scholarly journals Digital competence of Russian university teachers

2021 ◽  
Vol 25 (3) ◽  
pp. 33-44
Author(s):  
Yu. A. Masalova
Keyword(s):  
Distance Learning ◽  
Digital Technologies ◽  
Educational Process ◽  
Modern World ◽  
University Management ◽  
Digital Competence ◽  
University Teachers ◽  
Professional Activities ◽  
Competence Level ◽  
Digital Competencies

This research paper presents the results of the author’s survey aimed at assessing the digital competence of modern university teachers. The relevance of digital competencies is becoming more and more obvious due to the transformations in the activities of educational organizations. These changes concern the use of digital technologies not only in university management, but also directly in the educational process. The development of distance learning and remote interaction formats is an objective reality in the modern world. The purpose of this article is to make an attempt of assessing a university teacher’s digital competence level based on the general perception of his/her abilities and the digital technologies used in his/her professional activities. The author analyses the teachers’ readiness to use digital technologies and their attitude to distance learning. The study showed that the majority of the interviewed teachers have a high level of basic and universal digital competencies. It was found that most of the respondents already have experience of taking online courses to improve their professional skills. The analysis makes it possible to conclude that the teachers who participated in the survey demonstrate a high readiness to use digital technologies in their professional activities. The author’s study is not supposed to give a complete picture of all Russian university teachers’ digital competence level, since this requires both greater coverage of respondents and the use of other channels (beyond digital) to collect data within the survey. At the same time, this research allows to formulate possible ideas for improving Russian university teachers’ digital competence level, which nowadays becomes the key to improving their effectiveness. The results of the study can be used when working out universities’ personnel development programs in order to ensure a higher level of the teachers’ digital competence.

scholarly journals Readiness of higher school teachers to use digital technologies in the educational process

2021 ◽  
pp. 163-172
Author(s):  
Elena Manuzuna ◽  
Anastasia Chufeeva ◽  
Svetlana Artemyeva
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Survey ◽  
Digital Technologies ◽  
Individual Characteristics ◽  
Educational Process ◽  
Modern World ◽  
Digital Competence ◽  
University Teachers ◽  
Digital Competencies

The digitalization of the education system imposes certain circumstances not only on the organization of the educational process and the training of specialists in demand in the modern world, but also on the skills of a teacher in the field of information and communication technologies. Within the framework of this article, an analysis of Russian and foreign approaches to defining a set of digital competencies necessary for a modern teacher of higher education is carried out. The purpose of this study is to determine an objective diagnostic toolkit for identifying the level of digital competencies among teachers of higher institutions. Based on the analysis of Russian and foreign experience in the development of digital competence among teachers, including a higher education teacher, an internal questionnaire was developed to assess the level of formation of the necessary digital skills. Data collection was carried out through an online survey of teachers using a structured questionnaire. A survey of university teachers was conducted in order to identify the readiness to use digital technologies in the educational process. The data obtained during the survey made it possible to obtain objective information about the level of formation of digital competencies among teachers and their readiness to use digital tools and technologies in the educational process. University teachers have demonstrated high results in such competencies as the use of digital solutions for effective communication of students on academic assignments; creating your own digital resources; creation and modification of digital educational materials, inclusion of students in group work using the Internet, including online services for joint project activities; taking into account the individual characteristics and needs of students in the educational process; exchange of ideas and materials with colleagues from other educational organizations, including through cloud systems, advanced training through online training.

scholarly journals Development of Information Competence of University Students in the Process of Mapping and Scribing

2020 ◽  
pp. 93-105
Author(s):  
Natalia Petrovna Tabachuk
Keyword(s):  
University Students ◽  
New Technologies ◽  
Meaning Making ◽  
Digital Transformation ◽  
Learning Technologies ◽  
Educational Process ◽  
Digital Competence ◽  
Professional Activities ◽  
Digital Competencies ◽  
Education Of Students

The study focuses on the fact that during the period of digital transformation, modern models of digital competencies have emerged, which serve as the basis for the formation of new standards in the field of education, for the expansion of the teaching professions of the future, for the transition to new learning technologies (mapping, scribing) and the development of professional competencies of students, one of which is information competence. The following issues («prospects of digital transformation in education», «types of models of digital competencies», «information competence as an existential skill and long-term metaability», «mapping as a process of translation of meaning-making», «specific characteristics of cards», «technology of scribing in education») which rise in modern research and affect the improvement of the educational process in the digital educational environment of the university are subject to discussion. Attention is drawn to the description of the pedagogical experience of using mapping and scribing for the development of information competence of university students. The examples of maps created by students and undergraduates of the direction of training «Pedagogical education» and contributing to the formation of their deep and error-free digital educational footprint are given. The influence of mapping and scribing on increasing motivation to learn and the emergence of new student startups in the field of education is investigated. The leading research methods are: analysis of digital competence models for the relevance of the process of developing information competence of university students; analysis and selection of modern technologies in the period of digital transformation in education; generalization of conceptual provisions on information competence and its role for human development; generalization of the pedagogical experience of using mapping and scribing for the development of information competence of university students. Promising areas of research are: the formation of a collection of maps for use in professional activities, for their cognitive analysis; development of the direction of video scribing for distance and additional education of students; identification of the advantages and disadvantages of mapping and scribing and their effectiveness in the development of students' information competence. The research materials are of practical value for students, undergraduates, university teachers and teachers of other educational institutions who are looking for new technologies in organizing the learning process.

PROFESSIONAL DEVELOPMENT OF TEACHERS FOR THE IMPLEMENTATION OF DISTANCE LEARNING AT SCHOOL

2021 ◽  
Vol 71 (3) ◽  
pp. 143-154
Author(s):  
G. Mailybayeva ◽  
◽  
G. Zholtayeva ◽  
D. Kaldiyarov ◽  
A. Meirambek ◽  
...  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Successful Implementation ◽  
Digital Competence

The article deals with the problem of increasing the level of competence of teachers associated with the use of digital educational technologies in the educational process of the school by organizing advanced training courses. Effective digital educational technologies for organizing distance learning are also described. The formation of digital competence is possible in the process of implementing educational programs of higher education, as well as professional development and professional training programs. The authors, based on the analysis of empirical data obtained during the survey of current teachers and future teachers - students of the pedagogical direction on the use of distance educational technologies in the educational process, identify problems and difficulties in using digital technologies, types of competence improvement for the successful implementation of distance learning. Based on the analysis of ICT competence in the field of education, the authors developed a program of a professional development course on the topic "Kashyktyktan okytudagi tsifrlyk bilim beru technologiyalary" and conducted teacher training. The survey revealed the degree of readiness and desire of teachers to use digital tools and services in the educational process. This suggests the need for further development of the organization of effective online communication of participants in the educational process, productive feedback with students using digital technologies; forming a critical assessment of students 'behavior and correcting their actions when working in a digital educational environment, monitoring the independence of students' performance of educational tasks; using the potential of digital tools and services in organizing group work and project activities of schoolchildren, and others.

Digital educational technologies in the context of increasing the international competitiveness of universities

2020 ◽  
pp. 123-136
Author(s):  
E.A. Kameneva ◽  
G.V. Mozhaeva ◽  
M.A. Selivanova
Keyword(s):  
Distance Learning ◽  
International Association ◽  
Digital Technologies ◽  
International Competitiveness ◽  
Current Situation ◽  
Economic Education ◽  
Educational Technologies ◽  
University Teachers ◽  
Digital Competencies ◽  
The Impact

The article assesses the impact of the pandemic on the development of distance learning and digital competencies of university teachers who are part of the International Association of Financial and Economic Education. The analysis of the dynamics of the use of digital technologies, services and tools by teachers from November 2019 to June 2020 is carried out. Particular attention was paid to the study of changes in the attitude of teachers towards distance learning in connection with the current situation caused by the pandemic.

Digital teacher competencies and their indicators

2020 ◽  
Vol 1 (4) ◽  
pp. 278-282
Author(s):  
Yu. S. Buzykova ◽  
E. S. Gafiatulina
Keyword(s):  
Information And Communication Technologies ◽  
Russian Federation ◽  
Educational Process ◽  
Digital Competence ◽  
Russian Science ◽  
Professional Activities ◽  
Digital Competencies ◽  
The Russian Federation ◽  
The Moment ◽  
Types Of Information

The implementation of the national program “Digital Economy of the Russian Federation”, the use of distance technologies in the educational process require teachers to have digital competencies. At the moment in the Russian Federation, there are no formulations of digital competencies of a teacher. Although different models of digital competencies and skills have been created, they are rather complementary to each other. An organization can integrate a ready-made model, but it may not fully meet all the characteristics of the organization, its architecture and internal structure. In Russia, in the field of education, the formulation of digital competencies is spontaneous. In Russian science, digital competence refers to the use of digital technologies in professional activities, training, and social communications. Digital competencies are skills for effectively solving problems of a professional, social, personal nature using various types of information and communication technologies. Using the Delphi peer review method, the authors developed the teachers digital competencies and their indicators. The value of the results obtained lies in the fact that when conducting competitive procedures for filling vacant teacher positions, it is possible to assess the level of formation of digital competencies.

scholarly journals Evaluating the potential of enhancing teachers’ digital competencies to meet the needs of diversification of education and learning

2021 ◽  
Vol 11 (3) ◽  
pp. 107-123
Author(s):  
Natalia Leonidovna Mikidenko ◽  
◽  
Svetlana Petrovna Storozheva ◽  
Iryna Viktarauna Ivanouskaya ◽  
Alena Aleksandrovna Borisova ◽  
...  
Keyword(s):  
Human Resources ◽  
Social Relations ◽  
Education System ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Culture ◽  
Survey Method ◽  
Teaching Staff ◽  
Digital Competence ◽  
Digital Competencies

Introduction. The article presents the results of reflection on the readiness of the education system to respond to the transformational challenges of digital economy through the formation of relevant human resources. It identifies an imbalance in the response of the education system to the demand of society and business for training human resources with digital competences. The imbalance makes it difficult to implement new in-demand educational trajectories based on the principle of individualization of employee’s professional and personal self-realization. The purpose of the study is to identify the potential of enhancing teachers' digital competence in accordance with the needs of education diversification within digital transformation. Materials and Methods. The methodological basis for the study consists of reflexive modernity concepts (E. Giddens, W. Beck), reflecting qualitative changes of the social world in the context of digitalization; digital sociology of changes in social relations influenced by digital technologies (V. F. Nitsevich), mediating ordinary social contacts in everyday communication and creating new digital opportunities and risks. Existing and required digital competences of teachers were identified on the basis of desk research of teachers’ digital skills and competences models and empirical research on technical university teachers' opinions (survey method). Statistical methods were used to analyze and interpret the research data. Results. The study has identified the potential of the education system to adjust to the challenges of educational and career transformations. It is emphasized that the ways of potential realization can vary from ‘soft’ ones which imply gradual mastering based on several program versions and formats to the so called stress-options of forced competence mastering within a limited period of time. The necessity of introducing regulating measures for the transition to a new role of a teacher in the digital model of education is justified (e.g. teacher as a manager, teacher as a facilitator of the educational process). Conclusions. The article concludes that differentiation based on the level of digital competences and the degree of readiness to master digital technologies limits the speed of relevant response of the education system to the transformational demands of society. The need for content elaboration and teaching health-saving technologies within the digital culture is highlighted. Since the level of digital competencies of teaching staff is the basis for the development of educational institutions and the competitiveness of the country, measures are to be taken in order to facilitate the development of digital competencies.

scholarly journals The experience of the transition of a law university to distance learning during the pandemic: an analysis of students’ and teachers’ opinions

2021 ◽  
Vol 54 (6) ◽  
pp. 97-109
Author(s):  
Maxim A. Khokhryakov ◽  
◽  
Tatyana Y. Vilkova ◽  
Sergey A. Nasonov ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Large Scale ◽  
Rank Correlation ◽  
Learning Technologies ◽  
Educational Process ◽  
Modern World ◽  
Teaching Staff ◽  
Coronavirus Infection ◽  
Digital Competencies ◽  
Distance Learning Technologies

Introduction. The spread of coronavirus infection COVID-19 has led to a forced and rapid transition of educational institutions, including law universities, to distance learning, which has become its predominant and even exclusive form in some periods. The research purpose is to study the features of the transition from traditional to distance learning during the COVID-19 pandemic based on the opinions of students and teachers at a law university. Materials and methods. The survey was attended by the teaching staff and students of Kutafin Moscow State Law University. In June 2020, eighty (80) teachers and sixty-five (65) students and in December 2020 – one hundred and thirty (130) teachers and four hundred and sixty-three (463) students took part in the survey. The survey was conducted remotely using Google Forms. Methods of mathematical statistics were used: descriptive methods (percentages, graphical data presentation), Spearman’s rank correlation coefficient. Research results. The forced large-scale transition of practicing lawyers to the work with digital technologies in the context of the spread of coronavirus infection revealed the lack of digital competencies in many of them and demonstrated the need to prepare law students for future work in the digital environment. A two-stage survey of teachers and students at a law university made it possible to reveal a significant change in attitudes towards the electronic educational environment and distance learning technologies. An improvement in the quality of education in the second period was noted by 43.0% of students and 41.5% of teachers. Due to the transition to learning with the use of distance learning technologies, teachers began to communicate more often with students and colleagues (r = 0.203; p < 0.05), as a result of which the emotional perception of the educational process in many teachers changed for the better (r = 0.236; p < 0.01). Discussion and conclusion. Learning with the use of distance learning technologies allows students to form new digital competencies that are necessary and in demand in the modern world. In this case, an important role is given not only to remote lecture- and seminar-type classes, but also to remote academic training, which is close to real conditions of the activities of practicing lawyers.

Training managers of professional educational programs for work in the digital environment of the university

2020 ◽  
Vol 8 (2) ◽  
pp. 4 ◽  
Author(s):  
E. K. Samerhanova ◽  
M. A. Balakin
Keyword(s):  
Educational Program ◽  
Educational Programs ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence ◽  
Education Management ◽  
Program Managers ◽  
Digital Environments ◽  
Digital Competencies ◽  
The University

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

Organizational and methodological problems of training future teachers in a distance learning format

2021 ◽  
pp. 36-45
Author(s):  
A. A. Zubrilin
Keyword(s):  
Distance Learning ◽  
Educational Process ◽  
Professional Activity ◽  
Technological Basis ◽  
University Teachers ◽  
Negative Results ◽  
State Pedagogical ◽  
Development Technology ◽  
Elective Course ◽  
Methodological Problems

The article describes the problems (organizational, technical, methodological) faced by university teachers when switching to a distance learning format. On the example of the Mordovian State Pedagogical University named after M. E. Evsevjev, the solution of some problems associated with the organization of distance learning and the peculiarities of building the educational process in new conditions is demonstrated. The platforms that served as the technological basis for launching distance learning at MSPU, in particular LMS Moodle, are described. The examples of preparation of future bachelors of pedagogical education, studying informatics, for professional activity in conditions when training becomes mixed, that is, part of the classes can be conducted in person, and part — in a distance format are given. The methodology for conducting an elective course “Development technology and methodology for conducting elective courses in informatics” using distance technologies are described. The structure of the course is given, highlighting the modules and the content that should be learned during the course. Recommendations for conducting classes in this discipline are given. The conclusion is made about the positive and negative results of distance learning and its further prospects.

scholarly journals The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan

2021 ◽  
Vol 102 (2) ◽  
pp. 188-194
Author(s):  
B. Zhetpisbayeva ◽  
◽  
D. Dyakov ◽  
S. Shunkeyeva ◽  
G. Khamitova ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Technology Use ◽  
Online Survey ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
School Teachers ◽  
University Teachers ◽  
The Republic

This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers acting as experts on the implementation of CLIL training in educational institutions of the Republic. To develop a methodology and tools for online survey of teachers scientific works in the field of CLIL training and distance education technologies on the creation of educational resources and a virtual learning environment and on the sociology of education were studied. When processing the results of the survey, we used statistical and descriptive research methods. The results of the online survey confirmed the hypothesis of the study that the main problem of using CLIL technology is the problem of resource provision of the CLIL training program in the context of distance education, as well as the level of methodological and IT-training of school teachers and university teachers. Other features of using CLIL technology in a distance format are as follows: the school teachers and university teachers have an appropriate set of basic competencies of a teacher practicing CLIL training, and, at the same time, their insufficiency for the implementation of the educational process in the context of distance education and, accordingly, the need to acquire additional competencies required by the teacher for the application of CLIL technology in a distance format

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