scholarly journals Organizational and Pedagogical Conditions of Providing Communication Readiness for Future Engineering Officers

2019 ◽  
pp. 158-175
Author(s):  
Lidiia Nanivska
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Military Personnel ◽  
Communication Technologies ◽  
Basic Knowledge ◽  
Educational Work ◽  
Individual Work ◽  
The Future ◽  
Information And Communication ◽  
Positive Motivation

The article considers the terms «conditions», «pedagogical conditions», «organizational and pedagogical conditions» and their interpretation by scientists in modern pedagogical education. The purpose of the article is to determine the organizational and pedagogical conditions of providing the communication readiness of future engineering officers to professional activity. It’s been highlighted the organizational and pedagogical conditions that provide for the formation of communication readiness for foreign language activity of future officers of the engineering troops. Namely: the formation of positive motivation for mastering the components of communicative competence and values in their own self-realization; the use of innovative methods and forms, information and communication technologies in the training of the engineering officers for foreign language communication; the organization of individual work of the future officers of engineering troops with the use of information and communication technologies. In the justification of the first condition, motivational resources that help military personnel to study English are emphasized. They include: knowledge of vocational-oriented terminology; the ability to communicate with partners from different national forces, familiarity of relevant structures and features of international documentation in the context of international cooperation; fluency in English that will allow military personnel communicate with the local population in the framework of peacekeeping operations, in which Ukraine is actively involved; an opportunity to increase the level of knowledge of a foreign language for servicemen who have successfully passed the tests at language (professional) courses abroad. Forms and methods of creation of positive motivation are defined. To administer the second organizational and pedagogical condition, the main English study programs for the future officers are determined: Lаnguаgе іn Usе 24/7, QDіctіоnаry, FVоrds, ЕZ Mеmо Bооstеr, Еxеrcіsеr. The bases for the third pedagogical condition were identified from the analysis of scientific and methodological literature. They are the aspects of the problems of individual work of cadets. Individual work means to take the responsibility for deep and strong mastering of basic knowledge, formation of skills from the studied subject which promotes the education of cognitive independence and individual activity; determines the degree of mastery of special methods of educational work by the students; is the basis for the formation of the need to constantly update their knowledge, readiness for self-education; is a means of forming the independence of educational cognitive activity. Much attention is paid to teaching methods. The study used data from psychological and pedagogical sources and from scientific research. The comparative method of analysis is applied.

scholarly journals Web 2.0 vs. the Semantic Web: A Philosophical Assessment

Episteme ◽  
2009 ◽  
Vol 6 (1) ◽  
pp. 25-37 ◽  
Author(s):  
Luciano Floridi
Keyword(s):  
Semantic Web ◽  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Environment ◽  
The Past ◽  
Clear Explanation ◽  
Significant Difference ◽  
The Future ◽  
Information And Communication

ABSTRACTThe paper develops some of the conclusions, reached in Floridi (2007), concerning the future developments of Information and Communication Technologies (ICTs) and their impact on our lives. The two main theses supported in that article were that, as the information society develops, the threshold between online and offline is becoming increasingly blurred, and that once there won't be any significant difference, we shall gradually re-conceptualise ourselves not as cyborgs but rather as inforgs, i.e. socially connected, informational organisms. In this paper, I look at the development of the so-called Semantic Web and Web 2.0 from this perspective and try to forecast their future. Regarding the Semantic Web, I argue that it is a clear and well-defined project, which, despite some authoritative views to the contrary, is not a promising reality and will probably fail in the same way AI has failed in the past. Regarding Web 2.0, I argue that, although it is a rather ill-defined project, which lacks a clear explanation of its nature and scope, it does have the potentiality of becoming a success (and indeed it is already, as part of the new phenomenon of Cloud Computing) because it leverages the only semantic engines available so far in nature, us. I conclude by suggesting what other changes might be expected in the future of our digital environment.

THE USE OF DIGITAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE

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

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

scholarly journals Implementation of Competence Approach with Simulation Technology

2018 ◽  
Vol 50 ◽  
pp. 01161
Author(s):  
Irina N. Raptanova ◽  
Maria .V. Shcherbakova ◽  
Anna S. Fomichenko ◽  
Olga V. Strizhkova ◽  
Elena A. Mokritskaya
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Real Life ◽  
Communication Technologies ◽  
Educational Process ◽  
Russian Society ◽  
Transfer Of Knowledge ◽  
Simulation Technology ◽  
Search Activity ◽  
Information And Communication

The modernization of higher education is mandatory condition for the current stage of Russian society development and the ensuring of the Russian economy competitiveness. One of the priority issues of modernization is the strengthening of the significance of self-students studying. This is due primarily to the considerable reduction in the number of classroom sessions and the increase in hours provided for self-students studying. Self-studying becomes the basis for the professional development of a bachelor, encourage his cognitive interests, promotes the essential objectives of the training, that is, the formation of communicative and professional competences. The nature of the relationship between the teacher and the bachelor alters within the framework of competence-oriented education. The teacher, released from the mere transfer of knowledge, gets freedom in choosing forms of interaction or rather in choosing the methods used in such field of studying as “Foreign Language”. Classical teaching methods are replaced with new ones. The emergence of information and communication technologies led to their rapid introduction into the educational process. The organization of self-students studying through the use of information and communication technologies is of great interest to many educational specialists. The specific nature of information and communication technologies lies in the creation in the educational process of various kinds of relations and conditions of real life, requiring from bachelors not only the knowledge of work-related material, but also their familiarization with a given image, a holistic immersion in the professional environment. The use of simulation technology facilitates the formation of cognitive-search activity of bachelors, causes incentive for learning a foreign language.

scholarly journals TEACHING UKRAINIAN AS A FOREIGN LANGUAGE BY USING MIND MAPPING TECHNIQUE

2021 ◽  
Vol 33 (2) ◽  
pp. 105-118
Author(s):  
Tetyana Leshchenko ◽  
Maryna Zhovnir ◽  
Natalia Grinko
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Mapping Technique ◽  
Teaching Methodology ◽  
Successful Implementation ◽  
Speech Communication ◽  
Pedagogical Innovation ◽  
Information And Communication

The article is devoted to the problem of successful implementation of different cutting-edge techniques in teaching in the context of the current significant modifications and profound transformations of the educational system in Ukraine. This work focuses on the forming a foreign medical student linguistic personality, in particular it’s grammar, speech, communication as well as socio-cultural competencies, including by utilizing Advanced Information and Communication technology tools. This research focuses on the introduction of Advanced Information and Communication Technologies into the Ukrainian educational process. It was pointed out, that the effective teaching methodology could be based on the newest methods and techniques. The advantages of pedagogical innovation in comparison with traditional methods of presenting educational information was pointed out. The researchers have interpreted the term Mind map. They have also presented and analyzed its important features, common ways of implementation into current teaching process.

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

2020 ◽  
Vol 8 (1) ◽  
pp. 95-104
Author(s):  
Аlla Oleksandrivna Shchehlova ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Professional Growth ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
Communication Technologies ◽  
Educational Process ◽  
Teaching Aids ◽  
Information And Communication

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.

Samo(procena) nastavnika o kvalitetu onlajn nastave tokom pandemije kovid-19

2021 ◽  
Author(s):  
Jelena Maksimović ◽  
◽  
Nedeljko Milanović ◽  
Jelena Osmanović Zajić ◽  
◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Emergency Situation ◽  
Communication Technologies ◽  
Educational Work ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Republic ◽  
Teachers Attitudes

The COVID-19 virus pandemic also had a significant impact on the educational system. This article presents the results of a research aimed at examining teachers' attitudes about the quality of online teaching during the COVID-19 virus pandemic. A descriptive research method and survey technique were applied. The sample included 274 teachers from the territory of the Republic of Serbia. The presented results indicate that the largest number of teachers with online teaching met for the first time during the pandemic and that until then they had no experience with distance learning. The platforms most often used by teachers in working with students are: Google Classroom, Zoom, Edmodo, Google Meet and Microsoft Teams. Also, a large number of teachers answered that they will partially apply online teaching after the pandemic, emphasizing that contact teaching is irreplaceable and of much higher quality, because students are more engaged, prepared and committed to school obligations. Looking at it objectively, teachers most often rated the quality of online teaching during the pandemic as average, more precisely with a grade of three. Online teaching during the pandemic required great dedication and teacher engagement, as well as good management of information and communication technologies and developed digital competencies of both teachers and students. The realization of online teaching was a challenge for teachers, but also the only possibility and solution to continue and actively carry out educational work during the pandemic and emergency situation.

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.

Support for Cloud-Based Mobile Learning

2016 ◽  
pp. 225-246 ◽  
Author(s):  
Kritika Verma ◽  
Sonal Dubey ◽  
M. A. Rizvi
Keyword(s):  
Cloud Computing ◽  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Communication Technologies ◽  
Information Resources ◽  
Learning System ◽  
Learning Content ◽  
The Future ◽  
Information And Communication ◽  
Current Scenario

Cloud based mobile learning (m-learning) is emerging as one of the most important branches of cloud computing, and is still in its infancy. These days, there are two emerging archetypes in Information and Communication Technologies (ICT) for learning. The first one is the anytime, anywhere, on-the-move, to be called the mobility archetype, and the second one is the cloud computing. Both archetypes are radically transforming the way we learn, communicate, access, and utilize information resources, and connect with peers and colleagues, thus affecting all aspects of education. This chapter delivers an introduction of the evolution of cloud based m-learning, benefits and characteristics of cloud based m-learning. It also canvasses the current scenario of m-learning utilizing the cloud, various challenges for implementing the m-learning system on the cloud. It further confers technologies used for cloud based m-learning. It also considers a brief look at methods for creating m-learning content and experiences, suggested by various researchers and concluded with the future aspects of the cloud based m-learning.

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