Зарубіжний досвід розвитку ІК-компетентності вихователів дошкільної освіти
Електронна бібліотека НАПН України
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http://lib.iitta.gov.ua/710319/
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| Title |
Зарубіжний досвід розвитку ІК-компетентності вихователів дошкільної освіти
Зарубежный опыт развития ИК-компетентности воспитателей дошкольных образовательных учреждений Foreign experience the development of information-communication competence of tutors of preschool educational institutions |
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Горленко, В.М.
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001.9 Dissemination of ideas
37.01 Fundamentals of education. Theory. Policy etc. 374 Education and training out of school. Further education |
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| Description |
В статті досліджуються шляхи розвитку інформаційно-комунікаційної компетентності вихователів дошкільних навчальних закладів на основі вивчення наукових досліджень зарубіжних вчених, спеціальної літератури, сайтів дошкільних навчальних закладів. Вивчений досвід свідчить про актуальність проблеми розвитку ІК-компетентності педагогів дошкільної освіти для різних держав. На прикладі Норвегії, Швеції, Словаччини і Росії. описано ефективні форми розвитку інформаційно-комунікаційної компетентності вихователів
В статье исследуются пути развития информационно-коммуникационной компетентности воспитателей дошкольных образовательных учреждений на основе изучения научных исследований зарубежных ученых, специальной литературы, сайтов. Изученный опыт свидетельствует об актуальности проблемы развития ИК-компетентности педагогов дошкольных образовательных учреждений для разных стран. На примере Норвегии, Швеции, Словакии и России. описаны эффективные формы развития информационно-коммуникационной компетентности воспитателей. In terms of the integration of Ukraine into the international educational space the study of achievements of world science level will facilitate the development and implementation of effective approaches to the development of information and communication competence of teachers in preschool education. The article examines how to develop information and communication competence of teachers in preschool facilities by studying foreign research scientists, literature and websites about preschool education. The experience of countries shows that the development of ICT competence of teachers in preschool education is taking place in states with different development levels. Described effective forms of information and communication competence of teachers Norway, Sweden, Slovakia and Russia. In Norway national report on the results of state in 1999 has shown the lack of ICT in teaching pre-school education. Therefore, the project Nordplus launched additional training for caregivers in preschool institutions. Within another national project "Continuous education in the early childhood education sector - review of demand and supply" - online course lasting 3 months was developed, in which users gained knowledge about educational programs and computer games in general and focused on preschool children. Swedish national curriculum for pre-school children (1998) emphasizes the importance of giving all children equal access to ICT. Implemented measures to improve skills aimed at developing educational practices in pre-schools. However, the Swedish society common opinion about the negative impact of ICT on preschool children, resulting in strong resistance is felt ICT implementation in practice of preschool education. To increase the level of digital competence P.Henuol considers it is necessary to apply project-oriented approach. Effective form of which is workshop. In Slovakia, to support ICT expertise of educators in 2009 the national project "Education teaching staff of kindergartens" was started. Among the options of ICT competence development, educators could use : Training Centres ECDL, teacher - teacher, preschool - preschool, non-profit center of modern educational technologies EDULAB. In Russia, as part of the Federal Law №273 "On Education in the Russian Federation" measures were taken in terms of public educational institutions, commercial organizations and programs of private training centers (technological courses ICT vendors like Intel, basic computer literacy courses), joint programs and public commercial organizations (for teachers, professionals, revealing the possibility of appropriate teaching without ICT). Effective informatisation is provided by thoroughly developed legal framework that is focused on pre-school education. This analyzed experience is an example of a successful combination of different forms and methods that promote information and communication competence of teachers. |
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Ужгородський національний університет
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| Date |
2016
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Article
PeerReviewed |
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text
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uk
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| Identifier |
http://lib.iitta.gov.ua/710319/1/Horlenko_%D1%81%D1%82%D0%B0%D1%82%D1%82%D1%8F%20_%D0%A3%D0%B6%D0%B3%D0%BE%D1%80%D0%BE%D0%B4_%D0%B7%D0%B0%D1%80%D1%83%D0%B1%D1%96%D0%B6%20%D0%B4%D0%BE%D1%81%D0%B2%D1%96%D0%B4.pdf
- Горленко, В.М. (2016) Foreign experience the development of information-communication competence of tutors of preschool educational institutions Науковий вісник Ужгородського університету. Серія: "Педагогіка. Соціальна робота", 2 (39). pp. 62-67. ISSN 2524-0609 |
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