The article considers the meaning of the concept of SMART as "intelligent, intelligent", the abbreviation is also deciphered as follows: S - the goal should be clear, specifically defined and formulated, and the result to be obtained, understandable; M - the goal must be measurable (in monetary units, percentages, points, etc.); A - it is necessary to set sufficiently complex goals that involve efforts and innovation; R - the goal must be realistic within the available resources, knowledge and time to achieve it; T - the goal must be determined in time. The properties of SMART-university are determined: flexibility of learning in an interactive educational environment containing a modern electronic component; provides personal and adaptive learning for students; free access of all participants in the educational process to content, including electronic, from anywhere in the world. The model of SMART-system and preconditions of SMART-university development are given, which include technological factors that provide new tools and technologies for learning in the modern information and telecommunication environment; social factors, which include the needs of society in obtaining a new quality of educational services; economic factors, which are that education has always made a significant contribution to the development of macroeconomics. And in the conditions of formation of a digital society the transformed system of education will promote definition of a place of university in development of innovative economy of the country. The main approaches to development management of SMART-University are generalized. Some aspects of the implementation of the components of SMART-university are covered, such as the e-learning system LMS, cloud technologies, institutional repository, Wiki-portal, electronic document management, etc. Proposals for improving development management based on the generalization of foreign experience in the organization of adult education and its adaptation to the realities of the Ukrainian university are described. The results of a survey of students and teachers on the development of SMART-space at the university (on the example of BGKU) are analyzed. Some recommendations are presented, in particular, that one of the conditions of a scientifically organized and theoretically sound system of lifelong learning is the organization of SMART-space at the university
The article considers and summarizes some research results in the field of digital competence formation of secondary school teachers. Theoretical sources on the research problem are presented and analyzed, the concept of digital competence in the works of domestic and foreign researchers is analyzed. Modern trends and problems of development of teachers’ digital competence in Ukraine are considered. The possibility of the digital competence framework DigCompEdu utilization as the background for Ukrainian education is demonstrated. The following levels of teachers’ digital competence are determined: Newcomer (A1), Explorer (A2), Integrator (B1), Expert (B2), Leader (C1), Pioneer (C2). The main peculiarities of each level are described from the perspective of teachers’ knowledge and skills in the sphere of digital technologies utilization in the educational process. Based on DigCompEdu analysis the survey for determination of secondary school teachers’ digital competence level is developed and conducted with the involvement of teachers of two schools in Kryvyi Rih. The levels of digital competence of the respondents are determined, the results of the complex survey are presented and the guidelines on the teachers’ digital competence development system for the school level are given. The assumption was made that most teachers and secondary schools in Ukraine have approximately the same situation with the levels of teachers’ digital competence according to DigCompEdu gradation. Thus, the provided recommendations will be useful for school management representatives to provide teachers’ digital competence development at school level. The processed methodological guidelines on teachers’ digital competence development management for school management representatives are described.
У статті розглянуті теоретико-методичні основи формування інформатичних компетентностей вчителів у галузі дистанційного навчання. Виділені етапи такого формування.
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