Dissertations / Theses on the topic 'Use of modern pedagogical technologies'

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.

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

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 study’s 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.

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.

«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».

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.

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.

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).

Made available in DSpace on 2016-04-27T14:48:45Z (GMT). No. of bitstreams: 1 Fabricio Rodrigo Marques.pdf: 1646944 bytes, checksum: 3e12bfb11d08b3b662aa834231cf89ed (MD5) 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

L’objectif général de cette recherche doctorale est l’étude des déterminants de l’intégration pédagogique des technologies de l’information et de la communication (TIC) par les professeurs à l’Université de Ouagadougou (UO). Cela nous a conduit à étudier respectivement les compétences technologiques des professeurs, les facteurs de résistance contraignant l’intégration pédagogique des TIC par ces professeurs, l’acceptation et les usages spécifiques des TIC par les professeurs. Ce travail s’est bâti autour des concepts théoriques sur les usages éducatifs des TIC, les compétences technopédagogiques, les facteurs de résistance, l’acceptation des TIC et l’intégration pédagogique des TIC. Ces concepts se sont inscrits dans les cadres d’analyses des modèles d’intégration des TIC par les professeurs et des modèles d’acceptation et d’utilisation d’une nouvelle technologie. La stratégie d’analyse des données s’est construite autour des approches descriptives et analytiques notamment au moyen de l’utilisation de la psychométrie et/ou de l’économétrie des modèles à variables dépendantes limitées. Utilisant la recherche quantitative, le recrutement de 82 professeurs par avis de consentement à participer, a permis de collecter les données sur la base de questionnaires dont la majeure partie est bâtie autour de questions à échelle de Likert. L’étude des compétences technologiques des professeurs a permis d’une part, de dresser un portrait des usages des TIC par les professeurs. En effet, les usages les plus répandus des TIC dans cette université sont les logiciels de bureautique, les logiciels de messagerie électronique et de navigation dans Internet. Elle a aussi permis de faire un portrait des compétences technologiques des professeurs. Ceux-ci utilisent à la fois plusieurs logiciels et reconnaissent l’importance des TIC pour leurs tâches pédagogiques et de recherche même si leur degré de maîtrise perçue sur certaines des applications télématiques reste à des niveaux très bas. Par rapport à certaines compétences comme celles destinées à exploiter les TIC dans des situations de communication et de collaboration et celles destinée à rechercher et à traiter des informations à l’aide des TIC, les niveaux de maîtrise par les professeurs de ces compétences ont été très élevés. Les professeurs ont eu des niveaux de maîtrise très faibles sur les compétences destinées à créer des situations d’apprentissage à l’aide des TIC et sur celles destinées à développer et à diffuser des ressources d’apprentissage à l’aide des TIC malgré la grande importance que ceux-ci ont accordée à ces compétences avancées essentielles pour une intégration efficace et efficiente des TIC à leurs pratiques pédagogiques. L’étude des facteurs de résistance a permis d’ériger une typologie de ces facteurs. Ces facteurs vont des contraintes matérielles et infrastructurelles à celles liées aux compétences informatiques et à des contraintes liées à la motivation et à l’engagement personnel des professeurs, facteurs pouvant susciter des comportements de refus de la technologie. Ces facteurs sont entre autres, la compatibilité des TIC d’avec les tâches pédagogiques et de recherche des professeurs, l’utilité perçue des TIC pour les activités pédagogiques et de recherche, les facilités d’utilisation des TIC et la motivation ou l’engagement personnel des professeurs aux usages des TIC. Il y a aussi les coûts engendrés par l’accès aux TIC et le manque de soutien et d’assistance technique au plan institutionnel qui se sont révelés enfreindre le développement de ces usages parmi les professeurs. Les estimations des déterminants de l’acceptation et des usages éducatifs des TIC par les professeurs ont montré que c’est surtout « l’intention comportementale » d’aller aux TIC des professeurs, « l’expérience d’Internet » qui affectent positivement les usages éducatifs des TIC. Les « conditions de facilitation » qui représentent non seulement la qualité de l’infrastructure technologique, mais aussi l’existence d’un soutien institutionnel aux usages des TIC, ont affecté négativement ces usages. Des éléments de recommandation issus de ce travail s’orientent vers la formation des professeurs sur des compétences précises identifiées, l’amélioration de la qualité de l’infrastructure technologique existante, la création d’un logithèque, la mise en œuvre d’incitations institutionnelles adéquates telles que l’assistance technique régulière aux professeurs, l’allègement des volumes horaires statutaires des professeurs novateurs, la reconnaissance des efforts déjà réalisés par ces novateurs en matière d’usages éducatifs des TIC dans leur institution.<br>The general objective of this doctoral research is the study of the determinants of the pedagogical integration of information and communication technology (ICT) by teachers at the University of Ouagadougou (UO). This led us to study respectively the technological skills of teachers, the resistance factors forcing the integration of ICT by these teachers together with the driving forces of ICT acceptance and ICT educational uses by teachers at this university. This work is built around theoretical concepts of educational uses of ICT, techno pedagogical competences, factors of resistance to ICT use, acceptance and use of ICT and pedagogical integration of ICT. These concepts are included in frameworks for analysis of ICT integration models by teachers and acceptance and use of new technology models. The strategy of data analysis is built around descriptive and analytical approaches, including the use of psychometrics and / or econometrics models with limited dependent variables. Using quantitative research, the recruitment of 82 professors of this university by a notice of consent to participate to the survey, has allowed collecting data on the basis of questionnaires, most of which being built around Likert scale questions. The study of teachers’ technological skills enables on the one hand, to portray a picture of ICT use by teachers. The most common ICT uses at the University of Ouagadougou are the office software, software for email and Internet browsing. On the other hand, it allows a portrait of teachers’ technological skills. They use many softwares and most of them recognize the importance of ICT to their teaching duties and research, but their degree of perceived control on some of ICT applications remains at very low levels. The teachers presented very high control over the skills to exploit ICT in situations of communication and collaboration and also those intended to seek and process information using ICT. These skills reflect their use of electronic means of communication and search engines and the importance that teachers attach to these ICT applications. Moreover, despite the great importance that teachers give to some advanced skills in ICT, they were found at very low levels of mastery of these skills which are those to create learning situations in using ICT and those intended to develop and disseminate learning resources using ICT. Although teachers already use and combine several applications of ICT, their current level of technology skills and teaching does not allow them to effectively use these technologies in their teaching practices. They must necessarily acquire these essential advanced skills. The study of resistance factors helped to establish a typology of these factors. They range from material and infrastructural constraints to those related to computer skills and the availability of support and technical assistance at the institutional level to promote the use of ICT applications in education. It also assessed the compatibility of ICT with teaching duties and research faculty, the perceived usefulness of ICT for educational activities and research facilities, the motivation and / or personal commitment of teachers to use ICT and the influence of social conditions on such uses. There are also the costs of ICT access (Internet and computer equipment), which have shown a negative influence on teachers and violating the development of these educational uses of ICT. The empirical assessment of determinants of acceptance and educational uses of ICT by teachers reveals that, it is mainly the teachers’ "behavioural intention" to go to ICT and "the Internet experience" that affect positively these uses. The "facilitation conditions" that represent not only the quality of the technological infrastructure, but also the existence of institutional support to use ICT, have negatively affected these practices. The elements that can improve educational uses of ICT in the university have been identified from the results of this research: these recommend the teachers’ training on specific identified skills, the improvement of the quality of the existing technological infrastructure, the creation a software library, the implementation of adequate institutional incentives such as regular technical assistance to teachers, the reduction of statutory hourly volumes to innovative teachers, the recognition of the efforts already made by these innovative educational uses of ICT within their institution.

The purpose of this research is to develop a better understanding to why South African educators embrace or resist Information and Communication Technologies (ICTs) in teaching and learning by exploring the complex interplay between teachers’ pedagogical beliefs, their efficacy beliefs, their context beliefs and their use of computers in the classroom. The study hypothesises that teachers’ behavioural intention, whether and how to use ICTs in the classroom, is determined by a set of teacher-related variables, which include, their pedagogical beliefs, selfefficacy beliefs and context beliefs. The specific teacher-related variables that are of significance for this study include: teachers’ pedagogical beliefs, self-efficacy beliefs, computer self-efficacy beliefs and computer anxiety. A correlational analysis was performed to determine the complex relationships amongst these thinking processes and their effect on the utilisation of ICTs. In addition, teachers’ perception of their principals’ technology leadership was investigated. Four interrelated dimensions were investigated, that is: (a) vision, planning and management; (b) staff development and training; (c) technology and infrastructure support; and (d) interpersonal and communication skills. A mixed method of quantitative and qualitative research was employed to collect data at a secondary and primary ex-model C school in the Southern Suburbs of Cape Town. Convenience sampling was applied in this study. A total of 23 teachers participated voluntarily in the research project. The results of the study suggest that teachers’ self-efficacy beliefs, computer self-efficacy beliefs and computer anxiety directly affect their computer use, while the principal’s technology leadership only has an indirect effect on their computer use via the mediating variables: self-efficacy beliefs and pedagogical beliefs.

Розумна Я. А. Підготовка майбутніх дизайнерів до використання сучасного програмного забезпечення для створення об’єктів дизайну : кваліфікаційна робота магістра спеціальності 011 «Освітні, педагогічні науки» / наук. керівник О. І. Іваницький. Запоріжжя : ЗНУ, 2021. 87 с.<br>UA : Робота викладена на 87 сторінках друкованого тексту, містить 34 рисунка. Перелік посилань включає 76 джерел. Мета дослідження: теоретично обґрунтувати педагогічні умови формування готовності майбутніх дизайнерів до використання сучасного програмного забезпечення для створення об’єктів дизайну та експериментально перевірити їх ефективність. Об’єкт дослідження: процес професійної підготовки майбутніх бакалаврів дизайну у закладах вищої освіти. Предмет дослідження: педагогічні умови підготовки майбутніх дизайнерів до використання сучасного програмного забезпечення для створення об’єктів дизайну. У роботі проаналізовано стан досліджуваної проблеми у психолого-педагогічній теорії та практиці; уточнено сутність базових понять дослідження; визначено критерії, показники та рівні готовності майбутніх бакалаврів дизайну до використання сучасного програмного забезпечення для створення об’єктів дизайну; розроблено та обґрунтовано педагогічні умови формування готовності майбутніх дизайнерів до використання сучасного програмного забезпечення для створення об’єктів дизайну; експериментально перевірено ефективність розроблених педагогічних умов формування готовності майбутніх бакалаврів дизайну до використання сучасного програмного забезпечення для створення об’єктів дизайну. Практичне значення результатів дослідження полягає у розробленні системи завдань і методичних матеріалів для підготовки майбутніх бакалаврів дизайну до використання сучасного програмного забезпечення для створення об’єктів дизайну, діагностичного інструментарію для визначення рівнів їхньої готовності до використання сучасного програмного забезпечення для створення об’єктів дизайну.<br>EN : The work is presented on 87 pages of printed text, contains 34 figures. The list of references includes 76 sources. The purpose of the study: to theoretically substantiate the pedagogical conditions for the formation of the readiness of future designers to use modern software to create design objects and experimentally test their effectiveness. Object of research: the process of professional training of future bachelors of design in higher education institutions. Subject of research: pedagogical conditions for preparing future designers to use modern software to create design objects. The state of the researched problem in philosophical, psychological-pedagogical and methodical literature is analyzed in the work; the essence of basic concepts of research is specified; criteria, indicators and levels of readiness of future bachelors of design to use modern software for the creation of design objects are determined; developed and substantiated the pedagogical conditions for the formation of the readiness of future designers to use modern software to create design objects; The effectiveness of the developed pedagogical conditions for the formation of the readiness of future bachelors of design to use modern software to create design objects has been experimentally tested. The practical significance of the research results is to develop a system of tasks and methodological materials to prepare future bachelors of design to use modern software for creating design objects, diagnostic tools to determine their levels of readiness to use modern software to create design objects.

Cette recherche porte sur une évaluation de l’accessibilité du dispositif de formation à distance qu’offre l’UNED pour des étudiants déficients visuels, en tenant compte de trois dimensions clés qui sont la technologie, la pédagogie et le contenu. Ce travail fait partie d’une étude de cas à caractère exploratoire et descriptif qui vise à comprendre et identifier les besoins de cette catégorie d’apprenants. Pour ce faire, nous avons utilisé un modèle séquentiel de collection des données mettant en évidence le critère complémentaire du quantitatif et qualitatif à travers un questionnaire en ligne, des entretiens semi-structurés et une observation non participative. Les analyses ont permis d’identifier certains besoins des étudiants en déficience visuelle en matière d’accessibilité de formation. Ce qui nous a permis d’évaluer l’accessibilité de dispositif de formation dans le cas de l’UNED à travers les opinions des participants (65). Il en résulte que ce modèle a un niveau d’accessibilité acceptable. Cependant, il est important de l’améliorer et définir les stratégies à mettre en oeuvre afin de permettre à ces étudiants de participer sur un pied d’égalité à l’expérience de l’apprentissage.<br>This study focuses on evaluating the accessibility of the distance education model offered by UNED for visually impaired students, taking into account three key dimensions: technology, pedagogy and content. This research consists on a case study of exploratory and descriptive nature that seeks to understand and identify the needs of this group of learners. The study employs a sequential model of data collection that highlights the complementary quantitative and qualitative criterion through an online questionnaire, semi-structured interviews and a non-participating observation. The analyzing process allowed to identify certain needs of students with visual impaired accessibility related to access into formation. In addition, it enabled the assessment of accessibility of educational model in the case of UNED through the opinions of participants (65). It is concluded that this model has an acceptable level of accessibility but requires further improvements and strategies to be implemented in order to empower visually impaired students to equally participate and benefit from the learning experience.<br>Esta investigación se centra en la evaluación de la accesibilidad del modelo de formación a distancia que ofrece la UNED a los estudiantes con discapacidad visual, teniendo en cuenta tres dimensiones clave que son la tecnología, la pedagogía y el contenido. Este trabajo es un estudio de caso de carácter exploratorio y descriptivo que trata de comprender e identificar las necesidades de este grupo de estudiantes. Se ha utilizado un modelo secuencial de recolección de datos reforzando la complementariedad cuantitativa y cualitativa a través de un cuestionario online, entrevistas semi-estructuradas y una observación no participante. Los análisis han permitido identificar algunas de las necesidades de los estudiantes con deficiencia visual en materia de accesibilidad de la formación. Ello ha permitido evaluar la accesibilidad del modelo de formación en el caso de la UNED a través de las opiniones de los participantes (65). El modelo es valorado a un nivel de accesibilidad aceptable, pero con necesidad de incorporar mejoras y estrategias que permitan a los estudiantes con deficiencia visual participar en igualdad de condiciones en su experiencia de aprendizaje.<br>Esta investigação teve como propósito principal a avaliação dos níveis de acessibilidade de um dispositivo de formação à distância que a Universidade Nacional de Educação à Distância (UNED) oferece aos estudantes deficientes visuais. Concetualmente teve como ponto de partida três dimensões de análise : a tecnologia, os fundamentos pedagógicos e os seus conteúdos. Tratou-se de uma pesquisa com a configuração de um estudo de caso com um caráter exploratório e descritivo com o intuito de compreender e identificar as necessidades desta tipologia de estudantes. Metodologicamente suportou-se na utilização de um modelo sequencial de recolha de dados procurando colocar em evidência um critério de complementaridade entre perspetivas quantitativas e qualitativas, para essa consecução foram utilizados: um questionário online, entrevistas semi-estruturadas e a observação não participante. A análise dos dados obtidos permitiram-nos identificar a existência de certas necessidades específicas dos estudantes deficientes visuais em causa no que diz respeito ao acesso à formação. A identificação dessas lacunas permitiu-nos avaliar a acessibilidade do dispositivo de formação no caso da UNED a partir das opiniões expressas de 65 participantes no estudo. Os resultados obtidos apontam para um nível de aceitação do modelo de formação ao nível da acessibilidade mas que necessita de ser melhorado em alguns aspetos, em particular a definição de estratégias para o colocar em funcionamento com o propósito de os estudantes deficientes visuais poderem participar de forma mais efetiva e num regime de igualdade com os demais estudantes no que respeita às experiências de aprendizagem.

The collection contains proceedings of the International scientific-practical conference “Theoretical and methodological foundations of art education in the context of European integration”. In the proceedings of the conference theoretical and methodological bases of modern art education, national and international contexts of education quality management, theory and methods of choreographic-pedagogical education, polyparadigmality of formation of lingo-communicative and intercultural competences of students, psychological-pedagogical aspects of modern school education, innovative technologies and practice of teaching art disciplines, development of the personality in the system of art education, and modern art- and ergo-therapeutic technologies are revealed.<br>Збірник містить матеріали Міжнародної науково-практичної конференції «Теоретичні та методичні засади розвитку мистецької освіти в контексті європейської інтеграції». У матеріалах конференції розглядаються теоретико-методологічні основи сучасної мистецької освіти, національний та міжнародний контексти управління якістю освіти, теоретичні та методичні засади розвитку хореографічно-педагогічної освіти, поліпарадигмальність формування лінгвокомунікативних та інтеркультурних компетенцій студентів, психолого-педагогічні аспекти сучасної шкільної освіти, інноваційні технології та практика викладання мистецьких дисциплін, розвиток особистості в системі мистецької освіти та сучасні арт- і ерго-терапевтичні технології.