Vol 16, No 4 (2019)

DIDUCTIC ASPECTS OF EDUCATION INFORMATIZATION
Digital education: from school for all to school for each
Kondakov A.M., Kostyleva A.A.
Abstract

Problem and goal. The article is devoted to the development of digital education. The gap between generations and social groups exacerbates the contradictions between the education system and the demands of the information society, and the increase in the volume, accessibility, speed of acquisition and exchange of knowledge has changed the style of knowledge of modern man. The key competence was the ability to distinguish important from unimportant, reliable from unreliable. Students need to purposefully develop digital identity. All this gives rise to a set of problems facing the modern school. The purpose of the study described in the article is to identify promising ways to digitalize the school, build a model of digital school and identify a set of factors that are important for the transformation of the school for all in the school for everyone. Methodology. In the course of the study, based on the analysis of existing approaches to the development of digital technologies and digitalization of education, the ways of formation and development of a digital school are revealed. The structure of the core of digital education providing comparability of the knowledge, values, skills and competences mastered and shown in various types of activity of the person is defined. This is the value, activity and content basis for the formation of digital socio-cultural educational environment. This core is proposed to be considered as a basis for the development of concepts of subject areas, GEF and educational programs at all levels of education. Results. The interpretation of the term «digital education» is given, which is understood as educational activity, the key factors of which are digital data, processing, exchange and analysis of which allow the individual to achieve new results of education in a specific sociocultural situation. According to the model, the digital school provides not only training and education, but also effective integration of the individual into a high-tech rapidly changing complex environment. The educational ecosystem is an integrative socio-cultural environment, in the center of which is not a teacher of a traditional school, but a student, surrounded by peers and adults who help him realize his personal educational trajectory. Conclusion. The article outlines the prerequisites for a new era-the era of digital education, formulated the definition of the term «digital education», justified the relevance of the development and the structure of the core of digital education, describes the model of digital school, presents the structure of the educational ecosystem and the effects of its implementation for different stakeholders.

RUDN Journal of Informatization in Education. 2019;16(4):295-307
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TEACHING COMPUTER SCIENCE
Application of the principles of pedagogical design in the design of informatics lessons
Andreev A.V., Usova N.A.
Abstract
RUDN Journal of Informatization in Education. 2019;16(4):308-317
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The training of masters of pedagogical education to the integrated teaching of the schoolchildren in mathematics and computer science
Glizburg V.I.
Abstract
Problem and goal. The single subject area “Mathematics and Computer Science”, provided by existing standards, implies the need to introduce the integration of teaching these subjects in primary and secondary schools; the training for such teaching is one of the goals of the implementation of the master’s program “Mathematics in Primary Education”. Methodology. The implementation of the following factors improves the quality of training of the masters to the integrated teaching of the schoolchildren in mathematics and computer science: the training of the masters is based on the competencies that they assimilated in the stages of their previous training, in particular in undergraduate studies; the developed integrated content of the modular training, implemented in the system of specialized disciplines, allows to implement the systematic, fundamental and invariance training of the masters; the readiness of the masters to the integrated teaching the schoolchildren in mathematics and computer science includes the formed competencies in the selection of teaching content and the use of educational electronic resources; taking into account various factors of using information and communication technologies in the educational process, forming an idea of the role of informatization of education in society, its language, methods and means, and their quality control. Results. The practical activities of masters in creating the electronic courses for organizing online-learning were implemented, a system of computer tasks was created for the integrated teaching of the schoolchildren in mathematics and computer science. Conclusion. The training of masters to the integrated teaching of the schoolchildren in mathematics and computer science ensures their orientation in information and communication technologies and subsequent competent use of these technologies in their professional activities.
RUDN Journal of Informatization in Education. 2019;16(4):318-327
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EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES
Development of ICT competence among students when teaching inverse problems for differential equations with the use of computer technology
Kornilov V.S.
Abstract
Problem and goal. The great need to apply the theory of inverse problems for differential equations (IP) in the research of applied problems is explained by the fact that it is possible to effectively study hard-to-reach or inaccessible objects and processes, to identify, for example, the location of objects, determine their shape, etc. In addition, it is possible to identify causeand-effect relationships of processes and phenomena (see, for example, [5; 6; 8; 11; 14; 17; 19]). It became possible, in many respects, thanks to modern computer technologies which allow to investigate various mathematical models of inverse problems, realize modern computational algorithms of the numerical solution of inverse problems for differential equations, carry out three-dimensional visualization of their decisions and control of accuracy of calculations. This circumstance explains the widespread introduction of modern computer technologies in the process of teaching students of IP educational institutions of physics and mathematics (see, for example, [2; 5; 6; 8; 10-14; 17; 19; 20]). In the process of teaching, goals are set to ensure that students form a system of fundamental knowledge in the field of theory and practice of inverse problems, applied and computational mathematics, acquire the skills to choose and apply computer technology to find solutions to inverse problems, develop their ICT competence. Methodology. The development of ICT competence among students of universities of physical and mathematical areas of training, as a result of learning IP, is ensured by how successfully the conditions will be implemented in practice, including: 1) involvement of specialists in the field of inverse problems for differential equations with experience in the use of computer technology in the study of inverse problems; 2) conducting lectures and practical classes using multimedia and computer technologies; 3) implementation of didactic principles of teaching inverse problems for differential equations using computer technologies; 4) attraction of students to performance of semester tasks, course and final qualifying works on inverse problems for differential equations with use of computer technologies. Results. In practical classes, students acquire the skills to apply modern computer technology in the study of IP. Students gain experience in analyzing new information about the studied physical processes and phenomena using computer technology. Students form knowledge about the role of computer technology in mobile research of mathematical models of inverse problems for differential equations, demonstrating ICT competence. Conclusion. Developed in the process of teaching inverse problems for differential equations using computer technologies, ICT competence will obviously allow students in their future professional activities to effectively apply a variety of computer technologies in the study of mathematical models of inverse problems.
RUDN Journal of Informatization in Education. 2019;16(4):328-337
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INNOVATION PEDAGOGICAL TECHNOLOGIES IN EDUCATION
Virtual reality: educational and methodological aspects
Azevich A.I.
Abstract
Problem and goal. Virtual reality in education is used as the information space, in which the student can not only obtain the necessary information, but also enter into the contact with the fictitious objects. Sinking (immersion) into the educational medium helps students to acquire the habits of interaction with the virtual objects, to develop methods of collective collaboration and to find confidence in the course presentation of its own projects. The process of creating the resources with the elements of interactivity, and also the selection of the necessary instrument means is a technological and a systematic problem for the teachers, who are mastering new information technologies. The purpose of the article is construction and substantiation of the effectiveness of the model of the use of technologies of virtual reality in the course of the instruction of schoolchildren in the system of additional formation. Methodology. The development of the model of the use of technologies of virtual reality in the instruction of students in the extra-curriculum activity was accomplished on the basis of the complex data analysis, obtained in the course of conducting the approval developed educational methods materials in the system of additional formation, structuring of information, generalization of the results of a study. Results. The didactic possibilities of the technologies of virtual reality were identified in the course of the instruction of students in the system of additional formation. The theoretical substantiation is given the need of applying the virtual reality as a means of the development of creative thinking in students and an effective tool of the creation of the immersive training medium. On the basis of a study working program has been prepared, as well as teaching aid and systematic recommendations for the teachers, who use technologies of virtual reality for conducting the training exercises. Conclusion. The results of the conducted investigation made it possible to make a conclusion about the effectiveness of the use of technologies of virtual reality in the system of additional formation. It is ensured by the goal-directed application of the corresponding model of instruction and system of instrumental and teaching aids. The application of virtual reality, different technologies of imitation simulation not only contributes to the development of the algorithmic and creative thinking of students, but also to the maximum disclosure of their intellectual potential.
RUDN Journal of Informatization in Education. 2019;16(4):338-350
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Evaluation of the effectiveness of the use of case-technology in teaching computer modeling of future teachers of informatics
Markovich O.S., Sergeev A.N.
Abstract
Problem and goal. The article describes the problem of using case-technology in teaching computer modeling to future teachers of informatics. The relevance of solving this problem is determined by the need to find new approaches to combining the fundamental and applied training of future teachers in order to form a holistic competency that provides a solution to professional pedagogical problems. The purpose of this study was to design a model of training future teachers of informatics in the field of computer modeling using case-technology, as well as testing this model during a pedagogical experiment. Methodology. The basis of the developed methodological approach was the use of subject-oriented cases in teaching computer modeling to future teachers of informatics. This type of cases is considered as a set, which includes: 1) situational problem; 2) tasks, the implementation of which leads to the solution of the problem; 3) materials needed to complete tasks; 4) software tools for solving the problem. The model of training of future teachers of informatics using case-technology is considered as a set of target (formation of competence of the teacher of informatics in the field of computer modeling), content (the content of the course “Computer Modeling”) and process components (three stages of design, development and direct application of the subject-oriented case of computer modeling in the classroom). To assess the effectiveness of the case-technology application, a pedagogical experiment was conducted, involving the implementation of training in experimental and control groups. Results. The article presents the results of an experiment conducted at the Volgograd State Socio-Pedagogical University. During the experiment in the control and experimental groups, a course of computer modeling was implemented with the preservation of the content, but with the use of case-technology in the experimental group. Criterion evaluation of the effectiveness of the formation of competence of the teacher of informatics in the field of computer modeling was carried out in the subject and research aspects. The results of the experiment showed that in the experimental groups increased the number of students represented at high, as well as medium and high levels of formation of both the subject and research component of the competence. Conclusions. The study showed that the proposed approach to the use of case-technology provides high results. The obtained and statistically confi data of the experiment allow us to speak about the effectiveness of the use of case-technology as a means of teaching computer modeling to future teachers of informatics.
RUDN Journal of Informatization in Education. 2019;16(4):351-364
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