Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools

Olefirenko, Nadiia V.; Костікова, Ілона; Ponomarova, Nataliia; Lebedieva, Kateryna; Andriievska, Vira; Pikilnyak, Andrey V.

doi:10.55056/cte.414

Cited by 9 publications

(1 citation statement)

References 25 publications

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“…Досліджуючи різні джерела цифрових даних учні уточнюють інформацію щодо користі, яку принесли ці винаходи, а також дізнаються про негативні фактори роботи з ІТ-пристроями. У такій роботі, проявляючи себе як учасник віртуальної команди, вже з початкової школи учні опановують уміння встановлювати міжособистісні зв'язки, взаємодіяти в цифровому середовищі й налагоджувати комунікацію відповідно до специфіки розгортання практичної діяльності [9].…”

Section: рис 5 еволюція медіаunclassified

Media Texts as a Basis of Formation of Primary School Students’ Media Literacy

Andriievska

Olefirenko

Ostapenko

2022

OEEEMU

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For self-realization in the IT-world, the formation of media literacy enables the younger generation to successfully satisfy both their own and social needs; use media safely, consciously and effectively in learning and everyday activities. Elementary school students are particularly vulnerable to the influence of the media. The article highlights the factors that determine the expediency of media literacy formation of primary school students at the current stage of digitalization of education and the transition to forced distance learning: the increase in the volume of information and the problem of choosing reliable sources of information; digitization of the educational process and the need to significantly reduce the age of schoolchildren to use electronic learning technologies; growing aggressiveness of media sources regarding the impact on the audience, in particular, children; students are in high demand for the ability to critically perceive information in order to make informed decisions. The features of media training in primary school are disclosed: anticipatory training in which schoolchildren are offered tasks that have a promising nature; orientation to life experience when choosing tasks; integration of tasks aimed at forming students' media literacy with the material of educational subjects; systematic implementation of media training. It is shown that the key stage in the formation of media literacy of primary school students is work with media texts. Examples of tasks that were offered to elementary school students are given: tasks for the formation of analytical skills, as a basis for working with multi-directional media information; the ability to interpret and critically evaluate media texts of various types; the ability to explore various sources of digital data; awareness of the benefits that IT devices have brought to humanity, as well as the negative factors of their use.

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Section: рис 5 еволюція медіаunclassified

Media Texts as a Basis of Formation of Primary School Students’ Media Literacy

Andriievska

Olefirenko

Ostapenko

2022

OEEEMU

Self Cite

View full text Add to dashboard Cite

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Didactic possibilities of ICT tools in mathematical education of the future mathematics teacher

Shtonda

2022

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Problem formulation. Problem formulation. At the present stage of the educational system development, information and communication technologies (ICT) play one of the most important roles in the didactic system of the future teacher of mathematics. In the process of preparing a future mathematics teacher it is necessary from the very beginning to prepare students for future professional activities at the same time with professional competencies in terms of educational informatization. One of the effective ways of informatization of mathematics education can be the using of the Internet during the process of teaching mathematical disciplines. Because of the fact that every student cannot imagine his life without the Internet, it is possible to move from passive presentation of material to active through the tools of the Internet, which will significantly increase the interest in learning the discipline and improve learning outcomes. The aim of the article is to analyze the issues of didactic possibilities of ICT tools in mathematical education of future mathematics teachers. Materials and methods. The following methods were used to conduct this research: analysis of psychological and pedagogical and methodological literature, systematization and generalization of different views on determining the main ideas, types and methods of construction, as well as the use of Wiki technology in training future mathematics teachers. Results. Based on the analysis of the didactic possibilities of ICT tools in mathematics education of future mathematics teachers, it was determined that among the large number of Internet resources, the Web 2.0 service deserves special attention. This service is a block of social services (blogs and microblogs (Twitter, Blog, Live Jornal), social networks and social presentation systems (viber, Telegram, Instagram, Facebook), wiki projects (Wikipedia, Wikiversity, Wikibooks, Wiktionary) and management systems content (Moodle, Jomla, etc.); social media repositories (YouTube, etc.)), which allow students not only to receive but also to create information, information resources. For example, a blog in mathematics education can be used as a platform for information exchange, consultation, research and more. An equally interesting resource is the Wiki service, the use of which achieves the greatest effect in the independent work of students in the process of creating educational and research projects. Using Web 2.0 tools it is possible to create small training modules on a specific problem, illustrated with visualized examples with animation. The set of such modules can be a distance learning course that students can access at any time. The author also considers the directions and some possible types of use of Internet services in the training of mathematics teachers. Conclusions. An analysis of the didactic possibilities of ICT in mathematical education of future mathematics teachers showed that among all possible Internet services, Wiki has all main features and capabilities of Web 2.0 technology, and therefore is well suited for organizing an educational network of future maths teachers. Thus, the active use of various Internet services in the process of preparing future mathematics teachers turns the usual learning process into a joint creative activity in which all participants actively cooperate in the process of learning and acquiring new knowledge, which significantly increases the efficiency of education.

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