scholarly journals Training of special teachers to use the resources of Moscow E-School

2021 ◽  
Vol 98 ◽  
pp. 05017
Author(s):  
Yulia A. Afanasyeva ◽  
Elena G. Gravitskaya ◽  
Galina V. Paramonova ◽  
Olga I. Gromova ◽  
Sholpan A. Bulekbayeva
Keyword(s):  
Higher Education ◽  
Educational Technologies ◽  
Digital Environment ◽  
Disabled Children ◽  
Creative Potential ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
High Satisfaction ◽  
High Level ◽  
Electronic Content

This article discusses the issues of training special teachers for using modern digital educational technologies, in particular innovation resources of Moscow E-School (MES). The aim of this work is in development of technology of specialists’ training, capable to work with the resources of MES, in the frames of higher education. The following research methods were applied: surveying students, expert appraisal of students by teachers, aiming at formed skills and habits to work in MES environment. The obtained experimental results evidence that in the frames of higher education, the proposed technology of specialists’ training, capable to work with the resources of MES in the frames of optional courses, demonstrated sufficiently high results. The study revealed high satisfaction of teachers with the level of students’ qualification, namely: creative potential was enhanced, during the practice the students demonstrated higher involvement. Thus, in 2020, the teachers supervising the practice marked high level of skills of operation with MES resources demonstrated by 57% of students, which was nearly by two times higher than in 2018 (31%). In 2020, the average level was recorded for 28% of students, the low level – for 15% of students, which was nearly by two times lower than in 2018 (27%). Introduction of such optional course is exclusive, since it is oriented at training students specializing in special (defectology) education and solves the following tasks: firstly, to arm with the skills and habits of operation in digital environment, namely, MES, and secondly, to arm with specific knowledge and skills of development of electronic content for disabled children.

Impact of Globalization on Core Engineering Education in India

2008 ◽  
Vol 7 (1) ◽  
pp. 55-68
Author(s):  
Duru Arun-Kumar
Keyword(s):  
Higher Education ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
Colonial Legacy ◽  
Technology Sector ◽  
Employment Pattern ◽  
Education In India ◽  
Per Se ◽  
New Interpretation ◽  
The Government

AbstractThe education system in India continued to be based on the colonial legacy of bureaucratic administration even after fifty years of independence. But, under globalization and liberalization policies of the government, engineering higher education has acquired a new interpretation of increasing credential value, where the degree per se is more important for securing a high-paying job, primarily in the software and information technology sector, than for acquiring specific knowledge and skills. This is reflected in the employment pattern of the graduates with a core engineering background.

scholarly journals Analyzing novices' fun and programming behaviours while playing a serious blocks-based game

2021 ◽  
Vol 29 ◽  
pp. 1337-1355
Author(s):  
Adilson Vahldick ◽  
Maria José Marcelino ◽  
António José Mendes
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Middle Schools ◽  
Undergraduate Students ◽  
Perceived Learning ◽  
Trial And Error ◽  
Knowledge And Skills ◽  
Problem Solving Strategies ◽  
Programming Knowledge ◽  
High Level

Blocks-based environments have been used to promote programming learning mostly in elementary and middle schools. In many countries, isolated initiatives have been launched to promote programming learning among children, but until now there is no evidence of widespread use of this type of environment in Brazil and Portugal. Consequently, it is common that many students reach higher education with little or no programming knowledge and skills. NoBug’s SnackBar is a game designed to help promote programming learning. This study examined students' behavior and attitudes when playing the game on their initiative. It used a sample of 33 undergraduate students enrolled in an introductory programming course. The variables studied were students' performance and engagement, satisfaction, and problem-solving strategies. The main findings were (1) better performing students had a high level of perceived learning, (2) all the students had similar perceptions about their fun while playing, (3) the leader board was the most used game element not directly related to learning and (4) the top-ranked students access previous solutions to help them solve a new mission, while the others often use a trial-and-error approach.

Problems and perspectives of digitalization of education in Kyrgyzstan

2021 ◽  
pp. 102-105
Author(s):  
A.K. Narkoziev ◽  
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Educational Technologies ◽  
Digital Environment ◽  
Higher Education System ◽  
Current State ◽  
Long Time ◽  
International University ◽  
The Republic ◽  
National Systems

Researched is the problem of digitalization of education in the Republic of Kirgizstan. In Kirgizstan, despite the fact that the world has already been tied to digital technologies for a long time, the year of 2019 was declared the Year of Regional Development and digitalization of the country. However, at the same time, transition to a digital environment is noted as not fast enough. The article provides an assessment for current state and development trends of the modern higher education system, identifies problems of transition of universities in Kyrgyzstan towards digital educational environment. The purpose of this article is to analyze prospects of development and prospects in implementation of digital educational technologies, as well as to define differences between distance learning and online learning. Research in the problem is based on experience of organizing educational process and assessing its quality in various national systems of higher education, that was accumulated in International university of Kirgiz Republic.

Training Specialists for the Use of the Resources of the "Moscow Electronic School" in Their Professional Activities for Teaching Schoolchildren with special Educational Needs

2021 ◽  
pp. 9-16
Author(s):  
Yulia Afanasyeva ◽  
Elena Gravitskaya
Keyword(s):  
Higher Education ◽  
Children With Disabilities ◽  
Teaching Practice ◽  
Educational Needs ◽  
Educational Technologies ◽  
Expert Assessment ◽  
Special Educational Needs ◽  
Professional Activities ◽  
High Level ◽  
Training Specialists

The article is devoted to the issues of training specialists in the field of special education using modern digital educational technologies, in particular, using the innovative resources of the Moscow Electronic School. The prerequisites are the urgent need to train modern special teachers who are able to work with children with disabilities and who are proficient in modern digital educational technologies. The purpose of the study is to develop a technology for training specialists in higher education, who own the resources of the "Moscow Electronic School". Research methods: questioning of students, expert assessment of students by pedagogical workers in order to assess the skills and abilities of working in the MES environment. The results of the study indicate that the proposed technology for training specialists in higher education, who own the resources of the Moscow Electronic School, within the elective, has demonstrated rather high results. The study revealed a greater satisfaction of teachers with the preparation of students, namely, an increase in the creative potential, the emergence of students' involvement in practice was noted. In particular, this was noted in the students' independent approach to adapting their lessons to the special educational needs of mentally retarded schoolchildren, in the correct temporal alternation of the stages of working with the interactive panel. So, teachers, heads of practice noted a high level of ownership of MES resources in 2020 among 57% of students, which is almost twice as high as among students who underwent teaching practice in 2018 (31%). The average level in 2020 was registered in 28%, low - in 15%, which is almost two times less than in 2018 (27%). The introduction of such an elective is exclusive, since it is focused on students enrolled in the specialty (defectological) education and solves the following problems: firstly, equipping with the skills and abilities of working in a digital environment, namely the environment of the Moscow Electronic School, and secondly, equipping with specific knowledge and skills of developing electronic content for children with disabilities.

scholarly journals THE ROLE OF MODERN EDUCATIONAL TECHNOLOGIES IN THE FORMATION OF STUDENTS' BUSINESS QUALITIES

2019 ◽  
Vol 42 (4) ◽  
pp. 25-35
Author(s):  
V. MALYVANCHUK
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Personal Characteristics ◽  
Educational Technologies ◽  
Case Method ◽  
Project Method ◽  
Self Confidence ◽  
The Individual ◽  
High Level

  The role of modern educational technologies in formation of students' business qualities is explained in the article; the essence and basic requirements for the application of the project method and the case method in education are explained; pedagogical conditions for successful formation of students' business qualities in higher education institutions are formulated; the conclusions about the pedagogical effectiveness of the use of modern educational technologies have been made. Analytical work proved that the formation of students' business qualities is an important task for high school teachers. The content of modern educational technologies is determined.  The means and possibilities of the project method and the case method are analyzed, it is found that the use of these methods stimulates and promotes the formation and development of students' business qualities. It is noted that these methods are characterized by a significant pedagogical effect, as they develop such personal characteristics as the ability to analyze problems, the ability to formulate and express their position clearly, communicate, discuss, perceive and evaluate information. They form self-confidence, communication skills, creativity and many other traits of personality. The survey found that the most important business qualities of the respondents consider themselves: self-confidence, responsibility, creativity, persistence, sociability. The level of business qualities of students of higher education institutions is determined: 30% of students have high level of business qualities, 35% - average, and 35% - low. This means that 70% of the student population needs the formation and correction of personal business qualities. The following pedagogical conditions of formation of business qualities of students by means of modern educational technologies are defined and theoretically substantiated: - implementation of a set of traditional and innovative forms and methods of training focused on the formation of business qualities of the individual; - creation of positive motivation of students for formation of business qualities, need for self-improvement; - introduction of the system of knowledge about modern educational technologies as a means of formation of business qualities of the individual.

DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

2020 ◽  
pp. 87-92
Author(s):  
Сергей Александрович Грязнов
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Alternative Form ◽  
The Internet ◽  
Classical Training ◽  
Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

scholarly journals Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

2021 ◽  
Vol 13 (9) ◽  
pp. 5004
Author(s):  
Raquel Ferreras-Garcia ◽  
Jordi Sales-Zaguirre ◽  
Enric Serradell-López
Keyword(s):  
Higher Education ◽  
Business Students ◽  
Bachelor's Degree ◽  
Sustainable Innovation ◽  
Educational Implications ◽  
Development Goals ◽  
High Level ◽  
The Impact ◽  
Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

Indigenous Undergraduates’ Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies

2018 ◽  
Vol 48 (2) ◽  
pp. 119-128
Author(s):  
Martin Nakata ◽  
Vicky Nakata ◽  
Andrew Day ◽  
Gregory Martin ◽  
Michael Peachey
Keyword(s):  
Higher Education ◽  
Indigenous Students ◽  
Knowledge And Skills ◽  
Academic Knowledge ◽  
Success In Higher Education ◽  
Hidden Knowledge

This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.

scholarly journals Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement

2021 ◽  
Vol 11 (3) ◽  
pp. 123
Author(s):  
Mª del Mar García-Vita ◽  
Marta Medina-García ◽  
Giselle Paola Polo Amashta ◽  
Lina Higueras-Rodríguez
Keyword(s):  
Higher Education ◽  
Risk Factors ◽  
Academic Achievement ◽  
Direct Impact ◽  
Structured Interviews ◽  
Sexual Diversity ◽  
Educational Perspective ◽  
High Level ◽  
Educational Inclusion ◽  
Diverse Groups

Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in stufuigureents with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent.

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