scholarly journals ТЕХНОЛОГІЯ РОЗРОБЛЕННЯ ПРОГРАМНИХ ПРОДУКТІВ ДЛЯ НАВЧАННЯ ЧИТАННЯ ХУДОЖНІХ ТЕКСТІВ (НА ПРИКЛАДІ «ENGLISH FOR PHILOLOGISTS: ASPECT OF READING»)

2018 ◽  
Vol 67 (5) ◽  
pp. 161
Author(s):  
Anna S. Drach
Keyword(s):  
Computer Program ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
Computer Programs ◽  
Computer Programme ◽  
Software Product ◽  
Educational Computer ◽  
Information And Communication ◽  
Main Components

The article considers the issue of educational computer program development: the stages, blocks, aspects and peculiarities. The definition of an educational computer program as a means of information and communication technologies, created for the development of skills and abilities related to foreign language competence is given taking into account the psycholinguistic patterns of reading a text, methodical approach to teaching reading fiction via information and communication technologies . It was distinguished that educational computer program as a software for educational purposes can be offered as a system consisting of two main components: informational and software implementation. The development of educational computer programs suitable for educational institutions involves continuous interaction between the author of educational materials and the programmer. The process of creating a qualitative educational computer programme consists of certain stages: preparation of source materials; development of the programme structure of educational computer program; creation of a software product; aligning and adjustment; implementation of educational computer program; testing software product; educational computer program updating and error correction. The article describes the created educational program "English for Philologists: aspect of reading" that meets the criteria of correspondence and the criteria for evaluating computer programs for teaching foreign languages taking into account the peculiarities of digital text. The experimental introduction of the computer program «English for Philologists: aspect of reading», comparison of the average indicators of pre- and post-experimental sections in experimental groups and the growth by12% have showed that the training for future teachers of English language reading fiction via the educational computer programme «English for Philologists: aspect of reading» has proved to be effective: all the groups have reached the required level of reading comprehension.

Lecturers’ Role in Design and Implementation of E-Learning Processes

2020 ◽  
pp. 287-298
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
The State ◽  
Ict In Education ◽  
Policy Documents ◽  
Strategic Approach ◽  
Information And Communication ◽  
E Learning

The potential of Information and Communication Technologies (ICT) is playing increasing role in various pedagogical contexts. The necessity to integrate technologies in learning enhances educators’ digital competences is constantly highlighted in education policy documents European Union and national strategic documents and recommendations. Following the advance of digital technologies, the State Border Guard College of Latvia is constantly looking after innovations in ICT and education contexts. Since 2011 Specialized English language e-learning course for border guards is being implemented, other professional e-learning courses are being systematically introduced, currently 8 specialised qualification courses are available, on average 300 border guards graduate e-learning courses annually. Having in mind the continuous advancement of ICT in education contexts as well as the strategic approach of the State Border Guard College to continue the development of e-learning systems author of this article intends to describe the system of e-learning used in border guards’ training, explore and summarize the theory and best practices on using ICT in pedagogical context, educators’ roles in development and implementation of e-learning courses.

Upotreba interneta u obrazovanju odraslih: istorijsko-organizaciona perspektiva

2017 ◽  
pp. 35-52
Author(s):  
Bojan Ljuijić
Keyword(s):  
Adult Education ◽  
Information And Communication Technologies ◽  
Computer Network ◽  
Communication Technologies ◽  
The Internet ◽  
Other Information ◽  
Educational Computer ◽  
Information And Communication ◽  
Internet In Education ◽  
Historical Periods

Beside the fact that the Internet was not primarily educational network (it didn’t emerge from the intention to be systematically used in the field of education), shortly after it emerged, possibilities of its application in education were recognised. This paper is dedicated to analysis of the most important chronological moments (technological and social in the first place) that were crucial in sense of comprehensive application of the Internet in service of education in general, but also in service of adult education. Having all mentioned in focus, in more details, we analysed emergence and development of the Internet observed as educational computer network in frame of general development of information and communication technologies. While realising mentioned analysis, our focus was on four historical periods of educational computer technologies. We also intended to emphasize the activities of international institutions that followed, encouraged and supported the development of the Internet use and the use of other information and communication technologies in the field of education. According to that, we distinguished the main moments referring activities of these organisations which describe in the best manner their contributions to growing application of the Internet in education in general, but also in adult education.

THE FORMATION OF INFORMATION-DIGITAL COMPETENCE OF FUTURE TEACHERS

2018 ◽  
pp. 7-16
Author(s):  
Nadiya Babiy ◽  
Olena Furman ◽  
Alyona Kostiuchenko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Competence ◽  
Communication Technologies ◽  
Modern Technology ◽  
Teacher Competence ◽  
Future Teachers ◽  
Digital Competence ◽  
Information And Communication ◽  
Digital Competency ◽  
Main Components

The article is devoted to one of the main components of the professional competence of a modern teacher – competence in the field of information and communication technologies, namely, information and digital competence. The article gives an overview of the terminology used in foreign and domestic scientific literature. The analysis of researches revealing the essence and content of competence of the future teacher in the field of ICT is carried out. On the basis of analysis and generalization of information on the proposed topic, a complex of pedagogical conditions regarding the formation of information and digital competence of future teachers in the process of studying the informatics disciplines is considered. The article explores the ways of development and the conditions for the formation of information and digital competence of future educators. Information competence is considered as the ability of the student to search, to process the information received using modern technology. The studied experience testifies to the urgency of the problem of development of information and digital competency of teachers.

scholarly journals Tecnologias de Informação e Comunicação (TIC) e inclusão digital: o papel dos laboratórios de informática educacional (p. 145-161)

1969 ◽  
Author(s):  
Claudinei Frutuoso ◽  
Eliane de Araújo Teixeira
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Information Society ◽  
Field Research ◽  
Communication Technologies ◽  
Theoretical Background ◽  
Digital Inclusion ◽  
Educational Computer ◽  
Information And Communication ◽  
Computer Labs

ResumoO presente trabalho apresenta um estudo sobre as contribuições dos laboratórios de informática educacional (LIE) nas escolas públicas da rede estadual do município de Ariquemes, Rondônia, investigando a maneira e o quanto estes promovem a inclusão digital dos sujeitos da escola na sociedade da informação. Estabelece-se um paralelo entre o conceito de sociedade da informação e de inclusão digital, compondo um quadro tecnológico-socioeducacional, com a compreensão da importância dos laboratórios de informática para a promoção da inclusão digital, bem como da superação das dificuldades enfrentadas pelos sujeitos frente às suas necessidades para a produção subjetiva e material na sociedade da informação. Metodologicamente, trata-se de uma pesquisa de campo efetivada por meio de aplicação de questionário com os coordenadores dos LIE, visando apresentar análise das discussões e problemáticas suscitadas pela pesquisa. O embasamento teórico tem por fundamento autores como Takahashi (2000), Melo Neto (2007), Castells e Cardoso (2005) e Chaves (1998). Como resultados, afirma-se que os LIE, embora sem o devido apoio e cuidado que requerem, têm tido papel relevante na inclusão digital.Palavras-chave: Sociedade da informação. Laboratório de informática educativa. Tecnologias de informação e comunicação. Inclusão digital.ICT and digital inclusion: the role of laboratories educational computingAbstractThis paper presents a study on the contributions of educational computer labs (LEL) in the public schools of the state system in the city of Porto Velho, RO, investigating the way and how they promote digital inclusion of subjects from school in the information society. It will establish a parallel between the concept of the information society and digital inclusion, composing a technological and socio-educational framework, with the understanding of the importance of computer labs for promoting digital inclusion, as well as of the difficulties faced by the subjects in front of your needs to the subjective production and equipment in the information society. The structure of the work seeks a theoretical background about the technologies and the information society with authors like Takahashi (2000), Neto (2007), Castells and Cardoso (2005) and Keys (1998), through field research by applying questionnaire with the coordinators of the LIE, seeking to present analysis of the discussions and issues raised by research.Keywords: Information society. Laboratory of educational computing. Information and communication technologies. Digital inclusion.Las TIC y la inclusión digital: el papel de los laboratorios de informática educativaResumenEn este trabajo se presenta un estudio de las contribuciones de los laboratorios de computación educativos (LEL) en las escuelas públicas del sistema estatal en el municipio de Ariquemes, RO, la investigación de la forma y la forma de promover la inclusión digital de las materias escolares en la sociedad de la información. Un paralelo entre el concepto de la sociedad de la información y la inclusión digital se – establece, componiendo un marco socio-tecnológico – educativa en la comprensión de la importancia de los laboratorios de computación para promover la inclusión digital, así como de las dificultades enfrentado por los sujetos frente a sus necesidades de la producción subjetiva y material en la sociedad de la información. La estructura del trabajo busca una base teórica sobre las tecnologías y la sociedad de la información con autores como Takahashi (2000), Neto (2007), Castells y Cardoso (2005) y Chaves (1998), a través de la investigación de campo mediante la aplicación de cuestionario con los coordinadores de la mentira, a fin de presentar el análisis de los debates y las cuestiones planteadas por la investigación.Palabras clave: Sociedad de la información. Laboratorio de informática educativa. Información y la comunicación tecnologías. La inclusión digital.

scholarly journals Technological innovations in teaching foreign languages – from connectivism to hyperconnectivity

2021 ◽  
pp. 11-22
Author(s):  
Karina Alekseevna Melezhik ◽  
Aleksandr Dem'yanovich Petrenko ◽  
Danuta Mikhailovna Khrabskova
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
English Language ◽  
New Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Pedagogical Practice ◽  
Information And Communication

The subject of this research is the influencing factors of information and communication technologies upon the theory and practice of teaching English language in the institutional and noninstitutional environments. The object of this research is the analysis of structure and content of Android and iPhone applications. Special attention is given to the development of mobile services as a prevalent model of using information and communication technologies, which open the possibility for individualized range of hyperconnectivity regulated by resource of a personal phone. The authors examine distance learning, which allows implementing innovations and creativity, employs new technologies, performs social task on expansion of technologically uniform educational space. The main conclusions are as follows: 1) of e-learning pedagogy requires the results of pedagogical practice in both, institutional and noninstitutional programs and courses; 2) the modern online learning of English language features new methods of implementation of hyperconnectivity in the Internet on the basis of technological and pedagogical innovations, active interactions and common culture. The scientific novelty consists in the statement that the use of distance learning is especially relevant on the current stage of modernization of education system, as it incorporates innovation technologies of teacher-student interaction. The current situation is characterized by the long-term trends associated with globalization socioeconomic relations, as well as by COVID-19 pandemic that requires taking immediate and radical measures in order to ensure protection of educational community from possible disastrous consequences in record time. The primary task of the authors consists in the analysis of relevant aspects of using information and communication technologies of teaching foreign languages, namely mobile applications, as well as in substantiation of the thesis on transition from collective connectivism towards individual hyperconnectivity in the educational process.

scholarly journals Newwave in English Language Teaching

2019 ◽  
Vol 5 (4) ◽  
pp. 426-430
Author(s):  
K. Ergashev
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
English Language ◽  
Language Teaching ◽  
Communication Technologies ◽  
English Language Teaching ◽  
Information And Communication ◽  
Personal Skills ◽  
Educational Field

In recent years, Information and Communication Technologies (ICT) have been gaining ground in the educational field. Their use in the class of English as a foreign language presents great advantages, not only in terms of linguistic learning — as numerous studies have clearly demonstrated — but also as regards personal skills — since students experience the learning of English from new and novel perspectives. This article offers an analysis of some of the most innovative methodologies nowadays making use of ICTs for the teaching of English.

scholarly journals СИНТЕТИЧНЕ НАВЧАЛЬНЕ СЕРЕДОВИЩЕ – КРОК ДО НОВОЇ ОСВІТИ

2017 ◽  
Vol 60 (4) ◽  
pp. 28
Author(s):  
Olga P. Pinchuk ◽  
Svitlana G. Lytvynova ◽  
Oleksandr Yu. Burov
Keyword(s):  
Learning Environment ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
Physical World ◽  
Educational Process ◽  
Game Based Learning ◽  
Artificial Environment ◽  
Information And Communication ◽  
The Individual

The article studies the problems of introducing a synthetic learning environment in the practice of education. The modern views on the essence of the learning environment and its new forms based on information and communication technologies are analyzed. Particular attention is paid to a range of issues that are united in the English-language publications as a "synthetic environment", which is considered in two aspects – artificial environment and synthetic as is formed due to the synthesis of the real physical world and the results of simulation and modeling. There are considered issues of trends in usage of game-based learning and modeling as cognitive technologies, as well as of social networks as a synthetic environment of social development. Conclusions are drawn: synthetic learning environment becomes an independent subject of learning through the expansion of its content and didactic power, transformation of the individual as a recipient of knowledge into the synthesizing element of the educational process in the metaverse.

scholarly journals European Experience of the Use of Information and Communication Technologies In Initial Education of the English Language Teachers

2020 ◽  
Vol 25 (1) ◽  
Author(s):  
Oleh Komar
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Online Technologies ◽  
European Experience ◽  
Information And Communication ◽  
English Language Teachers

The article deals with the analysis of the peculiarities of the use of information and communication technologies in the process of initial education of future English language teachers in the countries of the European Union. The topicality of the problem is based on the current trends in the development of education, in the particular extensive use of online technologies and tools in the process of English language learning and English language teacher education.The purpose of the article is to study the European experience of the use of information and communication technologies in the initial education of the English language teachers and single out the most important and topical of them in order to outline the possibilities of their use in the initial education of teachers of English in a broader context.The methodology of the research is realized with the use of such methods as analysis, synthesis, generalization, analogy and interpretation of empirical data and theoretical concepts; observation and study of practical experience of higher educational institutions in Poland and Portugal as well as an interview with teachers and students of the above-mentioned institutions.As a result, the importance of the development of information and technological competencies in future teachers of English is grounded, the role of information and communication technologies in initial teacher education is determined. Various information and communication technologies used in the educational process, in particular offline technologies and tools as well as online technologies and resources, are presented and analyzed. Attention is also given to the use of E-learning and the implementation of massive open online courses into the initial teacher education of the English language teachers.The conclusion about the variability of information and communication technologies is made.

scholarly journals ПІДХОДИ ДО ВЗАЄМОПОВ’ЯЗАНОГО ФОРМУВАННЯ КОМПЕТЕНТНОСТІ В ПРОФЕСІЙНО ОРІЄНТОВАНОМУ ГОВОРІННІ ТА ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ АНГЛІЙСЬКОЇ МОВИ

World Science ◽  
2019 ◽  
Vol 2 (1(41)) ◽  
pp. 29-32
Author(s):  
Мар’яна Буряк
Keyword(s):  
Information And Communication Technologies ◽  
Cognitive Processes ◽  
English Language ◽  
Communication Competence ◽  
Communication Technologies ◽  
Language Teachers ◽  
Relevant Research ◽  
Interactive Teaching ◽  
Information And Communication ◽  
English Language Teachers

In the article the approaches to an interrelated building of the competence in professionally oriented speaking and information and communication competence of prospective English language teachers with application of the research methods (analysis of relevant research, systematization and generalization) has been grounded. The approaches which ensure efficiency of an interrelated building in prospective English language teachers a professionally oriented competence in speaking and information and communication competence have been outlined: communication and activity, socio-cognitive and integrated ones. The adoption of the listed approaches in this process envisages simultaneous mastering by students of the components of aforementioned competences in the simulated situations of professionally oriented communication of English language teachers with regard for individual peculiarities of the subjects of learning process and cognitive processes, with application of active and interactive teaching methods, modern information and communication technologies.

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