THE PECULIARITIES OF RELIABILITY ASSESSMENT OF INTERNET VIDEO MATERIALS IN A PROFESSIONAL ACTIVITY OF HISTORY TEACHER

Abstract

The article deals with the specifics of the use of video materials as an additional information source by the teacher in history lessons. The textbook ceases to be a single source of scientific knowledge about the history of our state and the world in general. Ukrainian teachers and pupils are increasingly using the Internet as a powerful source of informational, methodological resources to obtain new data that haven’t been represented in school textbooks yet. On the Internet, they are looking for various materials (text, video, graphic information), which must be accurate, reliable, and verified. Among different types of information posted on the Internet checking videos for veracity is the most challenging task. Anyone with the lowest level of awareness may change the video by means of user-friendly programs.In the 21st century, most people, unlike previous generations, have mobile devices and are provided with photo and video cameras, a microphone, and access to the Internet allowing them to record a certain event witnessed by a person. That’s why the creation of video materials isn’t a complicated task. The number of photos and videos, and audio recordings posted on the Internet is constantly expanding, they are sent to acquaintances every minute, which constantly requires skills in working with information to detect fakes and manipulations. Pupils often mistakenly believe that the information posted on the Internet is valuable and reliable. They usually have no doubts about the information's reliability and the authors’ honesty. Previous pupils’ experiences of using reliable printed sources of information (textbooks, manuals) at school allow them to transfer these qualities to other sources. State educational standards and curricula of separate disciplines presuppose the formation of special skills in checking the information for reliability and veracity and the development of critical thinking, but, according to state documents, the content of such education, systems for diagnosing relevant skills, their assessment are not taken into consideration. Having realized the importance of these pieces of knowledge and skills formation, every teacher will be anxious to educate pupils in this direction and have to plan what he will have to teach, and how to check and assess the obtained knowledge and skills. If primary or secondary school pupils’ skills are not formed, the teacher should start from the very beginning even whether learners are school-leavers.
 Keywords: information and digital competence; Internet network; fake news; online services; Video metadata, plugin, media education, chatbots.