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   International Scientific and Practical Conference “WORLD SCIENCE ”  ISSN  2413-1032   6  № 5(21), Vol.3,    May 2017    time of live transmission, students’  comments under this post will disclose their main problems in grammar or definite lexical topics. 5. Document students’  progress. Snap photos of student’s  writing at the beginning and end of the studying year to show them how they level up their English!. 6. Creativeness. Some photos found on Instagram can also be used to inspire creativity. For example, students can be given such a task: choose any photo and write a short story based on what they see or your own point of view. Using Instagram’s  search feature, students can also search for photos by hashtags and find photos to help them learn more about a particular topic or to use as part of a report or research project. 7. Logical thinking. It’s  impossible to imagine a modern lawyer without highly formed logical thinking. We exemplify the following task for law students which promote their logical thinking: a teacher posts an image of a crime scene, the students should examine all the details and decide whether it was a murder or suicide. Law students have to write posts with their conjectures. This task can be done both as homework and in class. 8. Share recommendations. Teacher should invite students to snap photos of their favorite English books and then browse the photos with more ideas on what to read. Another idea is to post the lists of grammar books, guides, textbooks and links to YouTube channels which contain all necessary studying material. Making a conclusion it should be added that Instagram is a current and efficient tool for teaching English. It allows motivating, encouraging and kindling students’ interest in learning a foreign language. Instagram is an excellent training device for advanced teachers who goes hand-in-hand with progress and modern trends. REFERENCES 1. 2. 3. 4. 5. SYSTEM OVERVIEW OF THE PURPOSE AND CONTENT OF INFORMATION TECHNOLOGY TRAINING OF FUTURE TEACHERS OF TECHNOLOGIES TO THE DEVELOPMENT AND USE OF E-LEARNING RESOURCES   Candidate of Pedagogical Sciences Iryna Smyrnova Ukraine, Career and Technical Education Institute of  National Academy of Pedagogical Sciences Ukraine  , applicant for doctor’s degree   Since in our study we are talking about educational activity of future teachers of technologies, it is necessary to define its structure. In educational psychology in the educational activity are its object, means, product, result, external structure, learning tasks, actions and operations [18, p. 70]. Strategies State goal specified priority (strategic) areas. In 2013, the Cabinet of Ministers of Ukraine from may 15, № 386 -R. was approved Strategy of development of information society in Ukraine, the legal basis for the development and implementation of which is the Constitution of Ukraine and Law of Ukraine "On main principles of information society development in Ukraine for 2007-2015" and other normative legal acts [13].   The purpose of this Strategy is "creating an enabling environment for information society   development, socio-economic, political and cultural development of the state with a market economy   that is guided by European political and economic values, improving the quality of life of citizens, creation of wide opportunities to satisfy needs and the free development of personality, increase of   competitiveness of Ukraine improving the system of state control using information and   International Scientific and Practical Conference “WORLD SCIENCE  ”  ISSN  2413-1032  № 5(21), Vol.3,    May 2017    7 communication technologies" [13]. Implementation of the Strategy designed for 2013-2020. In the   second stage (2016-2020) is expected to harmonize the achievements of information society   development in Ukraine and worldwide to achieve, particularly in the area of education, the   widespread introduction of information and communication technologies to provide citizens with   broad access to information and knowledge. In the section "E-education" identifies a number of   objectives, which provides for the creation of certain conditions, in particular, provision of training,   education, training people to work in the information society. This: the Informatization of the   education system, the formation and implementation of information educational environment in the   educational institutions, the development of individual modular training programs for various levels of   difficulty depending on your specific needs, as well as the production of electronic textbooks and   encyclopedias;the establishment of information system of support of educational process, system of   information and analytical support in the management of educational establishments, information   technology monitoring of education; the development of a network of electronic libraries at all   educational levels;the establishment of a system of distance learning;providing of educational process   by means of information and communication technologies.   The implementation of the goals and objectives formulated in these documents require building a hierarchy of goals, we are talking about defining them at regional and local levels, specific   educational institutions. It VPUS should fulfill the social order  –   the state and regional training of   pedagogical staff, capable of implementing state policy in the field of education, to implement e-   education in the Ukrainian school. Professional training of teachers, particularly teachers of   technology, is in the process of learning activities, the ultimate goal and resulting in the formation of   their professional competence [13]. Thus, these documents are proof that the goals of learning   activities are set in mainly from the outside. They are formulated in curricula, programs, teacher on   each lesson  –   lecture, seminar, practical exercise, and the like.   The lack of freedom of choice learning objectives or constraints of their own goal setting the   student is, in the opinion of A. M. Novikov, one of the acute problems of modern psychology and pedagogy that impact on the future professional activity". The one who used to act on "orders" in the   transition to the profession are often in conditions of freedom of choice is lost, do not show   independence and initiative [8, p. 37]. In pedagogy, in particular in the theory of education (didactics)   objectives is important. Goals are essential elements of the pedagogical system, and the main subject   for which you are creating and functioning of pedagogical system is the pupil / student. Purpose   specified pedagogical systems form a hierarchy of goals.  –    First level objectives  –   the social order of society, its various social groups to all systems of education for a certain social ideal of the person as person, citizen, professional.  –    The second level educational goal for each educational program, for each type of educational institutions in which the social order is transformed into concepts and categories of pedagogics.  –    Third level goals are those pedagogical goals that are being implemented every day, in every class. The implementation of the objectives of the teaching system takes place in the course of the pedagogical process related to aims of education and interaction of its basic components: learning content, the teaching, i.e. the activity of the teacher; the teaching activity of pupils / students; learning tools [8, p. 117]. Thus, the preparation of future teachers of technologies to the development and use of ESM is the purpose of the educational program (second level). One of the pedagogical objectives (the third level) is their information technology training. With the personal (subjective) side of the training also involves three main goals, which are inextricably interrelated with the implementation of substantive (objective) purposes: 1) the overall development of thinking and cognitive abilities; 2) the formation of needs, motivation, interests and Hobbies of students; 3) instilling students with skills for self-education, essential conditions of which are a mastery of "technique" of self-education and the habit of self-education [9]. "The purpose of the training is the first element of the didactic system, which provides an answer to the question: what to teach?" And emphasizes. V. Malak [4, p. 135]. In purpose laid the final result, which is aimed at achieving the efforts of the subject of activity. That is why it is important, according to the scientist, to make accurate and complete description of information contained in learning objectives, an element of assimilation (representations, concepts, propositions, theories), to determine at what level it is and how to diagnose. -   For the preparation of future teachers of technologies in ITOS learning objectives function systemonline teaching activities, because their definition depends on the selection of content, methods and means of training. Derivative point for defining goals and creating a hierarchical system of tasks   International Scientific and Practical Conference “WORLD SCIENCE ”  ISSN  2413-1032   8  № 5(21), Vol.3,    May 2017    in the system of higher education scholars consider the model (profile) of a specialist. As noted. A. Starov, the model itself is not considered a psychological and educational construct. The basis of her detention is, in principle, the qualification characteristics, which define requirements for the future specialist. This approach is now used mainly to define the objectives of training future teachers of technology [14]. The study of scientific literature, content analysis of textbooks on pedagogics of the higher school (see "Education") leads to the conclusion that goal setting is unexplored. Textbooks and teaching AIDS "objective" as a scientific category and the backbone element is treated superficially or not addressed at all, we considered the following scientific works: -   Vitvitskaya S. S. the basics of pedagogy of higher school: Textbook by module-rating system of education for graduate students / Sec. S. Vitvitskaya.  –   K.: Center of educational literature, 2006.  –   384 p.; -   Kuzminsky, A. I. Pedagogy of higher school: Studies. manual. / A. I. Kuzminskiy.  –   K.: Knowledge, 2005.  –   486 p.  –   (Higher education XXI century); higher school Pedagogics: Textbook. manual. / Out. N. Kurland, G. I., chmelyk, A. V. Semenov, and others; Under the editorship Of. N. Kurland.  –   3rd ed. ].  –   K.: Knowledge, 2007.  –   495 p.; -   Pedagogy and psychology of higher school: tutorial.  –   Rostov n/d: Phoenix, 2002.  –   544 p.; -   Fitzul M. M. Pedagogy of higher when: Proc. manual. / M. M. Fcul.  –   K.: "Academica", 2006.  –   352 S. (Alma mater); - Popkov V. A. Didactics of higher school: Studies. a manual for students in higher. PED. proc.institutions / V. A. Popkov, A.V. Korzhuev.  –   M.: Publishing center "Academy".  –   2001.  –   136 p.). Categories expression learning goals are: knowledge, abilities, skills, experience of creative activities, emotional and evaluative attitude of man to reality, the characteristic of the person [4, p. 139-164]. Given the transition to competence paradigm of education, the list of these categories should be added competence / competence, readiness which reflects the result of learning. So, based on the position that goals should be diagnostic and measuring, it is necessary to take into account that the development of each of the above categories can be assessed at certain levels. In our view, the scientific interest to teachers of the higher school shall be proposed by I. V. Malaco classification of learning goals and technology definitions. Based on the analysis of categories, which Express the experiences and activities, the scientist has developed a matrix of learning objectives. It comes from the essence of the concepts "learning" and "education" (program experience). Elements of this experience are knowledge, abilities, skills, emotional and appraisal standards, methods of creative activity and types of activity  –   production, gaining knowledge, self-improvement, educational. Accordingly, all learning objectives it divides into groups: technical, educational, developmental, and educational [4, p. 165-167]. Due to the fact that our scientific interest is focused on the preparation of future teachers of technologies to information technology activities, in the selection of content which the guidelines indicate the learning goals, consider the technology of their definition. Scholar in his study comes from the fact that the goals of this group can be expressed by the elements of experience described above.However, the knowledge itself, he says, is an interconnected set of ideas, concepts, judgments, theories, scientific picture of the world, but because the goal of the training group can be expressed through these categories as well  –   skill, General and specific skills for a specific subject (discipline) in their interrelation and complementarity, and through emotional-evaluative standards and methods of creative activity. So, I found that all the above elements are interconnected in a certain way, but because a group of learning objectives is a system. By streamlining educational purposes the system serves specific educational material  –   information and technology. In the research process, we found that in higher education to describe the educational process are concepts somewhat different from the terminology used in secondary school. For example, the category "education" is used in a narrow sense as "the totality of knowledge, skills and competencies acquired in educational institutions or on their own, as well as the process of mastering systematized knowledge and development of cognitive forces, the formation of world [6, p. 233]. Obviously, in ITWS should not be determined group learning goals, and educational  –   within the specialty. It is possible to make the assumption that they can be specified depending on the type of program educational, professional, or educational-scientific. However, this issue requires more study on whether such a distinction. Refer to classifying learning objectives And for. V. Malaco, which divides them into common (in their implementation contribute every subject in high school  –   an educational discipline) that is associated with the formation of the scientific picture of the world and the methods of study used by all science and specific subject  –   Express the specificity of the subject (discipline). The latter have a   International Scientific and Practical Conference “WORLD SCIENCE  ”  ISSN  2413-1032  № 5(21), Vol.3,    May 2017    9 hierarchical structure: the highest level  –   the level of society, the level of the educational institution and the level of the subject (discipline). There are still lower levels at which objectives are formulated in terms of a expression of the experience (knowledge, abilities, skills, emotional and appraisal standards, methods of creative activity). It is clear that each discipline reveals its substantive sphere of reality, which can be described by many characteristics  –   a feature class, a separate opinion, scientific theory, and the like. As was found above in the upper school use the category education in a more narrow definition, according to which construed the concept of "education content". The way to determine it does not exist a consensus opinion. For Example, N. M. Fcul notes: "the Content of education  –   a scientifically substantiated system of didactic and methodical feature of educational material for different educational and qualification levels" [21, p. 96]. So S. S. Vitvitskaya under the content of education understands "the scope and nature of systematic scientific knowledge, practical skills, as well as philosophical and moral-ethical ideas that should be taught to people, in this case, the student in the learning process [1, p. 167]. In his monograph of V. I. Lugovoi noted that content of education", understand ordered, whole set of elements and processes that comprise the educational system" [11, p. 48]. The content of education, according to A. I. Kuzminski is a clearly defined set of knowledge, abilities, skills and competencies that a person learns by teaching in school or independently. It includes a system of knowledge about nature, society, human thought, culture and practical skills necessary for human life. The content of education in General should contribute to the solution of the General problem  –   to create the harmonious, comprehensively developed personality" [2, p. 234]. The content of education secured public documents and educational systems  –   curricula, education (educational professional or educational-scientific) programs, textbooks, manuals. The definition of the content of information technology training of future teachers of technologies, involves clarifying the nature and content of this basic notion. For the successful solution of problems of information-technological training of future teachers of technologies (system design this training and the conditions of its effective functioning), it is necessary to determine the ultimate outcome of this process, that is, the result should be achieved  –   the formation of readiness to use methods and means of Informatics and information technologies in their professional activities. The study of scientific works on this problem shows that the issues of informational and technological training of future teachers in academic work are considered in the context, or presented as separate aspects. In particular, psychological and pedagogical features of the use of NIT in the training process considered in their scientific works, A. G. Heine, A. P. Ershov, N. P. Lapchik,. M. Chentsov and others. Important is that in many scientific works context addressed the issue of information technology training of future teachers: it was about the use of it tools in the professional work of teachers, the training of future teachers using it. Exploring the problem of content selection for the system information technology preparation of future teachers and structuring it, we found out that scientists distinguish the following components of pedagogical knowledge:  –    methodological, theoretical, methodical and practical (technological) knowledge (I. V. Kuzmin, I. T. Ogorodnikov, N. N. Skatkin, V. A. Slastyonin. N. M. Yakovleva and others);  –    scientific-theoretical and constructive-technical, regulatory, regulating the activities of teacher knowledge (V. V. Krayevsky);  –    fundamental and instrumental knowledge (S. I. Arkhangelsk). Immediate review of existing approaches and views on the structuring of the knowledge system of information technology teacher preparation shows that scientists propose various models of structuring of knowledge. Yes, There Is. Yu Dykanka [10] D. T. Rudakova, focusing on the development of the content components of the professional activity of teachers in the use of new information technologies, structure of knowledge types (components) of the activities of teachers in a constructive, Gnostic, design, communication, organizational and innovative. Bucharka M. Yu., Moiseeva M. V., and E. S. Polat carry out the structuring of knowledge based on the professiogram of teachers, highlighting the following: General knowledge in the field of new information technologies; special knowledge in the field of Internet technologies; General pedagogical knowledge; knowledge in the field of new pedagogical technologies [7]. Is. M. Raska, based on the criterion runavot, highlights the methodological, theoretical and technological knowledge. According to the results of carried out research we assume that the information-technology training of future teachers of technologies is pedagogically prudent and reasoned process of achieving guaranteed, potentially replicable and planned pedagogical results, including the formation of information-technological competence of students through the discovery of a specially developed training content,   International Scientific and Practical Conference “WORLD SCIENCE ”  ISSN  2413-1032   10  № 5(21), Vol.3,    May 2017    curricula, academic disciplines, directed on formation of knowledge, abilities, skills, and abilities the creation and implementation of electronic educational resources in educational process. Consequently, problem solving, information technology training of teachers of modern technologies in Ukraine involves the orientation of all educational measures for the organization of intensive information technology activities of the future teacher of technology, constantly uskladnenie. It is only through their own activities may senst, logic, and methods of using it, formuvannya improving their personal qualities. Of course, in order to ensure quality implementation of information technology training of future teachers of technology, it is necessary to disclose in the first place, the essence and content of cohabitor panatta our study. There is no doubt that the design of the system of professional training of teachers of technologies aimed at developing knowledge and skills in the development and use ESM, you must provide as a condition of information and technological support of the educational process ITUS. Now the final goal  –   the expected result must be regarded as increase the level of information-technological competence of future teachers of technologies, which will reflect their willingness to use methods and means of information technologies, the development and use of e-learning resources and technological support in their personal and professional activities [16]. In their study based on a systematic approach to the analysis of the concept of "information technology training". A generalized characteristic of the system analysis is the model of dynamic systemprofile training of future teachers of technologies to the development and use of electronic educational resources, including three planes of the object's consideration: subject, personal education and the integration of social and professional reasons. In the subject plane to solve problems of structural analysis. In the context of our study this means identifying the components of information and Technologichesky, their substantial characteristics with the identification of relations between them, i.e. the structure definition and the disclosure of the content of information technology training. Considering the analysis of scientific works it is possible to assume, informatino-technological training of future teachers of technology should be considered as an integrative personal education, which is manifested at the subjective level as a complex system, which integrates motivational, cognitive and active components. It is aimed at formation of information and technological knowledge and skills through the study and use of methods and means of Informatics and information technologies. Plane personal education is considered as an individualized reflection of the actual relationship of the teacher to those objects (in the context of this study  –   information resources, electronic educational resources, information society, Inernetизація of the educat ion system) for which it unfolds its activities for the study and use of it tools. Causes as "value for me" (the value of it tools in their work  –   improving the quality of teaching in the educational area "Technology", the formation not only of knowledge and skills of work with information technologies, but also critical thinking, creative use of information, data, information resources and modern technologies of work with them in solving those or other professional tasks as required qualities of information society) [17]. For of technology teachers this activity acquires personal meaning in a complex process of dialectical fusion, the splice, in the process vzaimoperehoda social motives in the professional, as a result he formed the personal system of motives, needs, interests and attitudes to further their information technology competencies. We believe that in determining the system of knowledge on computer science for future teachers of technologies, it is necessary to consider that:  –    first, in the process of information technology training of system knowledge should include General principles of, and methods of using it in educational activities;  –    secondly, there must be established a system of pedagogical knowledge, which corresponds to the system of knowledge about it accordingly perform professional tasks and specific conditions of their application in professional activity of a teacher [3]. As another plane considering the interest of future teacher of technology to the professional knowledge of information resources, methods for their production and processing with methods of computer science and it, the need for theoretical generalization of the message, a critical attitude to them; the desire for creative processing of received messages. This is due to the necessity of implementing one of the main functions of it tools information. With the above positions and have carried out further scientific research to determine the structure and content of information technology training of future teachers of technology. First of all, we turned to the scientific works of Russian scientists who investigated the problem of training of future teachers of technology to application of information technology (D. V. Kondratyuk, N. V. Manoylenko, S. S. Marchenko, G. M. Ntchenko, T. V. Gridnik, A. Spivakovsky, A. M. Tarabara, S. M. Asanov). Their analysis concludes that only in the thesis of S. M. Asanova the structure of information competence of the teacher of labor training, which consists of the following components:
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