scholarly journals ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ ДЛЯ ФОРМУВАННЯ НАУКОВО-ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ДОКТОРІВ ФІЛОСОФІЇ

2019 ◽  
Vol 70 (2) ◽  
pp. 237
Author(s):  
Sofiia Yu. Nikolaieva ◽  
Tamara I. Koval
Keyword(s):  
Information And Communication Technologies ◽  
Data Storage ◽  
Information Search ◽  
Scientific Research ◽  
Cloud Services ◽  
Foreign Languages ◽  
Academic Disciplines ◽  
Postgraduate Students ◽  
Research Competency ◽  
The Future

The article deals with the problem of the information and communication technologies (ICT) use for the scientific and research competency formation of the future doctors of philosophy (PhD) in specialty 011 "Educational, pedagogical sciences", specialization "Theory and teaching methods: Germanic / Romance languages". The analysis of approaches to the definition of the scientific research competency content and structure has been carried out. The research oriented general and special competencies set needed to the PhD in methodology of teaching foreign languages and cultures, which are formed mainly in the process of studying the academic disciplines "Methodology and the scientific research technologies in the methods of teaching foreign languages and cultures" and "Information technologies in scientific research practice" has been specified. It has also been determined that there is a certain difficulty in finding the optimal way of transferring knowledge from the field of ICT to the future PhD professionally oriented practical activity, which requires a well-grounded selection of cloud, multimedia, projection, information search, analytical research technologies and computer-based tools as a purpose of their study, and further use by postgraduate students at all stages of the dissertation preparation (design, information search, analytical-modeling, experimental-research, narrative, practical). The examples of the postgraduate students use of the Web-sites, blogs, Wiki, cloud services for data storage, scientific search systems, Smart-technologies, the Internet information resources, educational electronic editions and video services in the process of self-preparation for interactive lectures and practical classes in the discipline "Methodology and the scientific research technologies in the methods of teaching foreign languages and cultures" have been given.

scholarly journals CONTENT AND STRUCTURE OF THE COURSE “INFORMATION AND COMMUNICATION TECHNOLOGIES IN PEDAGOGICAL STUDIES”

2018 ◽  
Vol 66 (4) ◽  
pp. 245
Author(s):  
Liudmyla H. Havrilova H. Havrilova ◽  
Yana V. Topolnik ◽  
Liudmyla O. Kuhar ◽  
Liudmyla A. Matviychuk
Keyword(s):  
Information And Communication Technologies ◽  
Survey Methods ◽  
Reliability And Validity ◽  
Communication Technologies ◽  
Testing Procedure ◽  
Cloud Services ◽  
The Future ◽  
Information And Communication ◽  
The Creation ◽  
Independent Work

The article describes the content and structure of the discipline “Information and Communication Technologies in Pedagogical Studies”, which was introduced into the curriculum of training future Doctors of Philosophy in the field of knowledge “Education”. The course consists of two modules: 1) theoretical basis of using information and communication technologies in pedagogical studies; 2) using information and communication technologies at different stages of pedagogical study. In addition, the topics of lectures, general content of practical classes and independent work are given. The content of practical classes contains work in cloud services, checking scientific materials for plagiarism, organizing and conducting questionnaires and testing, creating websites, blogs, etc. Among the tasks of independent work: the creation of a distant course in Moodle, work in MS Excel, the statistical recording of the pedagogical experiment data, the creation of presentations (MS Power Point, Prezi). The results of the implementation of the course in the training of future Doctors of Philosophy in the field of education were monitored; the levels of formation of their ICT competence were. The authors used survey methods, testing, creative tasks, etc. In particular, they described the testing procedure, which was conducted in compliance with all the necessary requirements for designing tests, which ensured the reliability and validity of the monitoring. The authors proved the urgency of implementing the mentioned course into the future scholars’ training, which corresponds to the modern tendencies of education informatization. The course “ICT in Pedagogical Studies” reveals a complex of opportunities and prospects of using computer technologies during scientific and pedagogical research, provides quality training of the specialists with a new type of thinking, promotes the efficiency of their research and pedagogical activity, which is confirmed by the results of implementing the course into the training of the future Doctors of Philosophy in the field of knowledge “Education”.

Managerial Competences for the Future

2019 ◽  
pp. 318-331
Author(s):  
Edgar Oliver Oliver Cardoso Espinosa ◽  
Mayra Alejandra Vargas Londoño
Keyword(s):  
Information And Communication Technologies ◽  
Financial Planning ◽  
Work Experience ◽  
Communication Technologies ◽  
Internal Auditing ◽  
Postgraduate Students ◽  
Business Change ◽  
Management Function ◽  
The Future ◽  
Information And Communication

The objective of this chapter is to diagnose the managerial competences developed by postgraduate students which are necessary to adequately carry out the management function in the future. To do this, a quantitative study with an exploratory-descriptive scope was carried out on a sample of postgraduate students specializing in finance. Specifically, the sample for the study consisted of 65 graduates in which the distribution with respect to gender was 55% women and the remaining 45% men. The main results were that graduates demonstrate undeveloped competences in areas such as e-business, change management, social responsibility, ethical management, and project management. The competences which were overdeveloped were financial planning, management of information and communication technologies, and internal auditing. Gender, age, and work experience were considered as variables in the study, for which significant differences were obtained.

scholarly journals МЕТОДИКА ЗАСТОСУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ПІДГОТОВЦІ ДО ПРОЕКТНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ТРУДОВОГО НАВЧАННЯ

2019 ◽  
Vol 71 (3) ◽  
pp. 137 ◽  
Author(s):  
Vitalii M. Boichuk ◽  
Roman M. Horbatiuk ◽  
Svitlana L. Kucher
Keyword(s):  
Information And Communication Technologies ◽  
Information Search ◽  
Educational Process ◽  
Cloud Services ◽  
Professional Activity ◽  
Educational Work ◽  
Future Technology ◽  
Software Products ◽  
Technology Teachers ◽  
Microsoft Office

The ways of solving the problem of using modern information and communication technologies at different stages of project activity of students are outlined. The specific feature of the professional activity of craft and technology teachers enables the use of modern communication tools at different stages of creative projects, combining technical means with the latest educational technologies. The methodical features of ICT application during information search, project development, evaluation and self-evaluation are highlighted. The variants of expedient application of public computer programs and means of communication with the purpose to increase the professionalism of projects execution by students, optimization of feedback between the teacher and subjects of training, innovative approach in the implementation of complex tasks are offered.The mastery of instrumental artistic and technical software should become a base for the methodical system of teaching at the Pedagogical University. They form the basis of information technology and artistic and graphic competence of future technology teachers and is the basis for the development of the person's ability to professional activity, allowing the future teacher of technology to professionally use the mastered computer resources in pedagogical and artistic and creative activities. It has been proved that the training of future technology teachers is effective on the basis of ICT (programming language, ready-made software products, Microsoft Office software package, cloud services, Internet resources, WEB-site), implemented in the educational process of special (designing and modeling of clothing, design of clothing ) and psychological and pedagogical (the method of profile education, the theory and methodology of teaching technology, the method of educational work) disciplines.

scholarly journals A model for developing scientific research competencies in graduate

2017 ◽  
Vol 22 (3) ◽  
pp. 37-45 ◽  
Author(s):  
I.N. Emelyanova
Keyword(s):  
Scientific Research ◽  
Training Programme ◽  
Academic Major ◽  
Academic Disciplines ◽  
State University ◽  
Research Activity ◽  
Research Competency ◽  
Research Competencies ◽  
Research Cycle ◽  
Effective Development

The paper describes a model for developing scientific research competency within the system of teacher education that was tested in the course of implementation of a training programme in Methodology and Technique of SocialUpbringing in Tyumen State University. This model is based on the specifics of research activity in the context of the professional standard for teachers. It is argued that effective development of research competency in students depends on the following: establishing a research module within the training programme according to the academic major and specifics of educational research; employing the research potential of all academic disciplines and practices in order to let the students experience a full research cycle; providing a real professional

Social-Scientific Research Competency

2019 ◽  
Vol 35 (5) ◽  
pp. 737-750 ◽  
Author(s):  
Christopher Gess ◽  
Christoph Geiger ◽  
Matthias Ziegler
Keyword(s):  
Higher Education ◽  
Test Scores ◽  
Research Performance ◽  
Scientific Research ◽  
Research Education ◽  
Crystallized Intelligence ◽  
Research Competency ◽  
Social Scientific Research ◽  
Social Scientific ◽  
Education Courses

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

STAGES OF HIGHER MATHEMATICS TEACHING FOR FUTURE CIVIL PROTECTION SPECIALISTS

2018 ◽  
pp. 168-172
Author(s):  
M. Kusiy
Keyword(s):  
Information Search ◽  
Cognitive Activity ◽  
Civil Defense ◽  
Educational Material ◽  
Material System ◽  
Civil Protection ◽  
Intellectual Activity ◽  
Innovative Teaching ◽  
The Future ◽  
Selection Of

Introduction.  During the training of emergency specialists, the development of a clear, structured thinking is important.  And the mathematical disciplines themselves are aimed at activating the intellectual activity of cadets and students, the ability to think logically, consistently, and reasonably.  However, cadets and students consider mathematics to be a complex, inaccessible and not very necessary science.  Therefore, there is a need for continuous, continuous development of methods, technologies of forms of training that would increase interest, accessibility to mathematical disciplines and at the same time, were aimed at improving the quality of training of future rescuers. Purpose.  Identify the main stages of teaching higher mathematics for future civil defense specialists and substantiate their peculiarities. Methods.  The article used methods of scientific knowledge (general), methods used in the empirical and theoretical levels of research (transition from abstract to specific).  Results.  The basic stages of teaching higher mathematics for future specialists of civil defense are determined: motivation, research, assimilation, application.  The proposed stages are analyzed in detail.  The regularities that contribute to the increase of motivation (selection of educational material, system approach, creative approach, a variety of forms and methods of teaching, taking into account the specifics of the future profession, the use of innovative teaching technologies) are highlighted.  There are three phases of knowledge (curiosity, curiosity, theoretical knowledge).  It is determined that for the acquisition of knowledge it is possible to use the information - search type of classes with its microstructure.  Planning the microstructure of occupations in the first place should put the level of cognitive activity, awareness and independence in the performance of educational tasks.  It is noted that the process of assimilation is the process of internalization of knowledge, putting it into the inner plan of man, and the application is to extraorise knowledge, make it to the outline of human activity.  It was investigated that the stage of application of knowledge is divided into two parts (the first is the application of knowledge, skills in standard terms, the second - the transfer of knowledge, skills, skills in new, changed conditions).  Examples of applied tasks that can be solved in higher mathematics classes are given.  It is substantiated that only in combination of all stages is formed the need for knowledge acquisition and their application. Conclusion.  Stages of teaching higher mathematics - a cyclical process that requires constant improvement, hard work of the teacher.  Stages of motivation and application combine the same laws (selection of educational material, creative approach, taking into account the specifics of the future profession, the use of innovative teaching technologies).  And only in a logical, thought-out combination of these stages can one form the future need for civil protection specialists to expand the knowledge and apply it to practical application.

Factors Influencing the Adoption of Electronic Information Resources among Postgraduate Students in Nigerian Universities

Mousaion ◽  
2020 ◽  
Vol 38 (2) ◽  
Author(s):  
Kehinde Abayomi Owolabi ◽  
Basirat.Olubukola Diyaolu ◽  
Nurudeen Adeniyi Aderibigbe ◽  
Mudasiru A Yusuf
Keyword(s):  
Information And Communication Technologies ◽  
Digital Libraries ◽  
Structural Equation ◽  
Information Resources ◽  
Behavioural Intention ◽  
Electronic Information ◽  
Cross Sectional ◽  
Postgraduate Students ◽  
Factors Influencing ◽  
Electronic Information Resources

The advent of information and communication technologies (ICTs) has revolutionised how library resources are made and transmitted to end-users. It has effectively improved the standard of education and research in tertiary institutions worldwide by providing various essential resources, including e-books, journals and databases. However, it has been observed that students still abstain from making the best usage of the digital library, instead using search engines rather than institutional digital libraries. This study investigated the factors influencing the behavioural intention of postgraduate (PG) students to use electronic information resources (EIRs). The Unified Theory of Acceptance of Technology (UTAUT) model was adopted. A cross-sectional research design was used to assess the factors influencing the use of EIRs. A sample of 362 PG students was determined using a Monte Carlo simulation approach. Data were collected from participants via the administration of 400 copies of the questionnaire. Confirmatory Factor Analysis (CFA) and the Covariance-Based Structural Equation Modelling (CB-SEM) were used to analyse data collected. The findings revealed that performance expectancy (PE) and effort expectancy (EE) were the two constructs that influenced PG students’ behavioural intention to use EIRs. In contrast, social influence (SI) and facilitating condition (FC) did not change the PG students’ behavioural plan to use EIRs. The study recommended the need for adequate training for postgraduate (PG) students on the obligation to accept and use EIRs.

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.

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