PEDAGOGICAL EXPERIENCE
The article discusses the problems of forecasting the results of the educational process in the context of the implementation of the emerging education system, which is a form of organization and management of educational activities in a systemic approach to the use of e-learning and traditional teaching in the classroom (laboratory, workshop). An entropy approach to the assessment of the quality of the pedagogical process is proposed, and a rationale for the selection of quality criteria from the point of view of entropy and negentropy is given. An example of a set of criteria for a natural science discipline in the conditions of teaching in a certain direction/specialty is given. At the same time, the classification of criteria, in terms of reducing or increasing the predictability of learning outcomes, contributes to the streamlining and predictability of the educational process, which in turn is accompanied by an improvement in the quality of the students' training.
A method is proposed for calculating the negentropy of the educational process for predicting learning outcomes. For example, if you choose among the criteria only those that depend on the educational organization itself, and therefore can be changed in one way or another in accordance with the goals and objectives facing the university/faculty institute, then it becomes possible to predict the results of training within the educational organization.
The article will be of interest to teachers and organizers of the educational process, regardless of the level of education, who use online courses in their practice of full-time education.
The purpose of the article is to undertake a detailed review and a comprehensive analysis of possible situations and possible prospects for using Russian software to support the teaching and educational process in Russian comprehensive school due to the possible transition to this type of software within the next two years because of changes in domestic legislation.
The basis of the work is the personal experience of the authors in the development of methods of teaching informatics in comprehensive school on domestic and free software, as well as the study of educational and methodological, educational and special periodical literature, devoted to the theme of applying free and domestic software in education and other fields of human activity.
As the results of the work, it is possible to consider the ways proposed by the authors for the transition of educational organizations to domestic software, comparative analysis of the advantages and disadvantages of various types of Russian software and the assessment of the potential risks of using foreign proprietary software in the educational process.
The practical significance of the work is the possible using the results of research in development and implementation of the methodology of teaching informatics in comprehensive school on the basis of Russian software.
The article may be of interest to the administration of educational organizations, and can be used by methodologists and informatics teachers for developing the programs on informatics.
The novelty and relevance of the work is determined by a certain lack of attention to this topic in the Russian pedagogical community, which in turn leads to a lack of quality methods of teaching informatics on the basis of free software and the almost complete absence of the teaching methods on the basis of domestic software.
PEDAGOGICAL STAFF
The purpose of the article is to determine the methodological basis for the formation of ICT competence of bachelors — future teachers in the context of informatization of education and the development of the electronic information and educational environment of the university.
109 students of the 1st and 2nd courses of the direction 44.03.01 «Pedagogical Education», educational profile «Tutor», in Institute of Pedagogy, Psychology and Sociology of Siberian Federal University took part in the study. Monitoring of the formation of ICT competence among students was conducted through observation and questioning. The evaluation and diagnostic toolkit also included a number of valid methods that allow an objective assessment of the level of the formation of ICT competence. Methodical foundations of forming ICT competence of bachelors — future teachers in the modern university and levels of ICT competence formation were determined. The biggest part of the students demonstrated a productive and constructive level of ICT competence.
The main ideas of the study and obtained results can be a basis for further developments in the field of increasing the effectiveness of training future educators in the context of transition to the implementation of professional standards and the development of the electronic information and educational environment of universities as well as the development of a theoretical framework for assessing ICT competence, taking into account the levels of teachers’ qualifications.
The article identifies the importance of searching and developing actual methods of forming ICT competence of future teachers in modern universities in conditions of informatization of education, use of e-learning and distance educational technologies. The main principles of realization of the activity oriented and practical oriented approaches to the training of future teachers are described. The resources of the electronic portfolio and the capabilities of the electronic information and educational environment for the effective formation of ICT competence of bachelors — future tutors are determined. A methodics for developing ICT competence based on the implementation of a specialized discipline with the support of an e-learning course based on a model of blended learning is developed and tested, which allows to build productive communication between different participants of the educational process in the 24/7 mode.
INFORMATIZATION OF EDUCATION
FOREIGN EXPERIENCE
The article shares pedagogical ideas about using technology in mathematics teacher education. A point is made that computational power of digital tools may contribute to diminishing cognitive engagement of students in problem solving. In order to avoid such negative impact of technology on one’s mathematical development, a new type of mathematics curriculum which integrates the traditional argument and the modern-day computations has been suggested. Examples of technology uses cover all levels of precollege mathematics and include spreadsheets, Wolfram Alpha, and KidPix.
ISSN 2658-7769 (Online)