Formation of information and digital competence of science teachers: activity component

V.P. SHPAK; O.V. BARDADYM

doi:10.38014/osvita.2022.90.14

Authors

V.P. SHPAK Doctor of Pedagogical Sciences, Professor of the Primary Education Department, Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine
O.V. BARDADYM Postgraduate Student of the Primary Education Department,Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine

DOI:

https://doi.org/10.38014/osvita.2022.90.14

Keywords:

activity, future teachers, information and digital competence, activity-based approach, natural science

Abstract

Information and digital competence covers a wide range of skills, knowledge and attitudes such as problem solving, critical thinking, creativity, communication, collaboration and digital literacy. It also includes an understanding of the ethical and legal aspects of using digital technologies. Information and digital competence is becoming an important part of the competence set of the 21st century and is gaining increasing importance in many areas of life and activity. The optimal model of using information and digital technologies is considered to be their combination with traditional technologies, since such a symbiosis helps to expand the possibilities of traditional forms of education. Their use allows: editing the created content, constantly supplementing it, modeling it in audiovisual form, which allows better visualization and assimilation of educational material; collecting and analyzing student data; improving the quality of learning by supplementing classical teaching tools, textbook content, tests; adapting to society in accordance with the urgent need; better interaction. The study shows that digital learning tools are regularly used in the learning process. This can be realized through: understanding the nature of information, mastering learning tools, and not just acquiring structured knowledge; developing a set of skills for the types of work that are needed now and will be needed in future teaching activities. It is proved that the training of science teachers should consist of two stages. The first stage is initial training: it involves familiarizing future science teachers with the recognition and basic handling of various technological devices that will be in the classroom,
studying their basic tools and identifying digital learning materials. The second stage is ongoing training: future science teachers have a variety of training offers that will allow them to think about the use of ICT in education, to use resources developed for science subjects in primary and basic school in a creative way.

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