Psychological factors of ICT competence formation in part-time students of the specialty “Preschool education”

Abstract

The transience of time and the use of information and communication technology (ICT) have led to the urgent necessity – the formation of the educational process subjects’ ICT competence. In today’s educational sector in Ukraine and foreign countries, the studied phenomenon has acquired special significance. The goal: a) theoretical analysis of various aspects of the individual’s ICT competence formation, clarification of the essential content of the concept and offer its working definition; b) figuring out psychological factors of influence and their constructs on the ICT competence formation; determination of criteria, indexes and levels of the studied phenomenon formation; c) empirical study of the influence of psychological factors on the ICT competence formation in applicants for educational services of higher education institutions (part-time students of 2 Ukrainian universities). Conceptually psychological factors which have an influence on the ICT competence formation were characterized. The main criteria of ICT competence were offered, their indexes were defined and the description of levels of formation was given. According to the results of the empirical study the dependence of the influence of various psychological factors on the ICT competence formation in accordance with the pedagogical experience of 187 respondents was found out.

ICHTML 2022 – Education under attack

“…This determined the necessity to teach students the educational component "Innovation activities in PEI" and the development of corresponding tasks during their teaching practicum in the system of preschool education. This article highlights further research by the authors, begun in [28][29][30].…”

Innovations in professional activity: what students of specialty “Preschool Education” think about it

“…To perform this, it is necessary to ensure the systematic growth of innovative skills of PEI teachers; inform them about the essence of innovation, etc. [18][19][20][21][22]. The readiness of the teacher for innovative activity is characterized by a range of developed professional skills, which justify the conscious implementation of personal innovations in the educational process of PEI [18][19][20].…”

“…The readiness of the teacher for innovative activity is characterized by a range of developed professional skills, which justify the conscious implementation of personal innovations in the educational process of PEI [18][19][20]. The development of the teacher's skills in planning the educational process in PEI (with respect to the conceptual foundations of innovation, the goals of teaching and teaching children, the use of optimal forms, methods and techniques of professional activity, specification of goals and objectives) allows to implement new technologies, including information and communication technologies [21,22].…”