ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ ЯК ІНСТРУМЕНТ ПІДВИЩЕННЯ ЯКОСТІ ДОШКІЛЬНОЇ ОСВІТИ

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.

Download Full-text

The Use of TPVS Methods in Working with Preschoolers Using ICT Technologies

Ukrainian Journal of Educational Studies and Information Technology ◽

10.32919/uesit.2018.01.09 ◽

2018 ◽

Vol 6 (1) ◽

pp. 114-121

Author(s):

Liudmyla Kozak ◽

Iryna Shvydka

Keyword(s):

Information And Communication Technologies ◽

Preschool Education ◽

Communication Technologies ◽

Preschool Age ◽

Quality Of Education ◽

Present Stage ◽

Basic Principles ◽

The World ◽

Information And Communication

It is noted that information and communication technologies play an important role in ensuring the quality of education. The basic principles and methods of the theory of solving inventive tasks are revealed. The expediency of using the blog for working with children of preschool age using the technology of the theory of solving inventive tasks is considered. Attention is drawn to the following: at the present stage, a new educational system is being formed in Ukraine, aimed at entering the world of information and education space, and the system of preschool education does not remain. The methods of the theory of solving inventive problems in work with children of preschool age and their use with the help of information and communication technologies are substantiated. The methods of the theory of solving inventive tasks are described in detail, thanks to which a teacher with children can find a logical way out of any situation, and a pet-competently solve their problems. Described as methods of the theory of solving inventive tasks can be used in working with children of preschool age by connecting to the work of information cognitive technologies. The purpose of using the technology of the theory of solving inventive tasks in the institution of preschool education is revealed. The expediency of using the blog for working with children of preschool age on the technology of the theory of solving inventive tasks is determined. Examples of using the blog on the technology of the theory of solving inventive tasks with children of preschool age are given.

Download Full-text

Problems of development of a cloud-oriented educational environment of the university

Pedagogy and Psychology ◽

10.51889/2020-1.2077-6861.06 ◽

2020 ◽

Vol 42 (1) ◽

pp. 50-56

Author(s):

Bakhytzhan Akhmetov ◽

◽

Valery Lakhno ◽

Asselkhan Adranova ◽

Baurzhan Kassymbergebayev ◽

...

Keyword(s):

Information And Communication Technologies ◽

Communication Technologies ◽

Educational Environment ◽

Educational Process ◽

Teaching Staff ◽

Digital Competence ◽

Comprehensive Development ◽

Information And Communication ◽

The University ◽

Cloud Technologies

This article discusses the problems of ever-increasing demands on the organization and quality of the educational process on the part of society. Today there are new opportunities for the comprehensive development of students of the XXI century, new, more effective information and communication technologies (ICT), in particular cloud- oriented learning environments (COLE), are developing rapidly. The problems of the development of theoretical and methodological foundations for designing a cloud-oriented educational environment of the university and the justification of the structural scheme of its interaction with the methodological center of the ministry based on the use of cloud technologies are analyzed. It is necessary to introduce such models of the learning environment, which will allow to fully satisfy the demands of teaching staff on the organization and conduct of classes of a new type, the activation of educational activities of students, the formation of digital competence and the comprehensive development of personality. Such opportunities are provided by the use of a cloud-based educational environment of the university.

Download Full-text

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):

Information And Communication Technologies ◽

Educational Institution ◽

Communication Technologies ◽

Integrated Approach ◽

Educational Process ◽

Point Of View ◽

Bullying Policy ◽

Official Position ◽

Foreign Countries ◽

Information And Communication

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.

Download Full-text

FORMATION OF PROFESSIONAL COMPETENCE OF MASTERS OF PRESCHOOL EDUCATION: A GUIDE TO THE MODERN

Educological discourse ◽

10.28925/2312-5829.2021.37 ◽

2021 ◽

Vol 33 (3) ◽

pp. 96-110

Author(s):

Hanna Bielienka ◽

Olena Polovina ◽

Inna Kondratets ◽

Tetiana Shynkar

Keyword(s):

Preschool Children ◽

Art Education ◽

Information And Communication Technologies ◽

Professional Training ◽

Professional Competence ◽

Preschool Education ◽

Communication Technologies ◽

Educational Process ◽

Intellectual Activity ◽

Information And Communication

The article considers the issue of professional training of future preschool teachers. The example of a new training course for the specialty 012 Preschool education "Art Education of Preschool Children" presents opportunities to improve the quality of education and the formation of information culture of applicants for the second (master's) level of training by the means of information and communication technologies. The current state of the problem is analyzed and the contradictions in the process of teaching professional methods between the existing theoretical basis of professional training of future teachers and the insufficient level of professional competence of graduates, which is partly explained by the low level of motivation of many students to work in preschool education. The scientific research devoted to the application of information and communication technologies in the educational process, the definition of levels of readiness of students to use information and communication technologies and skills of the teacher who has mastered information and communication competence are analyzed. The article presents the results of a study of the levels of formation of artistic competence of undergraduates by motivational, emotional, intellectual, activity criteria and relevant indicators; methods of pedagogical diagnostics are specified. The principles, methods, and forms of using information and communication technologies in the context of the discipline "Art Education of Preschool Children" are revealed. The correlation between forms and methods of interaction of the teacher with pupils based on the use of information and communication technologies is shown. Factors of efficiency of use of information and communication technologies are defined: increase of interest of students to academic discipline, motivation to self-improvement and self-development, modernization of content of educational disciplines by innovative forms of interaction, methods, and receptions of formation of corresponding professional competence at future masters.

Download Full-text

Information and communication technologies as an actual resource of educational activity

Vestnik Majkopskogo gosudarstvennogo tehnologiceskogo universiteta ◽

10.47370/2078-1024-2021-13-3-80-86 ◽

2021 ◽

Vol 13 (3) ◽

Author(s):

M.V. Vakulenkova ◽

Keyword(s):

Information And Communication Technologies ◽

Information Technologies ◽

Basic Research ◽

Communication Technologies ◽

Educational Process ◽

Educational Activity ◽

Educational Activities ◽

Information And Communication ◽

Modern Information

Cybernation of the world, which began in the middle of the 20th century, encompassed all spheres of the life of society, becoming an essential component of the environment. Electronic technologies are used in various industries and services, including education. The implementation of the idea of e-education has contributed to the change in educational technologies, the dominant component of which are information and communication technologies. The research problem lies in the need to disclose modern information and communication technologies as an actual resource for educational activities. The purpose of the research is to substantiate the effectiveness of the use of information and communication technologies in the educational process. The research methods are analysis, synthesis, generalization, description. The basic research method is a pedagogical experiment. The research results: the concept of "information and communication technologies" has been considered, their tools have been described; the advantages of using information and communication technologies in educational activities in the direction of training 44.03.02 Psychology and Pedagogy of primary education have been disclosed; the efficiency has been substantiated and the possibilities of using informatization means in the educational process on the basis of the branch of FSBEI HE "Adyghe State University" in the city of Belorechensk have been determined; examples of the use of information and communication technologies in the educational process in the disciplines "Modern information technologies", "Information and communication technologies in education" have been given; the results of experimental work have been presented, that confirm the increase in the efficiency of the quality of knowledge. Key conclusions: information and communication technologies include the integration of methodological techniques, technological processes, software and hardware that interact with each other in the process of using information for a specific purpose, determined by the interests of its consumers; the advantages of information and communication technologies in educational activities are the expansion of the possibilities of the educational process, the development of positive educational motivation and interest of students, an increase in the quality of knowledge, etc.

Download Full-text

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):

Information And Communication Technologies ◽

Teaching And Learning ◽

Educational Institution ◽

Communication Technologies ◽

Educational Process ◽

Models Of Teaching ◽

Educational Role ◽

Information And Communication ◽

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.

Download Full-text

Didactic opportunities and terms of use of web-quest technology in professional training of students

KANT ◽

10.24923/2222-243x.2021-38.44 ◽

2021 ◽

Vol 38 (1) ◽

pp. 217-222

Author(s):

Aleksandra Vasilievna Deryabkina

Keyword(s):

College Students ◽

Information And Communication Technologies ◽

Learning Process ◽

Professional Training ◽

Communication Technologies ◽

Educational Process ◽

The Internet ◽

Information And Communication ◽

The Web

Educational web quest is an example of the introduction of the Internet in the learning process. Using the web quest as a pedagogical technology allows students to form and develop competencies in the use of information and communication technologies in the performance of educational tasks, research skills, skills of analysis and systematization of information received, teamwork skills and responsibility for the quality of their training. The article describes the didactic possibilities of an educational web quest in the educational process of College students.

Download Full-text

INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE INCLUSIVE ENVIRONMENT OF THE EDUCATIONAL INSTITUTION

Collection of Scientific Papers of Uman State Pedagogical University ◽

10.31499/2307-4906.2.2021.236702 ◽

2021 ◽

pp. 172-181

Author(s):

Tetiana Motuz ◽

Liubov Pasichnyk ◽

Yana Baranets Yana

Keyword(s):

Information System ◽

Information And Communication Technologies ◽

Inclusive Education ◽

Personal Development ◽

Educational Institution ◽

Communication Technologies ◽

Assistive Technologies ◽

Educational Process ◽

Special Educational Needs ◽

Information And Communication

The article raises the issue of application of information and communication technologies in the inclusive environment of the educational institution. It is proved that such an environment is formed as a result of an individual adaptation of educational programs, as well as with the use in the educational process of information and communication technologies that allow the perception and transmission of educational information in an accessible form for all students. The purpose of the article is to substantiate the relevance and features of the use of information and communication technologies in an inclusive educational environment of the educational institution. In the process of scientific research we used the following research methods: analysis, synthesis, generalization, systematization. Results of the research. The key ways in which information and communication technologies can support educational opportunities for people with disabilities are as follows: determining the previous level of personal development (skills and abilities); providing assistance in personal development, forming new skills or updating existing ones; improving access to information; overcoming geographical or social isolation through digital communications; increase motivation and awareness of the benefits of information and communication technologies. It is determined that the main types of information and communication technology used to teach children with special educational needs are: standard technologies (for example, computers with built-in settings for people with special educational needs); available data formats, also known as alternative formats (for example, available HTML, say books DAISY system (Digital Accessibility Information System ‒ electronic accessible information system), as well as “low-tech” formats such as Braille; assistive technologies: hearing aids, screen readers, keyboards, etc. Assistive technologies are devices, products, equipment, software, or services designed to enhance, support, or improve the functionality of people with disabilities. Taking into account the didactic capabilities of information and communication technologies, as well as the needs and demands of inclusive education, three key functions that perform information and communication technologies in inclusive education are formulated: compensatory, didactic, communication. Necessary conditions for the introduction of information and communication technologies in the educational process are the availability of material and system-technical support, as well as the availability of appropriate professional competencies of teachers. Keywords: information and communication technologies, inclusive education, inclusive environment, audio lecture, audio simulator, compensatory function, standard technologies, auxiliary technologies.

Download Full-text

Structure of the information and educational environment in the distance learning system

Telecommunication and information technologies ◽

10.31673/2412-4338.2020.025245 ◽

2020 ◽

Vol 69 (2) ◽

Author(s):

S. Yu. Hohonyants ◽

◽

A. O. Klochko ◽

O. A. Salash ◽

Ye. G. Rudenko

Keyword(s):

Distance Learning ◽

Information And Communication Technologies ◽

Educational Institution ◽

Communication Technologies ◽

Educational Environment ◽

Educational Process ◽

Learning System ◽

External Information ◽

Distance Learning System ◽

Information And Communication

The development of the information society determines the study of the introduction of information technology in the educational process of educational institutions as a tool for self-development, self-realization, social and communicative adaptation. Creating an information and educational environment of the educational institution is responsible for the success of the introduction of information and communication technologies in education at all levels. Theoretical analysis of the concept of "information and educational environment" is presented and its main characteristics are highlighted: openness, expandability, scalability, integration, adaptability. The principles on which information and educational environments should be created are formulated: multicomponent, integrity, distribution, adaptability. The functions of the information and educational environment in the distance learning system are revealed. It is shown that the information-educational environment satisfies the information-educational needs of the participants of the educational process, timely and high-quality provision of educational material, maintains connections "inside" and with "external" information space, fixes the relationship of content addressed to different subjects. The structure of the information and educational environment of the Ivan Chernyakhovsky National University of Defense of Ukraine is presented, which is an integral part of the integrated use of information and communication technologies in the educational process. A prerequisite for creating an information and educational environment is the availability of electronic content, technologies and means of electronic communication of all participants in the educational process. Information and educational environment is possible only if the development of all its components - management, content, organizational, technological. The management component includes the educational policy of the educational institution. The content component includes information and methodological resources. The organizational component performs integrating, systematizing and informational functions. The technological component is directly related to the choice of software.

Download Full-text

Formation of health-preserving competence of preschool children by means of information and communication technologies

Visnyk of the Lviv University. Series Pedagogics ◽

10.30970/vpe.2021.35.11318 ◽

2021 ◽

pp. 14-21

Author(s):

Nataliia Vinarchuk ◽

◽

Mariia-Tereza Sholovii ◽

Keyword(s):

Preschool Children ◽

Information And Communication Technologies ◽

Healthy Lifestyle ◽

Communication Competence ◽

Preschool Education ◽

Communication Technologies ◽

Educational Environment ◽

Educational Process ◽

Information Environment ◽

Information And Communication

The article considers the importance of information and communication technologies for the formation of health-preserving competence of preschool children. The authors propose a detailed analysis of the following concepts: “information and communication technologies”, “health-preserving competence”, “information environment”, “healthy lifestyle”. Based on this analysis, the importance of using information and communication technologies in the organization of the educational process in preschool educational institutions is discovered. The article highlights the possibilities of information and communication technologies for the formation of health-preserving competence of preschool children. The role of information and communication technologies in the organization of information and educational environment of preschool education is figured out. This article evolves the opinion that knowledge, skills, abilities, valuable orientations in the aspect of health-preserving competence should be considered within the information and communication competence as one of its components. The technologies that provide the formation of health-preserving competence of children are described. The following statement is determined: information and communication technologies are one of the priority conditions for health-saving usage of software and hardware in the educational process. The authors substantiate the importance of educational work among children, parents, teachers and administration of preschool institutions to increase their information and communication competence, to organize effective educational process and establish partnership with parents. It is emphasized that methodically correct usage of information and communication technologies contributes to the modernization of the process of health-preserving competence formation of preschool children. Keywords: preschool education, health, teacher, information environment, educational environment, preschool education institution, information and communication technologies, information and communication competence, health preservation, health preservation competence, software, healthy lifestyle.

Download Full-text