The purpose of the publication is to publish the results of a study that reveals how the intensity of the use of ICT in educational activities affects the formation of professional competencies of primary education teachers. With this in mind, the aim of the study is to establish the role of ICT in shaping the online competencies of primary school teachers, to study the content of the competency based approach and the participation of social media platforms and software applications. The object of this study is a complex of ICTs, which actively participates in the formation of competencies of teachers of primary education. The implementation of the objectives of the study requires a set of methods and theoretical analysis and synthesis, as well as methods of comparison, grouping and specification (determination of the research data on the formation of professional competencies of primary school teachers). The results of the research were obtained through the use of qualitative studies (standard focus groups) with subsequent analysis and report preparation. The results of the analysis are used to determine the content and interaction of key and professional competencies in the field of primary education and the high level of use of ICT tools. Almost 80% of students aged from 20 to24 used the use of Twitter, Telegram, Facebook in remote education during the academic year 2019/2020.The presented work concludes that the use of ICT, like social media platforms, software applications, software and messenger clouds, increases the level of online competence of teachers and expands the range of professional competencies. The constant modernization of educational content based on Twitter, Telegram, Facebook, etc. should be promising for the formation of key and professional competencies and strengthening motivation in the training of primary education teachers.
The article highlights the components of individual work of students studying at higher educational institutions. The structure of individual work should be considered as a composition of special learning forms and should not be identified with the structure of teaching that can often be observed in didactics. Moreover, students' self-study organization is much wider, as it includes along with classwork also a combination of homework, out-of-class-work and general work on different directions of future professionals' training. Due to these factors students' individual work in terms of studying at a higher educational institution is considered to be that the least studied but at the same time the most interesting from the prospective of the psychological analysis of educational activities.Keywords: self-educational activity, components of self-educational activity, individual work, structure of independent work, higher educational institution. IntroductionIn the 20 th century, the issue of individualism in education as well as in the students' self-study organization and performance received academic vision and, accordingly, became widely studied. The preparation of younger generation for self-study and the necessity to develop skills and abilities of individual knowledge mastery comes to the foreground. One of the prioritized ways of solving this task was the development of strategies for preparing children for self-study within the school period. But this pedagogical direction was quite limited by the development of issues regarding schoolchildren's selfstudy at school and home (works of B. Esipov, E. Golant, N. Borozdinov, etc.) since the phenomenon of self-study was not studied profoundly enough at that time.Starting with the latter half of the 20 th century leading educationalists started defining the unpreparedness of school leavers for individual knowledge mastery as one of key problems of regular schools. Some scientists (N. Diary, V. Kraevskyi, I. Lerner, M. Skatkin, V. Slastionin, et al.) investigated the organizational aspect of schoolchildren's individual work at regular schools.Some research studies have confirmed that frequent and proper implementation of individual work develops children's voluntary attention, ability to contemplate, prevents formal attitude towards knowledge mastery and fosters the general formation of individualism as a character trait (O. Savchenko [12, p. 222]). This determines the introduction of compulsory and different kinds of individual work into school practice.Moreover, students' self-study organization is much broader, along with classwork it involves a combination of homework, out-of-class-work and general work on different directions. Due to these factors students' individual work in terms of higher educational institutions is considered to be that the least studied but at the same time the most interesting from the prospective of the psychological analysis of educational activities.In this regard students' individual work becomes of even greater importance. We beli...
The article highlights the peculiarities of future teachers' preparation for the organization of augmented reality virtual excursions in educational institutions. The pedagogical conditions of preparing the future teachers in higher education institutions for virtual tours as an important form of the educational process are substantiated. The pedagogical conditions and conducting such excursions of augmented reality in local educational environments are found out on the basis of BYOD concept. The differences, advantages and disadvantages of virtual, augmented and mixed reality excursions in the educational process of pedagogical institutions are also analysed. The ways of realization of the offered approach are presented, in particular creation of the routes of excursions in education by means of QR codes, which extends the boundaries of conducting excursions in space and in time, makes this form of training more flexible and systematic. The stages and peculiarities of creation the excursion routes in local environments of educational institutions were grounded, the method of diagnostics of certain aspects of students' knowledge about the conditions of the creation of virtual excursions in local educational environments is presented. Attention is paid to the importance of future teachers' media education as they will design the educational environments including modern informative and pedagogical innovations, and the logic of the evolutionary change of computerized textbooks and online educational resources for mobile learning is proved. The concept of augmented reality opportunities opens wide prospects for the introduction of learning innovations in all forms of educational process organization.
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