CC BY
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PEDAGOGICAL SCIENCES / «COLyOMUM-JMTMaL» 2024
UDC 378.091.3:811.111
Ivanenko V.
(ORCID ID 0000-0002-4151-8194) Military Institute of Armoured Forces of National Technical University "Kharkiv Polytechnic Institute",
Kharkiv, Ukraine DOI: 10.24412/2520-6990-2024-1194-48-49 THE USE OF CLOUD TECHNOLOGIES IN THE PROCESS OF LEARNING ENGLISH IN HIGHER
EDUCATION INSTITUTIONS.
Abstract.
The article describes the peculiarities of using cloud services in the process offorming English communicative competence and the model of interaction between a distance learning system (DLS) and cloud services, which contributes to improving the quality of the learning process. The methodological features of the model of interaction between a distance learning system and cloud services are defined and described; the methods of using cloud services in a distance learning system in the process of teaching a foreign language aimed at developing students' English communicative competence are illustrated.
Keywords: cloud technology, cloud computing, distance learning, Internet space, studying English.
Statement of the problem: Today it is almost impossible to imagine life without a computer, the Internet and IT technologies. Modern people cannot imagine their lives without the Internet with its social communication and information resources. We are witnessing the growth of a generation of visuals, for whom the main source of information is the visual range. All this explains the need to use new global information developments in educational activities. One of the innovations in the educational process used in the modern world is cloud services. The experience of developed foreign countries shows that the introduction of cloud computing into the educational process is an excellent solution to the problems of computerisation of education.
The English-language term Cloud computing was first used back in 1993 by Eric Schmidt to refer to services that remotely support various data and applications hosted on remote servers. Over the past two decades, cloud technologies have completely conquered the information space. In the field of networking technologies, this phrase is a symbol of today's time. Why the cloud? The graphical prototype of the term owes its appearance to diagrams and other illustrations in the form of clouds, which are used to depict the Internet. So what exactly is cloud computing? A cloud is a certain centre, server or their network where data and applications are stored and connected to users via the Internet.
Cloud computing refers to distributed data processing technologies in which computer resources and capacities are provided to the user as an Internet service.
In short, cloud computing is a data processing technology in which computer resources are provided to an Internet user as an online service.
Abstract of the main material: In the context of modern educational reforms in Ukraine, it is necessary to look for new methods and approaches that will motivate teachers to work hard to achieve results.
The teacher should be a mentor who should correctly guide the child to find something new, interesting and original. In order to find a common language with children and get along with them, you need, first of all,
to be interested in modern trends, to learn what they are interested in. This means, first and foremost, using ICT, cloud technologies, organising video conferencing, creating remote access, and mastering new innovative technologies.
The problems of using cloud technologies in modern socio-cultural conditions have been studied by leading scientists Spirina O.M., Soroko N.V., Bykov V., Vember V., Zhaldak M., Morse N., Litvinova S., Rakov S. and others. The following works were considered: "Influence of modern educational technologies on achievement of subject results of educational activity" (T. Gordienko, L. Hrynevych, K. Kolesina, O. Savchenko, A. Khutorsky); "Theoretical foundations of personality-oriented learning in the context of subject integration of education" (A. Barannikov, V. Huzeyev, P. Lerner, etc.); "Formation of on-line learning environment in secondary schools. Computer in school and family" (S. Lytvynova).
However, the problem of using cloud-based environment services in the process of teaching English in higher education institutions is still insufficiently researched.
Recently, the introduction of cloud technologies in the educational process has been growing rapidly. A common advantage for all users of cloud technologies is that they can access the cloud not only from a PC or laptop, but also from a netbook, smartphone, tablet, because the main requirement for access is the Internet, and the cloud software uses the power of a remote server; consumers use the software without installing it. It should be noted that thousands of people with access rights can access the cloud simultaneously.
Higher education institutions have the opportunity to create their own online spaces, the educational environment of the institution. Cloud services can be called full-fledged learning tools that make the educational process more efficient, interesting and accessible to students, in the process of which they develop information, media and computer skills.
Learning a foreign language is a rather troublesome and time-consuming process. In the course of learning, students have to learn to read, write, listen and speak. As this is not an easy task, it is sometimes quite
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difficult for a student to cope with it. To facilitate the learning of a foreign language and increase the interest of students in the process, a teacher-mentor is needed to coordinate their work. Due to the fact that each student perceives information at a different speed, there is a need for an individual approach to each student. One of the methods of implementing this approach is the use of cloud technologies. Using this service, a teacher and a student can communicate with each other via remote access at any time convenient for them.
The notion of using cloud technologies in foreign language lessons primarily includes the establishment of communication techniques when teaching a subject in which a personal gadget plays a central role.
However, in addition to the availability of technical means, the learner must be familiar with the process of using a computer and the Internet and be able to interact with these means.
Thus, by working together with the teacher and completing certain exercises, students can practice their reading, speaking, listening and writing skills. To complete these tasks, they can use a variety of Google services to help them learn the language easily and efficiently.
Google offers a modern tool for building learning portals - Google Apps for Education - to introduce cloud technologies into the learning system. Google Apps is a set of cloud services that help teachers and students work and communicate wherever they are and whatever devices they use. Easy to set up, use, and manage tools (email, calendar, online documents, and interactive applications) allow you to focus on what really matters [3].
Creating your own cloud-based pedagogical portfolio on Google Drive means that all documents, presentations, photos and videos are stored for an unlimited time, and every second of information is remembered and cannot disappear, as it happens on computers. The owner can, if he wishes, open access to viewing and collaboration to other users.
The possibilities of education using the Google cloud environment are enormous: storage of photos, videos, text documents of unlimited size; remote work; accessibility outside of work; instant information storage. The Google Apps Education Edition cloud platform provides the following services: Google Calendar, Gmail, Google Drive, Google Sites, Google Docs. Google Drive is a storage for storing your own files and the ability to configure access rights to them. Google Docs is a service for creating documents, tables, presentations, with the ability to share access rights with several users [3].
Convenience and versatility of access is ensured by the wide availability of services. At the same time, there are certain security problems when cloud providers can store important information on their servers for years, and cybercriminals can intercept information.
In English classes, students use smartphones, tablets, and laptops to search the Internet for information and pictures illustrating their group's performance during short-term projects. In the absence of textbooks, smartphones and tablets use electronic versions of textbooks. Students learn to use digital technologies consciously.
Using video blogging, students shoot videos on their mobile phones or tablets on the topic being studied in English, where they express their own vision of the speaking situation and make videos that are viewed and discussed in English in class.
Social media plays an important role in students' lives, particularly in the process of learning English. Students have long since learnt to integrate social media into their learning. When working on long-term projects, they share information in a group to give a speech or create a presentation.
Conclusion: The global experience of implementing and using cloud technologies shows that it is promising to use them in the national education system. The introduction of cloud technologies in the educational process of an educational institution has a number of advantages: free use of software; mobility in work and universal access to information; protection of personal data and delimitation of access to shared information; lack of technical support for the platform and preliminary configuration; the possibility of introducing new interactive forms of work.
Thus, cloud technologies have brought about a real revolution in education, encouraging students and teachers to self-education and self-improvement.
References:
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2. Боброва Т. О. Сучасш шдходи у формуванш лшгвютично!, комушкативно! та мiжмовноi компе-тенцш у навчанш шоземно! мови у вищому нав-чальному заклащ [Електронний ресурс]. URL: http ://cprsob.ru/load/21-1-0-91.
3. Буртовий С.В. Хмарш технологи в освгга: Microsoft, Google, IBM (Травень 26, 2015)Posted by admin.- Режим доступу htpp//nina-novosad.blog-post.com/2015/12/Microsoft-google-ibm.html
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5. Литвинова С.Г. «Хмарш сервюи Office 365»: навч. Поабник /С.Г.Литвинова, О.М. Сшрш, Л.П. АнЫна /за заг. Ред. С.Г. Литвиново!.-К.: Ком-принт,2015. - 170 с.
