scholarly journals OVERVIEW OF THE USE OF ELECTRONIC INFORMATION AND EDUCATIONAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS

2021 ◽  
pp. 42-46
Author(s):  
Yu.A. Kurilo
Keyword(s):  
Educational Process ◽  
Educational Technologies ◽  
Electronic Information

scholarly journals Features of design and development of electronic educational resources in the training of theologians

2021 ◽  
Author(s):  
А.В. Петров
Keyword(s):  
Professional Education ◽  
Theological Education ◽  
Professional Training ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Technologies ◽  
Design Development ◽  
Electronic Information ◽  
University Teachers ◽  
The University

Одним из направлений развития современного высшего образования является его информатизация, открывающая новые возможности для организации образовательного процесса. В связи с этим проблема проектирования, разработки и использования электронных информационно-образовательных ресурсов в профессиональном образовании в целом и в теологическом образовании, в частности, является актуальной. Цель статьи – раскрыть особенности проектирования и разработки электронных информационно-образовательных ресурсов в профессиональной подготовке будущих бакалавров теологии. Автором охарактеризованы особенности теологического образования, выделены этапы проектирования, принципы разработки, предложена структура электронных информационно-образовательных комплексов, используемых при подготовке бакалавров теологии. Статья предназначена для преподавателей вузов, интересующихся проблемами внедрения новых образовательных технологий в профессиональную подготовку в вузе, заинтересованных в разработке и внедрении в образовательный процесс электронных образовательных ресурсов. One of the directions for development of modern higher education is its Informatization, which opens up new opportunities for organizing the educational process. In this respect, the problem of designing, developing and using electronic information and educational resources in professional education, in general, and in theological education, in particular, is relevant. The purpose of the article is to reveal the features of designing and developing electronic information and educational resources in the professional training of future bachelors of theology. The author describes the features of theological education, identifies the stages of design, development principles, and suggests the structure of electronic information and educational complexes, used in the preparation of bachelors of theology. The article is intended for University-teachers who are interested in the problems of introducing new educational technologies in professional training at the University, in the development and implementation of electronic educational resources in the educational process.

The use of visualization technologies in the engineering training of vocational education teachers

2021 ◽  
pp. 49-59
Author(s):  
Б.Н. Гузанов ◽  
К.А. Федулова
Keyword(s):  
Vocational Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Technologies ◽  
Professional Activity ◽  
Theoretical Significance ◽  
Visual Frame ◽  
Complex Engineering ◽  
Engineering Training

В статье рассматриваются вопросы повышения эффективности изучения сложных технических дисциплин путем совершенствования образовательных технологий через использование инновационных цифровых средств и ресурсов, основанных на визуализации учебных элементов. Цель статьи — рассмотреть сущность визуализации учебной информации, которая направлена не только на демонстрацию инженерных процессов и систем, но и на активизацию познавательной деятельности обучающихся и стимулирование мотивации к изучению специальных дисциплин будущей профессиональной деятельности. Теоретическая значимость статьи заключается в обосновании необходимости использования цифровых технологий визуализации для обеспечения эффективности изучения сложных инженерных дисциплин. С помощью созданного визуального фрейма работа позволяет обучать на практике будущих педагогов профессионального образования разрабатывать, модифицировать и использовать в дальнейшем компьютерные модели для подготовки инженеров. В статье по-новому на трех уровнях рассматривается сущность визуализации учебных элементов, что важно при использовании данной технологии в образовательном процессе. The article deals with the issues of increasing the efficiency of studying complex technical disciplines by improving educational technologies through the use of innovative digital tools and resources based on the visualization of educational elements. The purpose of the article is to consider the essence of visualization of educational information, which is aimed not only at demonstrating engineering processes and systems but also at activating students’ cognitive activity and motivating them to study special disciplines of future professional activity. The theoretical significance of the article lies in the justification of the necessity of using digital visualization technologies to ensure the effectiveness of studying complex engineering disciplines. The practical significance is presented through the created visual frame, which enables high-quality training of vocational training teachers in the development, modification and further use of computer models for engineering training. The article considers the essence of educational elements visualization in a new way at three levels, which is important when using this technology in the educational process.

scholarly journals A model for the development of the creative potential of a technical university teacher

2017 ◽  
Vol 6 (3) ◽  
pp. 270-274
Author(s):  
Valentina Igorevna Burenina ◽  
Natalia Gennadievna Kochetova
Keyword(s):  
Educational Expectations ◽  
Educational Process ◽  
Educational Technologies ◽  
Psychological Resilience ◽  
Creative Potential ◽  
University Teachers ◽  
Potential Development ◽  
External Conditions ◽  
Technical University ◽  
Target Block

The article considers issues related to the development of a technical university teachers creative potential and its special aspects. The analysis of the latest researches and publications in this field is presented, and the necessity of a special study of this issue is formulated. A model for the development of the creative potential of a technical university teacher is proposed, which consists of target, content-technological and diagnostic blocks. The paper presents the characteristics of the model of technical university teachers creative potential development designed by the author; each of its components is described. The target block includes educational expectations. The content-technological block consists of the following structural components: external conditions, the content of education, educational technologies and the forms of educational process organization. The component External conditions includes psychological resilience potential and opportunities for self-expression and self-realization. The Content of Education component includes all creative potential elements. The component Educational technologies and the forms of educational process organization consider the patterns of the activity approach in education, using students activity which simulate the professional teachers of a technical university activity: business and intellectual games, project tasks and etc. The diagnostic block monitors and corrects the results of the model implementation. It includes criteria and indicators of the formation of each component of creative potential, a description of the levels of development of technical university teachers creative potential.

scholarly journals Current Educational Technologies in English Lexis and Grammar Distance Learning at General Secondary Education Institutions

2021 ◽  
pp. 262-277
Author(s):  
Nataliia Serdiuk
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Educational Process ◽  
Educational Technologies ◽  
English Learning ◽  
Student Survey ◽  
Online Services ◽  
Survey Results ◽  
Grammatical Structures ◽  
Learning English

The question of the specifics of modern distance learning remains one of the most pressing issues, especially in today's world affected by global virus pandemic. We consider the study of the use of modern educational technologies in English lexis and grammar distance learning relevant and timely. The purpose of the article is to characterize popular current educational technologies and their possibilities in distance learning of English lexical and grammatical structures, to define five most perspective online services for pupils of general secondary education institutions. Methods. The author implements the purpose with the help of theoretical (analysis and synthesis of own experience and of domestic scientists concerning the use of existing educational innovative computer technologies in English learning) and empirical research methods (observation of the educational process), together with the elements of statistical (analysis of student survey results). The results. Considering student survey results, the author’s experience, the article names and characterizes 43 modern online educational technologies in English learning, they online platforms (Zoom, Microsoft Teams, Google Classroom, Skype, Nz.ua, ClassDojo, Moodl), online services (Google Drive, Padlet, Google Forms, Microsoft Forms, Kahoot!, Grammarly, Quizlet, Quizizz, Plickers, Socrative, Hot Potatoes, LinguaLeo, ToonDoo, Classtime, Lang-8, Сoursera, LearnEnglish, BBC Learning English, British Council LearnEnglish, Tandem, Enpodcast, Bussu), mobile apps (Memrise, Rosetta Stone, Babbel, FluentU, MindSnacks, Open Language, Mosalingua, Messenger, Telegram, Viber, WhatsАрp), virtual whiteboard (Paint, Google Slides, Bitpaper.io). The article suggests grouping these technologies according to 7 purposes of use (to conduct online English lessons in real time; to create virtual classes, lessons and tasks; to send tasks and communicate; online services for learning English vocabulary and grammar; to use a virtual board; to store works and materials of pupils; to assess and control English language skills). Conclusions. The benefit of the study is that the possibilities of online services in distance learning of English lexical and grammatical structures have been emphasized, and five the most perspective for pupils of general secondary education institutions have been defined as Moodle, Google Classroom, Google Forms, Kahoot!, Zoom.

scholarly journals Effectiveness Of Applying Modern Methods In Foreign Language Teaching

2021 ◽  
Vol 03 (04) ◽  
pp. 244-251
Author(s):  
Odina Makhamadaliyevna Mukhamedova ◽  
◽  
Nazira Abdusamatovna Akramova ◽  
Maftuna Asatullo Qizi Boboraimova ◽  
Nargiza Salaxiddinovna Atabayeva ◽  
...  
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Information Technologies ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Educational Technologies ◽  
Skills Transfer ◽  
Effective Use ◽  
Day By Day

In this article, the demand for learning a foreign language is also increasing day by day, the science of foreign languages is divided into four aspects (reading, reading, listening comprehension and speaking), each of which has its own concept and skills transfer, educational technologies, effective use of modern information technologies in this educational process and other similar topics will be discussed. It also aims to improve the quality and effectiveness of education through the introduction of modern innovative technologies in the educational process.

scholarly journals Application of modern educational technologies when teaching economic disciplines

2018 ◽  
pp. 124-131
Author(s):  
T. V. Kreps
Keyword(s):  
Cognitive Activity ◽  
Economic Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Interactive Methods ◽  
Educational Technologies ◽  
Innovative Learning ◽  
Modern Learning ◽  
Methodological Aspects

Modern methods of active learning are reflected in one of the most successful ways to develop the training of future specialists. The urgency of the need to improve the quality of teaching economic disciplines is not in doubt. The use of active methods of teaching economic disciplines stimulates the cognitive activity of students, respectively, forms important practical skills of researching situations, problem solving, improves the ability of reasoning and a clear statement of students’ thoughts. In general, today there is a need for non-standard-minded individuals. The need for the developed thinking of specialists in the field of economics, the ability to assess, design and rationalize knowledge and skills is also rapidly growing. The solution of these problems largely depends on the technology and content of economic education. This article reflects the main directions of application of modern educational technologies in the process of teaching economic disciplines. It also outlines the main theoretical and methodological aspects of the modern teaching of economic disciplines using various innovative learning technologies. Reflects the most successful ways of interactive methods of implementing education in the system of higher economic education. The article establishes that the modern learning process can open up a large number of new opportunities for students, thus, the information technology tools for teaching are reflected in an important part of the educational process. 

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.

INNOVATIVE TECHNOLOGIES IN EDUCATION: TEACHER AS THE MAIN SUBJECT OF EDUCATIONAL PROCESS IN THE AGE OF DIGITAL TRANSFORMATION

2021 ◽  
Vol 1 (2) ◽  
pp. 6-14
Author(s):  
N. I. Ilinskaya ◽  
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Main Subject ◽  
Special Significance ◽  
Innovative Technologies ◽  
E Learning ◽  
Educational Paradigm ◽  
One Year

The article deals with the issues related to innovative technologies in the educational sphere, which acquire special significance and meaning in the situation of pandemic. It is mainly within this problem that the changes in the educational paradigm currently taking place are being understood. To a large extent, these transformations are linked with the introduction of information technologies into the educational process and the transfer of learning to online educational platforms. The author shows how, in one year of the pandemic, distance learning, which had been discussed for at least two decades, has become a tool indispensable for many educational tasks. Doing so without e-learning has become either problematic or impossible. Distance learning can be considered innovative due to its reliance on educational technologies that have not yet been fully tested, but are widely used by necessity. However, the real subject of innovation and educational process is the teacher. The purpose of the article is to analyze modern educational technologies and identify their innovative component.

Dynamics of students’ attitude to distance learning (results of longitudinal study)

2020 ◽  
Author(s):  
V. N. Panferov ◽  
S. A. Bezgodova ◽  
A. V. Miklyaeva
Keyword(s):  
Distance Learning ◽  
Financial Incentives ◽  
Learning Experience ◽  
Educational Process ◽  
Educational Technologies ◽  
General Tendency ◽  
Way Of Life ◽  
Financial Conditions ◽  
Research Questions

The article describes the dynamics of students’ attitude to distance learning in the situation of forced transition to distance learning in connection with the COVID-19 pandemic. Students’ attitude to the content, organizational and motivational aspects of distance learning was studied using a questionnaire with online service Google form. The study was organized by the longitudinal method. Measurements of students’ attitude were carried out in the early days of distance learning and at the end of the first month. Research questions concerned 1) assessing changes in the organization of educational process, its efficiency and students’ self-motivation in the first days after the transition to distance learning; 2) changes in attitude to distance learning at the end of the first month: 3) contribution of objective factors (curriculum, financial conditions of study, place of stay during the period of distance learning, experience in the use of online educational platforms, current academic achievements) to the dynamics of the students’ attitude. The participants of the study were 94 students of the 1st-4th year. The results revealed a steady trend to lower evaluations by students the quality of assimilating knowledge, abilities and skills as well as to decrease of learning motivation and quality of interaction with teachers on the subjective background of increasing educational load. The general tendency to worsening assessments of distance learning can be mitigated by such factors as pre-formed competencies in the use of distance educational technologies, external (financial) incentives to learn and the ability to change the usual way of life due to changes in the usual place of residence.

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