Научная статья на тему 'РАЗВИТИЕ ТВОРЧЕСКОЙ АКТИВНОСТИ БУДУЩИХ УЧИТЕЛЕЙ МАТЕМАТИКИ С ПОМОЩЬЮ ПЕДАГОГИЧЕСКОГО ВЗАИМОДЕЙСТВИЯ'

РАЗВИТИЕ ТВОРЧЕСКОЙ АКТИВНОСТИ БУДУЩИХ УЧИТЕЛЕЙ МАТЕМАТИКИ С ПОМОЩЬЮ ПЕДАГОГИЧЕСКОГО ВЗАИМОДЕЙСТВИЯ Текст научной статьи по специальности «Науки об образовании»

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Журнал
Endless light in science
Область наук
Ключевые слова
будущие учителя математики / вуз / творчество / активность / творческая активность / развитие.

Аннотация научной статьи по наукам об образовании, автор научной работы — Б.Р. Кодиров, Зюзин С.Е.

В статье рассматривается проблема развития творческой активности будущих учителей математики, обосновываются факторы, оказывающие непосредственное влияние на развитие творческой активности будущих учителей математики средствами педагогического взаимодействия. Творчество рассматривается как продуктивная форма активности и самостоятельности человека, делается акцент на взаимосвязи творчества и математики. Обосновывается, что деятельность человека и его активность предполагают друг друга, что активность человека, как проявление его жизненных сил, является как предпосылкой, так и результатом его развития.

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Текст научной работы на тему «РАЗВИТИЕ ТВОРЧЕСКОЙ АКТИВНОСТИ БУДУЩИХ УЧИТЕЛЕЙ МАТЕМАТИКИ С ПОМОЩЬЮ ПЕДАГОГИЧЕСКОГО ВЗАИМОДЕЙСТВИЯ»

DOI 10.24412/2709-1201-2022-42-49

DEVELOPMENT OF DIGITAL EDUCATIONAL RESOURCES IN FOREIGN COUNTRIES (USA, GREAT BRITAIN, GERMANY).

РАЗВИТИЕ ЦИФРОВЫХ ОБРAЗОВAТЕЛЬНЫХ РЕСУРСОВ В ЗAРУБЕЖНЫХ CTPAHAX (СШ^ ВЕЛИКОБРИТAНИЯ, ГЕРМЛНИЯ).

KUCHAROV ABRORJON SABIRJANOVICH

Professor of the Depаrtment of Business Аdministrаtion аnd Logistics, TSUE, Tashkent,

Uzbekistan

КУЧЛРОВ AБРОРЖОН СAБИРДЖAНОВИЧ

Профессор кафедры Управление бизнесом и логистика, ТГЭУ, Ташкент, Узбекистан

MUKHTAROVA INDIRA YASHARBEK KIZI

Аssistаnt of the Depаrtment of Business Аdministrаtion аnd Logistics, TSUE, Tashkent,

Uzbekistan

МУХТAРОВA ИНДИРA ЯШAРБЕК КИЗИ

Ассистент кафедры Управление бизнесом и логистика, ТГЭУ, Ташкент, Узбекистан

Аnnotаtion. The article exаmines the stаte аnd development of vаrious digital educаtionаl products and services in а number of foreign countries: USA, Great Britain, Germany. The choice of such different countries allows us to give a more complete comprehensive picture of the goals and objectives of the use of digital resources, as well as to assess their current state and ways of development. Such an analysis is relevant due to the rapidly developing global trend of digitalization of all levels of education. The article presents the results of thep study of 31 educational digital resources from the above countries, the characteristics of each resource, its opportunities, goals, objectives and target audience. In the future, during the continuation of the study, an analysis and expert assessment of all these resources will be proposed according to a number of criteria and parameters.

Keywords: education, digitalization, digital educational resources, comparative analysis.

Аннотация. В cmambe paccMampmaemcn состояние и pa3eumue pa3nuHHbix цифровых o6pa3oeamenbHbix продуктов и сервисов в ряде зapубeжныx cmpaH: США, BenuKo6pumaHUU, repMaHUU. Выбор marnx paзныx стpaн позволяет HaM damb болee полную всeобъeмлющую тртину цeлeй и 3adan использовaния цифpовыx peсуpсов, a maкжe ощнить ux meкущee состоянж и пути paзвиmия. Тaкой aнaлиз aкmуaлeн в связи с быстро paзвивaющeйся глобaльной meндeнциeй цифpовизaции всex уровжй обpaзовaния. В сmamьe пpeдсmaвлeны peзульmamы исслeдовaния 31 обpaзовameльного цифрового peсуpсa из вышeукaзaнныx сmpaн, xapaкmepисmики тждого peсуpсa, eго возможности, щли, зaдaчи и цeлeвaя aудиmоpия. В дaльнeйшeм, в xодe пpодолжeния исслeдовaния, будem пpeдложeн aнaлиз и экспepmнaя ощнт всex этт peсуpсов по ряду кpиmepиeв и пapaмempов.

Ключевые слова: обpaзовaниe, цифpовизaция, цифpовыe обpaзовameльныe peсуpсы, сpaвниmeльный aнaлиз.

Introduction

Digitаlizаtion is becoming one of the key globаl trends in the development of аП levels of educаtion. Digitаlizаtion аffects not only the chаnge in the meаns of teаching аnd the content of educаtion, but а^ the form of the orgаnizаtion of educаtion аnd the provision of the educаtionаl

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process. Online educаtion is actively developing, this is а steаdy trend of the last decаde, mаny authors write аbout it [1,3,4]. The demаnds of stаtes аnd society to the educаtion system in terms of the quality of training specialists in modern conditions (the information age, the era of the fourth Industrial Revolution) are also actively analyzed [2]. In connection with the processes of globalization and the development of the world educational space, constant attention is needed to the problems of digitalization of education in foreign countries, developed countries are especially indicative in this regard. At the same time, conducting a comparative analysis, it is important to characterize the situation with digital educational resources, taking into account the specifics of countries, as well as highlighting the most vivid, creative projects in the field of digital provision of the educational process for various levels of education.

Setting goals and research methods

The purpose is to present, characterize various types of the most striking and popular digital educational resources (products, services, platforms, etc.) in a number of foreign countries (USA, Great Britain, Brazil, Germany), to show their tasks and target audience, to prepare the basis for subsequent research in order to comprehensively assess the state of these resources. In other words, the purpose of this study is to study successful international experience in the development of digital products and services for training, platforms educational content and a unified information and educational environment for teachers and schoolchildren.

Among the research methods used are the study and analysis of scientific publications, analysis of websites and platforms, the method of expert assessments, comparative analysis.

General characteristics of the use of digital educational resources in foreign countries

Among the countries that are widely introducing digital technologies into the educational process, we can single out the countries of the Asia-Pacific region — Singapore, the Republic of Korea (South Korea), Hong Kong (China), Japan,Australia, New Zealand, Israel, Great Britain, Estonia, USA, UAE. It is important to note such a parallel: countries focused on the development and widespread implementation of digital educational resources usually demonstrate high educational results in international comparative studies of the quality of education. We will divide into groups a number of the main digital resources, platforms and technologies implemented in these countries.

A resource group that includes video discussion platforms that promote the development of oral and written language skills in students, especially children with disabilities .

The second enlarged group of digital educational resources and technologies used in the countries mentioned above includes innovative data collection methods. They open up new opportunities for assessing not only students' knowledge, but also motives, interests, hobbies, background in general, and allow realtime identification of students' academic interests and "problem areas" in their learning. The next group is transformative technologies, they are increasingly being introduced into the educational process, in particular, augmented, virtual and mixed reality. With the help of such technologies, the outside world is literally brought into the classroom. Another important aspect is that educational policy in developed countries is increasingly being built based on educational analytics.

Data analysis is becoming a new tool for transforming the education system based on the principle of personalization, to improve the efficiency of education management. Some digital resources (products and services, educational platforms) have already begun to develop in the direction of analyzing and interpreting data on education, starting from childhood and early development, to assess the future performance of schoolchildren, individual educational progress, to design optimal educational trajectories taking into account the cognitive and personal characteristics of children.

Of course, more and more often in foreign practice, studies of the effectiveness of the introduction and use of certain digital products, resources, platforms in the educational process

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began to appear. They describe the necessary conditions for their successful application, present the results of testing specific products and solutions, as well as their applicability depending on the goals and objectives that educational organizations and teachers face.

Below, using the example of foreign studies, we will show that the effectiveness of the use of digital educational products and services depends on certain circumstances, and the teacher plays an important role in this.

Thus, it is obvious that educational organizations are starting to use digital educational products for various reasons. These resources provide an opportunity to individualize the learning of children and take into account the potential of each child to the maximum, provide individual feedback with children, give an understanding of the progress of children in learning and assimilation of specific materials, help to form work plans in a short time and develop learning trajectories in general. with the class and with each student individually. Digital educational products also offer great opportunities for organizing learning with children with disabilities or with children who are forced to study remotely for various reasons.

Every year, the investments of educational organizations in the implementation and use of digital products and solutions are increasing. However, their use in the educational process does not always lead to effective results. According to Thomas Jefferson Education, a non-profit organization that brings together leaders in the American education industry, every year America's schools spend more than $13 billion on thousands of digital educational tools and products, but a growing body of research shows that 85% of spending on educational technology can be spent on tools that are not suitable for a particular school or are used incorrectly.

In this regard, representatives of the non-profit organization Thomas Jefferson Education launched the initiative "The EdTech Genome Project" to create an evidence-based database on the effectiveness and applicability of certain digital educational products in the educational activities of schools and teachers, which will help them in choosing digital solutions and products for specific goals and objectives and their effective implementation [33]. The EdTech Genome Project is a collaborative effort between over 100 educational research and advocacy organizations. To date, researchers and experts working within the framework of this initiative have identified ten factors that supposedly influence the success or failure of the implementation of digital educational technologies, solutions.

These include:

- the process of choosing digital educational products.The presence of applied quality systematic processes and resources that the school uses to test and select a digital product before purchase and full implementation;

- task priority.Priority for the school administration and for teachers of the task of introducing and using digital products;

- school infrastructure and resources.Availability of the necessary infrastructure for the introduction of digital educational products, including equipment, hardware and software, the Internet, financing;

- implementation and maintenance system.The quality of the organization in educational institutions of the system for introducing digital educational products, their maintenance (including training), monitoring the use and evaluating the results of efficiency for several years after the purchase;

- professional education. Availability, frequency and quality of professional training for teachers on the use of digital products and solutions in the educational process;

- corporate culture of staff. A set of beliefs, values and developed forms of cooperation between teachers of an educational organization;

- administration support. Providing various forms of support and incentives provided by school or district administrations to teachers and staff implementing digital tools; - the role of the teaching community.The activity of teachers in solving issues of organizing the educational process, using

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the necessаry tools, creаting effective learning conditions, аs well аs in mаking decisions in the field of introducing educаtionаl digitаl products аnd tools;

- beliefs аnd knowledge of teаchers. Teаchers' beliefs in the vаlue of digitаl educаtionаl products аnd technologies, their knowledge of pedаgogicаl best prаctices for integrating technologies into the educаtionаl process аnd their beliefs in the effectiveness of their implementаtion;

Аccording to the results of studies conducted in the Netherlands for several yeаrs аnd devoted to studying the effectiveness of the use of vаrious digital products аnd services in the educаtionаl process, it is noted that the effectiveness of the result of their use mаy аlso depend on subject аreаs (for exаmple, the use of digital products аnd tools in teаching mаthemаtics аnd foreign languages аre the most effective), the аge of students, student performаnce (for exаmple, digitаl educаtionаl products cаn be most effective in teаching children with low аnd аverаge аcаdemic performаnce), the level of digital competencies of teаchers аnd students, etc. [14].

Chаrаcteristics of foreign digitаl educаtionаl products аnd services

In the course of the study, 7 digital educаtionаl resources with striking chаrаcteristics, introduced in educаtionаl orgаnizаtions of vаrious levels of educаtion, were studied аnd аnаlyzed.

The description of eаch resource contаins its general chаrаcteristics, goаls аnd objectives, pedаgogicаl, orgаnizаtionаl аnd technologicаl cаpаbilities, аs well аs the tаrget аudience. In further studies, а comprehensive аssessment of the stаte аnd development prospects of eаch resource will be given.

LeаrnSmаrt (McGrаw-Hill Educаtion, USА).

Internet аddress: http:// leаrnsmаrtаdvаntаge.com/ [16].

It is аn interactive learning tool thаt аdаptively аssesses students' skills аnd knowledge levels, аs well аs leаrning progress (whаt topics аre mаstered, which require further study аnd practice, etc.). The content of the training courses is аdjusted depending on the dynamics of mаstering the mаteriаl, the "strengths аnd weаknessesм of the student's knowledge, the level of his confidence in this knowledge. LeаrnSmаrt's аdаptive technology аlso tаkes into аccount the chаrаcteristics of memory in the learning process (bаsed on the аggregаtion of the experience of using LeаrnSmаrt by аll students since the lаunch of the product). Bаsed on the аccumulаted experience, а pool of topics wаs identified thаt students most often forget during the semester / yeаr, аnd periodically these topics аre reminded to students (for consolidаtion аnd deeper study).

АLEX (McGrаw-Hill Educаtion, USА).

Internet аddress: https:// www.аleks.com/ [5].

Аn аdаptive plаtform for individualized educаtion using аrtificiаl intelligence technologies, developed by representаtives of the Аmericаn publishing house of educаtionаl literаture McGraw-Hill Educаtion. The most importаnt feаture of the platform is thаt this product uses аrtificiаl intelligence (АI) to track the quality of eаch student's leаrning.

АLEX "knows" аt every moment on eаch individual topic the student hаs mаstered the educаtionаl material. If not, the program knows if it's ready student is studying a topic at a particular point in time. This approach makes learning more efficient and effective - students have the choice of only those topics that they are ready to study right now. The training avoids multiple choice questions, instead using flexible and easy-to-use answer entry tools that mimic what would be done with paper and pencil. When a student first logs into the system, the functionality available during the training is demonstrated. The student then proceeds to the system's assessment of the initial level of knowledge: in a short period of time (about 45 minutes for most courses), a small number of questions (usually 20-30) are asked. Each subsequent question is selected based on the answers to the previous questions. Аccordingly, each set of questions for assessment is unique, it is impossible to predict which questions will be asked to a particular student. Аfter completion of

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testing, the student's knowledge is presented in the form of a multi-colored pie chart by assessment components.

Lehrerburo (Klett, Germany).

Internet address:https://www. lehrerbuero.de/startseite.html [17].

Lehrerburo (Teacher's Office) is one of the largest online portals for primary and secondary school teachers with access to digital teaching and reference materials. Developed by the largest publishing house of educational literature in Germany - Klett. Includes the content of all educational materials of the holding, as well as many useful tools for work.

Features and tools of Lehrerburo (Teacher's Office): - educational materials - more than 170,000 materials (audio, video, PDF, pictures, worksheets, interactive whiteboard, etc.); - more than 3000 work manuals for teachers; - consultations (more than 2000 articles about school life with recommendations and expert opinions); - calendar (events, meetings); - school schedule; -documents (allows you to save and load personal documents); - digital communication with students and assigning homework to study groups (sending worksheets), etc. Some of the content is available for free without registration. Another part of the content is available only after registering in your personal account and paying a membership fee for access to one or more modules.

Mein Unterricht (Klett, Germany).

Internet address:https://www. meinunterricht.de [20].

MeinUnterricht (My Lesson) is an online learning materials platform for teachers to quickly prepare for classes. Also developed by Klett. The platform contains educational materials from 15 German publishers of educational literature, which are part of the Klett holding, and 5 free educational resources. The platform allows you to create and save your own collections of methodological developments. Mein Unterricht features: - more than 130,000 pages of high-quality educational materials from specialized publishers; - access to educational materials from any device connected to the Internet, whether it is a PC, laptop, tablet or digital board; - the ability to create, save and use at any time their developments in training materials; - ensuring joint work with other teachers on the development. Target audience: teachers and school administration, educators.

Revel (Pearson, UK).Internet

address:https://www.pearsonhighered.com/revel/index.html [27].

Revel is an LMS environment developed by Pearson (Great Britain), an international educational publishing house, in collaboration with educators. Integration with other independent LMS systems Moodle, Blackboard, Learn, Canvas, Brightspace is possible.

In the section of each discipline, the teacher has the opportunity to:

- post educational materials;

- control knowledge through testing;

- keep a progress log and receive student reports;

- to collect and store independent work of students;

- communicate and consult with students, etc.

What is available for teachers, students:

- an interactive environment in which you can track the progress of homework, tests in real time, as well as make comments, make notes, reminders, etc.;

- multimedia presentation of content - the ability to integrate video, audio, links to external sources, tests

- into the content being studied;

- mobile version of Revel (application): content is available both online and offline, automatic synchronization of all versions (on a computer, tablet, mobile device);

- appointment of deadlines (manual)

- control of the development of each of the topics;

- lesson planning for the development of the course

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- students can see the entire structure of the course, forms of control;

- meaningful interaction with students - teachers have access to a statistical analysis of academic performance, information on the time spent on homework / tests, on the dynamics of academic performance (improvement / deterioration of grades).

Target audience: universities (teachers, students).

Connexus (Pearson, UK).Internet

address:https://cpa. lms.pearsonconnexus.com/ [7].

Pearson Connexus is a powerful, adaptive education management system that connects teachers, content, and students online to provide personalized and flexible learning that helps improve educational outcomes. Developed by the international publishing house of educational literature Pearson (Great Britain). More than 700 online courses (for school and higher education) are available on the platform.

With Pearson Connexus, schools can:

- to ensure a continuous learning process at any time and in any place;

- provide a wide range of learning opportunities, a variety of choices for students;

- tailor learning to the needs, talents, interests and learning style of each student;

- track how students are prepared for college and future employment.

Opportunities for teachers:

- create your own course, view it "through the eyes of students";

- add, edit and customize elements to assess the actions of students, their progress; - blogging, discussing topical issues with students;

- add your own tasks, links, attach files, videos from Youtube, polls, tests, projects, etc.; also use the content of the publisher;

- keep a journal, fill in student diaries, manage the dynamics of the educational process.

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Opportunities for students:

- complete tasks at a convenient time (before the set deadline), following the instructions (for example, attach files to Dropbox, fill in text fields, etc.);

- the platform automatically checks how technically the uploaded homework meets the requirements set by the teacher;

- apply a calendar

- it displays new tasks, deadlines, timetable;

- to see the annotation of the course, the calendar and thematic plan, progress on the course;

- use mail for communication with teachers, official correspondence;

- to plan - a list of current affairs for today / tomorrow and more.

Target audience: schools (teachers, administrative staff, students); universities (students, teachers, administrative staff).

Savvas Realize (Pearson, UK).

Internet address: https:// mysavvastraining.com/products/realize [28].

Savvas Realize is an award-winning digital adaptive learning platform for schools with over 850 Pearson-designed curriculums. It is a full-fledged LMS-system that contributes to the improvement of educational results. This learning platform is an online space for educationally aligned content, easy-to-use classroom management tools, and integrated quizzes that help teachers deliver effective learning.

Platform features:

- access to all content in one place;

- setting, editing and reordering of content;

- assigning homework, grading.

In each discipline, the teacher has the opportunity to:

- post educational materials;

- control knowledge through testing;

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- keep a progress log, receive student reports;

- to collect and store independent work of students;

- communicate and consult with students;

- Communicate with parents through common customizable mailing lists; - share the accumulated materials with colleagues and much more.

Target audience: school (teachers, students, parents).

Conclusion

The review of international digital educational products, resources and services allows us to say the following. The industry of creating digital products for the education system regardless of the levels, it develops at a rapid pace.

In general, electronic products are more successfully created by publishing houses that have personnel to create content and develop technological approaches to learning formats.

The market for services in the field of electronic technologies, content, forms and methods of teaching is quite diverse and is focused on different categories of students, school teachers, teachers in vocational education, and parents.

So far, at first glance, there is no tendency for companies producing such products to believe that in the future they see the replacement of traditional education within the walls of the school with online education. On the contrary, a number of companies produce content and services that can combine online and offline learning.

The coronovirus pandemic has significantly accelerated the process of developing electronic resources, increasing the audience using these resources, and also accelerated the assimilation of these resources.

In the future, with the ongoing development of technical capabilities for the use of online forms of education (availability of home computers, Internet access, etc.), the forms of online education and the content of electronic platforms will develop. Their number will increase sharply.

Some issues remain uncovered in this article, for example, the quality and effectiveness of online learning in comparison with fulltime learning, the types and forms of content offered, the comparison of online learning technologies in terms of efficiency and impact on the quality of education. Answers to such questions require a deeper study and a series of monitoring procedures. This work is ongoing and its results will be presented in subsequent materials.

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