scholarly journals Digital competence as arequirement for development of innovative educational environment at university

2020 ◽  
Vol 39 (3) ◽  
pp. 408-418
Author(s):  
Ирина Ивановна Лысова ◽  
Ольга Алексеевна Витохина ◽  
Ольга Владимировна Волкова
Keyword(s):  
Methodological Approach ◽  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Expert Assessment ◽  
Digital Competence ◽  
Digital Revolution ◽  
Education Environment ◽  
Teaching Learning ◽  
The Impact

The study examines innovative educational technologies for their potential impact on and use in teaching, learning, and creative inquiry within the higher education environment. The analysis of the problem connected with creating (transforming) the educational environment in the context of digitalization showed that this multifaceted task requires further study. The aim of the work is to review and assess the implementation of digital technologies in the university educational environment. Theurgency of using digital technologies in the teaching-learning process has been substantiated; the importance of the digital competence formation for all educational process participants has been shown; the significance of filling the curricular with online products has been emphasized; the need to combine traditional educational methods with innovative technologies has been confirmed by the example of foreign language teaching. A systematic approach, desk research and expert assessment methods were used. The new ways of forming digital competence based on the use of open online resources are revealed; original ways of convergence of traditional and innovative educational environment are presented. The authors attempted to develop a methodological approach towards connecting learning inside/outside the classrooms through the digital cloud and estimate the impact of the digital revolution on the learners and teachers’ profile. The research results can be used by teachers perceiving digital competence as a new tool for converting learning environment into a comfort zone.

Schools in an evolving digital environment: Digital renewal and its maturity

2021 ◽  
pp. 5-28
Author(s):  
А. Yu. Uvarov ◽  
V. V. Vikhrev ◽  
G. М. Vodopian ◽  
I. V. Dvoretskaya ◽  
E. Coceac ◽  
...  
Keyword(s):  
General Education ◽  
Digital Technologies ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Digital Environment ◽  
Current State ◽  
Control Actions ◽  
Time Observation ◽  
The Impact

Evolving digital technologies are infiltrating schools wave after wave. The changes taking place are viewed as the schools’ digital renewal process (SDRP). The SDRP is complex (multidimensional). It includes changes in the educational environment (physical and virtual), the educational process, and the way the school operates. The SDRP goes uneven, with individual schools at different stages. One-time observation of the SDRP allows you to fix its current state (statics). The longitudinal observations allows you to see changes in the schools’ digital renewal (kinematics). The connection of the observed changes with the impact on the general education system makes it possible to discuss the development of digital renewal under the influence of individual control actions (dynamics). The stages of penetration of digital technologies into the work of the school: computerization, early and mature informatization, digital transformation (transition to the “Smart School”) can be considered as the stages of maturity of the SDRP. The article discusses a framework for describing the processes of digital renewal of schools in an evolving digital environment and an assessment of the SDRP’s maturity.

scholarly journals Perception of Educational Environment Among Undergraduate Students in a Chiropractic Training Institution

2011 ◽  
Vol 25 (2) ◽  
pp. 151-163 ◽  
Author(s):  
Per J. Palmgren ◽  
Madawa Chandratilake
Keyword(s):  
Undergraduate Students ◽  
Educational Environment ◽  
Educational Process ◽  
Training Institution ◽  
Demographic Groups ◽  
Self Confidence ◽  
Education Environment ◽  
Close Relationship ◽  
The Impact ◽  
Very High

Purpose: The impact of the educational environment in student learning is well documented. However, there is a scarcity in the literature exploring the educational environment in chiropractic training institutions. This study aimed to identify the perceived educational environment in a chiropractic training institution and the possible perceptual differences among different demographic groups. Methods: The perceived educational environment was surveyed using Dundee Ready Education Environment (DREEM), which is a validated, self-administered, and Likert-type inventory. DREEM items focus on subdomains related to learning, teachers, self-confidence, academic atmosphere, and social environment. The results were analyzed and interpreted in relation to standard norms of DREEM and demographic variables. Results: The survey was completed by 124 chiropractic undergraduate students (response rate 83%). Statistically, the inventory items showed high correlation and the subdomains showed a close relationship. Overall the DREEM score was very high: 156.1/200 (78%). The subdomain scores were also at very high levels. However, the scoring of four items by students was consistently poor: lack of a support system for stressed students, 1.8 (SD 1.1); authoritarian teachers, 1.8 (SD 1.2); inadequate school time-tabling, 2.0 (SD 1.1); and overemphasis on factual learning, 2.0 (SD 1.0). There were no statistically significant differences in DREEM scores between gender, age, minority, and ethnicity groups. Conclusions: In general, students perceived that a sound educational environment is fostered by the institution and its educational program for all students despite their demographic variations. However, certain specific elements of the educational process may need to be addressed to improve the educational experience.

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 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.

Problems of development of a cloud-oriented educational environment of the university

2020 ◽  
Vol 42 (1) ◽  
pp. 50-56
Author(s):  
Bakhytzhan Akhmetov ◽  
◽  
Valery Lakhno ◽  
Asselkhan Adranova ◽  
Baurzhan Kassymbergebayev ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Staff ◽  
Digital Competence ◽  
Comprehensive Development ◽  
Information And Communication ◽  
The University ◽  
Cloud Technologies

This article discusses the problems of ever-increasing demands on the organization and quality of the educational process on the part of society. Today there are new opportunities for the comprehensive development of students of the XXI century, new, more effective information and communication technologies (ICT), in particular cloud- oriented learning environments (COLE), are developing rapidly. The problems of the development of theoretical and methodological foundations for designing a cloud-oriented educational environment of the university and the justification of the structural scheme of its interaction with the methodological center of the ministry based on the use of cloud technologies are analyzed. It is necessary to introduce such models of the learning environment, which will allow to fully satisfy the demands of teaching staff on the organization and conduct of classes of a new type, the activation of educational activities of students, the formation of digital competence and the comprehensive development of personality. Such opportunities are provided by the use of a cloud-based educational environment of the university.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

scholarly journals The Relationships of Family, Perceived Digital Competence and Attitude, and Learning Agility in Sustainable Student Engagement in Higher Education

2018 ◽  
Vol 10 (12) ◽  
pp. 4635 ◽  
Author(s):  
Hye Kim ◽  
Ah Hong ◽  
Hae-Deok Song
Keyword(s):  
College Students ◽  
Student Engagement ◽  
Online Survey ◽  
College Education ◽  
Digital Technologies ◽  
Digital Natives ◽  
Study Data ◽  
Digital Competence ◽  
Learning Agility ◽  
The Impact

College students are often assumed to be digitally fluent as they are “digital natives”, owing to their exposure to digital technologies from an early age. Furthermore, it is assumed that this digital competence is likely to prepare them for learning in college. However, it has been observed that current college students who are “digital natives” may or may not effectively apply digital technologies during their college education. The purpose of this study is to examine the impact of college students’ prior digital experiences, particularly their families’ influence, on their in-college digital competence and attitude, and by extension, on student engagement. A total of 381 university students were surveyed in this study. Data was obtained from a self-administered, online survey and analyzed using partial least squares, which also evaluated the research model. According to the findings of this study, students’ positive prior digital experience significantly influences their perceived digital competence and their attitude toward digital technologies. In addition, our research also indicates that college students’ perceived digital competence and attitudes are mediated by their learning agility, which is the ability to continuously learn and the willingness to apply acquired knowledge. This article may thus act as a springboard for further empirical research, as well as for examining the nature of students’ prior and positive experiences and learning agility in digital competencies.

scholarly journals Training in Cybersecurity in Interaction with Parents in Kindergarten

2019 ◽  
pp. 246-253
Author(s):  
Svetlana Shabas
Keyword(s):  
Digital Literacy ◽  
Information Technologies ◽  
Preschool Education ◽  
Digital Technologies ◽  
Main Task ◽  
School Age ◽  
Digital Information ◽  
Digital Environment ◽  
Digital Competence ◽  
The Impact

In modern conditions of overall informatization, the majorities of children of older pre-school age actively use gadgets and have access to the Internet. However, just one-fourth of parents demonstrate concerns about digital security. That is why the issues associated with cybersecurity training in preschool education, legislative regulation in ensuring the security and development of children in a digital environment are relevant for present-day pre-school education. The study was based on the activities carried out by teachers and psychologists of the methodology association of the Leninsky district of Yekaterinburg. The methods used in the study involved observations, the analysis of information obtained through counseling and psychological checks, interviews, surveys of instructors and specialists dealing with parents in kindergarten. As a result, we revealed the problems with digital competence among all the participants of the process of upbringing and education and defined the impact of parents on the formation of digital literacy. Of special interest is a new position when the modern parent is given a “relief” from a child with the help of gadgets, which calls for family psychological support on pre-schoolers’ secure use of digital technologies. The main task of working with parents is to shape perceptions of the problems associated with free contacts of the child with information technologies and the necessity to control digital information received by the child.

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

scholarly journals Some results of studying the impact of digital technologies upon learning activities

2020 ◽  
pp. 1-14
Author(s):  
Elvira Vitaljevna Burtseva ◽  
Olga Chepak ◽  
Olga Kulikova
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Negative Impact ◽  
Digital Technologies ◽  
Educational Process ◽  
Learning Activities ◽  
Key Factor ◽  
Negative Effect ◽  
The Subject ◽  
The Impact

The subject of this research is the implementation of digital technologies in educational process of a university. The goal consists in studying the impact of digital technologies upon the students’ learning activities. The article presents the results of questionnaire-based survey among students by the three question pools. In the course of research, the author examines such aspects of the problem, as the positive and negative impact of technologies upon learning activities of the students of digital generation. Particular attention is given to consideration of students’ attitude on digitalization of higher education. The opinions of pedagogues on the results of conducted research are presented. The scientific novelty lies in mainstreaming the question on the negative impact of digital technologies upon learning activities of the modern generation of students that deserves special attention. On the background of common passion of the scholars of researchers and pedagogues for the ideas of digitalization of education, when digital technologies are viewed as virtually the key factor for modernization of educational process; second come the problems of growing pathological dependence of youth on digital technologies, undesired to switch to digitalized educational process to the disadvantage of communication in social networks and pleasant pastime online. The problem of the negative effect of digital technologies on learning activities must be recognized in order to find the ways for its solution.

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