Influence of digital educational resources on didactic possibilities for the educational process (on the example of english language)

Oksana Kostenko; Olena Frolova; Svitlana Barsuk; Uliana Shostak; Nataliia Bondar

doi:10.29051/el.v7i00.15888

Autores/as

Oksana Kostenko Kremenchuk Higher Vocational School №7 (HVS), Kremenchuk – Poltava – Ukraine https://orcid.org/0000-0002-6402-6504
Olena Frolova Kherson State Maritime Academy (KSMA), Kherson – Ukraine https://orcid.org/0000-0002-1510-2902
Svitlana Barsuk Kherson State Maritime Academy (KSMA), Kherson – Ukraine https://orcid.org/0000-0002-5487-8690
Uliana Shostak Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics (VITE KNUTE), Vinnytsia – Ukraine https://orcid.org/0000-0002-3258-2098
Nataliia Bondar Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics (VITE KNUTE), Vinnytsia – Ukraine https://orcid.org/0000-0002-0981-6714

DOI:

https://doi.org/10.29051/el.v7i00.15888

Palabras clave:

Tecnologías digitales, Alfabetización digital, Proceso docente y educativo, Oportunidades didácticas, La tecnología de vanguardia en la enseñanza

Resumen

La organización eficaz del proceso educativo en el contexto de la rápida aceleración de la digitalización de la sociedad es imposible sin aumentar su alfabetización digital. En consecuencia, es necesario estudiar el estado actual de la alfabetización digital, y buscar e implementar nuevos modelos de aprendizaje en el sistema educativo basados en la aplicación de modernas tecnologías innovadoras y métodos de enseñanza digital. El objetivo de esta investigación es estudiar el nivel de alfabetización digital de los profesores, así como las oportunidades y tendencias futuras de la didáctica digital. Se han utilizado dos métodos principales: el desarrollo de un modelo abstracto-lógico y una encuesta para medir el nivel de alfabetización digital de los profesores y educadores de Ucrania. El análisis de los datos de la encuesta ha revelado que los maestros y profesores universitarios han alcanzado el nivel más alto de alfabetización digital, que es significativamente más alto que el nivel medio ruso.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Oksana Kostenko, Kremenchuk Higher Vocational School №7 (HVS), Kremenchuk – Poltava – Ukraine

Teacher of Professional and Theoretical Training, Specialist of the Highest Qualification Category, Senior Teacher.

Olena Frolova, Kherson State Maritime Academy (KSMA), Kherson – Ukraine

Candidate of Pedagogical Sciences, Associate Professor, Navigation Faculty, English Language Department for Deck Officers.

Svitlana Barsuk, Kherson State Maritime Academy (KSMA), Kherson – Ukraine

Associate Professor of English Language Department for Deck Officers, Navigation faculty. PhD degree in Pedagogy.

Uliana Shostak, Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics (VITE KNUTE), Vinnytsia – Ukraine

Senior lecturer at the Department of Foreign Philology and Translation, Аccounting and finance faculty, Department of Foreign Philology and Translation.

Nataliia Bondar, Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics (VITE KNUTE), Vinnytsia – Ukraine

Candidate of Pedagogical Sciences, Associate Professor, Department of Foreign Philology and Translation.

Citas

AVIRAM, A.; ESHET-ALKALAI, Y. Towards a Theory of Digital Literacy: Three Scenarios for the Next Steps. European Journal of Open, Distance and E-Learning, Warsaw, n. 1, p. 1-11, 2006.

CHOSHANOV, M. A. E-didactics: New view on education theory in digital technology era. Educational Technology & Society, v. 16, n. 3, p. 684-696, 2013.

CORTONI, I.; LO PRESTI, V. Innovative Teaching and Digital Literacy in Preschool. App Content Analysis and Experimental Case Studies in a Sociological Perspective. Italian Journal of Sociology of Education, Padova, v. 10, n. 2, p. 41-56, 2018. DOI: https://doi.org/10.14658/pupj-ijse-2018-2-4

ESTEVE-MON, F. M.; LLOPIS, М. A.; ADELL-SEGURA, J. Digital Competence and Computational Thinking of Student Teachers. International Journal of Emerging Technologies in Learning, Vienna, v. 15, n. 2, p. 29-40, 2020. DOI: https://doi.org/10.3991/ijet.v15i02.11588

FROM, J. Pedagogical Digital Competence—Between Values, Knowledge and Skills. Higher Education Studies, Ontario, v. 7, n. 2, p. 43-50, 2017. DOI: https://doi.org/10.5539/ hes.v7n2p43

GALÁN, J. G. Media Education as Theoretical and Practical Paradigm for Digital Literacy: An Interdisciplinary Analysis. European Journal of Science and Theology, Iasi, v. 11, n. 3, p. 31-44, 2015.

GARITO, M. A. Distance Learning: The New Era of the University. Procedia - Social and Behavioral Sciences, Amsterdam, v. 93, p. 1749-1754, 2013. DOI: https://doi.org/10.10 16/j.sbspro.2013.10.110

HANS, A.; AKHTER, S. Emerging Trends in Teacher’s Education. The Macrotheme Review, Austin, v. 2, n. 2, p. 23-31, 2013.

JAHNKE, I. et al. Digital Didactical Designs – Reimagining Designs for Teaching and Learning. In: INTERNATIONAL CONSORTIUM FOR EDUCATIONAL DEVELOPMENT, 2014, Stockholm. Proceedings […]. Stockholm: ICED, 2014. DOI: https://doi.org/10.1007/978-3-319-11200-8_13

KAEOPHANUEK, S.; NA-SONGKHLA, J.; NILSOOK, P. A Learning Process Model to Enhance Digital Literacy using Critical Inquiry through Digital Storytelling (CIDST). International Journal of Emerging Technologies in Learning, Vienna, v. 14, n. 3, p. 22-37, 2019. DOI: https://doi.org/10.3991/ijet.v14i03.8326

KLAFKI, W. Studien zur Bildungstheorie und Didaktik. Weinheim: Beltz. 1963.

Krumsvik, R. J. Situated learning and teachers’ digital competence. Education and Information Technologies, United States, v. 13, n. 4, p. 279-290, 2008. DOI: https://doi.org/10.1007/s10639-008-9069-5

MATVIYEVSKAYA, E. G. et al. Formation of Information and Communication Competence of Future Teachers. International Journal of Emerging Technologies in Learning, Vienna, v. 14, n. 19, p. 65-76, 2019. DOI: https://doi.org/10.3991/ijet.v 14i19.10990

MHOUTI, A. E.; ERRADI, M.; NASSEH, A. An Evaluation Model of Digital Educational Resources. International Journal of Emerging Technologies in Learning, Vienna, v. 8, n. 2, p. 29-35, 2013. DOI: https://doi.org/10.3991/ijet.v8i2.2501

NIKOLIĆ, V. et al. Appraisal and review of e-learning and ICT systems in teaching process. Physica A: Statistical Mechanics and its Applications, Amsterdam, v. 513, p. 456-464, 2019. DOI: https://doi.org/10.1016/j.physa.2018.09.003

OSSIANNILSSON, E. Innovative Learning and Innovative Learning Spaces. Asian Journal of Distance Education, Delhi, v. 14, n. 1, p. 98-116, 2019. Available: http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/296. Access: 3 Dec. 2021.

SARIPUDIN, S. et al. Digital Literacy Qualitative Analysis in Vocational Teachers. In: VOCATIONAL EDUCATION INTERNATIONAL CONFERENCE (VEIC 2019), 2019, Dordrecht. Proceedings […]. Dordrecht: Atlantis Press, 2019. DOI: https://doi.org/10.2991/assehr.k. 191217.043

STARCIC, A. I.; TURK, Ž.; ZAJC, M. Transforming Pedagogical Approaches Using Tangible User Interface Enabled Computer Assisted Learning. International Journal of Emerging Technologies in Learning, Vienna, v. 10, n. 6, p. 42-52, 2015. DOI: https://doi.org/10.3991/ijet.v10i6.4865

ZÁHOREC, J.; HAŠKOVÁ, A.; MUNK, M. Teachers’ Professional Digital Literacy Skills and Their Upgrade. European Journal of Contemporary Education, Slovakia, v. 8, n. 2, p. 378-393, 2019. DOI: https://doi.org/10.13187/ejced.2019.2.378

ZHAO, P.; KYNÄSHLAHTI, H.; SINTONEN, S. A qualitative analysis of the digital literacy of arts education teachers in Chinese junior high and high schools. Journal of Librarianship and Information Science, United Kingdom, v. 50, n. 1, p. 77-87, 2018. DOI: https://doi.org/10.1177/0961000616658341