DIGITAL TOOLS AS A MEANS FOR INCREASING MOTIVATION OF FUTURE TEACHERS’ PROFESSIONAL ACTIVITY
Keywords:digital tools, self-realization of students, professional activity, student motivation
The day-to-day realities require the search for new approaches to stimulating and motivating students in terms of their professional training. Thus, we have analyzed the scientific, pedagogical and publicistic literature on the research topic to determine the most effective means to increase student motivation for successful professional activity. Since Ukraine is rapidly entering the era of digital technologies, they have become the object of our study. Nowadays many digital tools have been created to use them for educational purposes. We have identified the most effective, easy-to-use and the most functional tools: Kahoot, Quizizz, Formative, Online Test Pad, Screencast-O-Matic, Camtasia, Windows Live Movie Maker, Avidemux, Crello, Storyjumper, Bookemon, Kindlebookmaker, Trello, Strides, Goal Tracker: Making Habits, Coach.me, Bliss Gratitude Journal, Habitica, YouTube, MindMeister, MindMup, Mindomo, Coggle, Draw.io, Blogger, Tilda, Google Site. The use of digital tools provides an opportunity to update the educational process, diversify the methods of presentation and build trajectories of students’ individual development. In order to increase students’ motivation for professional activity, tasks were developed using these digital tools. Their content is aimed at combining motivation for personal development and improving professional growth. To determine the effectiveness of the proposed tasks, a pedagogical experiment was conducted. It was determined at the ascertaining stage of the study that 78% of the students (first-year students) had a low level of motivation for self-realization in professional activities, 22% – the average level, and there were no students with a high level of motivation. After the formative stage of the experiment, an assessment of the effectiveness of the work was made and it was found that the students in the experimental group showed much higher performance than those in the control one. The control stage of the experiment showed an increase in the motivation of first–year students for further professional activity. The obtained results have proved that it is necessary to exert a constant impact on the motivational sphere of student personality using various digital tools.
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