PL EN


2016 | 10(64) | 229-239
Article title

ДО ПИТАННЯ ПРО СТРУКТУРУ ІКТ-КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ

Title variants
EN
To the question about the structure of ICT competency of mathematics teacher.
Languages of publication
UK
Abstracts
EN
The aim of the article is the theoretical analysis of the terms “ICT competence of the teacher” and “ICT competence of the mathematics teacher" and defining the structure of the concept of ICT competence of the mathematics teacher. Research methods: theoretical methods – systematization and synthesis of philosophical, psychological-pedagogical and methodological, scientific literature on the research topic; analysis of normative and program-methodological documents in the field of education, technical literature, existing software were used to determine the content and structure of the concept of ICT competence of mathematics teachers. ICT competence is a complex individual unit, which refers to the ability to use information and communication resources consciously for the implementation of professional activities. Its formation implies the presence of certain factors influencing the process. The article gives a review of theoretical and scientific-pedagogical sources that deal with the analysis of the term “ICT competence of the teacher”. Based on the above analysis, it was clarified the concept of "ICT competence of the teacher." Based on the conducted analysis of scientific-pedagogical and normative sources the concept of “ICT competence of the mathematics teacher” is clarified. Based on the recommendations of UNESCO and curricula of secondary schools the composition of skills, which should own the modern mathematics teacher, is highlighted. On their basis three aspects of ICT competence of mathematics teacher are identified, namely: basic, detail-oriented, and methodological. Content analysis of the ICT-competence of the mathematics teacher provides a basis to highlight the structural components of this category: motivational, cognitive, activity, communicative, reflexive. It is concluded that ICT competence of the mathematics teacher is a complex multi-component concept. All components actively interact with each other; they are intertwined and form a single process. The development of each component of the ICT competence is very closely linked with the development of other components and the formation of it is expected as part of an integrated system.
Contributors
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-c9577eb5-be8a-40ff-9e9f-7d5a81484e5e
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