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FEATURES OF PROFESSIONAL ACTIVITIES OF A PRIMARY CLASS TEACHER IN THE USE OF
INFORMATION TECHNOLOGIES
Vasylykiv I.
Ph.D. (Pedagogy), Senior Lecturer of the Mathematics, Informatics and Methods of Teaching in Primary
School Department, Drohobych Ivan Franko State Pedagogical University
Abstract
This article examines the basis of information technology training of future primary school teachers to develop and use electronic educational resources. The author analyzes and defines the role of professionalization in IT training of future primary school teachers. The article substantiates modern approaches, which are the basis for training future primary school teachers to develop and use electronic educational resources.
Keywords: future primary school teachers, development and use of electronic educational resources, methodological basis of information technology training.
The development and upbringing of a child even before entering school takes place in a wide informational and technically rich space. A modern first-grader can hardly imagine life without modern means of a multimedia information environment. Most children quite easily from the context of communication with adults understand and learn to use not only programmable household appliances, but also mobile communications, computers and their peripheral equipment. Thus, at the time of joining school, a modern student is not a "blank slate" for mastering information technologies, unlike his peers of the previous generation. Therefore, for the development of information and computer literacy of primary schoolchildren, it is necessary and expedient to use the spontaneous experience of communication and interaction with the information environment that they already have [6]. To do this, a primary school teacher needs to have knowledge and experience in using game and multimedia technologies and means of communication that are popular and widespread in children and youth, to use information and communication technologies in consumer, household and game aspects that are relevant to the child.
A child of 6-9 years old is an actively socializing being, embarrassed to cognize the surrounding world and the world of information and human relations. It is at this age that children are susceptible to the appropriation of standards of human relations, including relations at the level of communications. The formation of life ethical and aesthetic values according to L.S. Vygotsky largely depends on the "social situation of development", that is, on the conditions that are created in the process of education and development of the child. Therefore, among the educational functions of a primary school teacher, it is of particular importance to familiarize children with various aspects of the information culture of human relations, models of behavior in society, and the inviolability of the ethical principles
of interpersonal communication in virtual interaction [7].
For an active and fulfilling life in the modern world, a person must have a sufficiently high intellectual potential. Therefore, one of the most important tasks of modern education is the intellectual development of students. At the same time, the goal of the educational process is not just the assimilation of general education subjects, but the expansion and complication of individual intellectual resources of the individual by means of the subjects studied. Intelligence is a specific form of organizing individual mental experience. I. P. Pidlasiy believes that the main task of learning systems focused on personal development is to help each student build their own intellectual world, but without intellectual violence. For this, already in elementary school, it is necessary to form the basic intellectual qualities of a person: curiosity, criticality, sensitivity to contradiction, creativity, the ability to generate unusual ideas, discipline of the mind (the ability to work according to a plan), self-control, dialogism, the development of meta-cognitive awareness (a person's idea of their intellectual capabilities). When forming elements of information and computer literacy, junior schoolchildren have a great potential for creating problem situations that aim younger schoolchildren to resolve the contradiction between their need to perform one or another action with information, the availability of technical and software tools to perform this action and the lack of knowledge and skill, necessary for their implementation. The primary school teacher is required to be able to create conditions for the productive development of students' interest in learning activities through the formulation and support of learning problem situations [2].
The most important task of the modern system of primary education, which forms the basis of educational standards of the new generation, is the formation
of universal educational actions that provide schoolchildren with the ability to learn, the ability to self-development and self-improvement. The concept of the development of universal educational actions was developed on the basis of the system-activity approach. As noted in the concept, the leading goal of education in the information age is motivation for learning, cognition and creativity throughout life and the formation of the ability to renew competencies [6]. In the context of the transition of the primary education system to the standards of a new generation, along with traditional methods, it is assumed the widespread use of digital tools and capabilities of the modern information and educational environment. Orientation of junior schoolchildren in information technologies and the formation of the ability to use them competently are one of the important elements of the formation of universal educational actions of students at the stage of primary general education.
The educational standard establishes the requirements for the personal, metasubject and intrasubject results of students who have mastered the basic educational program of primary general education. Personal requirements for activities include the readiness and ability of students for self-development, the formation of motivation for learning and cognition, value-semantic attitudes of students, reflecting their individual and personal positions, social competencies, personal qualities; the formation of the foundations of civic identity [1]. When mastering personal actions, a critical attitude is formed towards information and the selectivity of its perception, respect for information about private life and informational results of the activities of other people, the foundations of legal culture in the field of information use. Metasubject requirements for activities include the development by students of cognitive, regulatory and communicative activities and interdisciplinary concepts that ensure the mastery of key competencies that form the basis of the ability to learn. When mastering regulatory universal educational actions, the following is provided:
assessment of conditions, algorithms and results of actions performed in the information environment; using the results of an action posted in the information environment to assess and correct the performed action; creation of a digital portfolio of the student's educational achievements. When mastering cognitive universal educational actions, information and communication technologies play a key role in such general educational universal actions as: information search; fixation (recording) of information using various technical means; structuring information, its organization and presentation in the form of diagrams, diagrams, pictures, etc .; creating simple hypermedia messages; construction of the simplest models of objects and processes [6]. IT is an important tool for shaping universal learning activities. To do this, use: the exchange of hypermedia messages; performance with audiovisual support; fixing the course of collective communication; communication in the digital environment through email, chat, video conferencing, forum, blog.
There is an opinion that the tools of modern information technologies (computer, TV, Internet) have a
negative impact on the development of the child, because they present information in a ready-made form, and in this case the child does not learn to acquire knowledge on his own, select it, evaluate it from the point of view in terms of need and usefulness, does not contribute to the formation of elements of self-education and self-development.
Indeed, information technology tools present the child with information already in a ready-made, systematized and digitized form, in contrast to the information surrounding him. Ready information is also very important in a child's life, without which a person cannot function in the modern world. But only its passive perception and transmission does not lead to development. The student is required to gain a certain work experience with ready-made information, in the process of obtaining which the child's subjective position is modified from the position of an "discoverer" of information for himself - into a researcher, and, as a consequence, a person who knows what he needs and knows how to deal with the information ... The primary school teacher is required to organize, direct and give the process of "opening" information for the child logically thought out forms, to teach students the assessment of results and reflection of information activities.
At the same time, when studying the course "The World Around" in primary school, students master the available ways of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc.) [3]. At the same time, it is assumed that students will develop practical skills in fixing and systematizing the surrounding information using modern technologies (video camera, camera, digital microscopy, GPS navigator, etc.). This is work with the information that the real world around has. A primary school teacher is required to teach a child to extract this information (find, record, process (at least at the level of cataloging), and only then apply. This is an alternative to the ready-made information that is contained in processed electronic form [4].
Thus, from the two types of information, two types of work with it follow. But in both cases, information technology tools remain just a means (instrument) of teaching, along with many others, and the teacher's task is to methodologically competently use this tool for the development of a younger student.
Taking into account the above, it is possible to single out specific aspects of the professional activity of a primary school teacher in the use of information technologies:
- propaedeuticity, which is due to the fact that the primary school teacher is at the origins of the formation of all universal educational activities [5]. For this, the primary school teacher must have the readiness and ability to purposefully develop the spontaneous consumer-household information awareness of younger students into a controlled and conscious cognitive activity;
- the multidisciplinary nature of its activities and, therefore, the need to use the metasubject properties of information technologies when working with many types of information;
- polyfunctionality, expressed in the fact that the primary school teacher is entrusted with the developmental and educational function along with the educational one. The primary school teacher organizes the initial acquaintance of children with various aspects of the information culture of human relations, models of behavior in society, the inviolability of the ethical principles of interpersonal communication in virtual interaction;
- reliance on the age characteristics of students, whose thinking is still at the level of "diffuse integrity" [2], which requires adherence to special psychological, methodological and health-saving conditions of educational activity at primary school age and imposes requirements on the instrumental skills of the teacher, due to high emotionality and the visual perception of the surrounding world by younger schoolchildren, disposition to play forms of activity, the formation of self-awareness and reflection, low adequacy of self-esteem, high dependence of educational activity on interest and mood, etc.;
- activities to form students' elements of computer and information literacy, which reflects the need for the teacher to master the appropriate methodology for teaching computer science and information technology in younger students.
Conclusions. In the definition of the concept of "IT competence of a primary school teacher" it is necessary and appropriate to reflect the listed specific aspects of his professional activity. Under the IT competence of a primary school teacher, we mean a motivated desire, readiness and ability of a teacher to effectively use the capabilities of information technologies in the context of multidisciplinary and multifunctional propaedeutic pedagogical activity in the teaching, upbringing and development of children of primary school age
in the context of their early inclusion in the information educational environment.
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СУТН1СТЬ ТА ОСОБЛИВОСТ1 ОБДАРОВАНОСТ1 Д1ТЕЙ ДОШК1ЛЬНОГО В1КУ
Городиська В.В.
Дрогобицький державний педагоггчний унгверситет 1мет 1вана Франка
доцент кафедри загально'1 педагогжи та дошк1льно'1 oceimu, канд. пед. наук
Проць О.Б.
Дрогобицький державний nедагогiчний ymiверситет iменi 1вана Франка
студентка гр. Доз-23 М, факультету психологи, педагогжи та соцiальноiроботи
ESSENCE AND FEATURES OF GIFTED GIFT OF PRESCHOOL CHILDREN
Gorodyska V.
Drohobych Ivan Franko State Pedagogical University Associate Professor of the Department of General Pedagogy and Preschool Education, PhD of Pedagogical Sciences Prots O.
Drohobych State Pedagogical University named after Ivan Franko
student gr. DOS-23 M, Faculty of Psychology, Pedagogy and social work
