Computer-based Learning Tools Research Articles

The Effects of Online Applications in English Vocabulary Learning: Quizlet Application

Purpose: The main purpose of this study is to analyze the impact of the Quizlet application, a computer-aided vocabulary learning tool widely recognized as an online flashcard application, on the development and retention of English vocabulary among students learning English as a foreign language. Design/Methodology/Approach: The data were obtained from 34 fifth-grade students studying English as a foreign language during 2019-2020 academic year at Yediiklim Secondary School in Karesi district of Balıkesir province. The research was conducted using a quantitative research method within quasi-experimental design without pre-test post-test control group. Quantitative data was collected through pre and post vocabulary achievement tests, retention test and scale. While word tests aim to measure students’ vocabulary acquisition, the retention test aims to measure students’ retention of vocabulary. The Quizlet Attitude Scale was also used to obtain opinions about Quizlet. Quantitative data were analyzed statistically in SPSS Statistics. Findings: As a result of the analysis, the findings show that there is a significant difference between Quizlet and test scores. According to the results of the survey, it is concluded that the students developed positive perceptions about the use of the Quizlet program. Highlights: In the light of these findings, it is recommended to use computer-based vocabulary learning tools as a student-centered and effective teaching technique in foreign language teaching and to expand their use.

ПРОГРАМНИЙ МОДУЛЬ ІНТЕРАКТИВНОГО ТЕСТУВАННЯ ЗНАНЬ

At the present time, the process of rapid filling with new means of information technologies of higher education, which lead to qualitative assessment of knowledge, using all possible modern methods of the educational process, continues in Ukraine. The rapid development of information technologies fills society with the latest opportunities, which, in turn, facilitate human activity in all spheres of life. The creation of a unified educational information environment, when using new information technologies, significantly increases the quality of education in Ukraine and is a priority task of informatization of the education system of our country and will provide equal opportunities for citizens to receive education of various degrees and levels, as well as integrate into the world educational and information space of Ukraine. Control over the educational activity of students is the most important component of the pedagogical system and an integral part of the educational process, which is intended to determine the success of education for each student or student, to analyze the results obtained, and, subsequently, to correct the educational process. Improvement of the assessment system, modernization of the diagnosis of student learning is a tool for improving the quality of education along with reforming its content. In modern conditions of the development of the latest technologies, the task of constantly updating the knowledge of specialists is urgent. Computer-based learning tools play an important role in solving this problem. The use of information technologies in education allows for the individualization of educational processes, providing operational self-monitoring and control with the help of error diagnosis and feedback.Testing as a form of control and diagnosis of students' knowledge is becoming increasingly widespread in the educational process and in the field of professional pedagogical activity, as it has certain advantages over other forms of control of knowledge and skills, in particular, the possibility of covering a large amount of material. In the modern conditions of professional and technical education in Ukraine, the possibility of automated formation of the test, the possibility of automated verification of test results, increasing the objectivity of evaluation and reducing bias in the evaluation of knowledge is gaining importance.

Effects of collaboration on students’ learning using Intelligent Tutoring System

Computer-based learning tools called Intelligent Tutoring Systems (ITS) assist students to become better learners by simulating human tutors using Artificial Intelligence (AI) approaches. Students can interact using collaborative ITSs from various locations to study, discuss, and articulate concepts relevant to a certain problem. This paper presents a collaborative ITS to teach UML that is built to enable students to effectively communicate and share each other's mistakes. The ITS is capable of detecting and identifying student errors and offers students suggestions during the problem-solving stage, giving them guidance on how to proceed. The ITS also determines a student's current level of thinking and intellect in order to assign them activities that need more attention. The evaluations conducted for this study revealed that the experimental group had considerably more learning gains (81% scores on the posttest) than the control group, where students only showed a very low significant change in their learning with posttest scores of 46%

USAGE OF THE MOODLE PLATFORM FOR THE PURPOSE OF FORMATION OF COMMUNICATIVE COMPETENCE IN THE PROCESS OF TEACHING THE PHILOSOPHY COURSE IN HIGHER EDUCATION INSTITUTIONS

The purpose of the article is to substantiate the expediency of directing the computer-oriented learning environment to the formation of communicative competence of the future graduate of the higher education institutions. The forms of work of the university lecturer with students in the direction of formation of the communicative educational environment are described, on the example of the use of computer-based learning tools of the Moodle platform, in the process of teaching the “Philosophy” course. The following research methods are used: pedagogical observation, monitoring, analysis, generalization, concretization, systematization. The scientific novelty of the research is to study the communicative capabilities of the Moodle learning platform, ways of using them in teaching the “Philosophy” course in the university in order to form the communicative competence of future graduates and highlight the relevant experience of the Department of Philosophy and Pedagogy of Kyiv National University of Culture and Arts (KNUC&A) in attracting them to work with students. The necessity of the formation of communicative competence as the basic integral characteristic of the person, the direction of educational and training activity of the university of any profile in this direction is substantiated. It is demonstrated that the subject content of the “Philosophy” course provides the formation of communicative competence at the theoretical and practical levels. It has been studied out that Moodle platform helps to create an integrated learning environment with well-established interaction of all participants, to form the communicative competence of future graduates.
 Keywords: competency approach; communicative competence; computer-oriented learning environment; Moodle platform; empathic relationships; dialogic educational model; teaching the “Philosophy” course; educational experience of KNUC&A.

Features of Education of Students-Philologists in the Conditions of Informatization and Digitalization of Higher Education

The article substantiates the relevance of informatization of society in general and education in particular, outlines the main tasks in the training of future professionals. The purpose of the article is to theoretically substantiate the peculiarities of the organization of the future philologists’ training process. Methods. The following research methods are used: analysis and generalization of scientific and methodological sources, government documents on the research topic for the theoretical justification of the problem, modeling and synthesis of the obtained data. The results. The terminological apparatus «informatization of education», «means of informatization», «digitalization» is defined. The main components of the modern educational environment of a higher education institution are highlighted and the function of the innovative component is emphasized. It was found that the main components that will ensure the formation of digital competence of philology students are the content and means of education. It has been established that the study of compulsory and elective disciplines, which will contribute to the general and professional competencies’ formation, is equally necessary for mastering the theoretical foundations and practical skills of using innovative information and digital technologies. It is established that within the obligatory course «Pedagogy» students of philological specialties master the module «Digital training tools» in which they gain basic knowledge about digital technologies and ways to use them, and hone and supplement this knowledge while studying other disciplines. In a classroom, students learn to use different computer-based learning tools to complete a variety of tasks. Future philologists search and critically analyze information on the Internet; work with electronic textbooks and dictionaries; prepare visual aids: presentations, tables, diagrams, infographics, briefings, create audio and video content for classes, prepare tasks for test control on various platforms and services, learn to present public information on social networks properly and more. Conclusions. It was found that in recent years there have been many philological sites that provide information assistance and various services, creating electronic libraries, virtual laboratories, Internet projects, which contribute to the quality of training of philological specialties students.

Електронний підручник як сучасний засіб навчання

One of the factors in the modernization of the education system is the creation and use of computer-based learning tool that combines the achievements of modern pedagogical science with the capabilities of information and computer technology. Achieving this goal involves the creation and use of electronic textbooks in the educational process. The legal basis for their use is the Laws of Ukraine «On Education», the Decree of the President of Ukraine «On measures to develop the national component of the global information network Internet and ensure wide access to this network in Ukraine», Orders of the Ministry of Education and Science of Ukraine «On conducting an experiment at the national level on the topic» «Electronic textbook for general secondary education (Е-book for secondary education (EBSE)), August 2018–August 2021», «On approval of the Regulations on the electronic textbook». The article actualized the issue of the introduction of electronic textbooks in the educational process of general secondary education institutions. The essence of interconnected concepts is revealed: «information and communication technologies»; «electronic educational environment»; «electronic educational resource»; «electronic textbook». Based on the analysis of scientific and pedagogical literature of domestic and foreign scientists, the main approaches to the classification of electronic textbooks are presented. Factors and criteria for evaluating the quality of electronic textbooks are described. The analysis of the current legislation on the introduction of electronic textbooks in the educational process of modern school is conducted. Based on the results of research and experimental work on the introduction of electronic textbooks in the educational process of general secondary education, the advantages, disadvantages of their implementation are clarified and the prospects for use are described

Електронний підручник як сучасний засіб навчання

One of the factors in the modernization of the education system is the creation and use of computer-based learning tool that combines the achievements of modern pedagogical science with the capabilities of information and computer technology. Achieving this goal involves the creation and use of electronic textbooks in the educational process. The legal basis for their use is the Laws of Ukraine «On Education», the Decree of the President of Ukraine «On measures to develop the national component of the global information network Internet and ensure wide access to this network in Ukraine», Orders of the Ministry of Education and Science of Ukraine «On conducting an experiment at the national level on the topic» «Electronic textbook for general secondary education (Е-book for secondary education (EBSE)), August 2018–August 2021», «On approval of the Regulations on the electronic textbook». The article actualized the issue of the introduction of electronic textbooks in the educational process of general secondary education institutions. The essence of interconnected concepts is revealed: «information and communication technologies»; «electronic educational environment»; «electronic educational resource»; «electronic textbook». Based on the analysis of scientific and pedagogical literature of domestic and foreign scientists, the main approaches to the classification of electronic textbooks are presented. Factors and criteria for evaluating the quality of electronic textbooks are described. The analysis of the current legislation on the introduction of electronic textbooks in the educational process of modern school is conducted. Based on the results of research and experimental work on the introduction of electronic textbooks in the educational process of general secondary education, the advantages, disadvantages of their implementation are clarified and the prospects for use are described.

Digitalization of the educational process for the training of the pre-service teachers

According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.

Computer technologies in the system of training specialists for the nuclear industry at ISPU

The article discusses the experience of effective application of computer technologies, trainers and simulators in the system of training specialists for the nuclear industry at ISPU. The necessity and relevance of using computer-based learning tools in the educational process is determined. The main stages of training specialists and the concept of multi-level training based on the wide use of computer technologies developed at ISPU are considered. The main advantages and features of using automated training systems, local computer simulators, functional analytical simulator, full-scale simulator, simulation tools, simulator of the basic principles of NPP operation, as well as packages of numerical and analytical methods of mathematical modeling in the educational process are shown. The directions for further improvement of the educational process at ISPU in order to increase the level of training of young personnel for the nuclear industry are shown.

Aprendizaje de un segundo idioma apoyado en tecnologías digitales: una revisión sistemática

En este artículo se realiza una revisión sistemática con el objetivo de identificar las evidencias existentes sobre la implementación y las ventajas del uso de diferentes tecnologías digitales en los programas educativos que contribuyen a la adquisición de un segundo idioma. Esta revisión sistemática sigue la metodología según las recomendaciones proporcionadas por el método Evidence-based Software Engineering, la lista de control de The Critical Appraisal Skill Programme para evaluar la calidad de los artículos seleccionados y Preferred Reporting Items for Systematic Reviews and MetaAnalysis para la elaboración del informe. Las bases de datos utilizadas fueron Web Of Science y Scopus. Se seleccionan 8 artículos que se ajustan a los criterios de inclusión y exlusión. Entre los principales resultados obtenidos destacamos que en los estudios que utilizan las herramientas de la Web 2.0 se integran las competencias sociales de lenguaje, en concreto, la de comunicación e interacción con propósitos de producción y de integración social del estudiante en un nuevo idioma. Por lo tanto, las herramientas Web 2.0 contribuyen a una enseñanza más dinámica de un idioma, generando una mayor interacción que ayuda a la adquisición de este. De otro lado, en las investigaciones que usan las herramientas de Computer Based Learning se evalúa al individuo en temas específicos, como la producción fonética y gramatical.

Developing and Implementing Emergent Responding Training Systems With Available and Low-Cost Computer-Based Learning Tools: Some Best Practices and a Tutorial.

Systems and protocols based on emergent responding training have been demonstrated to be effective instructional tools for teaching a variety of skills to typically developing adult learners across a number of content areas in controlled research settings. However, these systems have yet to be widely adopted by instructors and are not often used in applied settings such as college classrooms or staff trainings. Proponents of emergent responding training systems have asserted that this failure might be because the protocols require substantial resources to develop, and there are no known manuals or guidelines to assist teachers or trainers with the development of the training systems. In order to assist instructors with the implementation of systems, we provide a brief summary of emergent responding training systems research; review the published computer-based training systems studies; present general guidelines for developing and implementing a training and testing system; and provide a detailed, task-analyzed written and visually supported manual/tutorial for educators and trainers using free and easily accessible computer-based learning tools and web applications. Educators and trainers can incorporate these methods and learning tools into their current curriculum and instructional designs to improve overall learning outcomes and training efficiency.

Educational Multimedia-Resources in Education

Educational multimedia resources are included in the learning process as a "support" means. In this case, information resources serve as a means of intensifying the training process, individualization of learning and partial automation of routine work of the teacher related to the integration, monitoring and evaluation of students' knowledge.Relevance The article discusses the fundamental changes occurring in all spheres of society in connection with the introduction of information and communication technologies (ICT), not only open up broad opportunities for the development and information support of the individual, but also pose new challenges for the education system [1]. In the most general form, these tasks are aimed at the formation of the individual’s readiness for life and professional activity in the information society. Thus, the modern social order requires the improvement of professional training of specialists owning information and communication technologies, including multimedia technologies.Methods The use of multimedia tools to control knowledge. Such tools can be used both for intermediate knowledge testing (within the study of one topic of the course of database fundamentals), and for the final knowledge test (after studying a section or course). As a rule, students have a positive attitude towards tests submitted using a computer, and in determining the results there are no problems with biased (formal) grading. Such tests depending on the level of complexity, the number of questions and other parameters can be used at any stage of the study of the discipline.Results Students may encounter some difficulties caused by lack of experience with the test form of control. Testing requires students not only knowledge of a certain educational material, but also the ability to work with it, i.e. understand the specifics of the test tasks. To do this, apply in the classroom interactive tests. The Internet is also used to solve tests in on-line mode.Organized in the classroom and after school hours, working with interactive tests forms the students' core information competencies, and for many they are the ones that are most relevant today and will be needed in the future. Discussion The authors of the article describe the introduction of multimedia resources, their presentation as a complex process leading to changes in the content of education, revision of the methods and forms of organization of the educational process, the construction of holistic courses based on the use of meaningful content of information sources in individual disciplines. Conclusion It is important to note that in most universities of the Republic of Kazakhstan teachers and students are not developers of multimedia resources used in education. Most often, teachers and trainees act as users of such tools. However, practice shows that every year an increasing number of teachers can not stay away from the development of simple, but electronic means of teaching. In this regard, it is advisable for a modern teacher to have an idea of how to develop high-quality multimedia resources, and about hardware and software — tools for creating computer-based learning tools.

Implementing New Educational Platforms in the Classroom: An Interactive Approach to the Particle in a Box Problem

The ready availability of interactive platforms has produced a new generation of students able to utilize computer-based learning tools with ease and comfort. The potential to better “explore by yourself” the lecture material permits students to have an enhanced learning experience and stimulates them to tinker with equation parameters generating insightful figures or animations. Used in the classroom, it emboldens students to have a deeper comprehension of complex derivations or mathematical expressions. We illustrate the power of interactive learning platforms by presenting educational Jupyter notebooks for the study of a fundamental problem in quantum chemistry: the motion of a particle in 1D and 2D space. Although simple, this model offers the possibility to explore several important quantum chemistry concepts such as Heisenberg’s uncertainty principle, confinement leading to quantization, tunneling effect, and even bonding and antibonding properties. We present four Jupyter notebooks that gradually walk the student from the properties of a free particle to the properties of a particle in a double potential well. Our experience gained from the implementation of the material in the undergraduate and graduate curriculum is discussed, including student feedback and examples of complementary homework to be used in the classroom.

SCIENTIFIC PRINCIPLES OF COMPUTER MODELING TECHNOLOGIES APPLICATION IN THE PROFESSIONAL TRAINING OF TECHNOLOGY TEACHERS

Potential possibilities of teaching methods using computer-based learning tools based on computer modeling technologies, in connection with the emphasis on the technology teacher thinking development, which is three-component in its structure, subject to designing on the basis of pedagogical theory of teaching based on the interconnection and interaction of conceptual, figurative and active components of thinking can provide a higher level of implementation of such traditional requirements as science, visibility, activity and consciousness of learning as well as the unity of educational developmental and educational training functions.

ВІРТУАЛЬНА ЛАБОРАТОРІЯ З ВИВЧЕННЯ ОСНОВ КВАНТОВОЇ МЕХАНІКИ

У статті висвітлюється проблема організації навчально-пізнавальної діяльності студентів у процесі підготовки та виконання фізичного практикуму з курсу квантової фізики на основі реалізації інформаційно-комунікаційних технологій і комп’ютерної техніки, що підвищують рівень навчальних досягнень майбутніх фахівців. Показано, що комп’ютерноорієнтовані засоби є достатньо ефективними саме для навчально-виховного процесу, бо за таких умов організації пошукової діяльності студентів вони виконують роль засобів навчальної діяльності і сприяють відшукуванню студентом вже відомої навчальної інформації, яка дозволяє вирішити виявлену у даний момент навчальну проблему у вигляді навчального завдання чи проекту. Студент, як суб’єкт навчання, не одержує нового елемента знань, але знайомиться з інформацією про відомий спосіб вирішення навчальної проблеми. Тому комп’ютерно-орієнтовані засоби навчання у процесі виконання фізичного практикуму є ефективними засобами організації діяльності студентів у навчально-виховному процесі з курсу квантової фізики, а програмно-педагогічне забезпечення є педагогічно виваженим і виправданим з метою формування предметних компетентностей студентів. Разом з тим пропоноване ППЗ «Quantum Physics» дозволяє виконати 11 робіт фізичного практикуму у варіанті віртуального і реального дослідження і в поєднанні з раніше одержаними результатами дає підстави для твердження про доцільність створення віртуальної лабораторії з вивчення основ квантової фізики, що охоплює новий матеріал змісту та методику виконання фізичного практикуму з урахуванням побажань і планів суб’єкта навчання.В статье рассматривается проблема организации учебно-познавательной деятельности студентов в процессе подготовки и выполнения физического практикума в курсе квантовой физики на основе осуществления информационных и коммуникационных технологий и компьютерной техники, которые повышают уровень учебных достижений будущих специалистов. Показано, что компьютерно-ориентированные средства являются весьма эффективными для студентов, они выполняют роль средств учебной деятельности и способствуют поиску студентами уже известной учебной информации, которая дает возможность решить уже существующую в данный момент учебную проблему в виде учебного задания или проекта. Студент, как субъект обучения в процессе выполнения физического практикума не получает нового элемента знаний, но ознакомляется с информацией об известном способе решения учебной проблемы. Поэтому, компьютерно-ориентированные средства обучения являются эффективными средствами организации деятельности студентов в учебно-воспитательном процессе курса квантовой физики, а программно-педагогическое обеспечение является педагогически взвешенным и оправданным с целью формирования предметных компетентностей студентов. Вместе с тем, предложенное ППО «Quantum Physics» дает возможность выполнить 11 работ физического практикума в варианте виртуального и реального эксперимента и в сочетании с раньше полученными результатами дает основания для утверждения о целесообразности создания виртуальной лаборатории по изучению основ квантовой физики, которые охватывают новый материал и методику выпол нения физического практикума с учетом пожеланий и планов субъек та обучения.The article describes the organization of educational and cognitive activity of students in the process of preparation and implementation of a practicum on the course of quantum physics on the basis of the implementation of information and communication technologies and computer technology in order to raise the level of educational achievements of future specialists. It is shown that computer-oriented means are quite eff ective for the educational process, because under such organization of students’ research work they perform the role of learning means and help to fi nd an already known educational information, which allows to solve the current problem in the form of a study assignment or a project. A student, as a subject of learning, does not receive a new element of knowledge, but gets acquainted with the known way to solve the educational problem. Therefore, computer-based learning tools in the process of performing a physical practicum are quite eff ective means of organizing students’ activities in the educational process in the course of quantum physics, and the pedagogical software is pedagogically balanced and justifi ed for the purpose of formationof students’ subject competences. At the same time the proposed software «Quantum Physics» allows to execute 11 laboratory works of physical practicum in both virtual and real research variants and in conjunction with the previously obtained results gives grounds for the assertion that it is expedient to create a virtual laboratory for the study of the foundations of quantum physics, which covers the new content and the methodology for the implementation of a physical practicum taking into account the wishes and plans of the subject of learning.

IT-Tutor: An Architecture for Web-Based Content Sequencing System

This paper proposes the architecture and components of a web-based content sequencing system known IT-Tutor. It organizes an appropriate sequence of learning content based on individual students’ prior knowledge. The dynamic and flexible organization of learning content is meant to achieve adaptive computer-based learning. IT-Tutor was evaluated in two usability studies; an expert-review, and a user-test. In the first study, five experts in a usability test and instructional design evaluated the system. IT-Tutor has also been evaluated by twelve students in the second study. The usability tests revealed that IT-Tutor is a usable computer-based learning tool that can be used to support classroom teaching or employed in an independent online learning environment.

An interactive diagnosis approach for supporting clinical nursing courses

Clinical resources in nursing schools are always insufficient for satisfying the practice requirements of each student at the same time during a formal course session. Although several studies have applied information and communication technology to develop computer-based learning tools for addressing this problem, most of these developments lack appropriate interactive and diagnostic services to assist students in bridging theory–practice gaps and realizing individual flaws in their nursing skills. Therefore, this study aims to develop an interactive clinical learning and diagnosis system that provides a web-based interactive learning environment and personalized diagnostic service for nursing education. An experiment was conducted in a foundations of nursing course at a nursing college in Taiwan. The experimental results show that the proposed approach is helpful to students in improving their learning motivation, performance, and attitude. Moreover, it was also found that most students showed positive perceptions toward the usage of the proposed system.

Using Tracker to understand ‘toss up’ and free fall motion: a case study

This paper reports the use of Tracker as a computer-based learning tool to support effective learning and teaching of ‘toss up’ and free fall motion for beginning secondary three (15 year-old) students. The case study involved (N = 123) students from express pure physics classes at a mainstream school in Singapore. We used eight multiple-choice questions pre- and post-test to gauge the impact on learning. The experimental group showed learning gains of d = 0.79 ± 0.23 (large effect) for Cohen’s d effect size analysis, and gains with a gradient of <g> total = 0.42 ± 0.08 (medium gain) above the traditional baseline value of <g> non interactive = 0.23 for Hake’s normalized gain regression analysis. This applied to all of the teachers and students who participated in this study. Our initial research findings suggest that allowing learners to relate abstract physics concepts to real life through coupling traditional video analysis with video modelling might be an innovative and effective method for teaching and learning about free fall motion.

A survey study on student preferences regarding pathology teaching in Germany: a call for curricular modernization.

BackgroundPathology is a discipline that provides the basis of the understanding of disease in medicine. The past decades have seen a decline in the emphasis laid on pathology teaching in medical schools and outdated pathology curricula have worsened the situation. Student opinions and thoughts are central to the questions of whether and how such curricula should be modernized.MethodsA survey was conducted among 1018 German medical students regarding their preferences in pathology teaching modalities and their satisfaction with lecture-based courses. A qualitative analysis was performed comparing a recently modernized pathology curriculum with a traditional lecture-based curriculum. The differences in modalities of teaching used were investigated.ResultsStudent satisfaction with the lecture-based curriculum positively correlated with student grades (spearman’s correlation coefficient 0.24). Additionally, students with lower grades supported changing the curriculum (spearman’s correlation coefficient 0.47). The majority supported virtual microscopy, autopsies, seminars and podcasts as preferred didactic methods.ConclusionsThe data supports the implementation of a pathology curriculum where tutorials, autopsies and supplementary computer-based learning tools play important roles.

ЗАСТОСУВАННЯ СУЧАСНИХ ІКТ З МЕТОЮ ФОРМУВАННЯ ІНДИВІДУАЛЬНОЇ НАВЧАЛЬНОЇ РЕФЛЕКСИВНО-ГУМАНІСТИЧНОЇ ТРАЄКТОРІЇ РОЗВИТКУ УЧНЯ СЕРЕДНЬОЇ ШКОЛИ

The widespread use of ICT in everyday life gives opportunities for acquiring of quality integrated knowledge in different fields, remote data management, self-education that improves and simplifies the life of modern man on the one hand. And on the other it’s caused the appearance ofnew psychological problems of value-motivational, cognitive, psycho-physical areas of the child’s personality due to the lack of skills of large information flow filtering. The uncontrolled behavior and mind manipulation through reflexive inability to comprehend the meaning of information resources of inhumane nature exposes a child to danger. In some way it leads to a child’s dependence on the computer and the Internet. In solving of above mentioned problems crucial importance is gained by qualities of intellectual, reflective, spiritual and humanistic potential of pupil’s personality in particular – forming of reflexive-humanistic educational development trajectory of the child’s development. Urgent problem that becomes for teacher of Informatics is the humanization of the educational process through the implementation of educational, computerbased learning tools that will develop reflexivity and humanistic pupil’s potential. The article deals with the special aspects of formation of humanistic reflexive-educational trajectory of the pupil’s development during studying Informatics at secondary school, it presents the systematization of specified definitions’ components. Ways of using the modern information and communication technologies for comprehensive harmonious development of a child’s personality in the global informatization are substantiated and generalized.