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Informatics and education

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Vol 39, No 5 (2024)
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PEDAGOGICAL EXPERIENCE

6-20 170
Abstract

The article presents the concept of implementing the artificial intelligence (AI) essentials in the informatics course of secondary general education. The authors propose a structured and multilevel approach to AI, covering both basic and advanced levels of the subject. The concept is organically embedded in four main sections of the informatics course: digital literacy, theoretical foundations of informatics, algorithms and programming, and information technologies. Special attention is paid to the practice-oriented aspect of learning. This includes working with real data sets, programming in Python, and using specialized libraries for machine learning and data analysis. Specific examples of practical tasks are given to demonstrate the application of various AI methods and algorithms: from simple data classification to the creation and training of neural networks. The concept provides ample opportunities for project and extracurricular activities, which contribute to developing students’ creative, analytical, and research skills. An important aspect of the proposed approach is its compliance with modern requirements of the digital economy. The article emphasizes the need to teach schoolchildren competencies in AI and data analysis, which will be in demand in their future professional activities. It presents criteria for selecting learning content, exemplary thematic planning for basic and advanced levels. The authors substantiate the importance of the systematic AI study in secondary general education and point out the need to develop appropriate teaching and learning support.

21-39 147
Abstract

The article modern technological approaches to the organization of big data collection and preparation, as well as the distribution and use of applications with the help of the Docker platform, loading and launching a set of applications on the basis of the container approach to virtualization, are considered. The basics of big data processing task formulation and technical problems of technical platform scaling and data quality assurance are briefly outlined. On the example of deploying and using PostgreSQL database management system with management tools and Apache Superset analytics platform, a modern approach to organizing data acquisition, transformation and subsequent demonstration in the form of a dashboard is presented. Work with data is shown on the example of a real open data set processing cycle with demonstration of all the main stages — loading, cleaning, preliminary analysis and visualization. In the context of the considered technologies and approaches to workflow organization in the form of a pipeline, examples of DevOps engineer and data engineer work tasks are given, the necessity of their work as part of a team is emphasized. The technical solutions demonstrated in the article can also be used in the study of the topics “Databases”, “Infographics”, and “Data analysis” in the advanced informatics course of technological profile as an illustration of the complexity of the relevant processes and in the training of future informatics teachers.

PEDAGOGICAL STAFF

40-49 160
Abstract

The article presents the experience of teaching students — future teachers to use augmented reality (AR) technologies in lessons on various subjects of the school curriculum. The analysis of two main approaches to the creation of augmented reality (marker-based and markerless), AR applications for mobile devices, software solutions for creating AR content, as well as the experience accumulated by teachers-researchers in the use of AR technologies in the educational process allowed us to draw conclusions about what methodological techniques for studying theoretical approaches to defining the concept of “augmented reality” and technologies for implementing augmented reality are appropriate to use in educational practice. As a result, a methodology was proposed that includes two blocks of training future subject teachers to use augmented reality technologies in their future professional activities in the process of teaching academic subjects, according to two implementations of AR technologies: marker-based AR based on the use of the domestic software platform ARGUMENT and markerless AR, involving the use of ready-made AR applications available on the software market. This methodology can be used not only in educational practice with students, but also in working with schoolchildren in the context of specialized informatics training. The developed methodology was tested at Murmansk Arctic University as part of the professional training of bachelors in the field of “Pedagogical education” in the process of teaching the discipline “Digital education technologies”, as well as during the educational (project-technological) practice of students. The proposed training options for the use of augmented reality technologies in teaching academic subjects at school can be included in the programs of professional training of students studying in the field of “Pedagogical education”, and also used in additional professional pedagogical education when working with subject teachers in retraining and advanced training courses to develop methodological knowledge and skills of teachers on the proposed issues.

INFORMATIZATION OF EDUCATION

50-62 99
Abstract

The problem of insufficient cognitive development in schoolchildren can be solved through the organization of personalized extracurricular activities with the help of a recommendation service based on neuroscientific research and modern knowledge of brain function. The basis for compiling a personalized list of extracurricular activities is data obtained through neuroimaging technology in the process of testing the cognitive and personality characteristics of the student combined with information about their interests and preferences. Regular testing, conducted every three to six months, helps to determine the effectiveness of the chosen activities   and to adjust the educational route. It is assumed that regular use of the recommendation service will stimulate the development of child’s cognitive functions, thus contributing to the improvement of his/her academic performance. The article presents the scheme and principles of the service as a whole, as well as its evaluation and recommendation modules. The possibilities of the recommendation service application in the educational process are defined. A description of the practical realization of the recommendation service is given. The proposed service can be useful for individual participants of the educational process: class teachers, methodologists, tutors, parents, and students. Teachers will be able to individualize the approach to each student using the service as an additional source of information about the structural and functional development of the child. For parents, the service will help to better understand the strengths and weaknesses of their children as well as to track the effectiveness of including a particular activity in their educational route. Students will have access to personalized recommendations for developing extracurricular activities.

63-77 91
Abstract

Adaptive learning including adaptive methodological literature plays an important role in improving the effectiveness of teachers’ professional skills development and formation of their research competencies. The article is devoted to the application of big data processing models and neural network technologies in the preparation of adaptive methodological literature for the formation of teachers’ research competencies during the period from 2010 to 2023. Based on the analysis of scientific publications, technical documentation, surveys of teachers and educational analytics, the key principles, methods, and tools of personalization of educational content are identified. Types of data and sources of information for customizing materials to meet the individual needs of research teachers are determined. Criteria and metrics for assessing the effectiveness of adaptive methodological literature are developed, and the prospects of its development on the basis of big data and neural network technologies are substantiated. The problems and limitations of the approaches under consideration are revealed, and recommendations for overcoming them are given. Theoretical significance of the article consists in enhancing scientific concepts of the methodology of adaptive educational content development on the basis of intellectual analysis of big data. The practical value lies in the potential for optimizing the processes of creating personalized methodological resources and developing an adaptive system of pedagogical staff professional development.

78-91 106
Abstract

The article presents the results of a study of the potential of using neural network decision support systems (DSS) to develop pedagogical communication skills among research teachers. Based on the analysis of scientific literature, the key principles and methodological approaches to the development and implementation of neural network DSS in the context of modern educational paradigms are identified. A conceptual model of neural network DSS functioning is proposed, taking into account the specifics of teachers’ communicative competencies and the multimodal nature of the data. An empirical study involving 120 teachers from various subject areas demonstrated the effectiveness of using neural network DSS for analyzing and improving pedagogical communication skills. The developed system of assessment metrics, including quantitative (student engagement level, reaction time) and qualitative (expert assessment) indicators, allowed us to validate the results of using neural network DSS in real educational conditions. The article discusses ethical and socio-cultural aspects of responsible implementation of neural network technologies in the practice of developing the communicative competencies of research teachers. The prospects of integrating neural network DSS with adaptive learning systems and virtual reality technologies to create complex solutions in the field of improving pedagogical communication skills are outlined.



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ISSN 0234-0453 (Print)
ISSN 2658-7769 (Online)