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Problem determinacji aksjologicznej stosowania technologii informacyjno-komunikacyjnych w warunkach przejścia do nowego paradygmatu edukacyjnego

100%
Loboda S., Plyska Y.
Rocznik Lubuski
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2020
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vol. 46
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issue 2
167-178
EN
The article considers the axiological principles of the application of information and communication technologies in the transition to a new educational paradigm. It has been theoretically acknowledged that information and communication technologies today are a necessary leading component of the educational process, which, as a result, forms not only the educational space as a whole, but, importantly, the personality of the future specialist. The findings reveal that information and communication technologies in modern scientific discourse are understood, inter alia, as a communicative educational environment and a means of professional interaction that allows to expand the professional communication space. They provide people with new opportunities to comprehend, evaluate and perceive the world. The authors specify and describe the content component of the functional field of media content materials in relation to the educational tasks of the process of developing a creatively active personality of a teacher. It is proved that a high level of efficiency in the use of information and communication technologies may be ensured through the balanced introduction of axiological principles of media content selection in the process of professional training of future educators.
PL
Artykuł rozważa aksjologiczne zasady zastosowania technologii informacyjno-komunikacyjnych w przejściu do nowego paradygmatu edukacyjnego. Stwierdzono teoretycznie, że technologie informacyjnokomunikacyjne są dziś niezbędnym, zasadniczym elementem procesu kształcenia, który w rezultacie tworzy nie tylko przestrzeń edukacyjną jako całość, ale co ważne, osobowość przyszłego specjalisty. Wyniki wskazują, że komputerowe technologie informacyjno-komunikacyjne we współczesnym dyskursie naukowym oznaczają m.in. komunikatywne środowisko edukacyjne oraz narzędzie interakcji zawodowej, które pozwala poszerzyć przestrzeń profesjonalnej komunikacji, wyposażyć ludzi w nowe możliwości zrozumienia, oceny i postrzegania świata. Autorki określają i opisują komponent treściowy pola funkcjonalnego materiałów medialnych w odniesieniu do zadań edukacyjnych procesu rozwijania twórczej osobowości nauczyciela. Dowiedziono, że zapewnienie wysokiego poziomu efektywności wykorzystania technologii informacyjno-komunikacyjnych jest możliwe dzięki wyważonemu wprowadzeniu aksjologicznych zasad doboru treści medialnych w procesie kształcenia zawodowego przyszłych nauczycieli.
2
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Information and communication space and pedagogical ideologies of the beginning of the 21st century: the Ukrainian aspect

100%
Loboda S., Kosiorek M.
Studia z Teorii Wychowania
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2023
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vol. XIV(1(42))
117-130
EN
Connections and relationships of pedagogical theories and pedagogical ideologies emerging on their basis are considered in the direction of modern philosophical approaches. Pedagogical ideology as an ethnocultural and cultural-historical phenomenon The modern information and communication space is a powerful mechanism of impact on the formation of public opinion and pedagogical consciousness, as well as a source and repository of pedagogical ideas, and therefore, pedagogical ideologues. Pedagogical ideologies, which make up the pedagogical content of the information and communication space of the beginning of the 21st century, form a polyphonic, polyparadigmatic, personally oriented discourse aimed at "overcoming the power" of the idealized political discourse. Is considered by many philosophers of education as a significant component of scientific and pedagogical thinking. Almost every culture is mythologemic, as it generates sociocultural matrices of various myths, in particular social and pedagogical ones, which affect the value-meaning aspects of pedagogically directed actions, the nature and content of the pedagogical process, mental processes of its participants. At the current stage of the development of education and pedagogical thought, the concept of "mythologeme" becomes close to "ideologeme", which strengthens socio-political influences on the course and development of scientific and pedagogical thought. At the current stage of development, the history of pedagogy includes many samples of the usage of the information and communication space, presented at different periods of times by various means of mass information, as a powerful mechanism of political and ideological influence on the development of the theory and practice of education. Thus, the problem of objective evaluation of the intellectual and spiritual heritage of world pedagogy, implementation of a modern reading of this valuable experience freed from ideological distortions arises. The relevance of the research is strengthened by the necessity to create a picture of the historical-pedagogical process exempted from ideological layers, which includes all the diversity of ideas of past pedagogical ideologies. Emancipated from political contexts, historical knowledge in the field of education determines the further development of pedagogical thought and becomes a scientific, philosophical and moral imperative for the formation of a modern pedagogical ideology.
3
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The Role of New Media in Modernizing the Content of Modern Teacher Education

100%
Błaszczak I., Loboda S.
Viae Educationis
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2024
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vol. 3
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issue 1
9-16
EN
The influence of new media on the process of modernizing the content of teacher education is studied; the functions, principles and pedagogical conditions of using new media in the process of professional training of future teachers are revealed. A set of historiographical and historical- comparative methods and approaches is used. The source base consists of international scientific periodicals of pedagogical publications of the USA, articles from the ProQuest electronic database; and documents of international organizations (UNESCO, UN). The results prove that new media, under certain conditions (selection of relevant texts, reliance on vitagenic experience, motivation, stimulation, writing, etc.) contribute to the formation of pedagogical consciousness, ensuring the professional development and formation of the future teacher.
4
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The crisis of the professional identity of the teacher in the context of the formation of a new information and communication educational paradigm: Aspect of research and publication activity

81%
Loboda S., Błaszczak I., Plyska Y.
International Journal of Pedagogy, Innovation and New Technologies
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2023
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vol. 10
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issue 2
24-32
EN
The problem of the study - the genesis of the problem of the crisis of professional identity of a teacher in the context of the formation of a new information and communication educational paradigm in the second half of the twentieth century - early twenty-first century. The analysis of the scientific and pedagogical literature of the second half of the twentieth century - the beginning of the twenty-first century demonstrates that the transition to a new paradigm of education was marked by the emergence of a crisis of professional identity, which is also emphasised by the ambiguity of definitions of the concept of professional identity. In the modern scientific and pedagogical discourse, a teacher is seen as a person with numerous roles. The scientific, theoretical and philosophical foundations for considering research activities and publication activity as key indicators of the level of professional identity of a teacher are identified and substantiated. An empirical study of the opinions of practicing teachers in Poland, Slovakia, Ukraine and Sweden on research and publication activity is carried out. The results of the international empirical research state the presence and reveal specific manifestations of the professional identity crisis.
5
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The Case Approach in Cross-Cultural Studies and Projects

71%
Błaszczak I., Loboda S., Pavlyk N., Seiko N., Sytniakivska S.
The New Educational Review
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2024
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vol. 76
63-75
EN
The problem of the study is to substantiate the content of the implementation of the case method of teaching. The article outlines the content of the case method of future bachelor training based on qualitative research. In the example of the academic subject “Cross-cultural studies and projects”, the main steps of developing cross-cultural student projects are traced. The main requirements for creating cross-cultural projects within the distance form of education are defined. The significant result of the study is that the use of teaching methods opens opportunities for students to master the content of professional training.
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