The Intonational System of Azerbaijani Modes: a Study with the Use of Computer Technologies

It was defined in the article that in recent years, the computer technology has been used in all areas of the profession, including the music industry. In light of this, there is a relevant need to study the problem of using music and the computer technology in the training of future musicians. Thus, some issues of the implementation of these technologies in the educational process were studied by I. Haydenko, I. Zabolotskaya, A. Markov, M. Podrazhanskaya, Sanyu Juan, M. Owl, Chen Zhuin, and others. However, the analysis of the scientific literature shows that the scientists interpret a concept of the computer and music technology ambiguously. Therefore, the research of the problem of the use of music and computer technology in the training of future musicians requires the clarification of the author’s point of view in understanding the meaning of the concept mentioned above. The purpose and the task of the article: to analyze the essence of the music and computer technologies, to reveal their role and meaning in the professional music education, based on the analysis of scientific literature. During the scientific research have been used the following research methods: general scientific methods (analysis, comparison, generalization) in order to study the scientific literature on the outlined problem and to determine the author’s point of view regarding the interpretation of the key concepts of the study, the disclosure of the role and importance of the music-computer technology in the music professional education. Based on the work of modern scientific works of Ukrainian and Chinese scientists, it has been established that the music-computer technologies are modern information technologies used in the field of music and, in particular, in the system of music education. These technologies play an important role in professional music education today, as they make it possible to significantly improve its effectiveness and to update a communication model between all participants in the educational process. It has also been found that the value of these technologies in the music industry is increasing year by year.

Досліджено питання впровадження комп’ютерних технологій у процес формування творчої самореалізації магістрантів музичного мистецтва під час вивчення циклу диригентсько-хорових дисциплін у вищому педагогічному навчальному закладі. Охарактеризована сутність фахової підготовки студентів до музично-педагогічної діяльності з учнями загальноосвітньої школи, а саме проведення вокально-хорової роботи на уроках музичного мистецтва. Запропоновані навчальні методи спрямовані на формування творчої самореалізації магістрантів музичного мистецтва. Використання комп’ютерних технологій здійснюється порівняно з вирішенням організаційних, методичних і навчальних завдань під час музично-педагогічної діяльності вчителя музичного мистецтва зі школярами. Виявлена необхідність оволодіння магістрантами музичного мистецтва навчальними методами, що передбачає широке використання можливостей засобів мультимедіа, комп’ютерних технологій, залучення учнів до евристичної діяльності. Обґрунтована гіпотеза, що використання комп’ютерних технологій в музичному навчанні підвищить мотивацію студентів до творчої самореалізації.

The article focuses on the necessity of introducing innovative approaches, methods, forms and means of training using informational and musical computer technologies into the educational process. The analysis of the main researches and publications on the given problem was made and the positive influence of training motivation on the quality of the professional training of future teachers of musical art is highlighted. It is shown that the use of modern computer technologies, synthesizer, multimedia and special musical software contribute to activation of future music teachers in the study of the discipline «Choir conducting». The article deals with the interdisciplinary connections of choral conducting with informational computer technologies, analysis of the concepts of «note editor», «note-program», «Musical Instruments Digital Interface (MIDI)», «music computer technologies». In choir art motivation is a cognitive interest of students to the specialty of music teacher as the organizer and leader of the choir, promotes the desire to actively study and improve themselves, to seek new ways for self-realization. An important internal factor is the personal mood of students for a qualitative result in training, self-improvement of methodological competence, improvement of pedagogical skills and purposefulness for further musical and pedagogical activity. Also effective is the application of innovative teaching aids, which include multimedia (educational videos, audio players, choral music recordings, electronic boards, hardware) as well software and methodological support for computer technologies (electronic textbooks, manuals, electronic libraries, electronic courses; professional music programs and computer programs-notebooks; tasks for independent work of students; tests).

The article investigates a number of theoretical aspects on the particularities of the information and computer technologies usage in teaching foreign languages in higher education institutions. The advantages and challenging aspects of the use of information and computer technologies in language education are overviewed. The methodological potential of the implementation of information and computer technologies is considered in two directions: the expansion of didactic opportunities for searching, processing, analyzing, using and making presentations of educational information and activation of the educational process by enhancing students’ motivation. The main problems of information and computer technologies usage in the process of teaching and learning foreign languages are systematized, among which, in particular: technical, legal, methodological, psychological, pedagogical, teachers’ qualification and lack of funding. A critical analysis of existing types of information and computer technologies in foreign language teaching was introduced. Given the existing approaches, the typology of information and computer technologies is represented, where the groups are singled out according to the following criteria: accessibility, method of communication, availability of a portal for teachers, availability of information and communication component, means and degree of use of information and computer technologies in educational activities. Adequate selection of computer technologies in accordance with these criteria contributes to the efficiency of the learning process, provides additional tools for feedback and control. Perspective directions of further researches are seen as: organization of distance learning with the use of computer technologies; development of scientific and methodological support for the introduction of computer technology in foreign language teaching; development of exercise systems for different age groups, proficiency levels, etc.; particularities of introduction of computer technologies in professionally oriented teaching of foreign languages, etc. Taking into account the above advantages of using computer technology, we are positive that their implementation into the educational process is an additional motivating factor that allows to verify the types of educational activities, promotes the formation of creative potential of the students

The article substantiates the directions of informatization of the modern educational process in the institution of general secondary education. The analysis of normative maintenance is carried out and the needs of science, education and culture in informatization of educational process are defined. The purpose of the article: to substantiate the theoretical foundations of informatization of educational institutions. Research methods are used: analysis of scientific developments on the problem and normative sources; generalization and systematization − to identify promising areas of informatization; generalization of semantic characteristics of directions − for formulation of conclusions. The main directions of use of computer and information technologies in the institution of general secondary education are characterized, among which Computer and information technologies as an object of study, computer as a means of teaching various disciplines, as a tool to support subject lessons and other activities, as a means of development and upbringing of the child, the use of computers to perform educational and real tasks and to implement various activities, Information Technology as a means of diagnosing various functional systems of the child's body. The following arguments regarding the use of computer technology in the educational process of the school are emphasized: computer technology contributes to the improvement of teaching and increase the effectiveness of teaching; Computer literacy should be developed as early as possible so that students get used to and can quickly adapt to the constant updating of computer technology; thanks to computer technology, including the Internet, the mobility of the educational process increases, namely: students can communicate with teachers and students of other educational institutions, as well as professionals from both domestic and other countries, without leaving their class; computer technologies promote the development of self-regulation and self-control, teach students to manage their intellectual activity. It is concluded that the advantages of informatization include the following: increased activation of students' learning activities and motivation to learn; the emphasis is shifted to the development of practical skills, the development of creative thinking, memory, etc., the creation of conditions for active cooperation, the development of creativity, to develop communication skills.

Lektorė socialinių mokslų (edukologijos) doktorantėKlaipėdos universiteto Menų fakultetas, K. Donelaičio g. 4El. paštas: sandra.rimkute.jankuviene@gmail.comProfesorė socialinių mokslų (edukologijos) daktarėKlaipėdos universiteto Menų fakultetas, K. Donelaičio g. 4El. paštas: ruta.girdzi@gmail.comStraipsnyje išryškinama muzikos mokytojo gebėjimo atpažinti mokinių muzikinį kūrybiškumą ir patirties organizuojant muzikinę kūrybinę mokinių veiklą svarba. Pristatomi tyrimo, atskleidžiančio muzikos mokytojų patirtį ugdant aukštesniųjų klasių mokinių muzikinį kūrybiškumą muzikinėmis kompiuterinėmis technologijomis (MKT), rezultatai. Interviu su dešimčia muzikos mokytojų duomenų analizė parodė, kad mokytojai muzikinį kūrybiškumą atpažįsta pagal mokinių muzikinę ir MKT naudojimo patirtį bei įsitraukimo į muzikinę kūrybinę veiklą pobūdį. Muzikinio kūrybiškumo ugdymo MKT procesą mokytojai apibūdina kaip bendrą mokinių ir mokytojo veiklą, kurios svarbiausi ypatumai: tikslingas muzikinių ir MKT žinių teikimas, nuosekli muzikinių kūrybinių užduočių sistema, skatinantis kūrybos darbų vertinimo pobūdis, mokytojo kaip pagalbininko ir konsultanto vaidmens prisiėmimas. Išryškėjo ir muzikinio kūrybiškumo ugdymo MKT sunkumų: didelis mokinių skaičius grupėje, laiko kūrybinei veiklai trūkumas, mokytojų MKT naudojimo kompetencijos stoka, techniniai trikdžiai.Tyrimą finansavo Lietuvos mokslo taryba (sutarties Nr. MIP-13081).

Introduction. Over the past decade, teacher-musicians have been intensively mastering the didactic functions of the digital space and digital technologies. However, the demonstration of successful practices for the use of digital resources in music education is not an indicator of the widespread use of these practices. The purpose of this article is to analyze the factors influencing the application of musical pedagogical technologies in music education. Materials and methods. 78 respondents took part in the survey and interviews: 4th-5th year students and teachers of Bunin Yelets State University (Russian Federation), teachers of additional education, music directors, music teachers. When studying the respondents' ideas about the factors influencing the use of music and computer technologies in music education, the level of education and teaching experience of music teachers were taken into account. To study the experience and ideas of respondents about the features of the digitalization of music education, a questionnaire was developed, consisting of 3 blocks: "Motivation and competence", "Support", "Material and technical and digital environment". The Kruskal-Wallis test was used as a method of mathematical statistics. Results. The most developed digital competence in the narrow professional sense is among teachers of higher education (63.7% have a high or above average level), students (57.2%), music teachers (32.4%) and teachers of additional education (19%), the least developed – among music directors (7.7%). The motivational potential is highest among teachers of higher education (90.9% have a high and above average level), students (52.4%), music teachers (37.8%) and teachers of additional education (26.6%). Music-computer technologies are used most intensively in the educational process by music teachers with experience from 3 to 20 years (48.4%). Educational and institutional support for the digital transformation of music education is focused mainly on higher education teachers and music teachers. Availability of equipment is assessed at a high level in universities (100%), and at an average level in schools (61.1%). The largest deficit is observed in the field of preschool education (low level – 1 5.4%, level below average – 84.6%). Scientific novelty. The features of the digital transformation of music education are empirically studied in the context of the factors of the level of education and experience of music teachers. Practical significance. The results of the study can be used in the development of programs for higher education disciplines and additional professional training programs for teachers on the use of music -computer technologies in the educational process.

The advent of computer technology has led to the creation and development of new forms of teaching musical art. The emergence of music computer technologies (MCT) was the basis for creating both new forms in the educational process and new subjects, the appearance of new disciplines and new educational trends in the system of a contemporary musical education. These new subjects, such as “Musical Informatics,” “Computer Music Creative Work,” “Computer Arrangement and Composition, Sound and Timbre Programming,” “Electronic Musical Instruments” and many others, fully reflect the essence of the changes that have occurred in approaches to the study of music art. This article analyzes the possibility of including an integrative model for the semantic space of music, developed with the participation of the prominent cybernetics, scientist Mikhail Borisovich Ignatyev, in a contemporary musical educational process.

The advent of computer technology has led to the creation and development of new forms of teaching musical art. The emergence of music computer technologies (MCT) was the basis for creating both new forms in the educational process and new subjects, the appearance of new disciplines and new educational trends in the system of a contemporary musical education. These new subjects, such as “Musical Informatics,” “Computer Music Creative Work,” “Computer Arrangement and Composition, Sound and Timbre Programming,” “Electronic Musical Instruments” and many others, fully reflect the essence of the changes that have occurred in approaches to the study of music art. This article analyzes the possibility of including an integrative model for the semantic space of music, developed with the participation of the prominent cybernetics, scientist Mikhail Borisovich Ignatyev, in a contemporary musical educational process.

The advent of computer technology has led to the creation and development of new forms of teaching musical art. The emergence of music computer technologies (MCT) was the basis for creating both new forms in the educational process and new subjects, the appearance of new disciplines and new educational trends in the system of a contemporary musical education. These new subjects, such as “Musical Informatics,” “Computer Music Creative Work,” “Computer Arrangement and Composition, Sound and Timbre Programming,” “Electronic Musical Instruments” and many others, fully reflect the essence of the changes that have occurred in approaches to the study of music art. This article analyzes the possibility of including an integrative model for the semantic space of music, developed with the participation of the prominent cybernetics, scientist Mikhail Borisovich Ignatyev, in a contemporary musical educational process.

The article discusses the concepts and structure of the forensic characteristics of economic transnational crimes committed using modern computer technologies. It is noted that with the help of forensic characteristics in the investigation of transnational crimes, it is possible to: develop effective methods of investigation; construction of programs, versions and investigation algorithm; determination of directions and forms of interaction between the competent authorities of the interested states during the investigation; drawing up a complete and clear request for international legal assistance, taking into account all the characteristics of crimes of a certain category. The structural elements of the forensic characteristics of economic, transnational crimes include: the subject and setting of the crime, the personality (persons) of the criminal. There are two groups of objects of criminal encroachment: the main (referred to the category of object-related economic crimes); subordinates (referred to as the subjects of crimes in the field of the use of computer technology). Therefore, the subjects of economic transnational crimes committed with the use of modern computer technologies include: computer information; documents for the transfer of funds; various means of access to bank accounts, etc. The material carriers of such items of this category of crimes are: payment order, bank check, plastic payment card of any kind, identification card. It is noted that the peculiarities of the situation of economic transnational crimes committed with the use of modern computer technology, it is appropriate to consider the scheme: material, technical, spatial, temporal and socio-psychological circumstances of the crime. It is stated that crimes of this category are usually committed by persons who have a high intellectual and professional level. There are three groups of people who commit economic transnational crimes using computer technology. However, in a more detailed consideration of the characteristics of persons who committed crimes of this category, it is proposed to study them according to the scheme: 1) general features of the offender who committed economic transnational crime, using computer technology and 2) crimes, taking into account the distribution of roles in an organized criminal group. Given that the forensic characterization of transnational economic crimes committed with the use of modern computer technology is somewhat complex, it requires in-depth theoretical research in various scientific categories - legal, economic, informational and international.

As computer and information technologies increasingly dominate modern life, educators and policymakers recognize the importance of ensuring that all students are able to use computers to investigate, create, and communicate effectively. Intriguingly, results from IEA’s International Computer and Information Literacy Study (ICILS) of grade eight students, undertaken in 2013, indicated that female students generally had higher computer and information literacy (CIL) scale scores than male students. This book further analyzes the data collected by ICILS 2013, providing an in-depth investigation of the gender differences in the CIL abilities of students and their teachers. After establishing how CIL (and other similar constructs) are assessed, this chapter reviews the existing research into gender differences in students’ CIL; this is based mainly on data collected by large-scale assessments. Patterns in students’ use of information and computer technologies, their perceptions of computer technology, and their sense of competence in using computer technologies reveal gender differences that might be associated with the differing development of students’ CIL. Gender differences among teachers, in their confidence in the use of computer technologies and their attitudes to the pedagogical use of those technologies, are also examined.

Modernization of the education system of Ukraine involves changing the content of the training process for future professionals in the field of computer music. Taking into account the specifics of the training of music teachers, the approach to the choice of modern educational tools is changing. This allows us to emphasize the features of professional music education in Ukraine. The urgency of this topic is due to the widespread use of computers in modern music and pedagogical practice, a significant amount of scientific work in the field of theory of computer technology and its insufficient use in the educational and creative process of students of higher education institutions. The aim of this article is to reveal and analyze modern approaches to the use and application of music and computer technology in the study of choral arrangement and their important impact on the quality of training of future music teachers. The article describes the stages of learning that take place in the study of the discipline «Choral Arrangement» and focuses on the need to introduce innovative approaches, methods, forms and teaching aids using different types of technical means, namely: computer, synthesizer, electronic textbooks, Internet technologies and modern music and computer programs. An important place in the analytical review of the literature was occupied by published materials on the use of computer technology in music education. An analysis of the main research and publications on this issue, as well as the authors’ own observations, led to the conclusion that the use of modern music and computer technology is essential in choral arranging classes. Activation of students’ independent work in performing choral arrangements with the help of computer programs «Music Editor» and computer music programs for recording, processing and arranging choral works helps to intensify learning and interest of students in their future profession.

The aim of the research was to determine the use of computer technologies and the status of integration into lessons during online teaching by class teachers during the COVID-19 pandemic. The research used a descriptive survey model. The study group for the research comprised 464 class teachers employed in official primary schools linked to the Ministry of National Education in Rize province. Two scales were used in the research; the Technology Integration Self-Efficacy Scale and the Teachers’ Information and Communication Technologies Integration Approach Scale. Data were analyzed with the t test, ANOVA and correlation test. Male teachers were determined to have higher use of computer technologies and higher levels of ability to integrate it into lessons compared to female teachers. Though there was no difference in use of technology levels of teachers, their levels of ability to integrate technology into lessons differed according to seniority. The use of computer technology by teachers and levels of ability to integrate into lessons did not differ according to receiving in-service training related to technology and educational status. Teachers’ use of technology and levels of ability to integrate into lessons differed according to the hours of lessons given using technology. As the levels of use of education technology by class teachers increased, their levels of ability to integrate computer technology into lessons also increased. Keywords: Online teaching, technology integration, class teacher, Covid 19.

Досліджено основні типи та рівні математичної компетентності, що застосовуються до вивчення математичних дисциплін в економічних ЗВО. Актуалізовано питання науково-технічного і соціально-економічного розвитку сучасного суспільства, удосконалення і повної реалізації в повсякденну практику новітніх комунікаційних технологій (ІКТ), використання яких дозволяє значно збільшити ефективність комп’ютерних процесів: систематизації, збирання, опрацювання, аналізу, зберігання, узагальнення, пошуку, передавання і подання різноманітних даних і відомостей. Запропоновано шляхи та умови ефективного впровадження в навчальний процес нових ІКТ для підвищення якості знань і рівня підготовки майбутніх фахівців-економістів. Проаналізувавши теоретичну і практичну частини математичної підготовки майбутніх спеціалістів фінансово-кредитної сфери діяльності, виділено основні функції застосування комп’ютерних технологій в освіті: організація пізнавальної діяльності методом внутрішнього і зовнішнього моделювання; створення нових методик освітнього процесу; своєчасні корекція і контроль системи освітніх дій; моделювання спільної діяльності викладача і студента. Застосування систем комп’ютерних технологій у ході вивчення математичних дисциплін суттєво підвищить математичну освіченість студентів в економічних ЗВО.