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Konektywizm w kontekście kształcenia kompetencji informacyjnych

100%
Batorowska H.
Annales Universitatis Paedagogicae Cracoviensis Studia ad Bibliothecarum Scientiam Pertinentia
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2012
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vol. 10
20-39
EN
The article presents the problems connected with the meaning of information literacy education for a man functioning in the environment that is dominated by information and communications technologies. As information more and more often is seen as a tool for the manipulation of human attitudes and behaviour, there is a need to undertake preventive actions against various pathologies in this respect. It involves the necessity of developing information awareness, education for information, betterment of information skills and formation of the information culture of the people in the infosphere. The typology of educational tasks in the field of broadly defined information competences treated as information culture has been presented. The tasks were divided into three groups, in which the tasks resulting from the realization and the student’s participation in the information process have been shown, then those resulting from the youth’s functioning in different fields of information culture and finally, tasks connected with the cultural aspect of information literacy. It has been shown that developing information competences by means of traditional teaching methods is not very effective. The most useful methods are those based on the theories of constructionism and connectivism. The idea of connectivism transplanted to the school didactics is perfectly realized in the development of information competences, whose essence is the ability to connect with the specified nodes or information resources, finding knowledge, maintaining and reinforcing connections, making decisions. However, a radical change in the education system would be necessary, as well as the change of the relationship between teachers and students.
2
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Competence-based approach to the formation of information competence of future translators

80%
AMELINA S., TARASENKO R.
Edukacja-Technika-Informatyka
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2014
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vol. 5
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issue 1
428-432
EN
The article deals with the questions of competence-based approach in training future translators. The regulatory requirements for the competence of translators for their professional activities are summarized. The place of information competence in the structure of professional competence of translators is defined. Formation of information competence of future translators as one of the key competencies will allow a systematic approach to dealing with foreign-language information, as the main object of translation.
3

ІНФОРМАЦІЙНА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ

80%
Бєсова О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 5(39)
157-162
EN
The possibilities of the formation of information competence as a part of professional competence of future teachers of mathematics are described. The teacher has to update constantly his own professional, general cultural and scientific-methodological level. Training, retraining and further professional development sometimes become a necessary element of the profession. Teacher’s professionalism is an integrated measure of his personality – active nature, ability to implement his civic responsibility, maturity and professional duty. So lately has been actively discussed the preparation of a future teacher of mathematics on the basis of competence approach as the most effective approach to the educational process, that provides training in accordance with the current requirements of the society. The teacher of mathematics should have sufficient fundamental scientific preparation, know the methods of scientific research in mathematics, use computer technology at different stages of the educational process. Measuring of the level scientific and theoretical training can be done by means of testing. Mathematics teachers must have knowledge of psychology and pedagogy to better understand the personality of each student, to carry out an individual approach. In the article is given an analysis of the literature and are defined components, functions, levels of structure of teacher’s information competence. Information competence of a teacher of mathematics involves extensive use of computers, electronic versions of training materials, curricula, educational technologies of creative nature. Teachers should have the necessary training for the specific differentiation capabilities of students based on individual characteristics, motivation, age and psychological characteristics. Systemic, holistic view of information competence, the selection of its structure, grounding criterion, functions and levels of formation, allowing targeted and efficiently organize the training process through educational activities, enhance professional knowledge to make effective decisions in educational activities. Information competence is a major component of an information culture, which in turn is a part of the general culture. Definitely multidimensional concept of information competencies that researchers associated with the phenomenon of information society with the technological revolution, the emergence and proliferation of electronic information-communication technologies also identifies the key elements of the formation of information competence and the proposed implementation of it using Media-Technology.
4

ПРОФЕСІЙНА КОМПЕТЕНТНІСТЬ УЧИТЕЛЯ В СУЧАСНОМУ ІНФОРМАЦІЙНОМУ СУСПІЛЬСТВІ

61%
Гринько В.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 8(72)
250-263
EN
Digital technology is developing at unprecedented pace: the number of Internet users is steadily increasing, people have non-stop access to diverse information, and new fast and powerful devices, designed to alleviate the life of a modern person, are constantly emerging. These changes affect absolutely all spheres of life, transforming the demands of society in accordance with the current needs. The requirements for the personality of a modern teacher have also changed. A teacher who does not operate modern technology fluently and cannot use them in his or her professional activities is unlikely to be able to provide an effective educational process. It is natural that the high level of the formation of digital skills as an important component of professional competence became an urgent requirement for modern educators’ training. The aim of the article is to substantiate the essence of the concept of “digital competence” as an important component of the professional competence of a modern teacher and to analyse the approaches to the use of this category in foreign and domestic scientific sources. Methods of research: theoretical analysis and generalization of scientific and methodological literature and Internet sources, generalization and systematization of the obtained results. As a result of the analysis of scientific works, it has been determined that there is no single approach to determining the educators’ competence regarding the digital technology using in professional activities. At the same time, the definitions of professional competence of modern educators, formulated by foreign and domestic scientists, are typologically related and differ on the component structure. An important component of the modern teacher’s professional competence is digital competence, which combines the ability to use digital technology in order to create an effective cognitive and active educational process, that is attractive for students; to evaluate digital resources critically in terms of expediency of their application in professional activities; to master technological innovations. The author notes that the readiness to master and apply digital technology relates to the psychological precondition of digital competence forming and requires specially organized motivation and educational activities among teachers. Prospects for further research are seen in studying foreign experience in improving the future primary school teachers’ digital competences in teaching students with different cognitive styles.
5
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Analysis of the term „Information and Analytical competency”

61%
PETRENKO L.
Edukacja-Technika-Informatyka
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2011
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vol. 2
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issue 2
56-59
PL
Analiza pojęć „informacja i kompetencje informacyjne”
6
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Information competence of students as the most important factor in the formation of their worldview

61%
Salohub S.
Szkoła - Zawód - Praca
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2015
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issue 10
38-43
EN
The article is devoted to the problem of forming information and communication competence of students with the use of ICT in the learning process. Information competence is regarded as the most important factor shaping the worldview of the student. In the article, the indicators and methods of information competence were determined. Teacher’s information competences, as a part of his professional competence, as well as the information competence of students as future specialists were considered from the perspective of educational information.
PL
Artykuł poświęcony jest kształtowaniu kompetencji informatycznych studentów z wykorzystaniem w nauczaniu technologii informacyjno-komunikacyjnych. Kompetencje informatyczne rozpatrywane są jako ważny czynnik kształtowania światopoglądu studenta. W artykule zdefiniowano wskaźniki i metody kompetencji informatycznych. Z punktu widzenia współczesnych technologii nauczania rozpatrywano kompetencje informatyczne wykładowcy jako składnik jego kompetencji zawodowej, również kompetencje informatyczne studenta jako przyszłego fachowcy.
7
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Projektová výuka mediální výchovy

41%
KAPOUN P., OUJEZDSKÝ A.
Edukacja-Technika-Informatyka
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2014
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vol. 5
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issue 2
102-109
CS
Článek přináší informace a zkušenosti s projektovou výukou mediální výchovy studentů katedry informačních a komunikačních technologií Pedagogické fakulty Ostravské univerzity (dále katedra ICT), tedy budoucích učitelů na základních a středních školách. Tato výuková metoda, při které studenti realizují projekt vlastních novin, se velmi osvědčila, protože vlastní tvůrčí a produkční činnost (learning by doing) je velmi účinná při posilování motivace, dlouhodobém zapamatování znalostí a získávání dovedností. Mediální výchova v tomto pojetí je na katedře ICT zaměřena prakticky. V jednotlivých částech studenti získávají přehled o základech žurnalistiky, digitální fotografie, zvuku a videa. Rozvoj mediální gramotnosti u studentů oboru Informační technologie ve vzdělávání má rovněž pozitivní vliv na posilování jejich informačních kompetencí.
EN
The article presents information and experience with media education project teaching students of the Department of Information and Communication Technology, Pedagogical Faculty of Ostrava University (Department of ICT), that future teachers in primary and secondary schools. This teaching method in which students carry out a project of its own newspaper, proved very useful, because the creative and production activities (learning by doing) is very effective in enhancing motivation, long-term memorization of knowledge and skills. Media education in this concept is the Department of ICT focused practice. In the individual chapters, students gain an overview of the basics of journalism, digital photos, audio and video. Developing media literacy among students majoring in Information Technology in Education also has a positive effect on strengthening their information skills.
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