Experimental Verification of Efficiency of the Formation of Information and Digital Competence of Bachelors of Primary Education based on an Integrated Approach

Proceedings of the 9th Workshop on Cloud Technologies in Education (CTE 2021). Kryvyi Rih, Ukraine, December 17, 2021

“…It is advisable to supplement curricula for students' and postgraduate students' preparation in the mentioned above specialties by studying issues related to: development of mathematical models and software for solving problems of emergencies prevention in case of radioactive liquids spills; usage of features of specialized decision software of emergencies prevention during spills of radioactive liquids. This article highlights further research by the authors, begun in [204,205,206,207,208,209,210,211,212,213,214,215,216,217,218,219,220].…”

1st Symposium on Advances in Educational Technology: Outlook

“…This article highlights further research by the authors, begun in [48,313,314]. The article "Experimental verification of efficiency of the formation of information and digital competence of bachelors of primary education based on an integrated approach" [332] by Olga G. Yaroshenko, Olena D. Samborska and Arnold E. Kiv (figure 75) deals with the organization, process and results of the experimental verification of the integrated approach to the modernization of information and digital training of future primary school teachers, which was theoretically grounded in the research. The experiment, which took place in some pedagogical colleges, involved the main forms of the educational process (classes, independent work, practical training, and tests), and included the study of the author's elective course "Modern Information and Digital Technologies in the Educational Process of Primary School".…”

The use of digital tools by secondary school teachers for the implementation of distance learning in the context of digital transformation in Ukraine

“…The issues of the development of digital competence of pedagogical university students are revealed by Hodovaniuk et al [7], Kuzminska et al [16], Moiseienko et al [19], Soroko [29], The Council of the European Union [32], Yaroshenko, Samborska and Kiv [39] who describe the definition, structure and didactic conditions in the context of lifelong learning.…”