Digital educational technologies in the context of increasing the international competitiveness of universities

2020 ◽  
pp. 123-136
Author(s):  
E.A. Kameneva ◽  
G.V. Mozhaeva ◽  
M.A. Selivanova
Keyword(s):  
Distance Learning ◽  
International Association ◽  
Digital Technologies ◽  
International Competitiveness ◽  
Current Situation ◽  
Economic Education ◽  
Educational Technologies ◽  
University Teachers ◽  
Digital Competencies ◽  
The Impact

The article assesses the impact of the pandemic on the development of distance learning and digital competencies of university teachers who are part of the International Association of Financial and Economic Education. The analysis of the dynamics of the use of digital technologies, services and tools by teachers from November 2019 to June 2020 is carried out. Particular attention was paid to the study of changes in the attitude of teachers towards distance learning in connection with the current situation caused by the pandemic.

scholarly journals Digital competence of Russian university teachers

2021 ◽  
Vol 25 (3) ◽  
pp. 33-44
Author(s):  
Yu. A. Masalova
Keyword(s):  
Distance Learning ◽  
Digital Technologies ◽  
Educational Process ◽  
Modern World ◽  
University Management ◽  
Digital Competence ◽  
University Teachers ◽  
Professional Activities ◽  
Competence Level ◽  
Digital Competencies

This research paper presents the results of the author’s survey aimed at assessing the digital competence of modern university teachers. The relevance of digital competencies is becoming more and more obvious due to the transformations in the activities of educational organizations. These changes concern the use of digital technologies not only in university management, but also directly in the educational process. The development of distance learning and remote interaction formats is an objective reality in the modern world. The purpose of this article is to make an attempt of assessing a university teacher’s digital competence level based on the general perception of his/her abilities and the digital technologies used in his/her professional activities. The author analyses the teachers’ readiness to use digital technologies and their attitude to distance learning. The study showed that the majority of the interviewed teachers have a high level of basic and universal digital competencies. It was found that most of the respondents already have experience of taking online courses to improve their professional skills. The analysis makes it possible to conclude that the teachers who participated in the survey demonstrate a high readiness to use digital technologies in their professional activities. The author’s study is not supposed to give a complete picture of all Russian university teachers’ digital competence level, since this requires both greater coverage of respondents and the use of other channels (beyond digital) to collect data within the survey. At the same time, this research allows to formulate possible ideas for improving Russian university teachers’ digital competence level, which nowadays becomes the key to improving their effectiveness. The results of the study can be used when working out universities’ personnel development programs in order to ensure a higher level of the teachers’ digital competence.

PROFESSIONAL DEVELOPMENT OF TEACHERS FOR THE IMPLEMENTATION OF DISTANCE LEARNING AT SCHOOL

2021 ◽  
Vol 71 (3) ◽  
pp. 143-154
Author(s):  
G. Mailybayeva ◽  
◽  
G. Zholtayeva ◽  
D. Kaldiyarov ◽  
A. Meirambek ◽  
...  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Successful Implementation ◽  
Digital Competence

The article deals with the problem of increasing the level of competence of teachers associated with the use of digital educational technologies in the educational process of the school by organizing advanced training courses. Effective digital educational technologies for organizing distance learning are also described. The formation of digital competence is possible in the process of implementing educational programs of higher education, as well as professional development and professional training programs. The authors, based on the analysis of empirical data obtained during the survey of current teachers and future teachers - students of the pedagogical direction on the use of distance educational technologies in the educational process, identify problems and difficulties in using digital technologies, types of competence improvement for the successful implementation of distance learning. Based on the analysis of ICT competence in the field of education, the authors developed a program of a professional development course on the topic "Kashyktyktan okytudagi tsifrlyk bilim beru technologiyalary" and conducted teacher training. The survey revealed the degree of readiness and desire of teachers to use digital tools and services in the educational process. This suggests the need for further development of the organization of effective online communication of participants in the educational process, productive feedback with students using digital technologies; forming a critical assessment of students 'behavior and correcting their actions when working in a digital educational environment, monitoring the independence of students' performance of educational tasks; using the potential of digital tools and services in organizing group work and project activities of schoolchildren, and others.

Neurotechnology and development of students and teachers’subjectivity in inclusive education

2021 ◽  
pp. 73-87
Author(s):  
А.И. Тащёва ◽  
С.В. Гриднева ◽  
Р.И. Хотеева ◽  
Н.Н. Сетяева ◽  
М.Р. Арпентьева
Keyword(s):  
Inclusive Education ◽  
Digital Technologies ◽  
Educational Process ◽  
High Culture ◽  
The World ◽  
Teachers And Students ◽  
Digital Competencies ◽  
The Impact ◽  
Development Of Students ◽  
Artificial Intelligence Systems

В статье рассматриваются результаты и последствия внедрения смарти нейротехнологий в инклюзивное образование. Цель работы — изучить их влияние на развитие субъектности студентов и преподавателей, применяющих цифровые технологии. Новизна исследования заключается в попытке интегративно осмыслить социально-психологические проблемы нейрообразования, связанные с внедрением и применением систем искусственного интеллекта в инклюзивном образовательном процессе, в рамках которого формируется и развивается субъектность. Изучение подводных камней нейрообразования необходимо для осмысления результатов воздействия цифровых технологий на становление и развитие обучающихся и педагогов как субъектов воспитательно-образовательного процесса. Варианты преобразования инклюзивного образования и его субъектов должны рассматриваться в контексте изменения ценностей, целей, концептов и концепций, которые определяют и трансформируют взаимоотношения человека с собой и окружающим миром. Результаты исследования показали, что нейротехнологии вызывают серьезные изменения в инклюзивном образовании, влияют на отношение человека к себе и окружающему миру и в конечном итоге могут привести к потере субъектности. Соответственно, их использование подразумевает высокую культуру инклюзивного образовательного процесса, развитие человеческих и профессиональных качеств педагогов и обучающихся. Нейрообразование может сыграть существенную роль в становлении и совершенствовании человека как субъекта при условии формирования нейросреды в контексте цифровой и общечеловеческой культуры. The article focuses on the results and consequences of the introduction of smart and neurotechnologies in inclusive education. The purpose of the study is to analyze the development of the subjectivity of students and teachers using digital technologies. The novelty of the research lies in the desire to integratively reflect on socio-psychological problems related to the introduction and application of artificial intelligence systems in an inclusive educational process, within which subjectivity is formed and developed. The study of the problems of neuroeducation is necessary for understanding the results of the impact of digital technologies on the formation and development of students and teachers as subjects of the educational process. Options for the transformation of inclusive education and its subjects should be considered in terms of changing values, goals, concepts that define and transform a person’s relationship with themselves and the world around them. Research results showed that neurotechnologies bring serious changes in inclusive education; they affect a person’s attitude towards himself or herself and the world around him or her and can eventually lead to a loss of subjectivity.They can be introduced only on the basis of a high culture of the educational process, highly developed human and digital competencies of teachers and students. Neuroeducation can play an essential role in a person’s formation and improvement as a subject provided the neuro-environment is created on the basis of digital and human culture.

scholarly journals The impact of digital technology on learning motivation and learning modes

2021 ◽  
Vol 273 ◽  
pp. 12083
Author(s):  
Nadezhda Efremova ◽  
Anastasia Huseynova
Keyword(s):  
Distance Learning ◽  
Digital Literacy ◽  
Educational Activities ◽  
New Era ◽  
Learning Modes ◽  
Digital Competencies ◽  
Level Of Training ◽  
High Level ◽  
Motivation And Learning ◽  
The Impact

The new era creates new opportunities and poses a number of challenges for education to adapt to the emerging prospects of digital transformation of educational activities. The article provides a brief analysis of domestic and foreign works on the problems of digitalization in education. It is shown that, along with the benefits offered by the digital space, there are many problems of its use in educational activities. The solution of these problems is primarily associated with the training of teachers to use new opportunities for the organization and implementation of distance learning forms, the development of their digital competencies. At the same time, it has been shown that in both foreign and domestic universities, students in their majority prefer contact forms of classes and want a live dialogue with teachers, despite their rather high digital literacy. Therefore, the emerging digital didactics is very important to determine the ratio of traditional and distance learning will be able to provide a comfortable learning environment and a high level of training of future specialists. These and other questions can be answered by digital didactics, which has not yet been developed by scientists and educational practitioners.

scholarly journals Readiness of higher school teachers to use digital technologies in the educational process

2021 ◽  
pp. 163-172
Author(s):  
Elena Manuzuna ◽  
Anastasia Chufeeva ◽  
Svetlana Artemyeva
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Survey ◽  
Digital Technologies ◽  
Individual Characteristics ◽  
Educational Process ◽  
Modern World ◽  
Digital Competence ◽  
University Teachers ◽  
Digital Competencies

The digitalization of the education system imposes certain circumstances not only on the organization of the educational process and the training of specialists in demand in the modern world, but also on the skills of a teacher in the field of information and communication technologies. Within the framework of this article, an analysis of Russian and foreign approaches to defining a set of digital competencies necessary for a modern teacher of higher education is carried out. The purpose of this study is to determine an objective diagnostic toolkit for identifying the level of digital competencies among teachers of higher institutions. Based on the analysis of Russian and foreign experience in the development of digital competence among teachers, including a higher education teacher, an internal questionnaire was developed to assess the level of formation of the necessary digital skills. Data collection was carried out through an online survey of teachers using a structured questionnaire. A survey of university teachers was conducted in order to identify the readiness to use digital technologies in the educational process. The data obtained during the survey made it possible to obtain objective information about the level of formation of digital competencies among teachers and their readiness to use digital tools and technologies in the educational process. University teachers have demonstrated high results in such competencies as the use of digital solutions for effective communication of students on academic assignments; creating your own digital resources; creation and modification of digital educational materials, inclusion of students in group work using the Internet, including online services for joint project activities; taking into account the individual characteristics and needs of students in the educational process; exchange of ideas and materials with colleagues from other educational organizations, including through cloud systems, advanced training through online training.

scholarly journals Novas considerações sobre o acesso ao Patrimônio Musical no Brasil | New considerations on access to Brazilian musical heritage

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
André Guerra Cotta
Keyword(s):  
Cultural Heritage ◽  
Digital Technologies ◽  
Current Situation ◽  
Legal Restrictions ◽  
Right To Information ◽  
Definition Of ◽  
The Right ◽  
The Impact ◽  
Musical Heritage ◽  
Methodological Difficulties

Resumo Este artigo traz considerações sobre o direito à informação no campo da musicologia no Brasil, especialmente sobre o acesso a fontes musicais manuscritas. O autor compara a situação atual com o contexto de fins da década de 1990, apresentando exemplos concretos de avanço em termos de acessibilidade das fontes e reflexões sobre o impacto das tecnologias digitais na área em foco. Finalmente, aponta aspectos em que não houve tranformações significativas, tais como as restrições legais, as dificuldades metodológicas e a falta de mobilização coletiva para a discussão e definição de políticas públicas voltadas para o tratamento e a conservação do Patrimônio Musical no Brasil. Palavras-chave música brasileira, musicologia histórica, acervos, digitalização, patrimônio cultural Abstract This article presents considerations about the right to information in the field of musicology in Brazil, especially on the accessibility to hand-written musical sources. The author compares the current situation with the context of the late 1990s, giving positive examples in terms of accessibility of the sources and reflections on the impact of digital technologies in the area in focus. Finally, we discuss aspects in which there were no significant transformations, such as legal restrictions, methodological difficulties and the lack of collective mobilization for the discussion and definition of public policies for the care and preservation of musical heritage in Brazil. Keywords brazilian music, historical musicology, collections, digitization, cultural heritage

scholarly journals University Teachers’ Digital Empowerment for Blended Teaching: An Online Training Design

2021 ◽  
pp. 116-123
Author(s):  
Pablo Baztan ◽  
Teresa Romeu ◽  
Montse Guitert ◽  
Marc Romero
Keyword(s):  
Online Teaching ◽  
Digital Technologies ◽  
Online Training ◽  
Educational Practices ◽  
Training Design ◽  
University Teachers ◽  
Blended Training ◽  
Challenge Based Learning ◽  
Wide Experience ◽  
The Impact

Because of the impact of the pandemic in the different sectors of society, blended training solutions have acquired, in the field of education, an important relevance, speeding up a change that would normally require years to be developed.Teachers from all levels of education had to adapt and develop their practices using digital technologies without enough knowledge to do it properly. Considering this context, this paper will present the design of an online training that seeks to empower university teachers to take advantage of the potential of digital technologies to design and implement educational practices in blended settings while they acquire Digital Competences. This training will be applied with a challenge-based learning methodology and from a collaborative perspective. In addition, participants will develop the role of students and teachers at the same time in order to design blended educational practices that respond to the needs of their own students.The proposed training, that will be designed by teachers from the Open University of Catalonia with wide experience on training in Digital Competences and online teaching, will be implemented in 6 countries around Europe (Italy, Spain, Ireland, Greece, Cyprus and Finland), will be developed in the framework of the European project Empower Competences for Onlife Learning in HE (ECOLHE).

scholarly journals PROFESSIONAL (PEDAGOGICAL) PRACTICE OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS IN THE REALITIES OF DISTANT LEARNING

2021 ◽  
Vol 1 (195) ◽  
pp. 77-81
Author(s):  
Zhanna Koloskova ◽  
◽  
Maryna Nazarenko ◽  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Organization ◽  
Digital Technologies ◽  
Educational Resources ◽  
Educational Technologies ◽  
Pedagogical Practice ◽  
Asynchronous Mode ◽  
Textual Information ◽  
Modular Training

The article considers the issue of doing professional (pedagogical) traineeship by university students in a remote form. Based on the analysis of methodological recommendations of the Ministry of Education and Science and educational departments of various universities of Ukraine, the authors consider changes in the content of a remote form of professional pedagogical practice of future teachers and formulate factors that contribute to its organization and fulfillment: the developing of a set of methodological recommendations for trainee students with regard to specifics of the specialty (content of practice by modules, types of activity, determining the procedure for registration and submission of reports, providing samples of documentation); determining the messengers to be used for communication with methodologists and practice leaders; students’ mastering the technologies of online learning – a complex of educational technologies (technologies of developing, projecting, mixed, differentiated, programmed, modular training, etc.), and also information-communication (digital) technologies of creating, compiling and saving, and accessing the electronic educational resources on various subjects (integrated courses), which provide an opportunity to implement the process of remote learning; organization of practice with regular interaction of the subjects of online learning (pupils, teachers, trainee students) during classes and consultations held online and provided by the transmission of video, audio, graphic and textual information in synchronous and asynchronous mode; participation of students in webinars on the chosen specialty to adopt the experience of their teachers-practitioners. Thus, the analysis of the source base provided an opportunity to draw the following conclusions: remote form of industrial pedagogical practice requires: development of a set of methodical recommendations for students-interns taking into account the specifics of the specialty (content of practice by modules, types of activity, determination of the order of registration and submission of reports, provision of samples of documentation); identification of messengers who will communicate with methodologists and practice leaders; mastering by the student of technologies of distance learning - a complex of educational technologies (technologies of developmental, project, mixed, differentiated, programmed, modular training, etc.), and also information and communication (digital) technologies of creation, accumulation, storage and access to electronic educational resources on subjects (integrated courses), which provide an opportunity to implement the process of distance learning; organization of practice with regular interaction of distance learning subjects (students, teachers, trainees) during classes, consultations conducted remotely, and provided by the transmission of video, audio, graphic and textual information in synchronous and asynchronous mode; participation of students in webinars on the profile of the chosen specialty to learn from teachers-practitioners.

scholarly journals Transformation of university teachers’ working and employment conditions in the period of distance learning: socio-psychological aspects and risk assessment

2021 ◽  
Vol 14 (33) ◽  
pp. e16165
Author(s):  
Irina Yurievna Ilina ◽  
Natalya Vladimirovna Buley ◽  
Tatiana Sergeevna Demchenko ◽  
Elena Vasilevna Povorina ◽  
Irina Gennadevna Shadskaja
Keyword(s):  
Distance Learning ◽  
Professional Activity ◽  
Remote Work ◽  
Psychological Consequences ◽  
University Teachers ◽  
Professional Activities ◽  
Online Technologies ◽  
Employment Conditions ◽  
Teaching Community ◽  
The Impact

The forced transition to distance learning during the pandemic has determined the development of new models of university teachers’ professional activity. The results of the “first wave” show that the community of teachers was not prepared for distance learning not only due to the lack of necessary competencies and skills of working in the online environment but also psychologically. In particular, the psychological unpreparedness of teachers for the transition from traditional formats of interaction to the remote ones, the collapse of the familiar “live” models of communication with students and colleagues turned up to be a major difficulty. Based on the results of research, the key problems of the organization of teachers’ remote work are determined and the socio-psychological consequences of remote employment are revealed. The main groups of risks faced by teachers due to the forced transition to remote employment are also identified. The impact of remote formats on the professional activities of teachers cannot be assessed unequivocally. On the one hand, in the time of remote work, teachers have developed new skills and competencies, mastered innovative online technologies, managed to overcome numerous psychological struggles, etc. On the other hand, teachers are aware that the necessary process of transformation of education will not only substantially change their professional activity but will also lead to the emergence of fundamentally new social roles and models of professional behavior. There is a growing sense of unease and confusion in the teaching community and negative expectations associated with uncertainty in the professional labor market are developing.

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