Reviewerly/exHarmony huggingface dataset:
THEORETICAL OVERVIEW OF THE IMPLEMENTATION OF ELECTRONIC DOCUMENT MANAGEMENT IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION

The article, based on the analysis of psychological and pedagogical literature, reflects the experience of implementing electronic document management in institutions of general secondary education. It is shown that the state of electronic document management in educational institutions is unsatisfactory and is at a low level of implementation.&#x0D; The global spread of information technologies and the development of information relations have made it possible to use technological and telecommunication resources and the Internet in the workplace and in the field of health care. Such a situation requires constant development, improvement and updating of the regulatory and legal framework of Ukraine and the creation of specialized norms and rules in this sphere Verkhovna Rada of Ukraine adopted the Law of Ukraine "On electronic devices. Documents and electronic document flow, electronic digital signature, telecommunications, mandatory copy of documents, National informatization program, communication system with state secrets, protection of information in the information and communication system, etc. The Law of Ukraine "On Electronic Documents and Electronic Document Management" establishes the basic organizational and legal principles of electronic document management and the use of electronic documents. Accordingly, the Law gives the following definitions of electronic documents: e-document - a document in which information is recorded in the form of electronic data and the main details of the document, including electronic digital signature. The legal validity of an electronic document (e-document) cannot be denied solely on the grounds that it is in electronic form. However, there are certain legal restrictions on the use of electronic documents as originals. In particular, the original certificate of the right to inheritance cannot be produced in electronic form; the document can only be produced as a copy in accordance with the law, until a centralized place is created to store the original electronic document. Electronic document management in institutions of general secondary education is an element of a high-tech, promising approach that can significantly increase the efficiency of the institution.
DEEPENING THE PRINCIPLES OF MEDIA EDUCATION BASED ON THE GENERAL SYSTEMS THEORY

The purpose of the article is to generalize and deepen the principles of media education (as a system-building basis for creating the theory and practice of media education) based on Yu. A. Urmantsev’s general systems theory. To achieve the goal, the following methodological tools are used: the philosophical principle of the unity of the world as the methodological basis of the research; the method of theoretical analysis of the problem field of the research; the general systems theory, which made it possible to generalize and deepen some principles of media education.&#x0D; In the article, the principles of the Concept of implementing media education in Ukraine were generalized and somewhat deepened, that is, they received a systemic meaning being based on certain meaningful elements of the general systems theory. This made it possible to carry out a systematic correlation of the principles of media education and some pedagogical phenomena on the basis of meaningful elements of the general systems theory.&#x0D; It is shown that the principles of media education, the elements of the model of a school as a social institution, and the elements of the model of a man as a subject of psychology are in system-correlation relations, which realizes the philosophical principle of the unity of the world and testifies to the fact that the procedure of systematic generalization of the principles of media education is adequate to the theoretical and methodological principles both the general systems theory, and the pedagogical teaching about the school as a social institution and about media education as its essential aspect.&#x0D; The table developed by the author "Systemic correlation of the principles of media education and some pedagogical phenomena being based on the meaningful elements of the general theory of systems" allows to deepen the formulation of such principle of media education as "aesthetic elevation in the context of media education".&#x0D; The task of systematic analysis and deepening each of the seven systemically presented principles of media education belongs to the promising areas of development of the principles of media education.
PRACTICAL TRAINING IN MATHEMATICS TEACHER EDUCATION OBTAINED IN THE CONDITIONS OF DUAL FORM: ROLE, PLACE, TASKS, FEATURES

In the article, we analyze the traditional conditions, goals, and tasks of pedagogical practical training in mathematics teacher education at the master’s level of higher education and highlight the features of the organization of practical training at the workplace in the conditions of dual education. The article emphasizes that pedagogical practical training acquires new roles and significance in the conditions of dual education. Training at the workplace creates new opportunities in setting practical tasks and using means for assessment. On the contrary, a number of tasks, that are traditional for the pedagogical practical training of full-time master’s students, are not relevant. To consider the peculiarities of the organization of pedagogical practical training in the conditions of a dual form of education, an individual approach in developing an individual program for practical training at the workplace is necessary. In the individual program of pedagogical practical training such tasks should be clarified and specified with respect to the individual conditions of training at the workplace, the requirements and needs of a specific institution of general secondary education, the needs of individual methodical development of each student. It is also stressed that in order to meet the purpose, tasks, content of practical training and other requirements of the educational programme in the conditions of dual form of obtaining education, it is important to develop requirements for workplaces, material, technical and information resources, requirements for mentors, as well as clear criteria for evaluating the quality of training at the workplace (in particular, indicators for mentoring efficiency) and procedures for monitoring the quality of training at workplaces (including surveys of students and practical training supervisors from the university, etc.).
HISTORICAL STAGES OF INCLUSIVE EDUCATION DEVELOPMENT IN THE SCANDINAVIAN COUNTRIES

The article provides a periodization of the formation and development of inclusive education in the Scandinavian countries. Based on the theoretical analysis of the problem, the main problems in periodizing complex nonlinear pedagogical processes and phenomena, in particular, inclusion in the education system abroad, are identified. It is noted that despite the similarity of the main historical trends in the social development of the Scandinavian countries, each of them has gone its own way to create a system of inclusive education for children with special educational needs. Based on the analysis of domestic and foreign scientific publications, the author substantiates the opinion that the criterion for periodizing the development of inclusive education in the Scandinavian countries can be social and institutional. Based on the analysis, three main stages of development of the inclusive education system in the Scandinavian countries are identified: Stage 1 – the stage of charity in favor of special education (the second half of the nineteenth century – the first half of the twentieth century). Within this stage, the future inclusive system in the Scandinavian countries was developing in the area of special education. Charitable support became the main tool for the development of educational institutions for children with special educational needs and certain functional limitations. Stage 2 – the stage of regulatory and organizational formalization of inclusion as a social institution (second half – end of the twentieth century). During this period, inclusive education in the Scandinavian countries was legally formalized. It is noted that each of these countries established the legal framework for the organization of inclusive education in its own way; however, the general trend was to comply with international documents that defined the rights of a child to receive quality education regardless of their physical condition. Stage 3 – systemic, representing the stage of introduction of institutional innovations in the educational sphere (late twentieth century – to date). During this stage, the system of special education in the Scandinavian countries actually ceased to exist and was replaced by the system of inclusion with a corresponding model and theoretical concept of its implementation in each of the Scandinavian countries.
SOCIAL AND PEDAGOGICAL SUPPORT OF CERTAIN CATEGORIES OF CHILDREN WITH SPECIAL NEEDS IN THE CONDITIONS OF INCLUSIVE EDUCATION

The article deals with the theoretical foundations of socio-pedagogical support of children with limited functional capabilities in the conditions of inclusive education. The concept of inclusive education, support, social support, socio-pedagogical support is analyzed. The main categories of children with special needs who need socio-pedagogical support in the conditions of inclusive educational institutions are highlighted. It has been proven that inclusive education as a modern educational system requires the creation of appropriate conditions and the development of a system of socio-pedagogical support for children with special educational needs.&#x0D; The rules of socio-pedagogical support of children with limited functional capabilities in the conditions of inclusive education have been formulated. Special attention is paid to the description of the features of socio-pedagogical support of educational activities of children with intellectual disabilities, with autism, cerebral palsy, visual and hearing impairments. It was noted that the forced stay in the institutions of the special educational system violates basic human rights and freedoms, however, with improper organization of inclusive education, the inability of children with special educational needs to adapt successfully to the existing conditions of educational institutions leads to their social exclusion and marginalization. They do not even receive the help and services that they would receive in the special educational system.&#x0D; The need to take into account the educational difficulties of the main categories of children enrolled in inclusive education and determine the level of their support is emphasized. The main difficulties of certain categories of children with different nosologies in the conditions of inclusive education are described, the consideration of which will contribute to increasing the effectiveness of the organization of education in the inclusive class. The legislative basis for the organization of inclusive education and the creation of a socio-pedagogical support team has been analyzed. It was concluded that the effectiveness of the educational process in an inclusive educational institution depends on the productive interaction of the teacher, the teacher's assistant, and the child's assistant.&#x0D; Further research into the problem of socio-pedagogical support of certain categories of children with special needs in the conditions of inclusive education will be aimed at identifying an effective interaction mechanism of all members of the socio-pedagogical support team. There is a need to specify the description of interaction mechanisms and the distribution of functional responsibilities for different nosologies, special educational difficulties and different levels of socio-pedagogical support.
THE USE OF COMPUTER INNOVATIONS IN THE SPHERE OF LEARNING FOREIGN LANGUAGES IN EDUCATIONAL INSTITUTIONS OF UKRAINE

The article, based on the analysis of the latest scientific research on the digitization of modern education, reflects the experience of using computer programs and the computer as a whole, the role of innovative technologies in the field of education, and significant attention is paid to the study of languages. The authors of the article argue that the digitalization of education today reaches a new level of actualization and improvement of mastery, the study of certain fields and sciences, as well as the possibility of gaining experience in work with the improvement of already acquired skills in various spheres of activity. The authors emphasize that modern programs provide an opportunity not only to promote the effective development and learning of a foreign language but also to monitor the performance of tasks, and to develop training exercises that are individually suitable for each student.&#x0D; The authors outline the results of the diagnostics of the level of computer programs in the field of education, and the provision of statistics on the use of programs, which today occupy a primary place in the development of science and education as a whole. The article determines the methods of improvement and preparation for language learning and the role of computer programs in the field by communication and actualization of educational programs, which are selected for each student, as well as methods of control over the performance of tasks and practices by intercultural communication.&#x0D; When using various innovative technologies in the field of education, there is an increase in motivation to learn a foreign language and the possibility of individualizing the educational process, which gives the results of quality education, a creative approach to optimal conditions for completing tasks, and gradual steps for learning a foreign language.&#x0D; A separate component should be the pedagogical interaction between the teacher and the student, which ensures the creation of optimal conditions for the free use of educational materials and teaching practices, and the exchange of experience between the teacher and the student. Since the foreign language environment becomes an integral part of the life of every person who studies a foreign language, the importance of foreign language communication between representatives of other peoples and cultures should be noted.&#x0D; The authors single out the ideas which deserve the implementation of computer programs in the field of education, the study of the latest technologies that we receive every year, as well as the formation of language competence.&#x0D; The article highlights the problems that may arise when using computer programs in the educational process, digitizing educational materials and combining them into one whole database that is convenient for students, as well as the implementation of the educational process taking into account the state of war in Ukraine.
Dil Öğreniminde Çoklu Okuryazarlık Temelli Bütünleştirici Öğrenme (MULGRANING) Modelinin Geliştirilmesi

Currently, the world is facing the phenomenon of disruption in all fields that encourage digitalization, including the education system. Humans are required to be able to excel in competition and comparison in order to survive in competition. This causes complex problems in life that can no longer be solved with a monodisciplinary approach. So that in education it is necessary to integrate various fields of science so that students have useful knowledge and skills to face the era of disruption. Disruption encourages the digitalization of the education system. This can be seen from the shift in print literacy to multiliteracy. One of the consequences of these changes in relation to the education system is that students are required to be able to read and produce multimedia texts. It is not to be avoided but used for the advancement of education. The purpose of this study was to develop a model of Multiliteracy Integrative Learning (MULGRANING) in language learning. This type of research is development research using the Plomp (1997) Model which consists of three phases, namely the preliminary research phase; design phase; and assessment phase. This article will discuss the model design stage. The results of the study precised that the Multiliteracy Integrative Learning (MULGRANING) model consists of eight steps, namely experiencing, conceptualizing, analyzing, producing &amp; creating, networking, applying, comparing, synthesizing.
Developing of Inquiry-Based Interactive Edpuzzle Media to Improve Students' Mathematics Learning Outcomes

Teaching materials and media are one of the important components in a learning process. The lack of teaching materials is one of the impacts of the teacher-centered learning process, so students do not have a culture of independent learning. This study aims to determine the effectiveness of the development of inquiry-based Edpuzzle interactive learning media. This research is a research and development study using a mixed approach (Mixed Method) which aims to determine the effectiveness of edpuzzle product development. By using the ADDIE model, analysis, design, development, implementation and evaluation of the development of a product. The sample of this study amounted to 30 students. The research technique uses an assessment instrument technique. And data analysis using quantitative data from pretest and posttest scores which are then tested using the N-Gain statistical formula. The effectiveness of the development of inquiry-based edpuzzel interactive media products in math number pattern material has a high level of effectiveness with 71.2% results with a very high level of effectiveness, and the Sig. (2-tailed) is 0.000
Pustakawan Guru sebagai Agen Literasi Informasi di Sekolah Madania Parung Bogor

This paper aims to analyze the role of teacher librarians as agents of information literacy at Madania Parung Elementary School, Bogor. Librarians are information literacy agents in libraries. As the "agents", librarians have duties and responsibilities to users in information literacy. The teacher librarian as an information literacy agent has duties and responsibilities to its users, especially students to be information literate through the activities carried out. The Madania school library has a teacher librarian who can create information literate users from an early age. Therefore, this study examines the role of teacher librarians in information literacy. The research method used is qualitative with phenomenological methods. The results of the study can be seen as the teacher librarian is an information literacy agent at the Madania Parung Elementary School, Bogor. This can be seen from the three main roles of teacher librarians, namely teacher librarians as curriculum leaders; teacher librarians as information specialists; and teacher librarians as managers of information services. These three roles can be realized in activities carried out by teacher librarians, namely library classes, best readers, storytelling, and library tours by collaborating with various parties, both internal to the school and externally through collaboration with schools in the Bogor environment.
Implementasi Sistem Pendekatan Manajemen Pengajaran dan Pembelajaran

Framework is a group of parts or components that collaborate with each other to achieve a goal. In planning the educational and learning framework and the instructive and preparatory strategies made in the modern and military fields. The idea is reason to recognize the target of the framework. The reason is that frameworks can be regular and human. Training is more centered around character styling and improvement. While preparing emphasizes the development of training abilities carried out in a school climate, while the use of preparation is largely based on a modern climate. In this way, the standards of learning are guidelines for educators in implementing successful learning conditions. There are two attributes of the show framework approach, in particular the teaching and developing framework and experience approach to make it simple for students to learn.&#x0D; Keywords: Implementasi, Sistem, Manajemen, Pengajaran, Pembelajaran.
Adaptasi Pustakawan dalam Menghadapi Kemajuan Teknologi Informasi di Perpustakaan Perguruan Tinggi Bina Sriwijaya

Information technology is an information that is formed in detail and simply by going through the delivery process from the sender to the recipient with a fast process. The role of libraries in this information technology era is very helpful for librarians and users. The method used in this study is a qualitative research method using descriptive research and data collection by using interviews, observation and literature review. The object of this research study is Bina Sriwijaya College. Mastery and application of information technology at Bina Sriwijaya College can be said to still use the old way. The use of information technology for user needs is still in the process of digitizing. The development of a digital library or e-library for library management staff can help work in the library through the function of the library automation system.
“Are we Producing Teachers for the 4IR Digitized Classroom?” – A Case Study of a School of Education

With over two years of remote online learning, this paper assessed the extent to which academics in a School of Education (SoE) at a South African university employed their espoused (Technological, Pedagogical, and Content Knowledge) TPACK in preparing teachers for the Fourth Industrial Revolution (4IR) classroom. Besides facilitating the development of disciplinary expertise, academics were expected to engage students with technological and other cross-functional skills needed to succeed as global citizens in a digitized society. Premised on the TPACK framework, a mixed-method approach using data from questionnaires distributed to all the academics in the SoE and interviews with five academics from the different disciplinary clusters of the SoE were analysed to explore their self-assessed TPACK to understand how academics prepare future teachers for the digitized 4IR classrooms. The findings suggest that academics may possess the relevant TPACK, but online educational practices may not have sufficiently equipped future teachers with the competence to thrive in the 4IR classroom. The outcome of this research provides valuable insights into academics' TPACK, especially those in teacher education, regarding their online pedagogical pursuit, the SoE in their quest to produce teachers fit for the 4IR classroom, and the scholarship of digital transformation in general.
Attention Enhanced Siamese Neural Network for Face Validation

Few-shot computer vision algorithms have enormous potential to produce promised results for innovative applications which only have a small volume of example data for training. Currently, the few-shot algorithm research focuses on applying transfer learning on deep neural networks that are pre-trained on big datasets. However, adapting the transformers requires highly cost computation resources. In addition, the overfitting or underfitting problems and low accuracy on large classes in the face validation domain are identified in our research. Thus, this paper proposed an alternative enhancement solution by adding contrasted attention to the negative face pairs and positive pairs to the training process. Extra attention is created through clustering-based face pair creation algorithms. The evaluation results show that the proposed approach sufficiently addressed the problems without requiring high-cost resources.