Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  ICT competence
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Need for ICT Education Among Older Adults

100%
Błachnio A., Maliszewski W.
Kultura i Edukacja
|
2017
|
issue 2(116)
168-176
EN
Information technology evolves in order to meet the needs of ageing society. Despite the life-long learning perspective and availability of ICT courses, studies indicate that only a limited number of seniors take full advantage of possibilities given by mobile technology and the Internet. The question arises if the old are part of the Information Society or they are excluded from it. This article provides evidence that seniors underutilise the ICT devices and e-services and indicates the main lines of the recent debates on the current need for ICT education among older adults. The analysis of seniors’ ICT competence is based on a literature survey.
2
Publication available in full text mode
Content available

Conditions of Effective Development of Information and Communication Competencies of Teaching Staff of the University

100%
Kocharyan A.
International Journal of Research in E-learning IJREL
|
2015
|
vol. 1
|
issue 2
33-44
EN
The article summarizes the results of the pilot study on the implementation of the model of information and communication competencies of the university teaching staff that was conducted at Borys Grinchenko Kyiv University, Ukraine, and describes the basic stages of the research and the conditions of an effective implementation of the model. The article examines ways of improving the quality of higher education in Ukraine in the context of European quality standards for university educational space. The European standards and guidelines are considered in relation to internal quality assurance. The author examines the model of ICT competencies of teaching and research stuff and describes structural components of this model: motivational target component, organizational and procedural com- ponent, contents and operational and technological component, diagnostic and effective components. The article suggests tools to measure the level of educators’ formation in the ICT competence of teaching and research stuff. The tools are considered in accordance with the form activities of teaching and research stuff. The tools are formed in accordance with the recommendations of UNESCO Stand­ards and Quality Assurance in the European Higher Education Area, namely: understanding and awareness of the role of ICT in education, and basic use of ICT tools.
3

ДО ПИТАННЯ ПРО СТРУКТУРУ ІКТ-КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ

63%
Сергій П.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 10(64)
229-239
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.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.