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.

scholarly journals Research of the digital competence of teachers in the conditions of digitalization of the educational environment of the school

2021 ◽  
Vol 27 (1) ◽  
pp. 51-61
Author(s):  
T. A. Boronenko ◽  
V. S. Fedotova
Keyword(s):  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Digital Tools ◽  
Future Teachers ◽  
Digital Competence ◽  
Pedagogical Tools ◽  
Environment Control

The authors describe the significance of the problem of forming digital competence of future teachers. In the period of rapid technological development of a digital society and the introduction of digital technologies, the creation of a digital educational environment, there is a need to resolve the contradiction between the demand for teachers with developed digital competence and their insufficient training in the aspect of the digital component for the successful use of digital technologies in professional pedagogical activity. The formation of digital competence is carried out in the process of implementing educational programs of higher education, as well as advanced training and professional training programs. The authors of the article aim to identify the current state of digital competence of a teacher based on the analysis of empirical data obtained during a survey of current teachers and future teachers students of the pedagogical direction on the use of digital technologies in the educational process. Based on the analysis of the list of relevant digital competencies in the field of education, the authors develop the questionnaire questions. The authors analyze the results of the questionnaire and conclude that the level of digital competence of teachers, the degree of readiness and desire of teachers to use digital tools and services in the educational process suggest the need to develop issues of organizing effective online communication of participants in the educational process, productive feedback with students by means of digital technologies; forming a critical assessment of the behavior of students and adjusting their actions when working in a digital educational environment, control over the independence of students in completing educational tasks; applying the results of student digital footprint analysis to eliminate and correct educational deficits of individual students; using the potential of digital tools and services in organizing group work and project activities of students, communication and involvement of students, and others. The authors propose pedagogical tools for the formation of digital competence of a teacher.

scholarly journals The use of digital technologies in the professional training of bachelor of arts in the context of distance learning

2021 ◽  
pp. 1626-1643
Author(s):  
Oleksandra Barytska ◽  
Iryna Gavran ◽  
Rosina Hutsal ◽  
Natalia Turovska ◽  
Svitlana Tsaruk
Keyword(s):  
Distance Learning ◽  
Professional Training ◽  
Digital Technologies ◽  
Online Training ◽  
Learning Model ◽  
Educational Programme ◽  
Educational Process ◽  
Optimal Learning ◽  
Bachelor Of Arts

In the context of a pandemic and the introduction of quarantine measures, the issue of proper organization of the educational process without interfering with the curriculum becomes especially relevant. Distance learning is a way to solve this problem, but for this type of learning to be effective, it is necessary to understand what digital technologies will help to master the educational programme. Therefore, the purpose of the study was to identify which of the modern digital technologies are the most effective for distance learning, and based on the analysis to develop a model of online training for bachelors of arts. The study applied an analysis, which helped to evaluate modern digital technologies in terms of efficiency for use in distance learning, and modelling, which helped to create an optimal learning model in terms of distance learning.

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.

scholarly journals FEATURES OF DIGITAL TRANSFORMATION IN THE LABOR MARKET

2020 ◽  
pp. 17-24
Author(s):  
S.P. Balashova ◽  
I.V. Fedulova
Keyword(s):  
Professional Development ◽  
Labor Market ◽  
Professional Training ◽  
Digital Technologies ◽  
Management Training ◽  
Educational Process ◽  
Development Programs ◽  
Continuous Training ◽  
Active Population ◽  
Presidential Training

In the context of increasing rates of introduction of digital technologies in all spheres of activity, the question of the readiness of the economically active population, and not only, to implement new relevant competencies, is particularly acute. A co-employed employee must be flexible and motivated for continuous training and professional development. It should be recognized that the speed of new digital and communication technologies is constantly growing, these processes have received a significant boost due to the pandemic and it seems that they are not going to slow down. All this suggests that issues related to improving professional training are currently extremely relevant. In this situation, management training deserves special attention. Existing professional development programs (such as the Presidential training program) need to be adjusted to meet the needs of the market. It is managers who should acquire the skills to operate in the digital economy. The article examines the features of the functioning of the labor market and professional training of management personnel in the context of digitalization. The digital competencies of managers at different levels of development are presented and analyzed, the main problems and trends of the labor market associated with the introduction of digital technologies into the educational process are described.

scholarly journals THE CONTENT OF THE SELECTIVE DISCIPLINE “DIGITAL TECHNOLOGIES IN EDUCATION” AS A MEANS OF BUILDING DIGITAL COMPETENCES IN FUTURE TEACHERS OF THE HUMANITIES

2021 ◽  
pp. 81-91
Author(s):  
Khana Kozhukhova ◽  
Volodymyr Proshkin
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Learning Process ◽  
Digital Humanities ◽  
Digital Technologies ◽  
Instructional Materials ◽  
Future Teachers ◽  
Digital Competence ◽  
Research Education ◽  
University Lecturers

The article focuses on building digital competencies in future teachers of the Humanities. It was established that introducing digital technology into studying the humanities generates new opportunities that had previously been unavailable. These issues are covered by Digital Humanities – a field of research, education and creation at a nexus of computer science and humanities. To solve the problem, a selective discipline, called Digital Technologies in Education, has been introduced. This can be adapted for retraining school teachers and university lecturers. The topics of the discipline are arranged in such a way that studying one module prepares students for covering every subsequent module. The whole course is divided into 4 modules: 1) Developing instructional materials by means of digital technologies; 2) Planning and organizing the learning process by means of digital technologies; 3) Distance learning; 4) Professional development as a way to manifest teacher’s identity. The practical use of this discipline will raise students’ awareness of digital technologies that will help them make this process easier and more effective; the students will explore popular software and services for distance learning arrangement and acquire skills of using them. Different aspects of teacher’s job are mentioned, they are as following: planning and organizing the learning process (this often entails a lot of paperwork); aspiration for professional development, learning new things, and adjusting curricula to modern reality.In this paper, we have presented the discipline, with the help of which students will gain and extend knowledge of all above-mentioned areas as well as practical skills of implementing digital technologies in education and professional life. Keywords: digital technologies; Digital Humanities; humanities; modern technologies; digital competence; education; selective discipline; humanitarization

scholarly journals NEW UKRAINIAN SCHOOL: INFORMATION AND COMMUNICATIVE TECHNOLOGIES IN QUARANTINE

2020 ◽  
Vol 1 (191) ◽  
pp. 135-138
Author(s):  
Olena Push ◽  
◽  
Tetyana Yatsyk ◽  
Maria Zamelyuk ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Communication ◽  
Educational Process ◽  
Independent Learning ◽  
Learning Trajectory ◽  
Learning Tools ◽  
Digital Competence ◽  
Student Parents ◽  
Teacher Student ◽  
Online Schools

The article analyzes the development of distance learning to quarantine with students, which was of a practical nature. The article substantiates the importance of the online platform Google Classroom. The first steps are introductory consultations and instructions on working remotely. Among the problems is the digital inequality of the target audience of students. As teachers, we first of all had to gather and use the tools we had mastered at webinars, trainings, online marathons, online schools, etc .. ", Educational project" On the lesson ", Geek Journal, Ukraїner, Matific, Duolingo, Childdevelop, Code Studio, Study-smile, My Class, etc. At first, students were interested in learning, they were creative, they created, but later they lacked "live" communication. It is justified that the educational process needs to change with the change of information and educational environment. But it is necessary to change gradually, involving students in: development of tests for schoolboys on platforms "All education", "On a lesson"; creation of own sites, blogs; rationally use interactive distance learning tools in their work with children. The emphasis is on the system "teacher-student (parents) -student". Everyone had the opportunity to build an individual learning trajectory, partially meet the needs of students by acquiring the knowledge that is important to them, which will contribute to the development of information and communication competence not only teachers but also all participants in the educational process. Particular attention is paid to the issue of substantiation of the main problems of development of digital competence of pedagogical staff of NUS. Emphasis is placed on the fact that the teacher can organize the following modes of learning: live online communication, when at the appointed time, you organize a video conference, chatting with students; distance learning, stretched in time, when using certain digital tools, a platform for independent learning is created with the active indirect participation of the teacher. It is noted that it is important not only to allow teachers to use distance learning tools, but also to modify the existing educational program to take into account the distance format.

To the Issue of Netiqette in the Modern Educational Process of Institution of Higher Education in the Context of Foreign Language Teaching

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
S Tsymbal ◽  
◽  
N Skrypnyk ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Higher Education Institutions ◽  
Online Communication ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Digital Competence ◽  
Foreign Language Teachers

Introduction. The development of information technologies, the need to move to blended or distance learning and digitalization of education have caused considerable increasing of online communication and interaction between students and teachers of higher education institutions recently. The introduction of netiquette in the educational process of a modern higher education institution in general and in the practice of learning foreign languages in particular becomes more and more relevant. Many educators, including foreign language teachers, continue to use online tools of communication that have proven to be effective in blended or distance learning format. One of such tools for foreign language teachers is found to be mobile applications for instant messaging, or messengers. The purpose of the paper is to summarize the experience gained in the introduction of netiquette and the use of messengers in the context of teaching foreign languages in higher education institutions of Ukraine. Learning the netiquette and its introduction into educational process in this context is considered as one of the ways to avoid violations and use modern materials when teaching foreign languages. The following research methods as a survey, method of analysis and synthesis of scientific and methodological literature and survey results are used. Results. The approaches of scientists to the culture of communication of participants in the educational process, interpreting the concept of "netiquette", the use of messengers in higher education and teaching of foreign languages in particular are covered. The results of the survey dedicated to the use of messengers in the educational process in which seventy two foreign language teachers from thirteen institutions of higher education of Ukraine took part are analyzed. Using messengers in the educational process was found to be quite common in the practice of teaching foreign languages both in terms of classroom management and as a learning tool. Despite the popularity, convenience and certain advantages of using messengers, there are some negative situations that can be considered as violations of netiquette. The reasons for students' violations may be lack of knowledge about netiquette rules, insufficient level of development of digital competence and practice of online communication in the educational environment. The introduction of netiquette guidelines at the beginning of a foreign language course can help teachers prevent violations. However, topics related to netiquette in the foreign language course in domestic higher education institutions are not sufficiently studied. Originality. The scientific originality of the research results is based on the fact that learning and introduction of netiquette has not been considered in the context of teaching foreign language yet. Despite netiquette is a part of digital competence, it has not received sufficient coverage in methodology of teaching foreign languages. Conclusion. The research has shown that the study of netiquette rules in a foreign language course can contribute to development of students' digital competence on the basis of modern language material. The development and establishment of netiquette guidelines to prevent its violations is appropriate in terms of methods of organizing the educational process in foreign languages, taking into account the increase of its online part in modern conditions.

scholarly journals THEORETICAL ASPECTS OF DIGITAL TRANSFORMATION OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS

2021 ◽  
pp. 241-244
Author(s):  
Inna Shyshenko ◽  
Inna Kharchenko 
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Institution ◽  
Student Assessment ◽  
Digital Technologies ◽  
Psychological Research ◽  
Training System ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence

Of particular importance in the system of higher professional education is the provision of the educational process with appropriate information tools, methods and curricula, so that the educational institution, teacher and teacher training system meets modern global and national challenges and provides modern support in digital technologies, develops and forms digital competence. The purpose of the study is to reveal the theoretical aspects of digitalization of professional training of future specialists. Research methods applied: theoretical: analysis, systematization and generalization of pedagogical and psychological research. The professional responsibilities of teachers in the spread of digital technologies are expressed not only in the willingness to use them in the educational process, but also in the manifestation of competencies such as willingness to cooperate in the professional field, communication skills and the desire for continuous development in the digital environment. Digital resources include the ability of teachers to make their competent choice, creation and modification, as well as their exchange in accordance with the objectives of learning. Teaching involves the teacherʼs ability to create, plan and implement digital technologies at different stages of learning, it is important that the center of the educational process was directly the student, and the teacher himself acted mainly as a tutor. Student assessment involves the use of digital tools to implement existing methods of student assessment and provide them with feedback and analysis of their activity in the digital environment. Expanding the rights, opportunities and independence of students in the educational process involves the use of digital technologies by teachers to build an individual trajectory of students, as well as eliminating differentiation in studentsʼ access to appropriate technical devices.

scholarly journals TO THE QUESTION OF UPDATING THE CONTENT OF ECONOMIC DISCIPLINES USING DIGITAL TECHNOLOGIES

2021 ◽  
pp. 249-257
Author(s):  
Ольга Викторовна Смирнова
Keyword(s):  
Economic Theory ◽  
Economic Development ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Work Program ◽  
Internet Resources ◽  
Social And Economic Development ◽  
Independent Work

Цель статьи - исследовать возможности и сферы применения цифровых технологий в образовательном процессе на примере дисциплины «Экономическая теория». Тенденции общественного и экономического развития, в т.ч. процессы цифровизации, выдвигают новые требования к системе образования. Существует необходимость содержательного обновления дисциплин учебного плана, применяемых образовательных технологий, а также определения направлений трансформации в организации образовательного процесса в соответствии с требованиями времени. Новизна заключается в разработке актуализированной рабочей программы дисциплины «Экономическая теория» путем обоснования и включения в ее разделы различных цифровых технологий, позволяющих заложить основу для дальнейшего формирования у обучающихся компетенций, в т.ч. цифровых, востребованных современным рынком труда. В статье обоснована необходимость использования ряда цифровых инструментов в учебном процессе, разработаны задания для практических занятий и самостоятельной работы обучающихся с использованием цифровых технологий, внесены изменения в лекционную часть, список рекомендованной литературы и интернет-ресурсов, необходимых для освоения дисциплины. Также представлены некоторые результаты применения цифровых инструментов в учебном процессе. The purpose of the article is to explore the possibilities and areas of application of digital technologies in the educational process on the example of the discipline «Economic Theory». Trends in social and economic development, incl. digitalization processes, put forward new requirements for the education system. There is a need for a meaningful update of the curriculum disciplines, educational technologies used, as well as determining the directions of transformation in the organization of the educational process in accordance with the requirements of the time. The novelty lies in the development of an updated work program for the discipline «Economic Theory» by substantiating and including in its section’s various digital technologies, which make it possible to lay the foundation for the further formation of students' competencies, incl. digital, in demand in the modern labor market. In the course of the study, the necessity of introducing a number of digital tools into the educational process was substantiated, tasks for practical exercises and independent work of students using digital technologies were developed, changes were made to the lecture part, the list of recommended literature and Internet resources necessary for mastering the discipline. Some results of the use of digital tools in the educational process are also presented.

scholarly journals Barriers of teacher training in the implementation of distance learning technologies in modern education

2021 ◽  
pp. 398-407
Author(s):  
Lenar Minnekhanovich Mukhametshin ◽  
Klara Khakimovna Karamova ◽  
Leila Leonardovna Salekhova ◽  
Salavat Fargatovich Usmanov
Keyword(s):  
Distance Learning ◽  
Program Implementation ◽  
Professional Training ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Professional Activities ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Technical Features

The article is devoted to the problems of using distance educational technologies, which are barriers in the educational process. The authors investigate the possibilities of taking into account the technical features of the functioning of distance learning technologies and e-learning in the legislation, as well the conditions and problems of using distance learning technologies and e-learning in the educational process. The relevance of the problem is in improving the training of teachers for professional activities in the context of modern tendency in the informatization of education. Professional training is based on the inclusion of innovative activities in the educational process of a pedagogical university aimed at organizing creative informational interaction of students and teachers in the process of mastering e-learning technologies. In accordance with the new amendments in the Federal Law “About Education” the problem of including distance educational technologies in schools actualizes. In the article the directions of teachers’ professional training for distance learning are defined, the main forms of teachers' professional training in the field of distance educational technologies at the stage of training at a pedagogical university and advanced training are listed as well. But there are barriers that impede the use of distance learning technologies and e-learning in the educational process. The difference between distance educational technologies and electronic education is whether there is a direct cooperation between the teacher and the student or not. If it is carried out and with using information technology, technical means, we are talking about e-learning. If the interaction is mediated - through the Internet, then this is distance learning. An educational organization has the right to use one or both forms of educational program implementation. It is important to prepare future teachers for the use of distance learning technologies in professional activities in the global process of informatization and digitalization of education.

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