دانلود رایگان مقاله مدل ادغام مجازی سازی در آموزش و امکانات استفاده از آن در آموزش

Abstract

At present, virtualization and virtualization technology represent a powerful tool for the consolidation and simplification of vast hardware and software structures administration. Their potential is extensive, considering their employment; they are used in numerous branches and fields. It is therefore logical that the issue of virtualization technology is becoming a priority for educational institutions not only in terms of their internal information systems, but also as a means of solving particular educational issues regarding advanced administration and operation of information systems. The employment of virtualization and virtualization technology in educational institutions may therefore seem not only beneficial, but also, from the perspective of both teachers and pupils, stimulating. However, there emerges a question–is virtualization technology really employed at schools, and if so, in what way? Would it be possible to systematize this employment? In order to find at least a partially satisfactory answer to these questions, a theoretical model of integration of virtualization in education was designed, its aim being to systematize and describe possibilities of the said employment in education. In order to prove the model, a research was carried out, aimed at the explanation of the current state of employment of virtualization technology at school facilities as well. The submitted study deals with the description of both the designed model and the theoretical bases, which led to its composition (including the preparation, course, and results of the realized research).

9. Conclusion

Based on the above stated results (despite the fact those cannot be regarded as significant due to the low frequency of the research sample), obtained from the realized research, in which 42 schools involved, it is possible to state that virtualization technology is relatively frequently employed in teaching. It is an integral part of education at 19 schools. We managed to prove that the theoretically designed model of integration of virtualization in education (IVE) is legitimate since the delimited dimensions and activities related to it are realized at schools rather frequently. The first basic dimension of the model deals with the issue of operation and optimization of operation of schools, characterized by virtualization technology serving as a tool for facilitating the operation of information systemsei.e. operational infrastructure-of the school). This dimension is applied at 26.3 per cent of schools, which reported employment of virtualization technology. The second basic dimension, focused on the possibilities of virtualization technology use in the form of educational content (i.e. teaching about virtualization), is applied at 63.2 per cent of observed schools. The third basic dimension delimiting the employment of virtualization technology to teach (teaching with virtualization) is employed at 42.1 per cent of observed schools. The last, fourth dimension integrating the domains of the three basic dimensions, delimits the area of virtualization technology in case it is employed as a means to teach about virtualization and a means to teach with visualization at the same time, using the infrastructural virtualization means of schools. It is applied at 15.8 per cent of schools, which declared employing and implementing virtualization technology in such a complex, integrating dimension.