FORMATION OF COMPETITIVENESS OF FUTURE IT SPECIALISTS BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Professional Growth ◽

Educational Institution ◽

Educational Process ◽

Professional Activity ◽

Process Creation ◽

The Future ◽

Definition Of

The article attempts to summarize the key approaches to the formation of competitiveness of future IT specialists by means of information and communication technologies. The theoretical aspects of a specialist's competitiveness are presented in the form of an analysis of common problems of competition and competitiveness. The definition of the term "specialist competitiveness" is offered, the understanding of competitiveness in relation to the specialist in the field of IT is specified. The review of the most effective pedagogical methods aimed at increasing the competitiveness of IT specialists is carried out and the necessity of application in the educational process of information and communication technologies is substantiated. Attention is drawn to the fact that training of future IT specialists is impossible without the creation of specific pedagogical conditions that provide the process of forming the future competitiveness of the future specialist in the field of IT. Experienced through a competitive outcome that ensured competitiveness between participants in the process; to create vocational-motivational work to activate the process of professional activity of the future time; application of innovative pedagogical technologies in the process of teaching; the success of professionals and the competitiveness of training itself. First of all, it is about creating a competitive educational environment that will ensure the development of competitive activity between the participants of the educational process; creation of a professional-motivational environment for activating the process of professional growth of the future specialist; application of innovative pedagogical technologies in the process of teaching; raising the professional level of teachers and the competitiveness of the educational institution itself. Methods with the use of information and communication technologies are described in the work, aimed at the formation of professional competences, communicative abilities of a specialist, such as the ability to interact with the environment, work in a team, be accountable to the team, which is a necessary component of the competitiveness of a specialist in the field of IT.

CONTENT AND DIRECTIONS OF ANTIBULING POLICY AT SCHOOL

PSYCHOLOGICAL JOURNAL ◽

10.31108/1.2021.7.4.2 ◽

2021 ◽

Vol 7 (4) ◽

pp. 18-27

Author(s):

Yulia Udovenko ◽

◽

Evgeniya Gladyshko ◽

Keyword(s):

Educational Institution ◽

Integrated Approach ◽

Educational Process ◽

Point Of View ◽

Bullying Policy ◽

Official Position ◽

Foreign Countries ◽

The article is devoted to the problem of bullying and anti-bullying policy in school institutions. The problem of bullying, from a scientific point of view, began to be studied at the end of the 20th century. Today, this issue is covered in all laws and programs related to ensuring a safe educational environment for participants in the educational process. Bullying, as a social and pedagogical problem, has been actively studied since the beginning of the development of information and communication technologies, which contributed to the rapid dissemination of not only verbal, but also media information: photo and video facts about manifestations of bullying between children. The article presents the results of the research "Unicef", "La Strada-Ukraine", which indicate the prevalence of the phenomenon of bullying among children. The essence of the concept of "bullying" is revealed, as well as categories that are close in meaning: "violence", "aggression", "bullying", "bullying", "conflict". The structural components of the roles of the bullying process are described: initiators or offenders, helpers of offenders, defenders of the victim, victims and observers. The article provides data on anti-bulging programs in foreign countries and focuses on the problem of anti-bulging policy in educational institutions of our country. Three main approaches that make up the anti-bullying policy of schools are analyzed: disciplinary, restorative and an integrated approach, which is implemented using two directions: managerial and educational. The directions of anti-bullying policy at school are presented, namely managerial and educational. The managerial direction is organized and implemented by the head of the educational institution. The constituent components of activities in this area are an analysis of the current situation in an educational institution, the development of an official position of the institution regarding bullying and informing all participants in the educational process about it, the development of rules of conduct for all participants in the educational process and informing about them, defining the responsibilities and responsibilities of participants educational process in relation to the rules of safe behavior in an educational institution, instructing employees, students and parents. Whereas the educational direction is characterized by informing, explaining, developing the skills of tolerance and non-violent communication of all participants in the educational process.

Didactic basics of ICTs usage in foreign language teaching in non-language higher education institutions

Engineering and Educational Technologies ◽

10.30929/2307-9770.2020.08.01.08 ◽

2020 ◽

Vol 8 (1) ◽

pp. 95-104

Author(s):

Аlla Oleksandrivna Shchehlova ◽

Keyword(s):

Higher Education ◽

Foreign Language ◽

Professional Growth ◽

Higher Education Institutions ◽

Bologna Process ◽

Educational Process ◽

Teaching Aids ◽

The article explores the features of modern information and communication technologies implementation in teaching technical English. The specifics of teaching foreign languages for applicants for non-linguistic specialties has its own characteristics, which should be taken into account when constructing and conducting classes. The information society poses new challenges and correspondingly new goals for teachers and applicants to higher education, the achievement of which is ensured by analyzing situational data and creating the environment that would most closely reflect the realities of the modern professional environment, which requires an appropriate level of a foreign language knowledge. It was determined that electronic learning tools act as a catalyst in mastering the material and improve the quality of the educational process. The study analyzed psychological factors that provide an extremely high level of student motivation and form the corresponding priorities in the direction of professional growth. The pedagogical ways of introducing multimedia teaching aids while studying a foreign language are described in detail as a key condition for the fundamental training of a qualified specialist, focused on meeting the needs of the modern market. It is noted that higher education institutions do not yet fully possess educational computer programs and the latest software, which is one of the most pressing problems in the digitalization of the educational process. It is proved that the effectiveness of achieving didactic goals directly depends on the chosen forms and methods of training, and the inclusion of information and communication technologies has such advantages as individualization and intensification of the educational process, an increase in the amount of independent work of the applicant, which is an important component of the Bologna process. In this regard, and with the aim of developing the communication skills of future specialists, ICTs are considered to be the primary element in the training of qualified specialists in economic fields.

The use of information and communication technologies in training ecology students

E3S Web of Conferences ◽

10.1051/e3sconf/202016610027 ◽

2020 ◽

Vol 166 ◽

pp. 10027

Author(s):

Iryna Barna ◽

Lіudmyla Hrytsak ◽

Halyna Henseruk

Keyword(s):

Environmental Impact ◽

Impact Assessment ◽

Environmental Impact Assessment ◽

Professional Growth ◽

Educational Process ◽

Group Project ◽

The Impact

Increasing demand for experts capable of high-quality assessment of the impact of a particular planned activity on the environment involves a more effective use of information and communication technologies (ICT) in the educational process of training ecology students. The authors present a methodology for students to study the educational material of the “Environmental Impact Assessment” course by using ICT. The methodology and algorithm for using the Padlet interactive whiteboard, Mindomo mind maps, Easel infographics, Google Drive and Google Docs in lectures and practical lessons are described. Particular attention is paid to the preparation of a group project using ICT. Tested in the Ternopil Volodymyr Hnatiuk National Pedagogical University, the methodology allows to implement a number of tasks such as: promotion of intensification and effectiveness of teaching; acquisition of practical skills to quickly find the necessary information on various online resources for ecology students; simulation of the real procedure of environmental impact assessment in the classroom; development of the ability to professionally communicate with experts in other fields of knowledge or activity, etc. Examination of the results of using ICT to study the “Environmental Impact Assessment” course has shown a significant increase in informational literacy among ecology students and their individual professional growth.

ВПЛИВ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ НА ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ОСОБИСТОСТІ ФАХІВЦЯ СОЦІАЛЬНОЇ РОБОТИ

10.33407/itlt.v66i4.2066 ◽

2018 ◽

Vol 66 (4) ◽

pp. 93 ◽

Cited By ~ 1

Author(s):

Valentyna V. Balakhtar

Keyword(s):

Social Work ◽

Social Workers ◽

Human Person ◽

Educational Process ◽

Professional Activity ◽

Education Development ◽

The Social ◽

The problem of forming the competence of a specialist in social work has always been a complex issue that needs to be addressed as rapidly as possible. At present there is a growing demand for specialists in the social sphere, characterized by a clearly defined professional focus, high intellectual level, creativity, the ability to constant development and improvement, analyze the problems of vulnerable population groups, plan the work of both social workers and the social service in general, dedication to human, national ideas etc. The provision of quality education for prospective specialists in social work in Ukraine requires the revision of methods and forms, principles and approaches to their training. The article justifies the necessity of using the information and communication technologies in the educational process, as modern social workers should have a competitive advantage in the labor market, be able to respond efficiently to the problems in the human-human system relying on their own ability to communicate and cooperate with various categories of population, and at the same time striving to achieve a holistic development of one's own personality and professional activity, acquire competences, skills, professionalism. Nowadays the human person, with their essential nature and subjectivity is the highest objective of society. The introduction of information and communication technologies into the training promotes the development of professional competences of the future social workers and is an arms-length process of education development. Prospective trends of using information and communication technologies are determined as following: they can be both the object of study and the means of instructions. The results of a survey among specialists in social work on obtaining practical-oriented knowledge and skills have been presented.

ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ ЯК ІНСТРУМЕНТ ПІДВИЩЕННЯ ЯКОСТІ ДОШКІЛЬНОЇ ОСВІТИ

10.33407/itlt.v69i1.2688 ◽

2019 ◽

Vol 69 (1) ◽

pp. 21

Author(s):

Halyna A. Nazarenko ◽

Tetiana K. Andriushchenko

Keyword(s):

Educational Institution ◽

Preschool Education ◽

Educational Process ◽

Preschool Age ◽

Teaching Staff ◽

Significant Potential ◽

The article highlights the results of the research on information and communication technologies potential possibilities for preschool education quality improvement. During conceptual-diagnostical, organization-preparational, formational and test-generalizing stages of pedagogical experiment in educational establishments there were created necessary material-technical conditions for effective use of ICT in different spheres of preschool education. The research of pedagogical software required for qualified preschool education and other digital educational resources was carried out. It was provided teachers training to use ICT in organization of preschool education and in personal professional development, as well as created methodological support for the implementation of ICT in sphere of preschool education. It has been proved that the quality of preschool education characterizes both the educational process and its results, reflects the level of achieving the aim and tasks of education, upbringing and development of preschool age children and also the level of fulfillment of teachers’, children’s and their parents’ expectations from the use of ICT in the educational process at preschool educational establishments. This article ascertains a significant potential of ICT in the development of preschool teachers IC-competency, organization of education, upbringing and development of children of the upper preschool age, testifies to the importance of cooperation with parents of preschoolers. It presents the experience of using ICT as a didactic tool, which contributed to a more effective realization of the tasks of the main lines of education, which are defined as a basic component of preschool education: “Child’s personality”, “Child in the society”, “Child in the environment”, “Child in the world of culture”, “Child’s game”, “Child in sensory-cognitive space” and “Child’s speech”. The article reveals the significant potential of the use of information and communication technologies for raising the parental awareness about the quality of educational services in the preschool educational institution, as well as for establishing a partnership between the teaching staff and the parent community on all issues of preschool education.

Formation of Psychological Readiness of the Teacher to Implement Information and Communication Technologies in Professional Activities

International Journal of Education and Information Technologies ◽

10.46300/9109.2021.15.38 ◽

2021 ◽

Vol 15 ◽

pp. 364-371

Author(s):

Liudmyla Honchar ◽

Olga Derkachova ◽

Valentyna Shakhrai ◽

Volodymyr Saienko ◽

Olexandr Hladoshchuk ◽

...

Keyword(s):

Educational Institution ◽

Information And Communications Technology ◽

Professional Activity ◽

Educational Innovations ◽

Professional Activities ◽

Ict Use ◽

Online Test ◽

The relevance of discussing the components of the psychological strategy for teachers’ use of Information and Communications Technology (ICT) at General High School Educational Institution (GHSEI) involves the categories of cooperation, reflexive, motivational and informational parts of the strategy have been developed and characterized as components of teacher readiness for professional activity in a multidisciplinary environment. The aim of the research is to develop a pedagogical strategy for psychological readiness of teachers to use ICT to eliminate internal and external barriers that interfere with the intensive exchange of information among and behind the educational team. Methodology. Sociological survey (number of participants 1200) on the platform “Online Test Pad” among teachers of GHSEI (Ukraine). Results. The list of components in the structure of psychological readiness of students to implementation of educational innovations, including emotional-motivational, cognitive-motivational, orientational, activity-operational, moral, communicative, volitional, mobilizing, evaluative-resulting. The article outlines the stages of solving the main psychological barriers to innovation in the use of information and communication technologies. Presented is the assessment of the components of psychological readiness to the implementation of ICT through the respondents’ free responses. The article revealed the criteria of psychological actualization of personal achievements in the use of ICT in professional activity. The conditions of psychological readiness for the use of ICTs in pedagogical activity as well as the professional tasks of ICT use were determined. The practical value of the study was the presentation of the recommended strategy for implementation of ICT-warehouses in professional activities with the use of information on the psychological readiness of the teacher.

DIDACTICS FUNCTIONS OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PROFESSIONA ACTIVITY OF TEACHER OF PHILOLOGIST

10.33407/itlt.v5i1.146 ◽

1970 ◽

Vol 5 (1) ◽

Author(s):

Nataliia V. Soroko

Keyword(s):

Educational Process ◽

Professional Activity ◽

Modern State ◽

Modern Information

The modern state of informatization of educational process is analysed in the article. Problems of the using of modern information and communication technologies in professional activity of teacher-philologist are lighted up in. The basic didactics functions of IСT are exposed in professional activity of teacher-philologist.

The Role of Digital Technologies in the Education System

Journal La Edusci ◽

10.37899/journallaedusci.v1i6.258 ◽

2020 ◽

Vol 1 (6) ◽

pp. 1-4

Author(s):

Umarova Fotima Abdurahimovna

Keyword(s):

Teaching And Learning ◽

Educational Institution ◽

Educational Process ◽

Models Of Teaching ◽

Educational Role ◽

High Level

The purpose of this article is to analyze the introduction and use of information and communication technologies (ICT) in the special disciplines of higher education, to teach teachers how to improve the effectiveness of teaching and learning through information and communication technologies. This article discusses the issues of improving the knowledge and skills of students through the use of modern information and communication technologies in the preparation of specialists, increasing students' interest in the educational process and the ability to apply their knowledge in practice in the future. The focus is on the need to develop appropriate strategies for a new educational role and, in addition, to enhance the role of learners in integrating information and communication technologies into the educational process. The role and perspective of the teachers was very important, highlighting them as key players in the process. The data show that there is a belief that the use of information and communication technologies in the educational process will help increase the effectiveness of education and facilitate the organization of the educational process. In particular, it shows that the contribution of information and communication technologies to the improvement of the educational process in educational institutions, where information and communication technologies is an innovative factor, is high. Achieving this high level means that the educational institution must not only modernize technological means, but also change the models of teaching.

Problems of CIT application in distant foreign language and professional communication teaching

E3S Web of Conferences ◽

10.1051/e3sconf/202127312161 ◽

2021 ◽

Vol 273 ◽

pp. 12161

Author(s):

Tatiana Koshel

Keyword(s):

Foreign Language ◽

Educational Process ◽

Professional Communication ◽

Definition Of ◽

Definition Of Information ◽

The University ◽

Teaching Professional

The article examines higher education at the stage of transformational processes of transition to the global educational space. The importance of the discipline of a foreign language, as a means of intercultural, scientific and academic interaction in a given space is emphasized. The issues of the introduction of information and communication technologies in the process of teaching a foreign language are considered. The main regulatory documents in this area are considered. The definition of information and communication technologies as applied to the process of teaching a foreign language is given. Educational online platforms for teaching professional communication in a foreign language have been analyzed. The importance of interaction between the university and secondary school in the formation of a consistent trajectory of teaching a foreign language and professional communication in a foreign language is emphasized. Problems on the way of digitalization of the educational process are identified and solutions are proposed.

ВИКОРИСТАННЯ ЗАСОБІВ ГЕОІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ ФОРМУВАННЯ ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ ГІРНИЧОГО ПРОФІЛЮ

10.33407/itlt.v53i3.1363 ◽

2016 ◽

Vol 53 (3) ◽

pp. 61

Author(s):

Svitlana М. Hryshchenko

Keyword(s):

Educational Process ◽

Geoinformation Technologies ◽

The Future ◽

The relevance of the material covered in the article is caused by the need to ensure the effectiveness of the educational process in the preparation of the future mining engineers. The sources on the problems of ecological competence formation have been analyzed. The article focuses on geoinformation technologies software used in the formation of ecological competence of the future mining engineers. It has been revealed the concept of geoinformation information and communication technologies, ecological competence in the specialists training, the means of geoinformation technologies, which are necessary for the preparation of the future mining engineers.