Integration of information technologies into classical methods of teaching foreign languages

Contemporary concepts and methods of teaching students scientific and technical translation in an electronic learning environment (Moodle) is highly relevant. The methods of scientific and technical translation teaching in the electronic environment, presented in this article, allow to organize and individualize learning activities of students, in accordance with fields of their future professional activity. They also help form and develop students self-education skills, which are especially important when the classroom work is reduced and the amount of students’ independent work increases. Professionally oriented teaching of scientific and technical translation in an electronic environment is a modular integrated approach, which includes teaching how to work with the terminology of their future professional activity. This approach improves skills of scientific articles reading and writing, drawing up reports and presentations in a foreign language, teaches independent research skills in the framework of a future professional activity. The method of scientific and technical translation teaching in an electronic environment is based on a combination of cognitive, interactive and communicative teaching methods. The training purpose is the development of a future professional personality ready for professional activity, possessing necessary communication skills in his native and foreign language, capable to self-development and self-learning.

The purpose of the article is to reveal the problem of using information technology in educational institutions. Based on the analysis of the regulatory framework, scientific and methodological literature on the research topic, the specificity of the implementation of information technologies in the study of individual subjects was determined. Particular attention in the article is paid to the consideration of the influence of computerization on the quality of education, examples of the use of information technologies in education are revealed. The article describes the three main components of information technology as a complex of hardware, software and a system of organizational and methodological support; the description of analog and digital information technologies is presented. The authors list the most common multifunctional office applications and IT tools; the advantages of using IT in the educational process are highlighted. The authors come to the conclusion that the use of information technologies in education makes it possible to diversify a wide range of forms and methods of teaching, which are one of the modern ways to improve the educational process.

Generation z, known as the digital literate generation, is a generation that is trendy and fluent in technology. The use of technology and communication has now become a basic need, as well as in the field of learning. The rise of learning using digital media requires teachers to be more innovative in choosing learning resources that students are interested in. The integration of Information and Communication Technology (ICT) in the basic education curriculum in Indonesia is a strategic step to improve the quality of learning in the digital era. This article aims to assess the implementation of ICT-based curriculum in Indonesia through relevant research and policies. The results show that despite great efforts in integrating ICT, challenges such as limited infrastructure, teacher competencies and the digital divide are still major obstacles. A comprehensive and collaborative strategy between the government, educational institutions and other stakeholders is needed to maximize the integration of Information & Communication Technology (ICT) in the basic education curriculum.

Purpose of the study is to identify the peculiarities of teaching a foreign language and to assess the level of students’ perception majoring in specialties 014.11 and 017 in the process of forming professional competence. Research methods include theoretical analysis, questionnaires, pedagogical control tests, and methods of mathematical statistics. Research results and discussion: Motives for learning a foreign language are an important factor that largely determines the success of a foreign language professional competence. The main reasons for the insufficient effectiveness of the forming students' foreign language professional competence technology used in the ascertaining pedagogical experiment are: low level of foreign language proficiency upon entering a university for 22.5% of students; lack of modern effective means and methods of motivation to learn a foreign language in the educational process; insufficient number of foreign language texts of professional content in the teaching material. The characteristic features of the innovative personally and professionally oriented technology for the formation of foreign language professional competence of students of higher educational institutions of physical culture are: use of computer-based linguistic teaching tools (multimedia presentations) in the course of classroom activities and students' independent work; use of role-playing games in the educational process; studying foreign language texts of professional content, presented in a specific textbook; determination of the “level of foreign language professional competence” depending on the results of pedagogical control tests. Conclusions: The combination of various teaching methods and the use of interdisciplinary connections allows to increase the interest and effectiveness of foreign language learning by students of the Faculty of Physical Education.

Introduction. A comprehensive analysis of the development of information and communication technologies in the context of educational practice will contribute to the development of effective strategies for the modernisation of educational systems in the context of global technological change. Modern education can no longer function effectively without the integration of information and communication technologies into the educational process. Information and communication technologies open up new opportunities for personalisation of the educational process, development of independent work skills, creativity, critical thinking, and communication. At the same time, their implementation is accompanied by certain challenges: the need to modernise educational programmes, train teaching staff, provide technical infrastructure, and overcome digital inequality. The study of the historical stages of development of information and communication technologies in education allows us to understand the patterns of implementation of these technologies and identify effective strategies for their use today. Purpose. The purpose of the article is to study the stages of development of information and communication technologies in the context of their introduction into educational practice, to analyse the historical background of integration of information and communication technologies into education, and to identify current trends and prospects for their effective use in the educational process. Methods. The study used theoretical methods of scientific and pedagogical research analysis (dissection of historical and pedagogical material into its component parts (facts, ideas, concepts, events) allows to reveal the essence of certain phenomena, trends in the pedagogical past); synthesis (combining individual facts and provisions into a holistic view of pedagogical phenomena, used after analysis to form a generalised picture); historical and logical method (study of pedagogical phenomena in the chronological sequence and logic of their development, makes it possible to establish the patterns of development of pedagogical ideas); comparative and historical method (comparison of pedagogical phenomena, ideas, education systems in different historical periods or in different countries, allowing to identify common, different and unique); induction and deduction (induction – from individual facts to general conclusions, deduction – from general principles to explanation of individual historical and pedagogical facts); abstraction and generalisation (separation of essential features of pedagogical phenomena, construction of generalisations, concepts, typologies); prognostic method (use of historical and pedagogical experience to predict possible directions of education development). Results. The study has shown that information and communication technologies are the driving force behind the transformation of education, and their integration into the educational process requires not only technical support but also methodological training of teachers, updating of educational programmes, and rethinking of traditional educational models. The study identifies eight stages of the development of information and communication technologies; the periodisation of the development of information and communication technologies reflects the gradual transition from early forms of information storage and transmission to modern information and communication technologies. The further development of information and communication technologies in education will help to increase its accessibility, efficiency, and inclusiveness. Mass computerisation, the Internet, mobile technologies, cloud services, and artificial intelligence. The development of information and communication technologies is a multidimensional process that combines new opportunities with large-scale challenges. Successful digital transformation depends on the ability of society to effectively manage these challenges, ensuring inclusive, secure, ethical, and environmentally responsible development of information and communication technologies. Only by integrating innovation with the principles of sustainable development can a harmonious digital future be shaped. Originality. The article examines the evolution of information and communication technologies in the context of education, analyzes the key stages of their development, as well as current trends in the integration of information and communication technologies into educational practice. Particular attention is paid to the impact of digitalisation on educational processes and the formation of innovative pedagogical approaches. The main challenges and prospects for further implementation of information and communication technologies in education are outlined. In particular, attention is paid to the problems of digital inequality, cybersecurity, ethical aspects of the use of information and communication technologies, and the role of innovation in ensuring sustainable technological progress in the context of education. Conclusion. Information and communication technologies play a key role in the transformation of education, providing new opportunities for accessibility, flexibility, and personalisation of the educational process. The historical development of information and communication technologies shows their growing importance in pedagogical practice. Modern education is actively introducing distance learning formats, digital platforms, artificial intelligence, and other innovations. At the same time, there are challenges, such as digital inequality, the need for digital literacy of teachers, and cybersecurity issues. Effective integration of information and communication technologies into education requires a systematic approach, investment, and methodological support.

The article is devoted to the comparative analysis of the basic methods of teaching English in chronological order of their development. The following teaching methods are studied: grammar translation method, direct method, audio-linguistic method, communicative teaching method. The specific features of each method, their positive and negative characteristics are revealed. The peculiarities of their application in the system of training in public administration are considered. It is determined that training in the field of public administration corresponds to the activities of those who study, namely, public administration, both in terms of subject matter and linguistic content and language learning activities. In general, teaching / learning a foreign language is not essential, so teachers and students / students should only focus on certain aspects of a foreign language. Thus, general language learning should be combined with professional training. In groups with a sufficient level of language proficiency, it is immediately possible to begin a special vocational-oriented training. And, conversely, in groups with low and average English proficiency it is necessary to focus first of all on general language training, and then on professionally oriented. Grammatical material should always be developed and used in oral language. It is noted that an important role in the study of foreign languages is given to the assimilation of professional vocabulary. Assimilation of lexical units is carried out in order to develop the skills of oral communication and is aimed at the implementation of communication skills and an adequate response in typical situations of professional communication, both verbal (for compilation of messages on professional subjects) and written (ability to write resume, any documents, etc.). After all, the possession of the working or official languages of the community provides in practice wide opportunities for obtaining international experience in public administration, undergo internships, work in international projects, etc. In the context of broad international relations with other countries, it is important to communicate with foreign specialists, to develop professional-business and personal contacts with foreign partners, colleagues, to read different editions in the original language.

This study explores the complex interplay between teacher attributes, learner instructional approaches, and the integration of Information and Communication Technologies (ICTs) in mathematics education, highlighting their collective impact on educational outcomes. Through a comprehensive survey of 196 teachers and 315 learners, the research delves into the relationships between teacher experience, educational qualifications, and the frequency and manner of technology use in the classroom. The analysis reveals that younger educators and those possessing advanced academic credentials are more inclined to actively incorporate ICTs into their teaching practices, demonstrating a higher level of comfort and enthusiasm for leveraging these tools to enhance student learning. Conversely, the study finds that more experienced teachers, particularly those with lower qualifications, tend to utilize technology less frequently, possibly due to a preference for traditional teaching methods or a lack of confidence in their ability to effectively integrate new technologies. Additionally, the study investigates the strategies employed by learners, with a particular focus on web-based self-learning approaches, such as the use of online educational videos and interactive platforms. The data indicates a significant positive correlation between these strategies and improved academic performance in mathematics, suggesting that learner-centered approaches that emphasize self-directed, technology-mediated learning can lead to better educational outcomes. These findings underscore the critical importance of considering both teacher characteristics and learner-centered instructional methods when developing strategies for the effective integration of technology in mathematics education. By tailoring these strategies to meet the diverse needs and preferences of educators, while simultaneously promoting effective self-learning techniques among students, educational institutions can better harness the potential of ICTs to improve learning outcomes in mathematics and beyond.

The purpose of the article is to analyze innovative and very interesting methods of teaching foreign (English) language cadets and officers of higher military educational institutions. The aim of this research is to determine the strategy that is best chosen by the teacher in order to help cadets and officers of higher military educational institutions to achieve a high level of knowledge of a foreign language (English). The relevance of the research is not only to take classes under the new «Flipped classroom method» in groups of cadets and officers of higher military educational institutions, but also to prove that this implementation will improve and accelerate the acquisition of knowledge of a foreign language. In the article a number of advanced teaching methods that have already become traditional are examined and the needs of modern teaching of a foreign language in higher education institutions are met. The article reveals the essence of the «inverted class» (Flipped classroom) concepts and «inverted learning». In the article all the positive aspects of learning with the help of using the concept of «inverted class» (Flipped classroom) are analyzed. The prospects for the use of this concept are determined, taking into account world examples of its introduction into the educational process in foreign educational institutions. The research objective is to offer a special program on the Flipped Classroom learning methodology to better learn foreign (English) language by cadets and officers of higher military educational institutions, and to prove that with the help of this technique high levels of foreign language skills in the field of professional communication can be achieved. The author studies the differences between the traditional and flipped lessons, and taking into account new functions of a teacher in the lecture-room and the teacher as a tutor. The article describes main advantages and possible disadvantages of the flipped-class learning.

The article presents materials covering relevant and actual problems of teaching higher education applicants during the war. The features and principles underlying the organization of the educational process using distance learning, the possibility of applying various digital tools and instruments used to provide education to students who are at a great distance from the university, even if they are in different regions or abroad, have been identified. The article analyzes the scientific and pedagogical results in organizing the educational process in the course ―Technological schemes and basic equipment of pumping stations‖ for higher education applicants of the first (bachelor's) level of the specialty Vocational Education (Extraction, processing and transportation of minerals) according to the educational program (EP) ―Vocational Education (Oil and Gas)‖, the model of which was developed at the Department of Automation, Metrology and Energy Efficient Technologies of the Educational and Research Institute ―Ukrainian Engineering Pedagogics Academy‖ in Kharkiv. The article shows that this form to organize the educational process and implement the developed pedagogical model provides a reasonable opportunity to ensure the accessibility and quality of education in the university during the military operations and limited attendance of the educational institution by the participants of the learning process. The relevance of creating and implementing models of the educational process has been substantiated. The main significant principles are determined and the results of the distance course implementation in the Moodle environment have been presented. The main factors and their influence on the effectiveness of the educational process during the war are presented and analyzed. It is substantiated that the educational process organization in the distance course during the war made it possible to meet the requirements for the quality of education despite the influence of negative factors through using various forms and digital means of remote interaction between the teacher and students. An analysis of the experience of organizing the educational process using distance pedagogical technologies accumulated during the war has led to the conclusion as to whether this form of organizing the educational process may have significant prospects in the post-war period, the main ones being the expansion of access to education and the achievement of flexibility in the educational process.

This article is devoted to the study of the impact of non-traditional visualization methods on the development of creative abilities of future teachers of labor education and technology in the context of technological education. The study examines current trends in the field of technological education and emphasizes the importance of developing the creative potential of students for the effectiveness of their future pedagogical activities. The article analyzes the theoretical aspects of creative thinking and visualization, reveals their relationship and role in the pedagogical process. The key psychological mechanisms that support the development of creative abilities and creative thinking in students are singled out. The article presents a wide range of non-traditional visualization methods that can be successfully implemented in technological education. In particular, she examines in detail the use of graphic organizers and mind maps, interactive multimedia and the latest technologies such as virtual and augmented reality. Non-traditional drawing techniques and paper-making are studied separately as creative means to stimulate creativity and imagination in students. Based on real examples of successful implementation of non-traditional visualization methods, case studies are presented that demonstrate the positive impact of such an approach on the development of creative abilities of future teachers of labor education and technology. The article also draws attention to the challenges and obstacles faced by educators when implementing non-traditional methods. It provides recommendations for successful implementation and effective overcoming of these obstacles, in particular, focusing on the need for cooperation between teachers and technical specialists, adaptation of educational programs and support of creative initiatives of students. It was determined that the use of such methods as virtual reality, augmented reality, multimedia presentations, graphic illustrations, creative projects and experimental drawing techniques makes the educational process interesting, exciting and stimulates students to actively express themselves. Keywords: creative abilities, future teachers of labor training and technologies, visualization, non-traditional methods, interactive multimedia tools, virtual reality, drawing, paper-making, technological education.

In the context of the rapid development of technologies and changing market requirements, this approach is becoming increasingly relevant, as it contributes to the formation of creative and innovative specialists. The purpose of the study is to analyze the use of digital design and design thinking in the educational process, as well as to assess their impact on the formation of professional competencies of students. The paper examines modern practices and methodologies, including the use of 3D modeling software, virtual reality and other digital tools that allow students to interact with real-time projects. The study used interactive multimedia tools, digital methods of graphic design, and virtual experiences adapted in the learning process. The results of the analysis show that the integration of digital technologies into training not only increases the level of student participation, but also contributes to the development of critical thinking, teamwork skills and the ability to solve practical problems in furniture design and production. These conclusions indicate the need to adapt educational programs to modern requirements and challenges, and also open up new opportunities for the use of innovative teaching methods in the furniture industry, which, in turn, can contribute to increasing the competitiveness of specialists in the labor market.

Статья посвящена проблемам содержания, организации и проведения практического занятия по иностранному языку с широким внедрением и применением творческого подхода, что определяет силу воздействия на студентов в учебном процессе. Овладеть любым предметом, а еще в большей степени, иностранным языком, возможно только при условии активной, творческой учебной деятельности каждого студента. Методы преподавания и изучения иностранного языка, творческий подход необходимы для рациональной самостоятельной работы студентов по его усвоению. Овладение иностранным языком невозможно без целенаправленной, творчески организованной и контролируемой самостоятельной работы студентов. Овладевая методами и умениями использования различных средств обучения для изучения иностранного языка, студенты старших курсов смогут совершенствовать свои навыки посредством самостоятельной работы и, прежде всего, регулярного чтения на изучаемом языке. Творческое проведение практического занятия требует тщательной подготовки. Преподаватели должны мотивировать своих студентов, ставить перед ними ежедневные цели таким образом, чтобы они знали, в каком направлении им следует двигаться. Цели должны быть четкими, краткими и реалистичными. Когда цель достигнута, важно напомнить студентам о том, чего они достигли вместе. Творчество преподавателя проявляется в умении прогнозировать успехи и неудачи, намечать перспективные шаги развития студентов. Для практического овладения иностранным языком необходимы такие методы обучения, которые позволят студенту проявить активность, творчество и активизировать познавательную деятельность. Положительная мотивация в изучении иностранного языка достигается за счет использования приемов, вызывающих личный интерес у студентов при выполнении заданий. The article is devoted to the problems of the content, organization and conduct of a foreign language lesson. The creative content, organization and conduct of the tutorial determine the strength of the impact on students in the educational process. In order to master any subject, and even more so a foreign language, this is possible only under the condition of active, creative educational activity of each student. Teaching methods, methods of learning a foreign language, a creative approach are necessary for the rational independent work of students in its development. Mastering a foreign language is impossible without purposeful, creatively organized and controlled independent work of students. By mastering the methods and skills of using various teaching aids for learning a foreign language, students at the senior stage will be able to improve their skills through independent work and, above all, regular reading in the target language. The creative conduct of the tutorial requires careful study and preparation. Рrofessors must motivate their students, set daily goals for them in such a way that they know in which direction they should move. Goals should be clear, concise and realistic. When the goal is reached, it is important to remind students of what they have achieved together. The professor’s creativity is manifested in the ability to predict successes and failures, to outline promising steps for the development of students. Creating conditions for the practical mastery of a foreign language for each student, the choice falls on such teaching methods that will allow him to show his activity, creativity and enhance cognitive activity. Positive motivation in learning a foreign language is achieved through the use of techniques that arouse personal interest in students when performing tasks.

Active teaching methods are widely used in the pedagogically organized cognitive process in various educational disciplines. This article aims to analyze how active techniques can be integrated and effectively used in the educational process in a foreign language in the conditions of distance education at a higher educational institution of Qazaqstan. The study is of a qualitative nature of the documents analysis (lesson workshops) in professionally-oriented English, collaborated on the Moodle LMS for adult students-translators who studied in the information and communication environment (remotely) in the 2018-2019 and 2019-2020 academic years. The article describes and explores some possible techniques for the active work of students studying in the university system using distance educational technologies (DET), modern methods for enhancing the educational activities of distance students in learning a foreign language, such as Kolba Method, discussions, criteria table for discussions, intelligence maps. This paper demonstrates the fundamental possibilities of teaching foreign languages remotely in an active form, allowing one to effectively learn a foreign language, to develop professional and intercultural-communicative competencies. The practical significance of the article lies in the idea of teachers using active teaching methods in preparing classes in a foreign language for distance students. Considering the complexity of organizing distance learning in foreign languages, which requires the active participation of students, we hope that this article will contribute to the development of distance technologies for the purpose of teaching foreign languages and will be useful to teachers working in the distance education field to develop high-quality and effective teaching materials and electronic courses in order to optimize and improve the competencies of students. Key words: Active methods, distance teaching & learning, e-learning course, foreign language (FL)

The article considers the peculiarities of implementing strategies for information and communication technologies (ICT) in the educational process of higher military educational institutions during the teaching of foreign languages. The current principles of teaching foreign (English) languages to cadets of non-linguistic specialties are defined, emphasizing their foreign language training as an integral component of the overall training system for military personnel. The integration of ICT into the educational process establishes a qualitatively new form of lifelong learning, based on purposeful self-educational activities. During the research, 57 foreign language teachers from three higher military educational institutions were interviewed. It is substantiated that the consideration of the military-specific features of the educational process is a necessary condition for the application of ICT. The article identifies the actual strategies of teaching foreign (English) language to cadets of non-linguistic specialities in higher military educational institutions of Ukraine in the context of the development of ICT, including enhancing motivation, access to modern educational materials, and providing a comprehensive system of informational and methodological support for the educational process, etc. Furthermore, the research suggests that the strategic incorporation of ICT will not only improve the efficiency of language learning but also prepare cadets for the digitalized world they will encounter in both military operations and international diplomacy. By promoting self-directed learning through ICT tools, cadets are empowered to manage their own educational paths, fostering autonomy and adaptability - traits that are essential in the rapidly evolving demands of modern military service. In conclusion, the study underscores the potential of ICT to transform foreign language education in military settings. The successful integration of these technologies, aligned with the specific needs of cadets and the military education system, will lead to a more effective, flexible, and dynamic approach to language training that ensures cadets are well-prepared to engage in global and intercultural communication within their military careers.

This study aimed to investigate the effectiveness of: (1)the problem-based learning (PBL) method; (2)the direct teaching method; (3)the PBL method compared with the direct teaching method, for the low prior knowledge students; (4)the PBL method compared with the direct teaching method, for the high prior knowledge students. This research is a quasi experimental with the pretest-posttest non-equivalent control group design. The independent variabel was teaching method, the score on pre-test as a covariate, and the students. achievement as the dependent variable. The research population comprised year XI students of the Light Vehicle Engineering SMK Muhammadiyah Prambanan, totaling 137 students, divided into four classes. This study used a sample of two XI classes, totaling 64 students. The instrument was an achievement test in the multiple-choice form. The validation was conducted by analyzing the validity of the test items, difficulty level, discrimination index, and the functioning of the detractors. The result was that the 40 items used were all valid and the reliability was high (á=0.921). The data were analyzed using the analysis of covariance (ANCOVA). This study conclude that, in the competence of repairing the cooling system by considering the students' score on pre-test as prior knowledge: (1) on the whole, the PBL method is more effective than the direct teaching methods, (2) the students who have high prior knowledge are more effective to be taught using the PBL method than the direct teaching method, (3) the students who have low prior knowledge are not difference in effectiveness to be taught using the PBL method and the direct teaching method, and (4) there is no difference in effectiveness between low prior knowledge students and high prior knowledge students who were taught using the PBL method.