Інформаційно-освітнє середовище як умова активізації пізнавальної діяльності учнів засобами ІКТ

The recent move towards more Computer Science in school in the UK has obvious implications for teacher education, both for in-service and pre-service teachers. In England and other parts of the UK we have seen an unprecedented rate of change in the way that curricula are changing from a focus on learning to use software applications to the introduction of Computer Science throughout primary and secondary schools. In this paper we describe some of the challenges that we have faced, the progress made in the integration of CS, and the support provided for teachers in their professional development. Current developments seek to support teachers with varying needs in a holistic way and we propose a transformational model of professional development [1] for CS, both for in-service teachers as well as forming the basis of new teacher training programmes.KeywordsCS teacher educationteacher professional developmentCS secondary school education

Background. Improving the effectiveness of training of future highly qualified personnel requires the improvement of existing and search for new forms and methods for organizing the educational process. Such approach requires the use of complexes of technical and didactic means that ensure the interconnection between classroom and non-classroom forms of the educational process. Objective. To analyze the existing conditions for the implementation of information and educational environment. Methods. Analysis of theoretical sources on the problem of the use of the information and educational environment in higher medical education, studying and generalization of leading experience in teaching student courses using information and communication technologies. The analysis of the results of the efficiency of implementation of the educational and informational environment has been carried out on the departments of phthisiology and pulmonology, histology, cytology and embryology, medical physics, biophysics and higher mathematics and analytical chemistry. Results. The article presents certain results of the work of lecturers concerning the development and use of the informational and educational environment in the context of continuing learning of present-day information-oriented society. Creating information and educational environment that supplies interaction between lecturers and students in classroom through interactive forms of communication on the basis of edХ platform promotes the optimization of the learning process. The basic principles of providing innovative approaches, methods, technologies of the uniform informational and educational environment of higher education medical institutions are substantiated. The necessity of disclosing the experience of higher education institutions regarding the creation of the informational and educational environment as part of the optimization of the student's educational process is emphasized. The experience of using new learning form confirmed the simplicity and interactivity of interaction of the student and the lecturer, gives the wide opportunities for learning process arrangement, enables the student to model learning process individually, as well as new forms of learning process supervision. Conclusion. In our opinion, online courses based on edX platform facilitate the optimization of the learning process in higher education institutions. The prospect of further work is the continuation of the development and implementation of the online course for students on edX platform in the learning process.

The Republic of Korea's management of the COVID-19 pandemic showcases an exemplary model through its robust and comprehensive approach, underscored by decisive leadership and a unified governmental strategy using ICT tools. Central to its success was the deployment of the 3T strategy (Testing, Tracing, Treatment) and a four-pillar policy response centered on Openness, Transparency, Civic Engagement, and Innovativeness. The establishment of the Korean Center for Disease Control and Prevention (KCDC) in 2004 and the Infectious Disease Control and Prevention Act paved the way for the pan-governmental COVID-19 response. The use of sophisticated ICT tools played a significant role in the success of Korea's response. The study argues that South Korea's approach, particularly its innovative use of ICT tools, offers valuable lessons for enhancing global emergency preparedness and response systems.

A teacher in the digital age must be competent in successfully integrating content, pedagogy, and technology in the teaching learning process. The COVID pandemic prepared us to be ready for new and transformative changes in the education system, be it online education, flipped classroom, blended learning, individualized learning, or computer-based adaptive testing. Against this background, the present cross-sectional study examines the use of ICT tools and expertise in using them by elementary school teachers. The sample consisted of 167 elementary school teachers selected randomly and rated their use and expertisein using various ICT tools. The study found that teachers were more proficient in using simple ICT tools and rarely or never used complex ICT tools. Variables such as teacher teaching experience, type of employment had no significant influence on usage and expertise. However, the use and expertise of using ICT tools among teachers working in urban schools is better than that of teachers working in rural schools. In addition, educational qualification was found to have a significant influence on the use and expertiseof using ICT tools. Furthermore, there was a significant positive and moderate correlation between use of ICT tools and expertise in using ICT tools, suggesting that there may be many other influencing factors.

In the twenty-first century, the development of preschoolers’ cognitive activity has become one of the central pedagogical challenges in the context of global digital transformation. The information and educational environment increasingly shapes the way children perceive, process, and apply knowledge. However, while digital technologies expand educational opportunities, they simultaneously introduce new methodological, ethical, and developmental challenges. The central problem of this study lies in identifying pedagogical mechanisms that can effectively foster preschoolers’ cognitive activity without undermining their natural curiosity, emotional intelligence, and creative potential.

The present study focuses on the impact of teachers using traditional method and ICT tools on the academic achievement of the students, attitude of the students towards the subject chemistry, attitude of the students towards the use of ICT tools in teaching learning of Chemistry and the impact of the ICT tools on the written communication skills of the students. ICT tools in the present study may be understood as the application of digital equipment to all aspects of teaching and learning. Thus, the components of ICT would be video tapes, audio tapes, CDs, DVDs, television broadcast, video cassettes; computer-based learning materials, teleconferencing, video conferencing, internet, web conferencing etc. Sample for the present study comprised of students of 4 sections of class XII Science enrolled in Jamia Senior Secondary School and Syed Abid Hussain Senior Secondary School. As random assignment of subjects to control and Experimental Groups has not been applied, the present study is Quasi Experimental in nature. Of the many quasi experimental designs, Pretest- Posttest non-equivalent Groups Design was employed for the present study. The following tools were used for attaining the objectives of the study: Attitude Scales: a) Five point Likert scale for measuring Impact of ICT tools on the attitude of students towards chemistry (ATCS) b) Five point Likert scale for measuring Impact of ICT tools on the attitude of student towards the use of ICT tools in teaching learning of chemistry (ATIS). In accordance with the objectives of the study, the obtained data was analyzed using specific statistical techniques, which include computation of mean, S.D, t-test, ANCOVA (analysis of covariance). It was found from the study that traditional method must be used along with suitable ICT tool which may help in improving the teaching learning process and increasing the comprehensibility of the subject Chemistry. Thus, it was inferred that the use of ICT tools in the teaching learning of Chemistry has a positive impact on academic achievement, attitude and communication skills of the students.

Access to markets by Smallholder farmers has conventionally been constrained by lack of market information. Efforts to strengthen access of farmers to markets has triggered the mushrooming of several projects that embrace ICT tools in promoting access to competitive market information. Nevertheless, most farmers still lack access to accurate market information, such as existing commodity prices. This study examines the determinants of the use of ICT tools among smallholder farmers for agricultural transactions. The study uses Kenya Agricultural Commodity Exchange (KACE), one of the ICT-based marketing platform, as the case study. The objectives of the research are to determine the factors that influence access to agricultural information, and establishing factors that determine the intensity of use of ICT tools in accessing agricultural information. Survey was conducted among 136 smallholder farmers in Bungoma County. Both purposive, and multi-stage sampling were used to obtain the sample for this research. The study finds that several farmer characteristics, farm and capital endowment factors affect the use of ICT tools, particularly mobile phones. Gender, age, literacy level, affordability, perceived importance, mobile ownership and group membership were found to be significant in influencing the decision to use KACE ICT tools and the intensity of use of these tools for agricultural transaction activities. The study further recommends for policies that support the expansion of ICT projects, training on their applications and sensitization on the use of these platforms. The study suggests for policies to address gender disparities on access and use of ICT tools for agricultural transaction.

This chapter deals with the issue of if and how ICT (including social media) could support innovation processes in the AKIS and the EIP. It presents how innovation is defined and introduces the three factors on which innovation should be based: software, hardware and ‘orgware’. As background information for an evaluation of these factors the conceptual framework of socio- technical networks, innovation and learning processes in relation to ICT is described. Various types of software tools have been evaluated for the survey, and it is shown that there are already a multitude of ICT and social media tools, which can be used in the agricultural sector for knowledge sharing and innovation. Further, what they offer and how they differ from each other are described. Some examples of the successful use of various types of ICT tools in the agricultural sector have been identified, and also some which are expected to be successful, but which are not yet widely used.
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\nThe survey has not been able to identify any successful examples of use of software (social networks and ICT tools) for innovation processes in the agricultural sector, but such examples have been identified for other business sectors. These examples have shown that especially the ICT tool, ‘crowdsourcing’ has proved to be a promising tool in innovation processes, but its value depends on the complexity of the subject.
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\nHardware (PCs, tablets, smartphones and mobile phones plus broadband connection) is a prerequisite for effective communication. There are considerable differences in the access to and speed of the broadband connections and the price for the use of it in different regions of the EU, with the northern and western Member States generally having better access and speed and lower prices for Internet connection than the eastern and southern Member States. Some of the barriers relating to hardware may be overcome with time, while others will have to be solved by investments in infrastructure.
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\nAs regards ‘orgware’, i.e. the capacity building of the different institutional actors involved in the adaptation process of a new technology by networking, the role of the Internet in communication and collaboration processes by providing platforms for the development of virtual communities has been described. Furthermore, examples are presented on how the successful/promising examples of use of ICT tools in the agricultural sector fits into the theory. Finally some important barriers to the development and uptake of ICT for knowledge sharing and innovation in the agricultural sector are presented together with recommendations on how to overcome them. The report is based on analyses presented in more detail in the three appendices on software, hardware and ‘orgware’, respectively.

El objetivo de este trabajo está centrado en determinar cómo el efecto red, la brecha digital y la brecha participativa afectan el uso de las herramientas TIC en la actividad política ciudadana. Para esta labor, como primer apartado, se presenta una fundamentación teórica que sirve como marco de referencia para dar sustento al uso de las aplicaciones de software en la actividad política. Un segundo apartado definirá los conceptos de “brecha digital”, “brecha participativa” y “efecto red”, factores necesarios para determinar la disposición de los usuarios a utilizar una tecnología de software y/o la disponibilidad de la tecnología al alcance de usuarios políticos. La tercera parte evidenciará de manera cronológica el uso de distintas herramientas TIC en la acción política chilena, describiendo además, una agrupación política de base tecnológica. Un cuarto apartado realiza un análisis que determina cómo el efecto red y la brecha participativa inciden en el uso de las aplicaciones. Concluyendo que existe una brecha digital significativa en el uso e implementación de aplicaciones auto-gestionadas específicas, que tiende a contener las opciones alternativas, que concentra además. los usuarios en sólo unas pocas empresas transnacionales de Internet. No obstante, es posible observar pequeñas organizaciones políticas que están dispuestas al uso de las aplicaciones de software alternativo auto-gestionadas, presentándose en prospectiva una brecha participativa que puede dar ventajas comparativas a un grupo de activistas o partido político por sobre otros.

The article emphasizes the importance of creating a favorable environment for all-round development of а personality of the young school-age in the context of reforming the education of Ukraine in accordance with the requirements of the New Ukrainian School. This environment is defined as the educational and developmental environment. The analysis of the researchers’ approaches to interpreting the concepts of “environment”, “educational environment”, “learning environment”, “developmental environment” makes it possible to determine the essence of the main key concept of research. Educational and developmental environment is defined as an integrated system of influences, conditions and facilities that ensure the successful adaptation of the child to the educational process of primary school, activate his/her educational and cognitive activity, promote the harmonious development and formation of his/her personality. In its structure we distinguish: the target, content-information, technological, psychological, sociocultural and object-spatial components. An experimental model of the educational and developmental environment is developed on the basis of using the modeling method as a condition for students' adaptation to the educational process of primary school. The components of the authors’ model are: the aim; methodological approaches to the organization of educational and developmental environment; principles of organizing the educational and developmental environment; functions of educational and developmental environment; components of educational and developmental environment; stages of adaptation of first-graders in educational and developmental environment; levels of adaptation of first-graders in educational and developmental environment; expected result. The results of diagnosing the level of adaptability of students in primary school educational and developmental environment are presented. Key words : adaptation, primary education institution, educational and developmental environment, model, environment, integrated system.

The relevance of the study deals with the importance of improvement of student readiness to overcome IT-related obstacles in post-Soviet social studies education. In this regard, this paper aims at identifying the concept of pedagogical interaction in the information and educational environment and revealing the effective use of pedagogical interaction to improve student readiness to overcome IT-related obstacles. The leading research method used to solve the problem is teaching project, which allows an integrated treatment of methodology in developing student readiness to overcome IT-related obstacles. The paper presents such methods as creating positive motivation, arranging interactive educational cognitive and practical student activities and boosting the personal educational environment; it is shown that a distinctive feature of pedagogical interaction is the acquaintance of students with various elements of the information and educational environment, leading to the development of student readiness to overcome IT-related obstacles; it is found out that the use of pedagogical interaction in the information and educational environment ensures the purposefulness and efficiency of educational process; it is justified that using interactive means of information and educational environment in the context of arrangement of pedagogical interaction can enrich educational process, develop specific student skill that will definitely help them in future professional activities. The research materials are of practical value to the further expansion of functional and methodical aspects of using interactive media in the information and educational environment.

The problem and the aim of the study. New challenges and requirements of society and the state to the e-education system necessitate the formation of students' skills for active information interaction and cognitive activity in the digital space. The authors propose to use cloud services for organizing the educational process, e-learning participants integration and communication, expanding didactic tools and improving the quality of graduate training in the electronic educational environment. Research methods. The main methods are theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control events and the content of the Google Classroom cloud service (assigned tasks, announcements, instructions, links to additional resources). The pedagogical experiment involved 52 students (35% of girls and 65% of boys) from the Law Institute of Vyatka State University. The G sign criterion is used as a statistical processing method. Results. The features of the organization of e-learning in a digital school have been formulated to enhance information interaction based on the use of cloud technologies through the Google Classroom service: the integration of students and teachers into a single information and educational space, expanding the possibilities of learning and communication; "synchronization" of educational and cognitive activities in different digital resources; the orientation of the service content to the peculiarities of the modern student’s perception, the ability to work in the format of mobile applications activates cognitive interest, research activities and communication practice are supported. The empirical value Gemp=3<Gcr=10 (for p=0.01) obtained during the experiment confirms that the shift towards improving the quality of educational results after using the Google Classroom cloud service is not accidental. Conclusion. The use of cloud services in organizing information interaction in the e-learning system will improve the quality of educational results while providing a set of conditions: enhancing cognition, connecting students to information interaction in new ways, expanding the boundaries of the educational environment, modifying the roles of participants in the didactic process, and using mobile applications.

The paper describes the complex of computer science lessons for secondary school students, aimed at forming soft skills, among which are communication skills (in particular, the ability to dialogue and discussion), teamwork (cooperation), leadership, logical thinking, creativity, time management. The relevance of the study is due to the need to understand the possibilities of computer science lessons in terms of development of modern schoolchildren soft skills, which are the key to successful further study and future professional realization. The research methodology contains general theoretical and special methods. The aim of the study is to describe and characterize the author's set of non-standard computer science lessons for secondary school students, which promotes the development of soft skills. The complex consists of three consecutive lessons and involves students working on their own projects in microgroups, a competition for these projects and a press conference of the jury, during which the results of the competition are discussed. The project method stimulates creativity, elements of competition contribute to the formation of teamwork and leadership skills. Independent elaboration of the topic with the subsequent acquaintance with several variants of its presentation consolidates knowledge. An additional factor in strengthening knowledge is the visualization of educational material, implemented in presentations. The paper examines the correlation between the type of lesson and the development of specific soft skills. The main educational tasks that should be used in computer science lessons for the development of soft skills include problem (identify the most interesting topics) and creative (create your own project-presentation) ones. Involvement of the element of competition (project competition) contributes to the intensification of learning, helps to form teamwork, and increases student motivation. Prospects for further research are seen in the implementation of the proposed complex into the teaching of computer science in Kremenchuk secondary schools in order to prove its effectiveness. Key words: primary school, computer science lesson, soft skills, non-standard lesson, project work, lesson-competition, lesson-press conference.

There has been rapid development in the technology sector all over the world; however, this has not influenced the use of ICT in teaching and learning in developing countries. This study was carried out to examine teachers' capacity to use ICT tools, what kind of ICT tools they use and the use of ICT tools in teaching and learning in TVET teacher training institutions in Uganda. The study employed both qualitative and quantitative methods to collect data from respondents. The study used Krejcie & Morgan table to select respondents for the study. The study employed a questionnaire to collect data from respondents. Data analysis was done using statistical package for the social sciences. The results of the study indicate that 63% of the teachers had the capacity to use ICT tools in teaching and learning. The study found out that teachers who had basic skills in ICT use were 53%, intermediate skills in ICT use 38% and advanced skills in ICT use were 9%. Teachers were using desktop computers, laptop computers and internet in teaching and learning. However, the results also indicate that they were no electronic learning infrastructure in the institution (0%). Therefore, this implies that teachers were prepared to use ICT tools in teaching and learning during training and after training. Generally, the study results indicate that the majority of the teachers were using ICT tools in teaching and learning (88%). However, 12% of the teachers were not using ICT tools in teaching and learning. Therefore, there is need for the institution to establish the causes and develop ICT policy to guide teachers and learners.

Many schools now use the fourth generation of distance education, also known as the flexible learning model. This means that distance education is changing a lot. This is because every day there are new ICT tools that come out. There is both hardware and software in these ICT tools. The computer is the most important piece of hardware for electronic communication. Other devices that are being used more and more are hand-held ones, like iPods, cellphones, e-readers, mp3 players, and so on. A huge variety of software is available to help people learn. Some of these are learning management systems (LMS) for virtual universities, e-learning programmes, and programmes for making multimedia. Find out about the different kinds of software that are used to teach and learn. All of these ICT tools work together to let people learn from afar using the Internet or the World Wide Web. The traditional way of teaching has had to change because of the use of ICT tools for distance learning. These issues will be looked at in the sections that follow.