The aim of the article is to establish the peculiarities of existing obstacles and promising directions of online education system d evelopment in the context of military conflicts of the present. The research is based on the results of the study of scientific literature in the field of online education during war and the study of practical aspects of this issue. The analytical and bibliographic method was used to conduct the study by studying the scientific literature on the issues of online education in higher education during martial law. An online questionnaire survey of the heads of departments of higher education institutions working with students during military conflicts in the territory of the HEIs was also used. As the heads of departments of higher education noted in their responses, the main obstacles to the development of online education are the lack of development and implementation of educational online platforms, the low rate and quality of creation or adaptation of information technology and e-learning tools.
The participants of the survey identified promising areas of development of online learning in higher education during military operations: updating of software and hardware, providing higher education institutions with quality Internet access and distance learning, taking into account current trends in information and educational technologies.
Purposeful use of information and communication technologies (ICT) in drawing lessons provides an opportunity for the complex attraction of various forms of sensual and rational cognition for comprehensive study and thorough assimilation of the essence of the studied objects and phenomena; formation of the scientific style of thinking of students; development of creative abilities of future specialists; improving the efficiency of the educational process, etc. The purpose of the article is to explore the didactic capabilities of ICT tools in the process of graphic training of future technology teachers in drawing lessons. It is established that the effectiveness of using ICT in the process of graphic preparation of students is achieved only with the use of special software. In this regard, according to various classification features (didactic goals; basic architecture; branches of scientific knowledge; functional purpose) the analysis and systematization of the software the tools that can be used in the process of graphic training of future technology teachers in drawing lessons. It presents the practical experience of systematic use of didactic capabilities of software of various types in graphic preparation of students (educational presentations, electronic databases, electronic directories, controlling software) as well as the general characteristics of modelling software, including computer-aided design systems (ArchiCad, AutoCad, SolidWorks, T-Flex Cad, COMPASS), which have become the most widespread in graphic preparation of students. The authors reveal functional possibilities and didactic significance of the COMPASS program in the process of studying geometrical, projection, machine-building, schematic and construction drawings. The article presents the results of the implementation of ICT tools (including the COMPASS program) in the process of graphic training of future teachers of technologies.
The purpose of this article is to evaluate the effectiveness of models of training students in pedagogical specialties based on the theory of constructivism. The research methodology is based on a survey of students on the acquisition of knowledge in the learning process on the example of universities in Ukraine and Poland. The results of the study demonstrate the formation of students' knowledge in the process of organizing learning based on the methods of pedagogical constructivism. Students of the experimental group demonstrate a higher level of activity if the teacher uses communication and trust-oriented teaching methods. The scientific value of this research lies in the possibility of using the results of student surveys by teachers of pedagogical universities to understand which elements of constructivist pedagogy should be used to increase the efficiency of the educational process.
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