Pub Date : 2020-11-23DOI: 10.32517/0234-0453-2020-35-8-57-63
Y. Bidaibekov, V. Grinshkun, S. Koneva
The article deals with computer graphics tasks related to the activities of the future informatics teacher in conditions of fundamentalization of education. Training of future informatics teachers in the context of the fundamentalization of education requires them to know the range of tasks related to computer graphics and the skills to solve them. In order to enhance the fundamental component of computer graphics, methods are proposed that rely on interprandial communications, as well as on in-depth training of computer graphics. In the course of reasoning, the authors come to the conclusion that the content of computer graphics should be enriched with mathematical foundations of computer graphics and as a result update the content of the computer graphics course with machine graphics algorithms. The basic principle of selecting the content of the course offered is the principle of the fundamentalization of education. Since the scope of application of computer graphics is extensive, in our opinion, the system of tasks and tasks on computer graphics is the most interesting. A feature of this system is the orientation towards solving fundamental problems of computer graphics. It was also revealed during the study that it is possible to reduce the tasks of the proposed system to a certain sequence of stages. The application of stages for a certain type of tasks affects the methods of solving them. Thus, the fundamental training of future informatics teachers in computer graphics requires them to know these stages and methods of solving fundamental computer graphics tasks.
{"title":"Tasks of computer graphics under conditions of fundamentalization of preparation of an informatics teacher","authors":"Y. Bidaibekov, V. Grinshkun, S. Koneva","doi":"10.32517/0234-0453-2020-35-8-57-63","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-8-57-63","url":null,"abstract":"The article deals with computer graphics tasks related to the activities of the future informatics teacher in conditions of fundamentalization of education. Training of future informatics teachers in the context of the fundamentalization of education requires them to know the range of tasks related to computer graphics and the skills to solve them. In order to enhance the fundamental component of computer graphics, methods are proposed that rely on interprandial communications, as well as on in-depth training of computer graphics. In the course of reasoning, the authors come to the conclusion that the content of computer graphics should be enriched with mathematical foundations of computer graphics and as a result update the content of the computer graphics course with machine graphics algorithms. The basic principle of selecting the content of the course offered is the principle of the fundamentalization of education. Since the scope of application of computer graphics is extensive, in our opinion, the system of tasks and tasks on computer graphics is the most interesting. A feature of this system is the orientation towards solving fundamental problems of computer graphics. It was also revealed during the study that it is possible to reduce the tasks of the proposed system to a certain sequence of stages. The application of stages for a certain type of tasks affects the methods of solving them. Thus, the fundamental training of future informatics teachers in computer graphics requires them to know these stages and methods of solving fundamental computer graphics tasks.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86629128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-23DOI: 10.32517/0234-0453-2020-35-8-45-56
M. Kataev, A. Sukhorukov, L. Bulysheva
The article proposes a methodology of network planning in the problem of adaptive learning of university students. The elements of network planning are briefly presented, the use of adaptive learning methods in the educational process is described. The learning process in the university is considered, and the possibilities of describing it using the formalism of network planning within some discipline are analyzed. The developed technique for assessing the performance of tasks is given. The process of interaction between a teacher and a student in the learning process is described in terms of assessing the sequence of this interaction and the parameters of the proposed algorithm. The developed model of the discipline in the form of a linear sequence of actions for the study of the discipline is presented. To reflect the efforts made to obtain a learning outcome, a graphical representation of the discipline's network model is given. The results of the use of network graphics in the educational process within one discipline are presented. The formulas used to assess the student when using this technique are described. Several variants of passing the academic discipline by a student are considered, analytical data obtained by comparing these variants are presented. A computer program designed to support the developed technique is presented. The results of using the proposed methodology for assessing the study of a discipline by a university student are analyzed. The study of the methodology presented in the article can be useful for both university teachers and students.
{"title":"Network planning methodology in the problem of adaptive learning of university students","authors":"M. Kataev, A. Sukhorukov, L. Bulysheva","doi":"10.32517/0234-0453-2020-35-8-45-56","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-8-45-56","url":null,"abstract":"The article proposes a methodology of network planning in the problem of adaptive learning of university students. The elements of network planning are briefly presented, the use of adaptive learning methods in the educational process is described. The learning process in the university is considered, and the possibilities of describing it using the formalism of network planning within some discipline are analyzed. The developed technique for assessing the performance of tasks is given. The process of interaction between a teacher and a student in the learning process is described in terms of assessing the sequence of this interaction and the parameters of the proposed algorithm. The developed model of the discipline in the form of a linear sequence of actions for the study of the discipline is presented. To reflect the efforts made to obtain a learning outcome, a graphical representation of the discipline's network model is given. The results of the use of network graphics in the educational process within one discipline are presented. The formulas used to assess the student when using this technique are described. Several variants of passing the academic discipline by a student are considered, analytical data obtained by comparing these variants are presented. A computer program designed to support the developed technique is presented. The results of using the proposed methodology for assessing the study of a discipline by a university student are analyzed. The study of the methodology presented in the article can be useful for both university teachers and students.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75002996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-23DOI: 10.32517/0234-0453-2020-35-8-25-36
T. E. Kirikovich, A. Kolyshkina
The article describes the capabilities of cloud technologies (using the example of Google services) in implementing the target model of the digital educational environment and developing the first stage of digital transformation of education using the example of the general education course “Informatics” in secondary vocational education. The article substantiates the relevance of updating the content of educational programs of secondary vocational education in accordance with the requirements of the digital economy in the context of the implementation of Federal State Educational Standards of Secondary Vocational Education for 50 most demanded in the labor market, new and promising professions and specialties (FSES of Secondary Vocational Education for TOP-50). The novelty of the work in the context of digital transformation of secondary vocational education is shown. The relationships between the didactic capabilities of cloud technologies and the types of educational activities of students and the requirements of digital transformation of education are analyzed. A comparative analysis of the functional support of the components of the target model of the digital educational environment by means of cloud technologies is carried out. The experience of organizing the training of students of the Perm Commerce and Technology College in the groups of the profession “Cook, Pastry Chef” in the framework of the general educational discipline “Informatics” based on the use of cloud technologies as a model of a digital educational environment in the formation of general and subject competences is presented. In the presented experience, cloud technologies (Google services) are considered as the main and as an auxiliary didactic tool in the context of general functionality of Google services, types of didactic tasks for open source software, approximate thematic planning in the subject of “Informatics” for secondary vocational education. The results of the work can be useful to scientists, teachers and methodologists of higher and secondary vocational education, and can also be used directly by teachers of the course “Informatics” in secondary vocational education.
{"title":"The role of cloud technologies in digital transformation of education (on the example of secondary vocational education)","authors":"T. E. Kirikovich, A. Kolyshkina","doi":"10.32517/0234-0453-2020-35-8-25-36","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-8-25-36","url":null,"abstract":"The article describes the capabilities of cloud technologies (using the example of Google services) in implementing the target model of the digital educational environment and developing the first stage of digital transformation of education using the example of the general education course “Informatics” in secondary vocational education. The article substantiates the relevance of updating the content of educational programs of secondary vocational education in accordance with the requirements of the digital economy in the context of the implementation of Federal State Educational Standards of Secondary Vocational Education for 50 most demanded in the labor market, new and promising professions and specialties (FSES of Secondary Vocational Education for TOP-50). The novelty of the work in the context of digital transformation of secondary vocational education is shown. The relationships between the didactic capabilities of cloud technologies and the types of educational activities of students and the requirements of digital transformation of education are analyzed. A comparative analysis of the functional support of the components of the target model of the digital educational environment by means of cloud technologies is carried out. The experience of organizing the training of students of the Perm Commerce and Technology College in the groups of the profession “Cook, Pastry Chef” in the framework of the general educational discipline “Informatics” based on the use of cloud technologies as a model of a digital educational environment in the formation of general and subject competences is presented. In the presented experience, cloud technologies (Google services) are considered as the main and as an auxiliary didactic tool in the context of general functionality of Google services, types of didactic tasks for open source software, approximate thematic planning in the subject of “Informatics” for secondary vocational education. The results of the work can be useful to scientists, teachers and methodologists of higher and secondary vocational education, and can also be used directly by teachers of the course “Informatics” in secondary vocational education.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89785023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-23DOI: 10.32517/0234-0453-2020-35-8-6-15
S. Piyavsky, S. Kiryukov, A. Kuznetsov, G. A. Kulakov
The article presents a structural description of the functioning of the regional information and communication system “Student and Labor” (SAL). This system is aimed at identifying and developing creatively gifted youth in the field of science, techniques and technology and is focused on the gradual involvement of university students in real work and interaction with leading enterprises in the region. The first cycle of the SAL system functioning is described, which has a complete character and has already led to a concrete result. The bank of information about the leading enterprises of the region that took part at the initial stage of the functioning of the SAL system were formed as well as the bank of 150 themes of scientific research for student projects, which were proposed by the enterprises themselves. All projects are focused on the practical significance of research for the enterprises themselves, as well as for students, their supervisors from universities and scientific consultants from enterprises that have embarked on joint research activities, which at the first stages are mostly of informational and educational nature. The Union of Employers of the Samara Region and the Council of Rectors of Universities in the Samara region are already taking the necessary measures to implement the described cycle of the functioning of the system SAL in the current academic year.
{"title":"Information technology for career guidance of creatively gifted university students","authors":"S. Piyavsky, S. Kiryukov, A. Kuznetsov, G. A. Kulakov","doi":"10.32517/0234-0453-2020-35-8-6-15","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-8-6-15","url":null,"abstract":"The article presents a structural description of the functioning of the regional information and communication system “Student and Labor” (SAL). This system is aimed at identifying and developing creatively gifted youth in the field of science, techniques and technology and is focused on the gradual involvement of university students in real work and interaction with leading enterprises in the region. The first cycle of the SAL system functioning is described, which has a complete character and has already led to a concrete result. The bank of information about the leading enterprises of the region that took part at the initial stage of the functioning of the SAL system were formed as well as the bank of 150 themes of scientific research for student projects, which were proposed by the enterprises themselves. All projects are focused on the practical significance of research for the enterprises themselves, as well as for students, their supervisors from universities and scientific consultants from enterprises that have embarked on joint research activities, which at the first stages are mostly of informational and educational nature. The Union of Employers of the Samara Region and the Council of Rectors of Universities in the Samara region are already taking the necessary measures to implement the described cycle of the functioning of the system SAL in the current academic year.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91096844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-23DOI: 10.32517/0234-0453-2020-35-8-37-44
T. Shitova
The modern learning process should form students' digital literacy, digital skills and digital competencies, which they will need to successfully carry out their professional activities in the context of widespread digitalization. Regardless of the direction in which students are trained, this process cannot be successfully implemented without the use of modern information technologies. The talent and knowledge of young professionals are in particular demand today in digital business, therefore, one of the priority tasks of higher educational institutions should be the task of preparing students capable of becoming leaders in digital business, actively using breakthrough technologies to solve professional problems. The article presents the experience of developing students' skills in working with digital technologies on the basis of specialized software and general-purpose software products. During the research, analytical research methods and a systematic approach were used. The scientific and practical significance of the research results are in the development of guidelines for training students in the field of digital technologies in order to form professional competencies of university graduates. According to the author, the formed digital competencies will allow young specialists to successfully implement innovative digital solutions in various sectors of the economy. The article can be useful for university teachers in Russia and neighboring countries (Belarus, Ukraine, Kazakhstan, Uzbekistan, Tajikistan and others) who teach students to use software products from Microsoft Office and 1C.
{"title":"Preparing university students in accordance with the requirements of digital economy","authors":"T. Shitova","doi":"10.32517/0234-0453-2020-35-8-37-44","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-8-37-44","url":null,"abstract":"The modern learning process should form students' digital literacy, digital skills and digital competencies, which they will need to successfully carry out their professional activities in the context of widespread digitalization. Regardless of the direction in which students are trained, this process cannot be successfully implemented without the use of modern information technologies. The talent and knowledge of young professionals are in particular demand today in digital business, therefore, one of the priority tasks of higher educational institutions should be the task of preparing students capable of becoming leaders in digital business, actively using breakthrough technologies to solve professional problems. The article presents the experience of developing students' skills in working with digital technologies on the basis of specialized software and general-purpose software products. During the research, analytical research methods and a systematic approach were used. The scientific and practical significance of the research results are in the development of guidelines for training students in the field of digital technologies in order to form professional competencies of university graduates. According to the author, the formed digital competencies will allow young specialists to successfully implement innovative digital solutions in various sectors of the economy. The article can be useful for university teachers in Russia and neighboring countries (Belarus, Ukraine, Kazakhstan, Uzbekistan, Tajikistan and others) who teach students to use software products from Microsoft Office and 1C.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84070906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-04DOI: 10.32517/0234-0453-2020-35-7-25-39
A. Ignatova
The article substantiates the relevance of using cloud technologies in higher education and the interest of researchers in the design of distance learning to the possibilities of such use. The article discusses the pedagogical experience of teaching information methods of data processing through the inclusion of cloud technologies (services) in the methodology of the distance teaching of the course “Logic and Statistics” to future pediatricians at medical university in the aggregate of methods for organizing, monitoring and motivating students’ educational and cognitive activities. It’s shown how, starting from the requirements set by the Federal State Educational Standard of Higher Education in the specialty 05.31.02 “Pediatrics” (specialty level) for the results of development (competencies) and the conditions for the implementation of the program, it is possible to include an initiative pedagogical project in the electronic information and educational environment of the organization. The article describes the design of the application of cloud technologies for using programs, services and a Google Drive as a tool for creating a virtual classroom and laboratory for students to collaborate with each other and with the teacher. The goals and means of a pedagogical project based on the use of methods for simulating distance interaction in professional practice are defined. The article describes the algorithm for the work of a teacher and students in the project “Statistical analysis and interpretation of the simulation game “Clinical trial””.
{"title":"Pedagogical project and design of the application of cloud technologies for mastering information competencies by medical university students","authors":"A. Ignatova","doi":"10.32517/0234-0453-2020-35-7-25-39","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-7-25-39","url":null,"abstract":"The article substantiates the relevance of using cloud technologies in higher education and the interest of researchers in the design of distance learning to the possibilities of such use. The article discusses the pedagogical experience of teaching information methods of data processing through the inclusion of cloud technologies (services) in the methodology of the distance teaching of the course “Logic and Statistics” to future pediatricians at medical university in the aggregate of methods for organizing, monitoring and motivating students’ educational and cognitive activities. It’s shown how, starting from the requirements set by the Federal State Educational Standard of Higher Education in the specialty 05.31.02 “Pediatrics” (specialty level) for the results of development (competencies) and the conditions for the implementation of the program, it is possible to include an initiative pedagogical project in the electronic information and educational environment of the organization. The article describes the design of the application of cloud technologies for using programs, services and a Google Drive as a tool for creating a virtual classroom and laboratory for students to collaborate with each other and with the teacher. The goals and means of a pedagogical project based on the use of methods for simulating distance interaction in professional practice are defined. The article describes the algorithm for the work of a teacher and students in the project “Statistical analysis and interpretation of the simulation game “Clinical trial””.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74643322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-04DOI: 10.32517/0234-0453-2020-35-7-47-54
A. N. Sergeev, N. Y. Kulikova, G. V. Tsymbalyuk
The article raises the problem of using video conferencing services in network educational communities in the context of virtualization of the educational space when organizing the interaction of students in the process of online learning in informatics. Changes in the education system associated with the development of social networks and network communities are discussed, and new opportunities provided by them to the teacher for including students in various types of educational and cognitive activities are analyzed. The concepts of “network community” and “social networks” are revealed. The role of network communities and social networks as collective subjects of social information and educational activities on the Internet is demonstrated. From the standpoint of the implementation of the principle of interactivity of interaction of subjects of educational activity in network communities, the analysis of educational interaction of schoolchildren in the format of video conference based on the Internet is carried out. The characteristics of the capabilities of popular services for network interaction of participants in the educational process when organizing training in the video conference format are described, examples of open software solutions are given. The experience of using video conferencing services in teaching informatics and robotics in the context of the implementation of the educational process in the networked educational communities of the Internet is revealed. The author's approach to the use of tools of popular services for organizing video conferencing in the implementation of interactive training in promising areas of informatics and robotics in the process of joint activities on the Internet is proposed. The results obtained contribute to the theory of informatization of education and can be used in practice by teachers who implement the educational process with schoolchildren using interactive interaction services and Internet resources.
{"title":"Using video conferencing services in network educational communities: Theory and experience of implementation in teaching informatics","authors":"A. N. Sergeev, N. Y. Kulikova, G. V. Tsymbalyuk","doi":"10.32517/0234-0453-2020-35-7-47-54","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-7-47-54","url":null,"abstract":"The article raises the problem of using video conferencing services in network educational communities in the context of virtualization of the educational space when organizing the interaction of students in the process of online learning in informatics. Changes in the education system associated with the development of social networks and network communities are discussed, and new opportunities provided by them to the teacher for including students in various types of educational and cognitive activities are analyzed. The concepts of “network community” and “social networks” are revealed. The role of network communities and social networks as collective subjects of social information and educational activities on the Internet is demonstrated. From the standpoint of the implementation of the principle of interactivity of interaction of subjects of educational activity in network communities, the analysis of educational interaction of schoolchildren in the format of video conference based on the Internet is carried out. The characteristics of the capabilities of popular services for network interaction of participants in the educational process when organizing training in the video conference format are described, examples of open software solutions are given. The experience of using video conferencing services in teaching informatics and robotics in the context of the implementation of the educational process in the networked educational communities of the Internet is revealed. The author's approach to the use of tools of popular services for organizing video conferencing in the implementation of interactive training in promising areas of informatics and robotics in the process of joint activities on the Internet is proposed. The results obtained contribute to the theory of informatization of education and can be used in practice by teachers who implement the educational process with schoolchildren using interactive interaction services and Internet resources.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86990335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-04DOI: 10.32517/0234-0453-2020-35-7-55-63
N. Borisova, D. D. Bychkova, A. V. Panteleimonova, M. Belova
Modern society changes daily under the influence of various factors. This inevitable process of development entails changes in all spheres of human activity, including education, which is the most important today, since it provides competitive specialists for the labor market and employment. In modern realities, a specialist must have not only fundamental knowledge, but also the skills and skills to apply them, as well as a wide range of additional qualities necessary for him in his professional activity, such as: the ability to self-development and self-education, the ability to master new information technologies, communication skills, be included in the process of mastering new trends in the field of their professional interests, and a number of others. A teacher is a specialist in the field of education who teaches and educates the younger generation. They must have all the above qualities, knowledge, skills and abilities in at least five subject areas (subject, methodology, pedagogy, psychology, information technology) and successfully combine all these to solve their professional tasks. The system of training a future teacher is quite a complex process due to its multitasking, but today an important aspect in this system is the information educational environment. The article describes the method of training a computer science teacher using this environment. The developed method was tested at the Department of Computational Mathematics and Methods of Teaching Informatics of Moscow Region State University and consists in creating special conditions that allow for joint information activities and interaction using various distributed information resources.
{"title":"Information educational environment in the informatics teacher training system","authors":"N. Borisova, D. D. Bychkova, A. V. Panteleimonova, M. Belova","doi":"10.32517/0234-0453-2020-35-7-55-63","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-7-55-63","url":null,"abstract":"Modern society changes daily under the influence of various factors. This inevitable process of development entails changes in all spheres of human activity, including education, which is the most important today, since it provides competitive specialists for the labor market and employment. In modern realities, a specialist must have not only fundamental knowledge, but also the skills and skills to apply them, as well as a wide range of additional qualities necessary for him in his professional activity, such as: the ability to self-development and self-education, the ability to master new information technologies, communication skills, be included in the process of mastering new trends in the field of their professional interests, and a number of others. A teacher is a specialist in the field of education who teaches and educates the younger generation. They must have all the above qualities, knowledge, skills and abilities in at least five subject areas (subject, methodology, pedagogy, psychology, information technology) and successfully combine all these to solve their professional tasks. The system of training a future teacher is quite a complex process due to its multitasking, but today an important aspect in this system is the information educational environment. The article describes the method of training a computer science teacher using this environment. The developed method was tested at the Department of Computational Mathematics and Methods of Teaching Informatics of Moscow Region State University and consists in creating special conditions that allow for joint information activities and interaction using various distributed information resources.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83611239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-04DOI: 10.32517/0234-0453-2020-35-7-40-46
G. A. Ivashchenko, A. P. Lareva
A distinctive feature of modern higher education, based on the activity approach, is the orientation of the entire educational process towards diagnosed goals. These goals are formed as educational results presented in the actions of the students themselves. It should be noted that the skill of goal setting is not formed spontaneously in the course of training — it is the result of a specially organized process, therefore the development of a methodology for teaching goal setting is one of the urgent problems in pedagogy. Goal setting is the process of creating a system of goals, correlating them with each other and choosing priority goals, and this is of particular importance for graduates of the IT direction of training. The development of the ability to set goals contributes to a clear vision of the prospects and opportunities for personal and professional self-realization of the subject. By the third year, students of the “Information Systems and Technologies” direction have already accumulated a certain amount of knowledge, but the most laborious thing in the course of studying the disciplines of the professional cycle is acquiring the professional ability to set goals correctly. A study of the literature and different approaches to solving this problem led the authors to develop a training session. The training for the development of the personality’s ability to set goals was developed on the basis of the SMART method. The technique was tested at the Department of Informatics and Applied Mathematics of Bratsk State University for three years and gave positive results. The advantage of the training is that the impact is carried out on all components of the ability to set goals. The formation of positive dynamics to goal-setting after passing the educational training has been proved.
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Pub Date : 2020-11-04DOI: 10.32517/0234-0453-2020-35-7-6-16
K. E. Zavedenskiy, P. Rabinovich
The article presents the results of a study of the problem of the gap between the changes taking place in the economy, social sphere, political guidelines, culture, on the one hand, and the content of the education system, on the other. The observed changes actualize the need to transform education in order to fully respond to the challenges of the environment surrounding education. One of the important tasks is to create an environment for the formation of a person who is capable and motivated to innovate and create creative activities, for which project activities are optimally suited. As a result, it is necessary to develop a new approach to the organization of project activities, involving the use of modern and most effective methodologies and practices of project management, creative and problem-analytical activities. The purpose of the presented work is to substantiate a new model for building project activities, called the norm and setting boundaries, rules and technologies based on certain values, principles, technologies and methods of project activities in schools. Methods of achieving the purpose were factor analysis to assess the impact of changes in the environment on education, case studies to assess problem areas and positive developments in the organization of project activities of schoolchildren. A case study was conducted in 33 educational institutions in Russia and abroad. An additional method was the analysis of scientific literature and professional standards for project management in order to identify and generalize in the form of an author’s model common and proven results of methodological and methodological developments on the organization of project and innovation activities. The analysis of environmental factors (economy, social sphere, politics, culture) and their impact on the education system is carried out. It is concluded that education should take on the following functions: formation of thinking, self-determination, selforganization, reflection as technologies that allow a person to build their own trajectory of development and turn information into knowledge. While preserving the functions of translation and reproduction of cultural, social and professional norms, education becomes a centering activity that provides the possibility of human existence in any other spheres of activity in the modern world. To perform these functions, a model of the norm of project activity of schoolchildren is proposed, which is built on certain values and principles developed by the authors, and includes three stages of performing project activity of a student (conception, implementation or management of implementation, understanding of the work done). The proposed model of the project activity norm meets the requirements of changes in the environment of education. It assumes a radically different approach in comparison with the existing practices of organizing project activities, which corresponds to the principles and methods of
{"title":"Project and digital technologies in school education: Motivation, cognition, competencies","authors":"K. E. Zavedenskiy, P. Rabinovich","doi":"10.32517/0234-0453-2020-35-7-6-16","DOIUrl":"https://doi.org/10.32517/0234-0453-2020-35-7-6-16","url":null,"abstract":"The article presents the results of a study of the problem of the gap between the changes taking place in the economy, social sphere, political guidelines, culture, on the one hand, and the content of the education system, on the other. The observed changes actualize the need to transform education in order to fully respond to the challenges of the environment surrounding education. One of the important tasks is to create an environment for the formation of a person who is capable and motivated to innovate and create creative activities, for which project activities are optimally suited. As a result, it is necessary to develop a new approach to the organization of project activities, involving the use of modern and most effective methodologies and practices of project management, creative and problem-analytical activities. The purpose of the presented work is to substantiate a new model for building project activities, called the norm and setting boundaries, rules and technologies based on certain values, principles, technologies and methods of project activities in schools. Methods of achieving the purpose were factor analysis to assess the impact of changes in the environment on education, case studies to assess problem areas and positive developments in the organization of project activities of schoolchildren. A case study was conducted in 33 educational institutions in Russia and abroad. An additional method was the analysis of scientific literature and professional standards for project management in order to identify and generalize in the form of an author’s model common and proven results of methodological and methodological developments on the organization of project and innovation activities. The analysis of environmental factors (economy, social sphere, politics, culture) and their impact on the education system is carried out. It is concluded that education should take on the following functions: formation of thinking, self-determination, selforganization, reflection as technologies that allow a person to build their own trajectory of development and turn information into knowledge. While preserving the functions of translation and reproduction of cultural, social and professional norms, education becomes a centering activity that provides the possibility of human existence in any other spheres of activity in the modern world. To perform these functions, a model of the norm of project activity of schoolchildren is proposed, which is built on certain values and principles developed by the authors, and includes three stages of performing project activity of a student (conception, implementation or management of implementation, understanding of the work done). The proposed model of the project activity norm meets the requirements of changes in the environment of education. It assumes a radically different approach in comparison with the existing practices of organizing project activities, which corresponds to the principles and methods of","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84952469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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