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РОЗВИТОК ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ АНГЛІЙСЬКОЇ МОВИ У ВЕЛИКІЙ БРИТАНІЇ

100%
Стрельченко Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
126-132
EN
The problem of training teachers of English as a foreign language through the integration of information and communication technologies and development of students’ ICT-competence in the educational process in British universities is actualized in the article. The scope of technology integration is examined with a view of showing its relationship with pedagogy. The successful solution of problems of quality training linguists in higher education establishments is based on the competence approach. Competence approach is regarded as the basis of modernization of higher teacher training education. The main tasks of higher education in the context of the competence approach are outlined. Professional competence formation completely allows investigating the question of specialist training quality. In this context IST- competence is considered to be a key integral characteristics of future specialists. Modern society demands professionally competent specialists with critical thinking, readiness for research work, self-realization in their professional activity. These tasks may be achieved through modernization teaching technologies innovation and their integration into the process of language teaching/learning. Development of information and communication competence at university graduates is a key component of their professional training and is carried out in the course of the program disciplines study with wide integration of information and communication technologies in the instructional process. It is noted that technology means the application of research findings to promote teaching/learning language for professional goals and is used to facilitate students learning. This article discusses the result in a wide use of technology for instructional purposes, which is not restricted to the mechanical application of various new computer hardware and software devices during the process of instruction. It includes the strategies for selecting the desired technologies, skill to demonstrate how the selected technologies will be used, skill to evaluate such technologies, as well as the skill to customize the use of such technological skills in a way that addresses instructional problems. In further exploration it is worth studying the characteristics of the educational process for the preparation of teachers of English in UK universities for using Moodle, Mahara and Totara Partner and the development of information and communication competence when working with masters programs.
2

Forming of Future Teachers’ ICT-Competence: Canadian Experience

63%
Demchenko I.
Comparative Professional Pedagogy
|
2016
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vol. 6
|
issue 1
54-60
EN
The article deals with the phenomenon of digital divide in the education in Canada. The domestic and foreign scientific and educational publications have been studied and analyzed. It has been found out that traditional means for training pedagogical specialists are gradually losing their relevance due to lack of educational dialogue between a teacher and a student. Information and communication technologies have entered today’s youth everyday life and become an essential means of communication, receiving and transmitting information. Based on the source study, the essence and reasons of digital divide have been revealed. Canadian researchers consider that it is possible to overcome this problem by revising the approach to teacher training which will focus on the forming of future teachers’ information and communication competence. Various definitions of the terms “information competence”, “ICT competence”, “digital literacy”, “e-literacy” have been described. The model of ICT competence, its structure and the process of its integration into education have been analyzed. The examples of forming future teachers’ ICT competence in universities of Canada have been given. It has been revealed that the problem of effective ICT implementation into educational activities is in the range of many Canadian studies, but in fact the phenomenon of digital divide in education is still topical due to insufficient activity of teachers of pedagogical faculties and students’ ignoring the problem. A number of studies have been examined, the authors of which give practical recommendations aimed at enhancing the role of new technologies in teacher training in Canada.
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