System of Labor Activities with the Use of ICT in Occupational Standards for Teachers. Module �Subject Learning. Technology�

2016 ◽  
Vol 4 (5) ◽  
pp. 3-12
Author(s):  
��������� ◽  
G. Nekrasova ◽  
�������� ◽  
Natalya Novikova
Keyword(s):  
Communication Technologies ◽  
Information Environment ◽  
Professional Activity ◽  
Learning Technology ◽  
Technology Teachers ◽  
Depth Analysis ◽  
Technology Teacher ◽  
Occupational Standards ◽  
Educational Information

The article considers relevant issues of the implementation of occupational standards for teachers. It analyses teacher�s activity in the area of information and communication technologies (ICT). By the example of live pedagogical situations, the article shows that ICT play f signifi cant role in organizing process of education and fundamentally change the nature of teacher�s professional activity with the development of Information-oriented Society. Occupational standards for teachers were examined and analyzed for the purpose of detecting the place of labor activities in the area of ICT at the level of generalized fundamental labor functions. Technology teacher activities went through an in-depth analysis and changes in professional task of technology teachers in educational Information Environment were described. The grounds for and the list of labor activities with the use of ICT in occupational standards for teachers, Module �Subject learning. Technology�, are given for the fi rst time.

System of Labor Activities with the Use of ICT in Occupational Standards for Teachers (Module �Subject learning. Technology�)

2016 ◽  
Vol 4 (2) ◽  
pp. 55-64
Author(s):  
��������� ◽  
G. Nekrasova ◽  
�������� ◽  
Natalya Novikova
Keyword(s):  
Communication Technologies ◽  
Information Environment ◽  
Professional Activity ◽  
Learning Technology ◽  
Depth Analysis ◽  
Technology Teacher ◽  
Occupational Standards ◽  
Education Process ◽  
Educational Information

The article considers relevant issues of the implementation of occupational standards for teachers. It analyses teacher�s activity in the area of information and communication technologies (ICT). By the example of live pedagogical situations, the article shows that ICT play a signifi cant role in organizing of education process and fundamentally change the nature of teacher�s professional activity with the development of Information-oriented Society. Occupational standards for teachers were examined and analyzed for the purpose of detecting the place of labor activities in the area of ICT at the level of generalized fundamental labor functions. Technology teacher activities went through an in-depth analysis and changes in professional task of technology teachers in educational information environment were described. For the fi rst time the grounds and the list of labor activities with the use of ICT in occupational standards for teachers (Module �Subject learning. Technology�) are given.

scholarly journals THE READINESS FORMING TECHNOLOGY FOR THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES BY FUTURE TEACHERS OF FOREIGN LANGUAGES

1970 ◽  
Vol 16 (2) ◽  
Author(s):  
Olha M. Havrylenko
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information Environment ◽  
Foreign Languages ◽  
Professional Activity ◽  
Future Teachers ◽  
Forming Technology ◽  
Information And Communication ◽  
Educational Information

The article is devoted to the problem of readiness forming technology for the use of information and communication technologies by future teachers of English at the professional activity. The aim of this article is to ground and analyze suggested technology. The actuality of the research is caused by the necessity to train competitive specialist under the conditions of modern educational information environment. The essence of technology for readiness forming of mentioned activity is considered in the article, the strategies, aspects and levels are underlined, the functions of feedback are denoted as well as the main characteristics are analyzed. Pedagogic conditions which ensure the effectiveness of readiness forming technology for the use of information and communication technologies by future teachers are denoted.

scholarly journals The Formation of Professional Thinking for Future Technology Teachers

2019 ◽  
pp. 25-39
Author(s):  
Anatolii Brekhunets
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Professional Activity ◽  
Future Technology ◽  
Technology Teachers ◽  
The Future ◽  
Technology Teacher ◽  
Industrial Level ◽  
High Level

The article discusses the problem of the formation of the future Technology teachers’ professional thinking. The concept of «professional thinking of the Technology teacher» is clarified, which is considered as the features of the teacher’s thinking, letting him/her perform professional and pedagogical tasks successfully at a high level of mastery: quickly, accurately solve both the ordinary and extraordinary tasks of teaching and upbringing students in an original way. It has been established that the professional training of Technology teachers is a multi-faceted and time-consuming process. On the one hand, the student must master various work operations and technological processes at the industrial level or close to it, and on the other hand it must have general pedagogical knowledge and methods of their sharing. The peculiarities of the formation of the future Technology teachers’ professional thinking are determined by their activity specifics, which is defined by the goals, tasks, content, external and internal conditions, means, difficulties, features of the mental processes occurrence, motivation displays, the state of a person and a team towards the implementation of management and guidance. That is why the formation of the Technology teachers’ professional thinking should be carried out in an integral system of educational process at a pedagogical institution of higher education, and the methods of teaching students technologies to solve pedagogical tasks should be widely used at training sessions and pedagogical practices, contributing to the professional thinking formation. Moreover the research proves the necessity of wider informational technologies elements’ application with the use of computerized and audio-visual complexes as leading means and a leader, which allow synthesizing the intellectual components of professional thinking and activating its structural components development. The benefit of the article is the defined conditions for the formation of the future Technology teachers professional thinking, they are: a motivation, new means of mastering professional activity, a mental activity intensification, the scientifically substantiated selection of educational material, students’ age possibilities and individual peculiarities. As a result, the article reveals the need to include the material that reflects the specifics of the future Technology teachers professional thinking formation to the content of their subject and psychological and pedagogical training, as well as to combine individual and collective forms of students' work in the process of forming a professional thinking and to carry out a step-by-step control and correction of the future Technology teacher professional thinking formation.

scholarly journals DEVELOPMENT OF DIDACTIC PRINCIPLES IN THE SYSTEM OF INFORMATIVE TRAINING TECHNOLOGY TEACHER AT USE TECHNOLOGIES OF COMPUTER MODELING

2019 ◽  
pp. 41-53
Author(s):  
Serhii Yashanov ◽  
Sergii Dzus
Keyword(s):  
Computer Modeling ◽  
Computer Modelling ◽  
Educational Process ◽  
Professional Activity ◽  
The Real ◽  
Future Technology ◽  
Technology Teachers ◽  
Informatics Training ◽  
Technology Teacher ◽  
Characteristic Features

The characteristic features of computer modelling technology in the process of informatics training of future technology teachers are realized due to the approach of the educational process to the real conditions of future professional activity. The systematic implementation of the didactic principles of teaching informatics disciplines creates an effective environment for gaining knowledge and forming informatical competences of students, ensuring the creative nature of informatical training aimed at developing technological thinking, a meaningful manifestation of the professionaloriented position and development of the personal professional potential of future teachers of technology.

scholarly journals USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PROFESSIONAL LANGUAGE TRAINING OF FUTURE NAVIGATORS

2020 ◽  
pp. 78-82
Author(s):  
Vasyl ZHELIASKOV ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information Environment ◽  
Professional Activity ◽  
Language Training ◽  
Communicative Interaction ◽  
Present Stage ◽  
Professional Interaction ◽  
Information And Communication ◽  
Teaching Professional

The article deals with the problem of influence of the information environment on navigators’ professional activity. It is emphasized that it is a topical issue in the system of higher marine education. It was clarified that at the present stage of training of marine specialists one of the most urgent problems is professional interaction in the process of professional activity. The safety of navigation, as well as the lives of passengers, depend on how effectively a navigator can communicate with crew members, and his level of professional interaction. In the process of professional interaction, navigators face a variety of non-standard and unpredictable situations which require new decisions and communicative understanding. In the study it was noted that the vast majority of vessels have multilingual interational crews, which sometimes are not able to demonstrate necessary professional skills for various reasons, including lack of English, thus endangering passengers, companies, property and environment. An important role is played by professional communicative interaction, which is extremely important for the safety of sea transortation. It is emphasized on the improvement of the process of teaching professional communicative interaction based on the introduction of elements of blended learning.

Computer science and information and communication technologies in professional activity

2021 ◽  
Author(s):  
Nikolavich Viktor
Keyword(s):  
Vocational Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Professional Activity ◽  
Federal State ◽  
Effective Work ◽  
Secondary Vocational Education ◽  
Software Products ◽  
Information And Communication ◽  
State Educational

The textbook describes methods of effective work with application software products: text editors, spreadsheets, presentation editors, database management systems, as well as special-purpose applications. It contains more than 40 laboratory and independent works. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of educational organizations of secondary vocational education, studying in the specialty 43.02.08 "Service of household and communal services". It can be used when mastering the module "EN.00. Mathematical and general natural science educational cycle".

scholarly journals The evolving landscape of learning technology

2002 ◽  
Vol 10 (3) ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Information And Communication Technologies ◽  
Virtual World ◽  
Organizational Context ◽  
Communication Technologies ◽  
Learning Technology ◽  
Infrastructure Policy ◽  
Emerging Issues ◽  
Information And Communication ◽  
Ict Development ◽  
The Uk

This paper provides an overview of the current and emerging issues in learning technology research, concentrating on structural issues such as infrastructure, policy and organizational context. It updates the vision of technology outlined by Squires' (1999) concept of peripatetic electronic teachers (PETs) where Information and Communication Technologies (ICT) provide an enabling medium to allow teachers to act as freelance agents in a virtual world and reflects to what extent this vision has been realized The paper begins with a survey of some of the key areas of ICT development and provides a contextualizing framework for the area in terms of external agendas and policy drivers. It then focuses upon learning technology developments which have occurred in the last five years in the UK and offers a number of alternative taxonomies to describe this. The paper concludes with a discussion of the issues which arise from this work.DOI:10.1080/0968776020100302

scholarly journals MANAGEMENT SPECIALISTS IN THE KNOWLEDGE BASED SOCIETY: LIFE‐LONG LEARNING ORIENTED HUMAN RESOURSE DEVELOPMENT

2005 ◽  
Vol 6 (3) ◽  
pp. 155-170 ◽  
Author(s):  
Borisas Melnikas
Keyword(s):  
Public Management ◽  
Knowledge Society ◽  
Development Model ◽  
Professional Activity ◽  
The European Union ◽  
Model Based ◽  
Life Long Learning ◽  
University Studies ◽  
Depth Analysis

The publication presents an analysis of management specialist development problems arising in today's situation. Special attention is paid to management specialist development in the conditions of globalization, knowledge society development, European integration and the European Union enlargement. The publication provides an in‐depth analysis of management specialists development principles and practical experiences in the area of management specialist development. The absence of well‐founded general principles of management specialist development as well as specialprinciples of business and public management specialist development remains an important research problem.The absence of integrated and individualized university studies and of the practical realization of the life‐long learning principle in the area of management specialist development remains an important practical problem. The aim of the publication ‐ to formulate and ground the main principles of management specialist development as well as to describe an original management specialist development model based on the implementation of the idea of life ‐long learning. The research methodology is based on the concept of triangulation, combining the descriptive analysis, surveys and expert evaluation. The scientific novelty, theoretical and practical results are defined by the following:The following groups of principles are singled out: a) general development principles, applicable to specialists of all fields, including that of management; b) special principles of management specialist development, applicable exceptionally to management specialist development; c) specific principles of business management specialist development; d) specific principles of public management specialist development, applicable exceptionally to the development of specialists working in the public sector and public management. This model provides for combination of diverse forms of learning, university studies, independent researches, self‐development and in‐service training; long‐term individual programmers are designed to help people acquire different qualifications and develop their competences through studies in universities and other educational institutions and through participating in practical works, workshops and seminars. Introduction of long‐term individualized development programmers facilitates development of unique managerial skills and prepares every specialist for a unique position, a unique professional activity and individualized functions. The management specialist development model based on the implementation of the idea of life ‐ long learning as well as integrated and individualized university and non ‐ university studies is described. An important element of management specialist development process is development of human creativity. It also depicts specific characteristics of creativity and highlights new opportunities and possibilities for the development of the creative potential.

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