Formation of meta-subject components of ICT competence

Valentina Aleksandrovna Matveeva,A.I. Savenkov,Margarita Ivanovna Shutikova

doi:10.1051/shsconf/202111703003

Abstract

The changes in education dictated by the 4th industrial revolution and the specifics of training future teachers in primary education associated with the multidimensionality of pedagogical activities give grounds for refining the structural and content model of ICT competence of future teachers in primary education. In the contemporary information society, establishing a holistic view of the unity of information processes is a prerequisite for educational process organization. The insufficient level of ICT competence in future teachers in primary education and the need to achieve meta-disciplinary results in education serve as a basis for the clarification and specification of the model of this concept. The authors propose an expansion of the invariant component composition of ICT competence with meta-subject components (the variable core of the competence): semiotic, technological, and integrative. Refining the structural and content model and identifying the methods and techniques that contribute to the formation of ICT competence in future teachers in primary education and allow reaching meta-subject results. One of the main instruments contributing to the formation of ICT competence is mathematical modeling based on the universal sign-symbol system and most suitable for designing computer models. The methodology based on the method of cross-curricular tasks allows achieving meta-subject results in the construction of the educational process of training future teachers in the field of primary education. Research demonstrates that enriching the educational process of future teachers in primary education with schematic, graphic, and geometric tools and the implementation of the method of cross-cutting tasks that serves as a leading means of teaching mathematics contribute to the emergence of a stable positive dynamic in the formation of information culture, particularly the meta-subject components of ICT competence of future teachers in the field of primary education.

Highlights

The world of “signs” and “texts” gains crucial importance in the contemporary information society
Fulfilling the requirements of the Federal State Educational Standard [2] is a vital prerequisite for training future teachers in the sphere of primary education, one of the criteria for their training is “systematic and critical thinking” manifesting in “the ability to search for, critically analyze, and synthesize information” which points towards competence in the field of ICT
Different social systems are subject to the same principles of information interaction: systematicity, symmetry, uncertainty, additionality, incompleteness of the formal system, and “nonlinearity” [1: 2], which allows us to consider the meta-dimensionality of information processes and their integrative functions

Summary

Introduction

The world of “signs” and “texts” gains crucial importance in the contemporary information society. The role of knowledge is largely transforming due to the volume and speed of dissemination of data filling the surrounding reality. The ability to work with data solely determines whether we obtain an information product and true knowledge or remain cut away from the world of “texts”. In the modern world of automated and “intelligent” technology, the emphasis of the educational process is shifting dramatically which is dictated by the fundamentally new reality of the 4th industrial revolution. More valuable today is the acquisition of universal skills of working with data: analyzing, synthesizing, classifying, generalizing, etc. A special, fundamental role in the acquisition of universal basic knowledge and skills is played by “humanitarian informatics” [1: 1] that examines information processes beyond “facts and technology” [1: 1] and attributes the defining role to information and its properties. Shutikova) emphasize the special role of information modeling ( mathematical modeling) in the process of expanding the subject of computer science towards a meta-subject

Methods

Results

Conclusion