=Paper=
{{Paper
|id=Vol-2254/10000222
|storemode=property
|title=The
preparation of a modern computer science teacher with the help of
resource-saving technologies and green IT implementation
|pdfUrl=https://ceur-ws.org/Vol-2254/10000222.pdf
|volume=Vol-2254
|authors=Olga Pankratova,Ekaterina Konopko,Oksana
Mezentseva,Roman Nemkov
}}
==The
preparation of a modern computer science teacher with the help of
resource-saving technologies and green IT implementation==
https://ceur-ws.org/Vol-2254/10000222.pdf
The preparation of a modern computer science teacher
with the help of resource-saving technologies and green
IT implementation
Olga P. Pankratova Ekaterina A. Konopko Oksana S. Mezentseva
Informatics Dept. Informatics Dept. Information Systems
Stavropol City, NCFU Stavropol City, NCFU Technologies Dept.
olgap ankratova@ mail.ru eakonopko@gmail.com Stavropol City, NCFU
28mos05@mail.ru
Roman M. Nemkov
Information Systems
Technologies Dept.
Stavropol City, NCFU
nemkov.roman@yandex.ru
Abstract
The main trend of a modern education is the rational using of infor-
mation resources in the educational programs implementation. In this
regard, it is important to apply resource-saving (RST) and green IT
(GIT) technologies in education. Green IT culture education should
start at school, and universities should produce qualified teachers who
are able to organize training using these technologies. However, there
is a shortage of such teachers in schools and universities. The module
“European resource-saving trends in Computer Science teacher train-
ing” was introduced into the educational curriculum of bachelors in
order to solve this problem. It is necessary to use this module so that
bachelors (future teachers of computer science) will be ready to apply
and introduce methods of innovative training in schools based on GIT
and RST. The following results have been achieved during the imple-
mentation of this project: a course of lectures and practical exercises on
the declared module have been developed, remote module support and
a virtual platform have been created. It promotes European traditions
and experience in RST and GIT through the Internet. The novelty
of the project implementation is the partnership activity of students
and teachers with use of forums, online discussions, webinars, blogs,
scientific consultations and joint publications.
Copyright c by the paper’s authors. Copying permitted for private and academic purposes.
In: Marco Schaerf, Massimo Mecella, Drozdova Viktoria Igorevna, Kalmykov Igor Anatolievich (eds.): Proceedings of REMS 2018
– Russian Federation & Europe Multidisciplinary Symposium on Computer Science and ICT, Stavropol – Dombay, Russia, 15–20
October 2018, published at http://ceur-ws.org
1 Introduction
The problem of resource-saving is not new, it has remained relevant during the existence of mankind. Scientists
around the world are trying to find the ways to solve it. Recently there are new concepts, technologies and
activities that related to resource-saving activities, for example: technical, economic, scientific and information
activities. Along with this, methods, processes, complexes of organizational and technical measures which are
related to rational and economical using of resources are also considered. The adjective “green” is a fairly new
term in combination with these areas of activity. It is accepted to understand as ecological, safe, economical.
However, until recently the issue of formation of economic, information, legal cultures in combination with RST
and GIT [1, 2] was not raised and was considered in the educational system. At the same time, the rational
using of information resources in the implementation of educational programs has gradually become the main
tendency of modern education. Thus, the strategy of the educational process transition and the management of
education for new methods with using of RST and GIT is an urgent task.
In the world practice, resource conservation is viewed from different angles: as saving natural, energy, labor,
financial, time, production, intellectual and other types of resources. Resource-saving are an actual problem
and have a long history. Back in 1992, the Energy Star project was launched in the USA by the Environmental
Protection Agency. The essence of it was to encourage voluntary energy efficiency trends in the development of
monitors, climate control equipment and other products and technologies. Later Australia, Canada, Japan, New
Zealand, Taiwan and the European Union joined this program.
Russia does not stand aside from this problem. Resource-saving is one of the priorities of the country’s
economy. The State Program “Energy Saving and Improving Energy Efficiency for the Period to 2020” [3] was
accepted in Russia. Projects in this area are constantly being implemented in various regions of the country, for
example:
• The Project “Resource-saving. Choosing the Future”, Omsk [4] was aimed at raising the level of the
population awareness in issues of efficient using of resources (water, energy, heat) in everyday life;
• The project “Resource-saving (Energy)”, Moscow [5] was devoted to the formation of basic theoretical
knowledge of resource-saving technologies in everyday life and school. This project is of particular importance
because it is aimed at fostering a resource-saving culture among the young generation of Russia population.
The Tempus-Project “Fostering Innovations on Green Computing and Communications (GREENCO)” (the
grant from the University of New Cassella, Great Britain) was successfully implemented in 2012-2016 in the
North Caucasus Federal University. The project was devoted to the implementation of advanced technologies
for resource-saving and energy efficiency in the IT-industry. There are other examples, such as, the TEMPUS-
GREENCO Green Computing and Communication project was implemented in Ukraine. As a result, the two-
volume edition of “Green IT Engineering”, ed. Kharchenko V.S. was published in 2014. It contains lecture
materials for master’s, doctoral’s courses and trainings. We have thoroughly studied the experience of imple-
menting these projects and related materials. This experience has become valuable for our study.
The analysis of existing means of activity, the study of the advanced European countries experience in the
field of resource saving formed the understanding that the education of GIT culture should start from school,
and universities should produce qualified teachers who can organize teaching using resource-saving technologies.
However, there are not enough such highly qualified teachers in educational organizations. Thus, despite the
fact that many different projects of the resource-saving area have already been organized and conducted, it is a
new direction and it is the subject of our research.
The aim of the research is to propose a strategy for introducing resource-saving technologies and green IT
into the training of future teachers and for Russian education.
2 Main Part
2.1 Description of The Model of Preparing Students for Resource-Saving Activities
The project “European Trends in Resource-saving in Teacher Training for Informatics” (586905-EPP-1-2017-
1-EN-EPPJMO-MODULE) began in 2017 at the North Caucasus Federal University with the support of the
Erasmus + Program Foundation (Jean Monnet Foundation). This project is used to introduce a unique educa-
tional program in the process of training bachelors. The program is based on the best European experience in
RST and GIT.
This project is directed at formation of abilities of the future teachers in the spheres of computer science
to resource-saving activity, to introduction of educational innovative GIT and RST in schools. The developed
author’s model of the computer science future teachers preparation for resource-saving activities was presented
in [6]. This model consists of several parts interrelated. It was the basis of the project (see Fig. 1).
The conceptual unit of the model contains:
• Requirements for the level of bachelor’s training: the formation of willingness for resource-saving activities;
• Tasks that specify the goal in each individual case: the willingness to introduce innovative methods of
learning in the educational process of the school on the ba-sis of GIT; willingness formation to use RST;
• Approaches: interdisciplinary, systemic and personal-activity, which create the most optimal conditions for
achieving the goal;
• The principles of system, scientific, effectiveness, openness, consciousness and activity suitable for achieving
the goal.
The content unit contains training components that provide scientific-pedagogical, psychological, methodolog-
ical support to the educational process in various forms of presentation (information and reference materials and
educational materials of the module, electronic resources, a virtual platform created for remote module support,
etc.)
The organizational unit is the implementation of the function of the educational process managing. It repre-
sents the development of a set of methods, forms and tools that are modeled taking into account the conditions
for organizing classrooms, extracurricular and independent work of students.
The technological unit includes the implementation of selected educational technologies. They help a student
develop professionally, intellectually, emotionally and socially.
The technical unit is a means of teaching: software and hardware, devices, specialized simulators and computer
modeling tools, automation of scientific research, extra-curricular and organizational-managerial activities, and
computer communications [7].
The diagnostic unit contains pedagogical evaluation (knowledge control systems: rating, computer testing,
portfolio, accumulation systems), levels, criteria and indices of competence of students, results (willingness to
resource-saving activities [8]).
2.2 Module Presentation and Methods Description of Preparation for The Module
It should be noted that pedagogical education has been in the center of attention not only of higher education
specialists, but also of the pedagogical community, both in Russia and abroad in recent years. Training a teacher
for educational and productive pedagogical activity using new teaching technologies causes the greatest problems.
In order to solve this problem, we must introduce innovative courses in the educational process.
Currently, the North-Caucasus Federal University prepares bachelors of pedagogical education on the profile
“Computer Science and Information Technologies in Education”. The module “European Trends in Resource-
saving in the Teaching of Informatics Teachers” is being implemented within the framework of this educational
program. Students learn European methods of innovative education based on GIT during classroom activities and
independent work. They also study the possibilities of RST with the purpose of their application in educational
activities.
The methodology of the project is to integrate the static and dynamic elements of the course into the learning
process. The novelty of the project is the implementation of an individual approach to the formation of various
components of willingness to resource-saving activities in future teachers. At the theoretical level, axiologic (the
system of an individual values motivating a student for resource-saving activities) and cognitive (the system of
necessary competences about the theoretical and methodological foundations of resource-saving) components of
willingness are formed with the help of video lectures, webinars, online discussions. The practical work organized
in the form of debates, discussions, round tables facilitates the acquisition of skills in resource-saving activities by
students. In addition, the partnership activity of teachers and students in the form of project activities, forums,
online discussions, webinars, blogs, scientific consultations and joint publications is a methodical novelty of the
project.
2.3 Project Implementation Technologies
We relied on the accumulated world experience in education with the use of technologies for the implementation
of the project. In general, the elements of online learning are used in the most leading foreign and Russian
universities or “mixed education” is practiced. The list of IT-technologies used in education is constantly
expanding, including through new social media and web 2.0 services. The number of implemented educational
innovations is increasing (for example, mass free online courses). Significant experience in organizing distance
learning and online courses has been accumulated in the world and in Russia. We believe that this experience
will be useful in implementing the announced project.
The distance module support was established during the first year of the project implementation in the NCFU
in Training Management System (https://el.ncfu.ru). Lectures and practicals for the module work are presented
on the remote platform. This allows students not only listen theoretical materials and perform practical tasks
of the module in classroom sessions, but independently remotely work with theory and practice and consolidate
the acquired knowledge and skills.
The module includes lectures using various forms of training: multimedia technologies, interactive methods,
discussions, reviews, videos. The lecture course introduces students to the European approach of resource-saving
and green IT. It provides theoretical basis for understanding of resource-saving activities and forms a willingness
to implement GIT into schools.
The following issues are discussed at the lectures: a review of EU legislation in the field of resource-saving and
IT, the concept and classification of RST, European and Russian experience in resource-saving, energy saving
technologies and world experience in energy saving, modern infocommunication and tablet technologies from the
standpoint of RST, technical means for implementing resource-saving information processes, free software as a
RST, electronic libraries and tablet technology as a re-source for the conservation of wood raw materials, GIT,
cloud services as part of GIT, intellectual resources and its resource conservation through information technology
and artificial intelligence, resources saving educational technologies.
The module provides practical classes for concepts that are more serious and obtaining additional skills for
applying European methods of innovative learning based on green information technologies.
The cycle of practical classes allows:
• To get practical skills of resource-saving activities for future teachers of computer science;
• To form a willingness to introduce innovative methods of teaching in the educational process of the school
on the basis of GIT;
• To get skills of RST applying. Practical work includes project research, business and educational games,
discussions, case study, problem training, brainstorming, solving resource-saving problems, creating mental
maps, etc. Practical work allows:
• To get skills of resource-saving activity through the use of the tablet and mobile technologies, electronic
libraries;
• To study power consumption of information input and output devices and computer devices;
• To get an idea about cloud services as an element of GIT;
• To consider e-learning from the perspective of resource-saving educational technologies and analysis of the
specifics of applying GIT in education.
Practical studies include the research of successful European and Russian projects implemented in the field
of resource-saving.
Remote access to theoretical and practical material provides feedback to students in the form of questions
and assignments on the subject of the module that students must complete and submit on a distance platform
for evaluation by the teacher.
Summer intensity is carried out as an additional work on the project. The project allows students to strengthen
the skills of application received in lecture and practical classes of RST and GIT. The summer intensity takes
place in the format of research activities. The results of the research are the basis for the participation of
students in international conferences, symposiums and forums on GIT and RST. Scientific publications of young
researchers will be presented as a result at conferences. Master classes for students are organized by European
experts who tell students about the possibilities of resource-saving applying in educational activities.
Practical skills, were acquired by students, will be applied in the training of schoolchildren in the summer
IT-school and in pedagogical practice. Future teachers of computer science, working with schoolchildren in the
IT-school, will be able to apply their experience in the field of RST and GIT, will carry out joint projects with
schoolchildren, will organize round tables and discussions, will participate in webinars and teleconferences about
resource-saving topics. Group research projects of students and schoolchildren will be presented as a results
of the summer school. In the long term, the acquired competences can be applied by bachelors when writing
scientific articles, bachelor’s work or master’s thesis. These skills will allow young teachers to introduce European
methods of innovative education based on GIT into the educational process of schools, as well as to apply RST
in their further professional activities, including with the goal of creating an international partnership.
A virtual platform for organizing of a distance information support of the educational process, as well as,
access to all module materials and feedback to students is created within the module. The virtual platform
of the module of pedagogical and methodological materials allows students to have online access 24/7 to all
the teaching materials of the module, provides an opportunity to share the results of applied research and
experimental teaching work for students and teachers on the topic’s module. In the future, coordination of the
work of thematic seminars, round tables, conferences on the project will be carried out on the platform. The
platform will provide telecommunications support for the activities of the professionals network. In addition, the
training materials for the project will be presented on the platform in electronic form (in English and Russian)
in the future.
Thus, the virtual platform promotes the European traditions and experience of RST and GIT through the
Internet. Module development is becoming available to the entire world. The virtual platform will allow widely
distribute information among the Russian-speaking population, since, at the present time, such information
about the European experience in the field of resource conservation is not enough. Unfortunately, RST are
practically not used in Russian educational organizations.
3 Conclusion and Expected Results
The successful implementation of this project will contribute to an increase of the graduates number (bachelors of
teacher education) who will receive special competencies in the field of resource-saving information technologies
and will be able to apply advanced European experience of the green technologies using in their professional
pedagogical activities.
Introduction of green technologies and world experience of resource-saving in educational organizations will
lead to the resource-saving culture for the younger generation of Russia. Successful implementation of the
project will help to increase the competitiveness of pedagogical education graduates, expand their mobility and
orientation not only on the Russian, but also on the world labor market for further employment. At the present
stage of economic relations development, one of the most important tasks is the maximum economy and rational
use of all types of resources, further improvement of existing technologies and the rapid development of innovative
RST, including, we believe, educational ones. Graduates will be ready to introduce educational programs that
are competitive in the international market of educational services.
References
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BabakAkhgar. Boston, 2015, p. 348 - ISBN: 978-0-12-801379-3.
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Figure 1: Model of the computer science future teachers preparation for resource-saving activities