Implementation Of Pedagogical Technologies Research Articles

Assessing the Impact of Cultural Differences on Educational Technology Acceptance

Cultural characteristics in relation to educational technology acceptance (ETA) aims at analyzing the effect of cultural factors that include norms of the society, values, and practices which shape the perception and usage of technology by the individual as incorporated in his/her education. This concept illustrates that cultural factor increases that perception of helpfulness, ease of implementation, and total satisfaction with technology by a significant notch. Understanding these cultural factors is critical to the development and implementation of pedagogical technologies that are aligned with specific target audiences. A number of people in the study was 2100, out of which 1115 were from Mumbai, India and 985 others were from other areas. The sample included people with various education levels, occupations and ages, which gives a comprehensive idea of the variety of users’ perceptions of educational technology. Employing the data based on the collected set of factors, descriptive analysis, factor analysis, and correlation matrixes were used in a process of distinguishing key patterns and relations between particular variables. This cross-sectional research has relied on multiple regression analysis to assess the significant predictor factors that include perceived ease of integration and expected performance of the technology by the users on the two outcomes: user engagement and technology satisfaction. As earlier stated, SPSS was used in this research study to conduct statistical tests. The comparative analysis revealed that there were significant regional differences concerning the social impact expectations, EE and PC but there was no impact of regions as per PEI and TS. The research thus brings out the importance of cultural differences in the explanation of ETA. This just underline the need for a strategic and specific approach that takes into account regional and cultural factors to improve the reception of technologies as well as to improve the user satisfaction even if it is a diverse population. The paper provides important view on rather engaging culturally competent educational technology systems.

НАВЧАЛЬНЕ ПРОЄКТУВАННЯ: ПРИНЦИПИ, ЗАДАЧІ, МОДЕЛІ

The article deals with the use of educational design technologies. Educational design in its design and content is a complex process that includes ideas, problems, goals, pedagogical technologies and analysis procedures, development of ways to solve the specified problems and tasks, implementation of pedagogical technologies in the educational process, as well as evaluation of the effectiveness of such activities. The principles of pedagogical design, which determine the basis of high-quality and systematic development of the educational course and the most complete transfer of the necessary information in a form accessible to students, are highlighted. Pedagogical design, as a technology or a method of working with information in modern conditions, is a response to the challenges that change the education system, the search for tools for the development of basic competencies, student motivation, and the focus on achieving the quality of educational results. The role and place of pedagogical design in the modern educational space, in particular on the basis of multimedia technologies, is defined. The concept of «multimedia pedagogical design» is considered. It is multimedia tools that are at the heart of the creation of today's educational systems and serve for the presentation of educational material, its transformation and distribution. An attempt was made to determine the place of pedagogical designers in the system of modern education, to reveal the content and specificity of this profession. A pedagogical designer faces many tasks, which can be solved by choosing the appropriate model of pedagogical design. Pedagogical design is considered from the position of a systemic approach to the design of the educational process, in which the content, methodology and conditions of organization are subordinate to the general pedagogical goal. Models of educational design and possibilities of their use are analyzed. Each model of educational design is clearly oriented towards a certain audience and is able to build distance learning models taking into account the needs of this audience. Educational design is an indispensable component in the creation of new modern teaching aids. Built on the basis of educational design models, educational systems will be able to most effectively transfer educational material and create conditions for its quality assimilation by students. Key words: educational design, pedagogical design, pedagogical designer, multimedia pedagogical design, educational systems.

Педагогическая технология развития творческого потенциала китайских студентов-вокалистов в вузе в процессе подготовки к концертной деятельности

The purpose of the study is to substantiate the organization of the stages of pedagogical technology for the development of the creative potential of student vocalists at the university. The article pays special attention to the issues of consistency and continuity in the implementation of pedagogical technology, which contributes to the achievement of the professional qualities of future musicians-performers. Scientific novelty lies in the author's contribution to the substantiation of the interaction between the stages of pedagogical technology in the preparation of Chinese students, aimed at developing their creative potential. As a result, the substantive aspects of the stages of pedagogical technology are substantiated, the artistic and vocal-performing foundations for the development of the creative potential of vocal students are determined.

ВОСПИТАНИЕ ИНТЕРЕСА К НАРОДНОЙ КУЛЬТУРЕ У УЧАЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ

. The article presents an analysis of the concepts of “folk culture”, “cultivating interest in folk culture”. The relevance of the issue of cultivating the interest of younger students in folk culture is revealed. The role of folklore in the development of folk culture, as well as the educational potential of one of its genres, a folk tale, are substantiated. The theoretical justification and practical experience on the use of folklore works in the educational process of elementary school through the implementation of pedagogical technologies in the process of designing extracurricular activities (games, computer, group activities) is presented.

Генезис, сущность и компонентный состав педагогической технологии «Обучение в сотрудничестве»

The emergence of pedagogical technologies and their mass introduction dates back to the 1960s. Reformation of the American and European schools was provoked by reinterpretation of the learning goals. However, the historical roots of some pedagogical technologies are much older than studies of J. Carroll and D. Bruner – renowned authorities in this area of research. One of these technologies is cooperative learning. Initially recognized as a key component of humanistic pedagogy of J. Dewey, this technology has been further developed in works of many Soviet and foreign scholars. In the 1920s, the works by J. Dewey had a serious impact on the reformation of the Soviet education system, which aimed to educate the entire population of the Soviet Union. However, for some reasons, the gradual introduction of cooperative learning into learning process took a break in the 1930s. Since the late 1990s, a serious pedagogical crisis has emerged in the Russian Federation, which cannot be mended by traditional education system; it encourages many teachers to look at the well-studied pedagogical technologies from a different perspective. Today the social order sets new requirements concerning a major breakthrough in training a person. Teamwork and analytical thinking skills, the ability to lifelong self-education and self-develop-ment require fundamental changes in the traditional education system. At the same time, for the successful implementation of pedagogical technology, it is necessary to resolve a number of issues related to the essence of the concept of cooperative learning and the definition of components. Research relevance is indicated, the historical roots and essence of the concept of pedagogical technology of cooperative learning are determined, examples of the practical application of models of this pedagogical technology are exemplified.

PEDAGOGICAL TECHNOLOGIES AT A PRESCHOOL EDUCATIONAL INSTITUTION: REALITY OR FICTION BY SCIENTISTS?

The ambiguity of scientists’ views on the conceptual and categorical thesaurus, the criteria of pedagogical technologies at preschool educational institutions stimulates the substantiation of their theoretical aspects, which will avoid confusion about the understanding and using of this innovation by kindergarten teachers. The aim of the research: to identify and generalize the scientists’ approaches to the interpretation of the term «technologies of preschool education» and to predict their use in the educational process in prospect. To achieve the aim and solve the tasks of the research, a number of theoretical methods were used: retrospective analysis – to reflect the historical aspects of pedagogical technologies, comparative pedagogical – to compare the scientists’ approaches to the interpretation of the terms «technology», «technique», «method» at preschool education, generalization – to formulate conclusions on the appropriateness of using the term «pedagogical technology», prediction – to found the prospects for the implementation of pedagogical technologies in the field of preschool education. Theoretical aspects of pedagogical technologies at preschool educational institutions have been substantiated. Based on the analysis of scientists’ works it has been revealed that the technology of preschool education is defined as an innovative educational and methodical toolkit, open pedagogical system, rational organization (set of methods, techniques and means) of educational process with clear goal and relevant tasks, scientifically substantiated model, any innovation. It has been found that the approach to the interpretation of technology as an innovation of preschool education dominates at the present stage. Based on the analysis of educational process in the European pedagogical theory and practice of preschool education, the forecasting of the development of pedagogical technology in Ukraine has been carried out. The expediency of replacing the modern term «technology» with traditional «technique», «method» has been substantiated.

Development of child’s cognitive abilities in project activity on environmental subjects

Introduction. An increasing emphasis in education is placed currently on the development of cognitive abilities of children, their cognitive, creative activity. The solution of this problem at the first stage of general education is associated with learning technologies .In spite of developing opportunities of project activities on environmental topics and implementation of such projects in the education in preschool institutions are required more in-depth study despite the rather large volume of available publications on this problem. The purpose of this work is to identify the pedagogical conditions for the successful development of senior preschoolers’ cognitive abilities in project activities with environmental content.Materials and methods. The study of children's cognitive abilities was carried out using the following diagnostic methods: “Unusual tree” (author – N.E. Veraksa); “The Fourth Extra” (author – V.V. Kholmovskaya); “Nonsense” (author – R.S. Nemov); “addition of phrases” (author – E.L. Agaeva). The professional competence of teachers in the aspect of the studied problem was determined during the interview.Results. Project activities on environmental topics have great potential in the development of preschoolers’ cognitive abilities due to the fact that they provide a solution to the problem, which is based on a contradictory situation; imply that the problem is a starting point for the development of the situation; involve a transformation of the situation; provide for the expression of attitude to the surrounding reality.The development of children’s cognitive abilities in preschool age is carried out primarily due to the mastery of intellectual operations. Involving Children into project activities on environmental topics contributes to the development of mental operations of analysis, generalization and classification according to essential features, the ability to establish logical connections and relationships existing in the environment, cause and effect relationships.Discussion and Conclusions. The pedagogical conditions that ensure the development of cognitive abilities of older preschool children in the activities of the project are the selection of natural history information that meets the factors of novelty, complexity, the presence of contradiction in it, as well as the implementation of pedagogical technology based on a holistic approach to organizing children solve search and research and creative nature by incorporating into different types of activities, consistent development of the ability to navigate the flow of information, to construct their knowledge.

Pedagogical support for the development of social intelligence in the future teacher at the University

The problem covered in the article is important for ensuring the effectiveness of the process of development of social intelligence in students mastering the profession of a teacher at the University. The article analyzes the concepts of "social intelligence", "self-development", "the need for self-development" and substantiates the pedagogical conditions that ensure the effectiveness of the process of development of social intelligence in high school. The following methods were used: the test of social intelligence j. Gilford and M. Sullivan (Russian adaptation of the test by E. S. Mikhailova), the method of paired comparisons by V. V. Skvortsov. The actual needs of future teachers with different levels of development of social intelligence are revealed. The study allows us to conclude that the effectiveness of the development of social intelligence in the future teacher at the University is achieved through the implementation of pedagogical technology, pedagogical support, means of classroom and extracurricular activities.

СТРАТЕГІЧНІ НАПРЯМИ РОЗВИТКУ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ВИЩІЙ ЄВРОПЕЙСЬКІЙ ШКОЛІ НА ПОЧАТКУ ХХІ СТОЛІТТЯ

The article deals with the main strategic aspects of the development of information and communication technologies in the European higher education institutions. The Council of Europe documents on strategy issues have been analyzed. The ways of implementation of information and communication technologies at the national and international levels have been determined which will ensure the competitiveness of the knowledge and competences of prospective specialists who should contribute to innovation in order to successfully enter the European labor market. It has been emphasized that the basis of modern information environment of the University is the provision of all types of support (technical, software, informational, methodological, organizational) that promotes learners’ interaction, implementation of pedagogical technologies and algorithms for managing the educational process, preconditions for innovation and research activities. The strategic trends of ICT implementation in Slovenian universities have been defined: the development and testing of innovative pedagogical approaches, models and strategies of training; creation of ICT open platform, electronic content, services, pedagogical concepts and approaches, models of motivational mechanisms, cloud technologies in educational space, updating of educational network, creation of synergistic and interdisciplinary environment for partnership of all interested parties; ensuring a high level of digital competence and the use of ICTs within the entire education system; promoting the enhancement of the key competencies in general, higher education and adult education: the introduction of e-learning in higher education as a way of achieving the objectives of formal education, expanding e-learning in non-formal education; ensuring the efficiency of the ICT implementation strategy on the basis of regular measurement and evaluation, analysis of indicators of the impact of ICT on education at the national level, and its comparative analysis at the international level, ensuring the implementation of international standards of quality and comparability of ICT indicators in education.

PARASITIC ZOONOSES AS A GLOBAL AND LOCAL PROBLEM OF SANITATION AND HYGIENE OVER THE WORLD AND IN THE RUSSIAN FEDERATION

This article is devoted to the analysis of parasitic zoonoses as a global and local problem of sanitation and hygiene over the world and in the Russian Federation. Parasitic zoonoses in the world and in the Russian Federation are a complex multilevel biologically protected in terms of ecosystem, epidemiologically significant and sanitary and hygienic problem of modern medicine and veterinary medicine, which includes a number of widespread human invasions, caused by representatives of 17 species of the Protozoa class; 20 species of the Trematoda class; 12 species of the Cestoda class; 29 species of the Nematoda class; 64 species of the Acantocephalus class; 6 species of the Pentastoma class and others (total more than 500 species). To forecast in connection with climate warming, in the future it will be possible to consider the probable expansion of the area and the gain in the incidence of human and many animal species (more than 100 macro and micromammal species) with parasitic zoonoses on a global scale, where the main argument is the incomplete scale of special antiparasitic measures, poor hygienic culture of the population and the implementation of pedagogical technologies in the field of sanitary and hygienic education. As a sanitary and hygienic problem, parasitic zoonoses with complex cycles and invasion transfer mechanisms that actively circulate between various vertebrate animals and humans directly and indirectly through eggs and larvae of pathogens with the tendency of total contamination of the habitat of animals and humans are presented in frameworks of the global and local scale. Violations and non-compliance with sanitary and hygienic requirements and regulations (to the point without the countries of the world with irreproachably developed by the medical and veterinary services of the world and WHO at the UN) cause a 3-6 level biological protection of parasitic systems of bio- and geogelmintoses, protozoans of zoonotic nature (parasites of this type, Diphyllobothriidae, Opisthorchidae, Anisakidae, Trichinella, etc., Ascaris, Toxocara, Trichostrongylus, Trichocephalus, Fasciola, Dicrocoelium, Echinococcus, Dracunculus, Fasciolopsis, Moniliformis, Toxoplasma, Entamoeba and many others), which postponed their devaluation even in the regional scale. Therefore, health education should take an important place in the politics of each state, and it must be globally comprehensive. All medical and veterinary requirements to the quality of meat, fish, and plants must be strictly observed, which reduces the risk of parasitoses of the population and animals.

ПАРАЗИТАРНЫЕ ЗООНОЗЫ КАК ПРОБЛЕМА САНИТАРИИ И ГИГИЕНЫ В МИРЕ И В РОССИЙСКОЙ ФЕДЕРАЦИИ

This article is devoted to the analysis of parasitic zoonoses as a global and local problem of sanitation and hygiene over the world and in the Russian Federation. Parasitic zoonoses in the world and in the Russian Federation are a complex multilevel biologically protected in terms of ecosystem, epidemiologically significant and sanitary and hygienic problem of modern medicine and veterinary medicine, which includes a number of widespread human invasions, caused by representatives of 17 species of the Protozoa class; 20 species of the Trematoda class; 12 species of the Cestoda class; 29 species of the Nematoda class; 64 species of the Acantocephalus class; 6 species of the Pentastoma class and others (total more than 500 species). To forecast in connection with climate warming, in the future it will be possible to consider the probable expansion of the area and the gain in the incidence of human and many animal species (more than 100 macro and micromammal species) with parasitic zoonoses on a global scale, where the main argument is the incomplete scale of special antiparasitic measures, poor hygienic culture of the population and the implementation of pedagogical technologies in the field of sanitary and hygienic education. As a sanitary and hygienic problem, parasitic zoonoses with complex cycles and invasion transfer mechanisms that actively circulate between various vertebrate animals and humans directly and indirectly through eggs and larvae of pathogens with the tendency of total contamination of the habitat of animals and humans are presented in frameworks of the global and local scale. Violations and non-compliance with sanitary and hygienic requirements and regulations (to the point without the countries of the world with irreproachably developed by the medical and veterinary services of the world and WHO at the UN) cause a 3-6 level biological protection of parasitic systems of bio- and geogelmintoses, protozoans of zoonotic nature (parasites of this type, Diphyllobothriidae, Opisthorchidae, Anisakidae, Trichinella, etc., Ascaris, Toxocara, Trichostrongylus, Trichocephalus, Fasciola, Dicrocoelium, Echinococcus, Dracunculus, Fasciolopsis, Moniliformis, Toxoplasma, Entamoeba and many others), which postponed their devaluation even in the regional scale. Therefore, health education should take an important place in the politics of each state, and it must be globally comprehensive. All medical and veterinary requirements to the quality of meat, fish, and plants must be strictly observed, which reduces the risk of parasitoses of the population and animals.

Современные педагогические технологии как инструмент моделирования профессиональной деятельности в учебном процессе педагогического колледжа

In article the urgency of development of modern educational technologies by teachers of pedagogical colleges is justifi ed. Relevance is considered as part of the philosophy of education, and in the context of legislative changes enshrined in the law “On education in the Russian Federation” and the FSES at all levels. We considered two aspects of this process: educational technology used in teaching, and support of college students in the selection of complex educational technologies to replenish professional tools for future teachers. The factors which prevent not only the process of implementation of pedagogical technologies in educational process of pedagogical colleges, but also in the practice of General education are considered. The measures to facilitate the organization of such a process are off ered and criteria that can be used both for the selection of the most eff ective for teaching in a teacher training college, and for the creation by future teachers of their own complex of pedagogical technologies are given.