Educational Technology Quarterly
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Digital storytelling in adult education: barriers and ways to overcome them
Get PDFIn the modern digital globalized world, it is becoming more and more important to train educators in practical application of new tools and technologies, such as digital storytelling. The article substantiates the benefits of digital storytelling and its connection to educational standards; and analyzes the factors that hinder its use. According to the survey of teaching staff and methodologists of different professions during retraining courses, only a quarter of respondents use or have used this method, and about 72% of respondents are ready to consider it. A 3-factor model on possible barriers that impede the using of digital storytelling in education was developed on the basis of the empirical data with the help of a factor analysis tool. The first factor was related to the lack of necessary resources, the second one~-- to resistance to change, the third one -- to the lack of time and lack of technical and methodological support from the educational institution. Possible ways to overcome these barriers are identified. The article describes the structure and content of the special course for educators “Digital Storytelling in Adult Education”, aimed at providing methodological support to educators on digital storytelling and its use by discussing the positives, risks, techniques, tools and services, providing experience in creating and sharing digital stories. The content of the stages of involvement of pedagogical staff in the educational practice (orientation, acceptance, evaluation, innovation and institutionalization) is substantiated. The article describes the developed methodological support of the special course: the program of the special course, lectures-presentations on the basics of digital storytelling, examples of practical tasks for implementation and discussion. The article analyzes the ways to use the fragments of massive open online courses on digital storytelling in order to implement blended learning of teaching staff.
1st Symposium on Advances in Educational Technology: Outlook
Get PDFThis is an overview of the Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020), which was held in Kyiv, Ukraine, on November 12-13, 2020. It includes an introduction, a summary of the papers, and some reflections on the event and its future
Analysis of e-resources for the specialist's rhetorical culture development
Get PDFThe interpretation of the category "rhetorical culture" as an integrative personality characterictic, which includes knowledge of history, theory and methods of public speaking (stages of speech preparation, rhetorical paths and figures, methods of activating audience attention, etc.), intellectual, speech, ethical, aesthetic and artistic-performing qualities, which are expressed in the form of an original product of mental-speech activity, is given in the article. The typology of e-resources in the specialist's rhetorical culture development is characterized. Among them video content (speeches of outstanding speakers of the past and present, movies fragments, theater performances, television programs, speeches of masters of the artistic word, lectures by national and foreign teachers, reports of famous scientists, fragments of lessons and educational activities), audio content (podcasts, audiobooks), rhetoric courses on educational platforms (Udemy, EDUGET, TED), specialized resources on rhetoric, specialized software in the field of rhetoric (Speaker Coach, Ummo, Public Speaking for Beginners, Black Rhetoric, Govorillo), social communities for on-line communication (Facebook, Instagram, Telegram). Descriptive characteristics of each type are briefly provided and relevant examples with Internet links to typical Internet content are given
Selection of ICT tools for the development of high school students' research competencies in specialized chemistry training
Get PDFThe article analyzed the place of information and communication technologies and learning tools in specialized chemistry training. The development of research competencies of high school students as one of the important results of specialized training in chemistry is considered. The analysis and systematization of ICT tools to ensure compliance with the principles of specialized chemistry training is made. The choice of ICT tools for the implementation of specialized chemistry training and development of high school students' research competencies in specialized chemistry training had substantiated. The results of research aimed at determining the feasibility of using certain ICT tools to develop of high school students' research competencies in specialized chemistry training are presented
Features of learning motivation in the conditions of coronavirus pandemic (COVID-19)
Get PDFThis article has been retracted.
Please see: Retraction of published article due to the author’s proposal - 6 August 2022
Maintaining motivation plays a special role during the introduction of distance learning in connection with the coronavirus epidemic. To analyze the features of motivation in different learning conditions, a graphic model of the student motivation has been presented. The effectiveness of the model was tested in both offline and online learning. The study showed that the influence of the main motivational components in the conditions of offline learning varies from primary school to higher education. The youngest students are best motivated to learn in a situation where the inner desire to learn something new is constantly supported by external stimulation. In primary school, the motivating influence of teachers and parents gradually decreases, but both the negative and positive influence of an important environment (friends, reference adults) increases. Adolescents have clearly defined learning goals. The impact of online learning on this category of students is quite controversial. The study has found mixed trends -- both an increase in motivation for learning and a sharp decrease. The first group is quietly moving to online learning, making extensive use of the Internet. The second either completely lose motivation to learn or shows unstable motivation, which either sharply decreases, then just as sharply increases
From the experience of organizing artistic and productive activities of older preschool children by means of distance education in the conditions of quarantine measures for the spread of COVID-19
Get PDFThe relevance of the article relates to the need for continuing preschool education under quarantine conditions to prevent the spread of COVID-19 by means of distance technologies and preparation of children for STEAM education. Artistic and productive activities are considered to be the resource of STEAM education. The aim of the article is to substantiate educational opportunities of distance education programs for undertaking artistic and productive activities of older preschool children on quarantine. Research methods: theoretical analysis, surveys, generalization of experience, analysis of children’s products, parental feedback. The scientific basis of the study is a set of approaches of different levels. Scientific novelty of the research is two-fold. The possibility of organizing artistic and productive activities of older preschool children by means of remote technologies in terms of preparing parents to interact with educators and organizational, technical, informational assistance to children. The features of the organization of such education in Ukraine under conditions of introducing quarantine measures are revealed. Practical significance is viewed through development and approbation of the content of classes on artistic and productive activities, integrated with the fundamentals of mathematics. There have been developed the questionnaires on digital competence for educators and digital literacy for parents
Formation of digital competence of CS bachelors in the use of cloud-based learning environments
Get PDFThe article clarifies the concept of digital competence of CS bachelors in the use of cloud-based learning environments. The criteria (value-motivational, cognitive, operational-activity, research, didactic), indicators, and levels (low, medium, sufficient, high) of the formation of digital competence of CS bachelors in the use of cloud-based learning environments (CBLE) are specified. The results of the pedagogical experiment were analyzed, demonstrating an increased level of digital competence formation of CS bachelors in the use of CBLE, and thus the pedagogical efficiency of adopting the methodical system of using CBLE in the training of CS bachelors
The practice of developing the academic cloud using the Proxmox VE platform
Get PDFCloud technologies provide users with efficient and secure tools for data management, computing, storage and other services. The article analyzes the projects for the introduction of cloud technologies in education and identifies the main advantages and risks in creating a cloud infrastructure for the university. Such startups contribute to the formation of a new paradigm of education. It involves the virtualization of education, the introduction of mobile and blended learning, ie the combination of cloud computing with modern learning concepts. In this paper, we highlight our experience in improving the academic cloud for the training of a bachelor's degree in computer science. This is through the integration of the Proxmox VE platform into existing computing power by deploying the Proxmox VE system. In the study, we reveal some technical and methodological aspects of the organization of the educational process using this corporate cloud platform. The scheme of the organization of physical components of cloud infrastructure (nodes, virtual networks, routers, domain controller, VPN server, backup system of students' virtual machines) is given. All characteristics of this environment and possibilities of their application are studied
Design features of the synthetic learning environment
Get PDFThe article considers the features of the learning transformation in the transition from the usual material-object environment to learning in the digital synthetic environment. Attention is drawn to the fact that nowadays’ students prefer online and blended learning, in which human interaction with technical learning tools not only creates new opportunities, but also requires coordination of their interaction. A brief description of the main features of learning using new technological capabilities is given, highlighting such aspects as virtual and augmented reality, as well as the use of game-oriented technologies with an emphasis on reflexive games. An analysis was made of changes in the properties of a new learning environment from the standpoint of biotechtonics, which develops the principles of accounting the human factor, i.e. the coordination of human capabilities with technical systems in a digital learning environment in which a person is transferred to a new interactive space using devices that reflect signals in his/her sensory organs and devices, accepting different actions. Variants of teaching technologies based on new principles are proposed, which make it possible to improve the quality of assimilation of educational material. It is noted that the basis for creating complex synthetic learning environments are biotechnical systems, which provide a variety of image content management tools for models of these environments, both for the researcher and the student. It is proposed to expand the concept of "biotechnical system" by including the so-called "biotechnical technologies'', which becomes especially relevant in the digital world. The difference between this type of technology lies in the fact that among the technological operations included in them, great importance should be given to operations that are associated with ensuring the safety of work and creating optimal conditions for the resilience and labor activity of a person. At the same time, a person interacts mainly with information technologies, with information and knowledge that affect him/her, but not with material objects, both in the process of management and in the process of studying the outside world to use it effectively
Use of digital tools as a component of STEM education ecosystem
Get PDFThe authors investigate the theoretical foundations of the concept of ecosystem, interdisciplinary approaches and features of integrated STEM education in the educational process, analyzed the components of the educational ecosystem and proved that they all directly affect the quality of STEM subjects. The authors conducted a survey to identify ways to develop components of the ecosystem of STEM education, which involved 105 respondents, students of pedagogical specialties of Borys Grinchenko Kyiv University and teachers of secondary schools in different regions of Ukraine. The analysis showed that the successful implementation of STEM education, involving all components of the ecosystem, involves the development of science education, in particular, the introduction of inquiry-based learning and the use of digital technologies in the educational process. Process skills are described, which are formed using inquiry-based learning, examples of tasks for the formation of basic and integrated skills of the scientific process are presented. Based on the research, the role of digital tools in the development of science education is demonstrated and groups of digital tools are identified that are necessary for ecosystem development and will help increase the efficiency of the educational process, make STEM learning interesting and productive; examples of digital resources that support students' learning in various integrated STEM environments are given and their role in the development of the STEM education ecosystem is described. Digital tools can be used to increase students' positive motivation, expand their experience and accelerate learning, they help to study STEM subjects and encourage students to explore scientific ideas in new ways