The article is devoted to the study of the problem of the cybersecurity basics teaching. The training of the ICT-specialties students using the course “CCNA Cyber Operations” of the network academy Cisco is considered. At present, many universities have similar academies, while others can open them. On the basis of free software platforms Apache CloudStack and EVE-NG Community authors designed and implemented a virtual cloud laboratory. It operates according to the “IaaS” model. Thanks to the technology of embedded virtualization, the work of many virtual machines, storing of their status, traffic analysis and visualization of network topologies are maintained. The article describes the experience of teaching students of the specialty “Pedagogical education. ICT” in the course “CCNA Cyber Operations” with the use of virtual cloud laboratories. The authors have been conducted a survey of students who studied at the course. Its purpose was to determine how much they satisfied were with the course. Statistical processing of the results was performed on the basis of the Rasch model using the software MiniSteps.
The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
The phenomenon of augmented reality (AR) in education is examined in the article. The use of computer data in augmented reality (AR) enhances the physical world. Such content is associated with particular places or things to do. Applications for augmented reality (AR) have recently become accessible on mobile devices. AR is made accessible through media (news, entertainment, sports). It is beginning to spread into other spheres of life (such as e-commerce, travel, marketing). However, the main influence on AR is education. The authors investigated the potential applications of augmented reality in education based on the examination of scholarly papers. They found ways to use augmented reality in the classroom to teach computer science. Students can observe how computer systems operate when their parameters are changed thanks to such apps and services. In addition, students can visualize algorithms and data processes as well as modify computer hardware for augmented reality objects. The article outlines the subject matter of author preparation for working teachers. A few applications for training in AR technology were taken into consideration at this occasion. The advantages of using augmented reality items in computer science education are highlighted. It has been demonstrated that using augmented reality offers a chance to improve the realism of research and offers an emotional and cognitive experience. The development of new representations of actual objects and the creation of new chances for collaborative learning all help to engage students in systematic learning.The age of teachers, student engagement, the use of technology in education, play and entertainment styles of learning, and other aspects that affect the adoption of augmented reality in school computer science were all examined by the writers. Numerous STEM augmented reality projects have been chosen. The attitudes of the teachers toward these projects were assessed using expert evaluation, and the projects with the highest ratings underwent evaluation.
The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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