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Informatics and education

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Vol 37, No 2 (2022)
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GENERAL ISSUES

5-13 614
Abstract

Schools’ digital renewal is seen as a schools’ changes process (learning goals, educational environment, teaching/learning process, school management) have started several decades ago and continues today in the growing digital environment. Schools are moving along the path of the digital renewal at different paces and are located at different stages of the process. The digital renewal stages (computerization, early and late informatization, digital transformation) are considered as groups of the developmental states where each specific school is located in the digital renewal process. At each of these stages, school communities have a specific vision of the possible/desired future, which becomes a base for the creation and implementation of the development programs. It is recommended to take this fact into account in the development of recommendations for the creation of an “ideal school”, and to prepare several such descriptions that correspond to the peculiarities of the development of the school at the appropriate stage.

PEDAGOGICAL EXPERIENCE

14-23 717
Abstract

Today, the problem of integrating basic and additional information technology education is relevant. Integration is of particular importance for school informatics, which is significantly influenced by digitalization of modern society. Some areas of digitalization can be highlighted in particular: the expansion of the network of additional education institutions equipped with modern digital equipment for teaching children how to work with it; providing conditions for mastering new digital professions; developing basic digital competencies, etc. Modern school informatics has a number of shortcomings, which determines the need to reform content of the discipline and forms of content presentation. Such a reform involves a targeted integration of basic and additional information technology education, which allows to significantly enrich its educational and developmental potential. At the same time, the following conditions must be taken into account: providing access to modern equipment and technologies; continuity and consistency in the construction of programs and methods of basic and additional education; implementation of convergent solutions within the content and methodological support of school disciplines; symbiosis of technologies and programs of these disciplines.

One of the ways for integrating basic and additional school education is the development of methodological support for programs of basic and additional education for “IT cube” kid’s digital education centers, “Point of Growth” education centers, “Quantorium” kid’s technoparks on the basis of educational organizations. In accordance with the project ideology, the educational areas (“Python programming”, “Mobile development”, “VR/AR development”, “Robot programming”, “System administration”, “Cyber hygiene and Big Data”, “Fundamentals of programming in Java”, “Fundamentals of algorithmics and logic”, etc.) were focused on supporting the most relevant and wanted competencies of kids in IT sphere, providing the possibility of integrated solutions both within the framework of the actual information technology education, and outside this framework.

24-33 402
Abstract

In the context of digital changes taking place in the world, there is a need to use an end-to-end competency-based approach in the implementation of the Federal State Educational Standards of Higher Education. The use of effective data mining tools as a tool for understanding digital transformation processes is becoming especially relevant. The process of digital transformation of education is one of the most important components of the digitalization of the economy, which is the reason for the need to study the basics of data mining as an essential element of the educational paradigm of the current stage in education. The methodology for teaching the technology of “intelligent search” in SAP Analytics Cloud is relevant. This methodology is divided into several stages, each of which is aimed at the formation of specific professional competencies and their consolidation. The situational task that allows you to form the necessary competencies within the framework of the “Business Informatics” direction is described in the article. Also, two cases are proposed to consolidate the acquired competencies through independent work. Format of the methodology description is presented in the form of the traditional key-by-key technology, which is widely used in obtaining professional competencies in IT sphere.

PEDAGOGICAL STAFF

34-41 547
Abstract

The main task of ongoing and planned changes in education is the formation of digital competence of participants of the educational process and, first of all, of teachers. It is possible already during the period of study at university to create conditions for understanding the potential of using digital technologies in the educational process, gaining practical experience in their use in situations close to professional activities, and, as a result, the formation of digital competencies of a future teacher. An important task is to identify didactic opportunities for the development of digital competencies of future teachers while involving them in organizing interuniversity events. The article describes the model for organizing an interuniversity event, which implies four interrelated stages: goal setting, organization, activity, and evaluation. For each stage, a digital support environment is defined, as well as digital competencies those should be formed in the student. The implementation of the proposed model is discussed on the example of the project “Organization and conducting of an international computer graphics competition”. It is concluded that the involvement of students in organizing an interuniversity event allows to create conditions for the formation of such digital competencies as digital literacy, communicative literacy, digital content creation, digital security, digital competence.

42-49 419
Abstract

Today, an important and significant direction in education is the unification of the training of teaching staff at the university. In this regard, it is important the experience of the development by the Department of Informatics and Computer Engineering of the Mordovian State Pedagogical University named after M. E. Evseviev of work programs of academic disciplines within the framework of the project “The core of higher pedagogical education” in the subject-methodical module (profile “Informatics”). A set of academic disciplines is substantiated, which should be mastered by students of undergraduate programs in the direction of training 44.03.05 “Pedagogical education” (with two training profiles). The purpose of each of the disciplines presented in the set is determined, their specificity is revealed in terms of the content being studied and mastering digital competencies. It is shown what digital competencies can be formed in each of the disciplines and what tools should be used. A description of some of the digital competencies is given, in particular, when working with electronic texts, solving applied problems on a computer, creating digital content, conducting research using spreadsheet processors and programming languages, organizing project activities, preparing for school Olympiads in informatics. It is concluded that the proposed set of academic disciplines will fully prepare the student for the professional activity as an informatics teacher, including technical, technological, and methodological components.

50-63 707
Abstract

The article presents the organizational and pedagogical conditions for training future informatics teachers for using modern artificial intelligence technologies. Their implementation made it possible to modernize the process of mastering artificial intelligence technologies by students through changing the content of the academic discipline, aimed at developing the skills and ideas of the future informatics teacher in the field of artificial intelligence, ensuring the inclusion in the educational process of creating individual learning trajectories. Criteria as well as evaluation and diagnostic tools for determining the level of professional readiness are given. The main results of experimental work on approbation of organizational and pedagogical conditions through the implementation of the author’s experimental practice-oriented course “Artificial intelligence technologies”, introduced into the educational process of Novosibirsk State Pedagogical University, are presented. The experiment involved 127 bachelor students of the 3rd and 4th years of the directions 44.03.01 “Pedagogical education” and 44.03.05 “Pedagogical education (with two training profiles)”, profiles: “Informatics and Information and Communication Technologies”, “Informatics and Information and Communication Technologies and Economic Education”, “Mathematics and Informatics”, “Physics and Informatics”. The experiment was conducted from 2018 to 2021 (4 academic years) and showed the effectiveness of using the identified organizational and pedagogical conditions for the professional training of future informatics teachers in the use of artificial intelligence technologies. The results of the study may be of interest to university teachers who provide professional training for students of non-core specialties in the field of artificial intelligence, and researchers studying the issues of professional training of teachers in the application of artificial intelligence technologies in education.

64-77 474
Abstract

The inclusion of the author’s course of studying the functionality of the “Electronic Perm Educational System” (EPES) in the university training of a pedagogical sphere specialist contributes to the development of the ability to work in a digital environment in basic and additional education. The teaching of this course is focused on the use of technologies related to the implementation of educational engineering, which has now gone beyond the scope of technical specialties and has spread to the field of training specialists in the field of pedagogical design, design of educational programs and trajectories. Particular attention in this course is paid to the formation of ICT competencies of future teachers in the development of digital products in the process of studying specialized disciplines and elective courses, in particular, such as “Probability theory and mathematical statistics”, “Electronic Perm Educational System”, implemented on the basis of competence oriented, design and engineering approaches. The possibility of accumulation of these approaches in the work of student design workshops in the EPES Library cluster is demonstrated. As a result of the activities of such workshops, a digital educational product (DEP) is supposed to be needed in real learning practice and has prospects for further use by the student already in the role of a teacher after graduation: a lesson script, an electronic test or other educational content. Special tasks for students are characterized, aimed at developing and diagnosing the ICT competence of future mathematics teachers at the Perm Pedagogical University. Usually, the solving of the task includes the following stages: development of annotations, creation of a passport and subject content of the DEP, organization of approbation, presentation, defense and publication of the developed materials in EPES. The description of diagnostics of ICT competence of a future mathematics teacher in three of its components is given: general user, general pedagogical and subject-pedagogical.

FOREIGN EXPERIENCE

78-87 245
Abstract

Starting from 2004, within the last years California State University at Chico (CSUC) hosted the National Science Foundation (NSF) funded Research Experiences for Undergraduates and Teachers (REUT) program in Mathematics. The program targets secondary teachers with a strong interest in mathematics or math education (RET) and students who have completed their junior year with coursework appropriate to the research project (REU). The program is designed to engage participants in research problems with a high potential for publication and to create a research experience that broadens participants’ perspective both of mathematics as a discipline and of research (whether mathematical or not) as an exciting exploratory process. During this period the large group of undergraduate students from different US universities and high school math teachers were involved in numerous research projects in pure and applied math, in math education and statistics. Working on the research projects the participants acquire the fundamental mathematical concepts and also studied how to apply modern IT technologies and computational systems for solving various math problems. We provide a research experience that enhances the skills necessary for careers in any of the sciences, while adding both depth and breadth to the participant’s mathematical knowledge, skill, and understanding. The depth comes primarily from participation in a research team working on a potentially publishable research problem, while breadth is added by activities that integrate all research teams, by in-service teacher/undergraduate interactions, and by synergistic activities such as weekly research talks. Mathematical activities are supplemented with social activities conducive to creating a productive and comfortable research environment.



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ISSN 0234-0453 (Print)
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