scholarly journals USE OF DIGITAL TECHNOLOGIES IN THE EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION: OFFLINE AND ONLINE LEARNING

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 219-221
Author(s):  
Iryna Potiuk
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Positive Impact ◽  
Dynamic Environment ◽  
Digital Technologies ◽  
Practical Training ◽  
Digital Information ◽  
Educational Training ◽  
Digital Competence ◽  
Remote Communication

The article is devoted to the up-to-date problem of introduction of digital technologies by their integration in higher education teaching and learning for the purpose of formation of the independent, responsible, socially active personality. The specifics of mastering digital competence, which today is an integral component of students’ training, and due to the use of digital technologies provides future professionals with relevant knowledge, forms their ability to adequately use digital information and work in a dynamic environment. The features of the use of digital technologies in the professional offline/online activities of future specialists are discussed; the overall positive impact of use of technologies in students learning process and outcomes aimed to promote students’ active engagement and participation in the learning process inside and outside the classroom id admitted. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning. The potential benefits of digital technologies in the classroom are revealed and can be taken to mean digital processing systems that encourage active learning, knowledge construction, inquiry, and exploration, and which also allow for remote communication as well as data sharing to take place between teachers and/or learners in different physical classroom locations. Theoretical aspects of the research are substantiated; the main intensifiers of transformation processes in education are determined; six levels of digital competence development are characterized in accordance with the specifics of professional tasks, type and level of educational training. The concepts of "digital competence", "digital technologies", "digitalization" are disclosed. The effectiveness of using digital technologies in order to increase the efficiency of practical training of future professionals in higher education institutions is substantiated. The most widespread digital technologies are singled out and systematized into taxonomy in the context of formation of digital competence of future specialists.

scholarly journals Features of Education of Students-Philologists in the Conditions of Informatization and Digitalization of Higher Education

2021 ◽  
pp. 278-290
Author(s):  
Tetyana Sobchenko
Keyword(s):  
Higher Education ◽  
Public Information ◽  
Digital Technologies ◽  
Education Institution ◽  
Basic Knowledge ◽  
Learning Tools ◽  
Visual Aids ◽  
Digital Competence ◽  
Computer Based Learning ◽  
Main Components

The article substantiates the relevance of informatization of society in general and education in particular, outlines the main tasks in the training of future professionals. The purpose of the article is to theoretically substantiate the peculiarities of the organization of the future philologists’ training process. Methods. The following research methods are used: analysis and generalization of scientific and methodological sources, government documents on the research topic for the theoretical justification of the problem, modeling and synthesis of the obtained data. The results. The terminological apparatus «informatization of education», «means of informatization», «digitalization» is defined. The main components of the modern educational environment of a higher education institution are highlighted and the function of the innovative component is emphasized. It was found that the main components that will ensure the formation of digital competence of philology students are the content and means of education. It has been established that the study of compulsory and elective disciplines, which will contribute to the general and professional competencies’ formation, is equally necessary for mastering the theoretical foundations and practical skills of using innovative information and digital technologies. It is established that within the obligatory course «Pedagogy» students of philological specialties master the module «Digital training tools» in which they gain basic knowledge about digital technologies and ways to use them, and hone and supplement this knowledge while studying other disciplines. In a classroom, students learn to use different computer-based learning tools to complete a variety of tasks. Future philologists search and critically analyze information on the Internet; work with electronic textbooks and dictionaries; prepare visual aids: presentations, tables, diagrams, infographics, briefings, create audio and video content for classes, prepare tasks for test control on various platforms and services, learn to present public information on social networks properly and more. Conclusions. It was found that in recent years there have been many philological sites that provide information assistance and various services, creating electronic libraries, virtual laboratories, Internet projects, which contribute to the quality of training of philological specialties students.

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 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.

Do Digital Natives aware on Digital Technology

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Sindhu C. M. ◽  
Binoy K.
Keyword(s):  
Everyday Life ◽  
Learning Process ◽  
Digital Technology ◽  
Digital Technologies ◽  
Digital Natives ◽  
Educational Environment ◽  
Easy Access ◽  
Digital Information ◽  
Daily Lives ◽  
Teaching Learning

Digitalization is the integration of digital technologies in to everyday life by the digitization of everything that can be digitized. Digitalization is sweeping across every aspect of our daily lives. It has totally changed the educational industry and teaching learning process to a great extent. It has lessened the distance between students and their educational needs there by making education stress free. The use of digital information in the educational environment has enabled easy access to many resources. Students must develop knowledge about how to use ICT Technology to construct meaning, but most importantly in ways that are appropriate to their needs. Thus technology is proving a disruptive influence in education. Hence each and every student should be aware about these technological advancements. Today’s students living in digital age called as “digital students” or “digital inmates” or “digital natives” are the pupils those who born after 1980 and those who born before 1980 are called digital immigrants. Through the present paper investigators made an attempt to find out the digital awareness among digital natives hailing from four generation groups.

scholarly journals Teaching of Portuguese to the deaf: an integrative literature review

Revista CEFAC ◽  
2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Michele Elias de Carvalho ◽  
Wanilda Maria Alves Cavalcanti ◽  
Josiane Almeida da Silva
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Digital Technologies ◽  
Deaf Students ◽  
Exclusion Criteria ◽  
Policy Review ◽  
Early Acquisition

ABSTRACT Purpose: to identify the contributions of scientific research with a view to overcoming the barriers in the teaching and learning process of the written Portuguese Language for deaf students. Methods: an integrative literature review of the articles published between 2012 and 2017 available in the electronic databases: Capes and Scielo, was conducted. To select the articles, descriptors were combined: Teaching, "Portuguese Language", Portuguese, deaf and deafness. Articles present in both databases, research whose focus was the teaching of Portuguese to higher education deaf students, articles that did not deal with Portuguese language teaching to the deaf, articles unavailable in Portuguese, were the exclusion criteria. Articles that addressed, somehow, Portuguese language teaching to the deaf, complete and published between the years of 2012 and 2017 were included. Results: 133 articles were found, 16 being selected after applying the inclusion and exclusion criteria. These studies, for the purpose of analysis, were categorized into types, being: experimental, bibliographic, documentary, ethnographic, action research, among others. Conclusion: the deaf still face several barriers for acquiring the written Portuguese language, however, the scholars, from their field of action, propose some strategies which can contribute to overcome them, such as: policy review, early acquisition of Libras, use of digital technologies in the classroom.

scholarly journals THE CONTENT OF THE SELECTIVE DISCIPLINE “DIGITAL TECHNOLOGIES IN EDUCATION” AS A MEANS OF BUILDING DIGITAL COMPETENCES IN FUTURE TEACHERS OF THE HUMANITIES

2021 ◽  
pp. 81-91
Author(s):  
Khana Kozhukhova ◽  
Volodymyr Proshkin
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Learning Process ◽  
Digital Humanities ◽  
Digital Technologies ◽  
Instructional Materials ◽  
Future Teachers ◽  
Digital Competence ◽  
Research Education ◽  
University Lecturers

The article focuses on building digital competencies in future teachers of the Humanities. It was established that introducing digital technology into studying the humanities generates new opportunities that had previously been unavailable. These issues are covered by Digital Humanities – a field of research, education and creation at a nexus of computer science and humanities. To solve the problem, a selective discipline, called Digital Technologies in Education, has been introduced. This can be adapted for retraining school teachers and university lecturers. The topics of the discipline are arranged in such a way that studying one module prepares students for covering every subsequent module. The whole course is divided into 4 modules: 1) Developing instructional materials by means of digital technologies; 2) Planning and organizing the learning process by means of digital technologies; 3) Distance learning; 4) Professional development as a way to manifest teacher’s identity. The practical use of this discipline will raise students’ awareness of digital technologies that will help them make this process easier and more effective; the students will explore popular software and services for distance learning arrangement and acquire skills of using them. Different aspects of teacher’s job are mentioned, they are as following: planning and organizing the learning process (this often entails a lot of paperwork); aspiration for professional development, learning new things, and adjusting curricula to modern reality.In this paper, we have presented the discipline, with the help of which students will gain and extend knowledge of all above-mentioned areas as well as practical skills of implementing digital technologies in education and professional life. Keywords: digital technologies; Digital Humanities; humanities; modern technologies; digital competence; education; selective discipline; humanitarization

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 Teaching and learning process to enhance teaching effectiveness: literature review

2021 ◽  
Vol 4 (1) ◽  
pp. 1-4
Author(s):  
Afzal Sayed Munna ◽  
Md Abul Kalam
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Learning Strategy ◽  
Positive Impact ◽  
Transformation Process ◽  
Teaching Resources ◽  
Research Findings

Teaching and learning process can be defined as a transformation process of knowledge from teachers to students. It is referred as the combination of various elements within the process where an educator identifies and establish the learning objectives and develop teaching resources and implement the teaching and learning strategy. On the other hand, learning is a cardinal factor that a teacher must consider while teaching students. The paper evaluated various academic journals, pedagogy and inclusive practices to assess the teaching effectiveness within the higher education setting. The objective of the research is to assess the teaching effectiveness in higher education setting. The research used experimental research methods (primarily reflection) using literary forms to analyse the theory with the reinforcement of the practice from the university experiences. The research findings suggests that, providing positive and adequate formative and developmental feedback, introduction of role play have profound positive impact on the confidence and self-esteem of the students. It was also revealed that, active learning environment promotes inclusivity and improve the faculty and student academic performances. The research findings will enable the educators to help create and implement an inclusive teaching and learning environment to improve the learner’s expectation and academic performance.

scholarly journals The use of EduBlog in initial teachers training: an experience of a teaching innovation project

2020 ◽  
Author(s):  
Maria Isabel Pardo Baldoví ◽  
Diana Marín Suelves ◽  
María Isabel Vidal Esteve
Keyword(s):  
Positive Impact ◽  
Digital Technologies ◽  
Digital Competence ◽  
Digital Tool ◽  
Teaching Innovation ◽  
Professional Performance ◽  
Teaching Competence ◽  
Competence Training ◽  
Innovation Project ◽  
The University

Digital technologies are central elements of today's society. In this context to achieve an adequate degree of development of Digital Competence for professional performance is essential, as well as for life in society and the exercise of citizenship. Higher Education must actively contribute to develop Digital Competence, training students to effectively use digital technologies. That need is exacerbated in the case of initial teacher training, not only because of the progress towards a digitalized school, but also because of the fundamental role in the training of future generations. With the aim of promoting the development of Digital Teaching Competence, this paper presents an innovation project implemented in the Degree of Teacher of Nursery and Primary Education of the University of Valencia that is based on the didactic use of EduBlog. The selection of this digital tool responds to its multiple benefits on the work of curricular content, the development of digital skills and the creation of a positive climate in the classroom. The project developed with a total of 131 second-year students demonstrates that the use of EduBlog has a positive impact on the learning process and on the increase in student engagement and motivation.

scholarly journals Knowledge and User Specifics of Digital Competence of Teachers of Human and Social Sciences in Secondary Vocational Education

2020 ◽  
Vol 10 (2) ◽  
pp. 175-208
Author(s):  
Jitka Lorenzová ◽  
Blanka Jirkovská ◽  
Lenka Mynaříková
Keyword(s):  
Social Sciences ◽  
Goodness Of Fit ◽  
Digital Technologies ◽  
T Test ◽  
Practical Training ◽  
Digital Competence ◽  
Goodness Of Fit Test ◽  
Chi Square ◽  
Human And Social Sciences ◽  
User Skills

The article presents data from more extensive research (N = 2015) focused on digital competences of secondary school teachers. The research aimed to find out knowledge and user specifics of digital competence of teachers of human and social sciences in comparison with the whole dataset, specifically with teachers of ICT and technical sciences. As a data collection tool, we used a self-created questionnaire. Data analysis was performed with IBM SPSS Statistics version 24 using the Chi-Square test of independence, Chi-Square goodness of fit test, ANOVA, the independent samples T-test and paired sample T-test. Research showed that teachers use only simple digital tools in their teaching, which do not impose great demands on the didactic‑methodical application. On the other hand, more demanding didactic tools (e. g. E-learning or virtual laboratory) are used significantly less. It has also been shown that although teachers see the pedagogical potential of digital technologies positively, the forms and means of digital education are almost unknown to them. The sample, therefore, shows a discrepancy between the expectations of the pedagogical effects of the application of digital technologies and only the average developed knowledge and user aspects of digital competences. In terms of knowledge and user specifics, teachers of human and social science lag behind the teachers of ICT and technical subjects in terms of assessing their knowledge and user skills. They do not show statistically significant differences compared to the whole dataset, which consists of teachers of mathematics, natural, medical, agricultural and environmental sciences, teachers of practical training and education, although even here their results are usually slightly worse.

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