In large cohort studies, due to the time-consuming nature of the measurement of movement biomechanics, more than one evaluator needs to be involved. This may increase the potential occurrence of error due to inaccurate positioning of markers to the anatomical locations. The purpose of this study was to determine the reliability and objectivity of lower limb segments length by multiple evaluators in a large cohort study concerning healthy aging in an industrial environment. A total of eight evaluators performed marker placements on five participants on three different days. Evaluators placed markers bilaterally on specific anatomical locations of the pelvis, thigh, shank and foot. On the right foot, markers were placed in anatomical locations to define a multi-segmental foot model. The position of the marker at the anatomical locations was recorded by a motion capture system. The reliability and objectivity of lower limb segment lengths was determined by the intraclass correlation coefficient of a two-way random model and of the two-way mixed model, respectively. For all evaluators for all segments, the average reliability and objectivity was greater than 0.8, except for the metatarsus segment (0.683). Based on these results, we can conclude that multiple evaluators can be engaged in a large cohort study in the placement of anatomical markers.

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.