Future and Experienced Teachers Should Collaborate on ICT Integration

ICT is the acronym for Information and Communication Technology and refers to a varied set of technological tools and resources used communication to create, disseminate, store, and manage information. In the context of teaching and learning, the integration of ICT can assist students in acquiring English language competency as well as enhancing the quality of their learning experience. Previous research has shown that there exists barriers to implementing ICT in teaching and learning, i.e. teacher-level barriers and school-level barriers. Despite there being barriers for ICT integration in teaching and learning, the Covid 19 pandemic has fast tracked ICT integration, and today teachers and students worldwide have been forced to work online regardess of whether they are prepared in terms of knowledge, skills and resources for the 'technologisation' of teaching and learning. This study investigated teachers’ practices and perceptions in using ICT in English Language Teaching (ELT) with a focus on the obstacles faced by English language teachers in using ICT in their lessons, measures taken to increase their ICT usage and the perceptions of using ICT in the classroom. Respondents in this study were 18 teachers in a premier school with either a training in English language teaching or English background and at least 5 years' teaching experience. Using a 60-item questionnaire, data was gathered on respondent’s ICT literacy, obstacles faced, ICT usage and their perceptions of using ICT in the classroom. The findings of the research suggest the lack of ICT literacy and time allocated for teaching and learning process as the main obstacles faced by English teachers in using ICT. In addition, the overall ICT literacy of the teachers were still limited and needed to be improved especially in the use of internet so that they would gain more confidence in implementing ICT in their classroom. While the findings show that the main problems that had restricted the teachers in using ICT in their teaching is the lack of ICT skills and confidence in implementing ICT in the classroom, this study recommends that schools provide more training and ICT courses to teachers to improve teachers’ ICT literacy as a measure to embrace the new normal of the Covid 19 pandemic digitalised era.

Введение. Обоснована актуальность проблемы реализации независимой оценки профессиональных компетенций будущих учителей начальных классов по дисциплинам методического блока. Выполнен анализ профессиональных стандартов к функциям специалиста, в том числе и в области педагогической деятельности. Исходя из этого, определена роль изучения прикладных дисциплин в процессе освоения обучающимися профессии «учитель начальных классов». Также выполнен анализ содержания учебных планов по направлению подготовки 44.03.05 «Педагогическое образование (с двумя профилями подготовки)», по результатам которого можно сделать выводы об увеличении количества дисциплин и практик в области предметно-методического модуля. Материалы и методы. С помощью анализа содержания нормативно-правовых документов начальной школы описано состояние проблемы реализации независимой оценки профессиональных компетенций будущих учителей начальных классов, определено направление, в котором, в первую очередь, необходимо разрабатывать методы этой оценки. Кроме этого, представлены профили дисциплин, по которым предложено оценивание профессиональных компетенций обучающихся: Педагогическое образование (с двумя профилями подготовки). Направленность (профили): Начальное образование. Управление начальным образованием; Педагогическое образование (с двумя профилями подготовки). Направленность (профили): Начальное образование. Английский язык; Педагогическое образование (с двумя профилями подготовки). Направленность (профили): Начальное образование. Дошкольное образование). Также перечислены дисциплины, в содержании которых необходимо начинать подготовку к форме оценивания профессиональных компетенций, основной из которых обозначен демонстрационный экзамен. Результаты. Представлено обоснование использования демонстрационного экзамена в качестве способа реализации независимой оценки профессиональной компетенции будущих учителей начальных классов, описаны функции демонстрационного экзамена по отношению к обучающимся, а также разработана примерная структура подготовки к нему. Например, в структуру могут входить следующие этапы: определение оценочных средств демонстрационного экзамена, разработка заданий (кейса) в содержании билетов демонстрационного экзамена, разработка карты оценки результатов демонстрационного экзамена. Обсуждение. В качестве содержания этапов подготовки к разработке демонстрационного экзамена представлено описание оценочных средств в рамках дисциплин методического блока. Например, можно предложить рассмотреть компетенции в соответствии с содержанием ФГОС ВО и Основной профессиональной образовательной программой по направлению подготовки 44.03.05 «Педагогическое образование (с двумя профилями подготовки)» и соотнести их с выбранными дисциплинами. Если составлять содержание возможных заданий экзаменационных билетов, то предлагается разделить их на два блока, а при разработке карты оценки результатов включить в ее содержание совокупность критериев по закрепленным за выбранной дисциплиной компетенциям и требований, предъявляемых к заданиям экзаменационного билета. Заключение. Приведены доказательства необходимости реализации демонстрационного экзамена в современной концепции подготовки кадров в области начального языкового и литературного образования, определена роль участников образовательных отношений при использовании этой формы оценки результатов обучения, описаны предполагаемые итоги представления выполненных экзаменационных заданий по дисциплине методического блока. Кроме этого, определена важность практической направленности демонстрационного экзамена, создания условий, приближенных к реальной педагогической деятельности, реализации научного аспекта данной работы. Ключевые слова: профессиональные компетенции; демонстрационный экзамен; русский язык; методика обучения русскому языку; обучающиеся; младшие школьники; педагогический университет; будущий учитель; будущий учитель начальных классов. Основные положения: – определены проблемы реализации независимой оценки профессиональных компетенций будущих учителей начальных классов в области дисциплин методического блока; – сформулировано обоснование использования демонстрационного экзамена как одной из наиболее эффективных форм оценки профессиональных компетенций будущих учителей начальных классов; – обозначены функции, примерная структура и этапы реализации демонстрационного экзамена в рамках дисциплин методического блока на примере методики обучения русскому языку и литературе в начальной школе. Introduction. The article substantiates the relevance of the problem of realization of independent assessment of professional competencies of future elementary school teachers in the field of disciplines of methodological block. The analysis of professional standards in terms of requirements to the functions of a specialist, including those in the field of pedagogical activity, has been carried out. On this basis, the role of studying applied disciplines in the process of mastering the profession of “elementary school teacher” was determined. Also the content of curricula for training direction 44.03.05 “Pedagogical Education (with two training profiles)” is analyzed, according to the results of which it is possible to draw conclusions about the increase in the number of disciplines and practices in the field of subject-methodical module. Materials and methods. The of analyzing the content of normative and legal documents of elementary school, the state of the problem of realization of independent assessment of professional competencies of future elementary school teachers is described, the direction in which first of all it is necessary to develop methods of this assessment is determined. In addition, the profiles, in the content of disciplines for which the assessment of students' professional competencies is proposed, are presented: Pedagogical Education (with two training profiles). Direction (profiles): Elementary education. Management of primary education; Pedagogical education (with two training profiles). Direction (profiles): Elementary education. English Language; Pedagogical Education (with two profiles). Direction (profiles): Elementary education. Preschool Education). Also listed are the disciplines, in the content of which it is necessary to begin preparation for the form of assessment of professional competencies, the main of which is designated demonstration exam. Results. As the results of this research work, the rationale for using the demonstration exam as a way to implement independent assessment of professional competence of future elementary school teachers is presented, the functions of the demonstration exam in relation to students are described, and an exemplary structure of preparation for the exam is developed. For example, the structure may include the following stages: defining the assessment tools of the demonstration exam, developing tasks (case study) in the content of the demonstration exam tickets, and developing a map for evaluating the results of the demonstration exam. Discussion. As the content of the stages of preparation for the development of the demonstration exam the description of assessment tools within the disciplines of the methodological block is presented. For example, it can be proposed to consider the competencies in accordance with the content of FSES HE and the Basic Professional Educational Program in the direction of training 44.03.05 Pedagogical Education (with two training profiles) for the selected disciplines. If we consider the content of possible tasks of the tickets, it is proposed to divide them into two blocks, and when developing a scorecard to include in its content a set of criteria for the competencies assigned to the selected discipline and the requirements for the tasks of the examination ticket. Conclusion. The evidence of the necessity of realization of the demonstration examination in the modern concept of training in the field of elementary language and literature education is given, the role of the participants of educational relations in the use of this form of assessment of learning outcomes is defined, and the expected results of the presentation of the completed examination tasks in the discipline of the methodological block are described. In addition, the importance of the practical orientation of the demonstration exam, the creation of conditions close to the real teaching activity, the realization of the scientific aspect of this work is determined. Keywords: Professional competencies; Demonstration exam; Russian language; Methodology of teaching Russian language; Students; Junior schoolchildren; Pedagogical university; Future teacher; Future elementary school teacher. Highlights: The problems of realization of independent assessment of professional competencies of future elementary school teachers in the field of disciplines of methodological block have been determined; The substantiation of using the demonstration examination as one of the most effective forms of assessing professional competencies of future elementary school teachers was formulated; The functions, approximate structure and stages of realization of the demonstration examination within the disciplines of the methodological block on the example of the methodology of teaching Russian language and literature in elementary school are outlined.

In this information age, Malaysian teachers are expected to integrate ICT in the learning environments. The issue of how various factors affect teachers’ classroom practices are of great concern as the Malaysian Ministry of Education recognizes the importance of ICT in the education sector. This study was conducted to determine the effects of five selected factors on teachers’ ICT integration in the classrooms. This study involved 438 secondary school Smart Schools teachers who were randomly selected. The research findings showed that there were no significant effects on ICT integration with respect to teachers’ gender and computer ownership. However, there were significant effects in ICT integration due to subject area, Internet access and level of ICT training.

Introduction. The article studies the problem of developing STEAM competence in undergraduates pursuing their first degree in natural science education. The authors justify the necessity of introducing the discipline called ‘STEAM-approach in natural science education’ into the curriculum. The purpose of the article is to assess the readiness of future teachers of natural science subjects to implement STEAM education. Materials and Methods. The research methodology follows integrative, complex and contextual principles and the essential ideas of STEAM education aimed at the formation of STEAM-competencies in future natural science teachers. The authors summarized existing approaches to identifying key competencies, developed the structure of STEAM competence and designed the syllabus for ‘STEAM approach in natural science education’ discipline. The academic discipline ‘STEAM approach in natural science education’ was integrated in the curriculum of ‘Biology and Geography’ undergraduate programme and tested in the educational process. Final evaluating procedures which assessed the level of developing the components of STEAM competence included the comparative analysis of data obtained by means of questionnaires of teachers and students and the comparative assessment of some components of the STEAM competence in the control and experimental groups. Experimental work was conducted in secondary education settings in the Republic of Belarus and in the Faculty of Natural Sciences at Belarusian State Pedagogical University named after Maxim Tank. The study involved 33 natural science teachers and 70 undergraduates doing their first degrees in the Faculty of Natural Sciences at BSPU named after Maxim Tank. The methods of theoretical analysis, comparison, questionnaire, testing, and statistical data processing were used in the study. Results. In the course of the research, the need for the formation of STEAM competence in future teachers of natural science subjects is substantiated; a system of their preparation for the implementation of STEAM education is developed and justified. The results of experimental work confirm that the effectiveness of training future natural science teachers to implement STEAM approach is determined by academic disciplines, which involve students in STEAM education. Conclusions. The results obtained prove the effectiveness of developing STEAM competence in future natural science teachers by means of targeted method training provided at the first stage of higher education. Teaching ‘STEAM approach in natural science education’ discipline as one of the elements of future teachers’ method preparation for implementing STEAM education contributes to the improvement of their STEAM competence.

This study investigated stakeholders’ perceptions of the integration of ICT in teaching and learning science subjects in secondary schools. A cross-sectional survey design, using a mixed approach, guided the study. Survey questionnaires and interviews were used for data collection. A total of 221 respondents, including students, teachers, heads of schools and district education officers, were sampled. The SPSS version 24 was used for quantitative data analysis. The qualitative data from the interviews were subjected to thematic analysis. Results indicate that stakeholders had positive perceptions of the benefits of integrating ICT in teaching science subjects. However, their positive perception was hampered by the accessibility of ICT materials, insufficient pedagogical knowledge and limited support from school management. Therefore, it affects the integration of ICT in teaching and learning science subjects. The study recommends government and management support to ensure sufficient ICT materials. Further, teachers should be equipped with sufficient pedagogical knowledge for ICT integration in teaching and learning science subjects.

The aim of this study is to show the relationship between the attitude to new media in the group of future and current teachers and the evaluation of the new e-learning platform. The research problem is closely related to the development of digitally mediated education. It is the teachers who first experiment and are responsible for implementing new digital solutions in education. The research focuses on the juxtaposition of the motivation factor and evaluation of the new tool - learning environment - SELI (Smart Ecosystem for Learning and Inclusion) platform. The survey was conducted in Poland - Pedagogical University of Krakow in May-July 2020 on a sample of 226 people, mixing students (83.3%) and active teachers (16.7%) raising their professional qualifications. On the basis of the collected data, it was noted that: 1) positive attitude to media in one area of use, e.g. private is linear with positive attitude in another area, e.g. professional 2) attitude to new media is constant and does not change under the influence of testing new educational environments 3) the vast majority of teachers and future educators positively assess the use of ICT in education 4) only about 25% have mixed opinions about increasing motivation and involvement of students under the influence of ICT.

The integration of ICT in education has emerged as a cornerstone in advancing teaching and learning methodologies globally. This surge in technology usage has seamlessly integrated computers and other digital devices into our daily lives, particularly in the 21st century. The transformative role of technology in enhancing the quality of education is well-documented, with digital tools reshaping instructional practices to benefit both teachers and learners. Despite the growing emphasis on digital learning, there is limited research exploring how Business Studies teachers in rural secondary schools incorporate digital technology to support innovative pedagogies. The objective of this study was to explore the experiences of Business Studies teachers in integrating digital technology to support innovative pedagogical practices in rural secondary schools. The study was guided by the following research question: What digital tools do Business Studies teachers incorporate to support innovative pedagogies in rural secondary schools? This study employed a qualitative research approach located within the interpretive paradigm. A purposive sampling was used to select six Business Studies teachers from different secondary schools in a rural context. Semi-structured interviews were used to generate data from teachers. Data generated were analysed and interpreted using a thematic analysis. Findings revealed that Business Studies teachers employ various digital tools to facilitate engaging learning activities based on critical thinking, engagement, and a better understanding of complex topics. Furthermore, the study contributes to the pedagogical transformation agenda by exploring how innovative digital approaches can move Business Studies teaching beyond traditional, teacher-centred methods. Insights from this study could inform educators on how to use digital tools to foster learner engagement, critical thinking, and problem-solving skills indispensable to the Fourth Industrial Revolution.

Present article is aimed to detect students’, future primary school pedagogues’ knowledge and preparedness to plan extracurricular activities for younger pupils. The given research enables to learn the dynamics of the students’ enthusiasm for projecting extracurricular activities, using new components from the Scout experience in their work. Leading research methods of a given problem turned to be methods of theoretical analysis of pedagogical, psychological scientific literature; study of advanced pedagogical experience; survey, test task with the principles, methods and elements of Scouting; quantitative and qualitative analysis of results, processing of research results by methods of descriptive statistics. Students at Kazan pedagogical college - future primary school teachers participated in the research. The article presents the results of the diagnostics of future teachers in the context of the concepts of creative self-development, children's organization, children's movement, as well as the results of the diagnostics of the readiness to plan and apply extracurricular activities in their work that develop the social competence of younger students Scout Method. The reliability of the research results is provided by: 1) the validity of the initial theoretical regulations and the analysis of the problem; 2) the presented structure of the theoretical and experimental stages of the study; 3) the use of theoretical and empirical research methods. The materials presented in the article reflect the dynamics of the pedagogical college students’, future primary school teachers, interest and readiness to plan extracurricular activities with the implementation of the children’s organization experience, which contribute to the development of potential and social activity of students. Practical significance consists in the fact that pedagogues in the educational process may use recommendations on projecting extracurricular activities with applying experience of children’s organizations. To detect and develop the pedagogical college students design competence, a number of pedagogical conditions for effective planning of extracurricular activities programs were established: organizational and pedagogical (information; setting goals for the proposed activity; consulting in the process of work); psychological and pedagogical (cooperation; emotional background; support for the initiative and independence of participants); didactic (methodological recommendations; use of ICT; shifting the focus from the teacher activities to the student activities).

The demand for future primary school teachers who possess not only essential, in-depth knowledge of fundamental and professional topics, along with pedagogical and psychological culture, is increasing on an ongoing basis. A potential specialist's personal characteristics should improve as a result of receiving a high-quality education, which have a beneficial effect on his professional activities. As a result, one of today's most serious challenges is the development of emotional stability in future primary school teachers. The proposed study analyzed the issue and related theories of the formation of emotional stability in future primary school teachers theoretically, and identified number of structural components of future primary school teachers' emotional stability formation and assessment levels of emotional stability of future teachers. The article used a combination of qualitative and quantitative research methods. Emotional Stability Level questions were used to assess the emotional stability of future primary school teachers at a local university. Following that, emotional stability-building techniques consisting of 4 blocks were incorporated into the educational process for future primary school teachers, and the results were discussed. 37 potential undergraduate and graduate students were involved into the research process. The results of the synthesized findings of the study showed the effectiveness of the strategies for developing the emotional stability of future primary school teachers while self- regulation and future teacher's ability to regulate his/her emotional stability is crucial component of teaching process. The recommendations and implications for future research in the related topic are presented.

This article presents the results of consideration of the concept of «social intelligence», its essential characteristics as a regulator of interpersonal relations, behavior of the individual and the direction of its activity are given. The rationale for the need to develop social intelligence in students of pedagogical specialties is presented. The definition of social intelligence is given from the point of view of multiple abilities, including: responsibility and strategic behavior, social orientation and flexibility, responsibility and strategic behavior. The structural elements of social intelligence at various levels are presented: theoretical, practical, everyday and the level of altered states. Behavioral manifestations of social intelligence in the student period are characterized: adaptive behavior in the academic environment, compliance with social expectations, acceptance of personal responsibility, altruism and empathy. The pedagogical principles of development of social intelligence in students - future teachers are identified and substantiated: individual approach, activity and involvement, positive attitude, practical orientation, systematicity and consistency...

Over the last two decades, the rapid growth of of ICT has become one of the important agenda discussed by many scholars in education. No doubt, this is due to the capability of ICT in providing a dynamic and proactive teaching and learning. Along with today’s digital era, teachers were required to integrate of ICT in their daily teaching and replace them with the tools of traditional methods and modern amenities. The purpose of this study was to investigate the use of ICT in teaching and learning among the preschool teachers in private preschools in Malaysia. A total of 60 preschool teachers from 10 private preschools in Hulu Bernam in the state of Selangor, Malaysia has been chosen at random in the research study. The findings indicated that the level of computer skills and knowledge of the teachers is at low level (M = 1.92). The findings also indicates the level of ICT integration in teaching and learning is at a low level (M = 1.90). The results also showed that the attitude of the teachers on important ICT in teaching and learning is encouraging (M = 2.66) which can be considered as moderate level. The problem of using ICT in schools also needs to be addressed as the analysis mean score (M = 2.19), which indicates the level of the problem is not encouraging.

The article is devoted to the study of the essence and structure of the concepts “educational environment of a higher education institution” and “cultural and educational environment”. Based on the analysis of scientific and pedagogical literature, the author of the article claims that creating a cultural and educational environment within a higher education institution guarantees effective development of future primary school teachers’ readiness to foster pupils’ cultural competence. The establishment of a cultural and educational environment aimed at developing future teachers’ readiness to foster the cultural competence of primary school pupils within a higher education institution is considered in the context of the environmental approach, combined with the culturological approach. The author of the article clarifies the essence of the concept «cultural and educational environment for the development of future teachers’ readiness to foster the cultural competence of primary school pupils». This concept implies a set of factors that ensure future primary school teachers’ cultural and professional development, their continuous improvement and engagement in the cultural, artistic sphere or pedagogical activities, alongside with the acquisition of values, general and professional competences. The structure of the cultural and educational environment aimed at developing future teachers’ readiness to foster pupils’ cultural competence comprises the following components: deep knowledge in the fields of culture and art, material and technical support, educational, methodological, and didactic provision, and the creation of a favourable moral and psychological climate along with a creative artistic atmosphere. Within the context of creating a cultural and educational environment (illustrated by the case of the Faculty of Pedagogical Education of Ivan Franko National University of Lviv), the article describes the activities of the Laboratory of the New Ukrainian School, the Educational Laboratory for Specialists’ Training, the Laboratory of Museum Pedagogy, the Room of Developmental Technologies, and the Creative Workshop. The work of these units is aimed at developing future teachers’ readiness to foster the cultural competence of primary school students. Keywords: readiness of future teachers, cultural competence of primary school pupils, cultural and educational environment, educational environment.

Global society is facing major challenges, which are to be met by pursuing the Sustainable Development Goals (SDGs). Digitalization processes bring many opportunities for achieving SDGs, but they also bring pitfalls. For example, on one hand, social media makes it easier for more parts of society to participate. On the other hand, the ability to rapidly circulate unfiltered information can lead to the spread of misinformation and subsequently interfere with the achievement of SDGs. This effect could be observed during the COVID-19 pandemic and continues to occur in the context of climate change. Young people are especially likely to be exposed to misinformation on social media. With this in mind, it is enormously important for schools to prepare young people to critically handle the overload of information available online. The aim of this study was to provide future middle and high school teachers with a fruitful approach to foster a critical attitude towards information in classrooms. To this end, we expanded an existing approach by implementing active, technique-based inoculation and technique-based debunking within the COVID-19 content framework in a teacher education course. This implementation was monitored by a mixed-methods study with n = 24 future middle and high school teachers who participated in two courses in subsequent semesters. By performing statistical analysis on pretests and posttests and qualitative content analysis on reflective journal entries, we found that future teachers’ self-efficacy expectations for detecting and debunking misinformation, as well as their debunking skills, increased throughout the courses. In addition, our results show that future teachers perceive active, technology-based inoculation as a helpful approach for their future teaching. They feel that this approach can be a way to implement education for sustainable development in schools with a focus on the promotion of critical thinking. In summary, we believe that the approach presented in this article may be beneficial for teaching the critical treatment of information in various thematic contexts.

The Ugandan government developed the Education Digital Agenda Strategy (EDAS) 2021 – 2025 to improve Uganda’s education service delivery through sustainable digital transformation. The EDAS was officially launched on 22nd August 2024, but on 09th September 2024 the Ministry of Education and Sports (MoES) issued a press statement halting its implementation over concerns that it may expose learners to unacceptable content such as online pornography while using digital devices such as phones, tabs, laptops etc when using the internet. This is qualitative desk research study sought to examine the laws on pornography in Uganda, assess the potential risks of pornography exposure to children in school, and suggest ways of protecting students from online pornography, to enable them to safely use digital devices envisaged in the Uganda Education Digital Agenda Strategy, so that the strategy can be implemented by the Uganda government. In this research it was found out that students are at risk of voluntary or involuntary exposure to unwanted content such as pornography, which may lead to dangers of addiction, introduction to risky sexual behaviour and decline in education performance. In the conclusion section of this paper, it was recommended that Ugandan laws ought to be amended by providing for a definition of pornography. Secondly, a creation of child friendly sim cards client category of internet users will support protection measures focused on children. Thirdly, content filtering should be promoted to block websites with unwanted content and lastly, educating students on the dangers of pornography, and empower them with ways to detect, avoid and report pornography is key. Once these measures are put in place, it will be safe to implement the Education Digital Agenda Strategy 2021 – 2025 to enable the students benefit from the integration of ICT in Education, without fear of the threat of online pornography.

The article is devoted to an innovative approach to the organization of high-quality education in the training of future primary school teachers from the point of view of modern education and methodology. As an urgent research problem of the modern education system in the formation and development of innovative opportunities for future teachers in their professional activities, their own judgments and conclusions are presented. The article conducts research and presents the results related to determining the meaningful level of preparation of future primary school teachers for innovative professional activities. The authors analyzed the works of foreign and domestic scientists, guided by regulatory documents. As a result of the analysis, the directions of training future specialists were discussed, which will serve as an impetus for the trajectory of professional development based on the innovative activities of students. The authors of the article also developed an author’s survey “What do you know about innovative professional activity” in order to determine the meaningful level of research work. The survey was organized on the basis of empirical methods. 123 students of the educational program 6B130100 - “pedagogy and methods of primary education” took part in the author’s survey, an analysis of the results of the content level and ideas about the need for innovation in future professions was carried out. Analyzing the results of the author’s survey, it was found that students have difficulty understanding the meaning of the concepts of “professional activity”, “innovative activity”, have a desire to use innovative technologies in the educational process, but have low knowledge of new technologies, as well as conclusions that innovative activity is necessary and should be developed for the professional growth of a teacher.. During the analysis of the research results, innovative training of future primary school teachers is being formed. Keywords: future teacher of primary school; innovative activity; professional specialty; experiment; author questionnaire.