Cloud-based Learning Environment Research Articles

Google Classroom Learning Cloud Environment in the Modern Information and Digital Society

The purpose of the article is to analyse the Google Classroom learning cloud environment, to identify its advantages and disadvantages in the modern information and digital society, as well as to achieve this goal, the methods of analysis, synthesis, deduction, and induction were used, and also a survey that allowed to evaluate and to establish the advantages and disadvantages of using Google Classroom in the educational process was conducted. The results focus on the peculiarities of this learning platform the functioning and practical assessments of its potential. The author emphasises the peculiarities of organising video meetings, creating and editing training courses, publishing announcements, grades, and establishing feedback from teachers. Google Classroom boasts significant features, such as seamless integration with other company services, a robust security policy, and widespread accessibility across iOS and Android devices. Nonetheless, the realm of digital learning technologies is continuously evolving at a rapid pace. Consequently, it is only a matter of time before the next advancement in cloud-based learning environments emerges. According to survey findings, Google Classroom's ability to personalize students' educational paths is rated relatively modestly. As a result, future improvements in this aspect are likely to be necessary to enhance its efficacy further.

Enhancing out-of-class independent learning in a cloud-based information and communication learning environment: insights from students of a pedagogical university

This paper addresses the challenges associated with students’ out-of-class independent work in an information and communication learning environment that relies on cloud technologies. The study utilizes survey data gathered from students at a pedagogical university to inform the development of a course titled “Educational Electronic Resources for Primary School” designed for future primary school teachers. The findings reveal several prominent issues, including the need for more explicit instructions tailored to the task requirements, limited experience in self-management, and a lack of intrinsic motivation. Students emphasized the importance of detailed instructions, either orally or in written form, and emphasized the necessity of careful time planning to ensure successful completion of tasks. Furthermore, the article discusses students’ learning activities and achievements in the course amidst the challenges posed by the COVID-19 pandemic. Drawing from this analysis, the study formulates key requirements for effectively managing students’ out-of-class independent work in a cloud-based learning environment. This research contributes valuable insights to improving the design and implementation of remote learning initiatives, enhancing student engagement, and fostering meaningful learning outcomes.

Creating a cloud-based translator training environment using Memsource

The paper deals with the possibilities of using the Memsource system as the main component of a cloud-based learning environment for training translators. The main advantages of Memsource in the educational process are identified: accessibility through the offer of a demo and an academic programme, easy for mastering, the user-friendly interface, a wide functional range. Experimental training of students in groups for translation projects with mastery of the tasks of team members of different statuses was carried out. Students' evaluation of the functionality of the Memsource system was analysed in terms of learning effectiveness and application in their future professional life. It is proved that the cloud environment formed through the Memsource platform helps future translators to master the tools and resources needed to systematically carry out the full range of translation project operations. The feasibility of basing a cloud-based learning environment for translators on the Memsource system has been established. It has been experimentally proven that the creation of a cloud environment will optimise the structure and components of translation projects in the training process of higher education institutions that train translators.

Development of an electronic system for remote assessment of students' knowledge in cloud-based learning environment

The system for remote assessment of knowledge automates formation of task (tickets) with questions and tasks for conducting intermediate and final monitoring of knowledge of students is offered. In the process of developing an electronic system for knowledge assessment, the basic requirements for a web application and the modules that the system consists of were determined, the main roles of users in the system and their functionality were identified, access rights were established. The technical, functional, and non-functional features of the software product are described, web technologies for creating an application for knowledge assessment are considered. The diagram of system sequences, the use-case diagram, which schematically describing roles and functions of agents in an information system, the diagram of classes of a database structure are presented with UML description. Based on the defined requirements for the resource in cloud-based learning environment, the following technologies for its development were chosen: the server programming language PHP, JavaScript programming language and its libraries were used, as well as the MySQL database with PhpMyAdmin tool for administration of chosen database management system. OpenServer software complex system was used to develop and test the application functionality. The usage of the proposed electronic assessment system of knowledge contributes to the formation of an open information and cloud-based learning environment of a modern educational institution, enhances the efficiency and more rational distribution of teacher time in preparing tests or exams, activates repetition of educational material and knowledge assimilation, indirectly motivates students to more honest learning.

SOME ASPECTS OF DESIGNING DIGITAL EDUCATIONAL RESOURCES IN THE WORKS OF DOMESTIC SCIENTISTS

The article examines the problem of creating and using digital educational resources, as recent years have been years of trials for Ukraine and educational institutions: first a global pandemic, now the war has become a key factor in the development of digital learning tools and educational resources. The article considers different approaches to the use and development of electronic educational resources. In particular, different approaches of scientists to this problem were analyzed, who studied: informatization of education in Ukraine in the context of research on the quality of ICT, the use of the Internet and electronic educational resources in the educational process of higher education, the development of criteria for evaluating electronic educational resources textbooks and electronic teaching aids in the context of digitalization of general secondary education in Ukraine, etc. The article aims to review some aspects of designing digital educational resources for various purposes in the works of domestic scientists. Thus, this study analyzes some approaches to the design of some digital educational resources in the domestic literature. It has been found that researchers consider different approaches to both the design and use of digital educational resources. It was found that pedagogical design primarily involves modeling. As a result, different approaches to modeling different types of digital educational resources are analyzed. In general, researchers have considered many problems in the design and use of various digital educational resources, which include e-learning tools, mass open online courses, cloud-based learning environments, and more. They all agree that to better understand the functioning of a tool, you should first model a specific tool, and consider its use.

A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills

The objective of this research was to develop a Problem-Based Learning (PBL) Model which used a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. Initially using a mixed-methods approach, a five-step model was conceptualized. Thereafter, a panel of five academic experts gave input into the model’s design from which the model was expanded to include six related learning environments. The instrument used in the research was a problem-based assessment form. Data collection was carried out utilizing group chats and analyzed using descriptive statistics including the mean and standard deviation. The results of the study revealed that the initial model contained five steps including (1) <em>problem identification</em>, (2), <em>problem analysis</em>, (3) <em>research</em>, (4) <em>presentations</em>, and (5) <em>summary and evaluation</em>, which is integrated into the model’s additional six learning environment elements. These six learning environments were (1) <em>problem-based</em>, (2) <em>resources,</em> (3) <em>cognitive tools</em>, (4) <em>collaboration</em>, (5) <em>scaffolding</em>, and finally, (6) <em>coaching</em>. When applying the proposed model and related environments, there was a consensus from the experts that the model had excellent suitability and can be used as a model for teaching and learning at the bachelor's degree level.

Privacy Preservation and Analytical Utility of E-Learning Data Mashups in the Web of Data

Virtual learning environments contain valuable data about students that can be correlated and analyzed to optimize learning. Modern learning environments based on data mashups that collect and integrate data from multiple sources are relevant for learning analytics systems because they provide insights into students’ learning. However, data sets involved in mashups may contain personal information of sensitive nature that raises legitimate privacy concerns. Average privacy preservation methods are based on preemptive approaches that limit the published data in a mashup based on access control and authentication schemes. Such limitations may reduce the analytical utility of the data exposed to gain students’ learning insights. In order to reconcile utility and privacy preservation of published data, this research proposes a new data mashup protocol capable of merging and k-anonymizing data sets in cloud-based learning environments without jeopardizing the analytical utility of the information. The implementation of the protocol is based on linked data so that data sets involved in the mashups are semantically described, thereby enabling their combination with relevant educational data sources. The k-anonymized data sets returned by the protocol still retain essential information for supporting general data exploration and statistical analysis tasks. The analytical and empirical evaluation shows that the proposed protocol prevents individuals’ sensitive information from re-identifying.

Formation of digital competence of CS bachelors in the use of cloud-based learning environments

The article clarifies the concept of digital competence of CS bachelors in the use of cloud-based learning environments. The criteria (value-motivational, cognitive, operational-activity, research, didactic), indicators, and levels (low, medium, sufficient, high) of the formation of digital competence of CS bachelors in the use of cloud-based learning environments (CBLE) are specified. The results of the pedagogical experiment were analyzed, demonstrating an increased level of digital competence formation of CS bachelors in the use of CBLE, and thus the pedagogical efficiency of adopting the methodical system of using CBLE in the training of CS bachelors.

Structural model of a cloud-based learning environment for bachelors in software engineering

The article summarizes the essence of the category "model", presents the main types of models used in pedagogical research: structural, functional, structural-functional models. The basic requirements for the construction of these types of models are also given. The experience in building a model and designing a cloud-based learning environment of educational institutions (both higher and secondary) is analyzed. A structural model of a cloud-based learning environment for bachelors in software engineering is presented. Each component of the cloud-based learning environment model for bachelors in software engineering is described: target, management, organizational, content and methodical, communication, technological and effective. The model of interaction of participants of the educational process in the cloud-based learning environment is developed. Forms, methods, and tools (both traditional and cloud-based) of content and methodological components of the cloud-based learning environment's structural model that can be implemented in this cloud-based LMS are described. Forms of an educational activity (classes, practical training, independent work, control measures, as well as research work of students) are considered. The types of lectures that can be conducted in a cloud-based learning support system are described: lecture-conversation, lecture-discussion, video lecture, lecture-consultation, and lecture-presentation. The types of practical training offered in the cloud-based learning support system are described: laboratory work, workshop, seminar, and webinar. Different types of independent work and assessment are considered. The research work of students as a form of educational activity provided by the curriculum of bachelors in software engineering is singled out. The main teaching methods that can be implemented using a cloud-based LMS to support the training of bachelors in software engineering are considered. It is generalized that the cloud-based learning environment should solve all the main tasks facing higher education institutions.

Impact of digital services of hybrid cloud-based learning environment on efficiency of education

This paper aims to analyse the impact of the hybrid cloud-based learning environment providing resources and services to implement interdisciplinary projects in the course of studies on the efficiency of education. A combination of modern methods of pedagogical studies was applied to address the set problems. The authors used theoretical methods, such as analysis, generalisation, comparison, synthesis, and systematisation of research literature and teaching aids providing visibility in terms of the current outlook of the analysed problem and developing and introducing a hybrid cloud-based learning environment to support interdisciplinary projects. The authors also used empirical methods, such as pedagogical experiments, to determine the impact of digital services in the hybrid cloud-based learning environment on students' performance in each discipline of interdisciplinary projects and their profiles in the course of the project. For numeric processing of research findings and statistical tests for objectivity, the authors used methods of mathematical statistics. The case is made for using cloud computing in the education of future professionals. Experimental analysis is conducted to determine the impact of the hybrid cloud-based learning environment providing resources and services to implement interdisciplinary projects in the course of studies on the efficiency of education. The positive impact is shown for the hybrid cloud-based learning in terms of students' progress. The results can make the basis for developing and introducing a hybrid cloud-based learning environment to support interdisciplinary projects. The scientific novelty of this study is underscored by the analysis of the impact of digital services of the hybrid cloud-based learning environment on the efficiency of educating future professionals in the course of an interdisciplinary project.

Methodology of teaching cloud technologies to future computer science teachers

The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.

ПЕРСПЕКТИВИ ВИКОРИСТАННЯ ХМАРО-ОРІЄНТОВАНОГО НАВЧАЛЬНОГО СЕРЕДОВИЩА GOOGLE CLASSROOM ДЛЯ КОНТРОЛЮ РІВНЯ ЗНАНЬ УЧНІВ З ФІЗИКИ

In the article, education was considered as one of the areas of IT implementation. Existing risks of using modern devices and programs in the child's daily activities are described. Also, existing research has concluded that the positive impact of IT technologies on their use in learning for children of all ages, particularly adolescents. The directions of introduction of cloud technologies in the educational process are analyzed, the types of cloud services and their advantages over the existing educational means are considered. Existing ways of using cloud environments and services to control student performance are examined. Describes the functionality of Google Classroom's cloud-based environment as a specially designed educational service. A list of necessary requirements for using GoogleClassroom in the knowledge assessment has been created. The steps that a teacher must take when designing, sending, and checking test work using this environment are also discussed. A script for performing the student's test work and sending the result to the teacher is provided. Possible and negative aspects of implementation of this method of assessment of students' knowledge are analyzed. Perspective directions of continuation of the study are indicated. Key words: Cloud-based learning environment, knowledge assessment, physics.

ЗАСТОСУВАННЯ ХМАРО ОРІЄНТОВАНИХ ТЕХНОЛОГІЙ ПІД ЧАС НАВЧАННЯ ІНФОРМАТИКИ МОЛОДШИХ БАКАЛАВРІВ

Стрімкий розвиток інформаційно-комунікаційних технологій вимагає оновлення всіх галузей суспільства, в тому числі й освітньої. Саме тому все більшої уваги приділяється питанням використання хмаро орієнтованих технологій, зокрема проблемі створення хмаро орієнтованого навчального середовища закладу освіти. Вдосконалення сучасних технологій та оновлення програмного забезпечення вимагає від закладів освіти та викладачів постійної зміни систем навчання та програмного забезпечення відповідно до сучасних тенденцій розвитку інформаційно-комунікаційних технологій. Одним із шляхів вирішення цієї проблеми є впровадження у навчально-виховний процес хмаро орієнтованих технологій. Хмаро орієнтовані технології є ефективним засобом наукової діяльності та управління освітнім процесом. В статті проаналізовано доцільність використання хмаро орієнтованих технологій під час навчання інформатики молодших бакалаврів закладів вищої освіти І-ІІ рівня акредитації. Зроблено аналіз означень хмаро орієнтованих технологій, з’ясовано діяльність усіх учасників навчального процесу та вимоги щодо їх наповнення. Дібрано хмаро-орієнтовані сервіси та додатки, які доцільно використовувати у навчально-виховному процесі закладу освіти. Розглянуто сервіси навчальної взаємодії (віртуальні класи, системи спільної роботи з додатками у хмаро орієнтованому середовищі, засоби для організації інтернет-конференцій та ін.). Зроблено детальний аналіз використання дистанційного курсу створеного на безкоштовному сервісі для підтримки навчання Google Classroom. З’ясовано, що сервіс Classroom є сучасним засобом оптимізації роботи викладача під час управління навчальною діяльністю студентів. Ефективності застосування хмаро орієнтованих технологій сприяють високій активності як студентів так і викладачів. Оволодіння хмаро орієнтованими технологіями дозволяє найбільш ефективно організувати навчальний процес.

ПРОЄКТУВАННЯ І ВИКОРИСТАННЯ ВІДКРИТОГО ХМАРО ОРІЄНТОВАНОГО ОСВІТНЬО-НАУКОВОГО СЕРЕДОВИЩА ЗАКЛАДУ ВИЩОЇ ОСВІТИ

У статті висвітлено результати теоретичних і експериментальних досліджень проблем проєктування, впровадження і використання відкритого хмаро орієнтованого освітньо-наукового середовища закладу вищої освіти, що проводилися в Інституті інформаційних технологій і засобів навчання НАПН України протягом 2011-2019 рр. Висвітлено науково-методичні засади дослідження, поняттєво-термінологічний апарат, окреслено методологічні принципи проєктування середовища, обґрунтовано загальну модель та методичну систему його формування і розвитку. У моделі відображено особливості процесу формування і розвитку середовища, що спрямований на досягнення цілей педагогічної системи, серед яких – формування ІКТ-компетентного фахівця; розширення доступу до ІКТ; використання в освіті і наукових дослідженнях найсучасніших засобів і технологій. Методична система охоплює ряд методик, що об’єднані системо утворюючим чинником, яким є хмаро орієнтований підхід, що спирається на відповідні базові характеристики і сервісні моделі. До складу методичної системи входять: методика використання науково-навчальної хмари наукової/освітньої установи, що спрямована на поліпшення організації і підвищення ефективності наукових досліджень, упровадження їх результатів; методики використання хмаро орієнтованих компонентів навчального призначення на базі гібридної хмари AWS а також спеціалізованих предметно орієнтованих сервісів. Охарактеризовано шляхи добору методик на базі запропонованої моделі в педагогічних системах закладу вищої освіти, визначено перспективи їх використання. Здійснено аналіз і оцінку досвіду впровадження і використання окремих сервісів і компонентів хмаро орієнтованого освітньо-наукового середовища у закладах вищої освіти України. Наведено результати експериментальних досліджень використання сервісів хмаро орієнтованого середовища в процесі навчання наукових, науково-педагогічних, педагогічних кадрів. Проведено аналіз і оцінку перспектив розвитку хмаро орієнтованого освітньо-наукового середовища на підставі запропонованих підходів.

The areas of educational studies of the cloud-based learning systems

The article analyzes the current stage of educational studies of the cloud-based learning systems. The relationship between the notions of the cloud-based learning system and the cloud-based learning environment are investigated. It was found that the researchers paid most attention to the design of a cloud-based learning environment. However, in the process of a cloud-based environment design, the researchers consider a cloud-based system as a component within the cloud-based learning environment of as a stage in the process of design. It is shown that in the research literature there is no single interpretation of the concept of a cloud-based system for educational purposes. Still the number of basic approaches to the interpretation of the concept under investigation are revealed. The first approach is based on the understanding of the system, as a set of cloud services or cloud-based technologies. The second approach is to onsider a separate clo d service as a cloud-based learning system. In this case, the cloud service tools should include such components that cover the content, the tools, the forms and the methods of learning. The structure of the cloud-based learning system within the interpretation of the latest works of Ukrainian researchers is considered.

ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ БАКАЛАВРІВ ІНФОРМАТИКИ ЩОДО ВИКОРИСТАННЯ ХМАРО ОРІЄНТОВАНОГО НАВЧАЛЬНОГО СЕРЕДОВИЩА

У статті уточнено поняття "інформаційно-комунікаційна компетентність бакалаврів інформатики щодо використання ХОНС", виділено критерії (ціннісно-мотиваційний, когнітивний, операційно-діяльнісний, дослідницький, дидактичний), показники та рівні (низький, середній, достатній, високий) сформованості ІК-компетентності бакалаврів інформатики щодо використання хмаро орієнтованого навчального середовища (ХОНС). Встановлено, що для підвищення ІК-компетентності учасників освітнього процесу варто проводити додаткові факультативи та (або) спецкурси. З метою вдосконалення змісту навчання бакалаврів інформатики було: спроектовано ХОНС для використання в навчальному процесі бакалаврів інформатики; дібрано хмаро орієнтовані засоби навчання, що є доцільними для застосування в процесі навчання бакалаврів інформатики; удосконалено зміст дисциплін, що безпосередньо пов’язані з програмуванням ("Програмування", "Java-програмування", "Web-програмування", "Технології програмування", "Вибрані питання комп’ютерної інженерії"), для використання ХОНС під час вивчення різних тем таких дисциплін; розроблено та впроваджено форми, методи та засоби використання ХОНС у підготовці бакалаврів інформатики; розроблено та впроваджено факультатив "Хмарні технології в освіті", що передбачає ознайомлення з особливостями використання різних хмарних технологій у навчальному процесі бакалаврів інформатики для формування їх ІК-компетентності з використання ХОНС, а також розроблено навчально-методичний комплекс дисципліни "Хмарні технології в освіті" для магістрів інформатики. Проведено аналіз результатів педагогічного експерименту, що свідчить про підвищення рівня сформованості ІК-компетентності студентів щодо використання ХОНС, а отже, і про педагогічну доцільність впровадження методичної системи використання ХОНС у підготовці бакалаврів інформатики.

The areas of educational studies of the cloud-based learning systems

The article analyzes the current stage of educational studies of the cloud-based learning systems. The relationship between the notions of the cloud-based learning system and the cloud-based learning environment are investigated. It was found that the researchers paid most attention to the design of a cloud-based learning environment. However, in the process of a cloud-based environment design, the researchers consider a cloud-based system as a component within the cloud-based learning environment of as a stage in the process of design. It is shown that in the research literature there is no single interpretation of the concept of a cloud-based system for educational purposes. Still the number of basic approaches to the interpretation of the concept under investigation are revealed. The first approach is based on the understanding of the system, as a set of cloud services or cloud-based technologies. The second approach is to consider a separate cloud service as a cloud-based learning system. In this case, the cloud service tools should include such components that cover the content, the tools, the forms and the methods of learning. The structure of the cloud-based learning system within the interpretation of the latest works of Ukrainian researchers is considered.

The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine)

The article deals with the problems of using adaptive cloud-based learning systems (ACLS) in the modern high-tech educational environment and expanding access to them as tools of educational and research activity at higher education pedagogical institutions in Ukraine. The conceptual apparatus of cloud-based adaptive learning systems application and design is considered; their main characteristics are revealed; the ways of their pedagogical application are described. The experience of Institute of Information Technologies and Learning Tools of NAES of Ukraine on designing and applying of the cloud-based learning and research environment is outlined. The results of the survey of 31 higher education pedagogical institutions on using ACLS are presented. It is established that in the near future ACLS will become the driving force behind the development of new pedagogy, new strategies for personalizing education, and expanding opportunities for active learning.

ІННОВАЦІЙНІ CLOUD COMPUTING: ВИКЛИКИ ДЛЯ ОСВІТИ

The article deals with the problems inherent in the development of such innovations in education as cloud computing, which belong to the key trends of IT sphere development in the 21st century. Taking into account the purpose of the study, the cloud computing paradigm is described, the development of cloud computing in the business sector and the challenges for the education are explored. Today, educational institutions, in particular universities, along with many other organizations and enterprises, recognize cloud computing as useful for simplifying process management and administration as well as improving overall employee communication. The state of implementation of cloud projects in the high school is described. The preconditions for the introduction of C), хмарні обчислення (технології) (Cloud Computing) тощоloud computing in education are determined and the components of the educational process in the high school using the cloud technologies are determined. An example of new cloud discipline and cloud computing projects in universities, in particular, at the Banking University Lviv Institute, is presented. Described approaches to creating a cloud-based learning environment (informatioC), хмарні обчислення (технології) (Cloud Computing) тощоBLE) in high school that can be implemented through cloud services, moving Learning Management System (informatioLMS) to the cloud, and also integrating Learning Management System (informatioas well as the expansion of the functionality of its subsystems and resources), software, and cloud services. Examples of these approaches implementation at Ukrainian universities, in particular Banking University Lviv Institute, are presented. The outlined trends and prospects for cloud computing development taking into account their advantages and risks for use in the education sector.

Основні компоненти методичної системи використання хмаро орієнтованого навчального середовища підготовки майбутніх фахівців інформаційних технологій

The article analyzes the readiness of HEI teachers to use a cloud-based learning environment in the training of future IT professionals, which showed that 59% of the interviewed teachers have an understanding of cloud technologies and services; 34% use cloud-oriented learning tools when teaching their subject; 16% of teachers use a cloud-oriented learning environment in their professional and pedagogical activities; 100% of respondents agreed to use a cloud-based learning environment designed by the author's methodological system in the educational process. It is investigated whether the designed cloud-based training environment for the training of future IT specialists is effective by the criteria and indicators. The main components of the methodological system of using cloud-based learning environment (CBLE) training of future information technology specialists (purpose and content, methods, forms and means of using CBLE in the educational process of higher education institution) are described. It is established that when constructing a methodological system for the use of cloud-oriented training environment for training future IT professionals, it is necessary to: select a cloud-oriented system of training support as a component of CBLE for use in the educational process of future information technology specialists, as well as cloud-oriented, IT-trained expedient for future IT professionals to use in their training; improve the content of disciplines directly related to programming for the use of a cloud-based learning support system and cloud-based learning tools when studying different subject disciplines in this area; to develop the "Cloud Technologies in Education" elective course, and to implement it to acquaint with the peculiarities of the use of cloud technologies in the educational process of future IT professionals, as well as to train teachers with the purpose to acquaint with the peculiarities of the use of cloud technologies in the educational process.