Interactive Educational Technologies Research Articles

Анализ теории и практики адаптации обучающихся к интерактивным технологиям обучения

The article provides a retrospective analysis of various approaches to the adaptation of students in an interactive educational environment. The characteristics of each of the analyzed approaches highlight the specifics of students' adaptation to the conditions of an interactive learning environment. The purpose of the article is to analyze the theory and practice of students' adaptation to an interactive educational environment. A comparative analysis of various scientific approaches to the adaptation of students to the educational process has allowed us to define pedagogical processes as synergetic systems in which unstable, unexpected and unpredictable situations are constantly created that require an adequate operational response from students. Consideration of pedagogical processes as synergetic systems leads to the need to use interactive educational technologies in the educational process. In an interactive educational environment, adaptation does not manifest itself in a traditional academic form, but takes the form of preadaptation, which requires students to quickly search, build and regulate their attitude and behavior, adequately changing the conditions of the educational environment. Based on the analysis of the dynamics of the development of interactive learning technologies in the study, meaning-creating educational technologies have been experimentally developed and substantiated, allowing creating conditions in the educational process for the openness of thoughts, ideas and meanings of students and the phenomena studied and knowledge about them. The educational technologies proposed in the article are a new direction in the development of an interactive educational environment, and their use in educational practice can significantly increase the adaptability of students to the educational environment.

Teacher experiences and utilization of interactive educational technology in Chinese university

Teacher experiences and utilization of interactive educational technology in Chinese university

РОЛЬ SOFT SKILLS ПЕРСОНАЛУ ПРОБАЦІЇ У ПОБУДОВІ ТРАЄКТОРІЇ ОСОБИСТІСНО-ПРОФЕСІЙНОГО РОЗВИТКУ

oday, new requirements are imposed on probation staff, which consist not only in the possession of hard professional skills (hard skills), but also personal qualities, which together constitute soft skills and play an important role in the development and construction of a trajectory of personal and professional development. The article identifies and groups, in accordance with certain characteristics, the main soft skills of probation specialists, which complement highly specialised knowledge and mastery of professional skills, helping them to become successful specialists in their field. The ways of improving not only hard skills, but also soft skills of probation specialists are proposed. The role of soft skills in building the trajectory of personal and professional development of probation specialists is determined. The purpose of the article is to reveal the role of soft skills of probation staff and the peculiarities of the methodological foundations for shaping the trajectory of their personal and professional development. The research methodology is based on the modern provisions of pedagogical science, psychology and law, reflects the interconnection of methodological approaches to the study of the process of forming soft skills of probation staff and the possibilities of personal and professional development. Conclusions. Timely updating of educational programmes for advanced training, use of interactive educational technologies, motivation of academic staff to apply innovative methods of developing soft skills of personnel is one of the important issues of ensuring the quality of work of probation bodies. Practical development of certain tasks in the form of interactive learning (trainings, quests, webinars, round tables, mini-conferences) contributes to the change of value and semantic components of professional competence and influences the formation of soft skills of probation specialists, which allows them to build an individual self-education programme and a trajectory of personal and professional development Key words: professional and personal development, trajectory of professional and personal development, probation staff, professional competence, self-improvement, self-education, self-development.

THE USE OF INTERACTIVE EDUCATIONAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF A PEDAGOGICAL UNIVERSITY

The article reveals modern approaches to the training of higher school students based on the use of interactive tech- nologies. The strategy of restructuring the system of organization of educational process in the university is defined taking into account the requirements of federal state educational standards, including expansion of the range of forms of organization of educational process, introduction of active methods of education, organization of scientific research and independent activity of students, use of various interactive educational technologies. The experience of implementing interactive educational technologies such as the theory of solving inventive problems (TRIZ), the development of critical thinking through reading and writing (RCMFP), game technologies in training future pri- mary teachers is described in detail.

Pelatihan Integrasi Media Pembelajaran Dalam Pelaksanaan Pembelajaran Guru Sekolah Dasar Kecamatan Banawa

The Community Service Program (PKM) aims to enhance the competence of elementary school teachers in the Teacher Working Group (KKG) Gugus 3 Dian Pertiwi, Banawa, using interactive learning platforms Quizizz and Kahoot. Involving five lecturers from the English Education program and two students from the Faculty of Teacher Training and Education at Tadulako University, this training was attended by 30 teachers. The activity introduces and improves teachers' skills in integrating educational technology into the Free Learning curriculum. Training methods include presentations, demonstrations, hands-on practice, and Q&A sessions, allowing teachers to understand, design, and implement interactive quizzes in their teaching. Evaluation and feedback indicate a significant improvement in teachers' understanding and confidence in using both platforms. The training also facilitates collaboration among teachers and the development of individual action plans for implementation in the classroom. The results show that the training successfully enhances teachers' ability to integrate interactive educational technology, which is expected to impact student engagement and understanding in the learning process positively

Interactive and Contact Education Technology for Laboratory Work With Haptic Gloves in a Virtual Environment

Interactive and Contact Education Technology for Laboratory Work With Haptic Gloves in a Virtual Environment

Application of effective methods in the educational process based on innovative, interactive, and game technologies

The article aims to examine the content and effectiveness of educational technologies in the educational process. In the study, a combination of methods including literature analysis, synthesis, induction, deduction, generalization, and design were employed. The article provides a brief overview of interactive, game-based, and innovative educational learning technologies, analyzes research on their effectiveness in various age groups of children and adults, and explores their potential for individuals with disabilities. The study also identifies the conditions necessary for the effective utilization of these technologies in the educational process. Based on the findings, it is concluded that these technologies have the potential to enhance learning outcomes and meet the diverse needs of learners. Recommendations for future directions include further research on the optimal integration of these technologies and their continuous adaptation to keep pace with evolving educational requirements. Keywords: Educational process; game technologies; innovative technologies; interactive technologies.

USE OF INTERACTIVE TECHNOLOGIES OF COLLECTIVE AND GROUP LEARNING (ON THE EXAMPLES OF STUDYING SCHOOL COURSES OF GEOGRAPHY AND NATURAL SCIENCE «GETTING TO KNOW NATURE»)

The standards of modern education set before every teacher the task of forming a person of a new generation – creative, active, proactive, one who uses innovative approaches in solving problem situations.The concept of the New Ukrainian School puts forward new requirements for the organization of education for those seeking education. It is possible to implement this work only when each student performs his educational process as effectively as possible. Traditional methods of education aimed at improving the information system of education do not provide the opportunity to fully reveal the inner creative and intellectual potential of each person, because it continues to be dominated by the traditional psychological and informational approach, which is aimed at developing memorization skills, rather than thinking and acting, and not the development of all psychological processes of the individual, which he should involve in the learning process.The article highlights the problems of using interactive learning technologies in the school natural science course “Getting to Know Nature”. Interactive technologies of collective and group learning (“microphone”, “unfinished sentences”, “brainstorming”, “teaching – learning”, “openwork saw”, “situation analysis are considered”), “decision tree” and others.It is noted that such an organization of training creates a special educational environment for personality development. Through mutual learning, experience in solving problems based on its theoretical understanding and application is acquired.
 Keywords: method of teaching natural science; interactive educational technologies; “microphone”; “unfinished sentences”; “brainstorming”; “teaching – learning”; “openwork saw”; “situation analysis”; “decision tree”.

Interactive didactic support for students in a digital learning environment

Introduction. In recent years, digitalization has been actively developing in the system of professional education and takes an important role in the UNESCO strategy related to culture, science and education. The learning process in the digital educational environment is being transformed, a new level of quality is being acquired. The sustainable development of educational systems of students actualizes the improvement of the quality of education in the digital educational environment, which are actively developed within the framework of digital didactics The purpose of the study is to identify the features of the implementation of interactive didactic support for students for improvement of distance learning format. Materials and methods. In accordance with the statements of the activity, system and information approaches, an author's questionnaire has been developed. The survey involved 100 first- and second-year students of the Moscow State Educational Complex studying in the field of study "Network and system administration". The age of the respondents is from 17 to 20 years, among which 30% are women. The survey was conducted using the Google Forms tool. The involvement of students in educational activities in the conditions of distance and traditional formats of education was studied at the first stage. At the second stage, the preference of students in the choice of forms of didactic support was revealed: face-to-face consultations according to the schedule, group chat with the teacher, video conferences with the ability to ask questions, simulators for practicing problem solving methods, short video lectures. Respondents were asked to rank three of the five proposed items in order of importance. Results. Distance learning format was chosen by 46% of respondents, and mixed – by 54%. Most of the students (60%) indicated that they use other sources of information in the learning process. Among the forms of didactic support, it was revealed that students prefer face-to-face consultations with a teacher (average position score for 1st year students is 2.05, 2nd year students – 2.15), group chat (1.2 and 1.75 points, respectively) and videoconferencing with the ability to ask questions to the teacher (1.65 and 1.2 points). Less significant for students are short video lectures (0.8 and 0.75 points) and simulators for practicing problem solving methods (0.2 and 0.25 points). The results of the survey confirm that blended learning, in comparison with distance learning, has significant advantages. Conclusion. The development of the digital educational environment involves the adjustment of the professional competencies of the teacher so that he is in the leading subject position in the organization of didactic support for students. An important area of digital didactics is the improvement of interactive educational technologies for the effective support of students.

SIMULATION GAME AS AN EDUCATIONAL TECHNOLOGY PROFESSIONAL TRAINING OF SPECIALISTS PUBLISHING AND PRINTING

The article deals with the peculiarities of using such an interactive educational technology as a simulation game in the educational process of a higher education institution. Approaches to defining the essence of this technology are generalized. It has been established that simulation games can be used as a pedagogical technology or one of the methods of active learning, in conducting social and psychological training, in solving production, social and psychological problems that a graduate may encounter in his or her professional activity. The classification of educational simulation games is presented. Their didactic potential is determined and possible options for building and structuring simulation games are revealed. The specifics of the use of simulation games in the professional training of bachelors of publishing and printing in higher education are considered. Their use will facilitate the rapid inclusion of students in the model of professional activity, allow them to take on different functional roles, identify the specifics of their characters' activities, interact in a simulated, but as close to real, production process, and most importantly, see and evaluate the final result of their work. The author's electronic resource with methodical instructions on the use of a simulation game. The experience of using the simulation game in the professional training of bachelors of publishing and printing is presented.

Implementation in the educational process of the university of modern interactive educational technologies aimed at the development of flexible skills of future teachers

Introduction. Educational activities at the university and the training of future teachers in it have a number of features and significant shortcomings, which are indicated in this article. The inclusion of interactive educational technologies in the educational process is aimed at eliminating all the above shortcomings and trends in educational activities at the university. On the one hand, they make the educational process more diverse and interesting for the modern generation, on the other hand, they allow you to effectively form the flexible skills of future teachers. Based on the foregoing, the purpose of this article is to analyze the possibilities of interactive educational technologies in the formation of flexible skills for future teachers.Materials and Methods. The methodological basis of the study was systemic (I. V. Blauberg, Yu. K. Babansky, Yu. A. Konarzhevsky and others), axiological (I. A. Abakumova, M. V. Boguslavsky, M. S. Kagan, V. A. Karakovsky, A. V. Kiryakova and others), contextual (A. A. Verbitsky, D. F. Ilyasov, S. V. Tarasov, Z. I. Tyumaseva, I. G. Shendrik, V. A. Yasvin and others), nuclear (A. V. Barsukova, V. I. Dolgova, O. I. Ruban, O. A. Shumakova and others) and person-oriented approaches (N. A. Alekseev, E. V. Bondarevskaya, V. V. Serikov, I. S. Yakimanskaya and others); structural approach to the study of personality S. L. Rubinshtein, the concept of the need to prepare future teachers for educational activities (A. N. Tkacheva and others). Research methods: analysis of theoretical and legal literature, generalization, formulation of conclusions, analysis of practical experience.Results. In the course of using interactive educational technologies in the educational process of the university, there is an exchange of professional and social experience, a mechanism of mutual learning and mutual enrichment is launched. Within the framework of this study, interactive educational technologies are considered as a key mechanism for the formation of students' flexible skills. One of the popular and popular interactive technologies is educational quests, which involve immersion in the plot and the search for solutions to the tasks. The article presents the developed program for conducting web quests at the university, which contributes to the development of students' flexible skills, such as empathy, emotional intelligence, communication skills, time management, public speaking skills. A model for educating flexible skills of future teachers at a university through interactive educational technologies has been developed, which contributes to the formation of the studied skills through the use of the context and design of a video game, allows students to be involved in volunteer and socially significant activities, and use the opportunities of organized training sessions.Discussion and Conclusions. Interactive educational technologies are a promising and effective means of developing students' flexible skills by introducing the necessary diversity into the educational process of the university, using the possibilities of digital technologies, and gamification of the educational process.

СТОРІТЕЛІНГ ЯК ТЕХНОЛОГІЯ ПРОФЕСІЙНОГО РОЗВИТКУ ВЧИТЕЛІВ БІОЛОГІЇ

The article analyses the main pedagogical and educational technologies. The purpose of the article is a comprehensive analysis of the features of storytelling technology, as one of the leading pedagogical technologies that contributes to the professional development of biology teachers. According to the goal, the following task was set: to determine the expediency and ways of using storytelling technology in the professional development of biology teachers. It is noted that in the modern conditions of the development of society, the change of the educational course to a human-centred personal direction in education, the transition to competency-based training, active, interactive and innovative educational technologies in the learning process are becoming more and more relevant. The levels of functioning of educational technologies are determined as follows: general pedagogical, subject-methodical and local (modular) levels of functioning of pedagogical technology. The importance of understanding the differences between such concepts as “educational technology”, “pedagogical technology”, “learning technology (education, management)” is emphasized. The basic pedagogical technologies, their general characteristics, purpose and functions in the educational process are indicated. In the article, considerable attention is paid to the technology of storytelling, its content and essence are determined, both for the general range of subjects and for biology in particular. Attention is also drawn to the peculiarities, types, forms and other methodical characteristics of storytelling. The key role of storytelling technology as an effective method of presenting information in biology lessons is emphasized. Storytelling has significant practical advantages: it is easily perceived by students, develops creative imagination, overcomes the fear of public speaking and establishes relationships between students. It can be said that the proposed methods of using storytelling in lessons make it possible to implement the educational process in institutions of general secondary education based on a fundamentally different methodological approach, accordingly, the widespread use of multimedia formats for presenting educational materials is gaining momentum; ICT, the use of Internet resources in combination with storytelling remain relevant. The publication highlights the main, in our opinion, recommendations for the effective use of the mentioned technology, outlines the forms of its application in biology lessons. Examples of the use of storytelling technology during the study of a certain topic from a school biology course were given. The recommendations presented in the article are based on theoretical analysis, synthesis of scientific views and personal pedagogical experience. The basic aspects of the use of storytelling technology in the professional development of teachers are indicated. It is emphasized that the technology of storytelling is an effective tool in the professional development of teachers, as it contributes to the enrichment of pedagogical experience, stimulates creativity and contributes to the effective transfer of knowledge and values.

ПОЛІЛОГ У СИСТЕМІ ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ПОЧАТКОВОЇ ОСВІТИ

The social demand of the Ukrainian society at the present stage is determined that the specialist in the education field should be prepared for the effective performance of their professional functions and full participation in all spheres of life of a multicultural society, which involves the study of the problem on the development of the polylogical communication ability of future teachers. This skill is a necessary reason for successful socialization, full involvement in future professional activities, including the contacts in the international professional spheres. The publication enlightens the importance of polylogue implementation as a form of speech activity (native and foreign), which combines the components of dialogic and monologic speeches during the educational process organization in the higher educational establishment, necessary for the moulding general and professional competencies of the future primary school teacher, respectively to the requirements of legal acts: the Law of Ukraine "On Education", the professional standard for the professions "Teacher of primary classes of a general secondary education institution", "Teacher of primary education (with a diploma of a junior specialist)", State Standard of Primary Education. The work focuses on the usage of the polylogue in the process of implementing the communicative-activity approach in the system of training specialists in primary education field by means of interactive teaching methods, in particular, the debate game, discussion and the project method. The authors substantiate the didactic potential of the polylogue as a synthetic form of speech activities, regarding the achieving the main goal of future teachers’ language learning (native and foreign), which involves effective communication in oral and written language forms, the use of language for the purpose of intercultural communication in the dialogue of cultures and civilizations of the modern world. It has been proven on the basis of the analysis and generalization of the experience of teachers of verbal disciplines in the Municipal Higher Educational Institution “Lutsk Pedagogical College”, in regard to the use of interactive educational technologies, the effectiveness of the project method, educational debate game, in the system of forming general and professional pedagogical competences, primarily native and foreign language communicative competence while teaching students of higher educational institutions in Ukraine.

INTERACTIVE EDUCATIONAL TECHNOLOGIES IN THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF RUSSIAN LANGUAGE STUDENTS

In the article, interactive educational technologies in the development of communicative competence of students of the Russian language are written. The main task of the teacher is to form and develop the communicative competence of students, and it is appropriate for teachers to make their activities the main task of using methods and technologies that enable students to communicate independently and freely in Russian. It is necessary that such an activity arouses the desire of students to communicate in the language they are learning and that this communication brings joy to the students.

IMPLEMENTATION OF INTERACTIVE METHODS LEARNING IN THEORETICAL ENGLISH GRAMMAR CLASSES

Nowadays, in the educational process of a higher education institution, it is necessary to use modern psychological and pedagogical technologies, which provide for the maximum intensification of the education of a student of higher education, because under the condition of his active activity, what he has learned can become an asset of his mind and personal qualities. The purpose of the article is to analyze the most effective interactive teaching methods and implement them in the teaching process of the discipline "Theoretical English Grammar". The article presents an overview of interactive learning methods and educational technologies that can be implemented in the process of studying the specified professional discipline. With active learning, the student of higher education acts as a subject of educational activity to a greater extent than with passive learning, enters into a dialogue with the teacher, takes an active part in the cognitive process, performing creative, searching, problem tasks. Active learning methods have a number of advantages, they allow to activate the learning process, the ability to put forward and formulate ideas; willingness to take justified risks and make non-standard decisions. The teacher acts as an organizer of the learning process, a group leader, a facilitator, and a creator of conditions for the initiative of those seeking higher education. Learning using interactive educational technologies involves a different from the usual logic of the educational process: not from theory to practice, but from the formation of new experience to its theoretical understanding through application. Under the condition of regular use of forms and methods of interactive learning, students of higher education develop productive approaches to mastering information, the fear of making an incorrect assumption disappears. Interactive training increases the motivation of participants in solving the discussed problems, which gives an emotional impetus to their further search activity, prompts them to take specific actions. Possibilities and practical significance of using the specified methods in the system of higher professional education are considered. The use of interactive teaching methods, which include new methods of "teacher-student" interaction, are considered, and innovations in the process of mastering educational material are identified. Both practical classes and lectures can be conducted in an interactive form (problem lecture, lecture-dialogue, lecture-provocation, lecture in pairs and others). The educational process with the use of interactive technologies and methods allows students of higher education to form social interaction, lively communication, and joint decision-making.

THE IMPORTANCE OF INNOVATION AND INTERACTIVE EDUCATIONAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS

Innovative technologies specific to education have become a means of determining the effectiveness of teaching. The article talks about the types and importance of innovative and interactive educational technologies in the educational process.

Interactive technologies in the clinical training of future pediatricians

A review study of interactive educational technologies as part of the educational process and their role in the clinical training of future pediatricians was carried out. The research was focused on the use of interactive technologies (on the example of role play) in teaching pediatrics students to ensure the formation of their professional competencies. Role play is a situational or demonstration technique applied to develop practical and communicative skills. This technique can be used to transform knowledge into skills most effectively by simulating real experiences that may arise in professional practice. Such simulationbased learning allows trainees to experience some concept or idea by acting it out in front of peer students, or by watching others. Role play is useful for developing communicative and decision-making skills. The effectiveness of interactive teaching methods is determined by the joint activity of the teacher and the students. In this context, education is seen as the formation of new goals and personal attitudes, while personal development is seen as the formation of personal capacity for independent activity and self-management.

Towards the Development of Research Skills of Physics Students through the Use of Simulators: A Case Study

The objective of this research is to evaluate the impact of using the simulators on students’ achievement of competencies, such as: Inquire, through scientific methods to build knowledge. The methodology used consisted of qualitative research whose data collection was carried out through an experiment with interactive Physics Educational Technology (PhET) simulators. The experiment was carried out through a simple random sampling of 25 students from a population of 100 students of physics subjects. With this sample, four learning sessions were developed using the PhET interactive simulator, which were implemented in a way that helped the development of skills according to learning indicators oriented to the achievement of the competence, Inquire, through scientific methods to build knowledge. A pretest and a posttest were applied. The results of the study show the benefits of the use of simulators in the teachinglearning processes, contributing to the achievement of the competence inquire, through scientific methods to build knowledge, developing capacities, such as: Problematize situations to inquire, design strategies to inquire, generate and record data or information, analyze data and information, and evaluate and communicate the process and results of their inquiry. In conclusion, 100% of the students develop inquiry competencies through the development of capabilities.

Traditional and interactive technologies for business foreign language teaching in a technical university

Teaching a foreign language at a non-linguistic university should be a purposeful, intensive, exciting and effective process, capable of ensuring both the development of foreign language skills and abilities and high motivation of technical students to learn a foreign language. The author of the article determines that the combination of traditional and interactive teaching technologies at the practical lessons of business foreign language increases the efficiency of the process. The author's textbook "Business English" for the bachelors of technical specialties on business foreign language in the informational-didactic base of Samara Technical University is presented in the article. The aim of this textbook is to develop foreign language communicative success of students of technical specialties through the skillful use of traditional and interactive educational technologies for business foreign language teaching in a technical university

Digital Resources as a Way to Increase the Motivation of Economic Specialties Students in Studies of Mathematics

The purpose of the work is to analyze the technical, methodical and psychological aspects of digitalization in education and, in particular, the methods of ensuring the effectiveness of independent work of students in the conditions of e-learning. The main attention is paid to the problem of the influence of interactive educational technologies on the formation of external and internal motivation of students of economic specialties to study mathematical disciplines.
 Methodology. In the conditions of e-learning continuous monitoring of the success of students in mastering mathematical methods and their application to solve economic problems was carried out. The success of each student in performing each type of work separately, as well as his overall rating among other students in the group, were determined. These results were supplemented by the results of the students' questionnaire regarding their own attitude towards interactive technologies as a tool aimed at forming motivation for learning. 
 Results. The virtual environment for e-learning was built using Moodle LMS and contained learning digital resources of various levels of interactivity, including electronic multimedia publications. This helped to fully meet the needs of the distance educational process. To form the student's external motivation, the authors used an electronic journal in which the types of current tasks, points for their completion, the student's rating for each type of tasks, as well as for all types of tasks in general, are defined. To support internal motivation, interactive learning elements were developed and implemented. The effectiveness of the use of digital resources was confirmed during the monitoring of students' success and by the results of the survey of the participants of the experiment. 
 Conclusions. A significant advantage of the use of interactive components in the educational process should be considered the creation of conditions for a better understanding of theoretical material and using mathematical apparatus for solving real economic problems. The use of multi-level digital resources gives the student the opportunity to build an individual educational environment that increases internal motivation to study.