Developing Professional Competence of Future Primary School Teachers Using Informational Technologies

Authors

  • Volodymyr Kovalchuk
  • Ivan Vasylykiv
  • Nataliia Stasiv
  • Oksana Zhyhaylo
  • Oksana Moiko

DOI:

https://doi.org/10.14571/brajets.v17.nse1.102-113

Keywords:

educational institutions, interactive teaching methods, professional competence, primary school teachers, information technologies, professional training

Abstract

The article focuses on studying the process of forming the professional competence of future primary school teachers using information technologies. Introducing information technologies into the educational process is integral to teacher training. The article examines various aspects of this process, including the selection of appropriate technological tools, methods of their use in the process, and practical teaching tools. The following methods were applied: questionnaires and surveys, observation and analysis of the educational process, and experimental research. The article presents the pedagogical technology of forming the professional competence of future primary school teachers using information technologies, considering the means and tools for forming this competence. Educational platforms and online resources, interactive whiteboards and software, digital tools for assessment and feedback, virtual tours and educational games, online communication and collaboration training, and professional development of teachers are distinguished among the tools for developing the professional competence of future teachers using information technologies. The dynamics of using information technology tools for forming professional competence of future primary school teachers from 2021 to 2023 is revealed. The study results conclude that using information technology in the learning process contributes to a more robust formation of professional competence of future primary school teachers, resulting in a higher quality of education.

References

Akabayashi, H., Ruberg, T., Shikishima, C., & Yamashita, J. (2023). Education-Oriented and Care-Oriented Preschools Implications on Child Development. Labour Economics, 84, 102410. DOI: https://doi.org/10.1016/j.labeco.2023.102410.

Baas, M., Van der Rijst, R., Huizinga, T., Van den Berg, E., & Admiraal, W. (2022). Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education. The Internet and Higher Education, 54, 100857. ISSN 1096-7516. DOI: https://doi.org/10.1016/j.iheduc.2022.100857.

Batsurovska, I. (2021). MOOCs in the system of e-learning of masters in Electrical Engineering. In IEEE International Conference on Modern Electrical and Energy Systems (MEES) (pp. 1-4). DOI: https://doi.org/10.1109/MEES52427.2021.9598641.

Björlin Svozil, L., Pears, A., & Gumaelius, L. (2020). Portrayals of technology education in Swedish upper secondary education. 2020 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden, 1-7. DOI: https://doi.org/10.1109/FIE44824.2020.9274131.

Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. DOI: https://doi.org/10.1016/j.iheduc.2019.100722.

Castaño-Muñoz, J., & Rodrigues, M. (2021). Open to MOOCs? Evidence of their impact on labour market outcomes. Computers & Education, 173, 104289. DOI: https://doi.org/10.1016/j.compedu.2021.104289.

Diaz, J., Kumar Chaudhary, A., Jayaratne, K., & Assan, E. (2020). Expanding evaluator competency research: Exploring competencies for program evaluation using the context of non-formal education. Evaluation and program planning, 79, 101790. DOI: https://doi.org/10.1016/j.evalprogplan.2020.101790.

Dotsenko, N. A., Gorbenko, O. A., & Haleeva, A. P. (2023). Technology of creating educational content for open digital resources in general technical disciplines. Journal of Physics: Conference Series, 2611(1), 012019. DOI: https://doi.org/10.1088/1742-6596/2611/1/012019.

Gunčaga, J., Severini, E., Lehotayová, B. K., & Ostradický, P. (2020). Digital technologies in education of preschool children – preparing for the future. 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO), Opatija, Croatia, 681-688. DOI: https://doi.org/10.23919/MIPRO48935.2020.9245317.

Guo, W., & Feng, X. (2021). Designing teacher training scaffolds: improving blended teaching competencies and attitudes. 2021 Tenth International Conference of Educational Innovation through Technology (EITT), Chongqing, China, 157-162. DOI: https://doi.org/10.1109/EITT53287.2021.00039.

Hossain, A. N. M. Z. (2023). Educational crisis of Rohingya refugee children in Bangladesh: Access, obstacles, and prospects to formal and non-formal education. Heliyon, 9, e18346. DOI: https://doi.org/10.1016/j.heliyon.2023.e18346.

Kirinić, V., Hrustek, N. Ž., & Mekovec, R. (2023). E-schools project-framework for digital competencies of school principals: competencies in digital technologies in learning and teaching. 2023 International Conference on Information Management (ICIM), 83-87. DOI: https://doi.org/10.1109/ICIM58774.2023.00021.

Kurent, B., & Avsec, S. (2023). Examining pre-service teachers’ regulation in distance and traditional preschool design and technology education. Heliyon, 9, e13738. DOI: https://doi.org/10.1016/j.heliyon.2023.e13738.

Landberg, M., & Partsch, M. (2023). Perceptions on and attitudes towards lifelong learning in the educational system. Social Sciences Humanities Open, 8, 100534. DOI: https://doi.org/10.1016/j.ssaho.2023.100534

Li, H., Majumdar, R., Chen, M.-R., & Ogata, H. (2021). Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading. Computers Education, 171, 104239. DOI: https://doi.org/10.1016/j.compedu.2021.104239

Li, M., Zhang, X., Wu, M., & Lv, Y. (2024). Collaborative governance in integrated preschool education: A quadrilateral evolutionary game model analysis. Alexandria Engineering Journal, 91, 516-534. DOI: https://doi.org/10.1016/j.aej.2024.02.038.

Mebert, L., Barnes, R., Dalley, J., Gawarecki, L., Ghazi-Nezami, F., Shafer, G., Slater, J., & Yezbick, E. (2020). Fostering student engagement through a real-world, collaborative project across disciplines and institutions. Higher Education Pedagogies, 5, 30-51. DOI: https://doi.org/10.1080/23752696.2020.1750306.

Menezes, F., Rodrigues, R., & Kanchan, D. (2021). Impact of Collaborative Learning in Electrical Engineering Education. Journal of Engineering Education Transformations, 34, 116-117. DOI: https://doi.org/10.16920/jeet/2021/v34i0/157117

Mercader, C., & Gairín, J. (2021). The perception of teachers’ digital competence of pre-service pre-primary and primary education teachers. The Influence of Degree and Entrance Path. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 16(1), 100-106. DOI: https://doi.org/10.1109/RITA.2021.3052684.

Okitsu, T., Mwanza, P., & Edwards Jr, D. B. (2023). Low-fee private preschools as the symbol of imagined ‘modernity’? – Parental perspectives on early childhood care and education (ECCE) in an urban informal settlement in Zambia. International Journal of Educational Development, 97. DOI: https://doi.org/10.1016/j.ijedudev.2022.102723.

Palacios-Hidalgo, F. J., & Huertas-Abril, C. A. (2021). Effects of hybrid education in pre-service EFL and bilingual primary teachers’ digital literacy. 2021 1st Conference on Online Teaching for Mobile Education (OT4ME), Alcalá de Henares, Spain, 73-77. DOI: https://doi.org/10.1109/OT4ME53559.2021.9638950.

Pienimäki, M., Kinnula, M., & Iivari, N. (2021). Finding fun in non-formal technology education. International Journal of Child-Computer Interaction, 29, 100283. DOI: https://doi.org/10.1016/j.ijcci.2021.100283.

Post, L. S., Guo, P., Saab, N., & Admiraal, W. (2019). Effects of remote labs on cognitive, behavioural, and affective learning outcomes in higher education. Computers & Education, 140, 103596. DOI: https://doi.org/10.1016/j.compedu.2019.103596

Schwartz, M., & Minkov, M. (2023). How can team teaching succeed? Exploring team building and its critical characteristics in preschool bilingual education. Learning, Culture and Social Interaction, 41, 100721. DOI: https://doi.org/10.1016/j.lcsi.2023.100721.

Shalimova, N., Zagirniak, D., Chernovol, O., & Perevozniuk, V. (2022). Recognition of prior non-formal and informal learning in higher education of Ukraine: ways of development. 2022 IEEE 4th International Conference on Modern Electrical and Energy System (MEES), 01-06. DOI: https://doi.org/10.1109/MEES58014.2022.10005668.

Špernjak, A., & Šorgo, A. (2018). Outlines for science digital competence of elementary school students. 2018 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), 0825-0829. DOI: https://doi.org/10.23919/MIPRO.2018.8400152.

Sun, J., Wu, H., & Shi, S. (2023). Research of the evaluation of preschool education resource allocation level and spatio-temporal differences: Based on repeated indicators method and Theil index. Heliyon, 9, e16362. DOI: https://doi.org/10.1016/j.heliyon.2023.e16362.

Tudor, S. L. (2018). The open resources and their influences on the formation of specific competencies for the teaching profession. 2018 10th International Conference on Electronics, Computers and Artificial Intelligence (ECAI), Iasi, Romania, 1-4. DOI: https://doi.org/10.1109/ECAI.2018.8679010.

Wang, Q., Ma, H., & Xu, S. (2022). A study on the relationship between digital citizenship and information literacy among middle school students. 2022 International Symposium on Educational Technology (ISET), Hong Kong, 73-76. DOI: https://doi.org/10.1109/ISET55194.2022.00023.

Yuliandari, T. M., Putri, A., & Rosmansyah, Y. (2023). Digital transformation in secondary schools: a systematic literature review. IEEE Access, 11, 90459-90476. DOI: https://doi.org/10.1109/ACCESS.2023.3306603

Žufić, J., & Žufić, A. (2020). Ability of the Information Science teachers to teach programming in the lower grades of primary school. 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO), Opatija, Croatia, 899-904. DOI: https://doi.org/10.23919/MIPRO48935.2020.9245284

Downloads

Published

2024-04-24

Issue

Vol. 17 No. se1 (2024)

Section

Innovative technologies and their impact on the education

License

Copyright (c) 2024 Volodymyr Kovalchuk, Ivan Vasylykiv, Nataliia Stasiv, Oksana Zhyhaylo, Oksana Moiko

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.