Improving The Qualification Of Pedagogical Personnel Through The Information And Educational Environment
The article analyzes and description of the role of the information and educational environment in the system of training teachers on the example of the activities of Issyk-Kul State University. The leading method in the study of this problem was the methods as theoretical analysis of psychological and pedagogical literature, comparative analysis; empirical methods of studying the practice of improving the qualifications of teachers, a synthesis of pedagogical experience. The practical significance of the study lies in the fact that theoretically reasonable and experimentally tested methods of training teachers in a pedagogical university for activities in the network information environment, the materials and conclusions of this study can be used in the practice of raising the qualifications of university teachers in the field of professionally oriented information and communication technologies. The reliability of the results and conclusions of the study is ensured by the theoretical and methodological soundness of the initial provisions related to the approaches used as: (system-activity, environmental, personality-oriented, competence-based); using a set of research methods that are adequate to its subject, goals and objectives; experimental verification of the effectiveness of the developed methodology; quantitative and qualitative analysis of research results. Testing and implementation of research results were carried out through the publication of articles; the results of the experimental work were discussed at a meeting of the Russian Language and Literature Department of the Faculty of Russian Philology and Foreign Languages.
Keywords: Information educational environmentinformation and communication technologiesadvanced training systeminformation spaceGoogle Apps cloud service
XXI century is a century of high computer technology. The modern child lives in the world of electronic culture. The role of the teacher in the information culture is also changing - he must become the coordinator of the information flow. Consequently, the teacher must possess modern techniques and new educational technologies in order to communicate in the same language with the child.
One of the main parts of the informatics process of education is the use of information technologies in educational disciplines.
Information and communication technologies should be considered both as an educational discipline and as pedagogical tools in the development of new educational services, as an increase in the qualifications of teachers through the information and educational environment (Andreev, 2004, p. 99).
Over the past decades in Kyrgyzstan, the problem of informatics of process of higher education has become the object of attention not only of the pedagogical community, but also one of the priorities in the activities of government bodies and a factor in the successful implementation of the Sustainable Development Strategy. In all Strategic documents on education (the National Strategy for the Sustainable Development of Education of the Kyrgyz Republic for the period 2013-2017, the Concept of the Development of Education of the Kyrgyz Republic until 2020, the Strategy for the Development of Education in the Kyrgyz Republic for 2012–2020) it is noted that the main goal is to create conditions for sustainable development of the education system through the effective use of internal and external resources to improve the quality of educational services provided. Among the promising tasks of the development of education is indicated the use of various approaches using new information technologies; ensuring greater accessibility of education for the population of the planet through the wide use of the possibilities of distance learning and self-education using information and telecommunication technologies. Currently, all universities in Kyrgyzstan have begun an intensive search for theoretical substantiation, methodological approaches and the practical implementation of new forms, content and methods of preparing students for the use of modern technologies of the educational process that would meet the realities and requirements of the information society (Drummond & DeYoung, 2003).
Over the past decades in Kyrgyzstan, the problem of computerizing of higher education has become the object of attention not only of the pedagogical community, but also one of the priorities in the activities of government bodies and a factor in the successful implementation of the Sustainable Development Strategy. In all Strategic documents on education (the National Strategy for the Sustainable Development of Education of the Kyrgyz Republic for the period 2013-2017, the Concept of the Development of Education of the Kyrgyz Republic until 2020, the Strategy for the Development of Education in the Kyrgyz Republic for 2012–2020) it is noted that the main goal is to create conditions for sustainable development of the education system through the effective use of internal and external resources to improve the quality of educational services provided (Deyoung, 2006). Among the promising tasks of the development of education is indicated the use of various approaches using new information technologies; ensuring greater accessibility of education for the population of the planet through the wide use of the possibilities of distance learning and self-education using information and telecommunication technologies. Currently, all universities in Kyrgyzstan have begun an intensive search for theoretical substantiation, methodological approaches and the practical implementation of new forms, content and methods of preparing students for the use of modern technologies of the educational process that would meet the realities and requirements of the information society.
Nevertheless, despite the fact that today Internet security and its distribution are much better than 10 years ago universities in Kyrgyzstan rarely use online education and create open educational resources accessible to a wide circle of the population. Although there are examples of massive open online courses (MOOCs) in the world that involve participation and free access for all who wish to study on the basis of a special computer platform, Associations of universities have been created that form an online platform. The issues of the quality of training and the use of innovative and interactive e-learning methods are an important and problematic component in the strategy of any university. And as a regional university, Issyk-Kul State University is much more competitive than other universities in the educational services market and, in order to maintain its position, it must actively promote alternative teaching methods (Burd, Smith, & Reisman, 2015).
The experience of developing and introducing e-learning into the educational process of the Issyk-Kul State University within the framework of the project “Access to quality education and innovative knowledge through the creation of an online OER platform and the introduction of e-learning technology components into the educational process” actualized the creation of a methodological guide for all who would like to develop an effective and high-quality electronic distance course in their disciplines as methodological assistance (Ilchenko, 2006, p. 37).
Modern society is characterized as an information society, in which there is a huge flow of information and its accessibility to everyone. This means that we, as humanity, have so far accumulated such a huge amount of information and knowledge that they do not fit in either the school or university programs. It is no secret that any knowledge is now available for each person and they are transferred not only from teacher to student, but also between students, which allows you to create a new level of knowledge. And tomorrow, the main source of knowledge for the student, as practice shows, will be the Internet. According to scientists, the teaching process will involve the movement of knowledge objects in any direction: from student to teacher and back, from student to student, etc. (Smirnova & Shcherbovoy, 2008, p. 18).
According to the World Bank estimates, National wealth consists of three components: natural resources — 5%, tangible productive capital — 18%, and knowledge and ability to dispose of them — intellectual capital, 77% (Satunina, 2006).
According to Karakeev, an important part of the intellectual capital is “electronic educational resources, the quality of which, in turn, determines the level of education, helps to lay down the necessary knowledge base, to give constant information feed” (Karakeev, 2013, p. 132).
All this requires the need for active use in the educational process of information and communication technologies (ICT), which are of particular interest to the teaching community in our country. The creation of electronic resources is an important step in the promotion of electronic learning formats in the educational practice of educational institutions. To ensure effective learning activities of students in the electronic educational space, there is a need to search for new, more efficient ways to organize the educational process in educational institutions (Solovov, 2006).
Analysis of scientific and methodological literature, practical experience shows that pedagogical support is of great importance in the organization of e-learning. By pedagogical support, we mean special didactic, innovative, organization, psychology and pedagogy knowledge, theories and models of learning that consider the concepts of learning, the directions of educational psychology, and issues of pedagogical design. All this together will help create effective and effective e-learning courses. For the creation and effective use of e-learning environment based on ICT, it is necessary to provide educational and methodological support, to determine the capabilities of information and communication technologies, which is the goal of this work.
In this regard, a fair question arises: what then should modern training be? Certainly, in order to prepare a new person, which is demanded by the society of the 21st century, training should be maximally included in the life of the learner, informal, motivated, based on new technologies, with opportunities for rapid actualization, as close as possible to reality, efficient, individualized, flexible, with the opportunity anytime, anywhere and, of course, quality.
Purpose of the Study
The following hypothesis was put forward: the introduction of information and communication technologies in the classroom would entail an increase in the effectiveness of the lesson and the entire educational process.
Presumably this can be achieved by:
conducting lessons using ready-made electronic media
creating training presentations
-conducting classes of control and correction of knowledge on ready-made electronic media
-performance of creative independent work
work on group projects
The leading method in the study of this problem was the methods as theoretical analysis of psychological and pedagogical literature, comparative analysis; empirical methods of studying the practice of improving the qualifications of teachers, a synthesis of pedagogical experience.
The theoretical significance of the study lies in the fact that the concepts “network information and communication environment of the professional activity of a teacher of a pedagogical university” and “environment-forming actions of a teacher” are introduced and justified; A model of teacher training for a pedagogical university for activity in a modern educational environment has been developed, contributing to the formation of competencies that enable the teacher to create an information and communication environment for students to work independently.
The practical significance of the study lies in the fact that theoretically reasonable and experimentally tested methods of training teachers in a pedagogical university for activities in the network information environment, the materials and conclusions of this study can be used in the practice of raising the qualifications of university teachers in the field of professionally oriented information and communication technologies.
The teachers have tasks with using in their work the logistical and information equipment of the educational process which provides students the opportunity to:
creation and use of information;
obtaining information in various ways;
conducting experiments using virtual visual models;
creation of material objects, including works of art;
processing of materials using technological tools, design and construction.
In the implementation of all these tasks, teachers should be helped by educational and methodological and informational support, as well as access to printed and electronic educational resources.
Why do you need it?
saving time on the lesson;
depth of immersion in the material;
increased learning motivation;
possibility of simultaneous use of audio, video, multimedia materials;
different types of activities: thinking, arguing, reasoning.
Various options for equipping general educational institutions with ICT tools, as a rule, determine the pedagogical models of using information and communication technologies in the educational process.
Achieving the goals requires the following tasks:
-determine the essence of e-learning;
identify the benefits, opportunities and prospects of e-learning;
consider teaching methods in e-learning;
reveal the features of synchronous and asynchronous learning;
show the diversity of aspects of e-learning;
-analyze various principles and technologies for the provision of educational material in e-learning;
consider the criteria for the quality of e-learning and ways to improve it;
reveal the essence of the description of learning outcomes;
-consider innovative assessment methods for e-learning.
The leading pedagogical idea of experience is to create conditions in the classroom for successful, active and conscious activity of students based on the use of information and communication technologies.
In this regard, the following goals and objectives were identified.
Objective: to improve the methods of optimal organization of training through the use of information and communication technologies.
explore the different uses of information and communication technology in the classroom and in extracurricular activities;
learn to process incoming information, navigate it, choose the necessary and reliable for them;
activate the processes of perception, thinking, imagination and memory of students;
develop recommendations on the use of information and communication technologies at different stages of the lesson.
As practice has shown, the use of ICT not only improves the efficiency of teaching, but also makes more rational and economical use of time in class.
In the process of learning in the classroom, the following forms of working with information communication technologies can be distinguished:
direct application of ICT in the study of new topics in the classroom;
use of ICT to control students' knowledge in the classroom;
use of ICT for the organization of independent work of students;
The most frequently used elements of ICT in the educational process include: presentation; digital educational resources; simulators.
The modern child lives in the world of electronic culture. Therefore, the teacher must become the coordinator of the information flow. For this, the teacher must possess modern techniques and new educational technologies in order to communicate in the same language with the child.
Lessons using electronic educational resources are particularly relevant, because multimedia accompaniment in various lessons allows you to move from an explanatory-illustrated learning method to an activity one in which a child becomes an active subject of educational activity. We believe that this contributes to the conscious learning of students.
The information space is not only an environment for the existence and dissemination of information, but also a means of communicating and exchanging views. The creation of an information educational environment will make it possible to bridge the gap between the accumulated innovative teaching methods and the impossibility of their mass distribution due to the absence of such an environment in the advanced training system, as well as the rapid and wide dissemination of advanced technologies among educators.
Approbation of the developed model of training teachers in pedagogical universities for activities in the network information environment, expressed in the structure of the proposed training program, showed that its implementation in the process of teachers' advanced training allows obtaining positive results in terms of the formation of new aspects of pedagogical competencies. In the process of preparation, teachers build their own strategies for integrating network information and communication technologies into teaching activities and begin to design a network information and communication environment that is used in the real educational process.
At the initial stage of training, teachers demonstrate that network communication tools in teaching activities are used to support students' independent work in fragments and do not play a decisive role in it. Teachers have not shown a direction conducive to the emergence of active, self-governing, self-organizing processes of network educational interaction of students, which indicates the absence of a unified system that allows the teacher, who has mastered individual network computer tools, to make significant changes in the nature of their professional information activities.
The resulting indicators of the advancement of teachers who participated in advanced training, in accordance with the strategic focus of the developed training program, demonstrate a preferential growth in terms of an indicator characterizing the willingness to carry out advanced design and further development of the network information environment of their professional activities.
The formation of a teacher’s competence is additionally influenced by such factors as previous professional experience, experience in teaching, work experience with network information tools, technological equipment of a teacher’s professional activity (network infrastructure of corporate information space, Internet access).
An analysis of the results of an experimental study suggests that the hypothesis was put forward. As a result of the study, the goal has been achieved - the method of training a teacher of a pedagogical university to work in an educational environment saturated with network information and communication technologies has been developed and experimentally tested in the conditions of the advanced training system.
As a result of solving research problems, the requirements for the activities of a teacher of a pedagogical university in a modern educational environment are determined, which are related to its ability to use the potential of a networked information educational environment in the implementation of student-centered and competence-based approaches to the organization of the educational process. The priority goal of pedagogical activity is the organization of extracurricular independent work of students, for which it is necessary to form an environment with a variety of electronic sources of information and telecommunication technologies (Shurygin & Krasnova, 2016).
The design of the network information and communication environment of pedagogical activity is considered as a new goal of developing information competence of a teacher. The general strategy for the formation of this environment is the information and telecommunication support for students' independent work. The specificity of the network information and communication environment of a teacher of a pedagogical university lies in the need for students to translate, future specialists in the field of education, and innovative types of pedagogical activity, which corresponds to the anticipatory nature of teacher education in a developing information society.
The method of preparing a teacher of a pedagogical university for activity in an information-rich educational environment, implemented in the process of advanced training, is based on the comprehensive support of his professional activity aimed at personal and professional growth and includes the following interrelated steps:
• value-oriented, associated with the construction of educational interaction in the modern information environment and the creation of a network information and communication environment for organizing students' independent work as a new goal of teaching;
• design, associated with the creation by the teacher of the network information and communication environment of their professional activities;
• reflexive, associated with the analysis and change in the nature of the teacher’s activities in a developing networked information and communication educational environment.
In the process of preparation, the specificity of solving pedagogical tasks in the network information educational environment is reflected, which manifests itself in the formation of teacher skills, which allow him:
• “see” students in the educational process that takes place in an ICT-rich educational environment;
• build-up an educational process in electronic space in the mode of continuous network interaction;
• organize interaction in the modern information environment with other subjects of the educational process;
• create and pedagogical information educational environment;
• design and implement professional self-education in the network information space.
The results obtained in the experimental implementation of the developed methodology in the process of advanced training of university teachers show that teachers demonstrate different degrees of readiness to make changes in their professional activities, in accordance with the requirements and capabilities of the modern networked information and educational environment. For some teachers, the willingness to develop a multifunctional network information environment to achieve an innovative result is formed gradually. Therefore, the effect of the introduction of the developed training model can be obtained deferred, given the fact that the course training is focused on the “launching” of processes oriented towards the future and having individual manifestations for each teacher.
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