Journal Information
EISSN : 24140325
Current Publisher: Borys Grinchenko Kyiv University (10.28925)
Total articles ≅ 153

Latest articles in this journal


Bohdan Pavliuk
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 241-249; doi:10.28925/2414-0325.2019s23

Abstract:The peculiarities of project activity of future primary school teachers during professional training in higher education institutions are considered in the article. One of the activities that helps to shape the professionalism of future primary school teachers is project activity, which is an integral part of the work of future professionals during the educational process. The article focuses on ICT as a tool used in project activities. With the help of ICT, future professionals will be able to help create a standalone product project. Therefore, when using ICT in primary school, future primary school teachers should learn to give students the freedom to choose and equip them with the necessary tools. Future primary school teachers should recognize as a core value students’ personalities, their personal and subjective qualities as the basis for organizing the educational process. At the heart of modern education reforms there is not only gaining knowledge at the lessons in primary school , but also students' independent search and project activity. In the course of the research we found that the use of ICT in project activities can be divided into the following blocks: the use of ICT in the creation of projects (information search, typing and description of information found); discussion of projects (network communication); use of ICT in presenting results. Analyzing the processes that contribute to the formation of project competence of future primary school teachers in the process of vocational training, we have identified the following stages of work during the project work in the project activity process: motivational; design; activity-related; reflexive evaluation. The stages of project work proposed by us during the project activity of future elementary school teachers help to shape the project competence of future specialists during vocational training.
Olha Zakhar
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 418-427; doi:10.28925/2414-0325.2019s38

Abstract:The article identifies the cognitive and functional components of the modern teachers’ digital competence. International standards of UNESCO (ICT-CFT), digital competence framework for citizens (DigComp 2.1 and DigCompEdu) and Norwegian digital competence framework for teachers (Professional Digital Competence Framework for Teachers) are analyzed in the article. Based on the analysis of European digital competency documents, five structural elements of the cognitive and functional components of digital competence have been identified (functioning in operating systems and office applications; digital technologies for communication, collaboration, self-development, Internet safety, searching, creating, promoting and using of digital resources; digital technologies in inclusive education; academic integrity and copyright). The weight of the structural elements and their components are determined by the method of expert assessment: functioning in operating systems and office applications, communication and collaboration, safety in the digital society, search and use of digital resources, creating and promoting own digital resources, information and ability to handle data, using digital technologies in inclusive education, integrity and copyright, the usage of licensed software. The above description of the functional and cognitive components of the modern teacher's digital competence is focused on the application in postgraduate teacher education as well as in non-formal teacher education and can be the basis for the curriculum development or the tool for assessing the teacher's digital competence. It is proved that the national digital competence standards development on the basis of the European digital competence framework, the creation of an appropriate legal basis, the development of regional training programs for teachers in the field of digital technologies contribute to the teachers' digital competence and their professional development.
Helena Sinyukova, Oleg Chepok
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 314-323; doi:10.28925/2414-0325.2019s29

Abstract:Peculiarities of innovative teaching instruments application during the professional training of future mathematics teachers of secondary education institutions are considered in the article. The authors assume that an education of a student of a higher educational institution is significantly different from their education at an educational institution of a lower level by the fact that during a very short period of time it is necessary to master effectively a very large amount of information, gain a lot of corresponding skills. The fact is determinant for choosing appropriate innovative teaching instruments and specific forms of their implementation in institutions of higher education in general and in institutions of higher pedagogical education in particular. Vocational subjects for future teachers of mathematics can be divided into three groups: pedagogy and psychology, courses of mathematics in institutions of secondary education and methods of their teaching, mathematical disciplines of higher mathematical education. Only the training courses of the last two groups are considered. The general characteristic of their current state is given. The comparative analysis of the modern methodological concept of training courses packages formation in higher mathematics for future mathematics teachers of institutions of secondary education and the corresponding methodological concept of the 70-80s of the last century was represented. The necessity of thorough systematic work of every teacher of higher mathematics on the formation of the students' perception of the necessity of a precise substantiation of all statements to be proved is highlighted, that is, on the perception of the necessity of full argumentation in all cases, on the formation of appropriate skills. Fundamentally important directions for such a work are outlined. Problem-oriented training is defined to be the most appropriate innovative technology for the third-level educational disciplines, based on own experience, examples of such training methods for different types of training sessions and control measures are provided. The authors’ understanding of practice-oriented training is formulated. Changing of fundamental nature in curriculum of future teachers of mathematics are proposed after careful argumentation. According to the authors’ point of view such changes can ensure the sufficient level of practice-oriented training. Directions of further research are outlined.
Olena Otravenko
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 222-230; doi:10.28925/2414-0325.2019s21

Abstract:The article is focused on the implementation of innovative teaching methods for the quality improvement of vocational training of future physical education specialists, creation of conditions for productive creative professional activities and harmonious development of the individual and provision of opportunities for the creative use of the newest teaching methods in the information and educational space of higher educational institutions. The quality of training of future physical education teachers in higher educational institutions is a system-integral unity of its procedural and productive characteristics, which is characterized by professional and personal development of future specialists who are competitive and able to understand the valuesemantic context of educational activity, increase creative potential, find non-standard solutions for vocational and educational tasks as well as capable of vocational self-determination and self-realization. The article deals with the description of teaching methods: contextual, gaming, problem-based, modular, full knowledge acquisition and distance learning. Teachers have been using more frequently active and interactive methods like case-methods, brainstorming, and training as the forms of educational work. Students regularly perform practical and creative tasks; a large number of seminars are held in the form of discussions, business games and master classes. The expansion of innovative processes in the educational space of the institution of higher education has become a significant driving factor for the formation of new mechanisms for vocational training and the creation of an internal system of education quality that contains the development if innovative methods, processes and resources presented in organizational and regulatory documents, various procedures for controlling the quality of vocational training of applicants and the main activities of the institution of higher education.
Oleksii Vorobets
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 398-404; doi:10.28925/2414-0325.2019s36

Abstract:The article analyzes information technologies as components of the formation of the digital competence of future primary school teachers, focuses on practically oriented online resources (Canva, Paint Kards, VivaVideo-Video Editor & Photo Movie, mozaBook, etc.). Modernization of all spheres of modern life results in changes in the educational environment. The integration of information technologies into the formation of the digital competence of future teachers at the lessons of the linguistic and literary direction is due to the problem of losing the interest of schoolchildren in the book and reading in general. Therefore, it is quite logical to use close to modern children new technologies, since the student of the XXI century needs not only the updating of technical support, but also teaching methods. Thus, a modern teacher of the primary school in the context of the formation of digital competence must have the full range of available innovative instruments. It has been highlighted that modern information technologies, combining various possibilities, being universal, can imitate educational toys and games, at the same time they act as an equal partner, able to respond subtly to relevant actions and inquiries. In this area, educational institutions are being increasingly provided with computers, projectors, interactive whiteboards, tablets, e-books, whiteboards of the new generation of ЕdPrо Tоuch and mozaBook software. All this requires a teacher to be a professional who can work in a team, creatively approach the organization of the educational process.
Oksana Strutynska
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 324-344; doi:10.28925/2414-0325.2019s30

Abstract:The paper considers the questions of substantiation of relevance of educational robotics implementation in the learning process of Ukrainian schools. The current state of development of robotics as an applied field and as an educational trend is analyzed to solve the research problems. The analysis of the global trends in the development of robotics as an applied field has shown that robotics is one of the most intensively developing fields of science and technology. This leads to the conclusion that there is a need to train relevant specialists and to update the curriculum in school and university education according to the daily requirements. Therefore, the issue of robotics implementation into the learning process of secondary and higher education institutions as an obligatory component of training of future specialists in robotics and future robotics teachers is of particular importance. The analysis of the robotics development as an educational trend has shown that educational robotics is one of the most perspective and popular trends in STEM education. In addition, it is determined that learning via robotics provides students with the opportunity to solve real life problems that require knowledge of STEM subjects. Based on previous research, the author also clarifies the concept of educational robotics, substantiates the aim and main tasks of its implementation into the educational process of educational institutions, which, as a consequence, leads to the importance of solving the issue of training future robotics teachers. The paper also presents and analyzes the results of the conducted research among educators and scientists on determining the state of teaching of robotics in Ukrainian schools. Based on the obtained results, we can conclude that there is a need to implement of the educational robotics into the learning process of secondary education institutions as a compulsory component of the school curriculum. In particular, possible ways of implementation of the educational robotics in Ukrainian schools are defined.
Taras Paska
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 231-240; doi:10.28925/2414-0325.2019s22

Abstract:The article reveals the role and significance of innovative approaches and methods of teaching prospective pedagogues in mountain secondary educational institutions of the Ukrainian Carpathians. It is emphasized the importance of studying the problems of human relations and the mountain environment of the Carpathians, geopsychic and geoethnological features of mountain inhabitants in the context of the formation of an innovative educational environment in a higher educational institution. Author highlights the leading role of V. Stefanyk Precarpathian National University in providing specialists in practically all pedagogical specialties for mountain institutions of Ivano-Frankivsk region. Various innovative methods, aimed at training socio-psychological and professional readiness of prospective teachers in distant and hardto- reach mountain areas, are approved here. The study outlines a number of both negative and positive specific factors that affect the educational process in mountainous regions. The innovative experience of the first and only integrated project in Ukraine, aimed at studying the influence of the mountain environment on the student’s development, training and education, is analyzed. The international scientific project "Mountain School of the Ukrainian Carpathians" has become an effective factor in combining science and practice in a globalized world. It drew attention not only to researchers in Ukraine, but also to scholars in the United States and a number of European countries. Creative educational laboratory contribution of the International project "Mountain School of the Ukrainian Carpathians" is highlighted in the development and popularization of innovative methods of training and retraining of pedagogical staff for the Carpathian region. The importance of educational, cognitive, scientific, research and practical correlation in prospective teachers training is substantiated. Issues of the university teaching staff scientific works on the formation of innovative potential and innovative thinking of modern pedagogue, his/her professional mobility and professional culture are outlined. The expediency of enriching the content of theoretical disciplines with the innovative component is proved, and the importance of using ethnic and cultural potential of the Carpathian region in professional pedagogical training of the prospective teachers is emphasized.
Liliia Varchenko- Trotsenko, Anastasiia Tiutiunnyk, Tatiana Terletska
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 375-382; doi:10.28925/2414-0325.2019s34

Abstract:Video materials belong to the most powerful tools in educational process because they provide learners simultaneously with auditory and visual information. Thus, according to the Edgar Dale’s cone of learning they are more effective than classical classroom lectures, reading textbooks or listening to podcasts. Moreover, video as a part of a learning routine appeals better to modern students who are used to gaining knowledge from digital sources. The article presents data on video materials implementation into an electronic learning course (ELC) of a university both as a part of distant learning system and for providing information for flipped learning process. In addition, the question of using videos in the classroom is given attention. The article also deals with peculiarities of educational video design considering psychological features and studying patterns of modern students who mainly belong to z-generation. That is why microlearning is considered as a successful distant learning implementation method for the above mentioned purposes. Video materials for microlearning should not be more than 15 minutes long, should have clearly structured information and involve student into the learning process. There are different types of videos used in ELC such as introductory videos, video lectures, video instructions, additional materials videos, interactive videos. In spite of variety of the content all types of video materials undergo the same design procedure with the following steps: splitting materials into logically completed parts, defining notions, writing meaningful questions, structuring components of the video etc. Designing a video for an electronic learning course must be a carefully planned process to ensure high quality of a finished product. Preceding and following activities also have to be designed to receive maximum outcome from the course.
Iryna Vorotnykova
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 405-417; doi:10.28925/2414-0325.2019s37

Abstract:The article outlines the possibilities of using the Go-Lab ecosystem to organize collaborative learning in Inquiry Based Learning, provides guidance for teachers to organize the learning process. The digital tools, applications of the Go-Lab ecosystem for use by teachers of virtual online labs (Phet.Colorado), applications, research spaces of the Graasp environment are considered. To achieve the goal, we use theoretical methods of systematic and comparative analysis of educational and scientific-methodical literature. Examples and useful links are provided for teachers who want to develop their own online environments for organizing and conducting research training in a collaborative environment. The possibilities of organizing electronic collaboration for teachers and students with the help of digital services and applications Go-Lab are presented. Students' electronic collaboration is carried out through communication to exchange ideas, share responsibility for the result, joint research and reporting, and facilitate their preparation for professional selection and professional team’s work. The possibilities of using not only the Go-Lab a and other external services Web 2.0 for collaborative research (Padlet, Wiki, Speak Up, etc.) are explored. Some research study scenarios in Go-Lab (a basic, open-cut saw, six hats) and organization of cooperation in them. To illustrate the range of Go-Lab application features, examples of their use are described at various stages of the study. These tools are analyzed by describing their functional capabilities, as well as the impact on student learning. Further research requires the use of Go-Lab applications to organize collaboration at various stages of research in high school and in higher education.