The need to improve the technological competencies of lecturers in the context of digitalization of the educational process

The current research aimed at identifying the technological competencies required for intermediate and secondary school teachers to activate the use of interactive whiteboards in the classroom. To achieve this goal, the question of technological competencies for middle and high school teachers was answered to activate the use of the interactive whiteboard in the classroom. Based on the objective of the research and its questions، the researcher used the descriptive method for its relevance to the research. The sample included (40) teachers of the intermediate and secondary stage in Al-Fursan Private Schools for Girls in Riyadh who used the Smartboard in teaching. The researcher used the questionnaire to collect the necessary data to answer the study questions. The responses were analyzed using the following statistical methods: frequencies، percentages, arithmetic mean، Pearson coefficient to measure the validity of the internal consistency of the study instrument، and Vacronbach coefficient in order to measure instrument stability. The most important results of the research are that the members of the research sample have three design competencies needed to activate the use of the interactive whiteboard in the classroom to a high degree: the ability to design a lesson، master the techniques of evaluation and the ability to design activities، all using interactive whiteboard. The study also concluded that incentives were given to the teacher who uses interactive whiteboard in teaching, and also to design modern buildings for educational institutions in accordance with the requirements of presentation and use of the interactive whiteboard in the classroom. The study recommended the educating middle and secondary school teachers about the importance of using interactive whiteboard in the educational process at all levels، and also working on attracting highly qualified human cadres for the success of the interactive whiteboard.

Download Full-text

Application of the Delphi Technique to Determine the Technological Competencies of a Faculty Member

European Journal of Educational Research ◽

10.12973/eu-jer.10.4.2089 ◽

2021 ◽

Vol 10 (4) ◽

pp. 2089-2103

Author(s):

Yurii O. ◽

Petro I. ◽

Svitlana M. ◽

Mariia M. ◽

Volodymyr P.

Keyword(s):

Comparative Method ◽

Educational Process ◽

Faculty Members ◽

Expert Assessment ◽

Student Survey ◽

Assessment Technique ◽

Technological Competence ◽

Empirical Level ◽

Independent Expert ◽

Technological Competencies

<p style="text-align: justify;">The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.</p>

Download Full-text

Application of Methodical Problems in Forming Professional-Technological Competence of Future Physics Teachers

Bulletin of Science and Practice ◽

10.33619/2414-2948/56/45 ◽

2020 ◽

Vol 6 (7) ◽

pp. 357-362

Author(s):

R. Isaeva

Keyword(s):

Educational Process ◽

Physics Teachers ◽

Technological Competence ◽

Decision Logic ◽

Technological Competencies ◽

Methodological Problems

The article discusses the role and importance of methodological tasks in the preparation of future physics teachers. In order to form professional and technological competencies in students, a system has been developed for the compilation and application of methodological tasks in the educational process, which consists of the following components: didactic goals, the didactic basis for compiling methodological problems, solution conditions, decision logic, stages of solving methodological problems.

Download Full-text

PSYCHOLOGICAL-PEDAGOGICAL CONDITIONS FOR FORMING PROFESSIONAL COMPETENCIES OF A FUTURE PRIMARY SCHOOL TEACHER WITH AN ADDITIONAL SPECIALIZATION IN "INFORMATICS"

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2020-3.1728-5496.14 ◽

2020 ◽

Vol 67 (3) ◽

pp. 105-113

Author(s):

A.A. Kdyrbayeva ◽

◽

A.B. Akpaeva ◽

A.S. Stambekova ◽

◽

...

Keyword(s):

Primary School ◽

Professional Training ◽

School Teacher ◽

Educational Process ◽

Primary School Teacher ◽

Future Teachers ◽

Media Technologies ◽

Literary Sources ◽

Technological Competencies ◽

The University

The aim of the article is to describe psychological and pedagogical conditions for forming a system of information technology competences in the process of professional training of a future primary school teacher with additional specialization "Informatics". The basis of the article was formed by practical materials of the authors accumulated in the course of their long-term pedagogical activity in the university, as well as by the analysis of literary sources devoted to the theoretical basis of mathematics and informatics of primary school. The problem of this article concerns the activity of the university teachers on formation of professional competences of future teachers of primary classes with additional specialization "Informatics". In particular, the article provides a justification of the necessity of training future teachers aimed at mastering special skills of application (use) of media technologies in the educational process of primary school. The results of the study can be used in compiling educational programs, methodological recommendations and guidelines for designing the process of forming information and technological competencies of primary school teachers.

Download Full-text