PEDAGOGICAL EXPERIENCE
The article goal is to demonstrate the possibilities of the approach to diagnosing the level of IT graduates’ professional competence, based on the analysis of the student’s digital footprint and the content of the corresponding educational program. We describe methods for extracting student professional level indicators from digital footprint text data — courses’ descriptions and graduation qualification works. We show methods of comparing these indicators with the formalized requirements of employers, reflected in the texts of vacancies in the field of information technology. The proposed approach was applied at the Institute of Mathematics and Computer Science of the University of Tyumen. We performed diagnostics using a data set that included texts of courses’ descriptions for IT areas of undergraduate studies, 542 graduation qualification works in these areas, 879 descriptions of job requirements and information on graduate employment. The presented approach allows us to evaluate the relevance of the educational program as a whole and the level of professional competence of each student based on objective data. The results were used to update the content of some major courses and to include new elective courses in the curriculum.
PEDAGOGICAL STAFF
The article examines the current state of teacher training in artificial intelligence. The content of disciplines related to artificial intelligence included in the curricula of pedagogical universities of Russia is analyzed. The current trends in the selection of software tools used for developments in artificial intelligence technologies in Russia and abroad are considered. The objective of the article is to substantiate the need to review the content of the training of a future informatics teacher in artificial intelligence, taking into account current trends in the development of artificial intelligence technologies and the requirements of Federal State Educational Standards. From studying expert systems, the Prolog and Lisp languages, the author suggests moving on to studying modern tools for implementing artificial intelligence technologies using the Python programming language. The article provides the content of the discipline “Technology of Artificial Intelligence” proposed by the author, being tested at the Novosibirsk State Pedagogical University. Such a change in the content is intended to ensure the practical orientation of the educational process within the framework of the relevant discipline, to increase the competence of the future informatics teacher in the field of modern high tech information technologies, to promote the development of motivation to learn the current Python programming language, thereby increasing its competitiveness in the labor market.
Formation and development of professional qualities of a person is a long and difficult process, which is divided into several levels of training, whereby achieving positive results at one level allows the transition to the next. First, a person gets an extensive database of knowledge, skills abilities at school, and this base helps him/her to determine his/her preferences and make a choice in favor of a certain profession. Then a person continues education for chosen profession in university, and then, after graduation, a person gets an opportunity to continue improving and self-educating in the chosen professional sphere. But all these levels of education are not possible to perform without the direct or indirect influence of the one who can teach, guide and even control the process of education. A person constantly interacts to some extent with a teacher, mentor, tutor and others while acquiring knowledge, forming skills and abilities. The modern generation is fundamentally different from the previous one, with different life approach and understanding of the world, as it lives in a hi-tech world of accessible information, virtual reality, social networks, online stores, smartphones and other gadgets. The boundaries between real and virtual worlds have almost been erased. Therefore, in order to increase the efficiency of learning and education processes in the new reality, a new approach, concepts and rules are needed, and consequently, new competencies that teacher should acquire. Taking into account the peculiarities of the term “competence” and also the fact that the field of teacher’s expertise is extensive and includes both educating and building students’ personality, there is a need to form an integrative competence of future teachers, which will provide them with essential assistance in their professional life. The paper formulates the definition of integrative competence; determines the place occupied by these competences in the hierarchy of competences; indicates the social and practical conditionality, significance of the competence, personal significance of the competence, competence indicators; gives a brief description of the fund of evaluation tools allowing to judge its formation.
The article substantiates the significance of the problem of the formation of future teachers’ ICT competence. The author’s definition of the concept “ICT competence of a student of a pedagogical college” is presented, its components (motivational-value, user-wide, general pedagogical, subject-pedagogical) are highlighted and described. Based on the analysis of normative documents, recommendations, studies in the field of digitalization of the economy and education, the conditions for the digitalization of education are highlighted and justified: the legislative framework for the digitalization of education; digital generation of students; digital pedagogical technologies and educationally significant digital technologies; training the human potential of the digital economy; digital educational environment of educational organization. The characteristics of the conditions for digitalization of education are described. The experience of taking into account the conditions of digitalization of education in the aspect of the problem of the formation of ICT competence of students as future teachers is described on the example of an educational organization — GAPOU “Chita Pedagogical College”, specialty 44.02.01 Preschool education. An example of the organization of a laboratory and practical lesson using various digital technologies in the framework of the author’s interdisciplinary course “Theory and Methods of Using ICT in a Preschool Educational Organization” is given. Based on the analysis of the results of the pedagogical experiment, the conclusion is substantiated that the application of the digitalization of education in the educational process of the pedagogical college in the aspect of the formation of ICT competence of future teachers is one of the effective ways of forming the ICT competence of future educators of preschool children.
PEDAGOGICAL ASSESSMENTS AND TESTS
The article is devoted to the automation of the educational process in terms of measuring the achievements of student in electronic training systems (EOS) to solve the problems of creating an individual training schedule. Psychological and pedagogical concepts used for evaluation of learning material acquisition are considered. It has been found that the approaches used to measure the achievements of students are not suitable for the electronic environment. In order to build an individual schedule for studying materials in the educational discipline in the EOS, it is proposed to measure the amount of work done by the student. To achieve this goal, a scale developed on the basis of the structure of its activity of the trainee in the process of achieving the objectives of the training is proposed. Five steps are highlighted in the achievement of the learning goal: 1) mastering the conceptual framework, 2) assimilation of knowledge of a way of actions, 3) formation of ability, 4) formation of skill, 5) formation of ability to solve non-standard problems. Considering the obtained stages of formation of ability to carry out studied activities as levels of mastery of educational material, a scale of levels of mastery is obtained. The types of tasks in LMS Moodle are given, which can be used to monitor the achievement of the selected levels of learning material. This scale can be used to calculate the labour intensity of the student’s work during the mastering of educational material, to plan the curriculum, to form an individual training schedule.
FOREIGN EXPERIENCE
One of the guiding principles of the Fourth Industrial Revolution is the need for lifelong learning. This determines the growing role of intelligent educational systems to provide the necessary learning resources and services to users at any time and any place. This article presents the modeling and development of an intelligent multi-agent learning environment for the secondary school, developed by a team of the DeLC laboratory at the University of Plovdiv “Paisii Hilendarski”, Bulgaria. The learners are placed at the focus of the environment by personal assistants supporting work with the environment.
ISSN 2658-7769 (Online)