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

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

Palavras-chave:

Tecnologias digitais, Alfabetização digital, Ensino e processo educativo, Oportunidades didácticas, A tecnologia de ponta no ensino

Resumo

A organização eficaz do processo educativo no contexto da rápida aceleração da digitalização da sociedade é impossível sem aumentar a sua literacia digital. Consequentemente, é necessário estudar o estado actual da literacia digital, e procurar e implementar novos modelos de aprendizagem no sistema educativo baseados na aplicação de tecnologias modernas e inovadoras e métodos de ensino digitais. Esta investigação visava estudar o nível de literacia digital dos professores, bem como as oportunidades e tendências futuras na didáctica digital. Foram utilizados dois métodos principais: desenvolvimento de um modelo lógico abstracto e um inquérito a fim de medir o nível de literacia digital de professores e educadores na Ucrânia. A análise dos dados do inquérito revelou que professores da educação básica e professores universitários atingiram o nível mais elevado de literacia digital, que é significativamente mais elevado do que o nível médio russo.

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Biografia do Autor

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

Professor de Treinamento Profissional e Teórico, Especialista da Categoria de Qualificação Mais Alta, Professor Sênior.

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

Candidato a Ciências Pedagógicas, Professor Associado, Faculdade de Navegação, Departamento de Língua Inglesa para Oficiais de Convés.

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

Professor Associado do Departamento de Língua Inglesa para Oficiais de Convés, Faculdade de Navegação. Doutorado em Pedagogia.

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

Professor sênior do Departamento de Filologia Estrangeira e Tradução, Faculdade de contabilidade e finanças, Departamento de Filologia Estrangeira e Tradução. 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

Candidato a Ciências Pedagógicas, Professor Associado, Departamento de Filologia Estrangeira e Tradução.

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