Implementation of technology for the formation of information and communication competence among future choreographers
DOI:
https://doi.org/10.12775/JEHS.2020.10.06.041Keywords
training, technology, implementation, formation, information and communication competence, choreographer, educational processAbstract
The article is devoted to one of the current problems in vocational education – the formation of future choreographers information and communication competence (ICC). The author defines the essence of the concept of "information and communication competence". The article emphasizes that the result of the formation of choreographers information and communication competence in the learning process is the formed competence for this type of activity. When substantiating and developing the technology, the following stages of its implementation are distinguished: motivational, cognitive and technological. All three stages of the developed technology are aimed at the formation of future choreographers of information and communication competence. In the process of professional training of future choreographers for professional activity by means of information and communication technologies the criteria (motivational, semantic, reflective) and levels of formation (high, average, low) are specified. 128 respondents of the first and second courses of the Faculty of Arts of theG.S.SkovorodaKharkivNationalPedagogicalUniversitytook part in the pedagogical research (by consent). The control group consisted of 66 people (CG), and the experimental group – 62 people (EG). The article describes the stages of technology implementation. At the control stage of the pedagogical experiment with the help of methods of mathematical statistics the results of the research were obtained, on the basis of which the efficiency of the introduced technology of information and communication competence formation was proved.
References
Barrett H. C. Electronic Portfolios – A chapter in Educational Technology ABC-CLIO Encyclopedia. URL: http://electronicportfolios.com/portfolios/ encyclopediaentry.htm.
Bawden D. Information and digital literacies: A review of concepts. Journal of Documentation. 2001. Issue 57(2). Р. 218-260/
Bednall T.C., Kehoe E.J. Effects of Self-Regulatory Instructional Aids on Self-Directed Study. Instructional Science: An International Journal of the Learning Sciences. 2011. Vol. 39. №2. P. 205–226.
Ben Youssef A., & Dahmani M. The Impact of ICC on Student Performance in Higher Education: Direct Effects, Indirect Effects and Organizational Change. Revista de Universidad y Sociedad del Conocimiento (RUSC). UOC. 2008. URL: http://www.uoc.edu/rusc/ 5/1/dt/eng/benyoussef_dahmani.pdf.
Bolger B.B., Rowland G., Reuning-Hummel C., Codner S. Opportunities for and Barriers to Powerful and Transformative Learning Experiences in Online Learning Environments. Educational Technology. 2011. Vol. 51. №2. P. 36–41.
DeSeCo. Definition and Selection of Competencies. Theoretical and Conceptual Foundations (DESECO). Strategy Paper on Key Competencies. An Overarching Frame of Reference for an Assessment and Research Program – OECD (Draft). URL: http://www.deseco.admin.ch.
European Union. Key Competencies for Lifelong Learning. Recommendation of the European Parliament and to the Council of 18 December 2006 (2006/962/EC). Official Journal of the European Union. 2006. 30 December. P. 394.
Ferrari A. Digital Competence in Practice: An Analysis of Frameworks. – Euaropean Commission Joint Research Center. Institute of Prospective Tdechnologies Studies.: European Union, 2012. 92 p.
Formation of information and communication competencies in the context of European integration processes of creation of information educational space: manual / O. V. Bilous, O. O. Gritsenchuk, I. V. Ivanyuk, O. E. Kravchina, M. P. Leshchenko, I. D. Malitskaya, N. V. Morse, O. V. Ovcharuk, D. B. Rozhdestvenskaya, N. V. Soroko, L. I. Timchuk, V. A. Tkachenko, M. A. Shinenko, A. V. Yatsyshyn. К.: Атіка, 2014. 212 с.
Harm Biemans, Martin Mulder and others. Competence-based VET in the Netherlands: background and pitfalls. Journal of Vocational Education and Training, 2004. Vol. 56. PP.523–538.
Hoffmann T. The meanings of competency. Journal of European Industrial, 1999. Vol.23. 6. P.275–285.
Laura H. Salganik, Dominique S. Rychen, Urs Moser, John W. Konstant. Projects on Competencies in the OECD Context: Analysis of Theoretical and Conceptual Foundations, SFSO, OECD, ESSI, Neuchatel, 1999. Р. 124-135.
Paul R., Elder L. Critical Thinking Competency Standards. The Foundation for Critical Thinking. 2006. 57 р.
Petukhova L. E. Information competence of the future specialist as a pedagogical problem. Computer at school and family. 2008. №6. Pp. 3-5.
Quality in education and training. European Centre for the Development of Vocational Training, 2011. Р. 23–24.
Romani J. Strategies to Promote the Development of E-competencies in the Next Generation of Professionals: European and International Trends: monograph. Communication and Information Technology Department. Latin-American Faculty of Social Sciences, Campus Mexico (FLACSO-Mexico). 57 р.
The Digital Literacy resource pack Launched by Becta, 2009. URL: http://nationalstrategies.standards.dcsf.gov.uk.
Downloads
Published
How to Cite
Issue
Section
License
The periodical offers access to content in the Open Access system under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0
Stats
Number of views and downloads: 182
Number of citations: 0
