Digital Pedagogical Cues for the Development of Creativity in High School

Chirkova, Elena I.; Zorina, Elena

doi:10.1007/978-3-030-89708-6_69

Cited by 4 publications

(1 citation statement)

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“…We can consider the concept of "digital literacy" and the experience of using modern digital tools as well as old ones by teachers, rather than integrating new technologies into a personal teaching model [5], as identical. Another difference between digital competence and digital literacy is the change in the presentation of digital learning material and in its processing [6].…”

Section: Introductionmentioning

confidence: 99%

Management of the Development of a Modern Teacher’s Digital Competencies

Алексеева¹,

Alexandrova²,

Skvortsova³

et al. 2022

Proceedings of the International Scientific and Practical Conference Strategy of Development of Regional Ecosystems “Education-

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Motivation is the basis for managing the development of teachers' competencies in the modern education system. The motivational component in the study is considered as a set of internal and external motives of the teacher to use modern digital technologies, accompanied by the processes of forming an internal desire to achieve success and a sincere and personally significant desire to improve themselves in this area. The purpose of the study is to study the possibility of managing the development of teachers' digital competencies with different motivations. The article examines the features of teachers' motivation in mastering digital competence, revealed the nature of teachers' awareness of the possibilities of using information and communication tools in teaching schoolchildren, and identified the main problems that teachers with different motivations have that prevent the formation and deepening of their digital competencies. Features of motivation were studied using A.A. Rean's methodology "Motivation for success and fear of failure" and a questionnaire about teachers' ideas about the use of information and communications technologies in teaching their subject. About 30% of teachers from the experimental sample focus on achieving success in the development of digital competencies, although the proportion of teachers without a pronounced motivational orientation and focus on avoiding failure is approximately the same. This indicates an insufficiently effective methodological and psychological support for teachers who cannot independently cope with the urgent task of modern educationthe formation of digital competence. This happens for various reasonsfear of mastering new technologies, age composition, inability to take advanced training courses, etc. Thus, the strategy and tactics of developing digital competencies of teachers who avoid failure and are motivated to achieve success have fundamental differences. Methodological and psychological-pedagogical support for specialists with low and high levels of motivation is built within the framework of an individual trajectory of their professional development and self-improvement. The results of the study can be used both in the design of higher education programs and programs for professional training and retraining of teaching staff.

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Section: Introductionmentioning

confidence: 99%