Academic literature on the topic 'Use of modern pedagogical technologies'
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Journal articles on the topic "Use of modern pedagogical technologies"
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Bolibekova, Mavjuda M. "USE OF MODERN PEDAGOGICAL TECHNOLOGIES IN TEACHING ENGLISH." International Journal Of Literature And Languages 03, no. 05 (2023): 147–50. http://dx.doi.org/10.37547/ijll/volume03issue05-29.
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This article discusses the use of modern pedagogical technologies in teaching English. These technologies provide opportunities for individualized learning, enhance engagement, and improve accessibility to education. However, teachers must be aware of the potential drawbacks of using these technologies, such as technological challenges, boredom, repetition, and inaccuracies. As such, teachers must ensure that they use modern pedagogical technologies effectively to meet the needs of their students.
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Ravshanbekovna, Saydaxmetova Shaxnoza. "USE OF INNOVATIVE TECHNOLOGIES IN TEACHING ORGANIC CHEMISTRY." Psychology and Education Journal 58, no. 2 (2021): 4976–80. http://dx.doi.org/10.17762/pae.v58i2.2895.
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The science of modern technologies in the teaching of organic chemistry prepares students for the methodological training of future chemistry. A chemistry teacher must have the knowledge, skills and competencies necessary to use modern pedagogical technologies in their pedagogical work. In order for students to use pedagogical technologies in the educational process, they must first be able to combine information and pedagogical technologies. This textbook provides an opportunity to organize the lesson in a combination of information technology and modern pedagogical technologies, to develop the knowledge, skills and abilities necessary for the use of modern pedagogical technologies in the teaching of chemistry.
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Kodirov, Bakhron G. "USE OF MODERN INNOVATIVE TECHNOLOGIES IN TEACHING THE SUBJECT OF INSTRUMENTAL PERFORMANCE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 03 (2022): 17–20. http://dx.doi.org/10.37547/pedagogics-crjp-03-03-05.
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Isomiddinova Nozima. "Use of Modern Pedagogical Technologies in English Teaching." Texas Journal of Medical Science 16 (January 30, 2023): 65–67. http://dx.doi.org/10.62480/tjms.2023.vol16.pp65-67.
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Rа’nоxоn, Shаrоfutdinоvа, Ahmedbekova Mahpuza, and Аhrоrjоn Rаhmаtjоnzоdа. "THE USE OF MODERN PEDAGOGICAL TECHNOLOGIES IN MATHEMATICS LESSONS IN ELEMENTARY SCHOOL." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (2022): 213–17. http://dx.doi.org/10.55640/eijmrms-02-11-48.
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Elmuratov, Turamurot B. "USE MODERN INTERACTIVE METHODS IN FRENCH TEACHING AND IMPLEMENT THEM IN PRACTICE." International Journal Of Literature And Languages 03, no. 04 (2023): 25–28. http://dx.doi.org/10.37547/ijll/volume03issue04-05.
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At present, great attention is being paid to the use of various innovative and pedagogical technologies in teaching the French language in higher education in our country. This article is devoted to the methodology of teaching the French language. The use of modern pedagogical technologies in the educational process is also explained.
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Khayriddinov, Shavkat Botirovich. "USE OF COMPUTER TECHNOLOGIES IN TEACHER'S PEDAGOGICAL ACTIVITY." International Journal of Education, Social Science & Humanities. Finland Academic Research Science Publishers 11, no. 6 (2023): 108–15. https://doi.org/10.5281/zenodo.8017334.
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<em>This article provides information on the importance of modern information and communication technologies in improving pedagogical skills, using the capabilities of computers in the educational process, controlling students' knowledge by a teacher based on computer technology, using modern information technologies in the teacher's professional development.</em>
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Gulnoza, Shukhratovna Sultankhodjaeva. "USE OF PEDAGOGICAL TECHNOLOGIES IN TEACHING PHYSICS." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY ECHNOLOGY 3, no. 4 (2023): 255–62. https://doi.org/10.5281/zenodo.7809823.
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The use of modern educational technologies in the education of natural sciences is one of the urgent methodological problems. This article examines innovative technologies based on the use of information and communication technologies in education.
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Ugli, Komolov Mavlonbek Zafarjon. "APPLICATION OF INFORMATION TECHNOLOGIES IN HISTORY." American Journal Of Social Sciences And Humanity Research 03, no. 05 (2023): 79–82. http://dx.doi.org/10.37547/ajsshr/volume03issue05-14.
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In this article, as a result of the use of modern innovative pedagogical technology methods in the process of teaching history, students are able to think independently, analyze, draw conclusions, express their opinion, and defend it based on the basis of healthy communication, discussion, the skills of debating are formed and developed, the use of modern pedagogical technologies expands the scope of the student's thinking, helps to quickly and easily understand the topics pedagogical technologies that help are discussed.
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Kosimovna, Ahmedova Yulduz. "USE OF MODERN TECHNOLOGIES IN TEACHING THE SUBJECT OF GENERAL LAND KNOWLEDGE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 10, no. 12 (2022): 21–25. http://dx.doi.org/10.37547/pedagogics-crjp-03-12-04.
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In today's modern educational system, multimedia technologies are considered important, and its important feature is interactivity - the ability to influence the user in the operation of the information environment. It will be possible to study the psychological-pedagogical possibilities of modern information technologies (IT) from this point of view and develop effective options for their introduction into the educational process. Personal and pocket computers, network resources expand our knowledge and communication possibilities.
Dissertations / Theses on the topic "Use of modern pedagogical technologies"
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Ben, Tania, Yuliia Onofriichuk, and Roman Golovatyi. "Use of modern information technology in education." Thesis, Lviv State University of Life Safety, 2019. http://hdl.handle.net/123456789/5997.
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The processes of globalization that characterize the development of modern society, the introduction of digital technologies at all levels of education are significantly changing the requirements for professional education of future educators. Formation of competent specialists, who are free to navigate in the information space of modern education, have a high level of information and communication technologies, use them in training, professional activity, during the conduct of scientific research, is one of the urgent tasks of higher education.
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Khanina, А., and K. O. Khan. "Modern technologies for "Smart House" and their practical use." Thesis, КНУТД, 2016. https://er.knutd.edu.ua/handle/123456789/5041.
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Batchelor, Jacqueline. "Innovative teachers’ pedagogical efficacy in their use of emerging technologies." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24257.
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Innovative teaching is, in essence, the art of breaking down barriers which prevent educators from preparing learners for the gruelling demands of the 21st century by exploiting the affordances of emerging Information and communications technologies (ICT) to enhance their teaching and learning strategies. The resulting new educational practice can affect roles, learning situations, patterns of interaction, learning spaces, strategies and theories as well as modes of assessment (Mioduser, Nachmias, Tubin,&Forkosh-Baruch, 2002a). The problem addressed in this study is that of innovative teacher knowledge construction and its context. The role of educational technologies in teaching and learning has evolved and changed dramatically over time but little is understood of how this knowledge manifests itself in their practice and how it is replicated and shared in practice. Pioneering, innovative teachers have developed personal theories that may potentially inform future practice once articulated and disseminated. This study sets out to deepen our understanding of how new knowledge is created in practice by innovative teachers and how this knowledge manifests itself in teaching and learning with emerging ICT. The consequent collaboration between researcher and participant teachers can act as a reconciliatory measure between practice and theory. The literature reviewed draws on tenets from socio-cultural theory, critical philosophy, emerging technology and teaching and learning theory and aims to construct rational foundations to assist in the articulation of new theories which, in turn, will better our understanding of this new emerging pedagogical practice. A post-modernistic interpretive prism views the research investigation through the work of teachers qualified as finalists in the Microsoft Innovative Teachers Forum Awards (ITFA) competition. This annual competition recognises and connects innovative teachers who share a common interest in the enhancement of teaching and learning through the use of technology. Data collecting instruments include metadata consisting of educational multimedia artefacts, virtual classroom tours (VCT’s), document analysis, innovative teacher workshops and interviews. The data were qualitatively analysed using Straussian Grounded Theory Method to articulate a substantive theory which aims to better our understanding of knowledge creation when innovative teachers use emerging technology to enhance their teaching and learning. The resultant substantive theory’s three core components comprise moral cohesion; innovation negotiations in context; and responsive governance as essential to innovative teachers’ pedagogical efficacy when they engage with emerging technologies. Innovative teachers’ perception of the professional burden they carry along with their bricoleur attitude allude to them using whatever means and whatever is at hand to equip learners with the skills required to make them contributing members of their community and the information society. Strategies for the constant renewal of pedagogical practices and the need for reflexivity included the appropriation of learners’ personal devices for learning where their disposition had to be carefully managed in accordance with ethical considerations and their various capabilities. Innovative teachers are powerful change agents within their school environments and in this regard a certain amount of freedom could be offered to innovative teachers to further explore their own practice whilst at the same time tasking them with additional responsibilities in growing organisational capabilities. Innovative teachers use their increased status and power within their schools to actively lobby for policy changes through participating in advisory committees and assisting in the drafting of documents that hold strategic, ethical and practical implications for the exploitation of emerging technologies within their schools.<br>Thesis (PhD)--University of Pretoria, 2011.<br>Science, Mathematics and Technology Education<br>unrestricted
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au, frank_bate@optusnet com, and Frank Bate. "A longitudinal study of beginning teachers' pedagogical identity and their use of ICT." Murdoch University, 2010. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100427.222635.
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The educational policy environment in Australia explicitly supports the integration of information and communications technologies (ICT) through targeted initiatives covering infrastructure, equipment, electronic learning materials and professional development. However, for all the energy expended to encourage teachers to use ICT, it is reported that few teachers take full advantage of the significant opportunities that ICT present. A number of reasons have been cited to explain this, the most compelling of which are bound up with teachers knowledge and skills in harnessing ICT and their beliefs about ICT and teaching itself.
This research presents a three year longitudinal study of a cohort of 35 beginning teachers located in Western Australia. The focus on beginning teachers is purposeful. It is suggested that this segment of the teaching profession can provide useful insights into the affordances and risks that teachers face in harnessing ICT. Beginning teachers may also provide a window into how ICT will be taken up in the future. The aim of the research, therefore, is to describe and explain beginning teachers beliefs, knowledge, dispositions and skills in using ICT within the context of their school environment(s).
The research literature characterises beginning teachers as having positive self-perceptions of their ability to use ICT, and embracing contemporary, student-centred theories of learning. Given these preconditions, it might seem likely that beginning teachers would seek to integrate ICT into their teaching in innovative ways. The seven research questions that underpin and guide the research are aimed, at least in part, at confirming or challenging this assertion.
The study adopts a mixed method approach in seeking to understand and interpret the dynamic nature of participants beliefs about teaching and their knowledge, dispositions and skills in using ICT within their socio-cultural context. A rich data set, gathered over three years and using qualitative and quantitative techniques, is presented to provide evidence in relation to the studys research questions. The longitudinal nature of the study provides opportunities to interpret this data set over time, adding to the strength and credibility of the research.
Participants articulated pedagogical beliefs that aimed to engage students in active meaning making. However, the way in which participants used ICT was generally limited to presentation-style teaching, completion of worksheets using a narrow range of productivity software and the use of the World Wide Web for simple inquiries or reinforcement. There was a clear mismatch between the ideals that participants claimed to hold to be important and their capacity to use ICT to help realise these ideals. Four interrelated factors are posited to explain this: lack of clarity over beliefs and how ICT can support these beliefs; variability of perceptions within schools of the affordances and risks of using ICT; embedded structural constraints that stall the creative use of ICT; and, deficiencies in technological-pedagogical-content knowledge.
The study may interest educational policy-makers, school leaders, managers, teachers and other learning professionals that are considering how to conceptualise, plan, implement and/or enhance the use of ICT within their local context. A model is presented to help educators grapple with the implications of using ICT in the classroom and explore its transformative potential.
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Hammargren, Erika. "Tate Modern in the Digital Age : A case study addressing the use of digital technology, audience interaction and participation at Tate Modern." Thesis, Stockholms universitet, JMK, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144108.
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The previous Head of Digital at Tate, John Stack, argues that digital transformation and the audience’s increasing expectation of participation are the two major changes during the last ten years (Mitchell 2014). This thesis addresses Tate Modern’s use of digital technologies with focus on how audience interaction and participation is facilitated through the affordances of digital technology. Additionally, this thesis examines how Tate’s digital policies corresponds with Tate Modern’s actual practices, online and onsite, regarding audience participation and interaction. Discrepancies regarding Tate Modern’s practical approach to audience interaction and participation in relation to its policies were identified. The audience was not genuinely invited to participate through digital technologies during the examined period. Tate Modern, although being a leader in its field, still has some way to go in its digital development and its approach towards the audience before becoming a truly participatory museum.
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Синиця, О. В. "Практика формування здоров’язбережної компетентності як розвиток соціальної особистості молодшого школяра на уроках основ здоров'я". Thesis, Сумський державний університет, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67616.
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«Школа має стати противагою суспільству, яке молиться на технології та проповідує суцільне споживання. Її завдання – допомогти дітям усвідомити сенс і цінності життя. Школа має стати адвокатом дітей за всього розмаїття і складності їхніх характерів. Педагогіка покликана вказувати дітям шляхи, ставши на які вони навчаться бути відповідальними, розвинуть у собі самостійність і незалежність».
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Hart, Francine. "An Elementary Teacher’s Feelings of Self-Efficacy, Needs, and Pedagogical Strategies When Learning to Use the Interactive Whiteboard to Teach Science." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31218.
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Studies have shown elementary teachers may not be well prepared to use technology in their classrooms. This study examines one elementary teacher’s feelings of technology self-efficacy (TSE), needs and pedagogical strategies when using the interactive whiteboard (IWB) to teach elementary science. It employed a single case study design, where the researcher and participant worked together during supportive professional development (PD) sessions. Data sources are twelve PD sessions, the Computer Technology Integration Survey (adapted for IWB use in the classroom), and two interviews, three in-class observations of IWB science lessons, and three lesson debriefs. Descriptive and thematic analysis show the participant’s TSE was positively influenced by the PD. Five factors were determined to influence TSE: the participant’s level of interest, attitude, experience with technology, student assistance, and familiarity with the setting. Teacher, contextual and IWB- level needs were explained. Pedagogical strategies for technology use based on interactive IWB features are also discussed. Findings could contribute to current trends in teacher PD, continuing education, and preservice teaching programs related to science teaching. / Plusieurs enseignants ne sont pas bien préparés pour utiliser la technologie en classe. En particulier, le tableau blanc interactif (TBI) n’est pas utilisé de façon optimale par les enseignants lorsqu’ils enseignent les sciences et la technologie à l’élémentaire. Cette thèse présente l’étude de cas unique d’une enseignante de l’élémentaire ayant cheminé dans un processus de développement professionnel (DP) pour l’aider à intégrer le TBI en sciences et technologie. Douze sessions de DP, un questionnaire sur l’efficacité avec le TBI (CTIS adapté), deux entrevues, trois sessions d’observation en classe et trois discussions sur les leçons constituent les sources de données. La participante est devenue plus confiante pour utiliser le TBI suite au DP. Elle a rehaussé son sentiment d’autoefficacité et accru son intérêt et sa connaissance du TBI. Elle a acquis des compétences techniques et une connaissance des contenus d’enseignement adaptés au TBI, bien que plusieurs besoins perdurent. Certaines stratégies pédagogiques avec le TBI expérimentées en classe par l’enseignante sont discutées. Cette thèse peut contribuer à fournir des pistes pour aider les enseignants au primaire à mieux intégrer le TBI en sciences et technologie, que ce soit lors de leur formation initiale à l’enseignement ou en cours d’emploi.
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Elpasidou, Sofia. "Study of passive design and slab cooling in adaptation to climate change of a modern residential building in Stockholm." Thesis, KTH, Hållbara byggnader, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-287454.
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The impact on the built environment due to the forecasted climate change was presented by the authorities more than one decade ago, but the actions from the building industry to adapt buildings for a changed climate are still lacking. The purpose of this study is to identify a suitable cooling technique for a modern residential building in a future warmer climate in order to maintain thermal comfort but also energy efficiency. This thesis analyses and presents passive techniques and the behavior of active cooling with a slab cooling system under a future climate scenario so as to accomplish a sustainable system which will be functionable and viable in the future. To verify the different solutions the building performance simulation software IDA ICE has been used and a case study building with a simulated location in the city of Stockholm has been investigated. Results show promising outcomes as thermal comfort is achieved and energy efficiency is maintained depending on diversely selected energy sources.<br>Påverkan på den byggda miljön från klimatförändringar har upplysts av myndigheter under minst de senaste tio åren, men agerande från byggbranschen för att klimatanpassa är fortfarande låg. Syftet med denna studie är att identifiera en lämplig kylteknik för ett bostadshus i ett framtida varmare klimat för att bibehålla termisk komfort och samtidigt energieffektivitet. Denna examensrapport analyserar och presenterar prestanda hos dels olika passiva system, dels ett kombinerat värme- och kylsystem i bjälklag i ett framtida klimatscenario för att uppnå ett hållbart system som kommer att vara funktionellt och livskraftigt i framtiden. För att verifiera de olika kyllösningarna har simuleringsprogrammet för byggnadsprestanda IDA ICE använts och en fallstudiebyggnad med en simulerad placering i Stockholm har undersökts. Resultaten visar lovande resultat eftersom termisk komfort uppnås och energiprestanda kan bibehållas beroende på valda energikällor.
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Uthayasankar, Sivarajah. "Exploring the application of web 2.0 technologies in the context of e-government." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/8731.
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Electronic government (e-Government) in terms of public service delivery and administration has endured signification transformation over the last decade. More recently, modern second generation web technologies (Web 2.0) have started to be used to deliver e-Government. However, this in turn has brought about additional challenges. By its nature, Web 2.0 is more interactive than the traditional model of information provision or creation of digital services and as such opens up a new set of benefits, costs and risks to those who make use of it as part of their e-Government approach. In the main, the usage of Web 2.0 is in its infancy within e-Government and this creates a need for research into exploring the application of Web 2.0 technologies in e-Government and to provide practical advice to practitioners. This research draws on the existing literature to present a novel conceptual model that could be used to guide implementation and evaluation of Web 2.0. The conceptual model draws the existing literature into the traditional information systems (IS) evaluation model (benefits, costs and risks) specifically in terms appropriate to Web 2.0. In turn that evaluation is set in the context of the impact on the organisation in terms of organisational, technological and social consequences. This conceptual model was tested in a United Kingdom local government authority (LGA) that had recently started to make use of Web 2.0 in terms of service delivery and for internal work purposes by its employees. The result was a qualitative enquiry making use of interviews and documentary evidence to explore the validity of the conceptual model as a tool to assist decision making in this field. The findings elicited from the in-depth case study offer an insight into IS evaluation criteria and impact factors of Web 2.0 from both a practical setting and an internal organisational perspective. An interesting finding of this study was the contrast between the agreement on the need for evaluation of Web 2.0 tools and how to carry that out, and the fact that this had not been formally carried out by the case study with respect to its early Web 2.0 projects. This study concludes that a combined analysis of the evaluation and impact factors rather than a singular approach would better assist the decision making process that leads to effective application of Web 2.0 technologies. Keywords: e-Government, Web 2.0, Information Systems Evaluation, Impact, Local Government Authorities (LGAs).
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Marques, Fabrício Rodrigo. "Formação inicial para o uso de TDIC em educação: análise da experiência do curso de Pedagogia da PUCSP." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/10247.
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Previous issue date: 2015-09-10<br>Initial training for the use of digital information and communication technologies
(TDIC) in education should be made by training courses for teachers, in particular,
the teaching courses. However, this training, according to the constant technological
innovations must be continued in order to guarantee teachers the opportunity to carry
out educational experiments supported by well-founded and qualified TDIC. This
research was organized around the question: how to build the initial training of
pedagogy course students of PUCSP for use of TDIC in education, with the support
Moodle learning virtual environment? And had the overall objective: reflect on
thecontinuing education process of teachers for the use of TDIC in education, based
on analysis of initial training experiences of the Faculty of Education students at
PUCSP for the use of TDIC in education, supported by the environment Moodle
virtual learning. And for specific objectives: to characterize the initial training for the
use of TDIC in education offered in the Faculty of Education at PUCSP; analyze the
experiences of teaching and learning the Faculty of Education, held in the Moodle
environment, the classes 2011 and 2014; and identify possibilities for continued
teacher training, using the Moodle environment for the use of technology in teaching
and learning processes. The study was conducted in the form of qualitative research
procedures and utilized as the documentary analysis of the National Curriculum
Guidelines, the pedagogical project of the course of Pedagogy PUCSP; and teaching
plans for thematic units who study technology in education. In addition, reviewed the
records of educational experiences of initial training, developed with students of the
course in Moodle environment used for the 2011 and 2014 classes were considered:
student participation in forums and educational activities proposed and the collective
construction knowledge registered in this context<br>A formação inicial para o uso de tecnologias digitais de informação e comunicação
(TDIC) em educação deve ser realizada pelos cursos de formação de educadores,
em particular, os cursos de Pedagogia. No entanto, essa formação, em função das
constantes inovações tecnológicas deve ser continua, no sentido de garantir aos
professores a possibilidade de realizar experiências educativas apoiadas em TDIC
bem fundamentadas e qualificadas. Esta investigação se organizou em torno da
questão: como se constrói a formação inicial dos alunos do curso de pedagogia da
PUCSP para uso de TDIC em educação, com o apoio do ambiente virtual de
aprendizagem Moodle? E teve por objetivo geral: refletir sobre os processos de
formação continuada de professores para o uso da TDIC em educação, baseado na
análise das experiências de formação inicial dos alunos do curso de Pedagogia da
PUCSP para o uso de TDIC em educação, apoiadas pelo ambiente virtual de
aprendizagem Moodle. E, por objetivos específicos: caracterizar a formação inicial
para o uso de TDIC em educação oferecida no curso de Pedagogia da PUCSP;
analisar as experiências de ensino e aprendizagem do curso de Pedagogia,
realizadas no ambiente Moodle, para as turmas 2011 e 2014; e identificar
possibilidades de formação continuada de professores, com a utilização do ambiente
Moodle, para o uso das tecnologias em processos de ensino e aprendizagem. O
estudo foi realizado na forma de pesquisa qualitativa e utilizou como procedimentos
a análise documental: das Diretrizes Curriculares Nacionais, do Projeto Pedagógico
do curso de Pedagogia da PUCSP; e dos planos de ensino das unidades temáticas
que estudam tecnologias em educação. Além disso, analisou os registros das
experiências educativas de formação inicial, desenvolvidas com os alunos do curso
no ambiente Moodle utilizado para as turmas de 2011 e 2014. Foram considerados:
a participação dos alunos nos fóruns e nas atividades de ensino propostas e a
construção coletiva do conhecimento registrada neste contexto
Books on the topic "Use of modern pedagogical technologies"
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Lomakina, Tat'yana, and Nina Vasil'chenko. Modern technology of teaching a foreign language: design and experience. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111366.
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The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.
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Ryndak, Valentina, Irina Solovcova, Ol'ga Tavstuha, et al. Pedagogy: theory and methodology of educational work. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1242229.
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The textbook serves to improve the level and quality of scientific and methodological training of students, teachers, practitioners, the introduction of modern technologies of education in educational practice. The authors summarized the theoretical knowledge about education and the educational process and the experience gained by teachers, and based on this they proposed specific tools for solving pedagogical problems. At the end of each chapter, practical tasks and questions are given, as well as a list of references for better assimilation of the material.
 Complies with the federal state educational standards of higher education of the latest generation.
 The textbook is addressed to university students, teachers of pedagogical disciplines, and can also be used in professional and pedagogical organizations and the system of advanced training of educational workers.
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Wei, Chia-Hung, and Chih-Ying Gwo. Modern Library Technologies for Data Storage, Retrieval, and Use. Information Science Reference, 2013.
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Nadolinskaya, Tat'yana, Lyudmila Rapackaya, and Igor' Krasil'nikov. Music education technologies. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1171998.
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The textbook reveals the theoretical foundations of the use of music education technologies in secondary schools. The ways of implementing technologies in various types of musical activity are described and characterized, the main methods of diagnosing the musical development of schoolchildren are revealed, the ways of interaction of musical and theatrical pedagogy in regular and extracurricular activities are revealed, the multifunctional nature of the professional activity of a teacher-musician based on the use of integrated theatrical technologies is shown. The manual includes six chapters, including a workshop on the development of pedagogical game technology, methodological developments of integrated music lessons.
 It is addressed to undergraduate students studying in the areas of training 44.03.01 "Pedagogical education" (profile 44.03.01.07 "Music") and 44.03.05 "Pedagogical education (with two training profiles)" (profiles: 44.03.05.28 "Preschool education and music", 44.03.05.39 "Music and additional education (teacher-organizer)").
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Litvinyuk, Aleksandr, Liliya Babynina, Larisa Kartashova, et al. Modern technologies of personnel management. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1863127.
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The textbook outlines issues related to the peculiarities of using digital products in the organization's personnel management system, much attention is paid to the formation of an HR brand and regulation of labor behavior of employees based on the use of technologies based on the basic provisions of the theory of the motivational complex of labor activity.
 The content of the textbook meets the requirements of the federal state educational standards of higher education of the latest generation.
 The discipline "Modern technologies of personnel management" is included in the training complex "Personnel Management" and forms professional competencies for the practical application of modern technologies used in the framework of HR management.
 For students of higher educational institutions studying in the field of training "Personnel Management". It can be used by students of other specialties and directions, as well as graduate students and practitioners studying the problems of personnel management in modern organizations.
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Polyakova, Anna, Tat'yana Sergeeva, and Irina Kitaeva. The continuous formation of the stochastic culture of schoolchildren in the context of the digital transformation of general education. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1876368.
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The material presented in the monograph shows the possibilities of continuous teaching of mathematics at school, namely, the significant potential of modern information and communication technologies, with the help of which it is possible to form elements of stochastic culture among students. Continuity in learning is considered from two positions: procedural and educational-cognitive. In addition, a distinctive feature of the book is the presentation of the digital transformation of general education as a way to overcome the "new digital divide". Methodological features of promising digital technologies (within the framework of teaching students the elements of the probabilistic and statistical line) that contribute to overcoming the "new digital divide": artificial intelligence, the Internet of Things, additive manufacturing, machine learning, blockchain, virtual and augmented reality are described.
 The solution of the main questions of probability theory and statistics in the 9th grade mathematics course is proposed to be carried out using a distance learning course built in the Moodle distance learning system. The content, structure and methodological features of the implementation of the stochastics course for students of grades 10-11 of a secondary school are based on the use of such tools in the educational process as an online calculator for plotting functions, the Wolfram Alpha service, Google Docs and Google Tables services, the Yaklass remote training, the Banktest website.<url>", interactive module "Galton Board", educational website "Mathematics at school".
 It will be interesting for students, undergraduates, postgraduates, mathematics teachers, as well as specialists improving their qualifications in the field of pedagogical education.
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Russkevich, Evgeniy. Criminally-legal counteraction to crimes committed through the use of modern information and communication technologies. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24712.
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The publication is devoted to the investigation of the criminal law aspects of countering crimes committed through the use of modern information and communication technologies (computers, information and communication networks, including the Internet). We analyze the current legislation, the theoretical development and practice in cases of information crimes. The manual complies with federal state educational standards of higher professional education in the field of "Law Enforcement", "Legal provision of national security" and "Jurisprudence".
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Dmitrenko, Tat'yana. Modern technologies of teaching a foreign language in the system of higher foreign language education. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1854987.
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The textbook is devoted to the consideration of modern technologies of teaching foreign languages in the context of updating language education in higher education. Modern innovative technologies of teaching foreign languages are presented, contributing to the intensification of the educational process and the activation of educational activities in foreign language classes. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is recommended for students studying for a master's degree in the field of training 44.04.01 "Pedagogical education" (profile "Foreign language"), future specialists in the field of intercultural communications.
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Dadyan, Eduard. Modern programming technologies. Language of 1C 8.3. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1094755.
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The tutorial covers the issues of building the basics of the 1C 8.3 programming language. It is intended for both beginners and advanced users. The presentation of the material is divided into two sections. The first section provides the basics of the 1C 8.3 programming language for beginners. In the second section, the use of the 1C 8.3 language is given for advanced users — in a reference form, using specific examples. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in all areas of training and specialties, as well as for graduate students and students of the IPK.
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Kuznecov, Andrey, Ol'ga Gulegina, Kristina Agafonova, Lazer Gamidov, Kamilla Yusupova, and Ekaterina Kichina. Digital technologies in teaching. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2139201.
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This textbook summarizes the experience of using digital solutions in various higher education institutions both in Russia and abroad. The use of different formats of digital content and social networks for the implementation of the learning process in various disciplines is justified. The described resources and technologies contribute to improving the level of digital literacy of future specialists. Meets the requirements of the latest generation of federal state educational standards for higher education. For students and postgraduates of humanities and pedagogical fields of study in higher education institutions of the Russian Federation, as well as teachers of higher educational institutions.
Book chapters on the topic "Use of modern pedagogical technologies"
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Quezada-Sarmiento, Pablo Alejandro, Cristóbal Suárez-Guerrero, Magaly Margarita Narvaez-Rios, and Luis Germánico Gutiérrez-Albán. "Use of Cloud Computing Tools on Pedagogical and Educational Contexts." In Information Systems and Technologies. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04826-5_35.
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Khmil, Nataliia. "THEORETICAL SUBSTANTIATED OF THE PEDAGOGICAL SYSTEM MODEL FOR FORMING THE PROFESSIONAL READINESS OF FUTURE TEACHERS TO USE CLOUD TECHNOLOGIES IN THE EDUCATIONAL PROCESS © Khmil N." In MODERN PEDAGOGICAL MODELS OF THE FORMATION AND DEVELOPMENT OF SPECIFICALLY SCIENTIFIC PEDAGOGICAL PHENOMENA. OKTAN PRINT s.r.o., 2023. http://dx.doi.org/10.46489/mpmotf-23-17-09.
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The article specifies the concepts of «system», «pedagogical system», «model». Based on methodical approaches (systemic, synergistic, person-oriented, activity, competence, informational and environmental) a theoretical substantiation of the pedagogical system model for forming the professional readiness of future teachers to use cloud technologies in the educational process. Its structural components are characterized as target (goal, tasks, methodological approaches, and principles), substantive (learning content, areas of work for adequate preparation of future teachers for the use of cloud technologies in the educational process), technological (forms, methods, teaching tools, phasing formation of professional readiness), subject-object (subject - teachers of higher education institutions, object - students of higher education, their interaction, subject-subject relations) and environmental (cloud-oriented educational an information environment for training future teachers to use cloud technologies in the educational process). It was determined the professional training of future teachers for using cloud technologies in the educational process has five components: social-humanitarian, psychological-pedagogical, information-technological, systematic, and practical. And a special environment should implement a relationship of four components: program-methodical, communication-control, result-corrective, and technological. The proposed model of future teacher training has been improved following the requirements of the information society and the needs of general secondary education institutions in highly qualified teachers with a formed readiness to use modern ICT in the educational process, in particular cloud-based. The author assures that under such a system, it is possible to ensure the implementation of innovative approaches to the digitalization of the educational process of secondary education institutions. On the other hand, to provide a competence-oriented process of training future teachers.
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Kuznetsova, Viktoriia Evgenevna, Marina Evgenevna Ivanova, and Elena Nikolaevna Starkova. "Eventuality of Application of SRH-Technologies Under the Conditions of Education's Digital Transformation." In Psychological and Pedagogical Issues of Modern Education. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98757.
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The purpose of the study is to provide a methodological basis for the development and application of an innovative general pedagogical technology (called by the authors SRH-technology) of organizing the pedagogical process at a university, aimed at increasing the effectiveness of teaching bachelors through the use of innovative forms – research studies, networking with the work of students in reading groups, hackathon and foresight sessions aimed at developing hard-skills and soft-skills among undergraduate students. The scientific novelty of the research lies in the development of an innovative general pedagogical technology for teaching undergraduate students (called by the authors SRH-technology), based on a combination of personality-oriented, activity-based and systemic approaches. As a result, the effectiveness of the use of SRH technology in the educational process has been proved, and the main recommendations for the effective organization of work with students in the framework of the listed forms of classes are given.
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Manasyrova, Elena Mikhailovna. "Implementation of the Technology of the Creative Pedagogical Workshop in the Professional Training of School Theater Managers." In Modern educational technologies: Pedagogy and Psychology. Publishing house Sreda, 2024. http://dx.doi.org/10.31483/r-112753.
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The chapter examines and analyzes the issues of professional competence and professional training of school theater managers. The chapter analyzes educational technologies used in the organization of professional training of teachers-directors in higher educational institutions of creative and pedagogical orientation. The educational technology of the creative pedagogical workshop is considered as a pedagogical system category. The structural components and stages of the development and implementation of educational technology are determined. The principles of professional activity of the master of the creative pedagogical workshop are outlined.
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Shvardak, Marianna. "MODELS OF FUTURE MANAGERS PREPARATION TO THE APPLICATION OF PEDAGOGICAL MANAGEMENT TECHNOLOGIES." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-8.
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Subject of research: the system of preparation of future managers for the application of pedagogical management technologies. The survey used online survey, scaling and ranking methods. The purpose of the study: to outline the structural and functional model of the system of training future heads of general secondary education institutions to use the technologies of pedagogical management. the struc-tural-functional model of the system of preparation of future managers for the appli-cation of pedagogical management technologies is presented, the main structural blocks and the nature of their interaction are outlined. It was found that the target block of the presented model is system-forming, as it reflects the purpose and leading tasks of the system of training future managers, which serve as a basis for determining the content, organizational forms, methods and means of forming readiness to apply pedagogical management technologies. The methodological block, in turn, reveals a system of eponymous approaches and principles (general didactic and specific), which became the scientific basis for defining and implementing pedagogical conditions, structuring the content of the system of training future leaders to use pedagogical management technologies, optimal choice of forms, methods and teaching aids. activities. The content block is determined by the educational program, curricula, programs, textbooks, manuals, modern scientific concepts and methodological developments in pedagogical technologies, which are essential for the formation of the ability of future leaders to apply pedagogical management technologies. The procedural block is characterized by the integrity and systematization of the educational process in terms of master's degree, ensuring the participation of the applicant in all activities. Implemented through the use of training and diagnostic technologies in the training system. The control unit reproduces the achievement of the goal, ie the end result of the process of preparing the future leader for the application of pedagogical management technologies - the formation of this readiness. The proposed model corresponds to the identified trends in the coordination of changes in professional activities and the content of vocational education on the example of training future managers to use technologies of pedagogical management. The presented model can be considered as a basis of original strategy of professional education in the conditions of a magistracy, but at the same time, efficiency of its application needs to be checked in an experimental part of research for the further comprehension and adjustment.
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Multisilta, Jari, and Hannele Niemi. "Tools, Pedagogical Models, and Best Practices for Digital Storytelling." In Advanced Methodologies and Technologies in Modern Education Delivery. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch040.
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Sharing photos and short videos with others has become increasingly popular among youth. Although sharing videos is a common activity among youth, schools are not using digital videos for learning. There is a need to study the pedagogical models that could be used in designing classroom activities involving the use of digital videos. In this chapter, digital video storytelling will be discussed in the context of learning. In this chapter, pedagogical models, examples, best practices, and outcomes that illustrate how students become engaged and motivated when using digital storytelling in knowledge creation in cross-cultural settings will be presented. The pedagogical models discussed in this chapter are global sharing pedagogy (GSP) and video inquiry learning (VIL). A review of existing tools and practices for digital video storytelling will be presented. The results show that students can become highly engaged in learning through digital storytelling.
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Rea, Alan, Doug White, Roger Mchaney, and Carol Sanchez. "Pedagogical Methodology in Virtual Courses." In Web-Based Learning and Teaching Technologies. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-60-5.ch009.
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Recent technological changes have propelled a change in the way modern universities think about their educational delivery systems, and have significantly impacted on the nature of modern education (Eisenstadt and Vincent, 1998; Imel, 1996; Latta, 1996). Until recently only limited and often terribly expensive means existed for the conveyance of education to students via interactive mediums (Fires and Monahan, 1999). This chapter discusses the implementation of course delivery technology in a traditional university setting. Despite the traditional setting, students expect that technology will be used to facilitate their needs and desire for greater educational convenience (Mende, 1998). In addition, the university is demanding that faculty incorporate a higher degree of technological sophistication in their courses as administrators realize the vast numbers of potential students who can only be reached through technology (Kelley, 1995). This chapter discusses the related literature, defines categories of implementation, explains adaptable technologies to meet students’ needs, predicts significant pedagogical changes, and reports on relevant on-going projects.
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Katsero, Anzhelika Aleksandrovna, Iuliia Viktorovna Kozlova, and Svetlana Ivanovna Putilina. "Experience Using Drawing as a Tool Diagnostic Work of a Psychologist WITH Students With Health Disabilities." In Modern educational technologies: psychology and pedagogy. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-109469.
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The chapter raises the problem of using a projective approach in the activities of a school psychologist working within the framework of the model of psychological-pedagogical support of first-graders, as well as newly arrived students in other classes of primary school, at the stage of their adaptation. It is shown that psychological and pedagogical support solves important tasks of prevention, prevention and correction of many mental phenomena that can be actualized during the adaptation period. It is clear that isotherapy is a tool that allows you to understand and express hidden feelings and fears, which is the first step on the way to the child's mental health and well-being. Special attention is paid to the use of drawing as a method of isotherapy and a means of diagnostic work of a psychologist in the specified period of the school life of a child with limited health opportunities. The effectiveness of the application of the analysis of color choice and the drawing process itself, used in the diagnosis of the psycho-emotional sphere of a child with special needs, during the period of adaptation to school education, has been confirmed.
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Kalichak, Yuriі. "PHYSICAL EDUCATION OF CHILDREN OF PRESCHOOL AGE USING FOLK ACTIVITY GAMES." In Modern science: prospects, innovations and technologies. Publishing House “Baltija Publishing”, 2024. http://dx.doi.org/10.30525/978-9934-26-473-3-26.
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The subject of the research is the characteristics of folk mobile games as a means of physical education of preschoolers. The purpose of the study is to theoretically substantiate the effectiveness of using folk mobile games at the current stage of functioning of the preschool education system as an important means of physical education of preschoolers in the work of the educator of the preschool education institution and the family. In accordance with the set goal, the following research tasks are defined: 1. To characterize the features of the content of folk mobile games as a mandatory means of physical education of preschool children. 2. To analyze the conditions of organizing folk mobile games in kindergarten in modern conditions. 3. To justify the expediency of physical education of preschoolers by means of folk mobile games. 4. Develop methodological guidelines and practical recommendations for optimizing physical education of preschoolers. Research methods: systematization and generalization of data from psychological-pedagogical and scientific-methodical sources; pedagogical observation; study of advanced pedagogical experience; observing the behavior and dynamics of children's physical development; analysis of the professional activity of educators. Conclusions. A detailed analysis of special literature on the researched problem allows us to state that: 1. The enormous educational value of mobile games, the need to use them in the pedagogical process, and the positive impact on the physical development of preschool children do not cause any doubts. 2. People's moving games vividly demonstrate the centuries-old historical, cultural and socio-economic origins of the Ukrainian people. 3. As an important means of physical education of children of preschool age, the folk mobile game has gained special importance in the modern conditions of life in society. The extremely important role of the mobile game in the system of physical education in the conditions of preschool education institutions, which in some places cannot be replaced by other means, namely in the pedagogical process during the day, convincingly indicates the need for modern educators to thoroughly master the basics of the methodology and advanced pedagogical experience regarding the peculiarities of the organization of this means of physical education education of preschool children. The skill of the teacher, his familiarity with the program requirements and features of children's physical development, the ability to correctly select games, methodically competently conduct them allows to successfully solve the main tasks of physical education in preschool education institutions – the formation of basic locomotion, the development of physical qualities of pupils, etc. When choosing mobile games, the educator must take into account the interests and inclinations of preschool children, as well as their correspondence to the morpho-functional capabilities of the pupils' body and the degree of their psychological perception.
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Pankina, Ilona Anatolevna, and Elena Sergeevna Belokurova. "Integration of the processes of education, upbringing and self-development of the individual at the university." In Psychological and pedagogical issues of modern education. Publishing house Sreda, 2025. https://doi.org/10.31483/r-127081.
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This chapter presents the experience of using some modern educational technologies as a means of increasing students' motivation for learning. Motivation plays a decisive role, is the leading and system-forming link in the structure of a student's educational activity, acting as a stable factor in its success. The chapter also notes the special role assigned to independent work of students, which is one of the key ones in mastering the disciplines of the natural science cycle. Options for independent work of students are proposed, aimed at high practical orientation, helping to arouse great interest in students. The following educational technologies are considered: interactive, distance learning resources, problem-based learning, student-centered and modular learning, the use of which increases the quality of knowledge, skills and abilities received by the student. This has a decisive impact on the quality of student education as a whole, since all technologies complement each other and favor in-depth study of disciplines by university students. Prospects for the development of a modern individual educational trajectory at the university provides the basis for the professional and personal development of each student.
Conference papers on the topic "Use of modern pedagogical technologies"
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Chernisheva, Mariya, Ildar Urazmetov, Ruslan Ulengov, Liliya Yarullina, and Shavkat Sharipov. "GEOINFORMATION TECHNOLOGIES AS A MEANS OF DEVELOPING." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s22.93.
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Modern information educational technologies open up a wide range of opportunities for teachers of general education institutions to develop students' key competences in geography and ecology lessons. According to the federal state standard for geography, the requirements for subject outcomes of the geography course at the profile level should reflect the ability to work with geographic information systems. The existing level of information technology development allows geographic information systems to be adapted for use in the educational process at secondary school to develop students' spatial thinking skills and create a more complete picture of the world around them. The speed and simplicity of geospatial data processing by means of geoinformation technologies make it possible to significantly individualise the training process for students In methodological recommendations on geography, much attention is paid to improving the skills of independent activity, including the use of geographic information systems resources. The results of mastering the basic educational programme should reflect the knowledge of geoinformation technologies as a tool for collecting and processing research materials and as a source of geographical information. The article considers the possibility of introducing modern pedagogical technologies in the educational process, on the example of geoinformation technologies. The activity approach is the main one in modern education in accordance with modern requirements. The article describes the experience of organising the study of ecological and geographical features of the native land by creating an interactive web map of the region. Such an interactive map serves as a means of combining data and visualising them in a clear and easily accessible form. The results obtained can be used in the educational process at school and university.
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Knysh, Inna, Nelia Podlevska, Oleksandr Chernenko, Liudmyla Lysenko, and Tetiana Sarkisian. "FEATURES OF THE FORMATION OF PROJECT CULTURE OF FUTURE TEACHERS WITH THE HELP OF MODERN INFORMATION TECHNOLOGIES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/56.
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The purpose of the article is to study the role and place of modern information technologies in the formation of the project culture of future teachers. Scientific methods are applied: questionnaires and surveys (to collect data from respondents), descriptive (to characterize didactic categories), comparative (to compare methods of forming project culture), experimental (creating conditions for cause-and-effect relationships between objects), grapho-analytical (for graphical interpretation of results), mathematical and statistical (evaluation of experimental results). The essence of the concept of �project culture� and its components are analyzed. A comparison of the methods of forming the project culture of the future teacher with the help of information technologies was made. It is substantiated that information technologies play an important role in the process of forming a project culture, allowing to automate the execution of project tasks, visualize processes, collaborate with colleagues online, and gain access to information and resources. Modern information technologies in higher education are analyzed: electronic textbooks and educational materials, online courses, mobile applications, immersive technologies (VR and AR). The conclusions of the formative experiment showed that the use of certain pedagogical methods, such as: project-oriented learning, the use of IT platforms, conducting trainings and master classes, as well as problem-oriented learning, demonstrates high effectiveness in the formation of a project culture among future teachers. Therefore, information technology develops cognitive and creative abilities, prepares young teachers for professional activities at a high level.
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Yuzefovych, Kateryna. "ANALYSIS OF THE READINESS OF FUTURE PHILOLOGISTS TO USE SMART TECHNOLOGIES IN PROFESSIONAL WORK." In PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF MODERN SPECIALIST FORMATION. ХОГОКЗ (KRPOCH), 2017. http://dx.doi.org/10.26697/9789669726094.2017.30.
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Togtoomurat, Zhangul, and Zhanar Eskazinova. "PEDAGOGICAL TECHNOLOGIES OF TEACHING FOREIGN LANGUAGE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(33).
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In this article, we will talk about methods and technologies of teaching foreign languages. Based on life experience, the disadvantages, and one – sided nature of some methods lead to the fact that they do not give a positive result in mastering foreign languages, although the students are fluent in grammar, as a result, they are unable to speak and think in the language they are learning. In order to eliminate these gaps, it is proposed to use effective methods of teaching students to the extent that they can use foreign languages in their lives, to practice non-thinking speech skills, and to achieve a level of thinking in the language they are learning.
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Jumabayev, Bahodir, Mahfuza Ibodova, Turgangul Kanatbayeva, et al. "The use of modern pedagogical and information technologies in biology lessons." In PROCEEDINGS OF THE IV INTERNATIONAL CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING, AND DIGITAL EDUCATION: ASEDU-IV 2024. AIP Publishing, 2025. https://doi.org/10.1063/5.0257461.
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Bakhadirova, Dildora Azodovna. "THE USE OF MODERN TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-62.
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Present days knowledge of a foreign language is very important today, one of the most pressing issues in education is to reform the system of teaching a foreign language, the use of advanced methods of teaching using modern pedagogical and information and communication technologies. With the rapid development of information and communication technologies, that is one of the peculiarities of our time, special attention is paid to a new approach to the educational process and its organization, using new potential.
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Ramazanova, Zarina, and Alfiya Kitibayeva. "INNOVATIVE TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES AT AN EARLY AGE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(27).
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The article presents an analysis of the most popular innovative educational technologies used in the modern educational process. The author gives the main methodological principles and criteria that can ensure the effectiveness of the use of innovative educational technologies and improve the quality of foreign language education. The research aim is to analyze new methods of technologies in education process, particularly, in a foreign language teaching. For Generation Z diversity of teaching approaches are required. Innovative technologies are intended for diversifying the methods and forms of teaching. During the study interactive technology, game technology, mobile learning and “quest” technology were examined. In addition to it, their essence and characteristics are observed
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Маймина, Надежда Сергеевна, and Юлия Сергеевна Шкрылева. "MODERN EDUCATIONAL TECHNOLOGIES AND THEIR USE IN THE SYSTEM OF ENGINEERING TRAINING." In Сборник избранных статей по материалам научных конференций ГНИИ "Нацразвитие" (Санкт-Петербург, Август 2021). Crossref, 2021. http://dx.doi.org/10.37539/aug298.2021.93.24.036.
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Рассмотрены современные образовательные технологии, приведены примеры их использование в системе подготовки инженерных кадров. Показана низкая эффективность традиционной формы преподавания инженерных дисциплин. Подчеркнута неоднозначность классификации педагогических технологий и их выбора для подготовки инженерных кадров. Применение программного продукта в учебном процессе позволяет индивидуализировать учебный процесс и повысить эффективность самостоятельной работы студентов. В организации образовательного процесса важную роль играют информационно-коммуникационные технологии. Modern educational technologies are considered, examples of their use in the engineering training system are given. The low efficiency of the traditional form of teaching engineering disciplines is shown. The ambiguity of the classification of pedagogical technologies and their choice for the training of engineering personnel is underscored. Application of the soft-ware in the educational process allows individualizing the learning process and improving the effectiveness of independent work of students. An important role in the organization of the educational process is played by information and communication technologies.
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Savytska, Inna, Oksana Bulgakova, Lesya Zbaravska, Iryna Mushenyk, and Adolfs Rucins. "Use of innovative digital education technologies in higher school during distance learning." In 23rd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering and Information Technologies, 2024. http://dx.doi.org/10.22616/erdev.2024.23.tf011.
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The rapid growth of the new educational technologies and the ability to work with them under the conditions of innovative technologies require a professional approach and a detailed analysis of the educational process. Modernization of higher education is inevitable. The authors of the article examine the prerequisites and trends of global digitalization of education, discuss various aspects of digitalization of higher education as an organizational and pedagogical condition to enhance the quality of education. The article highlights issues how to improve the digital competence of specialists who use innovative training technologies, and to raise their qualifications under modern conditions. Digital competencies of subjects of the educational process have been formed using innovative teaching methods. The use of digital tools at higher education institutions has been studied in the context of distance learning, and the ways to solve them. There are considered the problems of spreading the digital technologies, and widespread use of the information communication (digital) technologies in education. There are identified the main directions of development of the digital educational technologies, which will help expand the capabilities of the traditional learning models, based on the creation of a unified digital educational space. This is the main purpose of this article. The basis of the research is theoretical (comparative analysis of scientific, methodological and pedagogical literature) and empirical (observation, analysis and generalization of pedagogical learning experience) methods. During the pedagogical experiment there were identified the advantages and challenges for the teachers of using the digital technologies in the educational process of higher education in Ukraine. It has been confirmed that the digitalization of the educational environment transforms the motivational value sphere, expanding the boundaries of possibilities to communicate.
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Kopylova, Natalia A. "The Use of Modern E-learning Technologies at English Lessons in a Technical University Pedagogical Process." In 2020 9th Mediterranean Conference on Embedded Computing (MECO). IEEE, 2020. http://dx.doi.org/10.1109/meco49872.2020.9134257.
Full textReports on the topic "Use of modern pedagogical technologies"
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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.
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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Kholoshyn, Ihor V., Iryna M. Varfolomyeyeva, Olena V. Hanchuk, Olga V. Bondarenko, and Andrey V. Pikilnyak. Pedagogical techniques of Earth remote sensing data application into modern school practice. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3262.
Full textAbstract:
The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3853.
Full textAbstract:
The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, et al. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.31812/123456789/4633.
Full textAbstract:
In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Kramarenko, T. H., O. S. Pylypenko, and O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.
Full textAbstract:
The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4636.
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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, 2022. http://dx.doi.org/10.12731/er0532.03022022.
Full textAbstract:
The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Hlushak, Oksana M., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3268.
Full textAbstract:
As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).
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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.
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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Barladym, Valentyna, A. V. Bruiaka, M. A. Bugaienko, et al. The Use of AI Tools and Services for the Professional Development of Teaching Staff. Institute for Digitalisation of Education of the NAES of Ukraіne, 2024. https://doi.org/10.33407/lib.naes.id/eprint/744000.
Full textAbstract:
The preprint (analytical materials) examines the process of using generative artificial intelligence in education; clarifies the role of artificial intelligence in the professional development of teaching staff; explores the pedagogical design of variable models of computer-oriented methodological systems for inquiry-based learning of natural and mathematical sciences using AI technologies; identifies the role of AI tools in the training of teaching staff; describes training in WebAR development with integrated machine learning: immersion methodology and intelligent educational experience; provides recommendations for using Microsoft Copilot Chat in teacher training; investigates the issue of using AI in the preparation of education science specialists; presents the experience of implementing AI in teaching the discipline “Information and Communication Technologies for Teaching, Management, and Support of Scientific and Educational Research”; and characterizes the ethical aspects of using AI in education. The preprint (analytical materials) can be used in the professional development of teaching staff by teachers, lecturers, postgraduate students, doctoral candidates, and researchers interested in the implementation of AI tools and services in education.