The data obtained from the Latvian National research programme “Life with COVID-19: Evaluation of the coming coronavirus crisis in Latvia and recommendations for social resilience in the future (CoLife)” show that the successful implementation of remote learning requires the improvement of teachers' digital competence. The professional development courses organized before the COVID-19 pandemic (their content, form) do not meet the needs of the real situation. It is necessary to look for new forms so that the content of professional development courses meets the needs of current general education teachers, including not only general skills characterizing digital competence, but also specific ones related to the level of education (age of learners) and field of study. The aim of the research: to identify the needs of general education teachers for the development of digital competence and to prepare proposals for the implementers of professional competence development courses. Research methods: online survey of 559 teachers, survey of 6 experts, quantitative data processing in SPSS program, content analysis of qualitative data. The research concluded that teachers' professional competence development courses should be practice-oriented, as close as possible to the technical capabilities of an educational institution, as well as considering the current needs of teachers, the field of subjects taught and the level of education at which they work.
The virtual environment has broken into all areas of our lives in the 21st century. Consequently, the issue of using IT at different levels of education, the usefulness or harmfulness of technologies, as well as the readiness of teachers to work with them is becoming more and more important. The Covid-19 pandemic activated the “technology revolution”, and Latvia's educational institutions switched to remote learning. Such a transformation revealed the strengths and weaknesses of education, as well as raised the issue of teachers' readiness for work in remote learning and attitude towards rapid change.The paper analyzes the data obtained by the State Research Programme “Life with COVID-19: Evaluation of overcoming the coronavirus crisis in Latvia and recommendations for social resilience in the future (CoLife)” on the attitude of Latvia's teachers towards the remote learning process.Research method: online survey of 559 general education teachers (K-12).
In today's society, a child lives in a technology environment since birth, and it changes children's perception and learning habits, determining the necessity to use digital technologies that are interesting for preschool children, motivates them to perform speech and language corrective actions consciously, and enables the development of self-control of speech.The objective of the paper is to stimulate discussion on the possibilities of using digital technologies in the correction of children's speech and language in preschool, based on the analysis of theoretical literature and the availability of means used in speech therapy correction.Methods - literature analysis, survey of practicing speech therapists.The results suggest that choice of means is determined by speech therapists' personal attitude toward digital technologies, which is influenced by respondents' experience and availability of technologies within the educational institution.
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