu
lts
s
h
o
w
th
at
teac
h
er
s
ar
e
b
etter
at
u
s
in
g
d
ig
ital
to
o
ls
to
p
la
n
th
eir
less
o
n
s
an
d
o
r
g
a
n
ize
th
eir
w
o
r
k
,
wh
ile
s
tu
d
en
ts
ar
e
b
etter
at
s
tu
d
y
in
g
o
n
th
eir
o
wn
an
d
wo
r
k
in
g
to
g
eth
er
o
n
lin
e.
T
h
er
e
wer
e
n
o
s
ig
n
if
ic
an
t
d
if
f
er
en
ce
s
in
em
p
o
wer
in
g
lear
n
er
s
,
wh
ic
h
c
o
u
ld
im
p
l
y
th
at
th
is
is
a
wea
k
ar
ea
f
o
r
e
v
er
y
o
n
e
,
as in
T
ab
le
4
.
T
ab
le
4
.
T
-
t
est an
d
ef
f
ec
t sizes
C
o
m
p
e
t
e
n
c
e
a
r
e
a
G
r
o
u
p
w
i
t
h
h
i
g
h
e
r
me
a
n
M
e
a
n
d
i
f
f
e
r
e
n
c
e
t
-
v
a
l
u
e
p
-
v
a
l
u
e
C
o
h
e
n
’
s
d
Ef
f
e
c
t
si
z
e
PE
Te
a
c
h
e
r
s
0
.
7
5
9
3
3
.
4
1
0
.
0
0
1
1
.
0
3
8
La
r
g
e
DR
Te
a
c
h
e
r
s
0
.
7
0
3
7
2
.
4
7
2
0
.
0
1
7
0
.
7
5
2
M
e
d
i
u
m
t
o
l
a
r
g
e
TL
Te
a
c
h
e
r
s
0
.
4
6
3
1
.
7
9
8
0
.
0
7
9
0
.
5
4
7
M
e
d
i
u
m
A
S
t
u
d
e
n
t
s
-
0
.
7
2
2
2
-
3
.
1
0
2
0
.
0
0
3
-
0
.
9
4
4
La
r
g
e
EL
–
-
0
.
0
1
8
5
-
0
.
0
9
6
0
.
9
2
4
-
0
.
0
2
9
N
e
g
l
i
g
i
b
l
e
FL
S
t
u
d
e
n
t
s
-
0
.
6
2
9
6
-
3
.
0
1
2
0
.
0
0
4
-
0
.
9
1
6
La
r
g
e
T
ab
le
5
s
h
o
ws
th
e
a
v
er
ag
e
an
d
s
tan
d
ar
d
d
ev
iatio
n
f
o
r
e
ac
h
co
m
p
ete
n
ce
ar
ea
,
as
we
ll
as
th
e
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
es
f
o
r
th
e
ad
ap
ted
i
n
s
tr
u
m
en
t.
T
h
e
v
alu
es
in
d
icate
th
at
th
e
i
n
s
tr
u
m
en
t
was
r
eliab
le.
T
h
e
av
er
a
g
e
C
r
o
n
b
ac
h
’
s
a
lp
h
a
f
o
r
t
h
e
q
u
esti
o
n
n
air
e
was
0
.
8
2
.
T
h
is
m
ea
n
s
th
at
th
e
q
u
esti
o
n
n
air
e
was
m
o
s
tly
r
eliab
le.
Stu
d
en
ts
p
er
f
o
r
m
ed
b
etter
th
an
teac
h
er
s
m
o
s
t
o
f
th
e
tim
e,
esp
ec
ially
wh
en
it
ca
m
e
to
d
ig
ita
l
r
es
o
u
r
ce
s
(
M=
3
.
3
)
an
d
teac
h
i
n
g
an
d
lea
r
n
in
g
(
M=
3
.
2
)
.
On
th
e
o
th
er
h
a
n
d
,
teac
h
e
r
s
p
er
f
o
r
m
ed
b
etter
wh
e
n
it
0
1
2
3
4
5
P
r
o
f
e
ss
i
o
na
l
E
ng
ag
e
m
e
nt
Di
g
i
t
al
R
es
our
c
es
T
e
ac
hi
ng
a
nd
Le
ar
ni
ng
A
ss
e
ss
m
e
nt
E
m
po
we
r
i
ng
Le
ar
ne
r
s
F
ac
i
l
i
t
at
i
ng
Le
ar
ne
r
s' D
i
g
i
t
al
C
o
m
pe
t
e
nc
e
M
e
an
S
core
C
om
pe
t
e
nce
A
r
e
as
T
e
ac
h
e
rs
Pro
s
p
e
c
ti
v
e
art t
e
ac
h
e
rs
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
Un
d
ers
ta
n
d
in
g
d
i
g
ita
l c
o
mp
et
en
ce
p
r
o
files
a
mo
n
g
i
n
-
s
ervice
a
n
d
p
r
o
s
p
ec
tive
a
r
t
… (
Ma
s
o
u
meh
S
h
ir
i
)
2493
ca
m
e
to
h
elp
in
g
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
d
i
g
ital
s
k
ills
(
M=
2
.
5
)
an
d
a
s
s
ess
m
en
t
(
M=
2
.
7
)
.
T
h
e
d
escr
ip
tiv
e
tr
en
d
s
also
s
u
p
p
o
r
ted
th
e
r
esu
lts
o
b
t
ain
ed
f
r
o
m
th
e
i
n
f
er
en
tial
a
n
a
ly
s
is
,
in
d
icatin
g
th
at
th
e
to
o
l
was
s
till
ef
f
ec
tiv
e
in
ar
t e
d
u
ca
tio
n
,
as in
T
ab
le
5
.
T
h
e
last
co
m
p
ar
is
o
n
o
f
th
e
to
tal
d
ig
ital
s
k
ills
o
f
s
tu
d
en
ts
an
d
teac
h
er
s
s
h
o
ws
a
s
m
all
d
if
f
er
en
ce
.
On
a
5
-
p
o
in
t
s
ca
le,
s
tu
d
en
ts
s
c
o
r
ed
h
ig
h
e
r
o
v
er
all
(
M=
2
.
4
5
)
th
an
teac
h
er
s
(
M=
2
.
3
8
)
.
T
h
is
d
if
f
er
en
ce
is
s
m
all,
b
u
t
it
s
h
o
ws
a
tr
en
d
a
m
o
n
g
g
en
er
atio
n
s
:
s
tu
d
en
ts
wh
o
g
r
e
w
u
p
with
tech
n
o
lo
g
y
m
ay
b
e
m
o
r
e
co
m
f
o
r
ta
b
le
u
s
in
g
d
ig
ital p
latf
o
r
m
s
,
ev
en
if
th
ey
ar
e
n
o
t
n
ec
ess
ar
ily
b
etter
at
ev
er
y
t
h
in
g
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
T
ab
le
5
.
Descr
ip
tiv
e
s
tatis
tics
an
d
r
eliab
ilit
y
o
f
co
m
p
eten
ce
ar
ea
s
C
o
m
p
e
t
e
n
c
e
a
r
e
a
M
e
a
n
(
T)
S
D
(
T)
M
e
a
n
(
S
)
SD
(S)
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
PE
2
.
2
0
.
7
3
2
.
5
0
.
6
9
0
.
8
2
DR
3
.
1
0
.
9
0
3
.
3
0
.
9
6
TL
2
.
2
0
.
7
5
3
.
2
0
.
8
9
A
2
.
7
0
.
6
6
2
.
1
0
.
8
0
EL
1
.
6
0
.
6
0
1
.
7
0
.
6
0
FL
2
.
5
0
.
6
1
1
.
9
0
.
6
7
Fig
u
r
e
2
.
T
o
tal
d
ig
ital c
o
m
p
eten
ce
o
f
teac
h
e
r
s
an
d
p
r
o
s
p
ec
ti
v
e
ar
t te
ac
h
er
s
3
.
1
.
2
.
Q
ua
lita
t
iv
e
ins
ig
hts f
ro
m
inte
rv
iews
T
o
co
m
p
lem
e
n
t
th
e
q
u
an
titativ
e
r
esu
lts
,
a
s
er
ies
o
f
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
was
co
n
d
u
cted
am
o
n
g
a
g
r
o
u
p
o
f
p
ar
ticip
an
ts
f
r
o
m
t
h
e
s
am
e
th
r
ee
u
n
iv
er
s
ities
.
I
n
to
tal,
th
er
e
wer
e
eig
h
t
p
ar
ticip
an
ts
,
f
o
u
r
o
f
wh
o
m
wer
e
cu
r
r
e
n
t
ar
t
teac
h
e
r
s
,
an
d
th
e
o
th
er
f
o
u
r
wer
e
s
en
io
r
a
r
t
teac
h
er
s
wh
o
wer
e
co
n
tem
p
latin
g
a
ca
r
e
er
as
ar
t
teac
h
er
s
.
All
th
e
p
ar
ticip
a
n
ts
g
av
e
th
eir
in
f
o
r
m
ed
co
n
s
en
t
to
b
e
p
a
r
t
o
f
t
h
e
s
tu
d
y
a
n
d
h
ad
th
e
o
p
tio
n
t
o
r
e
m
ain
an
o
n
y
m
o
u
s
b
y
u
s
in
g
f
ak
e
n
a
m
es.
T
h
ey
co
u
ld
b
e
i
n
ter
v
iewe
d
eith
er
p
h
y
s
ically
o
r
th
r
o
u
g
h
v
i
d
eo
co
n
f
er
en
ci
n
g
.
T
h
e
in
ter
v
iew
p
r
o
ce
s
s
was
co
n
d
u
cted
th
r
o
u
g
h
a
s
er
ies
o
f
o
p
en
-
en
d
ed
q
u
esti
o
n
s
ab
o
u
t
th
e
ex
p
er
ien
ce
s
o
f
th
e
p
ar
ticip
an
ts
r
eg
ar
d
in
g
d
ig
ital
to
o
ls
in
cr
ea
tiv
e
p
r
o
ce
s
s
es,
th
e
ch
allen
g
es
f
ac
in
g
th
e
in
teg
r
atio
n
o
f
d
ig
ital
to
o
ls
in
ar
t
ed
u
ca
tio
n
,
s
elf
-
ass
ess
m
en
t
o
f
th
eir
d
ig
ital
co
m
p
eten
ce
,
an
d
s
u
g
g
esti
o
n
s
to
im
p
r
o
v
e
th
eir
d
ig
ital
co
m
p
eten
ce
tr
ain
in
g
.
E
ac
h
in
ter
v
iew
last
ed
b
etwe
en
2
5
to
3
0
m
in
u
tes.
T
h
em
atic
an
aly
s
is
id
en
tifie
d
m
u
ltip
le
r
ec
u
r
r
in
g
p
atter
n
s
co
r
r
esp
o
n
d
in
g
to
th
e
s
ix
Dig
C
o
m
p
E
d
u
co
m
p
eten
ce
ar
ea
s
.
T
h
e
q
u
alitativ
e
f
in
d
in
g
s
en
r
ich
th
e
s
u
r
v
ey
r
esu
lts
b
y
d
em
o
n
s
tr
atin
g
th
e
ap
p
licatio
n
o
f
d
ig
ital
co
m
p
eten
ce
in
b
o
th
ed
u
ca
tio
n
al
an
d
cr
ea
tiv
e
co
n
tex
ts
,
as
p
r
esen
ted
in
T
ab
le
6
.
I
n
ter
v
iews
p
r
o
v
id
ed
a
n
u
an
ce
d
p
ictu
r
e
o
f
h
o
w
p
r
o
s
p
ec
tiv
e
ar
t
teac
h
er
s
an
d
cu
r
r
en
t
ar
t
teac
h
er
s
en
g
ag
e
with
d
ig
ital
tech
n
o
lo
g
ies
ac
r
o
s
s
th
e
s
ix
Dig
C
o
m
p
E
d
u
co
m
p
eten
ce
ar
ea
s
.
A
n
u
m
b
er
o
f
s
ig
n
if
ican
t
p
atter
n
s
an
d
d
if
f
er
en
ce
s
wer
e
id
en
tifie
d
th
at
h
ig
h
lig
h
ted
th
e
wid
ely
v
ar
y
in
g
d
ig
ital
ex
p
er
ien
ce
s
an
d
ex
p
ec
tatio
n
s
o
f
th
e
co
h
o
r
t.
C
o
n
f
id
en
ce
in
d
ig
ital e
n
v
ir
o
n
m
en
t: tu
to
r
s
h
av
e
ad
m
itted
th
at
th
ey
wer
e
n
o
t
alwa
y
s
co
n
f
id
en
t w
h
en
u
s
in
g
d
ig
ital to
o
ls
.
T
h
is
was o
f
ten
b
ec
au
s
e
th
ey
wer
e
n
o
t f
o
r
m
ally
tr
ain
ed
,
an
d
in
tim
id
ated
b
y
th
e
s
wir
lin
g
s
ea
o
f
n
ew
tech
n
o
lo
g
y
th
r
ash
in
g
ag
ain
s
t
th
eir
f
ee
t.
On
th
e
o
th
er
h
an
d
,
p
r
e
-
s
er
v
ice
ar
t
in
s
tr
u
cto
r
s
wer
e
f
o
u
n
d
to
b
e
m
o
r
e
f
lex
ib
le
an
d
co
n
f
id
en
t
with
,
f
r
eq
u
en
tly
teac
h
in
g
th
em
s
elv
es
ab
o
u
t
n
ew
d
ig
ital
p
latf
o
r
m
s
th
r
o
u
g
h
o
n
lin
e
tu
to
r
ials
,
s
u
p
p
o
r
t
f
r
o
m
th
eir
p
ee
r
s
,
an
d
a
tr
ial
-
an
d
-
er
r
o
r
p
r
o
ce
s
s
.
T
h
is
g
en
er
atio
n
g
ap
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
f
o
r
m
al,
teac
h
er
-
f
o
cu
s
ed
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
p
p
o
r
tu
n
ities
th
at
ca
n
r
em
o
v
e
an
y
“in
f
o
r
m
al
lear
n
in
g
”
b
ias.
2.38
2.45
0
1
2
3
4
5
T
e
ac
he
r
s
P
r
o
sp
e
c
t
i
v
e
a
r
t
t
e
ac
he
r
s
D
i
g
i
t
al
C
om
pe
t
e
nce
S
core
P
arti
ci
pant
Gr
oup
T
o
t
al
D
i
g
i
t
al
C
o
m
pe
t
e
nc
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
4
8
7
-
2
4
9
9
2494
T
ab
le
6
.
I
llu
s
tr
ativ
e
q
u
o
tes co
m
p
ar
in
g
teac
h
er
an
d
s
tu
d
en
t
p
er
s
p
ec
tiv
es a
cr
o
s
s
d
ig
ital c
o
m
p
eten
ce
ar
ea
s
Th
e
m
e
S
u
p
p
o
r
t
i
n
g
q
u
o
t
e
(
t
e
a
c
h
e
r
)
S
u
p
p
o
r
t
i
n
g
q
u
o
t
e
(
s
t
u
d
e
n
t
)
D
i
g
i
t
a
l
c
o
n
f
i
d
e
n
c
e
S
o
me
p
l
a
t
f
o
r
ms
i
n
t
i
mi
d
a
t
e
m
e
;
w
e
w
e
r
e
n
o
t
t
a
u
g
h
t
h
o
w
t
o
u
s
e
t
h
e
m.
M
o
s
t
o
f
t
h
e
t
i
me
,
w
e
f
i
g
u
r
e
o
u
t
h
o
w
t
o
u
s
e
t
o
o
l
s
b
y
t
r
y
i
n
g
t
h
i
n
g
s
o
u
t
.
D
i
g
i
t
a
l
c
o
n
f
i
d
e
n
c
e
I
o
f
t
e
n
sk
i
p
u
p
d
a
t
e
s
b
e
c
a
u
s
e
i
t
t
a
k
e
s
me
a
l
o
n
g
t
i
m
e
t
o
l
e
a
r
n
n
e
w
so
f
t
w
a
r
e
.
W
h
e
n
I
e
n
c
o
u
n
t
e
r
a
p
r
o
b
l
e
m,
I
l
e
a
r
n
mo
r
e
q
u
i
c
k
l
y
b
y
w
a
t
c
h
i
n
g
o
n
l
i
n
e
t
u
t
o
r
i
a
l
s.
D
i
g
i
t
a
l
c
o
n
f
i
d
e
n
c
e
I
st
i
l
l
p
r
e
f
e
r
c
h
a
l
k
b
o
a
r
d
s
;
t
e
c
h
n
o
l
o
g
y
c
a
n
b
e
d
i
s
t
r
a
c
t
i
n
g
a
t
t
i
m
e
s.
W
e
a
r
e
a
c
c
u
st
o
me
d
t
o
u
s
i
n
g
mu
l
t
i
p
l
e
a
p
p
s
t
o
p
e
r
f
o
r
m
d
i
f
f
e
r
e
n
t
t
a
s
k
s.
R
e
s
o
u
r
c
e
u
se
I
o
f
t
e
n
r
e
u
s
e
s
l
i
d
e
s
b
e
c
a
u
se
i
t
i
s
h
a
r
d
t
o
f
i
n
d
n
e
w
c
o
n
t
e
n
t
.
W
e
f
o
l
l
o
w
a
r
t
p
a
g
e
s
a
n
d
Y
o
u
T
u
b
e
r
s
t
o
p
i
c
k
u
p
n
e
w
sk
i
l
l
s
.
R
e
s
o
u
r
c
e
u
se
Th
e
r
e
a
r
e
so
me
e
x
c
e
l
l
e
n
t
d
i
g
i
t
a
l
a
r
c
h
i
v
e
s,
b
u
t
I
a
m
n
o
t
a
l
w
a
y
s s
u
r
e
h
o
w
t
o
a
c
c
e
ss
t
h
e
m
.
I
l
i
k
e
t
o
u
se
P
i
n
t
e
r
e
st
o
r
B
e
h
a
n
c
e
t
o
ma
k
e
m
o
o
d
b
o
a
r
d
s
.
R
e
s
o
u
r
c
e
u
se
I
so
met
i
m
e
s
u
se
p
r
i
n
t
e
d
b
o
o
k
s
i
n
st
e
a
d
o
f
o
n
l
i
n
e
so
u
r
c
e
s
b
e
c
a
u
se
I
d
o
n
o
t
t
r
u
st
t
h
e
m.
W
h
e
n
I
a
m
st
u
c
k
o
n
a
d
e
s
i
g
n
i
d
e
a
,
I
u
se
o
n
l
i
n
e
f
o
r
u
ms
t
o
g
e
t
h
e
l
p
.
C
o
mm
u
n
i
c
a
t
i
o
n
I
u
se
W
h
a
t
sA
p
p
f
r
e
q
u
e
n
t
l
y
,
b
u
t
I
a
m
u
n
su
r
e
h
o
w
t
o
ma
n
a
g
e
o
n
l
i
n
e
c
o
n
v
e
r
sa
t
i
o
n
s e
f
f
e
c
t
i
v
e
l
y
.
W
e
u
se
G
o
o
g
l
e
D
o
c
s
a
n
d
c
h
a
t
a
p
p
s
t
o
w
o
r
k
o
n
g
r
o
u
p
p
r
o
j
e
c
t
s.
C
o
mm
u
n
i
c
a
t
i
o
n
I
d
o
u
s
e
e
ma
i
l
so
met
i
m
e
s,
b
u
t
s
t
u
d
e
n
t
s
d
o
n
o
t
c
h
e
c
k
i
t
v
e
r
y
o
f
t
e
n
.
I
w
a
n
t
p
r
o
f
e
ss
o
r
s t
o
u
t
i
l
i
z
e
i
n
t
e
r
a
c
t
i
v
e
t
o
o
l
s l
i
k
e
M
i
r
o
o
r
P
a
d
l
e
t
.
C
o
mm
u
n
i
c
a
t
i
o
n
I
u
sed
Te
a
m
s
o
n
c
e
,
b
u
t
n
o
o
n
e
t
o
o
k
p
a
r
t
.
I
t
i
s e
a
s
y
t
o
d
i
sc
u
ss
i
d
e
a
s i
n
Zo
o
m
b
r
e
a
k
o
u
t
r
o
o
m
s.
C
r
e
a
t
i
v
e
u
s
e
o
f
t
o
o
l
s
I
w
i
sh
I
k
n
e
w
h
o
w
t
o
b
e
m
o
r
e
c
r
e
a
t
i
v
e
w
i
t
h
P
h
o
t
o
s
h
o
p
.
D
i
g
i
t
a
l
p
a
i
n
t
i
n
g
i
s a
n
a
t
u
r
a
l
p
a
r
t
o
f
m
y
p
r
o
c
e
ss
n
o
w
.
C
r
e
a
t
i
v
e
u
s
e
o
f
t
o
o
l
s
W
e
n
e
e
d
t
o
l
e
a
r
n
h
o
w
t
o
u
se
d
i
g
i
t
a
l
t
o
o
l
s
w
i
t
h
t
r
a
d
i
t
i
o
n
a
l
a
r
t
t
e
c
h
n
i
q
u
e
s
.
I
g
e
t
b
e
t
t
e
r
r
e
su
l
t
s
w
h
e
n
I
u
se
P
r
o
c
r
e
a
t
e
w
i
t
h
h
a
n
d
-
d
r
a
w
n
sk
e
t
c
h
e
s.
C
r
e
a
t
i
v
e
u
s
e
o
f
t
o
o
l
s
Th
e
t
a
b
l
e
t
i
s
g
r
e
a
t
,
b
u
t
I
a
m
u
n
su
r
e
h
o
w
t
o
u
t
i
l
i
z
e
a
l
l
i
t
s fe
a
t
u
r
e
s.
W
h
e
n
I
w
o
r
k
w
i
t
h
l
a
y
e
r
s
a
n
d
e
f
f
e
c
t
s o
n
a
c
o
m
p
u
t
e
r
,
I
f
e
e
l
f
r
e
e
r
.
P
r
o
f
e
ssi
o
n
a
l
e
n
g
a
g
e
me
n
t
I
o
c
c
a
si
o
n
a
l
l
y
r
e
a
d
o
n
l
i
n
e
f
o
r
u
ms,
b
u
t
I
d
o
n
o
t
f
e
e
l
l
i
k
e
I
a
m p
a
r
t
o
f
t
h
e
d
i
g
i
t
a
l
a
r
t
c
o
mm
u
n
i
t
y
.
I
sh
a
r
e
m
y
a
r
t
o
n
I
n
st
a
g
r
a
m
a
n
d
g
e
t
f
e
e
d
b
a
c
k
f
r
o
m
o
t
h
e
r
a
r
t
i
st
s.
P
r
o
f
e
ssi
o
n
a
l
e
n
g
a
g
e
me
n
t
I
a
t
t
e
n
d
w
e
b
i
n
a
r
s,
b
u
t
I
a
m
u
n
su
r
e
h
o
w
t
o
u
t
i
l
i
z
e
t
h
e
n
e
w
t
o
o
l
s
i
n
c
l
a
ss.
W
e
sh
a
r
e
d
e
s
i
g
n
i
d
e
a
s
w
i
t
h
o
t
h
e
r
p
e
o
p
l
e
o
n
D
i
s
c
o
r
d
o
r
B
e
h
a
n
c
e
.
P
r
o
f
e
ssi
o
n
a
l
e
n
g
a
g
e
me
n
t
I
t
i
s
c
h
a
l
l
e
n
g
i
n
g
f
o
r
me
t
o
n
e
t
w
o
r
k
o
n
l
i
n
e
;
I
mi
ss
a
t
t
e
n
d
i
n
g
i
n
-
p
e
r
s
o
n
e
x
h
i
b
i
t
i
o
n
s
.
I
f
o
u
n
d
i
n
t
e
r
n
s
h
i
p
s
b
y
l
o
o
k
i
n
g
a
t
p
r
o
f
i
l
e
s
o
n
Li
n
k
e
d
I
n
a
n
d
I
n
st
a
g
r
a
m
.
−
Use
o
f
r
eso
u
r
ce
s
:
tea
ch
er
s
o
f
ten
u
s
ed
m
ater
ials
th
ey
wer
e
alr
ea
d
y
f
am
iliar
with
o
r
d
id
n
o
t
lo
o
k
in
to
n
ew
d
ig
ital
r
eso
u
r
ce
s
b
ec
au
s
e
th
ey
wer
e
h
ar
d
to
g
et
to
o
r
to
o
k
to
o
lo
n
g
to
f
ig
u
r
e
o
u
t.
At
th
e
s
am
e
tim
e,
th
o
s
e
wh
o
wan
ted
to
b
e
ar
t
teac
h
er
s
wer
e
lo
o
k
in
g
f
o
r
n
ew
id
ea
s
an
d
way
s
to
teac
h
o
n
s
ites
lik
e
Yo
u
T
u
b
e,
Pin
ter
est,
an
d
B
eh
an
ce
.
T
h
is
im
p
lies
th
at
s
tu
d
en
ts
ex
h
ib
it
g
r
ea
ter
p
r
o
ac
tiv
ity
an
d
cu
r
io
s
ity
in
u
tili
zin
g
d
ig
ital r
eso
u
r
ce
s
,
h
ig
h
lig
h
tin
g
th
e
n
ec
ess
ity
o
f
f
o
s
ter
in
g
an
alo
g
o
u
s
ex
p
lo
r
ato
r
y
p
r
ac
tices a
m
o
n
g
ed
u
ca
to
r
s
.
−
C
o
m
m
u
n
icatio
n
:
ed
u
ca
to
r
s
m
en
tio
n
ed
d
if
f
icu
lties
o
n
h
o
w
to
co
m
m
u
n
icate
d
ig
itally
,
as
th
er
e
was
litt
le
r
esp
o
n
s
e
f
r
o
m
s
tu
d
en
ts
in
th
e
em
ail
-
an
d
T
ea
m
co
llab
o
r
atio
n
en
v
ir
o
n
m
en
t.
Me
an
wh
ile
p
r
eser
v
ice
ar
t
teac
h
er
s
p
r
ef
er
r
ed
in
ter
ac
tiv
e
p
latf
o
r
m
s
s
u
ch
as
Pad
let
an
d
Mir
o
,
in
d
icatin
g
a
n
ee
d
f
o
r
co
-
co
n
s
tr
u
cted
ex
p
r
ess
iv
e
o
n
lin
e
s
p
ac
es.
T
h
is
im
p
lies
th
at
v
ar
io
u
s
co
m
m
u
n
icatio
n
s
ty
les co
u
ld
b
e
a
ch
allen
g
e
to
ef
f
ec
tiv
e
o
n
lin
e
in
ter
ac
tio
n
in
-
d
ep
th
u
n
less
p
r
o
p
er
ly
ad
d
r
ess
ed
d
u
r
in
g
in
s
tr
u
ctio
n
al
p
lan
n
in
g
.
−
C
r
ea
tiv
e
u
s
e
o
f
to
o
ls
:
th
e
teac
h
er
s
ex
p
r
ess
ed
th
eir
d
o
u
b
ts
in
ef
f
ec
tiv
ely
u
s
in
g
ad
v
an
ce
d
s
o
f
twar
e
if
th
eir
b
asic
ar
t
s
k
ills
wer
e
co
n
s
id
er
ed
tr
ad
itio
n
al.
On
th
e
o
th
er
h
an
d
,
d
ig
ital
p
ain
tin
g
an
d
Pro
cr
ea
te
s
o
f
twar
e
wer
e
r
ea
d
ily
av
ailab
le
f
o
r
asp
ir
in
g
ar
t e
d
u
ca
to
r
s
to
u
tili
ze
in
th
eir
o
wn
cr
ea
tiv
e
p
u
r
s
u
its
.
T
h
is
in
d
icate
s
th
e
r
o
le
o
f
tech
n
o
lo
g
y
in
p
r
o
m
o
tin
g
cr
ea
tiv
ity
in
a
v
ar
iety
o
f
m
ed
iu
m
s
.
−
Pro
f
ess
io
n
al
en
g
ag
em
en
t:
th
e
teac
h
er
s
f
elt
lik
e
th
ey
wer
e
th
e
o
n
ly
o
n
es
in
th
e
d
ig
ital
co
m
m
u
n
ity
an
d
d
id
not
u
s
u
ally
p
ar
ticip
ate
in
web
in
ar
s
an
d
o
n
lin
e
f
o
r
u
m
s
.
Fu
tu
r
e
ar
tis
ts
wh
o
wan
ted
to
b
e
teac
h
er
s
u
s
ed
web
s
ites
lik
e
I
n
s
tag
r
am
,
L
in
k
ed
I
n
,
an
d
Dis
co
r
d
to
im
p
r
o
v
e
th
eir
cr
af
t
b
y
en
g
ag
in
g
with
o
th
er
p
r
o
f
ess
io
n
als
in
th
eir
f
ield
.
T
h
is
in
d
icate
s
th
at
teac
h
er
s
n
ee
d
to
b
e
p
r
o
v
id
ed
with
b
etter
way
s
to
n
etwo
r
k
an
d
b
e
p
ar
t o
f
o
n
lin
e
p
r
o
f
ess
io
n
al
co
m
m
u
n
ities
.
Ov
er
all,
th
ese
r
esu
lts
s
h
o
w
th
at
f
u
tu
r
e
ar
t
teac
h
er
s
ar
e
v
er
y
s
elf
-
m
o
tiv
ated
an
d
f
lex
ib
le
wh
en
it
co
m
es
to
lear
n
in
g
o
n
lin
e.
Nev
er
th
eless
,
teac
h
er
s
r
eq
u
ir
e
s
p
ec
if
ic
ass
is
tan
ce
to
b
ec
o
m
e
b
etter
with
tech
n
o
lo
g
y
an
d
to
b
e
m
o
r
e
co
n
f
id
en
t
with
it.
I
n
o
r
d
er
to
im
p
r
o
v
e
th
e
d
ig
ital
co
m
p
eten
cies
o
f
teac
h
er
s
in
ar
t
ed
u
ca
tio
n
ef
f
ec
tiv
ely
,
it
is
ess
en
tial
th
at
ef
f
ec
tiv
e
s
tr
ateg
ies
b
e
im
p
lem
en
ted
to
ad
d
r
ess
n
o
t
o
n
ly
th
e
tech
n
o
lo
g
y
asp
ec
t
b
u
t
also
th
e
cu
ltu
r
al
an
d
p
s
y
ch
o
lo
g
ical
im
p
ac
ts
th
at
af
f
ec
t
th
e
u
s
e
o
f
tech
n
o
lo
g
y
b
y
teac
h
er
s
an
d
s
tu
d
en
ts
alik
e.
T
h
e
co
n
clu
s
io
n
s
d
r
awn
f
r
o
m
th
e
s
tu
d
y
ar
e
b
etter
u
n
d
er
s
to
o
d
wh
en
y
o
u
p
u
t
th
e
q
u
alitativ
e
an
d
q
u
an
titativ
e
f
in
d
in
g
s
to
g
eth
er
to
h
av
e
a
co
m
p
lete
v
iew
o
f
h
o
w
d
ig
ital
co
m
p
eten
ce
in
ar
t
ed
u
ca
tio
n
h
as
ev
o
lv
ed
in
th
e
p
ast y
ea
r
s
.
3
.
2
.
D
is
cus
s
io
n
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
p
r
o
v
id
e
a
th
o
r
o
u
g
h
u
n
d
er
s
tan
d
in
g
o
f
th
e
d
ig
ital
s
k
ills
o
f
ar
t
teac
h
er
s
an
d
ar
t
teac
h
er
s
-
to
-
b
e
in
Kaz
ak
h
s
tan
.
T
h
e
q
u
an
titativ
e
s
u
r
v
ey
in
d
icate
d
th
at
b
o
th
g
r
o
u
p
s
attain
ed
s
co
r
es
b
elo
w
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
ers
ta
n
d
in
g
d
i
g
ita
l c
o
mp
et
en
ce
p
r
o
files
a
mo
n
g
i
n
-
s
ervice
a
n
d
p
r
o
s
p
ec
tive
a
r
t
… (
Ma
s
o
u
meh
S
h
ir
i
)
2495
m
id
p
o
in
t
(
2
.
5
o
u
t
o
f
5
)
ac
r
o
s
s
all
s
ix
Dig
C
o
m
p
E
d
u
co
m
p
eten
ce
d
o
m
ain
s
.
T
h
is
m
ea
n
s
th
at
th
ey
co
u
ld
u
s
e
s
o
m
e
h
elp
with
th
eir
d
ig
ital
s
k
ills
.
T
h
ese
f
in
d
in
g
s
alig
n
with
n
atio
n
al
s
tu
d
ies,
s
u
ch
as
Ais
u
lu
[
6
]
,
in
d
icatin
g
th
at
m
an
y
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
d
o
n
o
t
f
ee
l p
r
ep
ar
ed
to
teac
h
o
n
lin
e.
On
e
o
f
th
e
b
est th
in
g
s
ab
o
u
t th
is
s
tu
d
y
is
th
at
it
u
s
ed
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata.
T
h
e
s
u
r
v
ey
r
ev
ea
led
v
ar
y
in
g
lev
els
o
f
co
m
p
eten
ce
b
etwe
en
th
e
two
g
r
o
u
p
s
,
wh
ile
th
e
in
ter
v
iews p
r
o
v
id
ed
a
m
o
r
e
in
-
d
ep
th
an
aly
s
is
o
f
th
e
r
ea
s
o
n
s
b
eh
in
d
ce
r
tain
p
atter
n
s
.
I
n
th
e
d
ig
ital
co
n
f
id
en
ce
d
o
m
ain
,
f
o
r
in
s
tan
ce
,
teac
h
er
s
g
o
t
lo
wer
s
co
r
es
o
n
th
e
s
u
r
v
ey
an
d
s
aid
in
in
ter
v
iews
th
at
th
ey
o
f
ten
f
elt
u
n
s
u
r
e
b
ec
au
s
e
th
ey
h
ad
n
o
t
h
ad
m
u
ch
f
o
r
m
al
tr
ain
in
g
an
d
tech
n
o
lo
g
y
was
ch
an
g
in
g
s
o
q
u
ick
ly
.
On
e
teac
h
er
n
o
ted
,
“
I
kn
o
w
h
o
w
to
u
s
e
P
o
w
erPo
in
t
o
r
Zo
o
m,
b
u
t I
d
o
n
o
t th
in
k
I
a
m
crea
tively
u
s
in
g
th
ese
to
o
ls
.
”
I
n
co
n
tr
ast,
p
r
o
s
p
ec
tiv
e
ar
t
teac
h
er
s
s
co
r
ed
h
ig
h
er
in
th
e
s
u
r
v
ey
f
o
r
th
e
s
am
e
d
o
m
ain
an
d
d
escr
ib
ed
p
r
o
ac
tiv
e,
s
elf
-
d
ir
ec
ted
lear
n
in
g
b
eh
av
io
r
s
,
u
s
in
g
o
n
lin
e
tu
to
r
ials
an
d
p
ee
r
s
u
p
p
o
r
t.
T
h
is
s
u
b
s
tan
tiates
an
d
s
itu
ates th
e
q
u
an
titativ
e
r
esu
lts
.
Fo
r
th
e
r
eso
u
r
ce
u
s
e
d
o
m
ain
,
teac
h
er
s
h
ad
a
ten
d
en
cy
to
eith
er
u
s
e
th
e
r
eso
u
r
ce
s
th
ey
alr
ea
d
y
k
n
ew
o
r
av
o
id
n
ew
r
eso
u
r
ce
s
b
ec
au
s
e
th
ey
wer
e
h
ar
d
to
ac
ce
s
s
.
On
th
e
o
th
er
h
an
d
,
p
r
o
s
p
ec
tiv
e
teac
h
er
s
in
th
e
a
r
t
d
o
m
ain
h
ad
ex
p
lo
r
ed
th
e
av
ailab
le
s
ites
lik
e
Yo
u
T
u
b
e,
Pin
ter
est,
an
d
B
eh
an
ce
.
T
h
is
was
also
s
u
p
p
o
r
ted
b
y
th
e
s
u
r
v
ey
r
esu
lts
,
wh
ich
s
h
o
wed
p
r
o
s
p
ec
tiv
e
teac
h
er
s
in
th
e
a
r
t
d
o
m
ain
h
ad
a
h
ig
h
er
in
ter
est.
I
n
th
e
s
am
e
way
,
teac
h
er
s
in
th
e
co
m
m
u
n
icatio
n
d
o
m
ain
f
o
u
n
d
it
h
ar
d
to
g
et
th
e
s
tu
d
en
ts
to
r
ep
ly
to
em
ails
o
r
T
ea
m
s
,
b
u
t
th
e
s
tu
d
en
ts
en
jo
y
ed
u
s
in
g
in
ter
ac
tiv
e
to
o
ls
lik
e
Pad
let
an
d
Mir
o
.
T
h
er
e
was
an
o
th
er
ev
id
en
t
p
atter
n
in
cr
ea
tiv
e
u
s
e
o
f
to
o
ls
:
s
u
r
v
ey
r
esp
o
n
d
en
ts
in
d
icate
d
th
at
f
u
tu
r
e
ar
t
teac
h
er
s
wer
e
en
g
ag
in
g
m
o
r
e
co
n
s
is
ten
tly
with
cr
ea
tiv
e
d
ig
ital
to
o
ls
,
an
d
th
is
f
in
d
in
g
was
co
r
r
o
b
o
r
ated
b
y
in
ter
v
iew
q
u
o
tatio
n
s
ab
o
u
t
ap
p
s
s
u
ch
as
Pro
cr
ea
te.
T
ea
ch
er
s
,
s
k
illed
in
co
n
v
en
tio
n
al
p
ed
ag
o
g
ical
to
o
ls
,
s
tr
u
g
g
led
to
in
tr
o
d
u
ce
th
e
u
s
e
o
f
cr
ea
tiv
e
d
ig
ital
to
o
ls
in
to
th
eir
teac
h
in
g
.
T
h
is
co
m
b
in
atio
n
o
f
q
u
an
titativ
e
an
d
q
u
alitativ
e
ev
id
en
ce
d
em
o
n
s
tr
ates
th
at
th
e
d
iv
id
es
b
etwe
en
g
en
er
atio
n
s
an
d
r
o
les
ap
p
ea
r
in
s
p
ec
if
ic
ar
ea
s
o
f
co
m
p
eten
ce
.
T
h
e
s
tu
d
y
also
b
en
ch
m
ar
k
ed
its
f
in
d
in
g
s
ag
ain
s
t th
o
s
e
o
f
p
r
ev
io
u
s
s
tu
d
ies,
p
r
o
v
id
in
g
a
s
u
b
tler
in
ter
p
r
etatio
n
o
f
its
r
esu
lts
.
E
ar
lier
r
esear
ch
b
y
Su
ltan
b
ay
ev
a
et
a
l.
[
8
]
in
d
icate
s
th
at
s
tu
d
en
ts
ex
ce
l
in
th
e
cr
ea
tiv
e
an
d
co
m
m
u
n
icativ
e
ap
p
licatio
n
s
o
f
tech
n
o
lo
g
y
,
wh
er
ea
s
teac
h
er
s
co
n
ce
n
tr
ate
o
n
in
s
tr
u
ctio
n
al
u
s
es.
T
h
e
ab
s
en
ce
o
f
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
is
r
eg
ar
d
ca
n
b
e
ex
p
lain
ed
b
y
th
e
f
ac
t
th
at
it
was
also
f
o
u
n
d
th
at
th
er
e
wer
e
n
o
s
u
b
s
tan
tial
d
is
p
ar
ities
in
th
e
to
tal
s
co
r
es
o
b
tain
ed
b
y
th
e
s
u
b
jects
in
th
is
s
tu
d
y
,
a
f
ac
t
th
at
d
if
f
er
en
tiates
f
r
o
m
o
th
er
s
tu
d
ies
th
at
h
av
e
r
ep
o
r
ted
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
th
e
to
tal
d
ig
ital
s
k
ills
o
f
th
e
s
u
b
jects
[
1
1
]
.
T
h
e
f
in
d
in
g
s
f
r
o
m
th
e
in
ter
v
iew
s
ec
tio
n
o
f
th
e
s
tu
d
y
also
r
ev
ea
l
th
at
d
esp
ite
th
e
d
if
f
er
en
t
s
tr
en
g
th
s
o
f
th
e
two
g
r
o
u
p
s
,
th
ey
f
ac
e
s
im
ilar
ch
allen
g
es
in
th
eir
p
r
o
f
ess
io
n
,
as
teac
h
er
s
’
ex
p
er
ien
ce
o
f
f
s
ets
th
eir
lo
w
d
ig
ital sk
ills
an
d
s
tu
d
en
ts
’
f
lex
ib
ilit
y
o
f
f
s
ets th
eir
lo
w
in
s
tr
u
ctio
n
al
s
k
ills
.
Ov
er
all,
th
e
f
in
d
in
g
s
f
r
o
m
th
e
s
tu
d
y
r
ev
ea
l
th
at
d
ig
ital
s
k
ills
in
ar
t
ed
u
ca
tio
n
ca
n
n
o
t
b
e
s
aid
to
b
e
ev
en
ly
d
is
tr
ib
u
ted
b
u
t
ar
e
in
s
tead
s
u
b
ject
to
th
e
d
if
f
er
en
t
wo
r
k
en
v
ir
o
n
m
en
ts
th
at
in
d
iv
id
u
als
h
av
e
b
ee
n
ex
p
o
s
ed
to
in
th
e
p
ast.
T
h
e
f
in
d
in
g
s
f
r
o
m
th
e
s
tu
d
y
d
o
n
o
t
im
p
ly
th
at
o
n
e
o
f
th
e
g
r
o
u
p
s
is
s
u
p
er
io
r
to
th
e
o
th
er
b
u
t
th
at
th
ey
h
av
e
d
if
f
er
en
t
d
ig
ital
s
k
ills
p
r
o
f
iles
th
at
ar
e
co
m
p
lem
en
tar
y
to
ea
ch
o
th
er
.
T
h
e
teac
h
er
s
in
th
e
s
tu
d
y
h
av
e
a
well
-
s
tr
u
ctu
r
ed
d
ig
ital
p
r
o
f
ile
th
at
is
p
ed
ag
o
g
ically
s
o
u
n
d
,
wh
ile
th
e
p
r
o
s
p
ec
tiv
e
ar
t
ed
u
ca
to
r
s
h
av
e
an
ad
ap
tiv
e
an
d
cr
ea
tiv
e
d
ig
ital
p
r
o
f
ile.
T
h
e
d
if
f
er
en
t
p
r
o
f
iles
o
f
th
e
two
g
r
o
u
p
s
ar
e
a
r
esu
lt
o
f
d
if
f
er
en
t
d
ev
elo
p
m
en
tal
s
tag
es
in
th
eir
s
h
ar
ed
p
r
o
f
ess
io
n
.
Fro
m
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
,
it
is
ev
id
en
t
th
at
th
er
e
ar
e
im
p
licatio
n
s
th
at
h
av
e
to
b
e
tak
en
in
to
ac
co
u
n
t
in
p
r
ac
tice.
T
h
e
s
tu
d
y
s
h
o
ws
th
at
th
e
m
o
d
if
ied
Dig
C
o
m
p
E
d
u
f
r
am
ewo
r
k
is
ef
f
ec
tiv
e
in
ev
alu
atin
g
d
ig
ital
co
m
p
eten
ce
in
th
e
cr
ea
tiv
e
f
ield
b
y
p
r
o
v
id
in
g
s
tan
d
ar
d
ized
m
etr
ics wh
ile
allo
win
g
f
lex
ib
ilit
y
in
r
ec
o
r
d
in
g
d
is
cip
lin
e
-
s
p
ec
if
ic
p
r
ac
tices.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
em
p
lo
y
ed
th
e
Dig
C
o
m
p
E
d
u
f
r
am
ewo
r
k
to
ex
am
in
e
an
d
in
v
esti
g
ate
d
is
cr
ep
an
cies
in
th
e
d
ig
ital
co
m
p
eten
ce
p
r
o
f
iles
o
f
b
o
th
cu
r
r
en
t
an
d
asp
ir
in
g
ar
t
teac
h
er
s
in
Kaz
ak
h
s
tan
ac
r
o
s
s
s
ix
ess
en
tial
co
m
p
eten
ce
d
o
m
ain
s
.
T
h
e
r
esear
ch
p
r
o
v
id
ed
a
tr
ian
g
u
lated
an
d
co
n
tex
tu
ally
r
ef
in
ed
u
n
d
er
s
tan
d
in
g
o
f
d
ig
ital
co
m
p
eten
ce
in
ar
t
ed
u
ca
tio
n
th
r
o
u
g
h
th
e
in
teg
r
atio
n
o
f
q
u
an
titativ
e
s
u
r
v
ey
d
ata
an
d
q
u
alitativ
e
in
ter
v
iews.
T
h
e
r
esu
lts
s
h
o
w
th
at
b
o
th
g
r
o
u
p
s
ex
h
ib
it a
m
o
d
er
ate
lev
el
o
f
o
v
er
all
d
ig
ital c
o
m
p
eten
ce
,
th
u
s
co
n
f
ir
m
in
g
th
e
n
ee
d
to
co
n
tin
u
e
en
h
an
cin
g
it.
T
h
ey
d
o
n
o
t
s
u
p
p
o
r
t
th
e
id
ea
o
f
a
h
ier
ar
ch
ical
s
tr
u
ctu
r
e
b
u
t
r
ath
er
s
h
o
w
th
at
co
m
p
lem
en
tar
y
co
m
p
eten
ce
p
r
o
f
iles
ar
e
s
h
ap
ed
b
y
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
an
d
ed
u
ca
tio
n
b
ac
k
g
r
o
u
n
d
.
In
-
s
er
v
ice
teac
h
er
s
s
h
o
wed
h
ig
h
er
lev
els
o
f
co
m
p
eten
ce
in
s
tr
u
ctu
r
ed
p
ed
ag
o
g
ical
p
r
ac
tice
an
d
in
s
titu
tio
n
al
en
g
ag
em
en
t,
wh
er
ea
s
p
r
o
s
p
ec
tiv
e
ar
t
teac
h
er
s
s
h
o
wed
h
ig
h
er
lev
els
o
f
co
m
p
eten
ce
in
em
p
o
wer
in
g
lear
n
er
s
an
d
f
ac
ilit
atin
g
d
ig
ital c
r
ea
tiv
ity
.
T
h
e
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
d
ev
elo
p
m
en
t
o
f
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
f
o
r
d
ig
ital
co
m
p
eten
ce
am
o
n
g
ed
u
ca
to
r
s
in
cr
ea
tiv
e
d
is
cip
lin
es
b
y
ex
p
lo
r
in
g
th
e
u
n
iq
u
e
y
et
in
ter
r
elate
d
p
r
o
f
iles
o
f
d
ig
ital
co
m
p
eten
ce
.
I
t
also
p
r
o
v
id
es
teac
h
er
s
,
cu
r
r
icu
lu
m
d
esig
n
er
s
,
an
d
p
o
licy
m
ak
er
s
with
v
alu
ab
le
tip
s
f
o
r
h
o
w
to
d
esig
n
h
ig
h
er
ed
u
ca
tio
n
ar
t
ed
u
ca
tio
n
s
o
th
at
it
d
eliv
er
s
d
ig
ital
co
m
p
eten
ce
th
at
is
r
elev
an
t
to
th
e
r
ea
l
wo
r
ld
an
d
n
o
t
to
o
m
u
ch
o
n
e
th
in
g
o
r
an
o
th
er
.
T
ea
ch
er
s
’
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
s
h
o
u
ld
in
clu
d
e
th
e
d
ev
elo
p
m
en
t
o
f
th
e
ab
ilit
y
to
cr
ea
tiv
ely
ap
p
ly
tech
n
o
lo
g
y
in
th
e
class
r
o
o
m
.
I
n
o
th
er
wo
r
d
s
,
teac
h
er
ed
u
ca
tio
n
s
h
o
u
ld
f
o
cu
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
4
8
7
-
2
4
9
9
2496
o
n
th
e
d
ev
elo
p
m
en
t
o
f
th
e
ca
p
ac
ity
to
tr
an
s
f
o
r
m
ex
is
tin
g
tech
n
ical
co
m
p
eten
ce
in
to
p
ed
ag
o
g
ical
p
r
ac
tice
in
f
o
r
m
ed
b
y
ef
f
ec
tiv
e
teac
h
in
g
m
eth
o
d
o
lo
g
ies.
Desp
ite
its
co
n
tr
ib
u
tio
n
s
,
th
is
s
tu
d
y
h
as
s
ev
er
al
lim
itatio
n
s
th
at
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
First,
th
e
Dig
C
o
m
p
E
d
u
f
r
am
ewo
r
k
was
o
r
ig
in
ally
d
ev
elo
p
ed
f
o
r
in
-
s
er
v
ice
ed
u
ca
to
r
s
.
Alth
o
u
g
h
p
r
o
s
p
ec
tiv
e
ar
t
teac
h
er
s
r
ep
r
esen
t
f
u
tu
r
e
p
r
o
f
ess
io
n
als
with
in
th
e
s
am
e
p
ed
ag
o
g
ical
tr
ajec
to
r
y
,
ce
r
tain
d
o
m
ain
s
o
f
th
e
f
r
am
ewo
r
k
ar
e
in
h
er
en
tly
r
o
le
-
s
p
ec
if
ic
(
e.
g
.
,
p
r
o
f
ess
io
n
al
en
g
ag
em
en
t
an
d
ass
ess
m
en
t
p
r
ac
tices).
Me
asu
r
em
en
t
in
v
ar
ian
ce
ac
r
o
s
s
g
r
o
u
p
s
was
n
o
t
f
o
r
m
ally
test
ed
;
th
er
ef
o
r
e,
th
e
f
in
d
in
g
s
s
h
o
u
ld
b
e
in
ter
p
r
eted
as
co
m
p
lem
en
tar
y
d
ig
ital
co
m
p
eten
ce
p
r
o
f
iles
r
ath
er
th
an
s
tr
ict
h
ier
ar
ch
ical
co
m
p
ar
is
o
n
s
b
etwe
en
teac
h
er
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
.
Seco
n
d
,
s
elf
-
r
ep
o
r
ted
d
ata
wer
e
u
s
ed
to
m
ea
s
u
r
e
d
ig
ital
co
m
p
eten
ce
.
Self
-
ass
ess
m
en
t
to
o
ls
o
f
f
er
s
ig
n
if
ican
t
in
s
ig
h
ts
in
to
p
er
ce
iv
ed
co
m
p
eten
ce
;
h
o
wev
er
,
th
ey
m
ay
b
e
p
r
o
n
e
to
r
esp
o
n
s
e
b
ias
o
r
o
v
er
esti
m
atio
n
.
T
h
e
lack
o
f
p
er
f
o
r
m
an
ce
-
b
ased
o
r
ar
tifa
ct
-
b
ased
v
alid
atio
n
co
n
s
tr
ain
s
th
e
ca
p
ac
ity
to
in
f
er
co
n
clu
s
io
n
s
r
eg
ar
d
in
g
ac
tu
al
d
ig
ital p
r
ac
tice.
Fin
ally
,
th
e
s
tu
d
y
was c
o
n
d
u
cted
in
a
p
ar
ticu
lar
n
atio
n
al
an
d
d
is
cip
lin
ar
y
co
n
tex
t
(
ar
t
ed
u
ca
tio
n
in
Kaz
ak
h
s
tan
)
,
p
o
ten
tially
co
n
s
tr
ain
in
g
th
e
ap
p
licab
ilit
y
o
f
th
e
f
in
d
in
g
s
to
o
th
er
ed
u
ca
tio
n
al
s
y
s
tem
s
o
r
s
u
b
ject
ar
ea
s
.
Fo
u
r
th
,
th
e
s
am
p
le
s
ize,
esp
ec
ially
in
th
e
teac
h
er
g
r
o
u
p
,
was
n
o
t
v
er
y
b
ig
,
wh
ich
co
u
ld
af
f
ec
t
th
e
s
tatis
tical
p
o
wer
an
d
m
o
d
el
s
tab
ilit
y
o
f
m
o
r
e
ad
v
an
ce
d
co
m
p
ar
ativ
e
an
aly
s
es.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
in
teg
r
ate
p
er
f
o
r
m
an
ce
-
b
ased
ass
ess
m
en
ts
,
d
ig
ital
p
o
r
tf
o
lio
ev
alu
atio
n
s
,
o
r
o
b
s
er
v
atio
n
al
d
ata
to
co
r
r
o
b
o
r
ate
s
elf
-
r
ep
o
r
ted
co
m
p
eten
ce
.
Mo
r
eo
v
er
,
m
u
lti
-
g
r
o
u
p
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
m
ay
b
e
u
tili
ze
d
to
in
v
esti
g
ate
m
ea
s
u
r
em
en
t
in
v
ar
ian
ce
am
o
n
g
p
ar
ticip
an
t
g
r
o
u
p
s
.
E
x
ten
d
in
g
th
e
r
esear
ch
to
ad
d
itio
n
al
d
is
cip
lin
es,
in
s
titu
tio
n
al
en
v
ir
o
n
m
en
ts
,
an
d
tr
an
s
n
atio
n
al
co
n
tex
ts
wo
u
ld
en
h
an
ce
b
o
th
th
e
th
eo
r
etica
l a
n
d
p
r
ac
tical
co
m
p
r
eh
en
s
io
n
o
f
ed
u
ca
to
r
s
’
d
ig
ital c
o
m
p
eten
ce
d
ev
elo
p
m
en
t.
ACK
NO
WL
E
DG
M
E
NT
Dec
lar
atio
n
o
f
g
en
er
ativ
e
AI
an
d
AI
-
ass
is
ted
tech
n
o
lo
g
ies
in
th
e
wr
itin
g
p
r
o
ce
s
s
:
Du
r
in
g
th
e
p
r
ep
ar
atio
n
o
f
th
is
wo
r
k
,
th
e
au
th
o
r
s
u
s
ed
“
C
h
at
GPT
”
an
d
“Gr
am
m
ar
ly
”
in
o
r
d
er
to
p
r
o
v
id
e
an
“a
ca
d
em
ic
tr
an
s
latio
n
s
er
v
ice
an
d
g
r
am
m
ar
ch
ec
k
er
”.
Af
ter
u
s
in
g
th
is
s
er
v
ice,
th
e
au
th
o
r
s
r
ev
iewe
d
an
d
ed
ited
th
e
co
n
ten
t a
s
n
ee
d
ed
an
d
tak
e
f
u
ll r
esp
o
n
s
ib
ilit
y
f
o
r
th
e
co
n
ten
t o
f
th
e
p
u
b
licatio
n
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
d
ec
lar
es
th
at
n
o
f
u
n
d
s
,
g
r
an
ts
,
o
r
o
th
er
s
u
p
p
o
r
t
wer
e
r
ec
eiv
ed
d
u
r
in
g
th
e
p
r
ep
ar
atio
n
o
f
th
is
m
an
u
s
cr
ip
t.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Ma
s
o
u
m
eh
Sh
ir
i
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Aid
ar
Ku
zd
eu
b
ay
ev
✓
✓
✓
✓
✓
Aid
y
n
Ko
zh
a
g
u
lo
v
✓
✓
✓
✓
✓
✓
Z
h
az
ir
a
Stam
b
ek
o
v
a
✓
✓
✓
R
ak
h
at
B
er
ik
b
o
l
✓
✓
✓
✓
✓
Nu
r
g
u
l
Ko
s
h
k
i
n
b
ay
e
v
a
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
No
co
m
p
etin
g
in
ter
ests
d
ec
lar
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.