DEVELOPMENT OF STUDENTS’ ALGORITHMIC THINKING AND DIGITAL LITERACY THROUGH MINECRAFT: EDUCATION EDITION

2021 ◽  
Vol 12 (2) ◽  
pp. 494-499
Author(s):  
Deyana Peykova ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Extracurricular Activities ◽  
Digital Literacy ◽  
Educational Process ◽  
Main Element ◽  
Free Access ◽  
Ministry Of Education ◽  
Learning Platform ◽  
Secondary Stage ◽  
Algorithmic Thinking ◽  
Real World Problems

The following work describes Minecraft: Education edition: Education Edition learning platform and its application in the educational process. The main element is gaming that builds teamwork skills, develops students’ creativity and engages them in real-world problems solving. Teachers use Minecraft: Education edition: Education Edition to teach a range of subjects, from history and chemistry to computer science and math, breaking curriculum standards and involving students in extracurricular activities and coding clubs. According to various educational experts, Minecraft: Education edition: Education Edition is one of the best existing digital tools for learning through entertainment. Bulgarian schools are provided by The Ministry of Education and Science with free access to the platform, which makes it an attractive tool that helps students to develop their algorithmic thinking and digital literacy. The article describes the main features of the game and gives specific examples of successful use of Minecraft: Education edition: Education Edition in the lower secondary stage of primary education.

scholarly journals USE OF DIGITAL TOOLS IN POSTGRADUATE PEDAGOGICAL EDUCATION

2021 ◽  
pp. 384-386
Author(s):  
Tetyana Sobchenko
Keyword(s):  
Secondary Education ◽  
Blended Learning ◽  
Digital Literacy ◽  
Postgraduate Education ◽  
Educational Process ◽  
Digital Tools ◽  
Ministry Of Education ◽  
Digital Competence ◽  
Professional Activities ◽  
Multimedia Technologies

The article is devoted to the problem of using digital tools and the formation of information and digital competence in postgraduate education of teachers. The urgency of the problem is due to the need of society to develop information literacy and information and digital competence as a key competence of modern teachers, as well as the need to organize a form of blended learning in general secondary education, which provides digital literacy of teachers. The aim of the article is to substantiate the feasibility of using digital tools in postgraduate pedagogical education. Research methods are theoretical (analysis of scientific sources, educational online platforms, sites, synthesis, and generalization of results); empirical (presentation and generalization of pedagogical experience). The article analyzes the ways of organizational and methodological assistance from the Ministry of Education and Science of Ukraine, public organizations, for teachers on the organization of blended learning in general secondary education: sites, educational platforms, manuals, recommendations, guidelines. It was found that using modern digital tools in postgraduate pedagogical education, the emphasis should be on organizing the process of interaction in such a way as to guide teachers in the implementation of these digital tools in their professional activities. Was revealed the content of teacher training in the context of the use of information, digital, multimedia technologies in the educational process. Was substantiated the expediency of studying and using digital tools (Padlet, Classroom, Kahoot, Trello, Mentimeter, Zoom, Meet, Canva, Pinterest, Classtime, GoFormative, Wiser, Live Worksheets, Techer Made, Presentation Tube, Zoom, Telegram, We Chat, Google Forms, Viber, Messenger, Moodle, Flipgrid) in postgraduate pedagogical education is substantiated. Were outlined the prospects for further research.

scholarly journals O letramento digital no processo de formação de professores de línguas

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Gabriela Marzari ◽  
Vilson Leffa
Keyword(s):  
Teacher Education ◽  
Critical Discourse Analysis ◽  
Extracurricular Activities ◽  
Digital Literacy ◽  
Teaching Practice ◽  
Literacy Practices ◽  
Historical Context ◽  
Educational Process ◽  
Language Teachers ◽  
Information And Communication

Resumo: No presente artigo, investigamos em que medida as Tecnologias da Informação e Comunicação (TIC) estão presentes na formação de professores de línguas no Brasil, tanto da língua materna quanto de línguas estrangeiras, a partir da identificação de práticas de letramento digital, conforme descritas pelos participantes deste estudo. Com esse objetivo, analisamos as concepções de quinze professores de Letras sobre o papel da tecnologia no ensino de línguas e suas implicações para a prática docente sob a perspectiva da Análise Crítica do Discurso (FAIRCLOUGH, 1989, 1992). A análise revelou que a presença da tecnologia nos cursos de formação de professores de Letras restringe-se, na maioria das vezes, a disciplinas eletivas e atividades extracurriculares. Como consequência, esses professores não se sentem efetivamente preparados para atuar no atual contexto sócio-histórico, profundamente marcado pela presença das TIC. Palavras-chave: Formação de professores. Tecnologia. Letramento digital. DIGITAL LITERACY IN THE EDUCATIONAL PROCESS OF LANGUAGE TEACHERS Abstract: In this paper, we investigate the extent to which Information and Communication Technology (ICT) is present in the educational process of language teachers in Brazil, both Portuguese and foreign languages, by identifying digital literacy practices as described by the participants of this study. With this objective in mind, we analyze the discourse of fifteen language teachers on the role of technology in language teaching and its implications for teaching practice from the perspective of Critical Discourse Analysis (FAIRCLOUGH, 1989, 1992). The analysis showed that the presence of technology in language teacher education courses is limited, in most cases, to elective courses and extracurricular activities. As a result, these teachers do not feel prepared to function effectively in the current socio-historical context, deeply marked by the presence of ICT. Keywords: Teacher education. Technology. Digital literacy. .  

MEGATREND OF DISTANCE EDUCATION: ADVANTAGES, DISADVANTAGES, RISKS

2020 ◽  
pp. 7-18
Author(s):  
Dmytro Dzvinchuk
Keyword(s):  
Social Networks ◽  
Distance Education ◽  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Free Access ◽  
Technical Aspects ◽  
Modern Information ◽  
Process Loss ◽  
Independent Work

The article considers some psychological, pedagogical and technical aspects of the introduction of distance learning. It is emphasized that the main purpose of creating a system of distance education is to ensure free access to educational resources through the use of modern information technologies and social networks and to create conditions for citizens to exercise their rights to education. The main disadvantages of distance education are depersonalization, lack of proper motivation of participants in the educational process, loss of educational and socialization functions of education, hyperbolization of independent work, low level of control over the educational process.

STAGE OF DIAGNOSIS READING SKILLS WITH STUDENTS IN 4TH CLASS THROUGH PROJECT LEARNING ACTIVITY

2018 ◽  
Vol 28 (3) ◽  
pp. 887-894
Author(s):  
Iva Andonova Stamenova
Keyword(s):  
Extracurricular Activities ◽  
Reading Skills ◽  
Literacy Skills ◽  
Point Of View ◽  
Learning Activity ◽  
Ministry Of Education ◽  
External Assessment ◽  
School Time ◽  
International Systems ◽  
Learning Projects

The report is devoted to the problem of reading with understanding in the fourth grade. The problem of the levels of reading literacy of elementary school pupils is also affected by international systems for assessing their achievements worldwide - PISA and PIRLS. The worrying results show that Bulgaria occupies one of the last places of literacy in the charts of the two international systems, which implies the necessity of introducing changes in the educational system. For this reason, the National External Assessment at the end of the 4th grade was introduced, based on the level of literacy and reader competence of our students.As a result of yearly tests and many expert studies, we disprove the information originally presented that we are at the bottom of the literacy chart in Europe. During the last few years, Bulgarian students have not only improved their literacy skills, but they have also been among the successful participants in national reading competitions, the project initiatives organized by the Ministry of Education and Science and the clubs for readership interests of the local libraries .Our pupils work on learning projects both in school time and in extracurricular activities that teachers place on their own. Design works are not only a pleasant activity for learners, but also a way of enriching the child's personality, building useful competencies and stimulating the development of creative activity. Apart from the above, the project activities allow students to share ideas, experiences, interests, teamwork, listen and respect with respect to their classmate's point of view, to communicate as equal partners in the process of project endeavors. Teamwork brings together the class and sets the foundations for a friendly work environment where each team member makes every effort to finalize the project.

Digital literacy as a prerequisite for transforming the modern Russian education system

2020 ◽  
Vol 22 (5) ◽  
pp. 62-66
Author(s):  
NATALIA S. EPIFANOVA ◽  
◽  
MIKHAIL G. POLOZKOV ◽  
Keyword(s):  
Educational System ◽  
Education System ◽  
Digital Literacy ◽  
Integrated Approach ◽  
Digital Economy ◽  
Educational Process ◽  
Stage Of Development ◽  
Main Factors ◽  
Russian Education ◽  
Current Stage

The article studies the necessity and features of transformation of the educational system under conditions of accelerated development in the digital economy. Particular attention in the context of this transformation is given to significance and possibilities of digital literacy, which forms the whole complex of fundamentally new requirements for all participants in the education system. The authors argue that the current stage of development of the digital economy requires the education system not only to digitalize its individual elements and links, but to apply a fundamentally new integrated approach that would transform the education system while taking into account new goals, structure and content of the educational process. The authors define digital literacy as the ability to form and apply educational content through digital technologies. The article gives particular emphasis on the significance and potential of individualizing the educational trajectory and the concept of continuing education. The authors consider the main factors in the development and achievement of the level of digital literacy, considering the requirements that the digital economy is currently imposing on the educational system.

scholarly journals DEVELOPMENT OF TRANSVERSAL SKILLS IN PRIMARY SCHOOL (CLASSES 1-3): CONTEXT OF LIFELONG LEARNING

2021 ◽  
Vol 2 ◽  
pp. 468-480
Author(s):  
Ivita Pelnēna ◽  
Arturs Medveckis
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Learning Process ◽  
Digital Literacy ◽  
Scientific Literature ◽  
Educational Process ◽  
Skills Acquisition ◽  
Guided Learning ◽  
The Impact ◽  
Creativity And Innovation

The primary task of the 21st century education is not anymore to transfer continuous information, but the skill to acquire independently and learn this knowledge during lifetime. In the future, the development of transversal skills plays an important role in the educational process. Transversal skills, such as critical thinking and problem-solving, creativity and innovation, self-guided learning, cooperation, civic participation and digital literacy, are raised in the framework of Education Reform in Latvia (Skola 2030, 2017). The beginning of the learning process during the stage of primary school is an essential step in transversal skills acquisition, particularly emphasizing the impact of the Classes 1-3 stage, on the further learning process. According to the outcomes determined in the standard of primary education to be achieved, it is necessary to develop significantly transversal skills in this stage, as well as observe carefully the changes in children’s age development that affect the possibilities of transversal skills development.The goal of the research:  analyse the development of transversal skills in primary school (Classes 1-3).Research method: content analysis of the education content regulating documents and scientific literature. 

scholarly journals Content characteristics and aspectization of components of human capital structure

2020 ◽  
pp. 42-48
Author(s):  
Nadiia Benko
Keyword(s):  
Human Capital ◽  
Capital Structure ◽  
Social Development ◽  
Educational Process ◽  
Economic Research ◽  
Human Potential ◽  
Main Element ◽  
System Component ◽  
Reproductive Process ◽  
Potential Capacity

Purpose. The aim of the article is to clarify the various approaches to the interpretation of the essence and significance of human capital for the development of a modern theoretical basis for human capital development in the economy. Methodology of research. The theoretical and methodological bases of the study are the fundamental provisions of modern economic theory, research of domestic and foreign scientists. Systemic, process, historical and logical approaches were used to achieve the goal and defined tasks. General scientific methods were used in the process of research: comparison – in determining the differences in the interpretation of the essence of human capital by different scientists; analysis – in determining the quantitative and qualitative parameters of human capital; synthesis – in determining the components of the structure of human capital, which are the objects of management and measurement and the system of indicators, which are the objects of management of its structure; induction and deduction – in determining approaches to the essence of human capital and aspecting the components of the structure of human capital. Also special methods of economic research were used: grouping – in determining aspects of the components of the structure of human capital and their effectiveness, indicators of human capital; tabular and graphic – when systematizing the components of the structure and indicators of human capital, aspectization of human capital; analysis at the macroeconomic level - in determining trends in the concept of human capital. Findings. As a result of studying of human capital it is established that: human capital is the ability to bring benefits (correlated with the concept of "labour"); human capital is a stock (correlated with the concept of "asset" which is temporarily not used); human capital is a resource (correlated with the concept of "asset" which is used); human capital is a potential (correlated with the concept of "asset" which can be used to a limited extent based on the used set of potential capacity or sources of potential capacity); human capital is a source of income (correlated with the amount of income); human capital is a special form of capital (acts in the form of interaction of needs and abilities of the subject); human capital is a form of realization of economic relations. Originality. Theoretical provisions on the essence of human capital as an economic category were clarified, in which human capital is the carrier of systemic relations of the reproductive process of society Namely, system-component approach in the interpretation of the "human capital" term was substantiated, which, in contrast to the existing approach, defines the composition and aspects of component structure of human capital, which reveals the internal organization of human capital and the relationship of its constituent components, i.e. those that were obtained biologically, those that were obtained in society, those that formed the carrier of human capital as the main element of the productive forces. Practical value. The practical significance lies in increased scientific reasoning of theoretical provisions and practical measures to ensure the mechanism of state regulation of the reproduction of human capital in accordance with the transformational changes in social relations and market conditions, as well as globalization processes. The author's proposals can be used by the Ministry of Labour and Social Policy, in developing strategies and concepts of social development of countries, or by the Ministry of Economics, in developing economic and social development projects of Ukraine, educational process of higher education institutions of Ukraine. Key words: capital, human capital, human potential, theory of human capital, concept of human capital, system approach, structural and functional approach, management approach, components of human capital structure, aspectization.

scholarly journals The system of personalized instruction in school education: problems of implementation and adaptation

2020 ◽  
pp. 142-152
Author(s):  
Polina O. Kraynova ◽  
Alexey S. Obukhov
Keyword(s):  
General Education ◽  
Personal Characteristics ◽  
Personalized Learning ◽  
Educational Process ◽  
Learning System ◽  
High Quality Research ◽  
Global Trends ◽  
Learning Platform ◽  
The Usa ◽  
The Individual

In the context of global trends in the humanization of education, issues of differentiation, individualization and personalization of education are actively discussed. At the same time, the key question remains – how to preserve the individual capabilities, interests and needs of each student while maintaining collective learning formats? How to take into account the personal characteristics and capabilities of each when passing and mastering general education programs? One such solution was the PCBL personalized learning platform developed in the USA. Currently, the Khoroshevskaya school is introducing and adapting this platform to the Russian conditions of education. The article examines the specific case of implementing a system of personalized competency-based education in a separate school – what problems, barriers and difficulties are encountered in its implementation. The study is built in the logic of qualitative research on the basis of high-quality research interviews with the main participants in the educational process in the context of introducing a personalized learning system.

scholarly journals Technological competencies required for the intermediate and high school female teachers to use the interactive whiteboard within the classroom

2019 ◽  
Vol 3 (22) ◽  
Author(s):  
Mashael Abdulrahman Al-Qaraawi ,  Abu Bakr Yousef Ghannam
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Interactive Whiteboard ◽  
Highly Qualified ◽  
School Teachers ◽  
Secondary Stage ◽  
Design Activities ◽  
Technological Competencies

    The current research aimed at identifying the technological competencies required for intermediate and secondary school teachers to activate the use of interactive whiteboards in the classroom. To achieve this goal, the question of technological competencies for middle and high school teachers was answered to activate the use of the interactive whiteboard in the classroom. Based on the objective of the research and its questions، the researcher used the descriptive method for its relevance to the research. The sample included (40) teachers of the intermediate and secondary stage in Al-Fursan Private Schools for Girls in Riyadh who used the Smartboard in teaching. The researcher used the questionnaire to collect the necessary data to answer the study questions. The responses were analyzed using the following statistical methods: frequencies، percentages, arithmetic mean، Pearson coefficient to measure the validity of the internal consistency of the study instrument، and Vacronbach coefficient in order to measure instrument stability. The most important results of the research are that the members of the research sample have three design competencies needed to activate the use of the interactive whiteboard in the classroom to a high degree: the ability to design a lesson، master the techniques of evaluation and the ability to design activities، all using interactive whiteboard. The study also concluded that incentives were given to the teacher who uses interactive whiteboard in teaching, and also to design modern buildings for educational institutions in accordance with the requirements of presentation and use of the interactive whiteboard in the classroom. The study recommended the educating middle and secondary school teachers about the importance of using interactive whiteboard in the educational process at all levels، and also working on attracting highly qualified human cadres for the success of the interactive whiteboard.    

scholarly journals The reality of using Islamic Sciences secondary school teachers Collaborative websites in the secondary schools in their teaching practices، and a proposal to activate it: واقع توظيف معلمات العلوم الشرعية بالمرحلة الثانوية لمواقع الويب التشاركية في ممارساتهن التدريسية، وتصور مقترح لتفعيلها

2019 ◽  
Vol 3 (32) ◽  
Author(s):  
Mona Shabab Elmetarey
Keyword(s):  
Secondary School ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Survey Method ◽  
Average Score ◽  
School Teachers ◽  
Secondary Stage ◽  
Third Dimension ◽  
Descriptive Survey

  The present study aimed to investigate the reality of employing the teachers Islamic Sciences at the secondary stage of the Collaborative websites in their teaching practices, and to visualize a proposal to activate it. The study followed the descriptive Survey method. A questionnaire was applied to a sample of (206) teachers of Islamic Sciences in the secondary stage in Riyadh. The results of the study found that the degree of employment of Islamic Sciences teachers in the secondary stage of the participatory websites as a whole came in a medium degree with an average of (2.71),the study reached the first dimension was: YouTube ranked first with an average of (3.09) with a (medium) approval, while the fourth dimension was: Tweet The third dimension was: blogs ranked third with an average score of (2.60) with a (weak) approval level. The second dimension: wikis came in last place with an average of (2.53) With a low approval level. The study also presented a suggested proposal for activating Collaborative websites in the educational process.    

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