scholarly journals Maitrise d’outils technologiques : son influence sur la compétence TIC des enseignants et les usages pédagogiques | Mastery of Digital Tools: The Influence on Information and Communication Technologies Competency and Pedagogical Use

2018 ◽  
Vol 44 (2) ◽  
Author(s):  
Alain Stockless ◽  
Stéphane Villeneuve ◽  
Benjamin Gingras
Keyword(s):  
Secondary School ◽  
Nous Avons ◽  
Information And Communication Technologies ◽  
Professional Competence ◽  
Secondary School Teachers ◽  
Communication Technologies ◽  
Digital Tools ◽  
School Teachers ◽  
Information And Communication ◽  
Compétence Professionnelle

L’utilisation des technologies de l’information et de la communication (TIC) en contexte éducatif est un enjeu important pour les enseignants du préscolaire-primaire et du secondaire au Québec. Dans cette recherche, nous avons examiné dans quelle mesure la maitrise d’outils numériques peut prédire des usages pédagogiques déclarés. Nous avons également étudié la relation prédictive entre le niveau déclaré de maitrise des outils numériques par les enseignants et leur compétence professionnelle à intégrer les TIC. Les régressions montrent que la maitrise du tableau numérique interactif prédit positivement des usages pédagogiques du numérique et une bonne maitrise de la compétence à intégrer les TIC.The use of information and communication technologies (ICT) is an important issue for many preschool, elementary, and secondary school teachers in Québec. In this study, we examined to what extent the mastery of digital tools can predict reported pedagogical usage. Also, we used the level of mastery of digital tools by teachers as a variable to assess the predictive impact of the components of professional competence on the integration of ICT. The results of the regression indicate that the mastery of the interactive whiteboard positively predicts the pedagogical use of ICTs as well as a good mastery of the integration of ICTs.

scholarly journals Predictors of Behavioural Intentions of Teachers to Adopt and Use Information and Communication Technologies in Secondary Schools in Zimbabwe

2021 ◽  
Vol 20 (11) ◽  
pp. 366-386
Author(s):  
Norman Rudhumbu ◽  
Elizabeth Du Plessis ◽  
Patience Kelebogile Mudau
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Secondary School Teachers ◽  
Sampling Strategy ◽  
Communication Technologies ◽  
Learning Context ◽  
School Teachers ◽  
Behavioural Intentions ◽  
Information And Communication

The use of information and communication technologies (ICTs) also known as educational technology in the teaching and learning context, has become a new normal in all sectors of education world-wide. The most important driver of the use of ICT in education has been the rapid advances in technology and to some extent, natural disasters such as COVID-19 that has affected access to education across all sectors of the education system. As a result, it has become very important that teachers in secondary schools adopt ICT for their teaching. This study therefore seeks to establish factors influencing the behavioural intentions of secondary school teachers to adopt ICT in Zimbabwe. A sample of 251 teachers were selected using stratified random sampling strategy from 10 secondary schools to participate in the study. A structured questionnaire adapted from the Oscarson Scale for Measuring Adoption-proneness (OSMA) was used for data collection. Results of the study showed that the use of technology in teaching, professional development, attitudes toward ICT, gender and ICT support services have a significant influence on the behavioural intentions of secondary school teachers to adopt ICT. A number of challenges that affected the adoption of ICT in secondary schools were also identified. The study has implications on both policy and practice with regard to the adoption of ICT in secondary schools.

scholarly journals MANAGEMENT OF DEVELOPMENT OF PROFESSIONAL COMPETENCE OF THE TEACHER

2019 ◽  
Author(s):  
Maryna Prodan
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Information Society ◽  
Professional Competence ◽  
Communication Technologies ◽  
Educational Process ◽  
Advantages And Disadvantages ◽  
Psychological Training ◽  
Information And Communication ◽  
Modern Technologies

The events taking place today in the world make them lively and unconditionally respond to them: what was yesterday was too much, today it is not enough. In the information society, it becomes increasingly difficult to find the required unique information. Instead, the number of technological discoveries is steadily increasing. Given the fact that the Ukrainian educational system is currently looking for its own modern way, the changes take place quickly and sharply. There is a problem in creating such technologies for training pedagogical workers that would be able to fulfill educational tasks. The article deals with innovative technologies for raising the professional competence of pedagogical workers of institutions of general secondary education. An important component is the improvement of the professional skills of the teacher. In particular, learn to navigate in modern trends and apply them in practice: to equip teachers with the knowledge and skills of organizing innovation, implementing information and communication technologies, creating author programs, writing textbooks, improving the level of methodological and psychological training. Based on the results of the research carried out at secondary school number 6in the Brovary we can see the level of pedagogical competencies, as well as the advantages and disadvantages of attracting modern technologies into the educational process. The research distinguishes and analyzes modern approaches to managing the teacher's professional competencies: project expertise, methodical service and project methodology

Access to information technology of households and secondary school students in Turkey

2021 ◽  
pp. 026666692110089
Author(s):  
Nejat İra ◽  
Mehmet Yıldız ◽  
Gamze Yıldız ◽  
Eylem Yalçınkaya-Önder ◽  
Ali Aksu
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Secondary School Students ◽  
Communication Technologies ◽  
Access To Information ◽  
School Students ◽  
National Education ◽  
Internet Connection ◽  
Teachers And Students ◽  
Information And Communication

The aim of the study was to investigate secondary school students’ and teachers’ access to information technologies in Turkey by making interregional comparisons. Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA). The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67.9% of the participating students were found to have Internet connection and 69.1% a computer in their homes, while 80.3% of the students were observed to use a computer outside the school, but 19.7% were not. The results also showed that 64.6% of the students have Internet connection in their classrooms, but 29.2% of these students do not use the Internet in the classroom, whereas 8.9% use it in the classroom all the time. The rate of students using a digital device for reading is 38.1%, while that of those not using one is 61.9%. Some 32.1% of secondary school students were revealed not to have Internet connection at home. Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic. Based on the findings, teachers can be suggested to develop projects – i.e., of TUBITAK, E-twinning, and Erasmus – which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them. It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students. Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities.

scholarly journals РЕЗУЛЬТАТИ ПЕДАГОГІЧНОГО ЕКСПЕРИМЕНТУ З ФОРМУВАННЯ ІНФОРМАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ПЕДАГОГА ПРОФЕСІЙНОГО НАВЧАННЯ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

World Science ◽  
2019 ◽  
Vol 2 (12(52)) ◽  
pp. 4-9
Author(s):  
Данилишина Катерина ◽  
Гордійчук Галина
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
Information And Communication Technologies ◽  
Vocational Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Educational Process ◽  
Information And Communication ◽  
Vocational Teacher

Training teachers is an important task of modern pedagogy and requires new approaches to the organization of the educational process. The use of information and communication technologies for the purpose of forming the information competence of the future vocational teacher is an important element of the formation of his professional competence. The article describes the stages of conducting a pedagogical experiment to develop the information competence of a future teacher of vocational training in domestic higher education institutions. The organization and methodology of the experimental study are described in detail, its results are given, the methods of diagnostics are described and so on.

scholarly journals PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS IN INFORMATION AND COMMUNICATION TECHNOLOGIES: QR CODING IN STUDENT LEARNING

2019 ◽  
Vol 5 (57) ◽  
pp. 33-35
Author(s):  
A. Hafiiak ◽  
O. Shefer ◽  
E. Borodina ◽  
S. Alyoshin
Keyword(s):  
Information And Communication Technologies ◽  
Professional Competence ◽  
Communication Technologies ◽  
Point Of View ◽  
Quality Level ◽  
It Education ◽  
Information And Communication ◽  
Student Training ◽  
Definition Of

The article explores modern information and telecommunication technologies, which are the basis of information processes in education. The fundamentals of improving the quality of student training from the point of view of the development of a vocational education system are investigated. The authors explore the definition of an innovative educational environment. It is proved that professional IT education is the basis for improving its quality level and has certain advantages over other types of knowledge, providing flexibility due to modern technological features, including the use of QR coding information.

scholarly journals Pedagogical conditions for the formation of professional competence of future Specialists Majoring in information and communication technologies

2019 ◽  
pp. 84-91
Author(s):  
Alla Hafiiak ◽  
Marina Dyachenko-Bohun ◽  
Olexander Mikheienko ◽  
Andrii Tkachenko
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Competence ◽  
Education Institution ◽  
Communication Technologies ◽  
Educational Process ◽  
Information Selection ◽  
Cognitive Information ◽  
Information And Communication ◽  
Selection Of

The article describes the creation of pedagogical conditions for the formation of professional competence of the future specialists majoring in information and communication technologies. The purpose of this article is to investigate the conditions facilitating the formation of professional competence of future specialists majoring in information and communication technologies, to create and use application software aimed at increasing the efficiency as well as the degree of automation for providing educational services. According to the purpose, the following tasks have been assigned: pedagogical conditions for the formation of the professional competence of future specialists majoring in information and communication technologies have been proposed; the complex of circumstances necessary for ensuring positive dynamics in the formation of the professional competence of future specialists majoring in information and communication technologies has been studied; some ways of improving the formation of the professional competence of future specialists majoring in information and communication technologies have been considered; the ways of raising the professional skills level (proficiency level) of higher education applicants through the development of software applications for educational purposes have been analysed; the project alongside with the software that automates and optimizes the tasks of the subjects of the educational process as well as provides an opportunity to receive relevant and timely information concerning the organization of the educational process have been elaborated; a client-centred education schedule for students of higher education institutions has been developed, taking into account the specificities of the optimal online route. The project includes the following stages: preparatory (cognitive-information), selection of days, time, audience (issues), hierarchyzation of these issues, selection of starting and ending points of the route, after which the route scheme and its optimization are developed. The development of the route scheme and the elaboration of its software are inextricably linked parallel processes. Keywords: information system, specialists, software, higher education institution, information and communication technologies.

Information Literacy of a Foreign Language Teacher: An Analysis of Russian and European Professional Standards of Teachers

Vestnik MEI ◽  
2021 ◽  
pp. 135-142
Author(s):  
Marina A. Slepneva ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Professional Standards ◽  
Digital Tools ◽  
Long Period ◽  
Information And Communication

The introduction of information and communication technologies into the educational process began more than twenty years ago, along with the rapid spreading of computers around the world. However, not all educational institutions have supported the inclusion of information and communication technologies into the educational process for the above-mentioned quite a long period of time. Most likely, this was due to insufficient financial investments in modernization. In addition, insufficient attention was initially paid to training of teachers for working with digital technologies. At present, when information and communication competence has already been included into all international standards for teachers, it turned out that neither graduates from teacher training institutes nor teachers who have been working for already a long period of time have sufficient competencies for using digital technologies in practice. A comparative analysis of Russian and European professional standards for teachers is carried out, and the competencies they should possess are considered. Various versions of the information literacy definitions are given, which have undergone changes in the technological development process. Special attention is paid to the requirements for competencies of foreign language teachers in the field of digital technologies. The list of the currently available digital tools, including mobile devices, is discussed. The students actively use such technologies to learn languages, but to yield a really positive effect, digital tools should be integrated directly into the educational process in a professional manner. The experience of work with digital technologies gained by the teachers of the NRU MPEI Department of Foreign Languages is considered. A conclusion has been drawn, according to which a high level of information literacy enables teachers not only to change their own pedagogical methods, but also to open new horizons for their students, who, in turn, gain access to high quality education.

Sign in / Sign up

Export Citation Format

Share Document