scholarly journals Research of the digital competence of teachers in the conditions of digitalization of the educational environment of the school

2021 ◽  
Vol 27 (1) ◽  
pp. 51-61
Author(s):  
T. A. Boronenko ◽  
V. S. Fedotova
Keyword(s):  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Digital Tools ◽  
Future Teachers ◽  
Digital Competence ◽  
Pedagogical Tools ◽  
Environment Control

The authors describe the significance of the problem of forming digital competence of future teachers. In the period of rapid technological development of a digital society and the introduction of digital technologies, the creation of a digital educational environment, there is a need to resolve the contradiction between the demand for teachers with developed digital competence and their insufficient training in the aspect of the digital component for the successful use of digital technologies in professional pedagogical activity. The formation of digital competence is carried out in the process of implementing educational programs of higher education, as well as advanced training and professional training programs. The authors of the article aim to identify the current state of digital competence of a teacher based on the analysis of empirical data obtained during a survey of current teachers and future teachers students of the pedagogical direction on the use of digital technologies in the educational process. Based on the analysis of the list of relevant digital competencies in the field of education, the authors develop the questionnaire questions. The authors analyze the results of the questionnaire and conclude that the level of digital competence of teachers, the degree of readiness and desire of teachers to use digital tools and services in the educational process suggest the need to develop issues of organizing effective online communication of participants in the educational process, productive feedback with students by means of digital technologies; forming a critical assessment of the behavior of students and adjusting their actions when working in a digital educational environment, control over the independence of students in completing educational tasks; applying the results of student digital footprint analysis to eliminate and correct educational deficits of individual students; using the potential of digital tools and services in organizing group work and project activities of students, communication and involvement of students, and others. The authors propose pedagogical tools for the formation of digital competence of a teacher.

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.

scholarly journals Future teachers training of using the phototherapy by digital technologies

2018 ◽  
Author(s):  
Yuliia Kulimova
Keyword(s):  
Social Services ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Preschool Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Future Teachers ◽  
Digital Competence ◽  
Effective Organization ◽  
Creative Self

The article actualizes the problems of professional pedagogical education, in particular, the problem of using the information and communication technologies in the process of mastering students of pedagogical universities the phototherapeutic technologies. The author identifies the main functions of phototherapy in the conditions of the modern information environment (transfer of thoughts and memories, expansion of social connections, improvement of skills of self-understanding and self-expression, provision of role development and transformation, construction of socio-psychological identity) on the basis of the analysis of psychological and pedagogical literature. Solved the content and features of the process of using various phototherapeutic technologies ("work with polarities", "creation of a portrait", "conversation", "photodiary" etc.) in the process of the future teachers professional training. Highlighted the main tasks of the implementation of phototherapy: actualization of emotional development, enhancement of educational motivation, development of digital competence and skills of interpersonal interaction, creative self-expression and others. The article presents the results of the questionnaire for students of the specialties "Primary Education", "Preschool Education", "Choreographic Education" and "Social Work" on the needs of phototherapy using digital technologies in the modern educational environment of pedagogical higher establishment. Characterized the ways of implementation the phototherapeutic technologies with the help of digital applications (Adobe Photoshop, Canva, Corel Photo-Paint, CorelDRAW, Google Drive, Google Slides, Prezi, Live Picture, PowerPoint, Quik etc). Considered the possibilities of using virtual social services for the purpose of effective organization of the educational process, outlined the ways of application of virtual social services for the development of phototherapeutic competence of future teachers.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

scholarly journals MODEL OF FUTURE TEACHERS’ PROFESSIONAL TRAINING FOR TUTORING IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT OF AN INSTITUTION OF HIGHER EDUCATION

2020 ◽  
pp. 97-104
Author(s):  
Kateryna Osadcha
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Environment ◽  
General Purpose ◽  
Learning Technologies ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teachers ◽  
Distance Learning Technologies

The article is based on a review of scientific and methodological literature, it analyzes the existing models of future teachers’ professional training for tutoring. The aim of the article is to design a model of future teachers’ professional training for tutoring in the information and educational environment of the institution of higher education. As a result of scientific analysis, carried out on the basis of a systematic approach, theory and practice of tutoring, training for tutoring in Ukraine and abroad, the components of training for tutoring have been identified (target, philosophical, theoretical-methodological, informative-processual, criteria-evaluative, resultative). Each component of the designed model has its implementation in the information and educational environment. This model is a set of information and communication technologies (distance learning technologies, general purpose ICT and ICT for tutoring support), which are integrated into the educational process.

scholarly journals Methods of Formation of Digital Competence of Future Teachers of Art Disciplines in Higher Education Institutions of China

2021 ◽  
pp. 125-137
Author(s):  
Ji Yiping
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Scientific Literature ◽  
Higher Education Institutions ◽  
Digital Technologies ◽  
Living Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Digital Competence

With the introduction of digital educational technologies, the learning process is changing. Digital technologies are not only a tool, but also a living environment for modern learners, which opens up new opportunities: learning at any convenient time, continuing education, the ability to form individual educational routes for students. However, such an environment requires teachers to take a different approach to the organization of the educational process, to acquire new skills and abilities for work, in particular the formation of their digital competence in the digital educational space. In these conditions, the system of pedagogical education should provide training for future teachers of art disciplines, which has a high level of digital competence. The purpose of the article is to reveal the essence of the concept of «digital competence» on the basis of the analysis of scientific literature and to determine the methods of formation of future art disciplines teachers’ digital competence in higher education institutions of China. To achieve the goal of the study, the following research methods were used: analysis of scientific literature, observation, systems analysis, comparative analysis, modeling method, classification method; methods of comparative analysis and analogy, design method; methods of systematization, generalization, logical analysis, analysis of personal experience of teaching and learning, comparison and interpretation of the obtained data. The results of the study show that the digital competence of future teachers of art disciplines consists of four components: motivational-personal (internal and external motives for their future professional activity), cognitive (a set of theoretical knowledge, skills and abilities of future teachers to effectively organize the educational process using digital teaching aids), activity (practical implementation of professional and pedagogical knowledge of a future teacher, his intellectual, cognitive, technical, design and technological skills, necessary skills for effective implementation of digital technologies in the educational process) and reflection-evaluation (ability to analyze and self-analyze, coordination of goals, methods and results, awareness of their style of activity, readiness for their creative change). Conclusions. These components of digital competence of future teachers of art disciplines should be formed taking into account the specifics of professional activity and appropriate methods.

scholarly journals Digital Education in the Context of the Development of the Digital Economy: Technological Opportunities and Prospects

2019 ◽  
Vol 9 (1) ◽  
pp. 3972-3976
Keyword(s):  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Digital Tools ◽  
Present Stage ◽  
Technological Basis ◽  
Digital Education ◽  
Electronic Transactions ◽  
Ict Development ◽  
Technological Opportunities

Digital education is education that primarily functions based on digital technologies, that is, electronic transactions that are implemented using the Internet. Digital education aims to professionalize and increase the mobility of those who study and at the present stage of ICT development, it can be considered as a technological basis for the fundamentalization of higher education. The purpose of the article is to analyze the technological capabilities of digital education on the example of the use of innovative classroom in the educational process. The article analyzes the advantages of the educational environment equipped with digital tools. Based on an expert survey, the main characteristics of the innovative classroom, as well as technological requirements for the innovative classroom, are determined and various models for the organization of the innovative classroom are presented.

scholarly journals THEORETICAL ASPECTS OF DIGITAL TRANSFORMATION OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS

2021 ◽  
pp. 241-244
Author(s):  
Inna Shyshenko ◽  
Inna Kharchenko 
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Institution ◽  
Student Assessment ◽  
Digital Technologies ◽  
Psychological Research ◽  
Training System ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence

Of particular importance in the system of higher professional education is the provision of the educational process with appropriate information tools, methods and curricula, so that the educational institution, teacher and teacher training system meets modern global and national challenges and provides modern support in digital technologies, develops and forms digital competence. The purpose of the study is to reveal the theoretical aspects of digitalization of professional training of future specialists. Research methods applied: theoretical: analysis, systematization and generalization of pedagogical and psychological research. The professional responsibilities of teachers in the spread of digital technologies are expressed not only in the willingness to use them in the educational process, but also in the manifestation of competencies such as willingness to cooperate in the professional field, communication skills and the desire for continuous development in the digital environment. Digital resources include the ability of teachers to make their competent choice, creation and modification, as well as their exchange in accordance with the objectives of learning. Teaching involves the teacherʼs ability to create, plan and implement digital technologies at different stages of learning, it is important that the center of the educational process was directly the student, and the teacher himself acted mainly as a tutor. Student assessment involves the use of digital tools to implement existing methods of student assessment and provide them with feedback and analysis of their activity in the digital environment. Expanding the rights, opportunities and independence of students in the educational process involves the use of digital technologies by teachers to build an individual trajectory of students, as well as eliminating differentiation in studentsʼ access to appropriate technical devices.

scholarly journals Cloud technologies as a way to form and develop evolutionary concepts in future teachers of biology

2019 ◽  
Vol 25 ◽  
pp. 338-343
Author(s):  
K. I. Borodina ◽  
A. M. Kmets ◽  
O. I. Lutsenko
Keyword(s):  
Information Technologies ◽  
Professional Training ◽  
Educational Environment ◽  
Educational Process ◽  
Cloud Services ◽  
Scientific Concepts ◽  
Future Teachers ◽  
Literature Synthesis ◽  
Evolutionary Concepts ◽  
Cloud Technologies

Aim. The article is devoted to the substantiation of theoretical and methodical principles of professional training of teachers of biology in the conditions of the informational and educational environment; multilevel and differentiated approaches in training with the possibility of continuous receipt of online and off-line assistance. Methods. Analysis of psychological and pedagogical, methodical literature; synthesis, a generalization; psycho-pedagogical observation, questionnaire, pedagogical experiment. Results. The authors proposed a methodology for involving information technologies, in particular cloud services, the inclusion of their varieties in all activities of the teacher in order to facilitate interaction between the subjects of the educational process, improve the content, forms and ways of interaction of the teacher and students in the process of formation and development of evolutionary concepts. Conclusions. Teaching and methodological support, developed in conditions of cloud-oriented environment, will be open and dynamic, elementarily variable and perceptible for the formation and development of scientific concepts, in particular, evolutionary ones. Keywords: "cloud technologies", formation, development, evolutionary concepts, means of training.

scholarly journals THE FEATURES OF DIGITAL COMPETENCES FORMATION IN THE EDUCATIONAL ENVIRONMENT BASED ON SUSTAINABLE DEVELOPMENT PRINCIPLES

2020 ◽  
pp. 113-124
Author(s):  
Tetiana Gorokhova ◽  
◽  
Leila Mamatova ◽  
Keyword(s):  
Teaching And Learning ◽  
Educational Environment ◽  
Educational Process ◽  
Digital Tools ◽  
Digital Competence ◽  
Social And Emotional ◽  
Emotional Factors ◽  
Educational Processes ◽  
Competency Based ◽  
The Impact

The article explores the features of the introduction of digital tools into the educational process, using a competency-based approach to the training of future specialists. The article analyzes the process of forming digital competences in the educational environment according to domestic and foreign regulations. Based on the study, a shift in emphasis to requirements of the modern worker from the formal factors of his/her qualifications and education to the social value of his/her personal qualities, the ability to self-development of personality has been found. The article deals with issues related to the digitalization of educational processes and a number of problems in the development of digitalization in education, namely: funding, obsolete technologies, the reluctance of applicants and teachers to study online. The authors compared the level of implementation of digital technologies in educational institutions based on such world educational rankings as Times Higher Education Ranking (2019), QS Rankings (2019), Best Global Universities Ranking (2018). The article summarizes and presents the components of digital competences and features of their formation in distance learning. The authors also considered a com­bination of soft and hard skills in the teaching and learning process to provide a compe­tent approach based on the digital component. Digital competence should focus on cognitive, social and emotional factors of work and life in a digital environment. The authors have developed a model for interaction with the main elements of digital competence development. The results of the author’s study revealed digital tools, innovative methods and technologies, as well as the impact of digital trends on the educational process. The authors concluded that the introduction of digital tools in the educational process affects the content of learning, the formation of competence of future specialists and changes the role of the teacher as a facilitator of the process.

scholarly journals ФОРМУВАННЯ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ: КОНСТАТУВАЛЬНИЙ ЕТАП

2018 ◽  
Vol 65 (3) ◽  
pp. 184 ◽  
Author(s):  
Oleksandr H. Romanovskyi ◽  
Valentyna M. Grineva ◽  
Oksana A. Zhernovnykova ◽  
Liudmyla A. Shtefan ◽  
Vasyl V. Fazan
Keyword(s):  
Mathematics Teachers ◽  
Professional Training ◽  
Digital Technologies ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Digital Competence ◽  
Professional Activities ◽  
Learning Content ◽  
Scientific Analysis ◽  
Processing Information

The article is devoted to determination of the levels of the digital competence of future mathematics teachers at the ascertaining stage of the pedagogical experiment. A scientific analysis of the essence of the notion «digital competence» is carried out, its components are defined. In the process of research the components of the formation of the digital competence of future mathematics teachers were defined, namely: value-motivational (motives, goals, needs for professional training by means of digital technologies, improvement, self-education, self-development, stimulate a future teacher of mathematics to use digital technologies in learning); content (free use of the skills of processing information and working with digital objects, which respectively influence the formation of the digital competence of future mathematics teachers); activity (active use of digital technologies and computers in educational activities as a means of knowledge and formation of digital competence, self-improvement and creativity of future teachers of mathematics, as well as cultivation of similar qualities in students in the process of pedagogical practice); reflexive (attitude of future teachers of mathematics to digital society, their digital training, responsibility for the results of their activities in the digital educational space, self-knowledge and self-realization in future professional activities through digital technologies). The article specifies the criteria, indicators and levels of digital competence of future mathematics teachers. To test certain criteria for the formation of digital competence of future mathematics teachers, research methods are characterized. The results of the ascertaining stage of the pedagogical experiment gave grounds to state primarily medium and low levels of the digital competence of future mathematics teachers. As the next direction of scientific research on the presented problem, the authors consider theoretical justification of the technology for the formation of digital competence and its implementation in the process of training future mathematics teachers at the following stages: basic, technological, and professional.

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