Система проєктування цифрового освітнього середовища фахової підготовки майбутніх учителів інформатики

Abstract

Спроєктовано, теоретично обгрунтовано й апробовано у закладах вищої освіти цифрове освітнє середовище фахової підготовки майбутніх учителів інформатики як цілеспрямовано створене об’єднання апаратно-технологічної і психолого-педагогічної складових частини з метою навчання здобувачів освіти, їх взаємодії й комунікації з іншими суб’єктами середовища із застосуванням цифрових технологій. Характеристиками середовища визначено доступність, інтерактивність, мультимедійність, гнучкість. Досліджено готовність майбутнього вчителя інформатики до використання цифрового освітнього середовища як інтегроване особистісне утворення, що містить професійні якості, мотиви і потреби професійної самореалізації з використанням цифрових технологій. Розглянуто цифрову компетентність як здатність здобувача освіти критично опрацьовувати відомості, доцільно використовувати цифрові освітні технології у навчально-пізнавальній, науково-дослідницькій та інших видах діяльності, проявляти активність у професійних спільнотах й суспільних подіях через цифрові платформи, хмарні застосунки і соціальні мережі, готовність безперервно формувати нові знання та уміння в галузі цифрової освіти.The digital educational environment for the professional training of future computer science teachers is designed, theoretically substantiated and tested in higher education institutions. The digital educational environment is considered as a purposefully created educational environment by combining the hardware, technological, psychological and pedagogical components for the purpose of teaching students, their interaction and communication with other subjects of the environment using digital technologies, which do not replace those who teach, but complement their professional activities as tools for its implementation, forming new opportunities. It is substantiated that its type is a digital educational environment for the professional training of future computer science teachers, the structure and content of which allow planning, organising and implementing training, modelling educational and cognitive activities in a learning management system (LMS). The LMS Moodle designs the professional training of future computer science teachers in a digital educational environment, organising educational, cognitive, research and other activities using digital technologies in the form of «digital educational environment - distance course – student», which contains various modifications, each of which has its own characteristics. The digital competence of the future computer science teacher is considered as the ability of the student to critically process information, use digital educational technologies in educational and cognitive and other activities, continuously develop new knowledge and skills in the field of digitalisation of education, be active in professional communities and social events through digital platforms, applications, and networks. It has been found that professional training should be considered in the context of general, mathematical, subject, technological, psychological and pedagogical disciplines in order to master the knowledge, skills and abilities of future teachers, which is the basis for the formation of professional competence in general and readiness to use digital technologies and create digital educational resources in particular. Particular importance is given to such educational components as «Methods of teaching computer science», coursework and pedagogical practice, and from this perspective, their purpose, tasks and content are clarified, which is reflected in the author's distance courses developed using the LMS Moodle. The forms and methods of engaging students in educational, cognitive, practical, project, research activities individually and in groups using digital technologies as learning tools, objects of study, interaction and communication tools are considered. The professional training of future computer science teachers in the digital educational environment is aimed at forming students' readiness as an integrated personal formation that contains knowledge and skills (in the speciality), professional qualities, motives and needs for professional self-realisation using digital technologies. The structure of readiness is represented by the target, value-motivational, cognitive, activity, diagnostic and reflective components that complement, expand and deepen each other, reflecting the professional training of future computer science teachers in the designed digital educational environment. The model of professional training of future computer science teachers in the digital educational environment is represented by an ordered set of methods, forms and means of planning, organising the educational process using digital technologies, educational components, the study of which is aimed at developing students as competent specialists. The structural-functional approach was chosen to build the model, the main task of which is to determine the correspondence between the components of the structure under study. The author's model is characterised by integrity, structuredness, openness and adaptability, takes into account the ideas of competence, activity and technological approaches and the content of professional functions of a teacher in a general secondary education institution. The implementation of the model has led to the selection and justification of organisational and pedagogical conditions as a set of external circumstances and internal factors that make it possible to choose the content, forms, methods and means of teaching in the most appropriate combination. The effectiveness and efficiency of using the author's model was tested by determining the level of readiness of students to use the digital educational environment.