=Paper=
{{Paper
|id=Vol-2494/invited_paper_2
|storemode=property
|title=Formation of ICT Competencies of Postgraduate Students of Teacher Education Based on Interactive Techniques
|pdfUrl=https://ceur-ws.org/Vol-2494/invited_paper_2.pdf
|volume=Vol-2494
|authors=Valentina Kormakova,Alla Klepikova,Elena Musaelian,Galina Baybikowa,Maria Lapina
}}
==Formation of ICT Competencies of Postgraduate Students of Teacher Education Based on Interactive Techniques==
https://ceur-ws.org/Vol-2494/invited_paper_2.pdf
Formation of ICT – Competencies of Postgraduate
Students of Teacher Education Based on Interactive
Techniques
Valentina Kormakova Alla Klepikova
Belgorod National Research University Belgorod National Research University
Belgorod, Russia, 308015 Belgorod, Russia, 308015
kormakova@bsu.edu.ru klepikova@bsu.edu.ru
Elena Musaelian Galina Baybikowa
Belgorod National Research University Belgorod State Institute of Culture and Arts
Belgorod, Russia, 308015 Belgorod, Russia, 308033
musaelian@bsu.edu.ru g.baybikowa@yandex.ru
Maria Lapina
North-Caucasus Federal University
Stavropol, Russia, 355009
mlapina@ncfu.ru
Abstract
The given paper presents research for the formation of ICT compe-
tencies of postgraduate students of teacher education through interac-
tive teaching techniques. Training of postgraduate students of teacher
education is carried out in accordance with the requirements of the
competence-based approach. It is one of the priority areas of IT-based
management of higher education. By competence we mean the ability
of a learner to apply knowledge and skills, job competency centered
personal skills and experience in a certain area of life activity. Com-
petence is thought of as a combination of professional knowledge and
skills, ways of professional activities, certain competences mastery, in-
cluding information and communication. Hence, one of the most im-
portant components of the professional competence of a future teacher
is the competent use of ICT tools in solving professional and teaching
problems. Currently, teachers have the opportunity to implement their
job competence following modern information and communication tech-
nologies and interactive teaching techniques by means of the Internet
network resources. In our study, the criteria for the formation of ICT
competencies are formulated: students ’ awareness of the importance
Copyright 2019 for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
In: Jože Rugelj, Maria Lapina (eds.): Proceedings of SLET-2019 – International Scientic Conference Innovative Approaches to
the Application of Digital Technologies in Education and Research, Stavropol – Dombay, Russia, 20-23 May 2019, published at
http://ceur-ws.org
of ICT for education; technologies and means of processing textual,
numerical and graphical information mastery; teamwork in the infor-
mation and educational environment; skills in presentation and com-
munication management of the educational process; the involvement of
students in the educational process by means of interactive methods.
According to these criteria, we have developed a methodology in teach-
ing of masters to be following the teaching techniques, the results of
which are proved in the findings.
Keywords: higher education, postgraduate students of teacher educa-
tion, the formation of ICT competencies, information technology, in-
teractive teaching techniques.
1 Introduction
The urgency of the research is that the higher education system is to provide a background for training competent
specialists to be engaged in a modern information society. Therefore, one of the priority educational concerns
at the university is the use of modern information and communication technologies and interactive teaching
techniques, and specifically in training of postgraduate students of teacher education. Interactive training tech-
nologies enable to get new knowledge, develop students’ learning and cognitive activity, promote high forms of
interaction: cooperation and partnership. The training of post – graduate students who have ICT knowledge
and skills and interactive methods of professional activity enables them to realize creative self-fulfillment in the
information society. This is the main concern of modern teacher education. Interactive teaching technologies are
focused on the formation of skills to carry out different kinds of independent and practical activities to collect,
process, store, transmit, and produce educational information. The specifics of information technology aim to
get used to a dynamically developing IT field, develop job competency, implement the principles of integration
of national educational systems.
Currently, in many countries, the European Framework for the Digital Competence of Educators (Dig-
CompEdu) is widely used. It is based on a systematic approach to support the development of digital com-
petence for educators at all levels of education, from early childhood to higher and adult education. Meanwhile,
the framework includes non-formal, general and vocational education and training, as well as education for peo-
ple with special needs.Developing digital competencies of educators makes it possible to fully use the potential
of digital technologies to improve teaching and learning, prepare students for life and work in a digital society
[Red17].
In Russia in the preparation of future masters of pedagogical education, the teaching staff in their activities
is to be guided by the requirements of the Federal State Educational Standard (FSES) in the field of training
44.04.01. Teacher education, the level of training - Master. According to the requirements of the Federal State
Educational Standards for mastering the educational program for postgraduates it is necessary to form the
following cultural and professional competencies: the ability to carry out activities in various fields by means
of resource information databases (GC-4); the ability to acquire independently and to use new knowledge and
skills following information technology, that includes those not related to professional activity field (GC-5); the
ability to design forms and methods to control quality of education, various types of testing and measurement
materials following information technologies and taking into account domestic and foreign experience (PC-9);
willingness to use modern information and communication technologies and mass media to decide professional
concerns (PC-20) [FSE15].
Thus, the analysis of the quality of training of postgraduate students of teacher education in Russia following
the Federal State Educational Standards shows the great opportunities for the formation of a high level of ICT
competence of masters to be. ICT-competent masters of teacher education are able to develop teaching materials
in an open information and educational environment; provide effective teaching support in the educational
process; to carry out pedagogical interaction of the subjects of the educational process by means of modern
information and communication technologies.
2 Research Objective
The aim of the research is to study the process of formation of ICT competencies of postgraduate students
of teacher education through interactive teaching techniques. In the training of post – graduate students of
teacher education in the discipline ”Information technologies in professional activities” the learning outcomes
are knowledge and skills necessary for the development of ICT competencies.
The authors suggest that deciding the concerns of forming ICT competencies of masters to be by means of
new interactive teaching techniques in the discipline ”Information technologies in professional activities” will
enable future specialists to master: 1) basic information technologies when compiling, processing and forming
information databases; 2) the main means of obtaining, storing and processing information to form information
databases; 3) methods of comprehension and critical analysis of scientific information, the use of resource-
information bases for the implementation of professional activities; 4) the rules for the use of modern diagnostic
technologies and evaluation of learning outcomes, various types of testing and measurement materials; 5) forms
of education quality control by means of ICT.
3 Method Development
The methodological basis for our research was a system-based approach to education as a general scientific
methodology for researching systems (R. Akoff, V.G. Afanasyev, H. Wissema, A.I. Prigozhin, B.A. Raizberg,
etc.), a system-activity approach in Master training (A.G. Asmolov, B.S. Gershunsky, T.G. Vizirov, E.G. Yudin,
and others); personality-activity approach in the management of the educational process (A.V. Borovskikh,
De Kaluve, L.G. Peterson, N.Kh. Rozov, T.I. Shubina, and others); competence-based approach to learning
(M.A. Bocharnikova, V.A. Dalinger, A.N. Dakhin, I.A. Zimnyaya, O.E. Lebedev, etc.); an integrated approach
to the delivery of educational material (S.O. Bryzgalova, N.N. Malofeev, FLL. Ratneo, N.D. Shmatko, etc.);
information technology approach (V.P. Bespalko, E.I. Mashbits, E.S. Polat, P.I. Obraztsov, etc.). The theoretical
understanding of usage of information technologies in education is highlighted in the works of A.A. Andreev,
M.V. Moiseeva, E.S. Polat, M.Yu. Bukharkina, M.I. Nezhurina, A.V. Khutorskoy and others; conceptual issues
of designing and developing interactive training materials based on information technologies were considered
by T.P. Voronina, S.M. Lesin, D.A. Makhotynym, I.V. Robert et al .; theory and methodology of pedagogical
research - Yu.K. Babansky, V.V. Kraevsky and others.
In our study, we relied on international and domestic normative sources that moderate the structure of
digital competence of educators [Red17]; to the requirements of the Professional Standard Teacher [Pro15], state
educational standards (SES) in the direction of training 44.04.01. Pedagogical education, the level of training -
Master. Peculiarities of the information and educational environment (IEE) to enhance cognitive activity and
develop creative abilities of masters are considered in the work of T. Vizirov [Viz13]. Interactive technologies of
student - teacher interaction in IEE as an open pedagogical system are viewed in the works of A.G. Asmolov, A.L.
Semenov, A.Yu. Uvarov [Asm10], E.G. Skibitskiy, [Ski09], V.N. Kormakova, A.G. Klepikova, E.N. Musaelyan
et al. [Korm18]. The findings of scientists on this issue are unanimous: the use of IEE greatly expands the
possibilities of teacher - student interaction, allows the teacher to use interactive educational technologies more,
enhance the students ’activities, organize virtual student – student and student- teacher interaction,arrange
training sessions in various interactive forms, apply independent procedures for assessing learning outcomes.
Many scholars agree that the use of interactive teaching methods activates the activity component of classes
[Vyg00], increases students’ interest in studying a particular academic discipline, encourages activity, motivates
success [Nik02], [Les13]. According to foreign scientists, it is necessary to choose such interactive teaching
methods that help students achieve their educational goals [Pra15],[Flo00]. The use of gamification as a set of
tasks and / or rewards allows to motivate students to be active in acquiring the necessary practical experience
(Dr. Arne May, Donald Clark, Zichermann, Erica Lasola-Caramol, Pranjalee Lahri) [Don15], [Eri16].
When developing a methodology to recognize the level of ICT competence development, the authors proceeded
from the fact that the progress of educational technology is determined by the criteria of its effectiveness. Proper
definition of performance criteria determines the success of the task and the scientific validity of the findings. It
can be represented on the ground of experimental data that are reflected in quantitative indicators. In accordance
with the European Framework for the Digital Competence of Educators (DigCompEdu), the requirements of
the Professional Standard Teacher [Pro15], the UNESCO recommendations on the structure of ICT competence
of teachers [Struct11], we represented the following criteria for the development of ICT competencies: students
’ awareness of the importance of ICT for education; technologies and means of processing textual, numerical
and graphical information mastery; the interaction of key-players of the educational process in the information
educational environment; skills in presentation and communication management of the educational process; the
students’ involvement in the educational process through the use of interactive method.
The study showed that a high level of ICT competencies mastery can be achieved through the use of the
following interactive teaching techniques and pedagogical technologies: 1) collaborative learning (Google+); 2)
teamwork on the Internet (web-quests); 3) interactive learning games, Case-study; 4) involvement in gamification
and storytelling learning. The applied interactive teaching techniques contributed to the maximum involvement
of future masters of teacher education in creative educational and professional activities, the development of
students’ skills in teamwork, in innovative projects; allowed to rethink the experience of using student-centered
learning, to be more adoptive to innovative ideas and methods. Emotional contacts of students, communicative
skills of educators in joint efforts with students, skills to organize teamwork, and further creative self-fulfillment
of masters in professional and educational activities made up the activity and competence basis for interactive
teaching methods.
4 Discussion
Having reviewed research literature, theoretical base, and methodology of the study, the authors made the
assumption that professional competencies mastery can enable postgraduate students to improve their ICT
technology level, to implement them in professional and educational activities. Currently, “the problem of
education is the problem of a teacher, who is a weak link in terms of information technology” [Kuv16]. However,
we state that “a teacher still remains the main link responsible for the content, organization, efficiency and
quality of the educational process” [Bog14]. This enables the teacher to use new interactive techniques and
forms of interaction with students, to fulfill creative potential in order to improve the quality of the educational
process.
It is important to note that training of postgraduate students of teacher education to be engaged in mod-
ern information technology society is “in the new information and educational environment, which strengthens
cognitive activity and the development of students’ creative abilities, willingness for self-development” [Viz13].
The informational and educational environment allows a teacher to use extensively interactive educational tech-
nologies, to strengthen the thinking activity of postgraduate students, to organize virtual student – student and
student – teacher interaction, to deliver lectures in various interactive forms, to apply independent procedures
for evaluating learning outcomes. Interactive methods of teaching imply innovative logic of the educational pro-
cess ”from the formation of new experience to its theoretical understanding through application”. We present
thorough characteristics of interactive teaching methods that were used in the study.
The practice of team based work system on the Internet contributes to the formation of competence - the
management of the educational process [Pro15], through which the students systematically interact, succeed in
a controlled information space. As a tool for joint efforts, we used Google+ as an environment for organizing the
networking of those who were engaged in the educational process in off-line and on-line modes. For example, the
usage of the ClassRoom tool allowed us to create a community and organize the students’ interaction in a specific
professionally -centered environment. The students had the opportunity to develop and improve communication
skills, to show creativity and get timely feedback from fellow students and teachers. Each of them could create
his or her own ClassRoom and try on the role of a teacher while organizing a virtual educational process with
the essential elements of feedback: a forum, Google Form, tasks and still other (Figure 1).
Figure 1: Work product Drama in the ClassRoom
The strength of the given tasks is the formation of a style of activity that is hinged on co-creation, joint efforts
of a teacher and students.
Collaborative learning is a method that involves the cooperation of learners in groups. This way they succeed
in learning when interacting with each other. “Organizing and conducting group work in a telecommunication
environment, collaborative learning as co education, is a result of which students work, collectively constructing
and producing new knowledge” [Moi04], [Pol10]. Cooperation technologies in collaboration include a web quest,
an inverted class, a group puzzle (the mosaic method), a rotation, etc.
In the training, we used the web quest technology that provides the following opportunities: arousing students’
interest in studying a particular academic course; use for the perception of various types of information (textual
graphics, video and audio); presenting a variety of case problems, etc. [Nik02]. The usage of interactive teaching
methods helps students to fulfill practice-centered tasks, to enhance the training session [Vyg00]. Following
the teachers” instructions, masters to be search for necessary materials on the Internet and address teaching
situations. They take a liking to try on the roles that this or that quest implies, to follow the tasks proposed
in the quest. As a reflection, students either come up with their own web pages on this topic, or other creative
outputs in electronic, printed or spoken form. The output of post- graduate students in creating their own
web-quest is shown in Figure 2.
Figure 2: Work product on the creation of the Web-Quest ”On computer networks”)
Interactivity (as applied to information technologies) is the ability of an information and communication
system to respond differently to any user actions in active mode. The use of interactive technologies in training
allows the learner to be closer to the course content, to include it in the pedagogical environment, to encourage
activity, to motivate the students to get success. The usage of design tools for individual, group and collective
activities, roles and events visualization is one of the important teacher competencies. Therefore, the teacher
has to take into account each students’ interests and needs. The usage of interactive services with the active
involvement of students in the teaching and learning activities was a part of our methodology. Interactive
web services 2.0, LearningApps (http://learningapps.org/), Wizer.me (http://app.wizer.me/) contain interactive
tasks that enable a teacher provide feedback to learners in no time.
Here, the attention of the postgraduate students is drawn to the fact that the use of such services in teaching
will provide an opportunity to create their own classroom (to work with students) and application software
for stored exercises. In the classroom, a teacher can create accounts for the students or ask them to perform
interactive tasks. In the application software, you can collect all the developed tasks and share them with other
students (Figure 3). Such assignments may be included in the training content, in a formative or final assessment.
The tasks compiled by means of such services can be offered to students as home assignment, the class has the
opportunity to spend time on correcting mistakes related to these tasks. These services can also be used to
create various didactic materials, in games, contests, to fill a portfolio, etc.
Figure 3: Interactive tasks in LearningApps
According to foreign researches, “involvement in learning is characterized by physical (behavioral) and mental
activity. Primarily, to provide the students with an interesting lesson it is necessary to pay attention to mental
activity, i.e. to choose interactive teaching techniques that enable the students to get new knowledge and skills”
[Pra15]. In this context, the authors concerned themselves with the use of gamification in learning as one of
the modern form in education. Individual elements are added to the planned learning process that depends
on various factors, such as the group’s level of training, a special event, etc. The lesson can or cannot have
game elements. The learning process that is based on the game enables the students to produce a desired effect.
Game- based education as a simple set of tasks and / or rewards greatly motivates the student to perform certain
actions. Consequently, the students get opportunities for self-fulfillment in quizzes and problem games, which
motivates them to get necessary real-life experience.
In respect to our methodology, gamification came into fruition on the basis of a set of interactive tasks with
their staged implementation (Figure 4). The fulfillment of such tasks by the postgraduate students made it
simple “to move from a laissez faire to assertiveness and progress in getting the educational experience” [Don15].
Figure 4: Game - based education: a) Crossword puzzle, b) Game Millionaire
One of the areas of gamification is storytelling, a pedagogical technique developed on the use of stories
with a certain structure which aims at doing academic tasks of learning, mentoring, development and motivation
[Erm16]. The authors distinguish two main types of pedagogical storytelling: classical and active. In the classical
storytelling, the teacher gives the students specific teaching information such as rules, theory, explanation,
experiments, laws, etc., couched in a vivid memorable story. In the active storytelling, the students follow the
teacher’s recommendations and make up stories themselves; simulate various teaching cases and ways to decide
them; analyze teaching cases independently or with the help of a teacher. Storytelling gives is efficient in cases
when it is important to get the information across to the students, to motivate them. When the case is couched
in a visual form, the result of its impact increases. Therefore, the visual storytelling (Digital Storytelling) is one
of the powerful learning tools that allows not only to get the information across, but also to earn an emotional
response.
The technology of engaging in learning based on Digital Storytelling provides to: develop imagination and
creativity; build trust and empathy based relationships; overcome the fear of public speech; learn storytelling
through first -hand experience; sublimate own feelings, get rid of the psychological burden. The academic
literature reports several types of creating visual stories [Pop18]: 1) In a chronicle history a teacher makes up a
story, for example, about the inventor of the first computer ..., about the first antivirus programs ..., what the
first book was like..., or how first robot appeared... etc 2) A story about the process. . . Enables the teacher to
tell about the process of making anything - from the simplest programs to the most complex devices. But this
can be a story, even an imaginary one, about the first experience of creating something, before the first successful
project, etc. The main thing is that the story is emotional. 3) When I was a child ... In the story the teacher
can tell about what shas reached when he was at the students age, neither belittling nor exaggerating his or her
merits. Such stories inspire students to succeed, to believe in themselves, to increase diligence in new knowledge
mastery. Such stories made up by postgraduates during the study of the course ”Information technology in
professional activities,” which can easily ”fit” any lesson, are presented in Figures 5-6.
Figure 5: The story made using PowToon service Figure 6 :The story made using Storybird service
5 Findings
The study of the formation of ICT competencies of post–graduate students of teacher education at Belgorod Na-
tional Research University (Russia, Belgorod), Belgorod University of Arts and Culture (Russia, Belgorod), and
North - Caucasus Federal University (Russia, Stavropol) were based on observations, surveys of postgraduates,
testing the retained knowledge of students, implementation of practice-centered tasks. For example, diagnostic
assessment of 174 first- and second-year postgraduates of Teacher’s Institute of Belgorod National Research
University, a first –year postgraduates of Belgorod University of Arts and Culture and a first – year students of
North - Caucasus Federal University put in the following performance. Respondents’ replies differed in relation
to the process of ICT competencies mastery. At the same time, it is necessary to state that all post-graduates
were unanimous in their opinion that practical tasks encouraged them in learning activities, stated the reason
for creative self-fulfillment and involved in the learning process. The majority of respondents noted that they
had changed their attitude towards innovative methods and technologies and intended to use ICT tools and in-
teractive teaching techniques in the future. 44.25% of respondents admitted that all practical tasks were feasible
and increased their information competence, 53.45% of respondents mentioned that it was interesting, despite
the difficulties they faced when carrying out certain tasks. Practical tasks did not arouse interest and did not
affect the level of professional competencies mastery in 1.72% of respondents. Only 0.57% of students felt bored
as the tasks were too easy for them to complete (Figure 7).
Figure 7: The results of the survey of postgraduates of teacher education on the importance of ICT tools and
interactive teaching techniques in professional activities
The authors tested the retained knowledge of postgraduates in order to obtain an independent assessment of
the students’ progress as part of knowledge assessment. The diagnostic assessment of the retained knowledge
reflects the indicators of the formation of ICT competences of post- graduate students of teacher education
in studying the course unit ”Information technology in professional activity.” Testing took place in the Pegas
e-learning system of Belgorod National Research University on the basis of a previously developed test tasks
which were created by the authors of the course unit. Comparative analysis of indicators of ICT competence
development at the beginning and at the end of the study showed that, in general, post-graduates improved their
ICT knowledge and skills. They were ready to process textual, numerical and graphical information, to organize
joint activities in the information educational environment and creative self-fulfillment (Figure 8).
As it can be seen in Figure 8, according to all criteria, there is a positive tendency in the formation of ICT
competencies. The data were obtained when testing the retained knowledge of students (comparative analysis at
the start of the study). Thus, out of 174 post-graduates 13 % increased the level of awareness of ICT importance
in education, the level of technologies and means of processing textual, numerical and graphical information
mastery - 14%. The 25% increase in the value of the criterion of key-players of the educational process in the
information and education environment indicates that the post- graduates have gained knowledge about the new
possibilities of the Internet network resources based on collaboration, the ability to work in a team, and the
teacher –student interaction.
Figure 8: Testing results of postgraduate students of teacher education at the start and at the end according to
the criteria of the formation of ICT competencies
The increase of the criterion “availability of presentation and communication management skills of the edu-
cational process” was 6%. This is due to the fact that the majority of post-graduates, being aware how make
presentations, found out new possibilities for themselves and created various situations to decide pedagogical
problems effectively. It was proved that interactive teaching methods encourage learners to simulate various
professionally - centered situations, to find out ways for creative self-fulfillment. This is proved by the increase
of the criterion ”involvement of students in the educational process” by 24%.
However, the survey of postgraduates represented in the study of universities show that there are some
different preferences in the ways of arranging joint activities in the information-educational environment and
organizational-communication interaction. So, for example, undergraduates of the Belgorod State National
Research University prefer the combined education, which allows learners to attend classes in the real classroom
or virtually, by connecting to the learning process through a webcam online. Whereas the postgraduates of the
North - Caucasus Federal University prefer a mixed study using distance learning technologies. At the same
time, the students in the Belgorod University of Culture and Arts prefer direct visual and auditory contacts. It
emerged that these differences are related to the specifics of the future professional activity of postgraduates.
6 Conclusion
The obtained findings prove the achieved research goals and show that by means of interactive teaching tech-
niques the postgraduate students of teacher education got a high level of ICT competencies mastery. The use
of interactive teaching techniques: collaborative learning (Google+), teamwork on the Internet (web-quests),
interactive learning games-tasks, Case-study, learning through gamification and storytelling contributed to mas-
tering the learning outcomes. In arranging joint activities in the information-educational environment of the
university and organizational-communication interaction, it is necessary to take into account the specifics of
future professional activities of students.
The authors express gratitude to Belgorod National Research University, North Caucasus Federal University
and Belgorod University of Culture and Arts management for the opportunity to undertake the research.
References
[Red17] Redecker Christine, Punie Yves, EUR - Scientific and Technical Research Reports, Publications Office of
the European Union – 2017, URL: https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-
research-reports/european-framework-digital-competence-educators-digcompedu
[FSE15] FSES HE in the training program 44.04.01 Teacher education URL:
http://fgosvo.ru/uploadfiles/fgosvom/440401.pdf
[Pro15] Professional standard of the teacher (Concept and content). URL:
https://kapotnya.mskobr.ru/files/professional nyj standart pedagoga.pdf
[Asm10] A.G. Asmolov, Russian school and new information technologies: focus on the next decade / Asmolov
.G., Semenov A.L., Uvarov A.Yu. - M .: FIRO and VTSRA, 2010. - 68 p.
[Viz13] T.G. Vizirov Training of postgraduate students of teacher education in the new information-educational
environment // Concept. 2013. 05 (May). - ART 13093. 0.4 p. L. - URL: http: http://e-
koncept.ru/2013/13093.htm- State. reg. Al number FS 7749965. - ISSN 2304-120X.
[Kor18] V.N. Kormakova, A.G. Klepikova, Yu.A.Prokopenko, E.N. Musaielian Quality management princi-
ples of scientific and methodological support for students’ activity within e-learning environment /
Kormakova V.N., Klepikova A.G., Prokopenko Yu.A., Musaielian E.N. // Proceedings International
Multidisciplinary Symposium ICT Research in Russian Federation and Europe “Integrating Research
Agendas and Devising Joint Challenges” (REMS-2018) (15-20 october, 2018) // Edited by: Massimo
Mecella, Marco Schaerf, Drozdova V.I., Kalmykov I. A. - Roma, Italy; Stavropol, Russia, 2018. P.
63-75.
[Ski09] E.G. Skibitskiy, Informatsionno-obrazovatelnaya sreda vuza: tsel ili sredstvo v obespechenii kach-
estva obrazovaniya? [Information and educational environment of the University: the pur-
pose or means in ensuring the quality of education?] Trudy SGA, 6, pp. 52-67. Available at:
http://www.edit.muh.ru/content/mag/trudy/06 2009/06.pdf .
[Les13] S.M. Lesin, D.A. Makhotin, P.S. Medvedev, K.A Moskvina. Educational presentation as a multimedia
learning tool: a teaching aid. - M.: MGPU, 2013. 73 p.
[Vyg00] L.S.Vygotsky Pedagogical psychology. - M .: Pedagogy, 2000. 480 p.
[Pra15] Pranjalee Lahri. Games vs Game-based Learning vs Gamification. URL:
https://www.upsidelearning.com/blog/index.php/2015/05/21/games-vs-game-based-learning-vs-
gamification.
[Flo00] L. Florian Special Education and School Reform in the United States and Britain / L. Florian, D.
Pullin. - London and New York: Routledge, 2000.
[Nik02] N.V. Nikolaeva Educational quest projects as a method and means of developing the skills of students’
informational activities // Issues of Internet education. 2002. N7. URL - http://vio.fio.ru/vio 07
[Don15] Donald Clark. Gaming Design For E-learning. URL: http://ww.w.cedma-
europe.org/newsletter%20articles/misc/Games%20and%20e-Learning%20(Nov%2006).pdf
[Eri16] Erica Lasola-Caramol. 4 Ways Gamification Transforms eLearning Experiences. URL:
https://elearningindustry.com/4-ways-gamification-transforms-elearning-experiences
[Kuv16] News.ru. Interview with S. Kuvshinov, Vice-Rector for Informatization and New Technologies in Edu-
cation, RSUH. - URL: http://www.cnews.ru/reviews/free/edu/interview/rsuh/
[Bog14] I.B. Bogoryad, T.B. Lysunets Changing the role of the teacher in the perspective of blended learning
// In the world of scientific findings // N2.5(26) - 2014 - URL: http://naukarus.com/izmenenie-roli-
prepodavatelya-v-kontseptsii-smeshannogo-obucheniya
[Moi04] M.V. Moiseeva, E.S. Polat, M.Yu. Bukharkina, M.I. Nezhurina Internet-learning: technology of peda-
gogical design / Ed. Mois. - M .: Cameron Publishing House, 2004. 216 p.
[Pol10] Sovremennye pedagogicheskie i informatsionnye tekhnologii v sisteme obrazovaniya [Modern peda-
gogical and information technologies in the education system] (eds. Polat Ye.S., Bukharkina M.Yu.).
Moscow: Izdatelskiy tsentr ”Akademiya”, 2010 - 368 p.
[Erm16] Z.E. Yermolaeva, O.V. Lapukhova Storytelling as a pedagogical technique for constructing educational
tasks in a higher school // Scientific-methodical electronic journal ”Concept”. 2016. N6 (June). 0.7 lp
- URL: http://e-kon-cept.ru/2016/16132.htm
[Pop18] E. Popova Storytelling techniques in the classroom - URL: http://informatiki.tgl.net.ru/metodika-
prepodavanija/storitelling.html
[Pri17] A.N. Privalov, Y.I. Bogatyreva, V.A. Romanov, V.N. Kormakova Safe information environment as a
quality indicator of educational institution management // Naukovyi Visnyk Natsionalnoho Hirnychoho
Universytetu. 2017. N4. P. 140-144.