scholarly journals EUROPEAN DIDACTIC METHODOLOGICAL PORTFOLIO AS AN INNOVATIVE TOOL FOR PREPARING STUDENT TEACHERS OF FOREIGN LANGUAGES (EPOSTL)

2015 ◽  
Vol 8 (2) ◽  
pp. 83-87
Author(s):  
BELLA AYUNTS
Keyword(s):  
Student Teachers ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Foreign Languages ◽  
Pedagogical Practice ◽  
Professional Skills ◽  
Information And Communication ◽  
Innovative Tool ◽  
Basic Blocks

The article deals with the problem of European didactic methodological Portfolio: the objectives, didactic descriptors, the components of self­monitoring and self­assessment in particular. The basic blocks of professional skills, i.e. the planning, the goal settings, the introduction/explanation of the new language material, planning/assessment/ testing, information and communication technologies (ICT) are highlighted in the article, each of which is complemented with certain assignments implemented and approbated in course of pedagogical practice.

scholarly journals Technological innovations in teaching foreign languages – from connectivism to hyperconnectivity

2021 ◽  
pp. 11-22
Author(s):  
Karina Alekseevna Melezhik ◽  
Aleksandr Dem'yanovich Petrenko ◽  
Danuta Mikhailovna Khrabskova
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
English Language ◽  
New Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Pedagogical Practice ◽  
Information And Communication

The subject of this research is the influencing factors of information and communication technologies upon the theory and practice of teaching English language in the institutional and noninstitutional environments. The object of this research is the analysis of structure and content of Android and iPhone applications. Special attention is given to the development of mobile services as a prevalent model of using information and communication technologies, which open the possibility for individualized range of hyperconnectivity regulated by resource of a personal phone. The authors examine distance learning, which allows implementing innovations and creativity, employs new technologies, performs social task on expansion of technologically uniform educational space. The main conclusions are as follows: 1) of e-learning pedagogy requires the results of pedagogical practice in both, institutional and noninstitutional programs and courses; 2) the modern online learning of English language features new methods of implementation of hyperconnectivity in the Internet on the basis of technological and pedagogical innovations, active interactions and common culture. The scientific novelty consists in the statement that the use of distance learning is especially relevant on the current stage of modernization of education system, as it incorporates innovation technologies of teacher-student interaction. The current situation is characterized by the long-term trends associated with globalization socioeconomic relations, as well as by COVID-19 pandemic that requires taking immediate and radical measures in order to ensure protection of educational community from possible disastrous consequences in record time. The primary task of the authors consists in the analysis of relevant aspects of using information and communication technologies of teaching foreign languages, namely mobile applications, as well as in substantiation of the thesis on transition from collective connectivism towards individual hyperconnectivity in the educational process.

THE USE OF DIGITAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol XIII (XIII) ◽  
pp. 72-77
Author(s):  
L.D. KRIVYKH ◽  
◽  
O.B. BAGRINTSEVA ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
Language Teachers ◽  
Foreign Languages ◽  
Listening Skills ◽  
Foreign Language Teachers ◽  
New Information ◽  
Information And Communication

The article deals with the application of new technologies in teaching foreign languages. Substantiates the importance of the development of other forms and methods of teaching English to students of information technology disciplines. As well as drawing attention to the use of new information and communication technologies of the Internet. The article includes examples of the use of podcasts in the development of listening skills. The article is written for foreign language teachers, all interested in the methodology of teaching foreign languages, based on new technologies.

scholarly journals A model for the development of high quality training of tourism professionals through the use of computer 3D-tours

2021 ◽  
Vol 30 (1) ◽  
pp. 90-99
Author(s):  
Mykhailo I. Lepkyi ◽  
Liudmyla Y. Matviichuk ◽  
Tetiana V. Lysiuk ◽  
Oksana S. Tereshchuk ◽  
Volodymyr M. Podolak
Keyword(s):  
Information And Communication Technologies ◽  
Professional Training ◽  
Communication Technologies ◽  
Educational Process ◽  
High Quality ◽  
Professional Skills ◽  
Proposed Model ◽  
Information And Communication ◽  
Tourism Professionals ◽  
Ict Tools

The article is focused on the problem of training future tourism specialists using informational and communication technologies. The educational process of preparation requires changing the educational and methodological support in order to give the students the opportunities to master modern professional tools, technologies, methods of creating high quality tourist products. To solve this problem, the authors propose a model for the development of high quality training of tourism professionals through the use of computer 3D-tours. The development of this model took into account the theoretical and methodological basis regarding the professional training of future specialists in the field of tourism, the results of the analysis of educational programs, curricula for training students of the speciality “Tourism” and the data of the pilot experiment. It consists of the following main blocks. The conceptual-oriented block includes concepts, approaches, principles of participation, information and communication technologies. The content-technological block includes the content of the educational project of developing 3D-tours, levels of professional knowledge and skills, as well as types of familiriazation with ICT tools. The educational content of the model takes into account the practical mastery of the student’s professional skills in the development of various 3D-tours. During this process, the ICT tools are introduced gradually in a certain order. The organization-activity block of the model includes forms of organizing the study and technologies for studying. This model entails the involvement of classroom-based and remote, individual, and group forms of organization of the educational process, organization of project development for a detailed analysis of educational topics. The assessment-resultative block includes criteria, metrics and levels. During the development of the model, the results of the activity of thesubjects of the educational process were analyzed in accordance with two groups of criteria: the criterion of formation of professional theoretical knowledge, practical skills of 3D-tour development and the criterion of the level of using modern software and technical means in creative educational development. The developed model allows for increasing the quality of training of future tourism specialists. During the practical application of the proposed model, virtual 3D-tours were developed. Their development has shown the possibility of implementing the model of development of training of specialists in tourism by using computer 3D-tours with the use of modern ICT tools in the study of special disciplines and the attaining professional skills.

scholarly journals Revisão sistemática sobre letramento digital na formação de professores

2019 ◽  
Vol 12 (3) ◽  
pp. 128-143
Author(s):  
Késsia Mileny De Paulo Moura
Keyword(s):  
Systematic Review ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Social Dynamics ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Information ◽  
Teachers And Students ◽  
Information And Communication

RESUMO: Pesquisar a inserção das tecnologias digitais da informação e comunicação nos contextos formativos envolve problematizar as percepções, apropriações e significações de professores e alunos sobre a questão. Este texto buscou identificar as produções científicas brasileiras (teses e dissertações) a respeito do letramento digital na formação de professores, realizadas entre os anos de 2010 a 2018. Utilizamos a revisão sistemática como procedimento metodológico, com o auxílio do software Parsifal. Pontuamos as seguintes equações para verificar nos trabalhos: quais objetivos de pesquisa essas produções revelam? Que perspectivas de letramento digital e quais procedimentos e instrumentos metodológicos os pesquisadores adotaram? Quais resultados dos processos de letramento digital trabalhados na formação de professores foram revelados? Como resultados, validamos 37 trabalhos, que apontam as configurações das propostas de formação com usos das tecnologias digitais que procuram responder às novas dinâmicas sociais para as quais os alunos-professores precisam estar aptos. De acordo com as pesquisas encontradas, os cursos de formação inicial ou continuada têm inserido as tecnologias digitais em suas práticas, mas as possibilidades de usos ainda são muitas. PALAVRAS-CHAVE: letramento digital; formação de professores; revisão sistemática.   ABSTRACT: Researching the insertion of digital information and communication technologies in the formative contexts involves problematizing teachers and students’ perceptions, appropriations and meanings about the issue. This text sought to identify the Brazilian scientific productions (theses and dissertations) regarding digital literacy in teacher education, between the years 2010 to 2018. We used the systematic review as a methodological procedure, with the help of the Parsifal software. We scored the following equations to verify the work: which research objectives do these productions reveal? What perspectives of digital literacy and what procedures and methodological instruments did the researchers adopt? What results of the digital literacy processes worked on in the training of teachers were revealed? As results, we validated 37 works, which point out the settings of training proposals with uses of digital technologies that seek to respond to the new social dynamics that student-teachers need to be able to. According to the research works found, the initial or continued training courses have lent themselves to insert the digital technologies, but the possibilities of uses are still many. KEYWORDS: digital literacy; teacher training; systematic review.

Content of teaching students of linguistic university grammar on the basis of Internet projects

2019 ◽  
pp. 34-42
Author(s):  
Elina Yuzbasheva
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Social Order ◽  
Communication Technologies ◽  
Educational Process ◽  
Foreign Languages ◽  
Grammar Teaching ◽  
Grammatical Skills ◽  
Information And Communication ◽  
Teaching Grammar

Content of teaching foreign languages undergoes inevitable changes in connection with introduction of information and communication technologies. Education as an integral part of life of society has to match the criteria providing high-quality teaching process, at the same time the project method allows to execute the social order of society in more practice oriented approach to teaching. The place of grammar studying in the course of teaching foreign languages was not al-ways unambiguous: there were cases when it was under or overestimated in educational process. However, it is worth mentioning that without well formed grammatical skills of foreign language communication any of the most modern information and communication technologies are not capable to yield qualitative result. We consider a problem of adequate use of Internet projects for university students’ grammatical skills formation as well as an issue of the corresponding content of teaching grammar. Teaching foreign language to students of both linguistic university and other higher educational institutes is directed to formation of all components of foreign language com-municative competence. Project activity, as well as based on it educational Internet projects allow to bring this process of teaching to higher qualitative level. We carry out and develop: a) the analysis of the scientific works devoted to the concept “grammar” and its role in the history; b) the analysis of the researches devoted to selection of subject contents for grammatical skills formation of the students’ speech; c) the author’s subject contents of teaching grammar students of linguistic universities on the basis of implementation of foreign language Internet projects.

scholarly journals The discipline of history and the technologies: a challenge for the present time

2021 ◽  
Vol 14 (33) ◽  
pp. e14109
Author(s):  
Simone Weber Cardoso Schneider ◽  
Adriana Duarte Leon
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
School Environment ◽  
Specific Area ◽  
Communication Technologies ◽  
School Level ◽  
Pedagogical Practice ◽  
History Teachers ◽  
Information And Communication ◽  
Short Time

Based on the understanding that the use of Information and Communication Technologies (ICT) can contribute positively to the meaning of historical knowledge and to the motivation of students in the school environment, we investigate, in the Middle School level, from public schools, in the city of Pelotas/RS, how History teachers perceive ICT and how they are used in their pedagogical practice. Considering the number of teachers that we wanted to access and the short time for conducting the research, we opted for the application of an inquiry with the teachers of the specific area and we obtained a return of 68% of the teachers. We found that they identify students' motivation when ICT are used in the school environment; however, its use is limited by the lack of structural resources in the institutions and by the lack of continuing education for educators on the use of ICT in pedagogical practice.

scholarly journals Teaching and Learning Foreign Languages with ICT

2016 ◽  
Vol 21 (1) ◽  
pp. 21-27
Author(s):  
Alina Negoescu ◽  
Simona Boştină-Bratu
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Foreign Languages ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Learning And Teaching ◽  
Language Class ◽  
Information And Communication

Abstract The use of information and communication technologies (ICT) in teaching and learning foreign languages has risen sharply among the educational community. Teachers access and implement innovations without always realizing their full implications for them and their students. However, this is not necessarily a negative thing, because if no one used innovations, little progresses would be made and there would be nothing to evaluate. The article presents certain features of ICT that can be used to good advantage in a rich learning environment, and the use of video as an ICT tool in the foreign language class. The paper also discusses the role of the teacher in implementing technologies and we argue that it is the teacher, not the technology who determines the quality of the learning and teaching. There are people who are afraid that the teacher’s role would be compromised if we integrate information communication technologies in education; however we militate for a ‘techno-humanistic’ system, in which teachers, learners and technology would form a lasting meaningful alliance.

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