Компетентність з педагогічного дизайну у підготовці інженерів-педагогів

Pedagogical design as a component of the professional competences of vocational education teachers and the importance of this component in the preparation of future teachers for vocational education institutions are considered. A brief analysis of the approaches of scientists to the interpretation of pedagogical design, the role and place of pedagogical design in the modern educational process, in particular, in the context of the use of information and communication technologies, was carried out. The results of a survey of vocational school teachers regarding the use of pedagogical design as a promising direction, which allows building effective online and mixed learning, are presented. It was found that the current state of training of future vocational school teachers regarding the application of pedagogical design in the educational process is ineffective. A theoretical substantiation of the competence of future teachers of a vocational school in pedagogical design, which is determined by the unity of cognitive and procedural components, has been carried out. The criteria for the formation of these components are the ability to build an effective educational process based on learning goals, educational material and modern tools that can be available in the information-educational environment, as well as the ability to provide effective psychological and pedagogical interaction with those who study. The possibilities of the educational discipline "Pedagogical mastery" and pre-diploma practice for acquiring competence in pedagogical design have been identified and experimentally confirmed. During the experiment, in which students of higher education at the master's level from the specialty "Professional education (by specializations)" took part, positive changes occurred in the formation of cognitive and procedural components of competence. This confirms the expediency of further use of the possibility of pedagogical mastery and pre-diploma practice for the acquisition of competence in pedagogical design by future teachers of a professional school.Розглянуто педагогічний дизайн як складову фахових компетентностей педагогів професійного навчання та важливість цієї складової у підготовці майбутніх педагогів для закладів професійної освіти. Здійснено короткий аналіз підходів науковців до трактування педагогічного дизайну, ролі та місця педагогічного дизайну в сучасному освітньому процесі, зокрема, в умовах застосування інформаційно-комунікаційних технологій. Представлено результати анкетування педагогів професійної школи щодо застосування педагогічного дизайну як перспективного напряму, що дозволяє будувати результативне онлайн навчання та змішане. Було виявлено, що сучасний стан підготовки майбутніх педагогів професійної школи щодо застосування педагогічного дизайну в освітньому процесі є неефективним. Проведено теоретичне обґрунтування компетентності майбутніх педагогів професійної школи з педагогічного дизайну, що визначається єдністю когнітивних та процедурних компонентів. Критеріями формування цих компонентів є здатність побудови результативного освітнього процесу на основі цілей навчання, навчального матеріалу і сучасних інструментів, які можуть бути доступні в інформаційно‐освітньому середовищі, а також здатність забезпечувати ефективну психолого-педагогічну взаємодію з тими, хто навчається. Виявлено та експериментально підтверджено можливості навчальної дисципліни "Педагогічна майстерність" та переддипломної практики для набуття компетентності з педагогічного дизайну. Під час експерименту, у якому взяли участь здобувачі вищої освіти магістерського рівня зі спеціальності "Професійна освіта (за спеціалізаціями)", відбулися позитивні зміни у формуванні когнітивних та процедурних компонентів компетентності. Це підтверджує доцільність подальшого використання можливості педагогічної майстерності та переддипломної практики для набуття компетентності з педагогічного дизайну майбутніми педагогами професійної школи

Informatization of education as a pledge of the existence and development of a modern higher education

This article focuses on the special significance of education informatization as the main aspect of the existence and development of a modern higher education. The process of computerization of education is considered as the main basis of informatization in the historical aspect. This paper emphasizes the importance of implementing information and communication technologies (ICT) in the learning process of free software and the interest of scientists in the field of education. The interest of modern scholars is analyzed in the consideration of such problems as the application of ICT in education; problems of informatization of education and goals of informatization of education; didactic and psychological aspects of application of ICT in the educational process; problems associated with the widespread introduction of ICT in higher education institutions and informatization of education in general. The article’s focus is on the importance of the acquired skills and abilities as a result of informatization of education and implementation of the educational process of ICT. The goals of informatization of education at a modern higher educational establishment are determined. The primary goals of informatization of education are singled out. The types of education that are directly related to ICT are considered. It is acknowledged that the practice of implementing ICT in the educational process of higher educational institutions are expanding every day and yields only positive results. The conclusions highlight the relevance of this study. It is noted that educational activity based on the use of ICT is a basis for changing the structure of the educational process for both teachers and student

THE ROLE AND PLACE OF DISTANCE LEARNING IN E-LEARNING

The article discusses the role and place of distance education in electronic learning. The implementation of such important components as e-learning and e-education in the education system is an important tool to achieve the objectives of global education and requires specific knowledge. Teaching staff of educational institutions must learn new teaching tools such as cloud, Virtual Reality, Augmented Reality, mobile technology, Internet technology, designing distance learning courses, etc., or increase the level of this category. We consider the relevance and benefits of the use of distance education in electronic learning, and the need of its implementation at all levels of the educational process and basic steps for it. Distance learning courses have several types that differ in the degree of farness, individualization and its efficiency: "educational institution → Internet" (includes full-time training using Internet resources, videlicet to find things on the Internet and communicate with other network users); "educational institution → Internet → educational institution" (used in the full-time study, but has occasional problem with the mandatory use of the Internet); "the one who learns → Internet → the one who teaches" (distance learning complements the full-time education, it has an episodic format as consultations in a case of need); "the one who learns → Internet → Center" (full-time complement of training and has additional opportunities to strengthen the disclosure of a special creativity); "the one who learns → Internet" (it can serve as an additional training to full-time education, but can also be transformed into an independent "institution" that takes into account individual needs and capabilities of the individual and a flexible adjustment under her needs and interests using the educational resources on the Internet ). There has been proved the necessity of mastering of the teaching staff of educational institutions the basic terms of e-learning and understanding their meaning, an awareness of the role and need for e-learning in the educational institutions of the country. It is proved that the introduction of various forms of distance education in schools will increase the level of informative competence of the educational institutions stuff, facilitate the acceptance and the assimilation of educational material, will provide additional opportunities those who wish to obtain a special or additional education

FREE SOFTWARE IN ELECTRONIC LEARNING FUTURE TEACHERS OF MATHEMATICS, PHYSICS AND COMPUTER SCIENCE

Popularity of the use of free software in the IT industry is much higher than its popular use in educational activities. Disadvantages of free software and problems of its implementation in the educational process is a limiting factor for its use in the education system, however, openness, accessibility and functionality are the main factors for the introduction of free software in the educational process. Nevertheless, for future teachers of mathematics, physics and informatics free software is designed as well as possible because of the specificity of its creation, and therefore, there is a question of the system analysis of the possibilities of using open source software in e-learning for future teachers of mathematics, physics and computer science

IMPLEMENTATION STRATEGY OF FREE SOFTWARE IN THE PROCESS OF PREPARATION OF TEACHERS OF MATHEMATICS, PHYSICS AND COMPUTER SCIENCE

Information processes in the society encourage the formation of a revision of the forms and methods of learning; involve the use of didactic capabilities of information and communication technologies in teaching. No less important in this context, the problem of professionals training who are able to use modern possibilities of computer technology. Training of highly qualified teachers is only possible using advanced technologies that cover the entire range of existing opportunities. The analysis used in the formation of the software has showed insufficient use of a whole class of software - free software in the educational process. To overcome this problem, the proposed implementation strategy of free software in the preparation of teachers of mathematics, physics and computer science is proposed