ABSTRACT
With the start of the online teaching due to the COVID restrictions, the dynamics of the classes changed, and the Internet applications took a big swing in the education process. Before the COVID pandemic, teachers were forced to learn how to use web tools to deliver more productive teaching to pupils. But despite all the efforts of teachers and institutions to invest in quality online education, we are all witnesses that online instruction does not achieve the same effect as the teaching with a physical presence. We conducted several surveys in secondary and primary schools in the local area. The results lead to the conclusion that the attention of pupils and the quality of teaching is reduced compared to education with a physical presence. Teachers use paper notebooks, online teaching tools, online meeting scheduling tools, online assessment tools, and online homework tools from different sources. Surveys with teachers have also shown that they have difficulty dealing with inconsistent tools, paper records and most of the various software they use in their online teaching. This paper will examine the possibilities of the existing online applications for the above-mentioned teacher's needs. Following our survey results, we're creating an online tool that puts all the essential needs together, such as - keeping pupils' attention during classes, digitizing the teacher-led record section, quickly and easily assessing pupils, managing homeworks, working in groups on projects and automation of the previously listed processes. The main focus of this paper will be on our innovative application that will contribute to the work process of the teachers.
ABSTRACT
With the start of the online teaching due to the COVID restrictions, the dynamics of the classes changed, and the Internet applications took a big swing in the education process. Before the COVID pandemic, teachers were forced to learn how to use web tools to deliver more productive teaching to pupils. But despite all the efforts of teachers and institutions to invest in quality online education, we are all witnesses that online instruction does not achieve the same effect as the teaching with a physical presence. We conducted several surveys in secondary and primary schools in the local area. The results lead to the conclusion that the attention of pupils and the quality of teaching is reduced compared to education with a physical presence. Teachers use paper notebooks, online teaching tools, online meeting scheduling tools, online assessment tools, and online homework tools from different sources. Surveys with teachers have also shown that they have difficulty dealing with inconsistent tools, paper records and most of the various software they use in their online teaching. This paper will examine the possibilities of the existing online applications for the above-mentioned teacher's needs. Following our survey results, we're creating an online tool that puts all the essential needs together, such as - keeping pupils' attention during classes, digitizing the teacher-led record section, quickly and easily assessing pupils, managing homeworks, working in groups on projects and automation of the previously listed processes. The main focus of this paper will be on our innovative application that will contribute to the work process of the teachers. © 2022 IEEE.
ABSTRACT
Having a common framework for early action to cope with complex disasters can make it easier for authorities and other stakeholders, including populations at risk, to understand the full spectrum of secondary and tertiary effects and thus where to focus preparedness efforts, and how best to provide more targeted warnings and response services. Meteorological and hydrological services world-wide have developed and implemented Multi-Hazard Early Warning Systems (MHEWS) for weather and climate related hazards that are now being expanded and transitioned towards Multi-Hazard Impact-based Early Warning Systems (MHIEWS). While it is still early days it is becoming clear that there are useful lessons from this approach in the COVID-19 global pandemic, and some valuable insight to be gained in risk communication, risk analysis and monitoring methodologies and approaches. The ability to understand and respond effectively to warnings through appropriate behaviours and actions is central to resilient societies and communities. By avoiding physical, societal and economic harm to the greatest extent possible, recovery from a hazard is likely to be faster, less costly and more complete. MHIEWS can be a common approach for all hazards and therefore more likely to become a trusted tool that everyone can understand and use as a basic element of their national disaster risk management system. The interconnectedness of hazards and their impacts is a strong motivator for a common approach. One of the lessons from the COVID-19 pandemic and extreme weather events is the need to understand the vulnerability of individuals, communities and societies so as to provide reliable, targeted guidance and warnings and the willingness and capacity to prepare for a reasonable worst-case scenario based on informed long-term planning. Meteorology and hydrology are making good progress in this direction and the process can be readily applied to health and other sectors.