Information and Communications Technology in the Professional Training of Future Professionals in the Field of Culture and Art

Abstract

The article deals with the self-education of future specialists in the field of culture and art within the context of philosophical, psychological, and pedagogical studies of the postmodern era. This substantiates the need to use e-learning in professional training. The use of cloud computing technologies is one of the educational process’ innovations. As shown by our research and personal experience implementing cloud computing technologies into the educational process proves to be feasible for training future professionals in the field of culture and art, including their self-education. The article shows that the aim of self-education of the future professionals in the field of culture and art is personal and professional perfection, and also achievement, at the maximum possible level, of the creative ideal. Today their professional training is focused on self-perfection, ability to self-educate, skill to foresee the consequences of their professional activity and search for the new ways to solve their professional tasks using ICT. The article justifies that cloud computing technologies allow spreading content in the Internet, they facilitate posting the text messages, photographs, pictures and musical files. Accessibility, openness, interactivity of the cloud computing technologies cause their wide use for both on-line and off-line communication, data sharing of text, multimedia and audio resources for all participants of the educational process that enriches the self-education of future professionals in the field of culture and art and makes it rich in content, practically-oriented and enhances professional competence. The article concludes that e-learning best meets methodological requirements of the postmodern society.

Level of Self-Educational Competence of Cadets of Higher Educational Institutions with Specific Training Environment

“…The developed system of diagnostics makes it possible to determine the level of self-educational competence formedness in future officers, to objectively assess the effectiveness of work on the research tasks. The results confirm the findings of many scientists (Bjerregaard, & Lord, 2004;Drach, 2013;Fuchs, 2022;Kotyk et al, 2021;Miroshnichenko, et al, 2019;Prontenko, et al, 2020;Prysiazhniuk, et al, 2019;Rohotchenko et al, 2021;Tsiuniak, et al, 2020), supplement and expand them.…”

“…Aleksandrov, Okhrimenko, & Drozd (2017), Bilyk, Matvienko, Zinko, Hanushchyn, & Vasylenko (2021), Drach (2013), Korneshchuk, & Kolodiichuk, 2019;Ostapovich, et al (2020) devoted their research to the issue of defining key competencies. Kazmirenko, & Moiseyev (2007), Rohotchenko, O., Zuziak, Kizim, Rohotchenko, S., & Shynin (2021) and others devoted their works to the issue of professional competence types. The issue of formation of competencies of law enforcement officers has also been investigated (Alcadipani et al, 2021;Bondarenko, et al, 2020b;Fedorenko et al, 2020;Terpstra, & Schaap, 2021).…”

A probe into the developmental pattern of public art education in colleges and universities from the perspective of new media

“…Students can promptly find the content they need through these corresponding channels. This plays a positive role in students' independent understanding, learning, and innovation, as well as in cultivating students' ability to think and explore on their own (Rohotchenko et al, 2021).…”

Digital Media Reshaping Art Education: A Literature Review in the Age of COVID-19

“…However, despite the apparent benefits, many arts educators remain cautious about integrating digital technologies into their curricula. According to research (Rohotchenko et al, 2021), this is due to the perception that using technology can be difficult and ineffective in achieving educational goals.…”