scholarly journals THE READINESS FORMING TECHNOLOGY FOR THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES BY FUTURE TEACHERS OF FOREIGN LANGUAGES

1970 ◽  
Vol 16 (2) ◽  
Author(s):  
Olha M. Havrylenko
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information Environment ◽  
Foreign Languages ◽  
Professional Activity ◽  
Future Teachers ◽  
Forming Technology ◽  
Information And Communication ◽  
Educational Information

The article is devoted to the problem of readiness forming technology for the use of information and communication technologies by future teachers of English at the professional activity. The aim of this article is to ground and analyze suggested technology. The actuality of the research is caused by the necessity to train competitive specialist under the conditions of modern educational information environment. The essence of technology for readiness forming of mentioned activity is considered in the article, the strategies, aspects and levels are underlined, the functions of feedback are denoted as well as the main characteristics are analyzed. Pedagogic conditions which ensure the effectiveness of readiness forming technology for the use of information and communication technologies by future teachers are denoted.

COMPARATIVE ANALYSIS OF TRAINING STANDARDS FOR FUTURE TEACHERS TO USE OF ICT IN THEIR PROFESSIONAL ACTIVITY IN UKRAINE AND ABROAD

2016 ◽  
Vol 4 (2) ◽  
pp. 0-0
Author(s):  
Yurii Skyba ◽  
Tetiana Shrol
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
National Standards ◽  
Comparative Characteristic ◽  
Professional Activity ◽  
Future Teachers ◽  
Training Standards ◽  
Information And Communication ◽  
Ict Training ◽  
Teachers Training

The article provides the analysis of such teachers training standards to use of information and communication technologies (ICT) in their professional activity as European framework of ICT competence 3.0, UNESCO ICT Competency Framework, Standards for Teachers ISTE, National Standards for ICT training of future teachers of Australia, Poland and other countries. The comparative characteristic of features of standards description is carried out and the features that characterize and define the ICT training of future teachers best of all are defined.

scholarly journals СТРУКТУРА КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ

2020 ◽  
pp. 24-37
Author(s):  
Сергій Галецький ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Communicative Competence ◽  
Communication Technologies ◽  
Language Teachers ◽  
Foreign Languages ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Information And Communication ◽  
The One

The purpose of the article is to determine the structure of communicative competence of future foreign language teachers. In the process of research, a number of methods was used, among which: analysis, synthesis, deduction, induction, comparison, monographic method, abstraction. The article substantiates the need to structure the communicative competence of future teachers of foreign languages, highlights the main factors: 1) competence as a scientific and pedagogical category; 2) competence in general and communicative competence in particular are evaluative categories; 3) foreign language communicative competence requires comparative analysis within its structure. The peculiarities of the classifications of competencies offered by different scientists in relation to different areas of training are considered. The analysis of scientific sources on the problem of structuring the communicative competence of future specialists is carried out. The structure of communicative competence of future foreign language teachers is presented in the set of the following components: purposeful, which reflects the level of students’ interest in further growth of their level of communicative competence, on the one hand, and motivated mastery of modern information and communication technologies; cognitive-linguistic component, which is represented by a set of systematic knowledge of a foreign language and methods of its teaching, as well as a course in psychology and pedagogy of higher education; procedural and technological, which allows, on the one hand, development of communicative skills in the field of foreign language communication and teaching foreign languages, on the other – skills and abilities to use modern ICT in the process of learning (and further teaching) foreign languages; reflexive-evaluative, which involves the ability to assess the level of formation of communicative competence of future teachers of foreign languages with the use of modern information and communication technologies, and to implement their own reflection of these processes. The identified and described components of communicative competence are correlated with the list of professional competencies of the specified specialist. We see the prospects for further research in the development and implementation in the practice of higher education institutions of the model of formation of communicative competence of future teachers of foreign languages.

PROBLEMS OF PROFESSIONAL TRAINING OF INFORMATICS FUTURE TEACHERS IN THE CONDITIONS OF DIGITALIZATION OF EDUCATION

2021 ◽  
Vol 69 (1) ◽  
pp. 58-66
Author(s):  
N. Malikova ◽  
Keyword(s):  
Secondary School ◽  
General Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Communication Technologies ◽  
Professional Activity ◽  
Future Teachers ◽  
Information And Communication ◽  
The Republic ◽  
Pedagogical Research

The problems of professional training of future teachers in a pedagogical university are considered in the article. The relevance of this study in the regulatory documents adopted in the Republic of Kazakhstan, as well as the structure of professional training of teachers as a pedagogical system in scientific and pedagogical research are analyzed. The essence and place of the school course of Informatics among general education disciplines and the importance of professional training of future teachers of computer science in the context of digitalization of education have been substantiated. The components of the professional activity of a teacher of informatics are determined. The terms information and communication technologies and digital technologies are considered and the differences between these terms are described with examples. The stages of studying informatics in general education secondary school according to the updated curriculum and requirements for the professional training of informatics teachers are described. Recommendations for improving the professional training of future teachers of informatics are given.

scholarly journals USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PROFESSIONAL LANGUAGE TRAINING OF FUTURE NAVIGATORS

2020 ◽  
pp. 78-82
Author(s):  
Vasyl ZHELIASKOV ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information Environment ◽  
Professional Activity ◽  
Language Training ◽  
Communicative Interaction ◽  
Present Stage ◽  
Professional Interaction ◽  
Information And Communication ◽  
Teaching Professional

The article deals with the problem of influence of the information environment on navigators’ professional activity. It is emphasized that it is a topical issue in the system of higher marine education. It was clarified that at the present stage of training of marine specialists one of the most urgent problems is professional interaction in the process of professional activity. The safety of navigation, as well as the lives of passengers, depend on how effectively a navigator can communicate with crew members, and his level of professional interaction. In the process of professional interaction, navigators face a variety of non-standard and unpredictable situations which require new decisions and communicative understanding. In the study it was noted that the vast majority of vessels have multilingual interational crews, which sometimes are not able to demonstrate necessary professional skills for various reasons, including lack of English, thus endangering passengers, companies, property and environment. An important role is played by professional communicative interaction, which is extremely important for the safety of sea transortation. It is emphasized on the improvement of the process of teaching professional communicative interaction based on the introduction of elements of blended learning.

scholarly journals CATEGORY-CONCEPTUAL ANALYSIS OF THE PROBLEM OF RESEARCH OF THE COMMUNICATIVE COMPETENCE FORMATION OF FUTURE TEACHERS OF FOREIGN LANGUAGES BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

2021 ◽  
pp. 72-81
Author(s):  
Serhii Haletskyi
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Personal Development ◽  
Communicative Competence ◽  
Communication Technologies ◽  
Foreign Languages ◽  
Future Teachers ◽  
Communicative Skills ◽  
Information And Communication ◽  
Level Of Knowledge

The article provides a categorical and conceptual analysis of the problem of studying the formation of communicative competence of future teachers of foreign languages by means of information and communication technologies. The catalog of key and related concepts of the research topic is given: “competence”, “communicative competence”, “formation”, “teacher”, “foreign language teacher”, “tool”, “information and communication technologies”. Analysis of the concepts of communication, communicative competence allows the formulation of basic definitions of concepts that form a set of keywords of the research topic: the concept of “communicative competence” as a complex dynamic personal development that combines the appropriate level of knowledge about the content and specifics communicative skills and abilities, as well as relevant personal qualities that determine the set of communicative competencies of the individual; the concept of “communicative competence of the future teacher of foreign languages” as a complex dynamic personal development that combines the appropriate level of knowledge about the content and specifics of professional and personal communication in learning and teaching a foreign language, a set of communicative skills and relevant personal qualities, enables the implementation of appropriate methods of teaching foreign languages to students in future professional activities; the concept of “formation of communicative competence of the future teacher of foreign languages” as a complex multi-level and multi-component process, the result of which is the formed communicative competence of future teachers of foreign languages by means of information and communication technologies.The connection between the concept of communicative competence and the concept of communication is confirmed; the duality of the concept of communicative competence (as a component of professional or non-professional competence of a specialist, depending on whether the direct professional activity is related to communicative) is substantiated. Some differences between the teacher and the lecturer are determined – by purpose, content, result of activity. Keywords: competence, competence approach, formation, communication, communicative competence, foreign language teacher, tool, information and communication technologies.

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.

Computer science and information and communication technologies in professional activity

2021 ◽  
Author(s):  
Nikolavich Viktor
Keyword(s):  
Vocational Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Professional Activity ◽  
Federal State ◽  
Effective Work ◽  
Secondary Vocational Education ◽  
Software Products ◽  
Information And Communication ◽  
State Educational

The textbook describes methods of effective work with application software products: text editors, spreadsheets, presentation editors, database management systems, as well as special-purpose applications. It contains more than 40 laboratory and independent works. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of educational organizations of secondary vocational education, studying in the specialty 43.02.08 "Service of household and communal services". It can be used when mastering the module "EN.00. Mathematical and general natural science educational cycle".

scholarly journals TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO: um estudo de caso com futuros professores de línguas

2020 ◽  
Vol 27 (3) ◽  
pp. 249
Author(s):  
Rosana Souza de Vargas ◽  
Fabiana Diniz Kurtz
Keyword(s):  
Information And Communication Technologies ◽  
Textual Analysis ◽  
Rio Grande ◽  
Communication Technologies ◽  
Rio Grande Do Sul ◽  
Future Teachers ◽  
Cross Sectional ◽  
Information And Communication ◽  
Estudio De Caso

O objetivo do presente trabalho é investigar e analisar os discursos estabelecidos de futuros professores de um curso de licenciatura em Letras - Português e Inglês, de uma universidade comunitária, componente do COMUNG-RS, localizada no Rio Grande do Sul, buscando entender como ocorre a formação dos futuros docentes em língua inglesa e os processos de ensino-aprendizagem que a envolvem, com ênfase para a articulação pedagógica com as tecnologias de informação e comunicação (TIC) de modo integrado. É um estudo de caso, enquanto método de cunho qualitativo, empregando a análise textual discursiva como método de análise de dados. Dessa forma, como resultado, os discursos revelam que a formação dos futuros professores envolvidos engloba a discussão acerca das TIC, mas não de forma satisfatória, revelando em suas práticas, que os futuros profissionais tendem a uma perspectiva técnica de ensino sobre as TIC. O meio pelo qual tal viés possa ser abandonado, é que a formação de professores considere um ensino transversal a partir das TIC, não apenas em disciplinas isoladas e ainda que seja realizado por meio de todos os profissionais envolvidos.Palavras-chave: Formação de professores. Ensino de língua inglesa como língua estrangeira. Tecnologias de informação e comunicação (TIC). Análise textual discursiva (ATD).INFORMATION AND COMMUNICATION TECHNOLOGIES: case study with future language teachers Abstract The aim of this paper is to investigate and analyze the established discourses of future teachers of a degree course in Letters - Portuguese and English, from a community university, component of COMUNG-RS, located in Rio Grande do Sul, seeking to understand how occours the formation of future teachers in English language and the teaching-learning processes that involve it, with emphasis on the pedagogical articulation with information and communication technologies (ICT) in an integrated way. It is a case study, as a qualitative method, using discursive textual analysis as a data analysis method. Thus, as a result, the speeches reveal that the formation of the future teachers involved encompasses the discussion about ICT, but not satisfactorily, revealing in their practices that future professionals tend to a technical perspective of teaching about ICT. The means by which such bias can be abandoned is for teacher education to consider cross-sectional education based on ICT, not only in isolated subjects and even though it is carried out by all the professionals involved.Keywords: Teacher training. Teaching English as a foreign language. Information and communication technologies (ICT). Discursive textual analysis (DTA). TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN: un estudio de caso con futuros profesores de idiomasResumenEl objetivo de este trabajo es investigar y analizar los discursos de futuros profesores de un curso de grado en Letras - Portugués e Inglés, de una universidad comunitaria, componente de COMUNG-RS, ubicado en Rio Grande do Sul, buscando entender cómo formación de futuros docentes en lengua inglesa y los procesos de enseñanza-aprendizaje que lo involucran, con énfasis en la articulación pedagógica con las tecnologías de la información y la comunicación (TIC) de manera integrada. Es un estudio de caso, como método cualitativo, que utiliza el análisis textual discursivo como método de análisis de datos. Por lo tanto, como resultado, los discursos revelan que la formación de los futuros maestros involucrados abarca la discusión sobre las TIC, pero no de manera satisfactoria, revelando en sus prácticas que los futuros profesionales tienden a una perspectiva técnica de la enseñanza sobre las TIC. El medio por el cual se puede abandonar este sesgo es que la formación del profesorado considere la educación transversal basada en las TIC, no solo en asignaturas aisladas y aunque sea realizada por todos los profesionales involucrados.Palabras clave: Formación de profesores. Enseñanza de inglés como lengua extranjera. Tecnologías de la información y la comunicación (TIC). Análisis textual discursivo (ATD). 

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