Russian Educational Standards of Informatics and Informatics Technologies (ICT): Aims, Content, Perspectives

Кузнецов, А. А.; Beshenkov, Sergey

doi:10.1007/978-3-540-31958-0_9

Cited by 3 publications

(2 citation statements)

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“…Foreign scientists, such as Denning et al (1989), Papert (1980), Scanlon (2010) and others, have made a great contribution to the description of the influence of education computerization on the intellectual development of schoolchildren, on their cognitive activity. Studies by Kuznetsov and Beshenkov (2005), Papert (1980), Husen and Tuijnman (1991) are of significant importance for understanding the role of the computer used as a learning tool to develop creative thinking; they also stress the importance of developing research skills, admit the didactic potential of training based on working with information models.…”

Section: Literature Reviewmentioning

confidence: 99%

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

Soboleva

Galimova

Maydangalieva³

et al. 2018

EURASIA J MATH SCI T

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The relevance of this article is determined by the possibility to increase the efficiency of teaching modeling at schools by means of involving modern gaming and educational platforms in students' cognitive activity. The problem of the study results from the contradiction between the broad potential of the gamification tools to motivate and involve students in modeling, to improve their skills, and the ideas of the general methodology about gamifying the educational process as well as the lack of well-designed techniques and methods of using the appropriate software to teach modeling at school. The purpose of the study is to define the didactic value of the gamification tools used to teach modeling at school and to develop a methodological approach to the structured lesson planning using computer game instruction technology. The article describes the types of schoolchildren activities, which allow the use of gamification tools for modeling, to develop schoolchildren's research skills and the ability to use modern tools to solve theoretical and experimental problems. It describes methodological methods and recommendations on organizing information and pedagogical interaction between the participants of the educational process by applying educational programs available on gaming platforms both at the level of personal communication between the teacher and the student, and at the level of the tripartite "teacher-student-computer" interaction. The results of the study can be used, firstly, to change the techniques and methods of teaching modeling at school; secondly, to improve conventional training programs included in the curriculum for university students of pedagogical departments and faculties; thirdly, to develop and improve specific educational programs in various subjects on the gaming platforms for schools in order to improve the quality of education, social integration, and career orientation.

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Section: Literature Reviewmentioning

confidence: 99%

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

Soboleva

Galimova

Maydangalieva³

et al. 2018

EURASIA J MATH SCI T

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“…The widespread use of mobile and cloud-based modern information communication technologies(ICT), masses of open online courses determine the process of integration into the educational environment of specialised secondary and higher educational institutions -universities of a new generation. The teachers themselves are modernising the educational process -for most of them, the constant self-development and mastering of new technologies and activities is completely inorganic(Kuznetsov et al, 2000).We have developed, described and filmed a video of a basic online training course system for people with an initial and intermediate level of knowledge in the field under discussion. Based on personal performance and pedagogical practice, the author attempted to answer all the necessary professional requests of the students.…”

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confidence: 99%

Social and Psycho-Pedagogical Conditions for the Acquisition of Professional Skills of a Modern Vocalist in Open Educational Stipulations

Katz¹,

Yushchenko²,

Efremenko³

2020

ARPHA Proceedings

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This article is devoted to one of the most acute issues in preparing modern pop vocalists for stage performance at a professional level. Among the analysed factors are the competitive environment influences and socio-pedagogical aspects that stimulate vocalists towards active, creative growth and self-education in the conditions of a modern information society. Socio-psychological aspects include individual personality traits. The article discusses the positive as well as negative aspects of the social conditions for the development of a creative personality, which must be taken into account in the pedagogical practice of training the modern pop vocalists. Also, the article examines the influencing factors of an aggressively competitive environment and the processes of creating a favourable social climate that unites the creative youth and nurtures an atmosphere of interaction between colleagues from all around the world. The article analyzes both internal (psychological) and external (social) conditions, which are increasingly significant in the modern information society. The author sets out a goal of revealing the axiology mechanisms and updating the open education system.

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Computing Pre‐University: Secondary Level Computing Curricula

Ragonis

2009

Wiley Encyclopedia of Computer Science and Engineering

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This article reviews the teaching of computing in high schools throughout the world. Many approaches exist to teaching computing topics to high‐school students, which range from the use of basic computer applications, such as word processors and presentation software, and through the use of advanced applications, such as spread sheets, databases and the construction of basic websites, to some highly advanced computing programs that approach academic curricula. Various agencies and countries have invested great efforts over the years in the updating of curricula following rapid developments in the domain. Deliberations are many and they are manifested in the different names given to the curricula, in the diversity of their targets and contents, and in the wide range of guidelines offered vis‐á‐vis teaching approaches. The common denominator of all such curricula emphasizes the need to prepare students for the world of tomorrow, in all that pertains to computerization. Such training must refer to principles rather than be based on mastering of one tool or programming language rather than another. The article first presents the different approaches that emerge with respect to computing curricula, and then it offers a detailed review of curricula from 19 countries worldwide. Finally, a summarizing comparison between the various curricula is presented in conclusion. It to be viewed that even in countries that have curricula in place, there is still lack in terms of the implementing it. Implementation vis‐á‐vis the general population is more extensive in the prevalent areas of information technology (IT) or information and communication technology (ICT), but it is significantly less extensive in the area of computer science. It seems that most countries are still a long way from achieving their education vision with respect to the domain of computing, and plenty of work still must be done.

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Russian Educational Standards of Informatics and Informatics Technologies (ICT): Aims, Content, Perspectives

Cited by 3 publications

References 0 publications

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

Social and Psycho-Pedagogical Conditions for the Acquisition of Professional Skills of a Modern Vocalist in Open Educational Stipulations

Computing Pre‐University: Secondary Level Computing Curricula

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