APPLICATION OF DIGITAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF FUTURE PRESCHOOL EDUCATION SPECIALISTS

B. Semchuk
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Abstract

The article describes the process of formation of digital competence in future specialists of preschool education, special skills and abilities of orientation in information flows, application of necessary digital information, its adequate perception and critical thinking. Examples of practical application of digital technologies in preschool education are given: analysis of pedagogical phenomena that take place when using Power Point, social media, networks, blogs and websites to teach students. The concept of “digital competence” is revealed. The article clarifies that with the help of digital technologies can be implemented educational, didactic, organizational and creative functions: stimulation and development of cognitive processes; ensuring democratization, openness, individualization, interactivity, flexibility and accessibility of learning, creative self-realization, and personal self-development. It is determined that the use of digital technologies expands the operational capabilities of pedagogical reality, deepens its virtual characteristics, which include: travel to the world of mathematical, natural, philological, artistic, anthropological concepts; spiritualization of categories, phenomena, characters and communication with them; moving along the axis of time and imaginary stay in distant epochs, communication with people who lived in different historical periods; transfer to parallel realities (book, television, Internet); safe experimentation with concepts, phenomena, arbitrary choice of actions that do not lead, as in real life, to irreparable consequences; correction of events that occurred; recurrence of events in order to change their consequences; creative development of educational and cognitive reality from the local to the global level. Keywords: digital competence, digital technologies, functions of digital competence, preschool education specialists, information and communication technologies.
数字技术在教育过程中的应用,培养未来的学前教育专家
本文描述了未来学前教育专家数字能力的形成过程、信息流定位的特殊技能和能力、必要数字信息的应用、数字信息的充分感知和批判性思维。给出了数字技术在学前教育中的实际应用实例:分析了使用powerpoint、社交媒体、网络、博客和网站对学生进行教学时发生的教学现象。揭示了“数字能力”的概念。本文阐明了数字技术可以实现教育、教学、组织和创造功能:刺激和发展认知过程;确保学习的民主化、开放性、个性化、互动性、灵活性和可及性、创造性自我实现和个人自我发展。确定数字技术的使用扩展了教学现实的操作能力,加深了其虚拟特征,其中包括:前往数学,自然,文字学,艺术,人类学概念的世界;范畴、现象、人物的精神化及其沟通;沿着时间轴移动,想象停留在遥远的时代,与生活在不同历史时期的人们交流;转移到平行现实(书籍、电视、互联网);对概念、现象、任意选择的行为进行安全实验,而不会像在现实生活中那样导致不可挽回的后果;已发生事件的纠正;重复:为了改变其后果而使事件重复;教育和认知现实的创造性发展从地方层面到全球层面。关键词:数字能力,数字技术,数字能力功能,学前教育专家,信息通信技术。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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