RUDN Journal of Informatization in Education

Problem statement. Every year, there are more and more studies aimed at improving the quality of digital resources created and used in the field of education, as well as at developing appropriate professional qualities among teachers. Within the framework of foreign language education, when using various digital tools, vocabulary is formed more effectively, dialogues are modeled, oral speech is used to a greater extent, and opportunities for mastering grammar are expanded. At the same time, existing research practically does not address the problem of finding integrated approaches to preparing teachers for the practical use of digital resources in the framework of the development of foreign language education. The problem of substantiating the expediency of improving the necessary systems for training teachers of a foreign language, searching for methods and means to improve the effectiveness of work with students of pedagogical specialties of universities is urgent. Methodology. A long-term study is being carried out, during which educational programs for bachelors and masters of pedagogical directions of metropolitan universities are being developed and improved. A series of experimental studies are being conducted to determine the effectiveness of the proposed developments. Results. The model, conditions, principles and content of training future foreign language teachers for the professional use of digital technologies are developed and described. An increase in several key parameters for the study was revealed, indicating the validity and effectiveness of the proposed approaches to the development of the studied competence of foreign language teachers. Conclusion. The implementation of approaches to the development of the competence of a foreign language teacher in the field of using digital technologies is appropriate. It is necessary to provide for the further development of methodological systems for teaching students at pedagogical universities the systematic use of such technologies not only in the context of teaching schoolchildren, but also in many other types of their professional activities.

Problem statement . The mandatory study of the basics of artificial intelligence and data analysis in general education course of informatics is a significant innovation that requires adjusting methodological system of teaching informatics at school. The article presents the results of research on the problem of designing trajectories of variant teaching of the basics of artificial intelligence and data analysis in the course of computer science of basic general and secondary general education in accordance with the requirements of the updated FSES of general education on the basis of current methodological approaches, taking into account the possibilities of project-research and extracurricular activities. Methodology. Theoretical methods of research were used: analysis of scientific publications on the subject of artificial intelligence and data analysis, analysis and comparison of materials of foreign educational standards of different levels of education, review of domestic practices of implementation of the results of pedagogical research on the methodology of teaching computer science on the basis of integrative methodological approach. Results. On the basis of the proposed components of the methodology of teaching artificial intelligence basics and data analysis, the possibilities of designing different learning trajectories in accordance with personal requests of participants of educational relations, as well as for the rational use of resources of the information educational environment of the organization in the implementation of basic educational programs of general education are shown. Conclusion. Designing trajectories of variant teaching of the basics of artificial intelligence in the school course of computer science, taking into account the possibilities of project-research and extracurricular activities, allows to optimize needs of students and resources of educational organizations.

Problem statement . At the moment, we are in a transitional period of the formation of a new educational process, which is much broader and much more extensive than the classical methods of obtaining vocational education, both in terms of skill set and time. This is important for all areas of study, but this article focuses on educational processes at a technical university, or rather, areas of study related to information technology. Modern software development is usually carried out in teams. Emotional intelligence and the ability to put yourself in the place of your colleagues, as well as potential users of the software product, come to the fore. Stress tolerance and teamwork skills are also important qualities, which include the skills to independently solve non-standard tasks, the ability to take responsibility for solving a problem or for not completing a task, and the ability to follow the rules. The purpose of the study is to develop methods to improve the effectiveness of training a technical specialist, taking into account the challenges of the modern labor market. Methodology . The practical cases proposed in the article were tested in various training courses taught by the author on the basis of the Volga Polytechnic Institute. More than 70 students studying in the fields of Computer Science and Computer Engineering and Software Engineering took part in the testing. Results . Based on the analysis of the results of application of educational cases, detailed descriptions of tasks and recommendations for their application in the educational process were formulated. Conclusion . The application of the described practical cases allowed students to develop the ability to decompose tasks, distribute them within the team and consciously delegate execution depending on the set of knowledge and skills of an individual team member, as well as the ability to offer nonstandard solutions to tasks and adequately analyze existing options. Students studying using the above-mentioned cases participate much more calmly and effectively both in external educational activities, such as design and educational intensive courses, competitions and acceleration programs, and are more motivated and involved in the stages of implementation and protection of their own projects within the framework of disciplinary and end-to-end course projects, as well as final qualification work.

Problem statement. The unprecedented pace of development and application of artificial intelligence in higher education attracts the academic staff of scientists to analyze and discuss the problem of opportunities, risks and boundaries of the use of artificial intelligence (AI) in the organization of higher education. The purpose of the study is to analyze the integration of AI into the educational processes of higher education as a strategy for using digital technologies, indicated by accelerating the achievement of educational transformation goals in the activity sphere, where opportunities are found for teaching, learning, and scientific activities of the teacher and students. Methodology . Analytical and theoretical research methods (literature analysis, data synthesis, generalization, induction, deduction, establishment of cause-and-effect relationships) were applied to assess the current state of the educational sphere regarding the widespread introduction of AI capabilities, and an express survey was conducted in the number of 105 people: students of additional education programs “Teacher” and “Teacher of a higher educational institution” on the topic of psychological adaptation to the active use of AI technologies in the framework of pedagogical practice. Results. There are opportunities to optimize the learning process using AI, such as assessing the level of knowledge of students according to predetermined criteria, organizing and conducting tests and exams, ability to get rid of routine work, translating and voicing any text. Conclusion. It is summarized that the most promising direction for application of AI technologies in higher education is an additional education, which is organized primarily for acquisition of specific knowledge and skills by reducing the time spent searching for literature, scientific reviews, setting specific tasks and problems, organizing communication, etc.