Formation of the Tutor Ict-Competence in the Process of Future Teachers’ Professional Training

Abstract

The widespread proliferation of information and communication technologies and the task of meeting the sustainable development goals by overcoming the uneven access of the younger generation to information and communication technologies require the presence of the high level of the ICT competence and the ability to carry out tutoring activities in the information society for teachers-to-be. The paper offers the methodological approaches (contents, methods, tools, and technologies) of forming the tutor ICT competence in the process of future teachers’ professional training. The educational content, which aims at building the ICT competence of teachers as tutors is distributed over the entire period of students’ study at higher educational institutions. During the study of compulsory subjects in the Bachelor program and the "Organization of distance learning in the educational institution" elective discipline in the Master program, students are familiarized with theoretical and methodological aspects of the use of ICT in tutoring. The main method of forming the tutor ICT competence is the portfolio method, in particular, the use of e-portfolio. As the main means of the formation of the tutor ICT competence, computer training programs, e-resources, Internet resources, mobile applications, virtual and augmented reality are determined. E-mail, blogs, social networks, webinars, chats have been used as the technologies of network interaction for forming the tutor ICT competence. In order to identify effective methodological approaches to the formation of the ICT competence of future teachers as tutors, the study has been conducted based on the collection of information by means of questionnaires and statistical processing of the results. The analysis of the results of the pedagogical experiment and comparison of indicators of control and experimental groups before and after the study have shown the effectiveness of the proposed methodological approaches to the formation of the tutor ICT competence. Implementation of these methodological approaches has become possible due to the introduction of information and educational environment with distance learning technologies and information and communication technologies as its main components.

Framework for using online social networks for sustainability awareness

“…, 2012). However, their success may be conditioned by teachers’ digital skills (Sysoieva and Osadcha, 2020; Sackney and Walker, 2007) and awareness of the responsible management of social networks (Schulz et al. , 2020).…”

“…Two main research gaps must be filled to efficiently use OSNs for sustainability awareness and advance the state-of-the-art in this body of knowledge. First, in the literature, scholars have explored how different factors, tools and approaches affect the success of sustainability awareness through OSNs (Chou and Huang, 2021; Sysoieva and Osadcha, 2020); proposed new methods, theoretical frameworks and approaches (Vasseur et al. , 2022; Al-Marghilani, 2022); and showed different case examples (Bellantuono et al.…”