Three-Subjective Didactic Model

Spivakovsky, Aleksander; Petukhova, Lyubov; Spivakovska, Evgeniya; Kotkova, Vira V.; Kravtsov, Hennadiy

doi:10.1007/978-3-319-03998-5_13

Cited by 6 publications

(6 citation statements)

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“…The concept of information and communication learning environment, current issues of organization of open and distance learning systems are covered in the research of Bobyliev and Vihrova [38], Bykov et al [39], Gergei and Mashbits [40], Glushkov [41], Mintii et al [42], Monakhov et al [43], Monakhov [44], Polhun et al [45], Shokaliuk et al [46], Spivakovsky et al [47], Syvyi et al [48], Yershóv [49], Zhaldak and Franchuk [50], Zhaldak et al [51] and others.…”

Section: Related Workmentioning

confidence: 99%

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

Osypova¹,

Tatochenko²

2021

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.

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Section: Related Workmentioning

confidence: 99%

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

Osypova¹,

Tatochenko²

2021

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“…Організаційно-педагогічні аспекти професійної підготовки вчителя інформатики досліджували Н. В. Морзе [1], О. В. Співаковський [2], С. М. Овчаров [3], В. Ю. Биков [4], О. М. Спірін [5], М. В. Рафальська [6].…”

Section: літературний оглядunclassified

“…До них належать: нерозуміння учнями вимог учителя, відсутність у школярів необхідних навичок практичної роботи із сучасними програмно-технічними засобами, низький рівень їх мотивації до освоєння педагогічних програмних засобів тощо. Частково це пояснюється недостатнім знанням методики використання сучасних інформаційно-комп'ютерних технологій самими вчителями інформатики, відривом отриманих ними знань від практики [2].…”

Section: обґрунтування технологічної картки студента-практикантаunclassified

Elaboration of technological card as a tool for increasing quality of quasiprofessional activity of the future teachers of informatics

Shovkun¹

2016

ScienceRise: Pedagogical Education

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Швидкий розвиток інформаційного суспільства зумовлює потребу в учителях, здатних підготувати дитину до життя в інформаційному суспільстві. Оновлення підходу до організації практики є одним зі шляхів забезпечення якісної підготовки учителів інформатики. У статті відображено розроблену картку для студента-практиканта, працюючи з якою майбутній фахівець швидко адаптується до квазіпрофесійної діяльності Ключові слова: підготовка учителя інформатики, навчальний процес, організація навчального процесу, квазіпрофесійна діяльність The speed of informatization of society and the spreading of means of information-communication technologies (ICT) condition the new approaches to organization of the learning process, especially in general educational institutions. Informatization of education favors the rise of effectiveness and flexibility of education, makes it modern and adapts it to the international standards. The modern educational technologies must be reflected, in the first turn, in the content component of disciplines, connected with methodology of teaching i nformatics, organization of practice at school, because different educational instituti ons have the different level of technical equipment. All this pushed us to the creation of technological card for student-practician, the future teacher of informatics. Using it in their quasiprofessional activity, students can systematize info rmation, received at the first stages of practice, and analyze the state of technical and informational enviro nment of educational institution. The training of competent teacher of informatics, able to play the role of innovator, who can create the situation of expedient use of certain technology in the learning-upbringing process, favor the pupils' preparation for the life in informational world according to the requirement of modern society, is a socially-important problem

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“…The relevance and possibilities of using information technologies in the educational process have covered in (Bonk and Lee, 2017;Boichuk et al, 2019;Gergei and Mashbits, 1986;Gryniova et al, 2019;Kononets, 2015;Morze et al, 2017;Osadchyi and Osadcha, 2015;Poyasok et al, 2020;Ramsky and Rezina, 2005;Semerikov et al, 2018;Spivakovsky et al, 2013;; the use of ICT in the training of future economists was described in (Boliubash, 2012;Kostenko et al, 2018); Bilousova et al (Bilousova et al, 2013), Bulakh and Mrouga (Bulakh and Mrouga, 2007) explored the theory and methods of computer testing higher education applicant's achievements.…”

Section: Introductionmentioning

confidence: 99%

Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET

Семеріков¹,

Osadchyi²,

Kuzminska³

2022

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.

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Three-Subjective Didactic Model

Cited by 6 publications

References 1 publication

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

Elaboration of technological card as a tool for increasing quality of quasiprofessional activity of the future teachers of informatics

Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET

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