1


CTE 2019 – When cloud technologies ruled the education

                 Arnold E. Kiv1, Mariya P. Shyshkina2[0000-0001-5569-2700],
       Serhiy O. Semerikov2,3,4[0000-0003-0789-0272], Andrii M. Striuk4[0000-0001-9240-1976],
               Mykola I. Striuk4 and Hanna M. Shalatska4[0000-0002-1231-8847]
         1 Ben-Gurion University of the Negev, P.O.B. 653, Beer Sheva, 8410501, Israel

                                       kiv@bgu.ac.il
       2 Institute of Information Technologies and Learning Tools of the NAES of Ukraine,

                          9, M. Berlynskoho Str., Kyiv, 04060, Ukraine
                                shyshkina@iitlt.gov.ua
    3 Kryvyi Rih State Pedagogical University, 54, Gagarina Ave., Kryvyi Rih, 50086, Ukraine

                                  semerikov@gmail.com
    4 Kryvyi Rih National University, 11, Vitaliy Matusevych Str., Kryvyi Rih, 50027, Ukraine

     andrey.n.stryuk@gmail.com, stryukm@gmail.com, shalatska@i.ua



         Abstract. This is an introductory text to a collection of papers from the CTE
         2019: The 7th Workshop on Cloud Technologies in Education, which was held
         in Kryvyi Rih, Ukraine, on the December 20, 2019. It consists of short
         introduction and some observations about the event and its future.

         Keywords: cloud technologies in education, digital transformation of learning,
         cloud-based learning environment, scloud services for learning foreign
         language, cloud technologies in STEAM education.


1        CTE 2019 at a glance

Cloud Technologies in Education (CTE) is a peer-reviewed international Computer
Science workshop focusing on research advances, applications of cloud technology in
education.
   The CTE Workshop occupies contributions in all aspects of educational technologies
and cloud-based learning tools, platforms, paradigms and models, functioning
programmes or papers relevant to modern engineering and technological decisions in
the IT age. There is urgent general need for principled changes in education elicited by
current e-learning tools, services and IT communication.
   CTE topics of interest since 2018 [43]:
─ Mobile and blended learning.
─ Cloud-based e-learning platforms, tools and services.
─ Cloud-based learning environments.
─ Cloud technologies of open education.
─ Cloud technologies of mobile learning.
─ Cloud-based learning management systems.

___________________
Copyright © 2019 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
2


─ Cloud technologies for informatics learning.
─ Cloud technologies for mathematics learning.
─ Cloud technologies for physics learning.
─ Cloud-based and mobile learning technologies for teacher and VET.
─ Seamless learning and holistic education modelling and design.
─ Massive open online courses.
─ Open learning systems and virtual conferences for training professionals.
─ Methods of using cloud-based learning tools.
This volume represents the proceedings of the 7th Workshop on Cloud Technologies in
Education (CTE 2019), held in Kryvyi Rih, Ukraine, in December 20, 2019 (Fig. 1, 2).
It comprises 42 contributed papers that were carefully peer-reviewed and selected from
66 submissions. Each submission was reviewed by at least 3, and on the average 3.5,
program committee members. The accepted papers present the state-of-the-art
overview of successful cases and provides guidelines for future research.




                                Fig. 1. CTE 2019 opening

The volume is structured in five parts, each presenting the contributions for a particular
workshop track.


2      Session 1: Digital transformation of learning

The article “Digital competence of pedagogical university student: definition, structure
and didactical conditions of formation” (Fig. 3) of Mykhailo V. Moiseienko, Natalia V.
Moiseienko, Iryna V. Kohut and Arnold E. Kiv [76] defines and substantiates didactic
conditions of digital formation competences of students of pedagogical universities:
actualization of motivational value training of students of pedagogical universities;
                                                                                   3


organization of interaction between students and teachers of pedagogical universities
on the Internet through the creation of digital information educational environment;
creation of individual educational trajectories of students.




                         Fig. 2. At the beginning of CTE 2019




                           Fig. 3. Presentation of paper [76]
4


The article “The methodology of development of information and communication
competence in teachers of the military education system applying the distance form of
learning” (Fig. 4) of Vasyl V. Yahupov, Vladyslav Yu. Kyva and Vladimir I. Zaselskiy
[159] theoretically substantiates the methodology of development of information and
communication competence in teachers of the military education system applying the
distance form of learning. Scientific approaches to the concepts of “methodology” have
been analyzed and the author’s vision of “the methodology of development of
information and communication competence in the military education teachers” has
been suggested. In particular, they determine the methodological approaches to the
methodology of its development, as well as its main stages, purpose, tasks, content,
methods, types of training sessions, tools and organizational forms of learning.




                            Fig. 4. Presentation of paper [159]

The article “Technology of forming future journalists’ social information competence
in Iraq based on the use of a dynamic pedagogical site” (Fig. 5) of Alla A. Kharkivska,
Liudmyla V. Shtefan, Muntasir Alsadoon and Aleksandr D. Uchitel [32] reveals
scientific approaches to substantiating and developing technology to form social
information competence of future Iraqi journalists based on using a dynamic
pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam
Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to
the conclusion there are issues on defining the essence of social information
competences. It is established that the majority of respondents do not feel satisfied with
the conditions for forming these competences in the education institutions. At the same
time, there were also positive trends as most future journalists recognized the
importance of these professional competences for their professional development and
had a desire to attend additional courses, including distance learning ones.
Subsequently, the authors focused on social information competence of future
                                                                                        5


journalists, which is a key issue according to European requirements. The authors
describe the essence of this competence as an integrative quality of personality, which
characterizes an ability to select, transform information and allows to organize effective
professional communication on the basis of the use of modern communicative
technologies in the process of individual or team work. Based on the analysis of literary
sources, its components are determined: motivational, cognitive, operational and
personal. The researchers came to the conclusion that it is necessary to develop a
technology for forming social information competence of future journalists based on
the use of modern information technologies. The necessity of technology
implementation through the preparatory, motivational, operational and diagnostic
correction stages was substantiated and its model was developed. The authors found
that the main means of technology implementation should be a dynamic pedagogical
site, which, unlike static, allows to expand technical possibilities by using such
applications as photo galleries, RSS modules, forums, etc. Technically, it can be created
using Site builder. Further research will be aimed at improving the structure of the
dynamic pedagogical site of the developed technology.




                             Fig. 5. Presentation of paper [32]

The article “An integrated approach to digital training of prospective primary school
teachers” (Fig. 6) of Olga G. Yaroshenko, Olena D. Samborska and Arnold E. Kiv [160]
emphasizes the importance of information and digital technologies in pre-service
training of primary school teachers, substantiates the content and components of
information and digital competence of prospective primary school teachers. It points
out that the main purpose of information and digital training in the pedagogical higher
educational institutions is to ensure the formation of digital competence of future
primary school teachers, to prepare them for developing primary students’ digital
literacy in classes on various academic subjects, for active use of ICT in primary school
6


teachers’ professional activities. An integrated approach to the modernization of
information and digital training of pre-service primary school teachers, which covers
the main forms of the educational process – training sessions, independent work,
practical training, and control activities is justified. The article presents the results the
pedagogical experiment aimed at testing the effectiveness of the integrated approach to
the modernization of information and digital training of prospective primary school
teachers. The results are determined by the level of digital literacy and the ability of
students in the control and experimental groups to use information and digital
technology in the educational process of primary school.




                             Fig. 6. Presentation of paper [160]

The article “Google cloud services as a way to enhance learning and teaching at
university” (Fig. 7) of Tetiana I. Korobeinikova, Nataliia P. Volkova, Svitlana P.
Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina and
Sergei B. Vakarchuk [46] highlights further research by the authors, begun in [99],
[107], [139], [141], [142], [152] and [157]. This article is devoted to the issue of a
cloud-based learning system implementation as a powerful strategy for future
specialists’ training at higher educational establishments. Using cloud computing in
self-work management of the university courses is essential to equip students with a
workload of appropriate educational materials and variable activities for professional
training. Theoretical and empirical research methods were applied to select the
appropriate services and tools for organizing students’ self-work at university. Critical
analysis of scientific literature, synthesis of the data, didactic observation of the
educational process, designing of the skeleton for university courses, questionnaires
enabled to facilitate the study of the issue. G Suite has been chosen to enhance the
quality of training of prospective specialists at a higher educational establishment. This
paper introduces the outcomes of the project on applying Google Classroom in the
                                                                                          7


management of students’ self-work while studying university courses. The focus of the
first stage of the project was on testing pilot versions of the courses with the aim to
work out the requirements and recommendations for incorporation general blended
learning model of university courses. Particular attention is drawn to the designed
model of the university course based on the curriculum with the necessary components
of blended learning in the G Suite virtual environment. Cloud-based higher education
is considered as a prospective tool for design of university courses with the need for
further research and implementation.




                              Fig. 7. Presentation of paper [46]

The article “The state of ICT implementation in institutions of general secondary
education: a case of Ukraine” (Fig. 8) of Tetiana A. Vakaliuk, Dmytro S. Antoniuk and
Vladimir N. Soloviev [147] highlights further research by the authors, begun in [109]
and [102]. This article article presents the results of the analysis of the current state of
implementation of ICT in the educational process of institutions of general secondary
education in Ukraine. For this purpose, a survey was conducted among students of the
first year of the Zhytomyr Polytechnic State University, within which 17 questions were
asked to students related to the use of information and communication technologies in
the educational process. As a result of the research, the introduction of the discipline
“Educational technologies and digital education” into the training of future information
technology specialists was substantiated, as well as the certification educational
program “Information systems and cloud technologies in the educational process”,
designed for general education teachers, educators for higher education institutions,
experts in the field of additional educational services, and other professionals.
   The article “Application of augmented reality technologies for education projects
preparation” (Fig. 9) of Anna V. Iatsyshyn, Valeriia O. Kovach, Volodymyr O.
Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V.
Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk and Mariya P. Shyshkina
8


[27] highlights further research by the authors, begun in [25], [26] and [28]. After
analysis of scientific literature, authors defined that concept of “augmented reality” has
following synonyms: “advanced reality”, “improved reality”, “enriched reality”,
“mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical
experience of the use of augmented reality technologies application in educational
practices allowed to state next: augmented reality technologies have a great potential
for application in education; there are some cases of augmented reality use for school
education; positive aspects of augmented reality technologies application in higher
education institutions are confirmed by experiments (isolated cases); only few
universities in Ukraine apply augmented reality technologies to educate students; only
few universities in Ukraine have special subjects or modules in schedule to teach
students to develop augmented reality technologies; various scientific events, mass
events, competitions are held in Ukraine, and specialized training on the augmentation
of augmented reality technologies is carried out, but this is non-systematic and does not
have special state orientation and support. Features of introduction of virtual and
augmented reality technologies at Sumy State University (Ukraine) are identified: “e-
learning ecosystems” was created; in 2019, augmented and virtual reality research
laboratory was established. Advantages and disadvantages of project activity in
education are described: project activity is one of the most important components of
educational process; it promotes creative self-development and self-realization of
project implementers and forms various life competencies. It is determined that
augmented reality application for implementation of educational projects will help: to
increase students’ interest for educational material; formation of new competences;
increase of students’ motivation for independent educational and cognitive activity;
activation of educational activities; formation of positive motivation for personal and
professional growth; conditions creation for development of personal qualities
(creativity, teamwork, etc.). Current trends in implementation of educational projects
were identified: most of the winner projects were implemented using augmented reality
technology; augmented reality technologies were used in projects to teach different
disciplines in higher education institutions. Augmented reality technology application
for project activity has positive impact on learning outcomes and competitiveness of
the national workforce; it will enhance the country’s position in the global economic
space.
   The article “Methodological aspects of preparation of educational content on the
basis of distance education platforms” (Fig. 10) of Alexander F. Tarasov, Irina A.
Getman, Svetlana S. Turlakova, Ihor I. Stashkevych and Serhiy M. Kozmenko [138]
describes the experience of using the free distance education platform Moodle within
the framework of the higher educational institution Donbass State Engineering
Academy. Methodical aspects of training content preparation on the basis of distance
education platforms on the example of MoodleDDMA system are given in this article.
The General structure of the distance course and an example of evaluation of test tasks
of the distance course (module) on topics are considered. An example of the
presentation of the course on the basis of distance education platform MoodleDDMA
is given. Conclusions about the experience of using the Moodle distance education
system at the Donbass State Engineering Academy from the point of view of teachers
                                                                                  9


and students are drawn. The perspective directions of researches and development of
the Moodle distance education platform in completion and expansion of educational
materials by multimedia elements and links, and also creation of the application for
mobile devices for possibility of more effective use of the platform are allocated.




                          Fig. 8. Presentation of paper [147]




                           Fig. 9. Presentation of paper [27]

The purpose of the article “MarkHub Cloud Online Editor as a modern web-based book
creation tool” (Fig. 11) of Vitalina O. Babenko, Roman M. Yatsenko, Pavel D.
Migunov and Abdel-Badeeh M. Salem [4] is to analyze modern editors to create
10


educational information content in the modern educational space and to present a
modern tool for creating web books based on the latest IT technologies. Modern editors
of web material creation have been analyzed, statistics of situations on mastering of
knowledge by listeners, using interactive methods of information submission have been
investigated. Using the WYSIWYG concept and analyzing modern information tools
for presenting graphic material, an effective tool for teaching interactive web material
was presented. An adapted version of the MarkHub online editor based on cloud
technologies is presented. Using MarkHub cloud-based online editor for the unified
development of educational content can significantly increase the author’s productivity
in the content creation process. At the same time, the effects of reducing the time spent
on formatting the external presentation of the content, making synchronous changes to
different versions of the content, tracking the versions of the content, organizing remote
teamwork in the network environment are achieved.




                            Fig. 10. Presentation of paper [138]

The article “The students’ brainwork intensification via the computer visualization of
study materials” (Fig. 12) of Halyna I. Ivanova, Olena O. Lavrentieva, Larysa F. Eivas,
Iuliia O. Zenkovych and Aleksandr D. Uchitel [29] highlights further research by the
authors, begun in [56], [57] and [94]. The paper the approaches to the intensification of
the students’ brainwork by means of computer visualization of study material have been
disclosed. In general, the content of students’ brainwork has been presented as a type
of activity providing the cognitive process, mastering the techniques and ways of
thinking, developing the capabilities and abilities of the individual, the product of which
is a certain form of information, as a result of the brainwork the outlook of the subject
of work is enriched. It is shown the visualization is the process of presenting data in the
form of an image with the aim of maximum ease of understanding; the giving process
of visual form to any mental object. In the paper the content, techniques, methods and
software for creating visualization tools for study material has exposed. The essence
and computer tools for creating such types of visualization of educational material like
                                                                                      11


mind maps, supporting notes and infographics have been illustrated; they have been
concretized from the point of view of application in the course of studying the
mathematical sciences. It is proved the use of visualization tools for study materials
helps to increase the intensity and effectiveness of students’ brainwork. Based on the
results of an empirical study, it has been concluded the visualization of study materials
contributes to the formation of students’ key intellectual competencies and forming
their brainwork culture.




                             Fig. 11. Presentation of paper [4]




                            Fig. 12. Presentation of paper [29]
12




                            Fig. 13. Presentation of paper [23]

The article “The usage of digital technologies in the university training of future
bachelors (having been based on the data of mathematical subjects)” (Fig. 13) of
Oksana M. Hlushak, Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V.
Sapozhnykov and Oksana S. Lytvyn [23] highlights further research by the authors,
begun in [22] and [114]. This article demonstrates that mathematics in the system of
higher education has outgrown the status of the general education subject and should
become an integral part of the professional training of future bachelors, including
economists, on the basis of intersubject connection with special subjects. Such aspects
as the importance of improving the scientific and methodological support of
mathematical training of students by means of digital technologies are revealed. It is
specified that in order to implement the task of qualified training of students learning
econometrics and economic and mathematical modeling, it is necessary to use digital
technologies in two directions: for the organization of electronic educational space
and in the process of solving applied problems at the junction of the branches of
economics and mathematics. The advantages of using e-learning courses in the
educational process are presented (such as providing individualization of the
educational process in accordance with the needs, characteristics and capabilities of
students; improving the quality and efficiency of the educational process; ensuring
systematic monitoring of the educational quality). The unified structures of
“Econometrics”, “Economic and mathematical modeling” based on the Moodle
platform are the following ones. The article presents the results of the pedagogical
experiment on the attitude of students to the use of e-learning course (ELC) in the
educational process of Borys Grinchenko Kyiv University and Alfred Nobel
University (Dnipro city). We found that the following metrics need improvement:
availability of time-appropriate mathematical materials; individual approach in
training; students’ self-expression and the development of their creativity in the e-
                                                                                    13


learning process. The following opportunities are brought to light the possibilities of
digital technologies for the construction and research of econometric models (based
on the problem of dependence of the level of the Ukrainian population employment).
Various stages of building and testing of the econometric model are characterized:
identification of variables, specification of the model, parameterization and
verification of the statistical significance of the obtained results.




                           Fig. 14. Presentation of paper [131]

The article “Cloud technologies for enhancing communication of IT-professionals”
(Fig. 14) of Svitlana V. Symonenko, Viacheslav V. Osadchyi, Svitlana O. Sysoieva,
Kateryna P. Osadcha and Albert A. Azaryan [131] highlights further research by the
authors, begun in [45], [88], [130] and [132]. This paper deals with the urgent problem
of enabling better communication of IT-specialists in their business and interpersonal
interaction using information and communication technologies, including cloud
technologies. It is emphasized, that effective communication is an integral part of the
successful professional work of IT-professionals, but in recent years it has undergone
significant transformations, which have been expressed in new forms and means of
communication, its content changes, its complications and volume increases, the need
to improve its accuracy, and the level of understanding for a wide range of people.
Certain peculiarities of communication in the IT-environment have been discussed. It
is noted that typical forms of communication in the IT-environment are synchronous
and asynchronous ones. The authors insist that during their professional career IT-
specialists communicate in the professional community from a variety of positions and
common types of task formulation can be expressed through verbal or symbolic
communication means. Due to the specifics of their professional activities, IT-
professionals often need to communicate using synchronous communication (chats,
video chats, audio chats, instant messaging) and asynchronous communication (email,
14


forums, comments) tools, hence there is a demand to teach corresponding
communication skills at universities. Certain practical examples of teaching
communication skills using modern technologies are given. Advantages of cloud
technologies for better communication within a company or an educational institution
are presented. Microsoft Office 365 services, which can be successfully used to enable
better communication and collaboration within a company or an educational institution
are analyzed.
   The article “Modeling the training system of masters of public service using Web
2.0” (Fig. 15) of Yevhen M. Khrykov, Alla A. Kharkivska, Halyna F. Ponomarova and
Aleksandr D. Uchitel [37] highlights further research by the authors, begun in [14],
[59], [67] and [81]. This article concerns grounding the technology of training masters
of public service with the use of Web 2.0. This technology is based on the concept of
sign-contextual learning, the positions of the laboratory-brigade method, the concept of
Web 2.0, case technology, project method, problem learning. The main features of this
technology are changes in the correlation between theoretical and practical training, in-
class and individual studying; changing teachers’ functions; extensive use of
information technology capabilities in learning.




                            Fig. 15. Presentation of paper [37]

The article “Using Twitter in Ukrainian sociology majors training” (Fig. 16) of Liubov
F. Panchenko, Andrii O. Khomiak and Andrey V. Pikilnyak [91] highlights further
research by the authors, begun in [90], [92] and [93]. This article deals with the problem
of using cloud technologies in the training of sociology students in Ukraine. The
popularity of Twitter in Ukraine is analyzed. The possibilities of using Twitter as a
learning tool in classroom are discussed. List of recommended tweeters, including
Ukrainian resources as well as resources related to population censuses is proposed.
The article offers examples of student activities for Social Statistics and Demographics
                                                                                        15


courses. The article demonstrates that new forms of student’s activity related to data
analysis introduced by academics and practitioners (building art objects and storytelling
based on data; shared data collection by citizens through mobile devices, “play with
data” modern data visualization services) can be realized with Twitter resources and
can help overcome the barriers that arise while studying quantitative methods.




                             Fig. 16. Presentation of paper [91]

The article “Technology of presentation of literature on the Emoji Maker platform:
pedagogical function of graphic mimesis” (Fig. 17) of Rusudan K. Makhachashvili,
Svetlana I. Kovpik, Anna O. Bakhtina and Ekaterina O. Shmeltser [49] deals with the
technology of visualizing fictional text (poetry) with the help of emoji symbols in the
Emoji Maker platform that not only activates students’ thinking, but also develops
creative attention, makes it possible to reproduce the meaning of poetry in a succinct
way. The application of this technology has yielded the significance of introducing a
computer being emoji in the study and mastering of literature is absolutely logical: an
emoji, phenomenologically, logically and eidologically installed in the digital
continuum, is separated from the natural language provided by (ethno)logy, and is
implicitly embedded into (cosmo)logy. The technology application object is the text of
the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated
by the appeal to the most important function of emoji – the expression of feelings,
emotions, and mood. It has been discovered that sensuality can reconstructed with the
help of this type of meta-linguistic digital continuum. It is noted that during the emoji
design in the Emoji Maker program, due to the technical limitations of the platform, it
is possible to phenomenologize one’s own essential-empirical reconstruction of the
lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply
knowledge in linguistics, philosophy of language, psychology, psycholinguistics,
literary criticism. By constructing the sign, a special emphasis was placed on the facial
16


emogram, which also plays an essential role in the transmission of a wide range of
emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker
digital platform allowed to create a new model of digital presentation of fiction,
especially considering the psychophysiological characteristics of the lyrical
protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual
iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the
sign meaning in fiction. The effectiveness of this approach is verified by the poly-
functional emoji ousia, tested on texts of fiction.




                             Fig. 17. Presentation of paper [49]


3      Session 2: Cloud-based learning environments

The article “Model of using cloud-based environment in training databases of future IT
specialists” (Fig. 18) of Olha V. Korotun, Tetiana A. Vakaliuk and Vladimir N.
Soloviev [48] highlights further research by the authors, begun in [40], [41], [47], [69],
[108], [145], [146] and [148]. The authors substantiates and develops the model of
using cloud-based environment (CBE) in the training of databases of future information
technology (IT) specialists, which consists of interrelated units: target (purpose, task of
using CBE), conceptual (pedagogical approaches, didactic principles), organizational
and semantic (characteristics of CBE, basic requirements for CBE, subjects of training,
CBE of the teacher, CBE of the student, curricula of institution of higher education,
educational-methodical complex of discipline “Databases”, installation and
configuration of database management system, development of educational material
from the database in electronic form, selection of cloud-based systems of distance
learning, introduction of cloud-based systems of distance learning in the training of
students’ databases, selection of CBE in database training (databases, forms, methods,
tools), evaluative (criteria, indicators, levels of professional and practical competence
of future IT specialists on the use of CBE in database training), effective (increased
formation of the information and communication technologies of future IT specialists
on the use of CBE in database training).
                                                                                     17




                            Fig. 18. Presentation of paper [48]

The article “Using Learning Content Management System Moodle in Kryvyi Rih State
Pedagogical University educational process” (Fig. 19) of Iryna S. Mintii [70] highlights
further research by the author, begun in [68], [101] and [144]. Author analyzes the
results of the survey of 75 lecturers on using learning content management system
(LCMS) Moodle in the educational process. It is defined that more than 75% of the
respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to
3-year-work experience in Universities need methodic assistance. Textual e-learning
resources are widely used in developed courses while video and audio are not used
enough. LCMS Moodle is mostly used during exams or tests and student work, and
using LCMS Moodle should be intensified in lectures, laboratory and practical classes.
Among the most demanded resources are label, page, file, URL, book, assignment,
attendance, glossary, quiz. Thus, the popularization of other resources is identified as
one of the most important. An action plan how to improve LCMS Moodle usage:
increasing the IT competencies of both teachers and students – planned long-term
courses “IT in full-time (blended) learning”; seminars, consultations, (group and
individual forms) both on general issues, and according to the specificity of the
specialties; methodic handouts and recommendations; improving logistics; improving
logistical support – ensuring constant access to the Internet, updating and equipping
computer classrooms; creating of transparent, predictable and attractive for authors
content of the regulatory framework.
18




                             Fig. 19. Presentation of paper [70]

The article “Peculiarities of using of the Moodle test tools in philosophy teaching”
(Fig. 20) of Andrii I. Abdula, Halyna A. Baluta, Nadiia P. Kozachenko and Darja A.
Kassim [1] highlights further research by the authors, begun in [19], [50] and [95]. This
paper considers the role of philosophy and philosophical disciplines as the means of
forming general cultural competences, in particular, in the development of critical
thinking. The article emphasizes that the process of forming over-subject and soft skills,
which, as a rule, include also critical thinking, gets much more complicated under the
conditions of the reduction in the volume of philosophical courses. The paper grounds
that one of the ways to “return” philosophy to educational programmes can be the
implementation of training, using the e-learning environment, especially Moodle. In
addition, authors point to the expediency of using this system and, in general, e-learning
as an instrument for collaborating students to the world’s educational community and
for developing their lifelong learning skills. The article specifies the features of
providing electronic support in philosophy teaching, to which the following belongs:
the difficulty of parametrizing the learning outcomes; plurality of approaches;
communicative philosophy. The paper highlights the types of activities that can be
implemented by tools of Moodle. The use of the following Moodle test tasks is
considered as an example: test control in the flipped class, control of work with primary
sources, control of self-study, test implementation of interim thematic control. The
authors conclude that the Moodle system can be used as a tools of online support for
the philosophy course, but it is impossible to transfer to the virtual space all the study
of this discipline, because it has a significant worldview load. Forms of training,
directly related to communication, are integral part of the methodology of teaching
philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic.
Nevertheless, taking into account features of the discipline, it is possible to provide not
only the evaluation function of the test control, but also to realize a number of
                                                                                      19


educational functions: updating the basic knowledge, memorization, activating the
cognitive interest, developing the ability to reason and the simpler ones but not less
important, – the skill of getting information and familiarization with it.




                             Fig. 20. Presentation of paper [1]

The article “The technique of the use of Virtual Learning Environment in the process
of organizing the future teachers’ terminological work by specialty” (Fig. 21) of
Victoria V. Pererva, Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk and
Stanislav T. Tolmachev [96] highlights further research by the authors, begun in [55].
This paper studies the concept related to E-learning and the Virtual Learning
Environment (VLE) and their role in organizing future teachers’ terminological work
by specialty. It is shown the creation and use of the VLE is a promising approach in
qualitative restructuring of future specialists’ vocation training, a suitable complement
rather than a complete replacement of traditional learning. The concept of VLE has
been disclosed; its structure has been presented as a set of components, such as: the
Data-based component, the Communication-based, the Management-and-Guiding
ones, and the virtual environments. Some VLE’s potential contributions to the
organization of terminological work of future biology teachers’ throughout a traditional
classroom teaching, an independent work, and during the field practices has been
considered. The content of professionally oriented e-courses “Botany with Basis of
Geobotany” and “Latin. Botany Terminology” has been revealed; the ways of working
with online definer (guide), with UkrBIN National Biodiversity Information Network,
with mobile apps for determining the plant species, with digital virtual herbarium, with
free software have been shown. The content of students’ activity in virtual biological
laboratories and during virtual tours into natural environment has been demonstrated.
The explanations about the potential of biological societies in social networks in view
of students’ terminology work have been given. According to the results of empirical
20


research, the expediency of using VLEs in the study of professional terminology by
future biology teachers has been confirmed.




                             Fig. 21. Presentation of paper [96]

The article “The use of digital escape room in educational electronic environment of
maritime higher education institutions” (Fig. 22) of Serhii A. Voloshynov, Halyna V.
Popova, Alona Y. Yurzhenko and Ekaterina O. Shmeltser [158] highlights further
research by the authors, begun in [15], [30], [44], [60] and [82]. This paper is tended to
investigate the gamification activities use in educational electronic environment of
maritime higher education institutions. Gamification methods with examples are
described (gamification testing, QR Code quest, storytelling and escape room).
Comparative characteristic of traditional learning and learning using gamification in
educational electronic environment is given in the article according to different criteria:
the place and role of teacher or students in the learning process; type of information
communication; methods of training; equipment; level of freedom of the actions;
presence of the problems in educational process; level of its control and learning
outcomes. The paper also presents examples of gamification activities based on escape
room quest to form communicative competency of future maritime professionals.
Escape room activity presented in the article contains storytelling element, crossword
and electronic testing questions of different types. Question types listed in the paper are
Drag and drop to the text, Short answer and Multiple choice. Escape room activity was
done by second year cadets of Kherson State Maritime Academy. According to the
received results, knowledge quality increased by 10% and success by 20%. Further
                                                                                      21


investigation of gamification activities can also be done for learning system of maritime
higher education institutions using simulation technologies of virtual, augmented and
mixed realities.




                           Fig. 22. Presentation of paper [158]


4      Session 3: Cloud services for learning foreign language

The article “Improving the content of training future translators in the aspect of
studying modern CAT tools” (Fig. 23) of Rostyslav O. Tarasenko, Svitlana M. Amelina
and Albert A. Azaryan [136] highlights further research by the authors, begun in [134]
and [135]. This article deals with the search for improving the content of training for
future translators, taking into account the expansion of the use of information
technologies in the field of translation. The results of a study of curriculums for
translators at the universities of Europe, America and Asia are presented. The use of
CAT systems in the work of translation agencies is shown. The presentation of various
CAT systems in training programs for translators and their use in the market of
translation services is analyzed. It has been established that both university curricula
and translation agencies are oriented, as a rule, not to one, but to several CAT systems.
The results of a student survey based on their practice in translation agencies are
presented. Recommendations have been developed regarding the inclusion of the most
common CAT systems in the training program for translators. The expediency of
studying not just one, but several CAT systems is substantiated. The necessity of
studying both desktop and cloud CAT systems is indicated.
   The article “Integrated testing system of information competence components of
future translators” of Rostyslav O. Tarasenko, Svitlana M. Amelina and Albert A.
Azaryan [137] (Fig. 24) highlights further research by the authors, begun in [2]. This
article deals with the diagnosis of the formation of the information competence
22


components of translators through testing. The use of testing to determine the level of
formation of the information-thematic component of the information competence of
translators is demonstrated. It has been established that one of the ways to form the
information-thematic component of information competence in the aspect of studying
terminology can be the use of thematic networks. The development of a thematic
network is shown on the example of the thematic network “Electrical equipment”. The
stages of test control, which are consistent with the logic of the organization of the
educational process and the process of forming the information competence of the
future translator according to the scheme of the developed thematic network, have been
determined. These stages are the current, thematic, modular, final testing. The main
types of test tasks are defined, the combination of which allows diagnosing the level of
formation of the information-thematic component of students’ information
competence. Criteria and principles for the selection of test tasks for each of the testing
stages are proposed. The ratio of test tasks of different types and complexity at the
determined testing stages has been developed. The results of an experimental study on
the diagnosis of the formation of the information-thematic component of the
information competence of future translators by applying the developed integrative
testing system using the Moodle platform are presented.




                            Fig. 23. Presentation of paper [136]

The article “The use of mobile applications and Web 2.0 interactive tools for students’
German-language lexical competence improvement” (Fig. 25) of Yuliya M. Kazhan,
Vita A. Hamaniuk, Svitlana M. Amelina, Rostyslav O. Tarasenko and Stanislav T.
Tolmachev [31] focuses on the use of mobile applications and Web 2.0 interactive tools
to improve students’ German-language lexical competence. The composition and
structure of lexical competence are described, the order of exercises for lexical
competence formation is given, the didactic possibilities of using mobile applications,
                                                                                     23


blogging technologies and other interactive tools to improve lexical skills are found
out, examples of using mobile applications and Web 2.0 interactive tools in the learning
process that prove their effectiveness are given. It is proved that the use of mobile
applications and Web 2.0 interactive tools helps to organize students’ work in and
outside classrooms effectively for the formation and improvement of their lexical
competence.




                           Fig. 24. Presentation of paper [137]




                            Fig. 25. Presentation of paper [31]
24


The article “Moodle course in teaching English language for specific purposes for
masters in mechanical engineering” (Fig. 26) of Hanna M. Shalatska, Olena Yu.
Zotova-Sadylo and Ivan O. Muzyka [113] highlights further research by the authors,
begun in [54], [64] and [110]. The central thesis of this paper is that e-learning courses
can have a significant impact on English language for specific purposes (ESP)
proficiency of mining mechanical engineering students. The purpose of this study is to
assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical
Engineers” and to reveal the results of its experimental approbation. In order to identify
the lectures’ and learners’ needs we have applied the survey research. The survey
confirmed the greatest demand for Moodle courses that include all the elements of a
coherent training manual to provide self-development of engineering students. The
interview results contributed to design of author’s ESP course syllabus. The importance
and originality of this study are that to approbate the course materials’ effectiveness
two approaches have been adopted simultaneously. The first is blended learning method
based on e-learning platform applied in the experimental group and the second one is
classic in-class instructor-led studying used in a control group. Students’ progress in
ESP proficiency has been assessed using the cross assessment method. The experiment
has validated the initial hypothesis that the special online courses focused on honing
foreign language skills and integrated in the domain of specific professional knowledge
have a beneficial effect on students’ communicative competencies in general. There
were identified the advantages of self-tuition based on Moodle platform. The Moodle
course lets the teachers save considerable in-class time to focus more on communicative
assignments. The findings of this study have a number of practical implications in ESP
online courses development.




                            Fig. 26. Presentation of paper [113]
                                                                                       25


5      Session 4: Cloud technologies in STEAM education

The article “Cloud technologies for STEM education” (Fig. 27) of Nataliia V. Valko,
Nataliya O. Kushnir and Viacheslav V. Osadchyi [150] highlights further research by
the authors, begun in [149]. Cloud technologies being used in STEM education for
providing robotics studying are highlighted in this article. Developing cloud robotic
systems have not been used to their fullest degree in education but are applied by limited
specialists’ number. Advantages given by cloud robotics (an access to big data, open
systems, open environments development) lead to work with mentioned systems
interfaces improving and having them more accessible. The potential represented by
these technologies make them worth being shown to the majority of teachers. Benefits
of cloud technologies for robotics and automatization systems are defined. An
integrated approach to knowledge assimilation is STEM education basis. The
demanded stages for robotics system development are shown and cloud sources which
could be possibly used are analyzed in this article.




                            Fig. 27. Presentation of paper [150]

The article “Analyzing of main trends of STEM education in Ukraine using
stemua.science statistics” (Fig. 28) of Yevhenii B. Shapovalov, Viktor B. Shapovalov,
Fabian Andruszkiewicz and Nataliia P. Volkova [119] highlights further research by
the authors, begun in [115], [116], [117], [118] and [120]. Authors propose to analyses
it by using SEO analysis of one of the most popular STEM-oriented cloud environment
in Ukraine stemua.science. It is proposed to use the cycle for cloud-based educational
environments (publishing/SEO analysis/team’s brainstorm/prediction/creation of
further plan) to improve their efficiency. It is found, that STEM-based and traditional
publications are characterized by similar demand of educational process stakeholders.
However, the way how teachers and students found the publication proves that
26


traditional keywords (47.99 %) used significantly more common than STEM keywords
(2.67 %). Therefore, it is proved that STEM-methods are less in demand than traditional
ones. However, considering the huge positive effect of the STEM method,
stemua.science cloud educational environment provides a positive effect on the
educational process by including the STEM-aspects during finding traditional
approaches of education by stakeholders of the educational process.




                           Fig. 28. Presentation of paper [119]

The article “Educational electronic platforms for STEAM-oriented learning
environment at general education school” (Fig. 29) of Nataliia V. Soroko, Lorena A.
Mykhailenko, Olena G. Rokoman and Vladimir I. Zaselskiy [128] highlights further
research by the authors, begun in [12], [89], [51] and [156]. This article is devoted to
the problem of the use of educational electronic platform for the organization of a
STEAM-oriented environment of the general school. The purpose of the article is to
analyze the use of educational electronic platforms for organizing the STEAM-oriented
school learning environment and to identify the basic requirements for supporting the
implementation and development of STEAM education in Ukraine. One of the main
trends of education modernization is the STEAM education, which involves the
integration between the natural sciences, the technological sciences, engineering,
mathematics and art in the learning process of educational institutions, in particular,
general school. The main components of electronic platform for education of the
organization STEAM-oriented educational environment should be open e-learning and
educational resources that include resources for students and resources for teachers;
information and communication technologies that provide communication and
collaboration among students; between teachers; between students and teachers;
between specialists, employers, students, and teachers; information and communication
technologies that promote the development of STEAM education and its
                                                                                       27


implementation in the educational process of the school; online assessment and self-
assessment of skills and competences in STEAM education and information and
communication technologies fields; STEAM education labs that may include
simulators, games, imitation models, etc.; STEAM-oriented educational environment
profiles that reflect unconfirmed participants’ data, their contributions to projects and
STEAM education, plans, ideas, personal forums, and more. Prospects for further
research are the design of an educational electronic platform for the organization of the
STEAM-oriented learning environment in accordance with the requirements specified
in the paper.




                            Fig. 29. Presentation of paper [128]

The article “Cloud technologies as a tool of creating Earth Remote Sensing educational
resources” (Fig. 30) of Ihor V. Kholoshyn, Olga V. Bondarenko, Olena V. Hanchuk
and Iryna M. Varfolomyeyeva [35] highlights further research by the authors, begun in
[10], [11], [18], [33], [34] and [36]. This article is dedicated to the Earth Remote
Sensing (ERS), which the authors believe is a great way to teach geography and allows
forming an idea of the actual geographic features and phenomena. One of the major
problems that now constrains the active introduction of remote sensing data in the
educational process is the low availability of training aerospace pictures, which meet
didactic requirements. The article analyzes the main sources of ERS as a basis for
educational resources formation with aerospace images: paper, various individual
sources (personal stations receiving satellite information, drones, balloons, kites and
balls) and Internet sources (mainstream sites, sites of scientific-technical organizations
and distributors, interactive Internet geoservices, cloud platforms of geospatial
analysis). The authors point out that their geospatial analysis platforms (Google Earth
Engine, Land Viewer, EOS Platform, etc.), due to their unique features, are the basis
for the creation of information thematic databases of ERS. The article presents an
28


example of such a database, covering more than 800 aerospace images and dynamic
models, which are combined according to such didactic principles as high information
load and clarity.




                            Fig. 30. Presentation of paper [35]

The article “Learning free software using cloud services” (Fig. 31) of Elena H.
Fedorenko, Vladyslav Ye. Velychko, Svitlana O. Omelchenko and Vladimir I.
Zaselskiy [16] highlights further research by the authors, begun in [17] and [151]. This
article deals with the use of cloud technology services in the study of free software.
Free software is a social phenomenon based on the philosophy of freedom and the right
to intellectual creative activity. To date, a significant number of software products have
been created that are licensed under free software and not used in educational activities.
The conducted research revealed the factors promoting and hindering the use of free
software in educational activities. Conducted questionnaires, analysis of open data,
research of scientists made it possible to conclude on the expediency of using free
software in educational activities. Cloud technology is not only a modern trend of
effective use of information and communication technologies in professional activity,
but also a proven tool for educational activities. To get acquainted with the free
software, the use of cloud technologies has been helpful, which is the goal of our
research.
   The article “Methods of using mobile Internet devices in the formation of the general
professional component of bachelor in electromechanics competency in modeling of
technical objects” (Fig. 32) of Yevhenii O. Modlo, Serhiy O. Semerikov, Ruslan P.
                                                                                        29


Shajda, Stanislav T. Tolmachev, Oksana M. Markova, Pavlo P. Nechypurenko and
Tetiana V. Selivanova [73] highlights further research by the authors, begun in [21],
[38], [39], [42], [63], [65], [71], [72], [74], [75], [77], [78], [79], [80], [111], [112],
[133] and [140]. This article describes the components of methods of using mobile
Internet devices in the formation of the general professional component of bachelor in
electromechanics competency in modeling of technical objects: using various methods
of representing models; solving professional problems using ICT; competence in
electric machines and critical thinking. On the content of learning academic disciplines
“Higher mathematics”, “Automatic control theory”, “Modeling of electromechanical
systems”, “Electrical machines” features of use are disclosed for Scilab, SageCell,
Google Sheets, Xcos on Cloud in the formation of the general professional component
of bachelor in electromechanics competency in modeling of technical objects. It is
concluded that it is advisable to use the following software for mobile Internet devices:
a cloud-based spreadsheets as modeling tools (including neural networks), a visual
modeling systems as a means of structural modeling of technical objects; a mobile
computer mathematical system used at all stages of modeling; a mobile communication
tools for organizing joint modeling activities.




                             Fig. 31. Presentation of paper [16]

The article “Methodology of using mobile Internet devices in the process of biology
school course studying” (Fig. 33) of Alla V. Stepanyuk, Liudmyla P. Mironets, Tetiana
M. Olendr, Ivan M. Tsidylo and Oksana B. Stoliar [129] highlights further research by
the authors, begun in [13], [20] and [143]. This paper considers the problem of using
mobile Internet devices in the process of biology studying in secondary schools. It has
been examined how well the scientific problem is developed in pedagogical theory and
educational practice. The methodology of using mobile Internet devices in the process
of biology studying in a basic school, which involves the use of the Play Market server
30


applications, Smart technologies and a website, has been created. After the analyses of
the Play Market server content, there have been found several free of charge
applications, which can be used while studying biology in a basic school. Among them
are the following: Anatomy 4D, Animal 4D+, Augmented Reality Dinosaurs – my
ARgalaxy, BioInc – Biomedical Plague, Plan+Net. Their choice is caused by the
specifics of the object of biological cognition (life in all its manifestations) and the
concept of bio(eco)centrism, which recognizes the life of any living system as the
highest value. The paper suggests the original approach for homework checking, which
involves besides computer control of students’ learning outcomes, the use of Miracast
wireless technology. This demands the owning of a smartphone, a multimedia
projector, and a Google Chromecast type adapter. The methodology of conducting a
mobile front-line survey at the lesson on the learned or current material in biology in
the test form, with the help of the free Plickers application, has been presented. The
expediency of using the website builder Ucoz.ua for creation of a training website in
biology has been substantiated. The methodology of organizing the educational process
in biology in a basic school using the training website has been developed.
Recommendations for using a biology training website have been summarized.
According to the results of the forming experiment, the effectiveness of the proposed
methodology of using mobile Internet devices in the process of biology studying in a
basic school has been substantiated.




                             Fig. 32. Presentation of paper [73]

The article “Technologies of distance learning for programming basics lessons on the
principles of integrated development of key competences” (Fig. 34) of Svitlana V.
Shokaliuk, Yelyzaveta Yu. Bohunenko, Iryna V. Lovianova and Mariya P. Shyshkina
[121] highlights further research by the authors, begun in [58], [66], [100], [103], [122],
[123], [126], [127], [153] and [154]. The purpose of this article is to investigate the
                                                                                      31


content of key competences of a secondary school student and to develop a method of
teaching for the integrated development of multilingual and mathematical competences
in the process of teaching Programming Basics with the help of distant technologies.
The objectives of the research include generalizing and systematizing theoretical data
on the structure and the content of key competences and the potential of informatics
lessons for the development of separate components of multilingual and mathematical
competences; generalizing and systematizing theoretical data on the ways of arranging
distant support for informatics learning, Programming Basics in particular; to
investigate the content and the methods of teaching Programming Basics in 7th-11th
grades; to develop the e-learning Moodle course using Python for Programming Basics
on the principles of integrated approach to developing separate components of
multilingual and mathematical competence with determining some methodical special
features while using it.




                           Fig. 33. Presentation of paper [129]

The article “Informatics teacher's training for design of innovative learning aids”
(Fig. 35) of Liudmyla I. Bilousova, Liudmyla E. Gryzun, Julia O. Rakusa and Ekaterina
O. Shmeltser [7] highlights further research by the authors, begun in [8], [9] and [84].
This paper covers practical aspects and experience of Informatics teachers’ preparation
for the design of innovative learning aids as one of the important components of the
renewed model of teachers’ training. Theoretical background of the research includes
holistic educational approach and functional basics of electronic didactic aids
development. The specific example of such an experience (students’ project activity on
the design of English multimedia tutorial for schoolchildren) is depicted in details. The
prospects of further research are outlined.
32




                           Fig. 34. Presentation of paper [121]




                             Fig. 35. Presentation of paper [7]

The purpose of the article “Training elementary school teachers-to-be at Computer
Science lessons to evaluate e-tools” (Fig. 36) of Nadiia V. Olefirenko, Ilona I.
Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska and
Andrey V. Pikilnyak [85] is to develop methodological support for students’ training
for evaluation e-tools for young learners and to check its effectiveness experimentally.
The module “Expert evaluation of the quality of e-tools for young learners” is offered
for teachers-to-be. The determination of the weighting factor of each criterion by expert
evaluations was organized. Educational principles, correlation e-tool content with the
                                                                                         33


curriculum, interactivity, multimedia, assistance system, ergonomic requirements are
mentioned. On the basis of the criterion rank, the significance of each criterion was
calculated. The indicators to determine the level of preliminary expert evaluations of e-
tools are proposed. The results are calculated with nonparametric methods of
mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert
evaluation has different activity stages, gradually becoming a common phenomenon.
Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics,
English is a complex process.




                             Fig. 36. Presentation of paper [85]

The article “Methodology of teaching cloud technologies to future computer science
teachers” (Fig. 37) of Vasyl P. Oleksiuk and Olesia R. Oleksiuk [86] highlights further
research by the authors, begun in [5], [6] and [87]. This article deals with the problem
of training future computer science teachers for the use of cloud technologies. The
authors analyzed courses from leading universities to study cloud technologies. On this
basis the model of application and studying of cloud technologies in the process of
training of future teachers of informatics was developed. The basic principles of this
model are proposed: systematic, gradual, continuous. It contains target, content,
operating and effective component. Therefore, the stages of using cloud computing
technology were proposed: as a means of organizing learning activities, as an object of
study, as a means of development. The article summarizes the experience of designing
a cloud-based learning environment. The model is based on such philosophical and
pedagogical approaches as systemic, competent, activity, personality-oriented,
synergistic. Hybrid cloud is the most appropriate model for this environment. It
combines public and private cloud platforms. Cloud-based learning environment also
requires the integration of cloud and traditional learning tools. The authors described
the most appropriate teaching methods for cloud technologies such as classroom
34


learning, interactive and e-learning, practical methods. The article contains many
examples of how to apply the proposed methodology in a real learning process.




                            Fig. 37. Presentation of paper [86]

The article “The approaches to Web-based education of computer science bachelors in
higher education institutions” (Fig. 38) of Svitlana L. Proskura and Svitlana H.
Lytvynova [106] highlights further research by the authors, begun in [61]. This article
is devoted to the problem of organizing of Web-based education of bachelors, and the
bachelors of computer science in particular. The IT industry puts forward new
requirements for future IT professionals training. This, in its turn, requires the
educational process modernization: content specification, updating of forms, methods
and means of training to meet the demands of socio-economic development of the
society in general and bachelors of computer science in particular. The article analyzes
and clarifies the notion of Web-based education of bachelors; as well as a line of
approaches, such as approaches to the organization of Web-based learning for A La
Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario;
the necessity of cloud computing and virtual classroom use as a component of Web-
based learning is substantiated. It is established that with the advent of a large number
of cloud-based services, augmented and virtual realities, new conditions are created for
the development of skills to work with innovative systems. It is noted that the
implementation of the approaches to the organization of student Web-based education
is carried out on international level, in such projects as Erasmus+ “Curriculum for
Blended Learning” and “Blended learning courses for teacher educators between Asia
and Europe”. The article features the results of programming students survey on the use
of Web-based technologies while learning, namely the results of a new approach to
learning organization according to the formula – traditional (30%), distance (50%) and
project (20%) training.
                                                                                    35




                           Fig. 38. Presentation of paper [106]

The article “Motivation readiness of future software engineer's professional self-
improvement and prospects of its formation in college cloud environment” (Fig. 39) of
Larisa M. Petrenko, Iryna P. Varava and Andrey V. Pikilnyak [98] highlights further
research by the authors, begun in [24], [97] and [162]. The main article purpose is to
analyze the state of the form of motivational readiness for future programmer’s
professional self-improvement, to identify problems of its formation in colleges and to
determine the ways of its increase as one of the main factors of quality improvement.
To achieve it, a complex of theoretical and empirical methods was used, with help of
which a number of problems were revealed which slow down the process of improving
the quality of future programmers professional training. To eliminate them, a system of
phased motivation for future specialists professional self-improvement has been
developed on the basis of general secondary education, which can be integrated into the
teaching of both general education and professionally-oriented disciplines; ways of
improving the quality of the educational process through the creation of a cloud of
oriented environment, the introduction of innovative teaching technologies, special
training of teachers in the system of professional development.
   The article “Web-based online course training higher school mathematics teachers”
(Fig. 40) of Kateryna V. Vlasenko, Sergei V. Volkov, Daria A. Kovalenko, Iryna V.
Sitak, Olena O. Chumak and Alexander A. Kostikov [155] looks into the problem of
theoretical aspects of using Web 2.0 technology in higher education. This paper
describes answers of 87 respondents who have helped to identify the most required
types of educational content for the integration to pages of the online course training
higher school mathematics teachers. The authors carry out a theoretical analysis of
researches and resources that consider the development of theoretical aspects of using
web tools in higher education. The research presents the characteristics common to
online courses, principles of providing a functioning and physical placement of online
36


systems in webspace. The paper discusses the approaches of creating and using
animated content in online systems. The authors describe the methods of publishing
video content in web systems, in particular, the creation and use of video lectures,
animation, presentations. This paper also discusses several of the existing options of
integrating presentations on web pages and methods of integrating mathematical
expressions in web content. It is reasonable to make a conclusion about the expediency
of promoting online courses, the purpose of which is to get mathematics teachers
acquainted with the technical capabilities of creating educational content developed on
Web 2.0 technology.




                            Fig. 39. Presentation of paper [98]

The article “Auto Checker of Higher Mathematics – an element of mobile cloud
education” (Fig. 41) of Tetyana I. Zhylenko, Nataliia S. Martynova, Irina A. Shuda,
Yevhenii A. Chykalov, Danyla A. Kuzmuk [161] presents the author’s development
from the field of mobile cloud education in higher mathematics. The design architecture
of this application is described in detail: QR generator and scanner, authorization,
sending tasks. Block diagrams and images are presented that clearly demonstrate the
operation of the application. Authors showed an example of solving the integral from
the section of integral calculus for higher mathematics and showed how to download
the answer in the form of a QR code and find out whether it is correct or incorrect (this
can be seen by the color on the smart phone screen). It is shown how this technology
helps the teacher save time for checking assignments completed by students. This
                                                                                    37


confirms its effectiveness. Such an application provides students and teachers with the
ability to store and process data on a cloud computing platform.




                           Fig. 40. Presentation of paper [155]




                           Fig. 41. Presentation of paper [161]

The article “E-learning as a mean of forming students’ mathematical competence in a
research-oriented educational process” (Fig. 42) of Mariia M. Astafieva, Oleksii B.
Zhyltsov, Volodymyr V. Proshkin and Oksana S. Lytvyn [3] is devoted to the
substantiation of approaches to the effective use of advantages and minimization of
disadvantages and losses of e-learning as a mean of forming mathematical competence
38


of students in the conditions of research-oriented educational process. As a result of the
ascertaining experiment, e-learning has certain disadvantages besides its obvious
advantages (adaptability, possibility of individualization, absence of geographical
barriers, ensuring social equality, unlimited number of listeners, etc.). However, the
nature of these drawbacks lies not as much in the plane of opportunity itself as in the
ability to use them effectively. On the example of the e-learning course (ELC)
“Mathematical Analysis” (Calculus) of Borys Grinchenko Kyiv University, which is
developed on the basis of the Moodle platform, didactic and methodical approaches to
content preparation and organization of activities in the ELC in mathematics are
offered. Given the specifics of mathematics as a discipline, the possibility of using
ELCs to support the traditional learning process with full-time learning is revealed,
introducing a partially mixed (combined) model. It is emphasized that effective
formation of mathematical competence of students by means of e-learning is possible
only in the conditions of research-oriented educational environment with active and
concerned participation of students and partnership interaction. The prospect of further
research in the analysis of e-learning opportunities for the formation of students’
mathematical competence, in particular, research and investigation tools, and the
development of recommendations for the advanced training programs of teachers of
mathematical disciplines of universities are outlined.




                             Fig. 42. Presentation of paper [3]

The article “The use of the cloud services to support the math teachers training”
(Fig. 43) of Mariya P. Shyshkina and Maiia V. Marienko [125] highlights further
research by the authors, begun in [62], [83], [104], [105] and [124]. The development
of the information society and technological progress are significantly influenced by
the learning tools. Therefore, to the variety of tools that could be used to support the
study of any discipline new ones emerging lately are continuously being added. Along
                                                                                        39


with the great deal of systems of computer mathematics (SCM), web-oriented versions
of SCM mathematical applications and other math learning tools the cloud-based
versions of mathematical software such as MapleNet, MATLAB web-server,
WebMathematica and others are now being used. These tools accomplishment becomes
the essential part of training mathematics teachers. Domestic and foreign experiences
of using cloud services for forming professional competences of mathematics teachers
are analyzed. The place of the CoCalc within the system of mathematical disciplines
learning tools is investigated. The task of improving the math teachers’ ICT
competence by means of cloud services use in the process of training is considered.
Among the new forms of learning rising along with the cloud services dissemination
are such as collaborative learning, inquiry-based learning, person-oriented learning. At
the same time, the use of the appropriate cloud service in the study of some
mathematical discipline improves the assimilation of the learning material and
improves the knowledge acquisition process on most topics. The analysis of current
research of Ukrainian scientists on the problem in question shows that the progress is
underway as for further elaboration and implementation of new learning methods and
techniques of using cloud services in the higher education institutions.




                            Fig. 43. Presentation of paper [125]

The article “Application of GeoGebra in Stereometry teaching” (Fig. 44) of Tetiana H.
Kramarenko, Olha S. Pylypenko and Ivan O. Muzyka [52] highlights further research
by the authors, begun in [53]. The purpose of this study is improving of the
methodology of teaching Mathematics using cloud technology. The task of the study is
identifying the problems that require a theoretical and experimental solution. The object
of the study is the educational process in the higher education institution, the subject of
the study is modern information and communication technologies. The result of the
study is the teaching aids of pedagogically considered and appropriate combination of
40


traditional and modern teaching medium implemented into the educational process. The
possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra
in the educational process on the example of Stereometry profile training are revealed.
The use of GeoGebra Dynamic Mathematics in Stereometry teaching will assist the
forming of students’ STEM competencies. In order to orient Mathematics and
Computer Science teachers to introduce the elements of STEM education, it is
advisable to use cloud-based learning tools, such as GeoGebra, in their learning.




                            Fig. 44. Presentation of paper [52]


6      Conclusion

The vision of the CTE 2019 is provides a premier interdisciplinary platform for
researchers, practitioners and educators to present and discuss the most recent
innovations, trends, and concerns as well as practical challenges encountered and
solutions adopted in the fields of educational technology.
   The workshop has successfully performing forum to transferring and discussing
research result among the researcher, students, government, private sector or industries.
Participants and presenters from several countries such as Egypt, Iraq, Israel, Poland,
Ukraine have attended the workshop to share their significant contribution in research
related to Cloud Technologies in Education.
   The seventh instalment of CTE was organised by Kryvyi Rih National University,
Ukraine (with support of the rector Mykola I. Stupnik) in collaboration with Kryvyi
Rih State Pedagogical University, Ukraine (with support of the rector Yaroslav V.
Shramko), Institute of Information Technologies and Learning Tools of the NAES of
Ukraine (with support of the director Valeriy Yu. Bykov) and Ben-Gurion University
of the Negev, Israel (with support of the rector Chaim J. Hames).
                                                                                              41


   We are thankful to all the authors who submitted papers and the delegates for their
participation and their interest in CTE as a platform to share their ideas and innovation.
Also, we are also thankful to all the program committee members for providing
continuous guidance and efforts taken by peer reviewers contributed to improve the
quality of papers provided constructive critical comments, improvements and
corrections to the authors are gratefully appreciated for their contribution to the success
of the workshop.
   We hope you enjoy this workshop and meet again in more friendly, hilarious, and
happiness of further CTE 2020.


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