Assessing Information and Communicative Competence of Future Special Education Teachers in the Use of Resources of the Informational Educational Environment

This article aims to analyse the problem of developing the readiness to use re- sources and services of the informational educational environment in work and study in students of pedagogical universities (future special educational needs (SEN) teachers). The urgency of creating technologies for prac...

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Veröffentlicht in:Psihologičeskaâ nauka i obrazovanie Jg. 26; H. 4; S. 54 - 68
Hauptverfasser: Artemova, E.E., Danilova, A.M., Podvalnaya, E.V., Tishina, L.A.
Format: Journal Article
Sprache:Russisch
Veröffentlicht: Moscow State University of Psychology and Education 01.01.2021
Schlagworte:
digital educational environment
ict competence
informational educational environment
special educational needs teacher
students with special needs
ISSN:1814-2052, 2311-7273
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Abstract This article aims to analyse the problem of developing the readiness to use re- sources and services of the informational educational environment in work and study in students of pedagogical universities (future special educational needs (SEN) teachers). The urgency of creating technologies for practice-oriented train- ing of future SEN teachers (speech pathologists, teachers of individuals with hearing and visual impairments, teachers of children with mental retardation) is caused by the increasing requirements to the training of such specialists. The article presents results of an experimental study on the levels of information and communicative competence in first- and second-year students (N=114) of bachelor programmes in special education of children with disabilities. We used the following methods in our study: online questionnaires, pedagogical observation, practical tasks and tests within certain courses, and analysis of students’ works that were conducted using ICT (information and communication technologies). The criteria that we established for assessing the general user, pedagogical and subject components of ICT competence allowed us to determine its levels in bachelor students. The analysis of the data obtained in our study helped to identify the areas of concern and the necessary elements in the training of future special education teachers. Представлены материалы, отражающие результаты изучения проблемы формирования готовности студентов дефектологических факультетов педагогических вузов к использованию ресурсов и сервисов информационной образовательной среды в учебно-профессиональной деятельности. Подчеркивается, что актуальность разработки технологий практико-ориентированной подготовки учителей-дефектологов (учитель-логопед, сурдопедагог, олигофренопедагог, тифлопедагог) обусловлена возросшими требованиями к уровню преподавания в области специального образования обучающихся с ограниченными возможностями здоровья. Исследовалась сформированность информационно-коммуникационной компетентности студентов 1—2 курсов бакалавриата направления подготовки 44.03.03 «Специальное (дефектологическое) образование», направленность программы «Обучение и воспитание детей и подростков с ОВЗ» (N=114). Применялись онлайн-анкетирование, педагогическое наблюдение за использованием ИКТ будущими дефектологами при решении учебных и профессиональных задач, выполнении практических и контрольных работ по дисциплинам «Введение в профессию», «Педагогические основы профессиональной деятельности», «Специальная педагогика», анализ продуктов деятельности студентов с применением ИКТ. Выделенные критерии оценки общепользовательского, общепедагогического и предметно-педагогического компонентов ИКТ-компетентности позволили авторам определить уровень ее сформированности у студентов-бакалавров. Анализ полученных результатов дал возможность обозначить проблемные точки и определить необходимые составляющие процесса подготовки дефектологических кадров.
AbstractList This article aims to analyse the problem of developing the readiness to use re- sources and services of the informational educational environment in work and study in students of pedagogical universities (future special educational needs (SEN) teachers). The urgency of creating technologies for practice-oriented train- ing of future SEN teachers (speech pathologists, teachers of individuals with hearing and visual impairments, teachers of children with mental retardation) is caused by the increasing requirements to the training of such specialists. The article presents results of an experimental study on the levels of information and communicative competence in first- and second-year students (N=114) of bachelor programmes in special education of children with disabilities. We used the following methods in our study: online questionnaires, pedagogical observation, practical tasks and tests within certain courses, and analysis of students’ works that were conducted using ICT (information and communication technologies). The criteria that we established for assessing the general user, pedagogical and subject components of ICT competence allowed us to determine its levels in bachelor students. The analysis of the data obtained in our study helped to identify the areas of concern and the necessary elements in the training of future special education teachers.
This article aims to analyse the problem of developing the readiness to use re- sources and services of the informational educational environment in work and study in students of pedagogical universities (future special educational needs (SEN) teachers). The urgency of creating technologies for practice-oriented train- ing of future SEN teachers (speech pathologists, teachers of individuals with hearing and visual impairments, teachers of children with mental retardation) is caused by the increasing requirements to the training of such specialists. The article presents results of an experimental study on the levels of information and communicative competence in first- and second-year students (N=114) of bachelor programmes in special education of children with disabilities. We used the following methods in our study: online questionnaires, pedagogical observation, practical tasks and tests within certain courses, and analysis of students’ works that were conducted using ICT (information and communication technologies). The criteria that we established for assessing the general user, pedagogical and subject components of ICT competence allowed us to determine its levels in bachelor students. The analysis of the data obtained in our study helped to identify the areas of concern and the necessary elements in the training of future special education teachers. Представлены материалы, отражающие результаты изучения проблемы формирования готовности студентов дефектологических факультетов педагогических вузов к использованию ресурсов и сервисов информационной образовательной среды в учебно-профессиональной деятельности. Подчеркивается, что актуальность разработки технологий практико-ориентированной подготовки учителей-дефектологов (учитель-логопед, сурдопедагог, олигофренопедагог, тифлопедагог) обусловлена возросшими требованиями к уровню преподавания в области специального образования обучающихся с ограниченными возможностями здоровья. Исследовалась сформированность информационно-коммуникационной компетентности студентов 1—2 курсов бакалавриата направления подготовки 44.03.03 «Специальное (дефектологическое) образование», направленность программы «Обучение и воспитание детей и подростков с ОВЗ» (N=114). Применялись онлайн-анкетирование, педагогическое наблюдение за использованием ИКТ будущими дефектологами при решении учебных и профессиональных задач, выполнении практических и контрольных работ по дисциплинам «Введение в профессию», «Педагогические основы профессиональной деятельности», «Специальная педагогика», анализ продуктов деятельности студентов с применением ИКТ. Выделенные критерии оценки общепользовательского, общепедагогического и предметно-педагогического компонентов ИКТ-компетентности позволили авторам определить уровень ее сформированности у студентов-бакалавров. Анализ полученных результатов дал возможность обозначить проблемные точки и определить необходимые составляющие процесса подготовки дефектологических кадров.
Author Tishina, L.A.
Artemova, E.E.
Podvalnaya, E.V.
Danilova, A.M.
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SubjectTerms digital educational environment
ict competence
informational educational environment
special educational needs teacher
students with special needs
Title Assessing Information and Communicative Competence of Future Special Education Teachers in the Use of Resources of the Informational Educational Environment
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