scholarly journals АСПЕКТИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ ФІНЛЯНДІЇ: ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ

2019 ◽  
pp. 213-220
Author(s):  
Сергій Вікторович Петренко
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Learning Management Systems ◽  
Communication Technologies ◽  
Management Systems ◽  
Digital Learning ◽  
Ict Competence ◽  
Information And Communication ◽  
Open And Distance Learning ◽  
Digital Learning Resources

У статті на основі аналізу особливостей фінської системи педагогічної освіти визначено, що підготовку учителів у Фінляндії характеризують: варіативність змісту освіти, гнучкість структури й технологій навчання, наявність у студента можливості проектування адекватного його інтересам і потребам індивідуального освітнього маршруту. Основою підготовки майбутнього учителя фінської початкової школи у виконанні професійних обов’язків вважається компетентнісний підхід як ефективна освітня парадигма. Серед професійних компетентностей (предметна компетентність, дослідницька компетентність, курікулярна компетентність, компетентність безперервного навчання, емоційна компетентність, соціальна компетентність, комунікативна компетентність, інформаційно-комунікаційна компетентність, інтелектуальна компетентність, ситуативна компетентність, часова компетентність) особливе місце відведено інформаційно-комунікаційній компетентності (Information and Communication Technologies – ICT Competence), яка є сукупністю знань та вмінь, що формуються в процесі навчання та самонавчання в галузі інформаційних технологій (ІТ), а також здатність до виконання педагогічної діяльності за допомогою ІТ. З’ясовано, що освітня програма підготовки вчителів початкової школи включає освоєння модулю за вибором «Інформаційні та комунікаційні технології» обсягом 4 кредити на рівні бакалавра та вивчення навчальної дисципліни «Інформаційні комунікаційні технології в керівництві та консультуванні» обсягом 5 кредитів на рівні магістра. В університетах Фінляндії з метою формування інформаційно-комунікаційної компетентності майбутніх вчителів початкової школи застосовують різноманітні підходи: використання цифрових навчальних ресурсів (Digital Learning Resources), відкрите та дистанційне навчання (Open and Distance Learning), систему управління навчанням (Learning Management Systems). Доведено, що вивчення досвіду підготовки учителів початкової школи у Фінляндії відкриває нові можливості для удосконалення системи педагогічної освіти в Україні в умовах її адаптації до вимог загальноєвропейського освітнього простору.

A Changed Economy with Unchanged Universities? A Contribution to the University of the Future

2010 ◽  
pp. 1723-1744
Author(s):  
Maria Manuela Cunha ◽  
Goran D. Putnik
Keyword(s):  
Distance Learning ◽  
Graduate Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Central Issue ◽  
Post Graduate ◽  
Education Levels ◽  
Information And Communication ◽  
Open And Distance Learning ◽  
The University

Individualised open and distance learning at the universitycontinuing education and post-graduate education levels is a central issue of today. The advanced information and communication technologies

scholarly journals The use of information and communication technology in supervising open and distance learning PhD students

2019 ◽  
Vol 7 (3) ◽  
pp. 32-41
Author(s):  
Promise Zvavahera ◽  
Fine Masimba
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Tertiary Education ◽  
Communication Technologies ◽  
Information And Communication ◽  
Open And Distance Learning

Even though open and distance learning (ODL) using Information and Communication Technologies can be applied across disciplines and at various levels, this paper focuses on the supervision of PhD students studying through the Open and Distance Learning mode of education using Information and Communication Technologies (ICTs). Taking into account the fact that higher education institutions are always striving to increase the quality of supervision and throughput of doctoral programmes, the study highlights how Information and Communication Technologies (ICTs) can mitigate these challenges. The study was carried out in 10 Zimbabwean universities to evaluate the levels of preparedness of universities, supervisors and PhD students in using information and communication technology during their studies. Purposive sampling was used focusing on PhD students studying through ODL, local universities offering PhD programmes experienced, PhD supervisors, the Zimbabwe Council for Higher Education officials and officials from the Ministry of Higher and Tertiary Education, Science and Technology Development. Students, universities and supervisors were not fully prepared to do their work using ICTs due to various reasons. Some of the reasons given were that some universities did not have the required infrastructure and facilities in place. Some of the supervisors and students lacked basic computer skills and this affected the quality of supervision and slowness in giving feedback. The lack of internet availability and poor connectivity were also cited as challenges especially with the prevailing load shedding. The study recommends universities to invest in ICTs infrastructure since higher education transcends geographical boundaries.

scholarly journals FORMATION OF THE TUTOR ICT-COMPETENCE IN THE PROCESS OF FUTURE TEACHERS’ PROFESSIONAL TRAINING

2020 ◽  
Vol 80 (6) ◽  
pp. 207-221
Author(s):  
Світлана Олександрівна Сисоєва ◽  
Катерина Петрівна Осадча
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Computer Training ◽  
Communication Technologies ◽  
Future Teachers ◽  
Master Program ◽  
Ict Competence ◽  
Information And Communication ◽  
Methodological Approaches

The widespread proliferation of information and communication technologies and the task of meeting the sustainable development goals by overcoming the uneven access of the younger generation to information and communication technologies require the presence of the high level of the ICT competence and the ability to carry out tutoring activities in the information society for teachers-to-be. The paper offers the methodological approaches (contents, methods, tools, and technologies) of forming the tutor ICT competence in the process of future teachers’ professional training. The educational content, which aims at building the ICT competence of teachers as tutors is distributed over the entire period of students’ study at higher educational institutions. During the study of compulsory subjects in the Bachelor program and the "Organization of distance learning in the educational institution" elective discipline in the Master program, students are familiarized with theoretical and methodological aspects of the use of ICT in tutoring. The main method of forming the tutor ICT competence is the portfolio method, in particular, the use of e-portfolio. As the main means of the formation of the tutor ICT competence, computer training programs, e-resources, Internet resources, mobile applications, virtual and augmented reality are determined. E-mail, blogs, social networks, webinars, chats have been used as the technologies of network interaction for forming the tutor ICT competence. In order to identify effective methodological approaches to the formation of the ICT competence of future teachers as tutors, the study has been conducted based on the collection of information by means of questionnaires and statistical processing of the results. The analysis of the results of the pedagogical experiment and comparison of indicators of control and experimental groups before and after the study have shown the effectiveness of the proposed methodological approaches to the formation of the tutor ICT competence. Implementation of these methodological approaches has become possible due to the introduction of information and educational environment with distance learning technologies and information and communication technologies as its main components.

Culture and Motivation in Globalized Open and Distance Learning Spaces

2021 ◽  
pp. 1246-1265
Author(s):  
John M. Keller ◽  
Hasan Ucar ◽  
Alper Tolga Kumtepe
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Future Research ◽  
Learning Spaces ◽  
Online Learners ◽  
Information And Communication ◽  
Prime Movers ◽  
Open And Distance Learning ◽  
The Many

Culture, globalization, and evolution in information and communication technologies are three of the many factors that sway open and distance education phenomenon throughout the world. Within this field, motivation issues are regarded as the prime movers behind cultural differences. This chapter examines culture and motivation in globalized online learning spaces and their effects on learners' motivation. After exploring and explaining culture, globalization, and motivation issues, implications for designing motivational strategies for culturally diverse online learners based on Keller's ARCS-V motivation design model are presented. Further, recommendations and future research directions are proposed. Lastly, this chapter focuses on the multicultural nature of open and distance learning spaces.

Culture and Motivation in Globalized Open and Distance Learning Spaces

2018 ◽  
pp. 146-165 ◽  
Author(s):  
John M. Keller ◽  
Hasan Ucar ◽  
Alper Tolga Kumtepe
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Future Research ◽  
Learning Spaces ◽  
Online Learners ◽  
Information And Communication ◽  
Prime Movers ◽  
Open And Distance Learning ◽  
The Many

Culture, globalization, and evolution in information and communication technologies are three of the many factors that sway open and distance education phenomenon throughout the world. Within this field, motivation issues are regarded as the prime movers behind cultural differences. This chapter examines culture and motivation in globalized online learning spaces and their effects on learners' motivation. After exploring and explaining culture, globalization, and motivation issues, implications for designing motivational strategies for culturally diverse online learners based on Keller's ARCS-V motivation design model are presented. Further, recommendations and future research directions are proposed. Lastly, this chapter focuses on the multicultural nature of open and distance learning spaces.

scholarly journals Information and Communication Technologies for the Promotion of Open and Distance Learning in Bangladesh

1970 ◽  
Vol 4 (1) ◽  
pp. 36-42
Author(s):  
Md Tofazzal Islam ◽  
Abu Sadeque Md. Selim
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Rapid Expansion ◽  
Distance Learners ◽  
Distance Teaching ◽  
Course Materials ◽  
Information And Communication ◽  
Open And Distance Learning

Recent explosion of information and communication technologies (ICTs) in the developed countries offers tremendous opportunities for electronic delivery of course materials for open and distance learners. In spite of some socio-economic constraints, ICTs are expanding fastly in the developing countries and thus offer a new scope for the promotion of open and distance learning. Bangladesh is recently connected to the information super-highway through submarine cables, which will add a new spin in the expansion of the Internet and other ICTs. More than 10 million mobile phone users throughout the country reflect the real phenomenon of quick acceptance of the modern ICTs by the people. However, the only distance teaching public university, Bangladesh Open University (BOU) is still far behind of using modern ICTs for delivering her course materials to the distance learners. Considering the rapid expansion of computer and internet after 1998s, it is now appropriate time to consider inclusion of some interactive ICTs i.e. e-learning in delivering course materials of BOU and other academic institutes to promote distance education in Bangladesh. In this paper, we discuss the current situation and future prospects of ICTs in Bangladesh for the expansion of open and distance education. Key words: ICTs, ODL, mobile learning.

scholarly journals Migrants’ wellbeing and use of information and communication technologies.

2021 ◽  
Vol 1 (2) ◽  
pp. 139-160
Author(s):  
Jordana Salma ◽  
Lalita Kaewwilai ◽  
Savera Aziz Ali
Keyword(s):  
Social Support ◽  
Information And Communication Technologies ◽  
Social Role ◽  
Communication Technologies ◽  
Current Evidence ◽  
Social Activities ◽  
Digital Learning ◽  
Migrant Populations ◽  
Ict Use ◽  
Information And Communication

The number of migrants is increasing worldwide coupled with an ever-expanding entrenchment of information and communication technologies (ICTs) in the fabric of daily life. There has been little attention in the health disciplines to the unique ways migrants adopt and are influenced by ICTs across multiple local and transnational social spaces. This scoping review explores the current evidence on migrants’ ICT-mediated transnational social activities and related influences on wellbeing. The review was conducted using Arksey and O'Malley’s (2005) methodological framework and a total of 37 articles were included for the final study. Key findings highlight barriers and facilitators of ICT use in transnational contexts, types of ICT-mediated transnational social activities; and reported influences on migrants’ wellbeing. Migrants’ ICT use facilitates reciprocal channels of social support and continuation of valued social roles. Social role disruption, unequal exchange of social support, and mismatch between migrants’ expectations around ICT use and that of left-behind communities are some of the negative processes with psychological, social, and emotional consequences identified in the review.  Main review conclusions emphasize the need to further explore the quality and intensity of ICT-mediated social influences on migrants’ wellbeing and to incorporate a transnational lens in the design of digital learning interventions targeting vulnerable migrant populations.

scholarly journals RISKS, DANGERS, THREATS OF “CONTINUOUS” E-EDUCATION

2020 ◽  
pp. 58-62
Author(s):  
T. Yu. Krotenko
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Digital Learning ◽  
Educational Materials ◽  
Huge Number ◽  
Significant Events ◽  
Educational Structures ◽  
Long Time ◽  
Information And Communication

The term “digitalization” for a long time settled in the agenda of significant events dedicated to education. The education system, fulfilling the adopted program, should prepare a huge number of schoolchildren, students and workers for life with the indispensable use of information and communication technologies. However, often the actual digitalization is reduced either to the digitization of educational materials and documents in educational structures, or to unhindered access to the Internet. If the request for digitalization is addressed to education, then, being in the pedagogical space, it would be reasonable to first determine what and how to teach. The problem of the lack of a reasonable psychological and pedagogical concept of digital learning, which could be used by the subjects of the educational process as a basic one, is raised in the article.

Educational Platforms for Online Learning in a Cloud Environment

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Neli Kiskinova ◽  
◽  
◽  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Cloud Environment ◽  
Advantages And Disadvantages ◽  
Information And Communication ◽  
E Learning ◽  
Learning Platforms ◽  
Cloud Technologies

This paper presents the types of distance learning platforms with the use of information and communication technologies. It analyses their main functionalities and outlines the advantages and disadvantages of using cloud technologies in e-learning.

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