Use Of Interactive Technologies Research Articles

Формирование экологических знаний младших школьников на основе УМК «Байкальский сундучок»

In this article, the authors present the experience of developing environmental knowledge of junior schoolchil-dren using the example of the educational-methodological set “Baikal Chest”. The formation of environmental knowledge is relevant because we live on the coast of one of the unique natural sites of our country – Lake Baikal, which is the deepest and oldest body of water on planet Earth. Pedagogical conditions that increase the efficiency of this process are identified and justified. According to the authors, the most significant and effective pedagogical condition ns for the formation of environmental knowledge in primary schoolchildren are the use of interactive technologies, such as creative tasks, project activities, ICT-technologies, and problem situations. The article presents examples of tasks from the “Baikal Chest” educational complex, which, from the authors’ point of view, most effectively demonstrate the implementation of the ethno-regional component in the educa-tional process of elementary school, as well as form ecological knowledge of younger schoolchildren.

BARRIER-FREE EDUCATIONAL ENVIRONMENT: THE ROLE OF INDIVIDUALIZATION OF LEARNING AND HEALTH PROMOTION IN PEDAGOGICAL PRACTICE

Individualization of learning and health promotion play a key role in the implementation of the concept of barrier-free pedagogical practice. The aim of the study was to characterize the features of a barrier-free educational environment, to find out the role of individualization of learning and health protection in pedagogical practice. The article discusses the issues of individualization of learning and health protection in the formation of a barrier-free educational environment, provides examples of pedagogical practices aimed at their implementation, and highlights methods of individualization and health protection to create a favorable environment for the learning and development of each student. It is emphasized that in the modern educational context, creating a barrier-free environment requires taking into account the individual needs and potential of each student. The individualization of learning is aimed at adapting the educational process to the needs of each student, providing them with the opportunity to study in comfortable conditions and develop their potential. Health promotion ensures the physical and mental well-being of students, contributing to their successful learning and development. The strategies and methods of individualization of learning, such as differentiation of tasks, group and individual work, use of various educational materials and technologies are considered. The role of health promotion in pedagogical practice, including the organization of physical activity, psychological support and promotion of a positive psychosocial environment, is highlighted. The mechanisms for ensuring the functioning of a barrier-free educational environment are proposed, its components and factors of individualization of learning are considered. The article provides specific examples of innovative pedagogical practices that promote individualization of learning and contribute to health protection. In particular, the article considers methods of working with different types of tasks, the use of interactive technologies and tools that allow personalizing the learning process (stretching, flipped classroom, project method). It is found that innovative teaching methods are a mechanism for including different categories of students in the educational process. It is concluded that a barrier-free educational environment is a system that provides equal access and equal learning conditions for all students, regardless of their individual characteristics and needs; health protection involves systematic work with the physical and mental health of students, providing them with optimal conditions for learning and development; individualization of learning helps to prevent barriers to learning and promotes the inclusion of different categories of students in the educational process..

Особенности применения интерактивных технологий в профессиональной подготовке будущих юристов

Целью статьи является определение сущности, задач, принципов, структуры, форм и методов интерактивного обучения в высшей школе и раскрытие особенностей применения интерактивных технологий в процессе профессиональной подготовки будущих юристов. Для решения поставленных задач были использованы методы анализа и системного подхода. Исследованы активные и интерактивные методы обучения. Рассмотрены инновационные методы подготовки юристов, направленные на формирование у студентов не абстрактных знаний, а специальных навыков, способствующих применению знаний и умений на практике. The purpose of the article is to determine the essence, objectives, principles, structure, forms and methods of interactive education in higher education and to reveal the features of the use of interactive technologies in the process of professional training of future lawyers. Methods of analysis and a systematic approach were used to solve the tasks set. Active and interactive teaching methods have been studied. Innovative methods of training lawyers aimed at the formation of students not abstract knowledge, but special skills that contribute to the application of knowledge and skills in practice are considered.

Research on the use of interactive technologies in the process of teaching design and their role in the formation of aesthetic consciousness of future designers in the process of professional training

The purpose of the study is to analyze the possibilities of using interactive technologies in the process of teaching students majoring in design and gaining the necessary level of aesthetic consciousness. To realize the purpose of the article, the methods of analysis with the use of statistical software, content analysis, survey, triangulation method were used. The results are based on the empirical data of the survey. The survey involved 250 people and was conducted in accordance with the principles of safety, anonymity, gender equality, and objectivity. The most popular integrative technologies used to train design professionals are project, game, information and communication, and case technologies. They contribute to the development of creative skills and creative thinking among students. However, given the growing importance of digital competence, it is also necessary to use information and communication technologies. The professional competence of future designers should include digital literacy and information competence, which will contribute to the development of their professional skills and aesthetic ideas. It is indicated that the most important aspect of the development of professional competence is the formation of their aesthetic culture, which is a key element of creative activity. The scientific novelty of the study is to analyze the factor of psychological consciousness through the prism of acquiring the necessary knowledge and skills in the field of design through the use of information and communication technologies. The conclusions show that interactivity also contributes to the development of communication skills and the formation of a collective aesthetic consciousness.

Modeling the process of formation of leadership qualities of primary school students by means of interactive technologies.

The article constructs a model of the formation of leadership qualities of primary school students by means of interactive technologies, the constituent elements of which are: the goal (creating conditions for the formation and self-education of leadership qualities of primary school students by means of interactive technologies); content (a cluster of leadership qualities that provide an individual with dominance in peer relationships); stages of formation (motivational, informational and cognitive, valuable, praxeological, reflective); pedagogical conditions (motivation of students for leadership; ensuring the readiness of the teaching staff of the primary school for the formation of leadership qualities of students; development of student self-government); forms and methods (verbal, visual, practical, interactive: the author's training exercise "A wise choice between strengthening food security and promoting alternative sources of energy?", role-playing games "Lace", "Big family photo", "Three facts about yourself", "Pam "Antagonist for feelings", "Joint drawing", "Convey in one word", "Mafia" and others); diagnostic toolkit (questionnaire to determine the formation of leadership qualities); result (increasing the level of formation of leadership qualities of primary school students).It is emphasized that the motivational stage of the model involves the formation of needs for high achievements, prestige and recognition, self-realization. It is indicated that the informational and cognitive stage of the model is based on the transfer of knowledge about leadership (situational theory, theory of value exchange, theory of servant-leadership), power, methods of psychological influence on the social environment, methods of self-diagnosis and self-education of leadership qualities to a primary school student. It is emphasized that the value stage of the model ensures a positive attitude of elementary school students to leadership as a universal and national value. Therefore, the formation of behavioral components of students' leadership qualities is expected through the use of interactive technologies. The final stage of the model is the reflective and evaluation component, which allows the student to reach the level of self-education and overcome the distance between the "I-real" and "I-ideal".

The Use of Interactive Technologies in Learning English Language Learning: a Literature Review

The Use of Interactive Technologies in Learning English Language Learning: a Literature Review

Медиакомпетенции педагогов средней школы и области их применения

The article discusses the issue of media competence of modern teachers, which is a dynamically developing set of skills in the use of interactive technologies, means of working with information, methods of transmitting educational material and testing its mastery. The media competencies of teachers are directly related to the field of audiovisual communication, which includes SMM channels, social networks, and special educational electronic platforms. The article also raises the question of the areas of application of pedagogical media competencies and their effectiveness of use.

THE PRESERVATION OF HISTORICAL MEMORY IN THE DIGITAL AGE: CHALLENGES, OPPORTUNITIES AND INTERACTIVE TECHNOLOGIES IN TEACHING AND RESEARCH

This article addresses the importance of preserving historical memory in the digital age, highlighting challenges, opportunities and the use of interactive technologies in teaching and research. It discusses the ephemerality of digital media and the need for preservation strategies, such as format migration, metadata maintenance, and backup practices. The risks of loss and obsolescence of digital formats are addressed, underscoring the importance of constantly monitoring formats and adopting open standards. Legal and ethical issues related to digital preservation are examined, emphasizing respect for copyright, protection of privacy, and promotion of democratic access to historical knowledge. Global access and democratization of historical knowledge through online platforms, digital repositories and virtual libraries are also highlighted. Collaboration and information sharing between researchers and institutions are considered essential for the preservation and dissemination of historical knowledge. It presents the use of digital tools, virtual reality, games and virtual platforms in historical education, highlighting their ability to create immersive experiences for students. Big data analysis and historical data mining are explored as promising approaches to understanding historical patterns and trends. Thebenefits of data visualization and historical mapping in understanding and analyzing past events are discussed. Digital tools for the analysis of primary sources and the construction of historical narratives are presented. KEYWORDS: Media; Technology and History; Research; Memory and Teaching.

USE OF INTERACTIVE TECHNOLOGIES FOR THE FORMATION OF A CULTURE OF PROFESSIONAL COMMUNICATION IN HIGHER EDUCATION ACQUIRES

The essence of the use of interactive technologies for the formation of a culture of professional communication among students is considered.
 The main classifications of types of interpersonal interaction are named. Two main types of interpersonal interaction are distinguished.
 In the field of education, methods and forms of teaching are divided into non-traditional and traditional. The task of teachers of higher education institutions is to choose such teaching methods and forms of education that would allow each student of education to show creativity and activity. That is, along with traditional methods and forms of education, there are specific ones that are discussed in the article.
 Despite the fact that interactive technologies require a significant amount of time for the training of both the student and the teacher, the result of such classes becomes an incentive for further work with these innovative teaching methods. The advantages of interactive technologies in comparison with traditional methods of the educational process are determined.
 The rules that, when observed, remove the manifestation of stiffness in communication, establish harmonious relationships between people, and create an attractive image for the interlocutor are analyzed.
 The main principles of interactive technologies are highlighted.
 Forms of formation in the educational process of an innovative higher school are shown.

Interactive Forms and Methods of Teaching in the Process of Training Personnel for the Restaurant Business (on the Example of the Discipline "Business Culture in the Restaurant Business")

The modern approach to personnel training for the restaurant business is based, first of all, on the high requirements of employers for staff. This branch of the service sector in comparison with other spheres of activity is characterized by increased dynamics of the emergence of new clientele preferences. This feature leads to the variability of the approach to the organization of educational activities. New training methods are being developed that take into account the features of new technologies introduced by catering organizations and the improvement of customer service standards. Accordingly, the problem of choosing methods and methods of vocational training is becoming increasingly important and relevant. The purpose of mastering the discipline "Business culture in the restaurant business" is the formation of students' competencies that meet the requirements of the Federal State Educational Standard in the direction of training 43.03.03. Hotel business (profile "Restaurant activity"). To achieve this goal, a number of tasks are being solved: to study the features of the discipline "Business culture in the restaurant business"; analyze modern approaches to the development of this discipline; to study the features of the formation of professional skills for the implementation of professional activities; evaluate the effectiveness of using modern digital methods in teaching. In the course of this research, the following methods were used: analysis and generalization of publications of a theoretical and practical nature on the use of interactive technologies in teaching. A selection of publications devoted to improving the process of teaching students was made. Based on the theoretical generalization, a pedagogical experiment was planned and conducted. A comparison of the data obtained based on the results of the conducted pedagogical experiment allows us to assert that the use of interactive technologies in the educational process, namely during practical classes on the academic subject "Business culture in the restaurant business", allows to increase the level of efficiency of mastering educational competencies. The conducted research has shown that the interactive approach can be supplemented with a high degree of efficiency with the use of traditional technologies in teaching students, increasing the level of individualization of vocational training, giving it a creative character.

Interactive technology use during the study of the Universe

The development of students’ key competences and their scientific worldview is one of the significant tasks of secondary education. Understanding of the Universe, its objects, structure and research methods is an important part of natural and mathematic worldview. Problem-based learning is a relevant form for develop critical thinking during the study of these topics in the course of astronomy. In the conditions of distant learning this can be realized with the help of interactive online platforms whereas practical tasks can be realized through the use of simulators, mobile and computer applications. This will contribute the development of students’ key competences and practical skills. This research offers to emphasize the Universe study and interactive technology use in order to develop research, information and digital competences as well as competences in natural sciences and technologies.

ELT via INTERACTIVE METHODS: ADVANTAGES, FEATURES AND STRUCTURE

The article reveals the aspects of implementation interactive methods. The authors underline that the modern educational research underline that the use of interactive methods has become the subject of scientific work of the national and foreign pedagogues. Today, more than ever, the awareness and skillful use of interactive technologies affect workplaces, education, scientific development, market and political cooperation, communications, and more. Gadgets are no longer reserved for a select few as they exist in all forms of modern life, including educational institutions. The authors make streets on the fact that today we should adjust to process of the educational transformation, which takes place in the whole world. Thus, the interactive technologies gain the world-wide popularity due to the access to the internet of the participants of the educational activities. The Interactive methods effectively improve the students' academic achievements. They are oriented on the active participation in the educational process. They are able to upgrade the motivation and to develop the educational cognitive independence. Thus, teachers of the 21st century will use different interactive technologies. That’s why we have to correct the educational training of our students considering the theory and practice of the interactive technologies in ELT (English language teaching). The authors try to prove that the ELT has to be oriented on the interactive learning because it is able to form soft skills, to develop the English language communication, to form communicative strategies of the students. Thanks to the IM (interactive methods) we help students to improve the skills of the team-work, to upgrade the logical skills skills (analysis, synthesis, goal setting, problem-solving etc.) We should also take into account that the implementation of the IM guarantees that the students will work in the positive, relaxed atmosphere, developing their emotional intellect. Therefore, it is important to use interactive teaching methods, which play an important role in understanding the subject, as well as to develop spontaneous speech skills, in order to effectively teach English to primary school students and for better memorization. They promote better learning and increase the motivation of primary school students. Using the appropriate IM we can effectively upgrade the students’ motivation during the ELT within educational and extra-educational activities. Keywords: interactive, interactive methods, learning, effective education, technologies, ELT.

Psychological assessment of AI-based decision support systems: tool development and expected benefits.

This study aimed to develop an evaluation tool that assesses the use of AI-based decision support systems (DSSs) in professional practice from a human-centered perspective. Following the International Organization for Standardization, this perspective aims to ensure that the use of interactive technologies improves users' psychological load experience and behavior, e.g., in the form of reduced stress experience or increased performance. Concomitantly, this perspective attempts to proactively prevent or detect and correct the potential negative effects of these technologies on user load, such as impaired satisfaction and engagement, as early as possible. Based on this perspective, we developed and validated a questionnaire instrument, the Psychological Assessment of AI-based DSSs (PAAI), for the user-centered evaluation of the use of AI-based DSSs in practice. In particular, the instrument considers central design characteristics of AI-based DSSs and the corresponding work situation, which have a significant impact on users' psychological load. The instrument was tested in two independent studies. In Study 1, N = 223 individuals were recruited. Based on the results of item and scale analyses and an exploratory factor analysis, the newly developed instrument was refined, and the final version was tested using a confirmatory factor analysis. Findings showed acceptable-to-good fit indices, confirming the factorial validity of the PAAI. This was confirmed in a second study, which had N = 471 participants. Again, the CFA yielded acceptable-to-good fit indices. The validity was further confirmed using convergent and criterion validity analyses.

Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement

Educators have incorporated technologies designed to “gamify” or increase the fun and reward of classroom learning, but little is known about how these resources can be employed to create positive learning climates. Informed by self-determination theory (SDT), two experiments investigated a number of strategies teachers can use to frame one such technology, the student response system (SRS), when they use it as an educational tool to enhance its fun and contribution to positive learning environments. Participants (n = 30) in a pilot experiment were randomly assigned to a 2-month experiment that showed that using SRS versus non-technology-based learning increases academic well-being. A primary study (n = 120 students) experimentally manipulated the use of SRS with and without motivational framing strategies that were anticipated to enhance its effects, specifically by employing teamwork, friendly competition between students, and giving students a choice to participate. Results showed that motivational framing strategies enhanced students’ need satisfaction for autonomy (sense of choice), competence (sense of efficacy in relation to learning), relatedness (to others in the classroom), and academic well-being (interest and engagement). In short, the use of interactive technology and how it was implemented in class was vital for enhancing students’ learning outcomes.

Elementary School Teachers’ Self-Assessment of Use of Positive Behavior Support Strategies and Goal Setting Related to Equity-Focused Features

The goal of the Maximize Program is to collaborate with educators to develop resources and procedures to facilitate teachers’ use of equity-focused behavioral supports. In this study, we describe teachers’ responses to the first iteration of the interactive Maximize Technology Platform. Ninety elementary school teachers from three schools were encouraged to use the platform to learn about the foundational concept of equity literacy, complete a self-assessment of practices, and set a goal for improvement. We observed teachers’ platform use, self-reported use of 10 behavior support strategies, goals set for improving equity-focused features of these strategies, and reported progress during the first quarter of the academic year. Over 70% of teachers reported frequent use of four strategies: Classroom Expectations, Praise, Greetings, and Community Circles. Fewer teachers reported using Student Choice, Effective Questioning, and Corrective Feedback. Variations in use between general education and other teachers were observed. Over 60% of teachers set an equity-focused goal. Variability in the types of goals set and rates of reported improvement highlight the complexity of this work. Results offer promise about the use of interactive technology to facilitate professional learning and goal-setting about equity initiatives and offer insights for leveraging interactive technology to facilitate teachers’ implementation of equity-focused practices.

Designing and evaluating Reto Global, a serious video game for supporting global warming awareness

Nowadays, human activities are directly impacting the earth’s natural dynamics, resulting in climate alterations on a global scale, commonly known as Global Warming. Video games are a potential tool for global warming awareness due to their benefits to the learning process, such as improving cognitive skills, attention, and motivation to learn about a new topic. In this work, we present the design process of Reto Global, a video game to support global warming awareness in a museum exhibition context. We designed, developed, and evaluated Reto Global with the museum staff and potential museum visitors through the five stages of the Design Thinking methodology. Our results affirm the relevance of the use of interactive technologies to reinforce the process of raising awareness among potential museum attendees about the global warming phenomenon.

СИСТЕМА ПРОФЕСІЙНОЇ ПІДГОТОВКИ КІНОЛОГІЧНИХ КОМАНД ЗІ СПЕЦІАЛЬНИМИ СОБАКАМИ В ДКВС УКРАЇНИ

The article addresses to the system of professional training of junior cynology inspectors with special dogs in the State Criminal and Executive Service of Ukraine, which includes: training in an educational institution, penitentiary institutions, and remand detention centers of the State Criminal and Executive of Ukraine. The features of conducting theoretical classes during which professional knowledge and the ability to methodically, consistently and technically correctly perform training techniques are formed in junior dog inspectors. The proposed methodical recommendations for conducting practical classes will make it possible to form a system of theoretical knowledge and practical skills for the training and use of special dogs for the search for narcotic drugs and psychotropic substances in junior cynology inspectors. Each junior cynology inspector must learn the theoretical material, prepare the dog assigned to him, and only in the process of practical work with a service dog can he master the profession of dog handler. Proposals have been made to the content of special training in penitentiary institutions and detention centers of the State Criminal and Executive Service of Ukraine to improve the professional skills of junior cynology inspectors and maintain the working qualities of a service dog at the proper level for performing tasks. Therefore, in order to achieve the effectiveness of the work of cynology teams and the effectiveness of the use of special dogs, it is necessary to constantly carry out measures to develop the necessary motivation of canines to master new professional features of their activities; the use of interactive technologies for the development of the professional competence of a cynologist, with the aim of forming professionally important and personal components for the performance of official duties. Key words: professional training, penitentiary institutions, detention centers, department of cynology science, cynology inspector, training.

MODERN TRENDS IN THE TRAINING OF FUTURE COMPUTER SCIENCE TEACHERS IN THE CONDITIONS OF DIGITAL TRANSFORMATION OF EDUCATION

Digital transformation has revolutionized the field of computer science, and as a result, education and student training in the field has also evolved. The article, based on the analysis of scientific literature and statistics, reflects the current trends in the training of future computer science teachers in the conditions of the digital transformation of education. In the process of analysis, general trends in the training of future informatics teachers were revealed, such as computer literacy, use of interactive technologies, development of practical skills, and improvement of teachers' qualifications. Particular attention was paid to the specifics of training future computer science teachers in the conditions of digital transformation of education, such as the use of online courses and webinars, the development of pedagogical skills in the use of the latest technologies, and the creation of a creative and innovative environment. The requirements for the competencies of future informatics teachers were analyzed, in particular, attention was paid to the need to possess not only technical knowledge, but also communication skills and the ability to adapt to new technologies and situations. The article highlights key concepts and practices that shape the preparation of future computer science teachers in the age of digital transformation, including interdisciplinary approaches, experiential learning, industry partnerships, and ethical considerations. The article also discusses the challenges and opportunities associated with these trends and provides recommendations for educators and institutions to effectively prepare students for the digital age. Based on the analysis, it was concluded that the training of future informatics teachers needs constant updating and adaptation to the new requirements of the digital age. To achieve success in this field, it is necessary to use the latest technologies and innovative approaches to learning. Summarizing, the article proposes orientation to ensure access to quality education for all students, use of the latest technologies and development of general competencies of future teachers as important directions in the development of training of future informatics teachers. The specified research results can be useful for teachers of higher educational institutions who are engaged in the training of future informatics teachers, as well as for heads of educational institutions who plan to introduce a digital environment and contribute to the development of digital transformation. For this, it is important not only to provide students with the necessary knowledge and skills, but also to create conditions for their development of creative thinking and innovative activities. In addition, it is important to increase the level of motivation of students to study computer science, for example, by using the latest technologies and interactive teaching methods. These approaches will make it possible to prepare future informatics teachers who will be able to work successfully in the modern digital world and will contribute to the further development of digital transformation in education.

Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Interactive technology offers new opportunities to design dialogic learning spaces and scaffolds with the aid of visual icons. These technological environments can support the construction of open-ended visual cognitive digital maps, which portray an external representation of scientific knowledge that could foster the meaningful resolution of socio-scientific challenges. In this context, this research aims to study the impact of digital cognitive maps on: a) meaningful learning of scientific concepts and b) complex representation of scientific concepts in teacher education. A case study with multi-method analysis was designed. The cognitive maps of 47 teacher education students are analysed, both quantitatively and qualitatively, and before-after their participation in an educational experience that enhances the collaborative construction of digital cognitive maps in order to solve a socio-scientific challenge. The results show that the overall educational experience and, specifically, the scientific inquiry visual scaffolds embedded into the technological environment have a positive impact on learning scientific knowledge and inquiry skills. Furthermore, outcomes also indicate that the experience enriches the students’ representation strategies of complex scientific knowledge and that the construction of cognitive maps with a network architecture increases after the educational experience. Finally, educational implications on the use of interactive technology and cognitive maps for promoting significant learning of content knowledge in pre-service teachers are discussed.

INCLUSIVE EDUCATIONAL ENVIRONMENT IN PRESCHOOL EDUCATION INSTITUTIONS

The article highlights the main principles and theoretical aspects of forming the readiness of future teachers of preschool education to implement interactive technologies in an inclusive educational environment. The topical problem of preschool education is revealed - ensuring equal rights and opportunities for children of early and preschool age who have disorders in psychophysical development in the system of modern preschool education. The article presents an analysis of scientific literature on the problem of research; emphasizes the need to create appropriate pedagogical conditions for the preparation of future preschool education teachers to implement interactive technologies in an inclusive educational environment; identifies a number of pedagogical conditions that ensure the formation of the readiness of future educators for the organization of inclusive education in the process of professional training. The indicators of formation of preschool educational teachers professional competence their work in educational institutions with children who have special needs are analyzed and determined. It was found that the use of interactive technologies in combination with information and communication technologies provide an opportunity to expand, systematize, and generalize the competencies of teachers of preschool education institutions regarding the peculiarities of working with children in the conditions of an inclusive educational environment of preschool education institutions in an accessible form. Skills that optimize the socio- pedagogical activity of a preschool teacher provide more opportunities to take into account various problems of pupils with special educational needs, thereby ensuring their inclusion in the social environment, creating conditions for the comfortable development of pupils, and in the future, the self-development of their full-fledged socialization. Considering the importance of forming the readiness of teachers of preschool education institutions to work with children in the conditions of an inclusive educational environment of preschool education institutions and the fact that in Ukraine this concept is underused and insufficiently researched, there is a prospect of further deeper and more detailed studies of the essence of this socio-psychological and pedagogical phenomenon, practical ways of its formation.