scholarly journals THE STEAM-ORIENTED EDUCATIONAL ENVIRONMENT ORGANIZATION FOR GENERAL EDUCATION BY GOOGLE SERVICES

2020 ◽  
Vol 1 (191) ◽  
pp. 161-164
Author(s):  
Natalia Soroko ◽  
◽  
Iryna Pylypchuk ◽  
Keyword(s):  
General Education ◽  
Learning Strategies ◽  
Education Institution ◽  
Research Process ◽  
Educational Environment ◽  
Google Earth ◽  
Free Access ◽  
Joint Research ◽  
Educational Project ◽  
Teacher Student

The article deals with Google services to create and maintain STEAM-based learning environment of general education institution. Analysis of major Google services on implementation STEAM-approach in general education schools gave teachers the opportunity to offer key solutions using them to organize, support and management STEAM-oriented educational environment school. It is determined that Google services (Google Classroom, Google Forms, Google Sites, Google slides, Google Suite + Lucidchart, Google Earth VR, Google Play, Google Lens, etc.) take into account such user requirements as enabling participants of STEAM projects to conduct joint research in the online environment; remotely control the learning process; use tools that allow group work on documents of different formats; data sets representing information from already conducted research; control over the research process; combination in the environment of special programs to create space for other educational projects. Attention is drawn to the distribution of roles in the Google Classroom, which is controlled by the teacher who is the author of the curriculum and course for a particular level of education, namely: teacher – student, where the teacher places materials, attaches files necessary for lessons, creates tasks, and the student processes the provided educational information, performs tasks, receives grades, challenges the teacher's grades and provides arguments for challenging their grades, while receiving advice, explanations and suggestions from the teacher; teacher - parents, where the teacher gives parents access to learning materials, student-made tasks, his assessments and chat to discuss further learning strategies; teacher - administration, where the teacher gives access to their online lessons as open to all who wish to attend these lessons and provide suggestions for improving their quality. It is determined that Google services can be used to organize, maintain and manage the school's STEAM-oriented educational environment, namely: provide teachers with tools for: modeling an STEAM educational project, creating joint communication with students within this project, evaluating students' activities in it, creating archives of these projects and their results, working with colleagues, parents and professionals (chats and forums); provide students with feedback from teachers and other professionals involved in the educational project, free access to educational and scientific materials necessary for the project, communication with students who are part of a group within a particular educational project, tools, that can help to obtain data and check designs, models, etc. Prospects for further research are related to the creation and implementation of STEAM-oriented educational environment based on Google services, testing the effectiveness of this environment in accordance with the results of STEAM projects in general education institutions.

scholarly journals Strategies of Developing General Competencies of Pre-service Teachers of Music

Pedagogika ◽  
2013 ◽  
Vol 112 (4) ◽  
pp. 39-45
Author(s):  
Jolanta Lasauskienė
Keyword(s):  
Learning Strategies ◽  
Music Teachers ◽  
Qualitative Content Analysis ◽  
Music Teacher ◽  
Learning To Learn ◽  
Educational Project ◽  
Teacher Student ◽  
Musical Activity ◽  
Teaching Learning ◽  
Student Reflections

According to the Lithuanian and foreign experience of educationalists, the present article discusses possibilities of developing general competencies of pre-service teachers of music by applying the project method. The research is related to analysis of opportunities to improve students’ competencies of reflection and learning to learn, as well as communication and cooperation. The problem of the research formulated: in what way and what impact project activities can exert on general competencies of future teachers of music; what are the basic strategies for developing general competencies of students involved in music pedagogy. The purpose of the research is to highlight basic strategies of developing general competencies of pre - service teachers of music. The methods of the research are as follows: analysis of scientific literature and documents, educational project, written student reflections, qualitative content analysis. Conclusions: The most important strategies connected with future music teacher general competencies by means of musical activity are related to the following: 1) promotion of students’ independent involvement in musical project activities (by strengthening the practice of socially important musical activities); 2) strengthening of teacher - student cooperation; 3) encouragement of learners to reflect and self - assess their own activities. Application of strategies related to development of general competencies during the educational project helped to fi various features connected with development of the competencies discussed above. It can be stated that the application of foreseen education strategies in project activities could have influenced the development of general competencies of future music teachers. While improving the study programmes for future music teachers, it is important to pay more attention to reflective teaching (learning) strategies and methods. While organizing project activities, it is advised to use the partnership based principles of pedagogy, which are validated on esteem, confidence and cooperation. While enhancing the independent student‘s involvement into musical project activities, it is advised to give the alternatives for students of activity selection.

scholarly journals Implementation of pedagogical conditions for the formations of a harmoniously developed student’s personality in the cross-cultural educational environment of a modern school

2021 ◽  
Author(s):  
А.Х. Ахмедьянова
Keyword(s):  
General Education ◽  
Historical Memory ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Material ◽  
Cross Cultural ◽  
Educational Process ◽  
Interactive Methods ◽  
Modern School ◽  
The Cross

В статье раскрывается современная модель образовательной среды – это кросс-культурная образовательная среда, которая определяется как диалогическое пространство эффективного формирования гармонично развитой личности обучающегося в школьной системе образования. В качестве методической системы проектирования кросс-культурной образовательной среды автор определяет интерактивные методы и формы обучения, а также определенный кросс-культурный учебный материал. Учеными установлено – интерактивность есть средство организации диалога и в процессе живого, и в процессе информационно-технологического общения. Интерактивные методы и формы обучения обеспечивают с одной стороны внутренний диалог, с другой стороны – полилог. Кросс-культурный учебный материал – это материал, который включает в себя культурно-историческую ценность, информацию, факты и события субъектов образовательного процесса, являющихся представителями различных национальностей. Автор статьи показал реализацию педагогических условий формирования гармонично развитой личности обучающегося в рамках предмета «История» с позиции кросс-культурности. Был проведен урок-конференция, где учащиеся общеобразовательного учреждения рассказали и обсудили военные подвиги, военную жизнь своих родственников, узнали много интересных фактов об участии в войне многонационального народа Советского Союза. Экспериментально-опытным путем было установлено, что процесс образования в кросс-культурной образовательной среде современной школы обуславливает формирование следующих структурных компонентов – культуры как когнитивный компонент, исторической памяти как аксиологический компонент и ценностной ориентации как деятельностный компонент, которые в совокупности образуют гармонично развитую личность обучающегося. Сделан вывод о соответствии поставленных целей и задач с полученными результатами. The article reveals the modern model of the educational environment – it’s a cross-cultural educational environment, which is defined as a dialogical space for the effective formation of a harmoniously developed personality of a student in the school education system. As alternative pedagogical conditions for designing a cross-cultural educational environment, the author defines interactive methods and forms of teaching, as well as a certain cross-cultural educational material. Scientists have established that interactivity is a means of organizing a dialogue both in the process of live and in the process of informational and technological communication. Interactive methods and forms of training provide an internal dialogue on the one hand, and a polylogue on the other. Cross-cultural educational material is a material that includes cultural and historical value, information, facts and events of the subjects of the educational process which are the representatives of different nationalities. The author of the article showed the implementation of pedagogical conditions for the formation of a harmoniously developed personality of a student in the framework of the subject "History" from the position of cross-culture. A lesson - conference was held, where students of the general education institution told and discussed the military exploits and military life of their relatives, and learned many interesting facts about the participation of the multinational people of the Soviet Union. It was found experimentally that the process of education in the cross-cultural educational environment of a modern school determines the formation of the following structural components in the student's personality – culture as a cognitive component, historical memory as an axiological component, and valuable orientation as an activity component, which together form a harmoniously developed personality. The conclusion is made about the compliance of the set goals and objectives with the results obtained.

Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

2019 ◽  
Vol 28 (11) ◽  
pp. 56-67 ◽  
Author(s):  
A. V. Lyalyuk ◽  
O. R. Tuchina
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Well Being ◽  
Social Institution ◽  
Educational Environment ◽  
Expert Assessment ◽  
Risk Category ◽  
Subjective Well Being ◽  
Higher Education Institution ◽  
Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them. 

Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students With Autism

2017 ◽  
Vol 40 (3) ◽  
pp. 225-245 ◽  
Author(s):  
Elif Tekin-Iftar ◽  
Belva C. Collins ◽  
Fred Spooner ◽  
Seray Olcay-Gul
Keyword(s):  
General Education ◽  
Future Research ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Teacher Student ◽  
Core Content ◽  
Study Results ◽  
Students With Autism ◽  
Academic Content ◽  
Over Time

The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students’ outcomes. Three teacher–student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.

Schools in an evolving digital environment: Digital renewal and its maturity

2021 ◽  
pp. 5-28
Author(s):  
А. Yu. Uvarov ◽  
V. V. Vikhrev ◽  
G. М. Vodopian ◽  
I. V. Dvoretskaya ◽  
E. Coceac ◽  
...  
Keyword(s):  
General Education ◽  
Digital Technologies ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Digital Environment ◽  
Current State ◽  
Control Actions ◽  
Time Observation ◽  
The Impact

Evolving digital technologies are infiltrating schools wave after wave. The changes taking place are viewed as the schools’ digital renewal process (SDRP). The SDRP is complex (multidimensional). It includes changes in the educational environment (physical and virtual), the educational process, and the way the school operates. The SDRP goes uneven, with individual schools at different stages. One-time observation of the SDRP allows you to fix its current state (statics). The longitudinal observations allows you to see changes in the schools’ digital renewal (kinematics). The connection of the observed changes with the impact on the general education system makes it possible to discuss the development of digital renewal under the influence of individual control actions (dynamics). The stages of penetration of digital technologies into the work of the school: computerization, early and mature informatization, digital transformation (transition to the “Smart School”) can be considered as the stages of maturity of the SDRP. The article discusses a framework for describing the processes of digital renewal of schools in an evolving digital environment and an assessment of the SDRP’s maturity.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals New Communication Technologies for Inclusive Education in and outside the Classroom

2013 ◽  
pp. 271-284 ◽  
Author(s):  
Ana Iglesias ◽  
Belén Ruiz-Mezcua ◽  
Juan Francisco López ◽  
Diego Carrero Figueroa
Keyword(s):  
Real Time ◽  
Mobile Devices ◽  
Inclusive Education ◽  
Foreign Students ◽  
Research Work ◽  
Communication Technologies ◽  
Educational Environment ◽  
Communication Barriers ◽  
Education For All ◽  
Educational Project

This chapter explores new communication technologies and methods for avoiding accessibility and communication barriers in the educational environment. It is focused on providing real-time captions so students with hearing disabilities and foreign students, among others, could participate in an inclusive way in and outside the classroom. The inclusive proposals are based on the APEINTA educational project, which aims for accessible education for all. The research work proposes the use of mobile devices for teacher and students in order to provide more flexibility using the APEINTA real-time captioning service. This allows using this service from anywhere and at anytime, not only in the classroom.

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