scholarly journals Information and Communication Technologies Usage in Working with Families of Early Aged and Preschool Children with Visual Impairments in Terms of Distance Psychological and Pedagogical Support

2021 ◽  
Vol 126 ◽  
pp. 03002
Author(s):  
Tatiana Kostenko ◽  
Kateryna Dovhopola
Keyword(s):  
Preschool Children ◽  
Information And Communication Technologies ◽  
Visual Impairments ◽  
Weather Conditions ◽  
Communication Technologies ◽  
Preschool Age ◽  
Psychological Services ◽  
Wide Range ◽  
Information And Communication ◽  
Children With Visual Impairments

This paper presents the results of studying the use of information and communication technologies (ICT) in working with families of early aged and preschool children with visual impairments. The authors analyze the current situation in families during strict quarantine in 2020 and 2021 and study the possibilities of using information technology in the development of children with visual impairments at home. The study describes how or under what circumstances specialists worked with families of early aged and preschool children with visual impairments, what problems parents, professionals faced, and whether they were ready to solve—via the author’s questionnaires for professionals and parents, identified current problems that need urgent solutions. The theoretical basis and practical side of studying the problem of using information and communication technologies in families’ distance psychological and pedagogical support are presented. Attention is focused on different levels, and specialists with children with visual impairments in the context of family education and the absence or insufficiency of distance correction work with early aged children and their parents are emphasized. The need for further study of the situation for the development of appropriate forms, methods of ICT in working with families of children of early and preschool age with visual impairments. The relevance of scientific research on the use of ICT and distance psychological and pedagogical support is proved, as this format will be in demand not only during lockdown but also in seasonal outbreaks, challenging weather conditions, as well as constantly for families living in settlements, remote from International Rescue Committee and other educational institutions, families who due to various life circumstances are not able to visit institutions that provide educational and psychological services. It is concluded that there is an urgent need to create a holistic system using ICT to work with families of early aged and preschool children with visual impairments, which will help solve a wide range of psychological and pedagogical rehabilitation support tasks.

ORGANIZATION OF INDIVIDUALLY-ORIENTED TEACHING PRESCHOOL-AGE CHILDREN IN THE FIELD OF CHOREOGRAPHIC ART

2018 ◽  
pp. 98-107
Author(s):  
Svetlana Viktorovna SHANKINA ◽  
Olga Alekseevna DOROZHKINA ◽  
Larisa Aleksandrovna ROMANINA
Keyword(s):  
Preschool Children ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Preschool Age ◽  
Training And Education ◽  
Physiological Level ◽  
Single Person ◽  
Fundamental Goal ◽  
Information And Communication

We consider the organization of individually-oriented teaching of preschool children in the field of choreographic art. The continuously developing concept of education, including the concept of teaching preschool children, the active introduction of innovative technologies, increasing the requirements that apply to the modern teacher, allow to make the section of preschool pedagogy regularly modernized science, the key goal of which is to introduce innovative techniques that are adaptively suitable to the psycho-physiological level of development of the modern child. It is shown that within the educational process of preschool children in the field of choreography as a fundamental goal is selected individually-oriented training and education in the field of choreographic art. The purpose of individual-oriented training and education in the field of choreographic art is the development of the child as a single person, a carrier of unique characteristics that will distinguish him from his peers. The principles of developing individually-oriented training and education in the field of choreographic art (the principle of naturalness; the principle of freedom of choice; the principle of openness of the didactic process) are characterized, the forms of organization of individually-oriented training and education of preschool children in the field of choreographic art are revealed. Research of dynamics of development of preschool children by means of choreographic art is presented. The main pedagogical technologies of individually-oriented teaching of preschool children in the field of choreographic art (health-saving educational technologies; pedagogical technologies that contribute to the systematic and harmonious development of the child's personality; project activities technology; “portfolio preschool” technology; information and communication technologies).

From digital citizen to digital professional

Kybernetes ◽  
2019 ◽  
Vol 48 (7) ◽  
pp. 1463-1477
Author(s):  
Olga Marino ◽  
Jaime Andres Gutierrez ◽  
Sandra Aguirre
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Cutting Edge ◽  
Case Study Methodology ◽  
Content Type ◽  
Innovative Strategy ◽  
Global Issues ◽  
Wide Range ◽  
Information And Communication ◽  
Teaching Learning

Purpose This paper aims to propose and evaluate a pedagogically sound and innovative strategy to teach a higher education course that prepares future professionals to intelligently use information and communication technologies (ICTs) in their personal and professional lives. Design/methodology/approach The conceptual framework used for the design of the course was the socio-constructivism and activity theories. The implementation of the course was evaluated using the intrinsic case study methodology by including several instruments. Findings The pedagogical strategy proposed proved to be sound, as the evaluation showed that students were able to describe, use and propose innovative uses of a wide range of cutting-edge technologies in their both everyday lives and professional settings; they also had the skills to analyse the opportunities and challenges that these presented. Moreover, students liked this innovative way of learning and ended with a positive attitude towards ICT. Originality/value Although several courses prepare students to be digital citizens or use ICT to enhance the teaching-learning process, millennials are ill prepared to use cutting-edge technologies in an innovative, responsible and critical way in their future professions. The course that was designed is original in that it goes beyond preparing digital citizens to prepare professionals in any domain to use ICT in an informed and responsible way. Moreover, it is a documented, successful example of an undergraduate universal course in a highly important current society dimension. The authors believe that its pedagogical proposal could be transferred to courses dealing with other global issues such as the environment, economy and peace.

CAFCLA

2015 ◽  
pp. 187-209 ◽  
Author(s):  
Óscar García ◽  
Ricardo S. Alonso ◽  
Dante I. Tapia ◽  
Juan M. Corchado
Keyword(s):  
Information And Communication Technologies ◽  
Ambient Intelligence ◽  
Communication Technologies ◽  
Agent Technology ◽  
Learning Approach ◽  
Context Aware ◽  
Computer Supported Collaborative Learning ◽  
Wide Range ◽  
Information And Communication ◽  
Multi Agent

Ambient Intelligence (AmI) promotes the integration of Information and Communication Technologies (ICT) in daily life in order to ease the execution of everyday tasks. In this sense, education becomes a field where AmI can improve the learning process by means of context-aware technologies. However, it is necessary to develop new tools that can be adapted to a wide range of technologies and application scenarios. Here is where Agent Technology can demonstrate its potential. This chapter presents CAFCLA, a multi-agent framework that allows developing learning applications based on the pedagogical CSCL (Computer-Supported Collaborative Learning) approach and the Ambient Intelligence paradigm. CAFCLA integrates different context-aware technologies so that learning applications designed, developed, and deployed upon it are dynamic, adaptive, and easy to use by users such as students and teachers.

The Accessibility and Problems Associated with the Use of Information and Communication Technologies (ICTs) by Fish Farmers in Rural Areas of Ondo State, Nigeria

2012 ◽  
Vol 3 (2) ◽  
pp. 45-52
Author(s):  
J. B. Ogunremi ◽  
P. Abraham
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Local Governments ◽  
Communication Technologies ◽  
Chi Square ◽  
Electric Power Supply ◽  
Wide Range ◽  
Information And Communication ◽  
Ondo State ◽  
The Government

The study evaluated the accessibility and problems associated with the use of information and communication technologies in rural areas of Ondo State. Total sampling was used to select 92 rural fish farmers from three riverine Local Governments in the state between February and April. Questionnaire was used in data collection. Data were analyzed by the use of frequency, percentage, mean and Chi-square test. It was found that radio (96.7%), television (84.4%) and mobile phone (95.7%) were most accessible ICTs to fish farmers of which radio is the most effective (62.0%). Problems associated with the use of ICTs were electric power supply (96.7%), lack of access to ICTs (62.0%) and inadequate information on ICTs (59.8%). There were significant relationship (P<0.05) between problems associated with the use and accessibility of ICTs by fish farmers. It is recommended that the government should allow a wide range of radio broadcast options by giving opportunities for private competition provision of radio content which will allow for development input from relevant agencies.

scholarly journals Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten

2016 ◽  
Vol 11 (02) ◽  
pp. 53 ◽  
Author(s):  
Athanasios Drigas ◽  
Elektra Batziaka
Keyword(s):  
Early Intervention ◽  
Phonological Awareness ◽  
Information And Communication Technologies ◽  
Computer Games ◽  
Reading Disabilities ◽  
Reading Skills ◽  
Communication Technologies ◽  
Preschool Age ◽  
Early Age ◽  
Information And Communication

This article is a review of how Information and Communication Technologies (ICTs) help in the assessment and early intervention of reading disabilities (RD) and especially of dyslexia. Phonological awareness is highlighted as a main ability that predicts later reading skills. Here are presented several studies that display computer games, programs and applications by which teachers can intervene to boost phonological awareness and help preventing RD or dyslexia from an early age. Most studies focus in preschool age, although dyslexia in kindergarten is a field that has not been investigated thoroughly, and are certainly a precursor for studies to follow.

Information and Communication Technology in Crisis and Disaster Management

2019 ◽  
Author(s):  
Deedee Bennett
Keyword(s):  
Information And Communication Technologies ◽  
Disaster Management ◽  
Unmet Needs ◽  
Situational Awareness ◽  
Communication Technologies ◽  
Management Communication ◽  
Wide Range ◽  
Information And Communication ◽  
Types Of Information ◽  
New Research

Information and communication technologies (ICTs) cover a wide range of telecommunication devices and applications, which facilitate the flow of information. Within crisis and disaster management, these devices and applications may be used explicitly for hazards or crisis detection, information management, communication, situational awareness, search and rescue efforts, and decision support systems. Everything from cell phones and social media to unmanned aerial vehicles and weather stations are used to collect, disseminate, and monitor various types of information and data to provide a common operating picture. ICTs are continually evolving, with new features developed and deployed at a rapid pace. This development has had a unique impact on crisis and disaster management, allowing for real-time communication and situational awareness, as well as novel approaches to simulations and training. With the near-ubiquitous use of some devices, information is also no longer held solely by government or private sector officials; ordinary citizens are also able to contribute to and disseminate information during and after crises. For some segments of the population, this ability to meaningfully contribute is not only empowering but necessary to highlight unmet needs. Throughout the evolution of ICTs, new research and practical concerns have highlighted persistent unmet needs of more vulnerable populations due to growing interdependence and integration across jurisdictional boundaries worldwide. The continued expansion of ICTs will most likely have a profound impact on this field in the future.

scholarly journals Information and Communication Technologies Effects on Mental and Physical Health

2020 ◽  
Vol 8 (12) ◽  
Author(s):  
Arieh Solomon
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Addictive Behaviors ◽  
Pathological Changes ◽  
Detailed Review ◽  
Daily Routines ◽  
Wide Range ◽  
Information And Communication ◽  
Clinical Changes ◽  
Mental And Physical Health

In our everyday life we use a wide range of technologies for communication and information purpose, ranging from established audiovisual devices, such as the television, followed by the personal computer (PC) and later tablets, mobiles and other types of electronic aides .Indeed parents increasingly expose young children to mobiles to keep them entertain and quite, so that they would not disturb the parent's daily routines. The use of such technologies leads to objective behavioral and clinical changes in both children and adults. Excessive use of these technologies leads to addictive behaviors followed by pathological changes in eye function, with clinical repercussion. This article presents a detailed review of all the symptoms of information and communication technologies' misuse by children and adults.

scholarly journals FORMATION OF PROFESSIONAL COMPETENCE OF MASTERS OF PRESCHOOL EDUCATION: A GUIDE TO THE MODERN

2021 ◽  
Vol 33 (3) ◽  
pp. 96-110
Author(s):  
Hanna Bielienka ◽  
Olena Polovina ◽  
Inna Kondratets ◽  
Tetiana Shynkar
Keyword(s):  
Preschool Children ◽  
Art Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Preschool Education ◽  
Communication Technologies ◽  
Educational Process ◽  
Intellectual Activity ◽  
Information And Communication

The article considers the issue of professional training of future preschool teachers. The example of a new training course for the specialty 012 Preschool education "Art Education of Preschool Children" presents opportunities to improve the quality of education and the formation of information culture of applicants for the second (master's) level of training by the means of information and communication technologies. The current state of the problem is analyzed and the contradictions in the process of teaching professional methods between the existing theoretical basis of professional training of future teachers and the insufficient level of professional competence of graduates, which is partly explained by the low level of motivation of many students to work in preschool education. The scientific research devoted to the application of information and communication technologies in the educational process, the definition of levels of readiness of students to use information and communication technologies and skills of the teacher who has mastered information and communication competence are analyzed. The article presents the results of a study of the levels of formation of artistic competence of undergraduates by motivational, emotional, intellectual, activity criteria and relevant indicators; methods of pedagogical diagnostics are specified. The principles, methods, and forms of using information and communication technologies in the context of the discipline "Art Education of Preschool Children" are revealed. The correlation between forms and methods of interaction of the teacher with pupils based on the use of information and communication technologies is shown. Factors of efficiency of use of information and communication technologies are defined: increase of interest of students to academic discipline, motivation to self-improvement and self-development, modernization of content of educational disciplines by innovative forms of interaction, methods, and receptions of formation of corresponding professional competence at future masters.

scholarly journals Development of E-government in Russia: Problems and Prospects

2019 ◽  
pp. 60-68
Author(s):  
T. N. Litvinova
Keyword(s):  
Information And Communication Technologies ◽  
Political Communication ◽  
Computer Literacy ◽  
Communication Technologies ◽  
Electronic Government ◽  
Development Index ◽  
Study Results ◽  
Wide Range ◽  
Information And Communication ◽  
Government Development

Introduction. The article gives an assessment of the e-government development in Russia from 2008 to 2018. E-government contributes to the development of the state’s information infrastructure, improves the effciency of public service delivery to the society and attracts the public to participate in the process of developing and adopting government decisions. The article presents a comparative analysis of the development of the electronic government of Russia with other countries. The key issues of improving e-government in Russia are identifed on the basis of the UN e-government development index. This indicator allows assessing whether the state is ready to provide electronic public services to citizens and what are its opportunities for using information and communication technologies in providing these services.Materials and methods. Electronic government has become the subject of a wide range of disciplines, including political communication and sociology. Currently, scientists are paying increasing attention to the intersection of technological factors, equipment and culture in the adoption and use of information and communication technologies (ICT), e-government research has begun to demonstrate some diversifcation. Russian scientists mostly focus on the statistic data of implementation of egovernment and consequences for governance and society. This investigation is based on following methods: 1) content-analysis of offcial documents of the Russian Federation concerning e-government; 2) declarations and interviews of offcial authorities; 3) monitoring of mass media; 3) international and national statistics data analysis.Study results. Russia has relatively good indicators of e-government development in the world (according to UN e-Government Development Index), and the introduction of e-government is quite fast. But, in comparison with the leading countries, Russia still lags far behind in many respects because of: huge territory; low level of distribution of electronic services; low activity of mobile communication; weak dynamics of the increase in the number of Internet users; lack of the necessary law regulatory framework; low computer literacy of many government offcials.

scholarly journals ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ ЯК ІНСТРУМЕНТ ПІДВИЩЕННЯ ЯКОСТІ ДОШКІЛЬНОЇ ОСВІТИ

2019 ◽  
Vol 69 (1) ◽  
pp. 21
Author(s):  
Halyna A. Nazarenko ◽  
Tetiana K. Andriushchenko
Keyword(s):  
Information And Communication Technologies ◽  
Educational Institution ◽  
Preschool Education ◽  
Communication Technologies ◽  
Educational Process ◽  
Preschool Age ◽  
Teaching Staff ◽  
Significant Potential ◽  
Information And Communication

The article highlights the results of the research on information and communication technologies potential possibilities for preschool education quality improvement. During conceptual-diagnostical, organization-preparational, formational and test-generalizing stages of pedagogical experiment in educational establishments there were created necessary material-technical conditions for effective use of ICT in different spheres of preschool education. The research of pedagogical software required for qualified preschool education and other digital educational resources was carried out. It was provided teachers training to use ICT in organization of preschool education and in personal professional development, as well as created methodological support for the implementation of ICT in sphere of preschool education. It has been proved that the quality of preschool education characterizes both the educational process and its results, reflects the level of achieving the aim and tasks of education, upbringing and development of preschool age children and also the level of fulfillment of teachers’, children’s and their parents’ expectations from the use of ICT in the educational process at preschool educational establishments. This article ascertains a significant potential of ICT in the development of preschool teachers IC-competency, organization of education, upbringing and development of children of the upper preschool age, testifies to the importance of cooperation with parents of preschoolers. It presents the experience of using ICT as a didactic tool, which contributed to a more effective realization of the tasks of the main lines of education, which are defined as a basic component of preschool education: “Child’s personality”, “Child in the society”, “Child in the environment”, “Child in the world of culture”, “Child’s game”, “Child in sensory-cognitive space” and “Child’s speech”. The article reveals the significant potential of the use of information and communication technologies for raising the parental awareness about the quality of educational services in the preschool educational institution, as well as for establishing a partnership between the teaching staff and the parent community on all issues of preschool education.

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