Information space of a higher school based on mobile technologies

Abstract

This article presents the author’s vision of the content of the information space based on mobile technologies, which includes three synergistically interconnected areas: mobile Internet training, chat training and education based on mobile applications in the format of audio and video training. The purpose of the study: to develop the information space of a higher school based on mobile technologies and experimentally prove the effectiveness of its implementation in the training of students. The scientific novelty of the author’s research lies in the originality of the approach to the formation and further diagnosis of students' information competencies based on the implementation of mobile learning. The study developed informational competencies of students in the following groups: overall cultural, overall professional and professional. The results of the study are statistically proven (p<0.05) through an increase in the level of students' competencies in their informational education and independence when choosing an educational route through interactive and mobile technologies.

Reflexive Teacher: Main Difficulties of the Reflexive Activity of Teachers with Various Pedagogical Work Experience

“…Nevertheless, the differences between young and experienced teachers are insignificant, and they are more related to professional activity, interest in the reflective activity of the teacher. It is in this position that teachers should be put, consistently translating it from the role of an expert in the experience of others to the role of an "expert for themselves", that is, in a position that is actually reflective of the achievements that it has acquired, analyzing and summarizing the experience of other teachers (Kozhevnikova, 2017;Nagovitsyn et al, 2019). Concrete and close to the real pedagogical experience, the material easily induces the teacher to independently comprehend, the arising difficulties and contradictions, the search for ways and ways to resolve them (Korneenko, 2019;Ronda, Saldeva, 2019).…”

“…In the scientific literature today, a study of this problem has been outlined in this direction, but most such studies are most often theoretical in nature or do not disclose methods for studying these phenomena (Nagovitsyn et al, 2019;Rybkin, Grebennikova, 2019).…”

“…In later works, the authors focus on mastering the skills of pedagogical reflection by teachers and students (Biktagirova, 2016;Robsky, 2015), and also reveal reflexive skills and abilities (Korneenko, 2019). The authors emphasize that they occupy one of the key places in the training and professional growth of the teacher (Nagovitsyn et al, 2019;Rogach et al, 2019).…”

“…It is very important that all authors emphasize the need to teach the reflexive activity of both working teachers and future teachers (Gorohov, Rusina, 2010;Pogodaeva et al, 2019). Also, more and more attention is paid to the difficulties of the modern teacher, which must be taken into account in the training of teachers and in pedagogical practice (Almabekova, 2012;Nagovitsyn et al, 2019).…”

“…From the point of view of studying reflexive activity of teachers, modern studies in the field of systems approach are of particular interest (Nagovitsyn et al, 2019;Robsky, 2015). A systematic approach to the problem of the development of professional activity deserves attention, emphasizing the formation of reflexivity (Garcias et al, 2020;Ronda, Saldeva, 2019).…”