New Information Technologies In Education Research Articles

TEACHING-PEDAGOGICAL PRACTICE IN THE SYSTEM OF PROFESSIONAL TRAINING OF FUTURE PHYSICS TEACHERS

The article is devoted to the analysis of some pressing questions of organization and conducting of pedagogical practice in the system of future teacher of physics professional preparation in the aspect of forming his professional culture and competence. The reform of higher pedagogical education in Ukraine is part of the ongoing educational system updates in European countries over the last twenty years. These reforms are driven by ideas of human-centeredness and democratization, recognizing the importance of knowledge as a catalyst for societal well-being and progress, and the creation of a unified educational space. These changes pertain to new educational standards, qualification models, and methodological systems for professional training at the "bachelor" and "master" levels, which are based on activity-based, personality-oriented, and competency-based approaches. These reforms also involve the implementation of educational innovations and new information technologies in teaching and learning. Society entrusts educators with its future and naturally expects them to employ the most effective teaching methods and forms to impart the fundamentals of science. The quality of youth education, their ability to thrive and work in an information-driven society, contribute to a knowledge-based economy, and gain competitive advantages, all hinge on the level of a teacher's professional competence. In today's context of tiered and specialized differentiation, variability in physics school curricula and textbooks, and the development of new information technologies in education, this thesis assumes special significance. In the professional training of future physics teachers, a special place is reserved for pedagogical practice, the main goal of which is for them to acquire initial professional experience in independent work under conditions that closely resemble their future profession. This practice aims to develop pedagogical thinking and professionally significant personal qualities, ultimately leading to the acquisition of professional competence.

Use of Information Technologies in Higher Education From The Aspect of Management

The development of modern information-communication technologies has enabled the development of electronic knowledge distribution channels that expand the effective level of general and specialist education. This trend is also present in higher education because higher education institutions and institutes increasingly rely on the use of modern information-communication technologies in their operations. The effects of the use of personal computers, the Internet and global social networks are multiple in the higher education system as well. In the process of acquiring new knowledge, developing creativity, as well as ensuring greater activity in the process of education, new learning technologies, with the use of multimedia systems, created the prerequisites for the engagement of all individual and collective resources. The most important source of the state’s competitive advantage is the ability to educate and retain highly educated personnel in the field of information technologies. From that aspect, the paper discusses information technologies as a scientific discipline and general conditions for education in the field of information technologies. The impact of technical and pedagogical changes on education in this area is analyzed with particular attention. It is known that information technologies are suitable for vocational education, and the modern environment sets specific requirements regarding the applicability of knowledge acquired in higher education institutions. The dynamic and turbulent market emphasizes the applicability of knowledge as a key requirement in the educational process. These short researches propose new educational modules that should structure teaching in the field of information technologies in accordance with the global demand in this sector. Every society strives for a more efficient and economical system of education, and therefore the issue of the use of new information technologies in education comes down to the problem of creating a theoretically ideal model of the use of these technologies at all levels of education and work.

POTENTIAL OF CLOUD TECHNOLOGIES FOR THE PROBLEMS OF AUTOMATED DESIGN SYSTEMS IN THE CONDITIONS OF DIGITALIZATION OF EDUCATION

The issue of formation of the cloud environment of educational institutions is recognized as a priority in the development of pedagogical technologies and is actively discussed by the educational and scientific community of various fields of education and research. The relevance of the use of new information technologies in education is that they not only perform the functions of tools used to solve certain pedagogical problems, but also provide qualitatively new learning opportunities, skills of independent learning, contribute to the creation of new forms of learning and education. Changes in public life require the development of new innovative ways of learning, the use of pedagogical technologies taking into account the specifics of individual development of the modern applicant, creative approach to applied tasks, formation of relevant competencies, ability to design, model not only in professional life but also in everyday life. Cloud technologies are a unique opportunity to create a new educational space with an appropriate information base. The purpose of this article is to analyze the features of the introduction of cloud technologies, in particular computer-aided design systems in the educational environment of the educational institution as a key driver of digital transformation of education. The article highlights the possibilities of introducing cloud technologies implemented in the cloud environment of educational institutions in the educational process, identifies their impact on the learning component. The analysis and assessment of the experience of using certain services and components of the cloud environment in the process of training future teachers in educational institutions.

FORMING MATHEMATICAL IMAGINATION OF PRIMARY SCHOOL STUDENTS USING GAME TECHNOLOGY

This article discusses the formation of mathematical imagination of primary school students using game technology, the introduction of new information technologies in education, and so on.

The technology of increasing the effectiveness of mathematics lessons in innovative educational conditions

Today, the teacher requires the use of advanced pedagogical and new information technologies in the educational process. The introduction of advanced pedagogical and new information technologies in education not only increases the effectiveness of training, but also plays an important role in the upbringing of an independent and logical thinking, comprehensively high spiritual person by applying the achievements of Science in practice. This article describes the ways of teaching and learning using interactive techniques in the lessons.

БОЛОЧОК ФИЗИКА МУГАЛИМДЕРИН ЗАМАНБАП МААЛЫМАТТЫК БИЛИМ БЕРҮҮ ЧӨЙРӨСҮНДӨГҮ ИШМЕРДҮҮЛҮКТӨРГӨ ДАЯРДОО

Currently, with the widespread use of new information technologies in all spheres of society, there is an extension of humanity's preparation for this type of activity. The use of new information technologies in education increases interest in the subject and increases the level of student learning. The article is devoted to one of the urgent problems of education - training specialists for the use of new information technologies. By teaching future physics teachers to acquire knowledge with the help of new information technologies, one can prepare them for the effective use of the knowledge and skills gained in professional practice. In particular, prepare teachers to behave competently in the modern information educational environment. The article gives recommendations for the formation of information competencies of a future physics teacher.

ІНФОРМАЦІЙНІ ТЕХНОЛОГІЇ, ЯК ЗАСІБ ОСВОЄННЯ СТУДЕНТАМИ НАВЧАЛЬНОЇ ДИСЦИПЛІНИ "МЕТОДИКА НАВЧАННЯ ОСВІТНЬОЇ ОБЛАСТІ "МАТЕМАТИКА"

     The paper presents an analysis of the concepts of "information technology", "Information Technologies in Education", "Information technology education", "computer technology", "New Information Technologies", "New Information Technologies in Education". Found that the most common concept in this list is the concept of "information technology" as a set of methods and technical means for collecting, processing, storing, processing, transmission and presentation of data. Slightly narrower in this context, the concept of "new information technologies," which mandates the involvement of computer and other technical means to work with data. The emphasis on the learning process of information technology requires detailed terms "Information Technologies in Education" and "New Information Technologies in Education", which are defined as involvement of information technology and accordingly, including the technical means to create new perceptions and knowledge transfer, evaluation studies and all-round development of the individual in the educational process. Along with these terms also used such as "information technology training," which denotes a set of training and educational materials, and technical tools for educational purposes, as well as the system of scientific knowledge about their role and place in the educational process. Meanwhile, the term "information technology" encompasses all these concepts, so in a broad sense can be used to denote any signified concepts.     As an extension of the term "information technology", the term information and communication technologies (ICT), and "information technology education", understood as educational technology using special methods, software and hardware to work with information and "ICT training "- as IT training focused on the use of computer communications networks for solving instructional problems or their fragments. Taking into account tasks, such as creating methodical maintenance of discipline "Methods of teaching educational sector" Mathematics "" using computers, the authors use the term "information technology", follow the definition of information technologies M. Zhaldak, IT training Zakharova I. and see their possible implementation in class presentations through the use of lectures; at workshops – by presentations prepared by the teacher and presentations prepared by the students, and through the use of computer control tests; during independent work possible use of teaching aids in electronic media and educational computer tests.

Cooperation between countries — The Nordic model

The task of implementing and applying new information technology in education is very resource demanding. At the same time, it is obvious that investment in the new technologies — from an educational, as well as a technical viewpoint — is important for the future development of a nation. On their own Nordic countries are very small. They have, however, something in common: a cultural background and similar educational traditions. The Nordic countries combined constitute a strong block which is able to build and develop know-how in the field. This is realized, for instance, through contracts between the countries, allowing development environments and products from one country to become accessible to all five countries. Large investments in different projects are initiated by individual countries, but the outcomes are to the benefit of all.

New information technologies in education

New information technologies in education

New Information Technology in Education

AbstractNew Information Technology has proliferated in Israeli education mainly through the initiative of many different agencies rather than through “top-down” national policy. However, a need has been felt for comprehensive conceptualization as embodied in a national policy. A clear policy is necessary today, not only for ministries and national departments of education, but for classroom teachers as well. The purpose of this article is to analyze the need for such a policy, review the main issues involved, and outline a proposed policy. Based on an analysis of educational philosophies involved and empirical findings about the impact on education that computers have had so far, a “sound policy” is proposed for using computers in education, focusing on creating “computer culture” in schools and using computers to generate innovation in education.

The costs of the new information technologies in education: What do we know?

The costs of the new information technologies in education: What do we know?

Information can be Transmitted but Knowledge must be Induced

Abstract The new technologies inherit powerful capacities for processing information. However, it must be realized that these new qualities should be integrated into the educational process without losing already existing qualities. Thus a too narrow‐minded interest in processing public information can easily lead to neglect of the development of personal knowledge. An analysis of the differences between these two concepts is carried out. It is argued that knowledge cannot simply be transmitted but must be induced in the learner. Therefore, the pioneer era of the use of new information technology in education must now be transcended and attention directed towards how new information technology is interfaced with human activities like discussion, explanation and personal understanding. This is not just a question of good software or courseware but of realizing that education is a matter of human development that must never be reduced to mere

International cameos and a plea for co‐operation in new information technologies

When initially asked to prepare this paper on an international perspective of New Information Technologies in education I was, at that time, heavily involved in editing an international journal for the use of microelectronics for the handicapped learner. At the same time I was preparing to carry out the role of Chairman for the Fifth International Conference on Technology and Education to be held in Edinburgh; all in all, one would say, a reasonable workload! Nevertheless, I accepted this task happily and to some extent allowed the task to create a diversion from administrative organisational matters. I have restricted this paper to those perspectives of a sample set of countries with whom I have a personal involvement either through my links in Europe through Euryclee or through the Ministries of Education of other countries. This is not, therefore, a scientific analysis of what is happening worldwide; rather, it is a series of cameos of those countries of which I may appear to have just enough knowledge to sound intelligent. It would be wrong just to allow myself the freedom to indulge in reminiscing and nostalgia without presenting the case for international co-operation to help educators use technology in a caring and responsible way. The cameos presented here are not complete. Instead, I have tried to put forward statements of unique perceptions or applications with

New Information Technologies in Education: Lessons Learned and Trends Observed

When thinking of new information technologies (NIT) in education many conceptual questions may arise: should we speak about technology or technologies; which are supposed to be the 'old' information technologies; how does NIT relate to educational technology; is NIT or are NITs things (such as computers), a set of techniques or something else? In order to be able to discuss the rich variety of NIT applications in education and its consequences for the latter we will have to deal with some conceptual aspects first. For that purpose we start with three quotations, as follows:

New Information Technology in Education, by David Hawkridge, (Croom Helm, London & Canberra, 1983), pp. ix + 238, $20.25

New Information Technology in Education, by David Hawkridge, (Croom Helm, London & Canberra, 1983), pp. ix + 238, $20.25

Book Review: New Information Technology in Education

Book Review: New Information Technology in Education

Preliminary Report on the New Information Technologies in Education: An International Mail Questionnaire Survey Study

Introduction The Association for Educational Communications and Technology (AECT) in Washington DC, in collaboration with the International Council for Educational Media (ICEM) in Paris, France has conducted this seminal international survey on the extent and the uses of new information technologies in education. Among these information media are micro and minicomputers, satellite telecommunications, videodisc and related video technologies.

New Information Technologies in Education in the Federal Republic of Germany

A major problem in preparing the present contribution has been that of diversity. There is, in the Federal Republic of Germany, a great difference between the general educational policies of the 11 Bundesldnder and the Bundesregierung. The dividing line runs mainly between the federal government and the states, with a majority of Social Democrats (SPD) and Free Democrats (FDP) on one side, and states with Christian Democrats (CDU/CSU) governments on the other. Yet the consequences of the declared general policy for the education system do not seem significantly to influence the application (or non-application) of new information technologies. Instead, the introduction of the latter into education appears to be mainly dependent on the personal commitment of individuals (teachers, parents, students and administrators). Moreover, the constitutional distribution of powers between the federal government and the 11 Bundesldnder has brought about several formal differences influencing, in particular, the way schools are funded and curricula developed.

Educational, Social and Ethical Implications of Technological Innovation

Abstract: Implementation of the new information technologies in education will create numerous, powerful consequences for society: some direct and deliberate, others indirect and unintended. Outcomes likely, regardless of the method of implementation used, include greater general knowledge of the citizenry, a decrease in the costs of formal schooling, the centralization and standardization of curriculum development, the necessity for a massive educational change to a new model of teaching/learning, the separation of ‘education’ (multiple right‐answer learning) and ‘training’ (restricted range of right‐answer learning), the emergence of a new definition of ‘intelligence’, and higher overall rates of societal change compiled with increasing cultural homogenization. Implications highly dependent on implementation strategy chosen include variations in which social groups will be the initial primary consumers, the extent to which human interaction is reduced in the learning process, the equity (or inequity) wi...