9,240 research outputs found
Study of Digital Competence of the Students and Teachers in Ukraine
Professional fulfillment of the personality at the conditions of the digital economy requires the high level of digital competency. One of the ways to develop these competencies is education. However, to provide the implementation of digital education at a high level, the digital competency of the teachers and students is a must. This paper presents explanations on the level determination of the digital competencies for teachers and students in Ukraine according to the DigComp recommendations. We tried to identify the main factors that reflect the degree of readiness teachers and students for digital education based on their self-evaluation. We also attempted to estimate the level of digital competencies based on the analysis of Case-Studies execution results. The complex analysis let us assess the connection between respondents’ self-evaluation and their real competencies. Here we provide a methodology and a model of level competencies determination by means of a survey, expert case rating and the results of the statistical analysis. On the basis of the obtained results, this paper suggests further research prospects and recommendations on the digital competency development in educational institutions in Ukraine
Issues of shaping the students’ professional and terminological competence in science area of expertise in the sustainable development era
The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, term, nomen and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era
Report on the Implementation of Work Package 4 “Selection and Testing New ICT Tools” in the Framework of the IRNet Project
This article, prepared by an international team of authors – researchers from
different scientific areas, connected with ICT, e-learning, pedagogy, and other
related disciplines – focuses on the objectives and some results of the IRNet
international project. In particular, this article describes the research tools, methods,
and some procedures of the Work Package 4 (WP4) “Selection and Testing New ICT tools”: Objectives, Tasks, Deliverables, and implementation of research trips.
Researchers from partner universities have analysed the results of WP4 in the
context of the next stages and Work Packages of the IRNet project – International
Research Network
Використання хмарних обчислень для розвитку інформаційно-комунікаційної компетентності вчителів
The article deals with the problem for development of techers’ information and communication competence and use of cloud computing for it. The analysis of the modern approaches to the use of cloud technologies and projects for professional development of teachers and development of teachers’ information and communication competence have been presented.There are the main characteristics of software as a service on the Internet for education leading companies Google, Microsoft, IBM. There are described some actions of these companies, which are conducted to help teachers to master cloud technology for improving the professional activities and development of teachers’ information and communication competence. The examples of ways of development of teachers’ information and communication competence and training teachers to use modern ICT in the professional activity are given in the paper. The Cloud based model for development of teachers’ information and communication competence has been proposed.Стаття присвячена проблемі розвитку інформаційно-комунікаційної компетентності вчителів за допомогою використання хмарних обчислень. Здійснюється аналіз сучасних підходів до використання хмарних технологій та проектів для професійного розвитку вчителів та розвитку інформаційно-комунікаційної компетентності вчителів. Пропонуються основні характеристики хмарних обчислень провідних компаній Google, Microsoft, IBM, з точки зори їх необхідності для здійснення навчального процесу в мережі Інтернет. Описуються дії цих компаній та інші навчальні проекти, метою яких є розвиток інформаційно-комунікаційної компетентності вчителів за допомогою хмарних обчислень. Наводяться приклади шляхів рішення проблеми розвитку інформаційно-комунікаційної компетентності вчителів за допомогою використання сучасних інформаційно-комунікаційних технологій. Запропонована модель розвитку інформаційно-комунікаційної компетентності вчителів на базі хмарних обчислень, виділені основні вимоги та елементи цієї моделі
Democratic values and digital skills of students in higher educational establishments of Poland and Ukraine
The subject of the paper is evaluating and comparing the activity of using digital technologies for the realisation of democratic values by students of Polish and Ukrainian higher educational establishments: rights to freedom of access to information; tolerant communication with other people; awareness of the values of solidarity, equality.The study was carried out at Maria Curie-Sklodowska University in Lublin (Poland), The Jan Kochanowski University in Kielce (Poland), Radom Academy of Economics (Poland), Taras Shevchenko National University of Kyiv (Ukraine), Poltava V.G. Korolenko National Pedagogical University (Ukraine). Based on the survey results, the quantitative and qualitative analysis of digital technologies used in the development of democratic ideals and social activity of youth are carried.The results obtained are typologically common for students of both Polish and Ukrainian higher educational establishments.The paper provides recommendations for teachers of higher educational establishments on the use of digital technologies to support the development of students’ democratic values in formal and non-formal learning and draws attention to the problem of forming digital critical competence of students
Development of future teachers of English information-digital competence
The article focuses on the issue of future teachers of English informationdigital competence development as an important condition for the development of
the information society as one of the national priorities. The author states that
while the future teachers are obtaining higher education, the secondary teachers and
school students are also developing and moving forward. The issue of the development of the future teachers of English information-digital skills is considered to be
an urgent issue facing modern pedagogical institutions of higher education. The
ways of future teachers of English information-digital competence development are
revealed, the factors influencing this process and the issues to be taken into consideration are studied. Special attention is paid to the communication and its features
on the Internet: symbols, hieroglyphs, memes, emoticons, infographics, etc. as well
as virtualization and digitalization. These tools are considered to encourage students to communicate in a non-native language as they make this process more
expressive and easier for understanding. The issue of «digital immigrants» teaching
the «digital natives» is partially touched. The article presents the unit «Application
of Information and Communication Technologies in Foreign Language Learning»
being a part of the experimental curriculum of «English Language Teaching Methodology» worked out within the Joint Project of British Council Ukraine and
Ministry of Education and Science of Ukraine «New Generation School Teacher».
Teacher’s information-digital skills, presented in the article, include the ability to
use a variety of software to learn and teach English; to use social networks, blogs,
sites, to evaluate the potential of online audio and video material for language
learning; to assess the potential risks of using the Internet for students of all ages
and to set cybersecurity rules; to study current trends in mobile learning and to use
mobile phones for educational purposes. The examples of the activities for future
teachers of English information-digital skills development are described as they are
used in Methodology classroom
ICT COMPETENCE FOR SECONDARY SCHOOL TEACHERS AND STUDENTS IN THE CONTEXT OF EDUCATION INFORMATIZATION: GLOBAL EXPERIENCE AND CHALLENGES FOR UKRAINE
The paper is focused on the role of ICT education as a key component in the education systems in EU, USA and Ukraine. The research results show that the use of ICT in education and training has been a priority in most European countries during the last decade. It has been determined that the possession of ICT-competency has been proclaimed an important component of successful schooling and lifelong learning, further professional development, effective management of the learning process, and the use of ICT in learning activities in a modern digital society. It has been revealed that in the European countries, the standards of ICT-competency are developed and implemented at all levels of education, the systems of mandatory monitoring and certification of ICT-competency of students, teachers and heads of general educational institutions are in operation. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. Analysis of foreign experience on modern approaches to the assessment has shown that the assessment of the pupils’ ICT competency in Ukraine is extremely important in the context of modern reforms, since in Ukraine standards for assessing ICT-competency are valid only within the subject “Informatics” at the level of secondary school, while the worldwide tendency is the end-to-end using of assessment tools for students' ICT-competency. Inference should be drawn that building digital competence by embedding and learning ICT should start as early as possible, i.e. in primary education, by learning to use digital tools critically, confidently and creatively, with attention paid to security, safety, and privacy. Teachers need to be equipped with the digital competence themselves, in order to support this process. The authors of the paper made conclusion about the necessity for Ukraine both to study the progressive European experience and to synchronize the education policy in ICT-education with the strategies of the EU and the member states
Design of Approaches to the Development of Teacher’s Digital Competencies in the Process of Their Lifelong Learning
At present, various strategies and initiatives focused on innovation of
educational technologies in higher pedagogical education are offered in
Ukraine. The study of the state of the formation of teachers’ digital competences in the process of their professional development has been carried out on the
basis of Ternopil Volodymyr Hnatiuk National Pedagogical University.
The article analyzes foreign and national approaches and strategies to the
development of teachers’ digital competences. The results of the study, aimed
to determine the features of mastering digital competencies in the process of
teachers’ professional development and their lifelong learning, are presented. In
total, 258 teachers from Ternopil and Ternopil region (Ukraine) took part in this
research. The study combines a variety of statistical tools and techniques in the
real contexts of higher education. The research has been carried out to determine the characteristics of elements that measure the digital competency of the
professional development. The results were processed based on the Item Response Theory (IRT). This article demonstrates the utility of the standardized
LD χ
2
statistic and the M2 statistic as provided in the software IRTPRO, but not
available readily in most IRT programs and not discussed commonly in pedagogical papers for IRT.
On the basis of the research carried out at the Ternopil Volodymyr Hnatiuk
National Pedagogical University, the strategy for the professional development
of digital competencies of teachers in the process of their lifelong learning has
been developed, which takes into account the results of the analysis of the criteria and indicators inherent for the qualitative improvement of qualifications,
that have been determined by international standards and studies of professional
institutions
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