Future Teachers Of Informatics Research Articles

TRAINING TECHNIQUE FOR SUBJECT-ORIENTED PROGRAMMING IN THE LABVIEW SYSTEM

The article proposes a methodological approach to the training of future teachers of physics and informatics in subject-oriented programming using the LabVIEW system. The methodological support for the introductory lesson for learning how to get started in the LabVIEW system is considered, and an example of laboratory work on the development of a virtual device for determining the additional resistance to the LED is given. Laboratory work consists of several parts: theme, goals, theory on physics for solving tasks in the current work, stages of work in the LabVIEW system, tasks to control knowledge and skills. The methodology for the training in subject-oriented programming includes, in addition to the laboratory workshop, tasks to design more complex virtual devices as part of undergraduate works. In these works, in addition to the development of one or more virtual devices, it is proposed to solve various research problems using these devices. These research tasks are intended to confirm known physical laws, derive various constants and reference data, build graphs of physical dependencies, etc.

PYTHON PROGRAMMING LANGUAGE IN PEDAGOGICAL UNIVERSITY: FROM THE BASES TO ARTIFICIAL INTELLIGENCE

The article actualizes the choice of Python programming language for professional training of future teachers of informatics in pedagogical university. Python, being one of the most relevant programming languages, is being introduced into education, and the future informatics teacher should be ready to effectively use it to teach the basics of programming. In addition, the Python language is one of the leading tools for the implementation of advanced technologies of artificial intelligence, and therefore, owning this programming language teacher can be part of the mechanism of implementation of artificial intelligence in education. The objective of the article is to consider the features of the organization of the course of programming in Python for the training of future teachers of informatics. Methodology. During the development of the author’s course of programming in Python educational literature on programming in this language was analyzed, as well as articles by practicing teachers and researchers describing their experience of teaching Python. Results and conclusion. To ensure quality training of future teachers of informatics at Novosibirsk State Pedagogical University a course of programming in Python was developed and tested in the discipline “Programming”. During the development of the course, typical problems of teaching Python at school and university were taken into account, identified by both the authors of the article and other practicing programming teachers. The structure of the developed course with the description of its constituent sections is given. The article presents the results of a survey of students of 3d and 4th undergraduate courses, who completed the presented course, on the key issues covered in the article. Respondents noted the relevance of learning Python and the effectiveness of certain organizational features of the course. The continuity of the course for further training of future teachers of informatics to the current technologies of artificial intelligence is revealed.

ОСОБЛИВОСТІ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ ІНФОРМАТИКИ ДО ВПРОВАДЖЕННЯ МЕДІАГРАМОТНОСТІ

Modern media resources have a great impact on young people, who actively use the Internet, social networks and other sources of information. Media literacy makes it possible to understand how media resources exercise influence and learn how to use them safely. This leads to the introduction of media literacy into school education.The expediency of integrating media literacy into existing educational subjects is due to the lack of a separate discipline.The analysis of the state standard of school computer science and media education reveals the interaction of objective goals and tasks, which confirms the necessity of media literacy in the field of informatics. Because of this, the problem of preparing the teacher of informatics for the current conditions of the development of media resources and the amount of environmental information. Therefore, it is important to introduce significant changes in the system of vocational training of teachers of informatics.It is important to prepare the future teachers of informatics for the comprehension of diverse information, to teach them to understand the consequences of its influence on the psyche, to help master the ways of communication on the basis of non-verbal forms of communication by means of technical means. That is, media literacy becomes the main competence of the teacher of informatics. The training of competent teachers involves conducting classes based on productive forms of training. This contributes to increasing the students’ activity and confidence in the teacher.In the training of future IT teachers, special attention should be paid to media literacy, creativity development, the ability to conduct active lessons, the ability to quickly update the program to fit the ever changing resources and media.

SOCIAL PROJECT AS A PLATFORM FOR THE IMPLEMENTATION OF PROFESSIONAL SKILLS OF FUTURE INFORMATICS TEACHERS

The article is devoted to the consideration of ways to solve one of the actual problems in theory and methodology of training and upbringing — the problem of developing professional skills of future informatics teacher. As a way to adapt students to the profession, the possibility of their involvement in social designing was chosen. Participation in social projects contributes to the approbation and introduction of new forms and methods in teaching informatics. Expanding the experience of future teachers in carrying out large-scale events contributes to the formation of a socially adapted personality competitive in modern society. The potential of a social project in consolidating the knowledge and skills obtained during the theoretical training at the university is indicated. In the article, theoretical reasoning is accompanied by examples of real social projects and activities aimed at the formation of professional competencies of future informatics teachers.

Features of training 3d computer modeling and visualization of future teachers of informatics

The cognitive, developing, illustrative potential of three-dimensional computer graphics actualizes the training of future teachers in its technologies. The future teacher of computer science should be able to develop three-dimensional models and animations of the studied objects (phenomena and processes) in computer science, physics, mathematics and other academic disciplines, create copyright electronic educational resources with three-dimensional illustrations, apply augmented reality and 3D printing in professional activities.The article describes the features of teaching three-dimensional computer modeling and visualization of future informatics teachers, identified on the basis of an analysis of the training system for students studying in specialty 1–02 05 02 Physics and Informatics at the Maxim Tank Belarusian State Pedagogical University.The main directions for improving the learning process of three-dimensional computer graphics of future informatics teachers are indicated. Questions on three-dimensional computer modeling and visualization will pass through the content line through the content of six academic disciplines («Computer graphics and multimedia», «Computational methods and computer modeling», «Programming Technologies and Algorithmization Methods», «Information Technologies in Education», «Methods teaching informatics» and «Architecture and software of computer systems»). This will ensure consistency in the introduction and study of concepts, the choice of forms and methods of teaching, the development of teaching and methodical support. For the implementation of interdisciplinarity, it is proposed to carry out practice-oriented interdisciplinary educational projects in the framework of the study of academic disciplines in three subject areas «Computer Science», «Physics» and «Mathematics». The development of a methodical system of interdisciplinary education will ensure the formation of readiness to teach three-dimensional graphics at the stage of general secondary education and to realize its didactic possibilities in organizing educational and research activities of students.

Фундаменталізація змістового компоненту навчання web-програмування майбутніх учителів інформатики

Стаття присвячена обґрунтуванню підходу до формування змістового компонента методичної системи навчання Web-програмування. В роботі наводяться критерії фундаменталізації навчання майбутніх учителів інформатики та досліджується питання як зробити навчання таким, що відповідає цим критеріям. На основі визначених загальних підходів в роботі деталізуються особливості фундаменталізації навчання Web-програмування (визначаються інформатичні компетентності, що формуються в ході опанування Web-програмування під час реалізації фундаментального підходу до навчання). Надається опис змістового компоненту методичної системи навчання Web-програмування, що формує виокремлені інформатичні компетентності. Ефективність розробленої методичної системи перевірена педагогічним експериментом, що описаний у роботі

Выявление специальных способностей будущих учителей математики, физики и информатики

Выявление специальных способностей будущих учителей математики, физики и информатики

Bases of professional preparation for future teachers of informatics in higher education institutions

Bases of professional preparation for future teachers of informatics in higher education institutions

Змішане навчання як чинник формування навичок самоосвіти у майбутніх вчителів інформатики

Змішане навчання як чинник формування навичок самоосвіти у майбутніх вчителів інформатики

МЕТОДИЧНІ АСПЕКТИ ВИКЛАДАННЯ ДИСЦИПЛІНИ «МЕТОДИКА НАВЧАННЯ ІНФОРМАТИКИ» ДЛЯ МАЙБУТНІХ ВЧИТЕЛІВ ІНФОРМАТИКИ ЧЕРЕЗ ПРИЗМУ ЗАСАД ТЕХНОЛОГІЧНОЇ ОСВІТИ

У статті подано досвід професійної підготовки майбутніх вчителів інформатики з опорою на засади технологічної освіти у курсі «Методика навчання інформатики». Методична система технологічного навчання інформаційних технологій на уроках інформатики містить такі складові: мета навчання (формування інформаційно-технологічних умінь створення інформаційних продуктів за допомогою комп’ютера); зміст навчання (інформаційно технологічні знання, вміння і навички); методичні підходи (формально-операційний, задачно-інструктивний, задачно технологічний та проблемний, основою яких є репродуктивні та продуктивні практичні методи навчання); форми навчання (практичні, групові та індивідуальні самостійні роботи); засоби навчання (комп’ютерні прикладні програмні засоби); результат навчання (сформованість інформаційно-технологічних умінь старшокласників як основи їх інформатичної компетентності). Зазначене стало основою для структурування матеріалу кожної теми змістового модуля «Методика навчання інформаційно-комунікаційних технологій на уроках інформатики», зокрема етапу «Методичні аспекти викладання теми».В статье представлен опыт профессиональной подготовки будущих учителей информатики с опорой на принципы технологического образования в курсе «Методика обучения информатике». Методическая система технологического обучения информационных технологий на уроках информатики содержит следующие составляющие: цель обучения (формирование информационно-технологических умений создания информационных продуктов с помощью компьютера) содержание обучения (информационно-технологические знания, умения и навыки); методические подходы (формально-операционный, задачно-инструк тив ный, задачно-технологический и проблемный, основой которых является репродуктивные и продуктивные практические методы обучения); формы обучения (практические, групповые и индивидуальные самостоятельные работы); средства обучения (компьютерные прикладные программные средства); результат обучения (сформированность информационно-технологических умений старшеклассников как основы их информационной компетентности). Указанное стало основой для структурирования материала каждой темы содержательного модуля «Методика обучения информационно-коммуникационных технологий на уроках информатики», в частности этапа «Методические аспекты преподавания темы».The article presents the experience of professional training future teachers of informatics based on the principles of technological education in the course «Methodology of teaching Computer Science». The methodical system of technological training of information technologies in the computer science classes contains the following components: the purpose of training (formation of information and technological skills of creating information products using a computer); the content of training (information and technological knowledge, skills and abilities); methodical approaches (formally operational, task-instructive, task-technological and problematic, the basis of which is reproductive and productive practical teaching methods); forms of training (practical, group and individual independent work); training facilities (computer application software); the result of training (the formation of informational and technological skills of high school students as the basis of their informational competence). This was the basis for structuring the material of each topic of the content module «Methodology of teaching information-communicative technologies in computer science classes», in particular, the stage «Methodological aspects of teaching the topic».

FORMATION OF READINESS OF FUTURE TEACHERS FOR THE DEVELOPMENT OF CREATIVE THINKING OF SENIOR PUPILS WHILE EXTRACURRICULAR ACTIVITIES

The reorientation of the educational process into the formation of a creative person causes changes in the modern pedagogical activity, which is largely determined by the readiness of the teacher to develop the creative thinking of students, whose formation is carried out in the educational environment of a higher educational institution. The main goal of the article is describing the technology of forming the readiness of future teachers of informatics for the development of creative thinking of senior pupils in extracurricular activities. The methods of research used: theoretical (analysis of scientific sources, revealing of reliable facts about the interconnections between phenomena and processes and the regular tendencies of their development, comparison, modeling, system-structural and system-functional methods), which allowed to generalize and systematize the theoretical material on the problem under investigation; general science (abstraction, analysis, synthesis, deduction, induction, modeling, analogy). Successful implementation of the formation of the readiness of the future teacher of informatics for the development of creative thinking of senior pupils in extracurricular activities is impossible without updating the contents of educational disciplines and pedagogically appropriate selection of forms, methods, means of extra-curricular activities. The process of formation of the readiness of the future teacher of informatics for the development of creative thinking of senior pupils in extracurricular activities is the following stages: students' awareness of the essence of the concepts of "creative thinking", "extra-curricular activities" and the process of developing the creative thinking of senior pupils in extracurricular activities in computer science; mastering of knowledge, skills and skills that will contribute to the formation of appropriate readiness; actualization in the educational process and deepening of theoretical knowledge on the basics of pedagogical communication (including solving conflicts situations, modeling pedagogical situations, etc.), programming and information technologies, research activities; study of forms of extra-curricular activities associated with the manifestations of creative thinking; initial mastery of the future teacher's ability to solve non-standard (olympiad) tasks in information technology and writing research papers; independent and creative implementation of practical tasks, the desire to improve the proposed solutions, etc. The implementation of the developed technology in the activity of a higher educational institution, the development of the appropriate methodological provision for the future teacher of informatics to develop the creative thinking of senior pupils in extracurricular activities will increase the readiness of future teachers to implement the activities described above.

THE FEATURES OF TEACHING 3D MODELING DURING PROCESS OF PROFESSIONAL TRAINING OF FUTURE COMPUTER SCIENCES TEACHERS

The professional training of future informatics teachers should contain different components. One of the important components of the informatics teacher training process is the students' study of computer graphic programs which helps to create high-quality graphics content. Also, 3D programs allow creating digital images, and they are also used in 3D printing technologies. Therefore, the future teachers of computer science should understand the process of creating 3D models via special computer applications. The purpose of the article is to describe the specifics of the teaching of three-dimensional computer graphics and modeling during a process of training future teachers of computer science. The main tasks of the article are a description of the issues of teaching 3D computer graphics during training future teachers of computer science and a disclosure of the features of the teaching of 3D modeling on the example of software graphics complex Blender 3D. Methods used: analysis of scientific literature. In general, the article describes the causes of problems in the teaching of 3D modeling. The main problems of the training of three-dimensional graphics are the lack of the required number of specialized computers in higher pedagogical schools and teaching materials on this subject. Also, the author reveals the features of teaching 3D graphics on examples of such topics as the modeling of three-dimensional objects, the creation of materials and textures for them, the render of spatial scenes. He represents the main topics of the course based on the example of the Blender 3D program. In conclusion, the author offers further research directions on this topic.

A MODEL OF SMART ENVIRONMENT FOR TRAINING FUTURE INFORMATICS TEACHERS IN PROGRAMMING IN A NETWORKED CLUSTERED AND DISTRIBUTED INTEGRATION

The article presents the author's model of network cluster-distributed integration of pedagogical University with educational organizations of the region for joint training in the field of programming of students of specialized classes and future teachers of Informatics on the basis of tools of specially created smart environment. On the example of the content of the subject area "Languages and methods of programming" describes the possibility of integration of pedagogical University with secondary schools to strengthen the line of preparation of subjects of the educational process to collective research activities in the field of information technology. The article describes the tools of the smart environment, allowing to implement subsets of virtual platforms, providing a full cycle of solving problems of pedagogical management of the process of preparation of research projects, jointly performed by students and schoolchildren in a distributed mode. And as a key means of training the authors suggest the use of personalized training materials and tasks designed in the environment using machine learning algorithms. At the same time, the special feature of the proposed model is the availability of means of gamification of the main stages of project implementation, allowing to maintain the necessary level of educational motivation. It is assumed that such a model can be the basis for solving the scientific and methodological problem of ensuring the effectiveness of the process of subject training of future teachers of computer science in the field of programming, taking into account its increasing role in the formation of intellectual capital of personnel for the digital economy and the realities of digital transformation of higher education, while strengthening the readiness for research activities.

ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ ЗАСОБАМИ ТВОРЧИХ РОБІТ

Modern requirements for the training of a competitive specialist actualize the necessity for updating the content of education, taking into account the competence approach. One of the important qualities of modern youth is the presence of the developed communicative competence, the ability to communicate effectively in order to achieve constructive results. This is especially true for teachers who must prepare young generation for a dynamic information environment.The definition and the structure of communicative competence of teachers are analyzed, including teachers of computer sciences. It is noted that communicative competence is included into the list of the teacher’s professional competences and assumes the ability to enter into communication, to be clear among the interlocutors during the performance of their professional duties. The teacher of computer sciences is a guide to the world of information technologies, which reveals to the students the laws and benefits of the information society. He must operate with terms, be aware of the current trends in the development of information and communication technologies and be able to communicate with students at a level that is clear to them.The expediency of using the creative works forms the communicative competence of future informatics teachers of computer sciences. Their use in the preparation of future specialists will allow students to clearly express their own opinion on a particular issue, widen their horizons, increase their ability to communicate, and defend their own opinion during public protection. Each theme of creative work can be controversial, disclosed and protected in the different ways.There are examples given on the theme of creative work that is appropriate to provide the future computer science teachers. Methodical advice is offered on registration and writing of the creative works during independent study and classroom work. It is noted that creative work effectively influences on the development of communicative competence of future teachers of computer sciences and it must undergo the public protection process among the other students of the group.

Features of the use of elements of distance learning in the process of training future teachers of computer science

On today in all institutions of higher education there is an actual problem with creation of high-tech information and communication educational-scientific system. This is in line with the needs of the information society, modern achievements in science and technology, international standard. At training of future teachers of Informatics occupies an important place modular object-oriented dynamic learning environment Moodle. Moodle have free access to the management of training content, personifying "pedagogy of constructionism" and focuses on the teacher and the student under time for learning. Moodle can also be used for remote courses and support full-time and part-time (distance) learning.
 The article deals with the issue of improvement of modern approaches in organization of educational process in higher education institutions of Ukraine. Based on the experience of foreign and Ukrainian scientists was the introduction of elements of distance learning for training of teachers of Informatics. The basic concepts are analyzed distance learning, compared with traditional forms of education.
 The advantages and disadvantages of using the remote control system are considered training on the basis of Melitopol state pedagogical University named after Bogdan Khmelnitsky. Based on experience, various aspects are described the use of SDN in professional activities. Much attention is paid to authorization of students in the LMS and online course. Work is considered in edit mode, which allows you to make a variety of edits to the VTS. It registration of new listeners in the system and creation of new categories, subcategories, courses, development of lecture, practical material, work with a forum that allows course participants to communicate with the teacher and with the other listener. Learning process using distance learning technologies based on distance learning classes in synchronous or asynchronous modes.

Developing Cognitive Independence of Future Informatics Teachers by Multimedia Tools

Developing Cognitive Independence of Future Informatics Teachers by Multimedia Tools

Designing a model of blended learning in the process of practical training for future teachers of informatics

Designing a model of blended learning in the process of practical training for future teachers of informatics

Analysing the Different Approaches in Mathematics and Informatics for Solving a Task and Educational Implications

The paper focuses on the parallels, which are rooted in the simultaneous development of mathematics and informatics. Both mathematics and informatics are based on problem-solving. However, the approaches to determining problems, solution techniques and interpretation of results are different. The paper shows different approaches of mathematics and informatics for solving a simple problem from the informatics competition. It was presented for students, who would be future informatics teachers, and it has become the beginning of the discovery of unexpected relationships and rules' chain, the source of successive tasks, and various methods of their solution. The paper brings the results of the constructivist teaching of students in the form of a fictional interview of mathematician and informatician. Fictional cooperation of a mathematician and an informatician in analysing and solving problems will allow for a detailed analysis and comparison of both fields, which will lead to determining both common and different elements.

CONTENTS OF EDUCATIONAL AND METHODOLOGICAL SUPPORT FOR PREPARATION OF FUTURE TEACHERS OF INFORMATICS TO CAREER GUIDANCE OF PUPILS

The purpose of training future teachers of informatics for the career guidance of pupils on IT-specialties is formation of their readiness for such work. For implementation of the developed structural-functional model of the preparation in higher pedagogical institutions of the future teacher of informatics to career guidance of pupils on IT-specialties is developed educational and methodical support. In accordance with the selected stages of the preparation of the future teacher of informatics to career guidance of pupils on the IT-specialty, the content of its teaching and methodological support is established. at the basic stage of preparation - for educational disciplines "Pedagogy" and "Psychology", at the productive stage of preparation - for educational disciplines "Methods of teaching informatics", "Theory and methodology of career guidance work of the teacher of informatics" and propaedeutic practice, at a reflexive-corrective stage - for educational disciplines "Methods of teaching informatics", "Practice in information technology", teaching practice. According to the above, is developed the curricula of the modules of the academic disciplines that require updating are prepared, a program of author's disciplines, programs of pedagogical and other types of practice, textbooks etc.

ЕТАПИ ПРОЕКТУВАННЯ ХМАРО ОРІЄНТОВАНОГО СЕРЕДОВИЩА НАВЧАННЯ БАЗ ДАНИХ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ

The article describes the introduction of cloud services in the educational process of the discipline «Databases» of future teachers of informatics and the design of the cloud oriented learning environment on their basis. An analysis of the domestic experience of forming a cloud oriented learning environment of educational institutions is carried out, given interpretation of concepts «cloud oriented distance learning system», «cloud oriented learning environment in the study of databases», «the design of the cloud oriented learning environment in the study of databases for future teachers of informatics». The following stages of designing COLE are selected and described: targeted, conceptual, meaningful, component, introductory, appraisal-generalization. The structure of the educational interaction of subjects in the study of databases in the conditions of the COLE is developed by the means of the cloud oriented distance learning system Canvas, consisting of communication tools, joint work, and planning of educational events, cloud storages.