Didactic-technological paradigms in informatization of education

Robert, Irena

doi:10.1051/shsconf/20185503014

Cited by 8 publications

(11 citation statements)

References 2 publications

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“…(2) Pedagogical technologies and information and communication technologies merge to become same and help one another to penetrate into the masses or population [20].…”

Section: Page 601mentioning

confidence: 99%

“…(3) Conflict of Individual reality versus virtual reality driving physical, social and mental aspects of individual and world around him [20]. (4) Network information dependence of the individual on: i.…”

Section: Page 601mentioning

confidence: 99%

“…(4) Network information dependence of the individual on: i. Information interaction with anonymous partners, both real and virtual [20]; ii. Use of information-loaded, eye-catching, old fashioned information resources [20]; iii.…”

Section: Page 601mentioning

confidence: 99%

“…Information interaction with anonymous partners, both real and virtual [20]; ii. Use of information-loaded, eye-catching, old fashioned information resources [20]; iii. Forceful promotion in the process of virtual management of objects and events [20]; iv.…”

Section: Page 601mentioning

confidence: 99%

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Role of University Faculty Member’s ICT skills in Informatization of Society through Openness Movement in Higher Education

Kamath¹,

Kumar

2022

IJMTS

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Purpose: The aim of this paper is to emphasise the relevance and importance of Information and Communication Technology(ICT) skills of University Faculty community/people in educational institutions/universities, and how they can matter in complete change/transition in the Teaching/Learning process(Learning 3.0) and help Faculty in informatization of students(society) through Openness movement in Higher Education. Methodology: The paper uses secondary data gathered from case studies, journals, reputed magazines, and the internet for its preparation. Findings: ICT (web 2.0) has immensely contributed to changing the education scenario from obsolete and boring classroom learning to an innovative teaching /learning process. Research limitations/implications: ICT Skill is a topic too vast for academics to consider researching on. Anything and everything related to Computers and the Internet is the result of some sort of ICT skill usage by some individual. Heavy cost of ICT infrastructure is also a limiting factor. Originality/value: This paper is based on findings collected from reputed journal data, reputed books, report from reputed and authorized institutions and Ph.D Thesis from reputed websites that is accepted worldwide. Paper type: A Review Paper.

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“…(2) Pedagogical technologies and information and communication technologies merge to become same and help one another to penetrate into the masses or population [20].…”

Section: Page 601mentioning

confidence: 99%

Section: Page 601mentioning

confidence: 99%

Section: Page 601mentioning

confidence: 99%

Section: Page 601mentioning

confidence: 99%

See 2 more Smart Citations

Role of University Faculty Member’s ICT skills in Informatization of Society through Openness Movement in Higher Education

Kamath¹,

Kumar

2022

IJMTS

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“…Individualization of learning can only be achieved in fill through a didactic-technological paradigm, which is based on applying web technologies and intelligent robots both in the learning process and educational process administration. Thus, resolving the aforementioned contradictions can be successful only on the basis of an electronic information and educational environment, including both the latest information technologies and innovative e-learning didactics (read more in Robert at al., 2017;Robert, Neustroev & Goncharov, 2018;Robert, 2018a;Robert, 2018b;Robert, Polyakov & Kozlov, 2018). The electronic information and educational environment allow students to independently form their own curriculum, including choosing necessary courses and sequences in their study, and to master new knowledge at an individual pace.…”

Section: The Future Is Already Here: Key Challenges For Individualizamentioning

confidence: 99%

Individualization of Learning: An Investigation on Educational Technologies

Karpenko¹,

Lukyanova²,

Bugai³

et al. 2019

TAKSAD

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The paper discusses various approaches to the concept of "individualization of learning" and their relevant changes in connection with the development of educational technologies. An analysis of the relevant literature shows that a more precise content of this concept in each specific case depends on what goals are meant when talking about individualization. There are large differences found in different countries, among different authors, and in everyday educational practice when this concept is used. More than that, the authors demonstrate that the very notion of "individualization of learning" is replaced by "individual learning," i.e. by the concept of "independently performing learning tasks." The research also clearly shows that a number of opportunities for better individualization of training are limited in conditions of traditional didactics, as well as in terms of group work and the existing system of lectures and seminars. The authors argue that "individualized learning" is a part of "personalized learning," since personalization is the realization of a person's desire to be a person. And personality is a systemic quality of an individual. This quality appears in three spaces, one of which is the space of a person's individual life. Another claim is that full individualization of potentials existing in education can only be achieved through a didactic-technological paradigm based on web-technology and application of intelligent robots in education. The second requirement implies administration of both education and educational process management. The authors additionally provide a case study of the "LUNCH Intellectual Information System" in order to support their arguments.

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Innovative potential of "digital methodology" in the training of personnel of nuclear industry enterprises

et al. 2020

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The article considers the first stage of designing diversification of professional retraining programs for employees of the nuclear industry in the conditions of digital transformation of the industry. The article justifies the new digital approaches to personnel training. At the project development stage, the general methodological foundations of digital disciplines in knowledge production were established in the form of a "digital methodology," the core of which is the knowledge paradigm of technoscience. The potential of "digital methodology" leads to the development of the mental, social, organizational resources of workers. The worldview platform of the project made it possible to formulate guidelines for the formation of competencies in the diversification of the professional retraining program: the development of critical and analytical thinking, technological literacy, personal growth, communicative initiative, and social responsibility. The authors note that the recognition of the methodological reflection of digital technologies is presented in the publications of researchers in various scientific fields, while the practice of foreign research is more advanced in the development of a quantitative assessment of qualitative indicators, and the domestic tradition is focused on the cognitive aspect of digitalization. But the convergence of approaches is manifested in the diversity of digital learning practices.

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Didactic-technological paradigms in informatization of education

Cited by 8 publications

References 2 publications

Role of University Faculty Member’s ICT skills in Informatization of Society through Openness Movement in Higher Education

Role of University Faculty Member’s ICT skills in Informatization of Society through Openness Movement in Higher Education

Individualization of Learning: An Investigation on Educational Technologies

Innovative potential of "digital methodology" in the training of personnel of nuclear industry enterprises

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