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8. Subbotina L. Yu. Development of imagination in children. - Yaroslavl: Nauka, - 1997. - 240 p.
9. Tamberg Yu. G. Development of creative thinking in a child. Published by «Rech», - SPb, - 2002. - 173 p.
10. Torshina K. A. Modern research of a problem of creativity in foreign psychology//Issues of psychology. - 1998. -№ 4. - Р. 21-48.
11. Tsukar A. Ya. Lessons of imagination development. Published by Rolf, - 2000. - 208 p.
12. Shadrikov V D. Psychology of activity and abilities of a man: Manual, 2nd edition, revised and completed. - M.: Logo”, -1996. - 320 p.
13. Elkonin D. B. Psychology of development. - M.: Akademiya. - 2001. - 219 p.
Degtyaryova Galina Anatolievna, Kharkov Academy of Postgraduate Education, Ukraine, chief of methods of teaching languages and literature department, candidate of pedagogical science, Doctor of Philosophy
E-mail: [email protected]
The issues of standardization of teachers’ information-communication competency assessment
Abstract: In the article the approaches to standardization of teachers’ ICT-competence assessment in Ukraine and abroad are singled out. The attention to the necessity of standards’ working out in Ukraine for teachers’ ICT-competence in the system of postgraduate education is made.
Keywords: ICT-competence, standards, standards of teachers’ ICT-competence assessment, certification of ICT-competency, levels of teachers’ ICT-competence, the teacher’s basic ICT-competence, indicators of teachers’ informational and communication competences.
Problem statement. The modern professional’s information and communication competence (IC competence) is becoming one of the major qualities nowadays. As far as we focus on teachers, the IC competence is one of the central constituents of their professional competence and its assessment is essential for their successful professional development. K. Osadcha (2009) notes that the teachers’ IC competency standards and norms set the list of the correspondent professional requirements to improve the quality of educational work via the IC skills development. She also takes notice that the educational system improvement will promote the further social and economic development of the society” [9].
The aims and objectives of the article are to develop the approaches to teachers’ information communication competency assessment standardization in foreign countries and in Ukraine in order to work out and perform the special standards for teachers’ professional development assessment.
The analysis of recent research. The wide range of standards for teachers’ IC professional competency has been developed in the world. A lot of international institutions have been involved into this process. Here belong the Career Space (http://www.career_space.com), Le Cigref (http://www.ci-gref.fr), The Organisation for Economic Co-operation and Development (OECD) (http://www.oecd.org), European Information Technology Observatory (http://www.eito. com), European Centre for the Development of Vocational Training (CEDEFOP) (http://www.cedefop.eu.int), E___Skills
NTO (http://www.e_skillsnot.org.uk), Council of European Professional Informatics Society (http://www.cepis.org), Treasury Board of Canada Secretariat (http://www.cio_dpi. gc.ca), Australia National Training Authority, National Training Information Service (http://www.ntis.gov.au).
In the USA, the National Educational Technology Standards (NETS), supported by the International Society for Technology in Education (ISTE) are constantly implemented and updated in every state. The teachers-oriented Technology Standards have been implemented in 27 states from 42. National Educational Technology Standard (NETS^T) and Performance Indicators for Teachers (2008) perform the teachers’ activity coefficients and it considers the key positions of National Educational Technology Standards for students (NETS^S), because teachers develop, implement and assess the experience in order to encourage students and improve the learning process, enrich each other with professional practice, implement positive models for students, colleagues and society as I. Malitska notices [8].
In Europe, various organizations had developed the problem of IC competency assessment and certification by 2006 already. So, in the United Kingdom it is UK — public funding for industry certifications; in Ireland — Ireland — Higher Education & Training Awards Council; in Italy — an Italy — EUCIP in university syllabus; in Netherlands — Holland MoU for secondary schools (schools for profile), in Portugal — Portugal MoU — Cisco Network Academy; in Scotland — Scotland — Digital Media & ICT Vendor
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The issues of standardization of teachers’ information-communication competency assessment
Alliance; in UNESCO — UNESCO — ICT Competence Framework for Teachers.
For example, in France (Chaachoua, 2000) — the ICT competence document, obligatory for all teachers at the end of initial training course in Instituts Universitaires de Formation des Maitres (IUFM), was developed in 2000 by a working group appointed by the Ministry of Education of the country [17]. It contains recommendations for the initial teachers’ training course (knowledge, competencies or learning objectives) involving the minimum software awareness, the IC influential effect on teaching skills, the IC influential effect on classroom culture, etc.
The teachers’ information technology and computer science training course standards (Standardy przygotowania nauczycieli w zakresie technologii informacyjnej i informa-tyki, 2003) have been adapted in Poland. These standards delineate tasks and training courses for different groups of teachers (depending on the subjects they teach, positions that they hold, and educational stage where they work) [17].
In 2008 UNESCO published an ICT-CSTT draft (ICT Competency Standards for Teachers, 2008) [18], considering the problem of standardization of teachers’ information communication competency assessment. The universal set of guidelines in order to identify, prepare and assess the educational materials and training programs for teachers relating to the IC implementation into educational process as well as knowledge acquisition, the general list of skills allowing teachers to use IC in teaching and knowledge acquisition for teachers and for students, in addition, allowing teachers to improve the performance of other professional responsibilities, improve their training through the development of teaching techniques, methods of group work, leadership and innovative methods of school work management using IC to unify issues and terminology relating to the IC implementation into educational process have been developed within this draft.
Standards mentioned above are different. To unify the requirements of 2006 the uniform standards for the IC competency assessment have been established by «The Qualifications and Curriculum Authority». In Russia The Requirements of Teachers’ Professional Competence Qualifications in ICT were included into The Unified Qualification Directory for Managers, Professionals and Employees only in 2010, and an updated Russian version of the first edition: Recommendations of the UNESCO “ICT Structure of Teachers’ Competence” was published in 2011 [15]. It was the result of long-term cooperation between UNESCO, CISCO, INTEL, ISTE and Microsoft and was developed for Russia considering the school information experts recommendations as well as the previous versions direct users advice in different countries. These recommendations are complemented with the curricula and requirements for teachers’ IC competency assessment (for “ICT Implementation” and “Knowledge Development”).
It should be noticed that The Requirements of Teachers’ Professional Competence Qualifications in ICT have been absent for a long time, but in 2010 they were included into
The Unified Qualification Directory for Managers, Professionals and Employees and now it is basic and universal for all teachers regardless of their subject-orientation. They include two levels of teachers’ ICT competence: Cognitive, where teachers should know the basics of word processing, spreadsheets, email, browser and multimedia equipment, and Active, which implies that teachers use modern information technology, digital educational resources to exercise control and evaluative activity in terms of information and communication technology [3].
As it was noticed by J. Zharko (2008) [4] that one standard that is generally accepted in 148 countries is The European Computer Driving License (ECDL), which provides the PC skills standardized certification and confirms the knowledge of the basic concepts of information technology and the ability to implement these skills into professional activity. This certificate does not require to be updated or confirmed as far as it is termless. Ukraine has been the member of ECDL (2014) since 2003 [12]. Nowadays there is the opportunity of getting ECDL certificates in our country due to the Ukrainian Federation of Information Technology, which launched the project — European Computer User Certificate (Lozitskaya, 2008) [7]. There were only two Authorized Testing Centers in Ukraine in 2008, and today there are six Authorized Testing Centers only in Kharkov. Task content is constantly being revised as information technology is rapidly developing. Thus, during the years of the existence of the Certificate, the Curriculum has undergone from version 1.5 to version 4.0 and consists of 7 modules (basic knowledge of information technology, computer and operating systems application, word processing, spreadsheets, databases, presentations, information and communication). Semantic content of these modules defines those IC competencies that any user should have, regardless of the scope of the activities. It should be noted that ECDL Foundation offers 10 certification programs, from entry-level for beginners to the high level — for advanced users and professional — for professionals in the field of information technology. They are — EqualSkills — Computer for beginners, e-Citizen — Internet and Email, ECDL/ICDL — Key computer skills, ECDL/ICDL Advanced — Computer for advanced users, ECDL/ICDL CAD — 2D CAD, ECDL/ICDL Image Editing — Digital Image Processing, ECDL/ICDL Health — The information system use in health care institutions, EUCIP professional certification — Standards for IT Professionals, CTP — IT Skills (for IT teachers).
Methodology and research introduction. The issues of standardization of teachers’ information communication competency assessment have been considered in Ukraine. The scientific works of V. Bykov, O. Bilous, J. Bohachkov, P. Grabowski, I. Hot, M. Kyrylyuk, K. Kolos, O. Kryvonos,
S. Litvinov, S. Lozitskaya, J. Malicki, H. Prylutska, A. Spirin, A. Ovcharuk, K. Osadcha, D. Christmas, Mr. Shevchuk, A. Simon etc, and in Russia — B. Burmakina, V. Moiseeva, V. Stepanov, E. Patarakin, A. Ishkov, I. Falin and others are devoted to the problem.
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Nowadays in Ukraine there are no universal standards for the teachers’ information communication competency assessment as well as the state qualification requirements do not comprise the characteristics of teachers’ ICT professional competence, but the certain results have already been achieved, as it is mentioned in the State Task Program — the ICT implementation into secondary school educational process “One hundred percent” until 2015 (Resolution of the Cabinet of Ministers of Ukraine, 13.04.2011 № 494). Thus, the Program (2011) [2] provides the development of national IT competencies standards for students and IT teachers, teachers of other subjects, librarians and administration of educational institutions and the development of qualification requirements for teachers’ information and communication technologies knowledge acquisition. It should be noted that even in the State Programme “Information and Communication Technologies in Education and Science” for 2006-2010, it was indicated that the teachers’ Information and Communication Technologies knowledge and skills assessment during the advanced training and retraining should meet the ECDL international standards, but unfortunately in practice it happens not often.
Within the Ukrainian Ministry of Education project “The System of students’, teachers’ and secondary school heads’ ICT competencies for distance education regulations and standardization provision” according with the agreement № IT/551-2009 of 20.07.2009, the additional agreement № 1 of05.11.2010, № 2 of16.11.2010 in accord with the State Program “Information and communication Technologies in Education and Science” in 2006-2010, the methodic recommendation on the basics of information and communication competencies standardization in the educational system of Ukraine was developed by the team of scientists V. Bykov, A. Spirin, A. Ovcharuk (2008) [10]. It contains a comparative description of general approaches to the information and communication competencies standardization in foreign countries as well as conceptual approaches to the ICT competencies development of general secondary education in Ukraine, in particular, including recommendations concerning the standard draft of students’, teachers’ and directors’ IC competencies, as well as recommendations for the national standards development for ICT competencies for the Ukrainian school system, as well as for a distance learning.
Teachers’ certification of ICT implementation into the educational process (including the ICT competencies criteria and standards development considering the UNESCO recommendations) is one of the activities of the Association of Information Technology Enterprises of Ukraine (AITEU, 2011) [6], which was established in 2007.
The first regulatory document — “The Model Regulations of Teachers’ Assessment” approved by the Decree of Ministry and Education of Ukraine of06.10.2010 № 930 was adapted in Ukraine in 2010. It states that one of the necessary conditions of teachers’ degrees (“specialist”, “specialist of the second category”, “specialist of the first category”, “specialist of the highest category”) is the teachers’ ability to implement the ICT and
digital educational resourses into educational process. We can note that we fully agree with M. Kyrylyuk (2008) [5], who states that “the Ukrainian education system needs all its components to be brought to generally accepted international standards, which will definitely meet the highest international standards, including the ICT implementation.
In addition we must say that in order to develop standards for teachers’ ICT competency assessment, it is necessary to determine the range of minimal competencies for teachers. It will definitely demonstrate the basic level of teachers’ ICT competence. According to the Moscow Center Online Education [11, 217], among the big amount of information and communication technologies we can denote the content that will characterize the basic ICT competence, which refers to the “invariant of knowledge, skills and experience of ICT implementation to solve problems” [11]. It is obvious that a teacher who does not have basic ICT competencies can not use the full capabilities of ICT and has to be constantly supported by more experienced users. This fact introduces the necessity to raise the teachers’ awareness in the information and communication technologies sphere to the level of basic ICT competence and constantly improve it.
Basic ICT subject competence includes [11, 218-219]:
1. The general notions in the ICT sphere.
2. The notion of electronic educational resources.
3. The notion and command of operation system interface.
4. The general notion of multimedia.
5. Office technologies skills in the context of the school subject’s didactic materials and working papers preparation. The equation editor, charts and diagrams, calculations in spreadsheets, work with text styles, superscript and inferior symbols, scanning and optical character recognition, the use of audio and video formats and documents presentations, the mode of editing the document, drawing with built-in tools vector graphics can be added depending on the subject.
6. The technique of graphic illustrations. Additionally, depending on the subject, a teacher should command simple methods of converting raster vector formats (charts, formulas, diagrams), have basic understanding of digital photography techniques, color correction and tone images, and basic skills for working with digital camera.
7. Basic Internet services and technologies. 8. Basics technologies for websites designing.
A. Spirin (2009) [13] takes Bloom’s taxonomy as a basis for determining the teachers’ ICT competency level and presents his point of view to determine the teachers’ ICT preparation level. He [14, 191-193] performs 6 levels of ICT competence for a computer science teacher, which, in his opinion, he can be placed to (taking into account subject specifications): the first level — beginner, the second level — minimal basic, the third level — basic, the fourth level — high (basic competencies improvement), the fifth level — advanced, the sixth level — research. Performing the teachers’ ICT competences indicators, O. Bilous, P. Grabowski (2010) [1] introduce the ISTE
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The issues of standardization of teachers’ information-communication competency assessment
approach and six levels division with the following characteristics: the first level, the initial — has a notion — it is a level of information and communication competence, which suggests teachers’ understanding of the ICT importance for education promotion, he is able to demonstrate the understanding of the ICT importance for the educational activities implementation and encourage students to acquire knowledge via these technologies, the second initial basic level — requires teachers’ abilities to use ICT to illustrate the educational materials and software products while teaching a particular subject, describing their needs relating to organizing a teacher’s workplace, the third level, the basic, comprises teacher’s skills to implement the modern ICTs capacities to develop students’ abilities and individualize their work as well as use these technologies to solve major professional tasks and work with parents; the fourth level provides complex theoretical and practical issues completion using these technologies and the internet resources; providing a teacher uses Internet resources freely, operates ICT, has corresponding knowledge in ICT sphere, implements this knowledge while conducting research and projects, works actively with members of the educational process and involves colleagues to social networks cooperation, participate in pedagogical skills contests using ICT, he is at the fifth research level; the last, sixth, expert level comprises teacher’s free knowledge of ICT and Internet resources to make teaching more effective, to improve the quality of the educational process, to be able to assess the ICT skills development, to be an expert in ICT implementing into the educational process, and constantly improve their own level of ICT competence, performing the principle of «long-life education».
The “Methodical recommendations for the ICT basics” were developed by the Ministry of Education of Ukraine. They were added to the letter № 1/9-493 of 24.06.2011 “About the organization of ICT training for teachers”. Every teacher in accordance with these recommendations should be able to navigate the information space, get information,
and use it according to their own needs and requirements of today’s high-tech society. It means that they should: create text documents, tables, figures, charts, presentations, Internet technology, local area networks, databases, carry out a survey, diagnosis, testing, finding relevant information in the Internet, develop electronic products (lessons designing, demonstration materials), combine electronic products (e-books, encyclopedias, tutorials, demo programs, etc.).
Nowadays, when the national standards haven’t been developed yet, the correspondence of teachers’ ICT level to the above mentioned requirements is determined by the relevant local education authorities that inevitably lead to discrepancies in teachers’ ICT competence assessment in different regions of Ukraine. In addition, we believe that we should distinguish between the standards for teachers’ ICT competence assessment (taking into account the subjects delivered), as well as we should have an appropriate standard for pedagogical universities graduates and standards for teachers’ professional development. These standards should be corrected at least 1 time per 3-5 years that will take into account the changes that occur in the ICT sphere as far as it is constantly developing.
In Kharkov Post-Diploma Education Academy in order to provide the teachers’ ICT competence level assessment according to the requirements ofthe UNESCO recommendations and guidelines developed byV. Bykov, O. Bilous and Y. Bohatchkov, the teachers’ ICT competence specifications have been worked out. Tests and control works completion allow us to define the ICT competence level for every teacher with the high factor of probability. We should like to note that in order to meet these requirements the necessary ICT competence training and re-education for teachers should be carried out.
Outcomes. The question of standardization of ICT competence levels for teachers is the top-priority goal at the national level, taking into account the best world achievements in this area and the current state of the ICT implementation into the educational process.
References:
1. Belous O., Grabowski P. Recommendations of the draft of the ICT teachers’ competencies. The Fundamentals of the Information and Communication Competencies Standardization in the Education System of Ukraine: methodical recommendations. - K.: Atika, - 2010. - 187 р., - Р. 65-71.
2. State program of the ICT implementation into the secondary schools educational process «One hundred percent until 2015». Decree of the Cabinet of Ministers of Ukraine № 494 of 13.04.2011.
3. The Qualification Characteristics of Teachers’ Positions. The Unified Reference Book for Managers, Directors, Executives and Employees. Order № 761n from 26, August, 2010. - Moscow: ACT.
4. Zharko I. IV International Computer Literacy ECDL Standard in education. The Teachers’ Computer Literacy in terms of EU standards, the materials of Ukrainian scientific-practical conference (Poltava, 18-20 November 2008), Ministry of Education and Science of Ukraine, Poltava. - Q: Poltava. Institute for Postgraduate Education after Ostrogradski. -2008. - 96, 28-29.
5. Kyrylyuk M. IT European Standards. The Teachers’ Computer Literacy in terms of EU standards, the materials of Ukrainian scientific-practical conference (Poltava, November 18-20, 2008), Ministry of Education and Science of Ukraine, Poltava. -Q: Poltava. Institute for Postgraduate Education after Ostrogradski - 2008. - 96, 53-55.
6. [Electronic resource]. - Educational AITEU Committee. - Access mode: http://uk.compu.wikia.com/wiki/ %D0 %9A %D 0 %BE %D0 %BC %D1 %96 %D1 %82 %D0 %B5 %D1 %82_ %D0 %90 %D0 %9F %D0 %86 %D0 %A2 %D0 %A3_ %D0 %B7 _ %D0 %BE %D1 %81 %D0 %B2 %D1 %96 %D1 %82 %D0 %B8#cite_note-0 - Title screen. Retrieved September, 12, 2013.
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7. Lozitskaya S. The Development of the European System of ECDL Certification in Ukraine. The Teachers’ Computer Literacy in terms of EU standards, the materials of Ukrainian scientific-practical conference (Poltava, 18-20 November 2008), Ministry of Education and Science of Ukraine, Poltava. - Q: Poltava. Institute for Postgraduate Education after Ostrogradski. - 2008 - 96, 47-49.
8. Malitska I. The Implementation of ICT Competencies Standards in the U. S.A. In Bykov Y., Bilous O., Bohachkov M. The Fundamentals of the Information and Communication Competencies Standardization in the Education System of Ukraine: methodical recommendations. - K.: Atika, - 2010 - 187, 22-31.
9. Osadcha K. The European Standards of Teachers’ ICT Competencies. Teaching Process: Theory and Practice. Pedagogical Sciences of Ukraine, Institute of Pedagogy. Education and Adult Education. - K.: ECMO. - 2009, - Vol. 1., - 675, 132-141.
10. Belous O., Grabowski P. The Fundamentals of the Information and Communication Competencies Standardization in the Education System of Ukraine: methodical recommendations. - K.: Atika, - 2010, - 187, 88.
11. Moiseev M., Stepanov V., Patarakyn E., Yushkov A. The development of ICT professional competence. The Fundamental Course. - Moscow: Publishing House «Education Service», - 2008, - 256, 32.
12. [Electronic resource]. - ECDL Ukreint. The European Certification of Ukrainian Users. - Access mode: http://www.ecdl. com.ua/Retrieved December, 23, 2013.
13. [Electronic resource]. - Spirin A. The Information Communication and Information Competence as a Component of Professional and Specialized Competence of IT teachers. The Information Technology and Learning resourses. - 2009 -№ 5 (13). - Access mode: http://journal.iitta.gov.ua/index.php/itlt/article/viewFile/183/169 - Title screen. Retrieved November, 3, 2013.
14. [Electronic resource]. Spirin A. The Theoretical and Methodological Foundations of Teachers’ Professional Training on the Credit-Module System: Monograph. Exactly: Type ofWaiting for them. Franko, - 2007 - 300. -Access mode: http:// ru.iite.unesco.orgpublicationsthemespolicy_briefs - Title screen. Retrieved November, 10, 2013.
15. Regulations on Teachers’ Assessment. Order of MES of Ukraine № 930 of 06.10.2010.
16. [Electronic resource]. - Chaachoua H.: Usage des TICE dans l’enseignement: Quelles competences pour un enseignant des mathematiques? - Access mode: http://www.inrp.fr/Tecne/Rencontre/Chaach.pdf - Title screen. Retrieved September, 12, 2013.
17. [Electronic resource]. - ICT competency standards for teachers: policy framework. - Access mode: http://unesdoc.unesco. org/images/0015/001562/156210e.pdf - Title screen. Retrieved October, 2, 2013.
18. [Electronic resource]. - Standardy przygotowania nauczycieli w zakresie technologii informacyjnej i informatyki, 03.10.08. -Access mode: http://homepage.mac.com/zbl/teksty/STANDARDY_PRZYGOTOWANIA.html - The name of the title the screen. Retrieved October, 20, 2013.
Selivanova Olga Genadievna, Vaytka State Humanities University, Associate Professor, Departament of Pedagogy E-mail: [email protected]
The pupil as the subject of his educational activity
Abstract: The article describes the author's approach to the formation of subjectivity of the pupil in his educational activity and the relationship between the main concepts. The author regards subjectivity of the pupil as a pedagogical phenomena and characterizes the set of the pedagogical conditions of the formation of it.
Keywords: the subjectivity of the pupil, the educational activity of the pupil.
Traditionally the concept of the individual, personality, subject does not differentiate. We believe that it is nursesery to do. The meaningful characteristics of substructures of human’s organization and basic form of development are so:
1. Individual: age and sex characteristics, neurodynamic properties of the brain, individually-typical features, temperament and inclinations, which expresses in ontogenesis.
2. Personality: set of relations, the nature and inclination, orientation, which expresses in socialization.
3. Subject overall activity, the life experience and expresses in self-transformation.
So subjectivity is an important substructure of human organization and concerned with the activity of the pupil.
Our approach is as follows. The new paradigm of education the central figure in the educational process considers the pupil. Personality of becoming a stakeholder, resolving the contradiction between system theme domestic needs (goals and values, motivations and aspirations), on the one hand, and external requirements, on the other hand. In this case the
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