scholarly journals THEORETICAL BASES OF PUPILS’ KEY COMPETENCES FORMATION AT LABOR EDUCATION LESSONS

2020 ◽  
pp. 113-120
Author(s):  
L. Hrytsenko ◽  
S. Liashenko
Keyword(s):  
Information And Communication Technologies ◽  
Social Order ◽  
Communication Technologies ◽  
Self Awareness ◽  
Labor Education ◽  
Wide Range ◽  
Labor Training ◽  
Information And Communication ◽  
Key Competencies ◽  
Level Of Knowledge

The article, taking into account the modern social order for the education system for the upbringing of a person capable of self-realization and self-awareness in the realities of modern life, describes human competencies as indicators that determine a pupil’s readiness to participate in society and school labor education in this aspect. Key competencies are interpreted as a set of personal qualities combined into a complex of a certain level of knowledge, skills, attitudes that affect a wide range of activities (learning skills, general culture, citizenship, information and communication technologies, the desire to preserve health, etc.). The importance of developing pupils’ holistic thinking at labor education lessons in secondary school is described as the ability to see each problem as a whole, imagine its scale and significance, connect a large number of small details, and contextualize knowledge. Relevant pupils’ skills are defined, in particular the ability to work in a team, use information technology, think critically, and resolve conflicts. For teachers these skills are the ability to direct the arsenal of pedagogical influences on students, and to form key competencies. The factors of pupils’ key competencies formation at labor education lessons are singled out. They are the following: the attention of the pedagogical community to the issue; construction of a balanced content of the subject; development of pupils’ cognitive interests in labor training and technology.

scholarly journals Professional training of future teachers of labor education and technology by means of information and communication technologies

2021 ◽  
Vol 7 (Extra-C) ◽  
pp. 538-547
Author(s):  
Yevhen Kulyk ◽  
Pavlo Kuzmenko ◽  
Olha Tytarenko ◽  
Andryi Tsyna ◽  
Andrii Khlopov
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Professional Training ◽  
Communication Technologies ◽  
Statistical Correlation ◽  
Future Teachers ◽  
Labor Education ◽  
Labor Training ◽  
Information And Communication ◽  
Education And Technology

The purpose of this article was to identify the features of professional training of future teachers of labor education and technology by means of information and communication technologies. The research methodology is based on a statistical correlation analysis of the results of the structured survey the OECD Teaching and Learning International Survey (TALIS), conducted in 2018 in 48 countries. Sample of research - teachers and school leaders working in schools providing lower secondary education. The results make it possible to state the following main features of professional training of future teachers of labor training. Identified lack or inadequacy of digital technologies for teacher instruction, which increases the risk of insufficient professional development, mastering digital skills.

IMPLEMENTATION OF THE TRAINING PROGRAM «PROFESSIONAL EDUCATION»: EXPERIENCE, PROBLEMS, PROSPECTS FOR DEVELOPMENT

2020 ◽  
Vol 88 (3) ◽  
pp. 55-67
Author(s):  
Lucia V. Vakhidova ◽  
◽  
Elvira M. Gabitova ◽  
Lira R. Saitova ◽  
Oksana G. Startseva ◽  
...  
Keyword(s):  
Vocational Education ◽  
Information And Communication Technologies ◽  
Professional Education ◽  
Social Order ◽  
New Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Highly Qualified ◽  
Education Experience ◽  
Information And Communication

The article describes the process of training future specialists under the program "Professional education", its features, conditions for implementation, aspects of further development, as well as some of the difficulties that arise during its organization. The focus of the department on how to create a new architecture of the educational process within the program "Professional education" is set by the leading principles: modularity, integrability, flexibility and dynamism, and methodological approaches - competence, activity-based, subject-oriented, environmental – were the basis for its development. As a result the authors presented a model for training a modern specialist with formed professional skills and personal and professional qualities, capable of being in demand in the labor market. The research results can be used in the educational process in the context of how to implement relevant programs in accordance with the new requirements in the educational services market. The rapid technologization of the socio-economic development of our society was reflected in the system of vocational education, designed to prepare highly qualified and competent specialists for the modern economy, science and industry. The transformation of the educational sphere is taking place under the influence of new technologies and human practices that change the social order. The determined infrastructural spheres have the greatest impact on this transformation, we are talking about "Communication Infrastructure": the sphere of information and communication technologies that affect all processes of accumulation and transmission of information; "Infrastructure of production and consumption": a financial and investment sphere, which sets the general rules for interaction in the economic and educational system. The above said made it possible to determine the further vector of educational activities of the Department of Pedagogy and Psychology of Vocational Education in training the specialists in "Professional Education" field both at the bachelor and master degrees.

From digital citizen to digital professional

Kybernetes ◽  
2019 ◽  
Vol 48 (7) ◽  
pp. 1463-1477
Author(s):  
Olga Marino ◽  
Jaime Andres Gutierrez ◽  
Sandra Aguirre
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Cutting Edge ◽  
Case Study Methodology ◽  
Content Type ◽  
Innovative Strategy ◽  
Global Issues ◽  
Wide Range ◽  
Information And Communication ◽  
Teaching Learning

Purpose This paper aims to propose and evaluate a pedagogically sound and innovative strategy to teach a higher education course that prepares future professionals to intelligently use information and communication technologies (ICTs) in their personal and professional lives. Design/methodology/approach The conceptual framework used for the design of the course was the socio-constructivism and activity theories. The implementation of the course was evaluated using the intrinsic case study methodology by including several instruments. Findings The pedagogical strategy proposed proved to be sound, as the evaluation showed that students were able to describe, use and propose innovative uses of a wide range of cutting-edge technologies in their both everyday lives and professional settings; they also had the skills to analyse the opportunities and challenges that these presented. Moreover, students liked this innovative way of learning and ended with a positive attitude towards ICT. Originality/value Although several courses prepare students to be digital citizens or use ICT to enhance the teaching-learning process, millennials are ill prepared to use cutting-edge technologies in an innovative, responsible and critical way in their future professions. The course that was designed is original in that it goes beyond preparing digital citizens to prepare professionals in any domain to use ICT in an informed and responsible way. Moreover, it is a documented, successful example of an undergraduate universal course in a highly important current society dimension. The authors believe that its pedagogical proposal could be transferred to courses dealing with other global issues such as the environment, economy and peace.

scholarly journals PENINGKATAN PROFESIONALITAS PENGAJAR AGAMA DI ERA DIGITAL MENYONGSONG REVOLUSI 4.0 (Suatu Tinjauan PAK dalam Perspektif Pedagogik Kritis)

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Wem. David. Rindengan
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Social Order ◽  
Communication Technologies ◽  
Social Facts ◽  
Global Responsibility ◽  
The Face ◽  
Information And Communication ◽  
Contemporary Education ◽  
New Social Order

This paper is a critique of the traditional pedagogic in education using the critical pedagogic concept formulated by George. S. Counts. Critical pedagogic seeks to view the need for a new social society that can cope with various distributions and regulatory needs through education. In the educational world the teacher's role in the school is an active cultural bearer instead of teaching a passive culture. In the context of religious teachers in this regard, will deal with methods of educating that must conform to the development of science and technology. Teacher/lecturer is the creator of the learning process is required to further improve professionalism so as to create a learning society that thinks past the boundaries of kinship, thinking to create a better future. A critical pedagogic concept formulated by George. S. Counts, referred to as "the necessity of a new social order" in the context of the contemporary education are religious teachers/lecturers need to get out of the face of the slave mentality, and consciously raise strength to gain the influence of reaching for power to Can do great goals in caring for mankind, and increase the sense of global responsibility. The authors realize that the learning process based on information and communication technology in Indonesia is not optimal but religious teachers should not only stop the understanding on social facts but then on social actions that can change Social reality becomes a new social order, which is professional religious teachers in the use of information and communication technologies. Keywords: traditional pedagogic, critical pedagogic, professionality, new Social Society order, Global

CAFCLA

2015 ◽  
pp. 187-209 ◽  
Author(s):  
Óscar García ◽  
Ricardo S. Alonso ◽  
Dante I. Tapia ◽  
Juan M. Corchado
Keyword(s):  
Information And Communication Technologies ◽  
Ambient Intelligence ◽  
Communication Technologies ◽  
Agent Technology ◽  
Learning Approach ◽  
Context Aware ◽  
Computer Supported Collaborative Learning ◽  
Wide Range ◽  
Information And Communication ◽  
Multi Agent

Ambient Intelligence (AmI) promotes the integration of Information and Communication Technologies (ICT) in daily life in order to ease the execution of everyday tasks. In this sense, education becomes a field where AmI can improve the learning process by means of context-aware technologies. However, it is necessary to develop new tools that can be adapted to a wide range of technologies and application scenarios. Here is where Agent Technology can demonstrate its potential. This chapter presents CAFCLA, a multi-agent framework that allows developing learning applications based on the pedagogical CSCL (Computer-Supported Collaborative Learning) approach and the Ambient Intelligence paradigm. CAFCLA integrates different context-aware technologies so that learning applications designed, developed, and deployed upon it are dynamic, adaptive, and easy to use by users such as students and teachers.

The Accessibility and Problems Associated with the Use of Information and Communication Technologies (ICTs) by Fish Farmers in Rural Areas of Ondo State, Nigeria

2012 ◽  
Vol 3 (2) ◽  
pp. 45-52
Author(s):  
J. B. Ogunremi ◽  
P. Abraham
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Local Governments ◽  
Communication Technologies ◽  
Chi Square ◽  
Electric Power Supply ◽  
Wide Range ◽  
Information And Communication ◽  
Ondo State ◽  
The Government

The study evaluated the accessibility and problems associated with the use of information and communication technologies in rural areas of Ondo State. Total sampling was used to select 92 rural fish farmers from three riverine Local Governments in the state between February and April. Questionnaire was used in data collection. Data were analyzed by the use of frequency, percentage, mean and Chi-square test. It was found that radio (96.7%), television (84.4%) and mobile phone (95.7%) were most accessible ICTs to fish farmers of which radio is the most effective (62.0%). Problems associated with the use of ICTs were electric power supply (96.7%), lack of access to ICTs (62.0%) and inadequate information on ICTs (59.8%). There were significant relationship (P<0.05) between problems associated with the use and accessibility of ICTs by fish farmers. It is recommended that the government should allow a wide range of radio broadcast options by giving opportunities for private competition provision of radio content which will allow for development input from relevant agencies.

Information and Communication Technology in Crisis and Disaster Management

2019 ◽  
Author(s):  
Deedee Bennett
Keyword(s):  
Information And Communication Technologies ◽  
Disaster Management ◽  
Unmet Needs ◽  
Situational Awareness ◽  
Communication Technologies ◽  
Management Communication ◽  
Wide Range ◽  
Information And Communication ◽  
Types Of Information ◽  
New Research

Information and communication technologies (ICTs) cover a wide range of telecommunication devices and applications, which facilitate the flow of information. Within crisis and disaster management, these devices and applications may be used explicitly for hazards or crisis detection, information management, communication, situational awareness, search and rescue efforts, and decision support systems. Everything from cell phones and social media to unmanned aerial vehicles and weather stations are used to collect, disseminate, and monitor various types of information and data to provide a common operating picture. ICTs are continually evolving, with new features developed and deployed at a rapid pace. This development has had a unique impact on crisis and disaster management, allowing for real-time communication and situational awareness, as well as novel approaches to simulations and training. With the near-ubiquitous use of some devices, information is also no longer held solely by government or private sector officials; ordinary citizens are also able to contribute to and disseminate information during and after crises. For some segments of the population, this ability to meaningfully contribute is not only empowering but necessary to highlight unmet needs. Throughout the evolution of ICTs, new research and practical concerns have highlighted persistent unmet needs of more vulnerable populations due to growing interdependence and integration across jurisdictional boundaries worldwide. The continued expansion of ICTs will most likely have a profound impact on this field in the future.

Content of teaching students of linguistic university grammar on the basis of Internet projects

2019 ◽  
pp. 34-42
Author(s):  
Elina Yuzbasheva
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Social Order ◽  
Communication Technologies ◽  
Educational Process ◽  
Foreign Languages ◽  
Grammar Teaching ◽  
Grammatical Skills ◽  
Information And Communication ◽  
Teaching Grammar

Content of teaching foreign languages undergoes inevitable changes in connection with introduction of information and communication technologies. Education as an integral part of life of society has to match the criteria providing high-quality teaching process, at the same time the project method allows to execute the social order of society in more practice oriented approach to teaching. The place of grammar studying in the course of teaching foreign languages was not al-ways unambiguous: there were cases when it was under or overestimated in educational process. However, it is worth mentioning that without well formed grammatical skills of foreign language communication any of the most modern information and communication technologies are not capable to yield qualitative result. We consider a problem of adequate use of Internet projects for university students’ grammatical skills formation as well as an issue of the corresponding content of teaching grammar. Teaching foreign language to students of both linguistic university and other higher educational institutes is directed to formation of all components of foreign language com-municative competence. Project activity, as well as based on it educational Internet projects allow to bring this process of teaching to higher qualitative level. We carry out and develop: a) the analysis of the scientific works devoted to the concept “grammar” and its role in the history; b) the analysis of the researches devoted to selection of subject contents for grammatical skills formation of the students’ speech; c) the author’s subject contents of teaching grammar students of linguistic universities on the basis of implementation of foreign language Internet projects.

Digital Language Divide in the European High North: The Level of Online Presence of Minority Languages from Northern Finland, Norway and Sweden

2019 ◽  
Vol 10 (1) ◽  
pp. 245-274 ◽  
Author(s):  
Marcin Dymet
Keyword(s):  
Information And Communication Technologies ◽  
Online Community ◽  
Communication Technologies ◽  
Minority Languages ◽  
Access To Information ◽  
Online Presence ◽  
Information And Communication ◽  
Level Of Knowledge ◽  
Unequal Access ◽  
Digital Language

One of the inequalities generated by the introduction of information and communication technologies (ICTs) is the digital language divide, that is, differences in the online presence of languages and unequal access to information due to the lack of understanding of the available content. The digital language divide is particularly visible in the case of small languages with a low number of speakers. There is a large group of languages with non-existent or irrelevant online presence. This is often the case of the endangered minority languages. The number of language speakers or the level of knowledge of a given language is not sufficient to generate a vital online community. This article presents the current language situation in the European High North with a focus on minority languages: Sámi and Meänkieli languages in Sweden, Sámi and Kven languages in Norway, and Sámi languages in Finland. It also introduces the phenomenon of digital language divide. The article explores the current situation of the minority languages in the European High North in light of their online presence. It responds to the following questions: Is there online presence of the studied minority languages? Is there a need amongst the minorities’ members for more extensive presence? To conclude, the article discusses the possible effects of a language’s underrepresentation.

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