CRITERIA AND INDICATORS OF FORMATION OF SECONDARY SCHOOL TEACHERS' READINESS TO APPLY INTERNET TECHNOLOGIES IN THEIR WORK
PDF (Ukrainian)

Keywords

teachers
professional activity
Internet technologies
metrics and levels of readiness for the use of Internet technologies

How to Cite

[1]
T. S. Kravchynska, I. Sidanich, I. O. Pavlenko, and O. V. Dubinina, “CRITERIA AND INDICATORS OF FORMATION OF SECONDARY SCHOOL TEACHERS’ READINESS TO APPLY INTERNET TECHNOLOGIES IN THEIR WORK”, ITLT, vol. 77, no. 3, pp. 292–301, Jun. 2020, doi: 10.33407/itlt.v77i3.3633.

Abstract

The article substantiates the criteria and indicators of formation of secondary school teachers’ readiness to use Internet technologies in their professional activity. Modern education reform and the introduction of new educational content encourage teachers to use innovative methods and e-learning text-books, which requires new approaches to teacher training and self-education in the inter-certification period. Pedagogical conditions of development of teachers’ readiness to use Internet technologies are considered and pedagogical expediency of using Internet technologies in teachers’ work is revealed, taking into account the content and specifics of teachers’ pedagogical activity in educational institutions. The use of traditional teaching aids along with Internet technologies allows teachers to improve teaching significantly as well as make the learning process more interesting, diverse and intensive. Internet-technologies are an effective means of communication between all participants of the educational process, which is realized through various chats and Internet conferences. Taking into account the specificity of secondary school teachers’ professional activity, appropriate criteria and indicators were chosen, namely, motivational, integrative, work-relevant and other criteria. We defined gnostic, project, constructive, organizational, communicative, didactic, managerial, intellectual, research and professional skills, which are crucial for teachers’ professional readiness. It is emphasized that the content of motivational, integrative and work-relevant criteria determines the strategy of teachers’ professional behavior. On the basis of the above-mentioned criteria and indicators of their manifestation, low, average, sufficient and high levels of secondary school teachers’ readiness for the use of Internet technologies in their work are distinguished. It is shown that these criteria and their indicators provide an opportunity to obtain empirical data required for experimental research and to gain pedagogical insights for creating an original technology of formation of secondary school teachers’ readiness to use Internet technologies in their professional activity.

PDF (Ukrainian)

References

Pukhovska, L. P. Teacher training in Western Europe: similarities and differences. Kyiv, р. 180, 1997. (in Ukrainian).

Bilousova, L. Some aspects of teacher training for the implementation of the Internet technologies didactic potential in the practice of teaching. Psychological and teaching problems of rural schools, № 42(1), рр. 7-13, 2018. [Online].Available: http://nbuv.gov.ua/UJRN/Ppps_2012_42%281%29__3 (in Ukrainian).

Kryshtof, S. D. Internet support for the educational process in natural sciences and mathematics in the perspective of the implementation of ideas of humanization of education, Collection of scientific works "Pedagogical education: theory and practice", № 9, Kamyanets-Podilsky, p. 268, 2011. (in Ukrainian).

Baccelli, Fr., Crowcroft, J. Future Internet Technology, ERCIM NEWS, no. 77, pp. 16-18, 2009. [Online]. Available: https://ercim-news.ercim.eu/images/stories/EN77/EN77-web.pdf (in English).

Bykov, V. Yu. Problems and prospects of informatization of the education system in Ukraine, Naukovy chasopys NPU named by M. Dragomanov, Seria № 2, Komputerno-orientovani systemy navchannya: zb. nauk.. pr., Kyiv: NPU named by M. Dragomanov, № 13(20), pр. 3-18, 2012. (in Ukrainian).

Baun, Chr., Kunze, M., Nimis, J., Tai, St. Cloud Computing: Web-basierte dynamische IT-Services, Springer-Verlag Berlin Heidelberg, 2011. (in German).

Nadel-Chervinskaya, M. A., Chervinsky, P. P. Great Dictionary of Foreign Words. Rostov n/D: Phoenix, V. 2, p. 528, 1995. (in Russian).

Fedoruk, A. L. “Informatics teachers' specialized class work readiness criteria and indicators”. Visnyk Chernigivskogo natsionalnogo ped. un-tu im. T. G. Shevchenka, № 130, рр. 223–227, 2015. (in Ukrainian).

Ozhegov, S. Y. The dictionary of Russian language. Moscow, р. 917, 1991. (in Russian).

Vitvytska, S. S. Methodological foundations of graded teacher education. Visnyk Zhytomyrskogo derzh. un-tu im. Ivana Franka, № 21, рр. 8-11, 2005. (in Ukrainian).

Duschenko, O. Future informatics teachers' Internet technologies usage readiness. Naukovyi visnyk Melitopolskogo derzh. ped. un-tu, № 1, рр. 327-333, 2015. (in Ukrainian).

Dubinina, O. V., Hrytsiak, L. D. Formation Model of Future Progect Managers Information Culture. American Journal of Engineering Research (AJER), vol. 8, Iss. 2, pp. 72-77, 2019. (in English).

Dubinina, O. V., Hrytsiak, L. D. Use of information technologies in future project managers' activities. Information technologies and learning tools, vol. 63, № 1, pp. 107-115, 2018. (in Ukrainian).

Vasylenko, O. A. Mathematical and statistical methods of analysis in applied research. Odessa, р. 166, 2011. (in Ukrainian).

Pobirchenko, N. Innovative approaches to teacher training in the context of higher teacher education reform. Native school, № 3, рр. 3-5, 2003. (in Ukrainian).

Staryeva, A. M. Analysis of foreign development strategies experience in teacher training. Bulletin of Mykolaiv State University of Teaching, № 5, рр. 92-100, 2003. (in Ukrainian).

Stolyarenko, O. V. Educational activity modeling in specialists' training: manual. Vinnytsa, р. 196, 2015. (in Ukrainian)

Authors who publish in this journal agree to the following terms:

  1. Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
  2. The copyright commencement date complies the publication date of the issue, where the article is included in.

Content Licensing

  1. Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
  2. Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.

Deposit Policy

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
  4. Archiving the pre-print (pre-refereeing manuscript version) not allowed.

Downloads

Download data is not yet available.