scholarly journals Using of digital technologies in the teaching of aviation chemistry in flight establishments of higher education

2021 ◽  
Vol 9 (4) ◽  
pp. 48-58
Author(s):  
Hanna Chornohlazova ◽  
Keyword(s):  
Digital Technologies ◽  
Cloud Service ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Institutions ◽  
Educational Problem ◽  
Mental Maps ◽  
Interactive Exercises ◽  
Independent Work ◽  
Thinking Tools

The article deals with the problem of development of cognitive interest of cadets of flight educational institutions in the process of teaching the discipline «Aviation Chemistry» through the use of digital technologies in the educational process. In the process of training cadets, taking into account the epidemiological situation, there is a need to use techniques that stimulate increased attention and interest in the classroom, in particular in the process of distance learning. Such techniques define digital technologies in the article. The concept of «digital technologies» is clarified, their composition and principles of application are substantiated. Monitoring of digital tools used in the process of student learning. The tools for setting the educational problem, summarizing the studied material, summarizing, tools for testing and consolidating knowledge, forming critical thinking, tools for organizing group work, reflection and for organizing independent work of cadets. Also, the criteria for selecting digital technologies are highlighted. Emphasis is placed on using the Google Workspace cloud service package. In particular, the use of such services as Google Classroom, Google Meet, Google Forms, Google Chat, Google Drive in the process of teaching the discipline «Aviation Chemistry». In addition, the use of digital tools is described: Learningapps - a tool that allows you to create interactive exercises; Answergarden - a concise tool for organizing instant evaluation of responses; Mindmeister is a tool for creating mental maps.

scholarly journals TO THE QUESTION OF UPDATING THE CONTENT OF ECONOMIC DISCIPLINES USING DIGITAL TECHNOLOGIES

2021 ◽  
pp. 249-257
Author(s):  
Ольга Викторовна Смирнова
Keyword(s):  
Economic Theory ◽  
Economic Development ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Work Program ◽  
Internet Resources ◽  
Social And Economic Development ◽  
Independent Work

Цель статьи - исследовать возможности и сферы применения цифровых технологий в образовательном процессе на примере дисциплины «Экономическая теория». Тенденции общественного и экономического развития, в т.ч. процессы цифровизации, выдвигают новые требования к системе образования. Существует необходимость содержательного обновления дисциплин учебного плана, применяемых образовательных технологий, а также определения направлений трансформации в организации образовательного процесса в соответствии с требованиями времени. Новизна заключается в разработке актуализированной рабочей программы дисциплины «Экономическая теория» путем обоснования и включения в ее разделы различных цифровых технологий, позволяющих заложить основу для дальнейшего формирования у обучающихся компетенций, в т.ч. цифровых, востребованных современным рынком труда. В статье обоснована необходимость использования ряда цифровых инструментов в учебном процессе, разработаны задания для практических занятий и самостоятельной работы обучающихся с использованием цифровых технологий, внесены изменения в лекционную часть, список рекомендованной литературы и интернет-ресурсов, необходимых для освоения дисциплины. Также представлены некоторые результаты применения цифровых инструментов в учебном процессе. The purpose of the article is to explore the possibilities and areas of application of digital technologies in the educational process on the example of the discipline «Economic Theory». Trends in social and economic development, incl. digitalization processes, put forward new requirements for the education system. There is a need for a meaningful update of the curriculum disciplines, educational technologies used, as well as determining the directions of transformation in the organization of the educational process in accordance with the requirements of the time. The novelty lies in the development of an updated work program for the discipline «Economic Theory» by substantiating and including in its section’s various digital technologies, which make it possible to lay the foundation for the further formation of students' competencies, incl. digital, in demand in the modern labor market. In the course of the study, the necessity of introducing a number of digital tools into the educational process was substantiated, tasks for practical exercises and independent work of students using digital technologies were developed, changes were made to the lecture part, the list of recommended literature and Internet resources necessary for mastering the discipline. Some results of the use of digital tools in the educational process are also presented.

Using digital tools during dista nce learning: teacher experience

2021 ◽  
pp. 22-31
Author(s):  
I. N. Shegai
Keyword(s):  
Digital Tools ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Learning Technology ◽  
Practicing Teachers ◽  
New Methods ◽  
Communication Program ◽  
Offline Learning ◽  
Interactive Exercises ◽  
Distance Interaction

Due to the situation caused by the coronavirus COVID-19, educational institutions were forced to switch to a mode of distance interaction with students. The proposed material presents the range of digital tools successfully used by the teacher during the period of distance learning, as well as proposed for use in the traditional learning mode in the perspective of the use of blended learning technology. Among the tools, attention is paid primarily to educational platforms, portals, electronic notebooks, services for creating interactive exercises, quests, quizzes, and video sessions. Several variants of virtual whiteboards are offered for use, and attention is also drawn to the possibility and feasibility of using MOOC in school. As examples, the methodological techniques implemented in the lessons during the distance in the Zoom communication program are given. The use of digital tools in school education allows you to create, implement and distribute new methods of teaching and working with children, improve educational approaches, and further combine the possibilities of online and offline learning. The article will be relevant for practicing teachers and researchers whose interests lie in the field of digitalization of education.

scholarly journals Features of the formation of educational motivation of students in a digital educational environment

2021 ◽  
Vol 102 (2) ◽  
pp. 18-25
Author(s):  
N. Serikbayeva ◽  
◽  
P. Rakhimgalieva ◽  
Zh. Suleimenova ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Psychological Factors ◽  
Academic Motivation ◽  
Digital Technologies ◽  
Digital Tools ◽  
Educational Institutions ◽  
Recent Experience ◽  
Full Time ◽  
Digital Environment ◽  
Educational Motivation

The content of the article is aimed at a comparative analysis of the level of formation of educational motivation of students in accordance with the development of digital technologies. The digitalization process will make it possible to teach students in higher educational institutions remotely and in traditional form, providing for the development of human capital. Recent experience shows that 75 % of students are proficient in using digital tools, but academic motivation to study online is low. Our research was aimed at identifying the features of the change in the level of educational motivation of students in distance online learning compared to full-time education. A comparative analysis of the features of the formation of students' motivation using psychodiagnostic methods is carried out. The results of a study of 125 university students showed that the motivation of students to study remotely differs for a number of reasons. The article describes the pedagogical and psychological factors that contribute to the formation of educational motivation of students in a digital environment, and provides a quantitative analysis of the research results.

PROFESSIONAL DEVELOPMENT OF TEACHERS FOR THE IMPLEMENTATION OF DISTANCE LEARNING AT SCHOOL

2021 ◽  
Vol 71 (3) ◽  
pp. 143-154
Author(s):  
G. Mailybayeva ◽  
◽  
G. Zholtayeva ◽  
D. Kaldiyarov ◽  
A. Meirambek ◽  
...  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Successful Implementation ◽  
Digital Competence

The article deals with the problem of increasing the level of competence of teachers associated with the use of digital educational technologies in the educational process of the school by organizing advanced training courses. Effective digital educational technologies for organizing distance learning are also described. The formation of digital competence is possible in the process of implementing educational programs of higher education, as well as professional development and professional training programs. The authors, based on the analysis of empirical data obtained during the survey of current teachers and future teachers - students of the pedagogical direction on the use of distance educational technologies in the educational process, identify problems and difficulties in using digital technologies, types of competence improvement for the successful implementation of distance learning. Based on the analysis of ICT competence in the field of education, the authors developed a program of a professional development course on the topic "Kashyktyktan okytudagi tsifrlyk bilim beru technologiyalary" and conducted teacher training. The survey revealed the degree of readiness and desire of teachers to use digital tools and services in the educational process. This suggests the need for further development of the organization of effective online communication of participants in the educational process, productive feedback with students using digital technologies; forming a critical assessment of students 'behavior and correcting their actions when working in a digital educational environment, monitoring the independence of students' performance of educational tasks; using the potential of digital tools and services in organizing group work and project activities of schoolchildren, and others.

Information Literacy of a Foreign Language Teacher: An Analysis of Russian and European Professional Standards of Teachers

Vestnik MEI ◽  
2021 ◽  
pp. 135-142
Author(s):  
Marina A. Slepneva ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Professional Standards ◽  
Digital Tools ◽  
Long Period ◽  
Information And Communication

The introduction of information and communication technologies into the educational process began more than twenty years ago, along with the rapid spreading of computers around the world. However, not all educational institutions have supported the inclusion of information and communication technologies into the educational process for the above-mentioned quite a long period of time. Most likely, this was due to insufficient financial investments in modernization. In addition, insufficient attention was initially paid to training of teachers for working with digital technologies. At present, when information and communication competence has already been included into all international standards for teachers, it turned out that neither graduates from teacher training institutes nor teachers who have been working for already a long period of time have sufficient competencies for using digital technologies in practice. A comparative analysis of Russian and European professional standards for teachers is carried out, and the competencies they should possess are considered. Various versions of the information literacy definitions are given, which have undergone changes in the technological development process. Special attention is paid to the requirements for competencies of foreign language teachers in the field of digital technologies. The list of the currently available digital tools, including mobile devices, is discussed. The students actively use such technologies to learn languages, but to yield a really positive effect, digital tools should be integrated directly into the educational process in a professional manner. The experience of work with digital technologies gained by the teachers of the NRU MPEI Department of Foreign Languages is considered. A conclusion has been drawn, according to which a high level of information literacy enables teachers not only to change their own pedagogical methods, but also to open new horizons for their students, who, in turn, gain access to high quality education.

scholarly journals Methodological Approach to Studying Unintended Consequences of Digitalization in Education

2021 ◽  
Author(s):  
Daria Goloukhova ◽  
Elena Kuzmina
Keyword(s):  
Methodological Approach ◽  
Complex Structure ◽  
Theoretical Perspective ◽  
Digital Technologies ◽  
Unintended Consequences ◽  
Educational Process ◽  
Educational Institutions ◽  
Sociological Research ◽  
Analysis Errors

The article describes sociological research methodology referring to the problems of digitalization in education. The authors’ concept of digitalization is defined according to the specific aims of the study, emphasizing the peculiarities of the educational sphere. Digitalization in education can be considered as an introduction and active use of digital technologies at different stages of the educational process. The study has determined that the introduction of digital technologies in education leads to the unintended consequences which can have unanticipated effects on educational institutions and their actors. The unintended consequences are conceptualized using R. Merton’s theoretical perspective and are defined as unexpected, unforeseen results caused by a purposive action. They could be divided into three subgroups: 1) unexpected benefit, 2) unexpected drawback, 3) perverse result. To study the unintended consequences the authors designed a methodological approach which focuses on macro and micro factors which determine attitudes to digitalization on the part of various participants of the educational process. The complex structure of the empirical object is determined by the hypothesis, that the unintended consequences of digitalization vary for different social groups involved in the process of education and highly depend on the context. The educational process is described as a complex system with two major components and structured in accordance with specific spheres in which introduction of digital technologies is possible. In conclusion, authors put forward a hypothesis that the suggested methodological approach will contribute to relating the unintended consequences of digitalization to their sources, also identified by R. Merton: ignorance or incomplete analysis; errors in analysis of the problem or following outdated habits; immediate interests overriding the long-term ones; following basic values which require / prohibit certain actions; self-defeating prophecy. Keywords: digitalization, socio-educational sphere, education, unintended consequences, attitudes to digitalization

scholarly journals Digitalization of academic forms of teaching English

2021 ◽  
Author(s):  
Д.Г. Акубекова ◽  
А.А. Кулыева
Keyword(s):  
Teaching Methods ◽  
Communicative Competence ◽  
Educational Process ◽  
Educational Resources ◽  
Foreign Languages ◽  
Digital Tools ◽  
Educational Institutions ◽  
Academic Education ◽  
Distance Teaching ◽  
Teachers And Students

Данная статья рассматривает проблему цифровизации академического образования. Актуальность статьи обусловлена мотивированной интеграцией электронных образовательных ресурсов в академические методы преподавания, направленных на формирование коммуникативной компетенции. Цель статьи заключается в выявлении особенностей использования цифрового инструментария, определение его роли и места в образовательном процессе при дистанционном формате. Классифицированы недостатки и преимущества применения электронных образовательных ресурсов. В исследовании представлена технология реализации образовательной системы Moodle на примере авторского курса. Доказана необходимость цифровой трансформации образовательного процесса результатами проведенных опросов среди преподавателей и студентов. Результаты данного исследования будут интересны преподавателям иностранных языков высших учебных заведений для разработки эффективных форм взаимодействия со студентами в образовательном процессе. The article considers the problem of digitalization of academic education. The relevance of the article is due to the motivated integration of electronic educational resources into academic teaching methods aimed at the formation of communicative competence. The aim of the article is to identify the features of the use of digital tools, to determine its role and place in the educational process at distance teaching. The disadvantages and advantages of using electronic educational resources are classified. The study presents the technology of implementing Moodle on the example of the author's course. The necessity of digital transformation of the educational process is proved by the results of surveys conducted among teachers and students. The results of this study will be of interest to teachers of foreign languages of higher educational institutions for the development of effective forms of interaction with students in the educational process.

scholarly journals A COMPARATIVE STUDY BETWEEN GOOGLE WORKSPACE AND MICROSOFT OFFICE 365 PRODUCTIVITY SERVICES IN IRAQI EDUCATIONAL INSTITUTIONS

2021 ◽  
Vol 03 (05) ◽  
pp. 123-135
Author(s):  
Mariwan Mohamed SALIH
Keyword(s):  
Network Performance ◽  
Data Transfer ◽  
Quality Measurement ◽  
Cloud Service ◽  
Educational Process ◽  
Smart Devices ◽  
Educational Institutions ◽  
Time Data ◽  
Collaboration And Communication ◽  
Microsoft Office

Many Iraqi Educational Institutions have started considering adding a Cloud productivity applications which are used by students and teaching staffs, These are a complementary group of solving cloud-based productivity tools of Google and Microsoft aiming to enable users to create, store and access their applications and programs at any time, and from anywhere by using various devices, whether Desktop, mobile or smart devices, and users can be given an email with the name of the facility and give different authorities to accomplish their work. To use the best providers of Collaborative tools and solutions which can be used greatly in the Educational Process Google, specifically, offers Google Workspace for educational and Microsoft offers Microsoft Office 365. Both Office 365 and Workspace are extraordinary tools for providing productive services in education fields, and non-profit organizations can get copies that are donated by the two companies. However, there are significant differences between them, so one should think best in choosing which platform is appropriate for Iraqi Educational Institutions. This is an incredibly complex question with so many comparative points between them. Both Workspace and Office 365 are regarded are the two important tools in providing productivity Service in Education Sectors. In this present study, it is hoped to mention the differences between the two cloud platforms that can help IT administrators in educational institutions to choose the best and most suitable program, and make balance with amazing set of factors, including contract terms, organizational issues, the ability to integrate with a range of educational applications, and the use of servers, and host, packet inspection and tools, protocol analysis and service quality, measurement and improvement of response time, data transfer rate and network performance so that it can be compatible with the technological infrastructure in Iraq. Both platforms provide custom email for all businesses which include collaboration tools such as Mail, Calendar, Meet, Chat, Drive, Docs, Sheets, Presentations, Forms, Groups, Discussions Board, Sites and etc., which are a free set of easy-to-use tools that provide a flexible and secure basis for learning and teaching process, collaboration and communication. Keywords: Google Workspace for Education, Microsoft Office 365 For Education, Cloud Service, Collaboration and Communication.

scholarly journals Post-Digital World, Pandemic and Higher Education

2020 ◽  
Vol 9 (8) ◽  
pp. 90 ◽  
Author(s):  
Alexander Sergeevich Safonov ◽  
Anastasia Vladimirovna Mayakovskaya
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Student Survey ◽  
The Real ◽  
Higher Education System ◽  
Digital World ◽  
Current State

The article examines the prospects that open up for the implementation of the educational process in higher educational institutions, as well as the problems faced by the modern higher education system in the context of the transition to distance learning caused by the current epidemiological situation in the post-digital world. On the basis of the data from a student survey made during the COVID-19 pandemic, who studied using distance digital technologies, we have analyzed the current state of higher education. Consequently, the authors have concluded that the universities, implementing programs for the digitalization of the educational process and the creation of massive online courses, are actually away from the real social circles of the post-digital society. Given the results, the authors argue that digitalization is not a way to resolve the internal contradictions of higher education. Moreover, digitalization as a goal of higher education somewhat hides the real contradictions of the learning process.

scholarly journals Measuring the effectiveness of blended learning implementation in context of the modern educational process

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 38-44
Author(s):  
Anastasiia Shuplat ◽  
Margaryta Noskova
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Learning Effectiveness ◽  
Learning Technology ◽  
Training Techniques ◽  
Traditional Training

The need in combination of digital technologies and traditional training techniques for ensuring effective learning process in education has becoming particularly relevant in the context of dynamic changes and community digitalization. Such an educational technology that combine digital technologies and traditional training techniques and provide educational environment for active learning is blended learning. One of criteria which influence the providing of an effective blended learning environment is evaluation. The purpose of this article is to analyse the main criteria and a number of frameworks for evaluating blended learning effectiveness, of the educational process in particular, which combines traditional (face-to-face) educational process, distance learning technologies and some elements of the web-based learning. According to the purpose, the tasks have been assigned and fulfilled as follows: we have examined the role of evaluating blended learning in educational institutions to determine the effectiveness of this learning technology, we have identified the major problems that need to be solved, we have scaled positive practices of blended learning to improve teaching and learning. The outlined models and criteria for the evaluation of blended learning effectiveness are specified in this article. The authors represent the objective and structured characteristics which are used for measuring the blended learning course effectiveness as well as for improving the educational programs and teaching / learning process in educational institutions in order to engage students, improve their learning outcome and achieve the course’s learning objectives. The authors also have formulated and substantiated the definition of the blended learning effectiveness as a complex process, which involves comprehensive analysis of a number of criteria: the combination of the data regulating the course outcomes, the measures determining the learners’ satisfaction with their results, the learners’ engagement into the educational environment and evaluation of their theoretical and practical skills.

Sign in / Sign up

Export Citation Format

Share Document