Contemporary Teacher Competencies Development: a Study of ICT Tools for Professional Activities in Russia and Spain
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Data
2017Autor
Noskova, Tatiana
Pavlova, Tatiana
Yakovleva, Yakovleva
Gutiérrez Esteban, Prudencia
Espada, Rafael Martín
Cubo Delgado, Sixto
Masa, Juan Arias
Puerto, Gemma Delicado
Díaz, Laura Alonso
Tosina, Rocío Yuste
Metadane
Pokaż pełny rekordStreszczenie
The paper examines the relations between teacher competencies and the
specificity of the use of ICT tools in professional activities. The research was
carried out within the frame of the IRNet project with the participation of two
universities – the Herzen State Pedagogical University of Russia and the University
of Extremadura, Spain. The results of the survey described give a general idea of
various ICT tools use intensity in both countries. Overall, teachers take advantage
of the electronic content capabilities for fostering students’ motivation. Teachers
benefit from ICT tools’ efficiency and performance, and they use cloud technologies
for supporting networking and collaboration. Spanish teachers appear to
be more active users of ICT tools. They apply LMS more intensively, together
with own lectures recordings and foreign language e-resources. For facilitating
students’ communication, they apply discussion forums and online lectures intensively.
For management, the most popular tools are electronic organisers,
criterial rubrics, and online polls. The choice of e-resources that teachers use is
largely based on their communication preferences and ways to manage teaching;
these e-resources aim at facilitating learners’ cognitive activities. As in the case of
the active use of LMS, the electronic system induces the application of available
communication means (e.g. forums, online lectures, etc.) together with the appropriate
management capabilities (e.g. electronic organisers, criterial rubrics, online
polls, etc.). The results of the survey can help identify problem areas in teachers’
ICT competencies.
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