THE USE OF INTERACTIVE LEARNING TECHNOLOGIES IN MATH CLASSES

Dynamically developing modern society places new demands on the system of education, including educational standards. At the forefront of the student such qualities as activity, sociability, the ability to self-education, the ability of listening to others, the ability to work in a team. Traditional education is not able to fully achieve the desired requirements, because the role of the student in that case is passive and limits its development. In that regard, special attention should be paid today to the interactive learning. The paper proposed optimal organizational and methodological conditions of implementation of interactive technologies in secondary schools; identified the stages of classes in interactive mode; consider the barriers of using interactive learning. The leading method to the study of this problem was the method of analysis of psychological and pedagogical literature and practice of the teachers, in order to identify the insufficient development of substantive, or

E-EDUCATION: ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF ITS EFFICIENCY

The relevance of this problem is due to high dependence of the use of electronic educational resources in educational process on the level of teacher's competence on information technologies awareness. Lack of the developed skills of a teacher leads to low efficiency of using electronic educational resources in the process of discipline study. Analysis of the electronic educational resources peculiarities in educational process allows us to conclude that the use of ones contributes to obtaining high results, to improving the quality of the educational process, to expanding the boundaries of the possibilities for individual and distance e-learning. However, as practice shows, even taking into account all the above advantages, the introduction of electronic educational resources into educational process does not guarantee their optimal implementation as a means of improving the quality of education. In this regard, this article is aimed at investigating the reasons of low effectiveness

A Study into the Requirements of Digital Society and Educators’ Digital Literacy

The relevance of the research is justified by the digital transformation of public life, which imposes new requirements on educator training. As the Russian educational system is being modernised, much attention is paid to the inclusion of digital technologies and digital-based modes of study in the educational process. It certainly entails new challenges for the educational system, which needs time to adapt in order to integrate with the digital environment. The problem under study is relevant, firstly, due to the urgent need to introduce the tools of the digital learning environment into the established teaching model in the national education system. Secondly, the efficiency and quality of teaching depends on overcoming the existing digital divide in teachers' competences. The main research methods were the analysis of the concepts of digital society and digital literacy, the structuring of the main competences of a modern teacher that are crucial to ensure his/her competitiveness in the digital economy, and identifying existing digital gaps in the design and implementation of digitalisation in teacher education. To assess digital literacy, a questionnaire-based survey of both students – future teachers, and practising teachers, was chosen as the leading research method. The conducted study on the assessment of pedagogical digital literacy identufied the existing digital divide in the design and implementation of the educational process as well as the opportunities for enhancing the interaction of its participants by incorporating technical tools and digital learning technologies. The research made it possible to determine a new vector in the construction of the pedagogical landscape of the modern learning environment in universities, aimed at preparing future teachers’ creative and self-developing personalities

A Study into the Requirements of Digital Society and Educators’ Digital Literacy

The relevance of the research is justified by the digital transformation of public life, which imposes new requirements on educator training. As the Russian educational system is being modernised, much attention is paid to the inclusion of digital technologies and digital-based modes of study in the educational process. It certainly entails new challenges for the educational system, which needs time to adapt in order to integrate with the digital environment. The problem under study is relevant, firstly, due to the urgent need to introduce the tools of the digital learning environment into the established teaching model in the national education system. Secondly, the efficiency and quality of teaching depends on overcoming the existing digital divide in teachers' competences. The main research methods were the analysis of the concepts of digital society and digital literacy, the structuring of the main competences of a modern teacher that are crucial to ensure his/her competitiveness in the digital economy, and identifying existing digital gaps in the design and implementation of digitalisation in teacher education. To assess digital literacy, a questionnaire-based survey of both students – future teachers, and practising teachers, was chosen as the leading research method. The conducted study on the assessment of pedagogical digital literacy identufied the existing digital divide in the design and implementation of the educational process as well as the opportunities for enhancing the interaction of its participants by incorporating technical tools and digital learning technologies. The research made it possible to determine a new vector in the construction of the pedagogical landscape of the modern learning environment in universities, aimed at preparing future teachers’ creative and self-developing personalities

THE USE OF INTERACTIVE LEARNING TECHNOLOGIES IN MATH CLASSES

Dynamically developing modern society places new demands on the system of education, including educational standards. At the forefront of the student such qualities as activity, sociability, the ability to self-education, the ability of listening to others, the ability to work in a team. Traditional education is not able to fully achieve the desired requirements, because the role of the student in that case is passive and limits its development. In that regard, special attention should be paid today to the interactive learning. The paper proposed optimal organizational and methodological conditions of implementation of interactive technologies in secondary schools; identified the stages of classes in interactive mode; consider the barriers of using interactive learning. The leading method to the study of this problem was the method of analysis of psychological and pedagogical literature and practice of the teachers, in order to identify the insufficient development of substantive, or

E-EDUCATION: ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF ITS EFFICIENCY

The relevance of this problem is due to high dependence of the use of electronic educational resources in educational process on the level of teacher's competence on information technologies awareness. Lack of the developed skills of a teacher leads to low efficiency of using electronic educational resources in the process of discipline study. Analysis of the electronic educational resources peculiarities in educational process allows us to conclude that the use of ones contributes to obtaining high results, to improving the quality of the educational process, to expanding the boundaries of the possibilities for individual and distance e-learning. However, as practice shows, even taking into account all the above advantages, the introduction of electronic educational resources into educational process does not guarantee their optimal implementation as a means of improving the quality of education. In this regard, this article is aimed at investigating the reasons of low effectiveness

Tumor-associated macrophages in human breast cancer parenchyma negatively correlate with lymphatic metastasis after neoadjuvant chemotherapy

Breast cancer is the leading cause of cancer death in women worldwide with high morbidity and mortality. Tumor-associated macrophages (TAM) are major innate immune cells in the tumor microenvironment controlling primary tumor growth and metastasis. Neoadjuvant chemotherapy (NACT) is a conventional pre-operative treatment for breast cancer. In the present study we examined the distribution of TAM in five distinct intratumoral morphological compartments of human breast cancer and their correlation with clinical parameters after NACT. Our data indicated that CD68+ but not stabilin-1+ TAM in areas with parenchymal elements negatively correlate with lymphatic metastasis after NACT. However, in cases where lymphatic metastases were detected (28 out of 50 analyzed samples) both amount of CD68+ and stabilin-1+ macrophages in the areas with coarse fibrous stroma directly correlated with the number of positive lymph nodes. In patients with complete response to the preoperative NACT the average score of CD68 expression in the areas with coarse fibrous stroma was lower compared with cases of a partial response and stable disease. We concluded that function of TAM after NACT depends on their intratumoral localization and local tumor microenvironment which plays an important role in polarization of macrophages towards tumor-suppressive or tumor-supportive types

Tumor-associated macrophages in human breast cancer parenchyma negatively correlate with lymphatic metastasis after neoadjuvant chemotherapy

Breast cancer is the leading cause of cancer death in women worldwide with high morbidity and mortality. Tumor-associated macrophages (TAM) are major innate immune cells in the tumor microenvironment controlling primary tumor growth and metastasis. Neoadjuvant chemotherapy (NACT) is a conventional pre-operative treatment for breast cancer. In the present study we examined the distribution of TAM in five distinct intratumoral morphological compartments of human breast cancer and their correlation with clinical parameters after NACT. Our data indicated that CD68+ but not stabilin-1+ TAM in areas with parenchymal elements negatively correlate with lymphatic metastasis after NACT. However, in cases where lymphatic metastases were detected (28 out of 50 analyzed samples) both amount of CD68+ and stabilin-1+ macrophages in the areas with coarse fibrous stroma directly correlated with the number of positive lymph nodes. In patients with complete response to the preoperative NACT the average score of CD68 expression in the areas with coarse fibrous stroma was lower compared with cases of a partial response and stable disease. We concluded that function of TAM after NACT depends on their intratumoral localization and local tumor microenvironment which plays an important role in polarization of macrophages towards tumor-suppressive or tumor-supportive types