The use of digital tools by secondary school teachers for the implementation of distance learning in the context of digital transformation in Ukraine

Abstract

In this paper, we raise the discussion on the use of digital learning tools by teachers of Ukrainian secondary schools for the organization of distance learning. In order to collect data we have used the survey instruments (Google questionnaire) and involved 1463 respondents who revealed the state of the use of digital learning tools for the organization of distance learning in the quarantine period caused by COVID-19 pandemic. The study was conducted in all regions of Ukraine. The results show that teachers have a need to master their knowledge and practical skills on digital instruments for the organization of distance learning with students. On the other hand the paper presents the experience on how the problem of the mastering of teachers’ digital competencies can be organized and what are the steps to the organization of special distance learning courses for teachers in Ukraine. The experience of the creation of Web portal of Ukrainian Open University of Postgraduate Education is presented. We propose on how the needs and requirements of teachers regarding the implementation of the distance learning in schools and the development of their digital competencies should be resolved.

Digitalization of Education in the Medical University: Transformation Factors

“…1. Educational process: online courses and distance educational technologies (KhNMU Moodle platform) (Improving the use of the MOODLE distance learning platform in the educational process, 2020), (Ovcharuk, 2022); conducting classes in the form of webinars (Kajdalova, 2018); educational resources; banks of test tasks and conducting electronic testing (tests, exams) in the form of independent knowledge control (Examples of departments in the formation of thematic, examination evaluations, 2023); virtual digital library (Normative documents of the educational process, KhNMU, 2023). The virtual digital library is a single library space providing access to all necessary library resources for students and teachers from any mobile device or personal computer 24/7.…”

Digitalization of geographic higher education: problems and prospects

“…Digitalization of education has become the subject of many scientific studies devoted to the theoretical and methodological foundations of distance education (Myroslav I. Zhaldak [8], Yukhum I. Mashbyts [9], Illia O. Teplytskyi [10], Svitlana V. Shokaliuk [11]); blended learning (Liudmyla I. Bilousova [12], Kateryna P. Osadcha [13], Iryna S. Mintii [14], Serhiy O. Semerikov [15], Yurii V. Tryus [16]); development of the informational and educational environment (Mariia A. Kislova [17], Kateryna I. Slovak [18], Liubov F. Panchenko [19], Kateryna V. Vlasenko [20], Olena O. Lavrentieva [21], Mariana M. Kovtoniuk [22], Tetiana A. Vakaliuk [23], Yuriy L. Kuchyn [24], Oleksandr Yu. Burov [25]); and information and communication competence of teachers in the conditions of a cloud-oriented educational environment (Kateryna V. Vlasenko [26], Iryna V. Lovianova [27], Tetiana A. Vakaliuk [28], Nataliia V. Morze [29], Mykhailo V. Moiseienko [30]); adaptive cloud-oriented system of training and professional development of teachers of secondary school (Hanna B. Varina [31], Yuliya H. Nosenko [32], Kateryna P. Osadcha [33]); determination of teachers readiness and need of digital tools and ICT during quarantine (Oksana V. Ovcharuk [34]); digital transformation of education (Tetiana V. Sych [7], Olga P. Pinchuk [35], Oksana V. Ovcharuk [36], Andrey V. Pikilnyak [37]).…”

A three wave longitudinal study of school innovation climate and entrepreneurship teachers’ acceptance to technology: Moderating role of knowledge sharing and knowledge hiding

“…Teachers’ technology acceptance, on either side, has been described as technology adoption in a specific sense ( Teo, 2014 ; Chou et al, 2019 ), which includes teachers’ hold of positive inclinations toward technology, willingness to use technology, awareness of the usefulness of technology, and control over the technology used in classroom instruction. The actual use of technology is influenced by teachers’ readiness to use technology in the teaching and learning process in a school innovation climate and will bring the perceived usefulness and ease of educational technology ( Ovcharuk et al, 2022 ). It has also been shown that instructors with a positive attitude toward new teaching approaches, such as technology-infused education, are more likely to gain knowledge or learn new things ( Nikolopoulou and Gialamas, 2016 ).…”

“…Students’ acquisition of technological knowledge is mostly the responsibility of instructors, who must be able to not only utilize information technology to execute the learning process but also to build a digital learning environment for their students to flourish in ( Ovcharuk et al, 2022 ). Teachers may encourage an innovative environment by providing technology settings that are conducive to it and that reward those who do so ( Mumford, 2000 ; Ismail et al, 2022 ).…”