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INNOVATIVE TECHNOLOGIES AS A COMPONENT OF PERSONALITY DEVELOPMENT IN CONTINUOUS EDUCATION
D. M. Ismoilova
The article considers the importance of introducing innovative technologies in the educational process. The article reveals the need for innovative activities for students' pedagogical practice leading to improvement of the quality of education. The essence of such education is the orientation of the education process towards a person's potential abilities.
Key words: innovative technologies; innovations; pedagogical process; information and communication technologies.
Understanding the nature of the innovation processes in education is not possible without considering the two most important problems of pedagogy: the issue of study, compilation and dissemination of best teaching practices, and the issue of implementation of achievements of psychological and pedagogical science in practice. Consequently, the subject of innovation, and the content and mechanisms of the innovation processes must combine two interrelated processes that have been considered in isolation. The result of innovative processes should be to use the whole variety of innovations: theoretical, practical, and those formed at the interface between theory and practice. All this underlines the importance of management activities on the creation, development and use of pedagogical innovations. The teacher can act as author, developer, researcher, user and propagandist of new pedagogical technologies, theories and concepts.
The need for innovation-oriented teaching activities in modern conditions of development of society, culture and education is determined by several factors. First, the ongoing social and economic changes require updating the educational system, methodology and technology of organization of the educational process in educational institutions of various types. Second, the strengthening of humanization of the education content, continuous change and content of academic disciplines determines the constant search for new forms and methods of teaching that are taking place. Third, the nature of the relationship of the teacher to the fact of the development and application of pedagogical innovations undergoes changes. Fourth, the introduction of higher education institutions in the system of market relations generates increased requirements for their competitiveness.
Innovative activity in its fullest development involves the emergence of a system of interrelated activities, providing the emergence of real innovation. This includes: (a) research activities aimed at obtaining new knowledge about how something can exist (“discovery”), and how something can be done (“invention”);
(b) project activities aimed at the development of specific, instrumental and technological knowledge of how one should act based on scientific knowledge in given conditions, to get something that can or should be ("innovation project”);
(c) educational activities aimed at professional development of the subjects of
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certain practices, the formation of personal knowledge (experience) in each person in regard to what and how they should do to an innovative project to put into practice (“implementation”).
Innovative education is education that is capable of self-development and creates conditions for full development of all its members, and is education that ensures development. In turn, an innovative educational technology is a set of three interrelated components, including: (a) the current content, involving not only the development of subject knowledge, as the development of modern competencies; this content should be well structured and presented in the form of multimedia training materials disseminated by modern means of communication;
(b) modern methods of teaching are the methods of active formation of competences, based rather on the interaction between students and their involvement in the educational process on the passive perception of the material;
(c) the modern infrastructure of training, which includes information, technological, organizational and communication components to effectively take advantage of distance learning. Innovative technologies can be used in the following forms of education: context learning by modeling the content of the future profession; game-based learning (including business games, development of work situations); problem-activity learning (assigning a task and its resolution by students); modular training (which is based on students' independent work with the individual program as a module, including in the remote manner).
Depending on the specifics and place, several types of innovations are used. (1) Technological innovations are new ways of manufacturing products, and new technologies for their production. They form the basis for the development of industry and technological rearmament. As applied to the education sector, such innovations relate to various means of training and training equipment. The development of the information environment and software has provided a number of new features. Due to high performance and large memory reserves, computer technologies provide for creation of different options for problem-based learning environments, creation of various schemes of dialogue mode, and options of individual approaches to teaching. (2) Methodological innovation is an innovation in the field of training and education, teaching and learning, and organization of the educational process. These are the most common and characteristic types of innovation in the education sector, covering the processes of teaching science and the humanities from pre-school to the higher education and training system. In practice, methodological innovations are often associated with organizational innovations. They are typical for a situation where a proposed goal is clear in general, but the methods and means of implementation require additional research. This type of innovation dominates the private methods, is rarely presented in didactics and theory of education, and practically does not occur in works on the history of education. By the nature of the contribution the science and practice, the innovation can be divided into theoretical and practical. (3) Theoretical innovations include new concepts, approaches, hypotheses, trends, patterns, classifications, and principles of training and education. (4) Practical innovations cover new techniques, rules, algorithms, programs, advice, technical training, demo equipment, training and monitoring devices, instruments and models, natural objects, and audio-visual aids.
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When organizing innovative activities, the following provisions should be taken into account: (a) in pedagogy, according to Ushinsky, it is the not experience (technology) but the idea derived from experience which is transmitted; (b) a teacher must "pass through himself" the "alien" experience (via his psyche, existing views, ways of working, and so on...) and produce his own method; (c) innovative ideas should be clear, compelling and appropriate to the educational needs of the individual and society; they must be translated into specific goals, objectives and technologies; (d) the innovation must possess the minds of all (or most) of the members of the teaching staff; (e) innovative activities should be encouraged morally and materially, and need legal support innovation; (f) educational activities - including innovation activities - are important not only for results, but also for the ways, means and methods of achieving them. Note in conclusion that the consistent application of innovative technologies is fully consistent with the objective of implementing the principles of lifelong learning.
Translated from Russian by Znanije Central Translastions Bureas
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