=Paper=
{{Paper
|id=Vol-2643/paper04
|storemode=property
|title=An integrated approach to digital training of prospective primary school teachers
|pdfUrl=https://ceur-ws.org/Vol-2643/paper04.pdf
|volume=Vol-2643
|authors=Olga G. Yaroshenko,Olena D. Samborska,Arnold E. Kiv
}}
==An integrated approach to digital training of prospective primary school teachers==
https://ceur-ws.org/Vol-2643/paper04.pdf
94
An integrated approach to digital training of prospective
primary school teachers
Olga G. Yaroshenko1[0000-0003-1555-0526], Olena D. Samborska2[0000-0002-8071-9730]
and Arnold E. Kiv3[0000-0002-0991-2343]
1 Institute of Higher Education of the NAES of Ukraine, 9 Bastionna Str., Kyiv, 03056, Ukraine
yaroshenko_o@ukr.net
2 Bar Humanitarian and Pedagogical College named after Mykhailo Hrushevsky,
1 Hrushevsky Sq., Bar, 23000, Ukraine
samborska@ukr.net
3 Ben-Gurion University of the Negev, P.O.B. 653, Beer Sheva, 8410501, Israel
kiv@bgu.ac.il
Abstract. The article 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 (HEI) 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 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.
Keywords: information and digital training, information and digital
competence, training by means of network services, prospective primary school
teachers, academic discipline, pedagogical practice, pedagogical experiment.
1 Introduction
The State Standard of Primary Education focuses the educational process on shaping
students’ information and digital competence, mastering the basics of digital literacy
for development and communication, the ability to use digital technologies safely and
ethically in teaching and other life situations [6]. The Concept of the New Ukrainian
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
95
School recognizes Information and Digital Competence as one of the 10 key
competences to be mastered by students [7]. The Professional Standard of Primary
School Teacher defines the capabilities of a pedagogical employee of a New Ukrainian
School, among which there is the capability to use digital technologies in the
educational process [16]. These documents outlined the guidelines of our study
regarding the development of an integrated approach to the modernization of
information digital training for prospective primary school teachers.
Modernization is improvements, changes that meet the requirements of modern
times [12]. In particular, Olena S. Bereziuk and Vira Smoliar consider the process of
educational modernization to be “… an important step towards the social, political and
economic development of Ukraine. That is why it is important to update the education
system in accordance with today’s requirements, the needs of modern society and the
development of modern personality in it ... ” [2, p. 8]. Vira M. Andriievska has
developed a model of training pre-service primary school teachers using ICT, in which
she has identified the target, content processing, and result-evaluation components [14].
Liudmyla I. Bilousova and Nataliia V. Zhytyenyova consider the intensification of the
educational process to be the main way to improve the professional training of
prospective primary school teachers. The researchers conclude that the process of
intensification of the educational process is closely related, first, to the search and
introduction of pedagogical technologies based on the use of digital means, through
which large-scale educational programs for the development of practical skills in the
use of ICT are implemented [3]. These and other studies are aimed mainly at the
modernization of learning technologies, but do not completely cover the ways of
modernization of the basic forms of organization of the educational process.
The purpose of the article is to substantiate an integrated approach to the
modernization of information digital training of prospective primary school teachers,
covering the main forms of educational process in the higher education establishment
such as training, independent work, practical training, control measures, and to
experimentally test its effectiveness.
2 Results and discussion
Regarding our research, the result of the professional training of prospective primary
school teachers is formedness of their ICT competence. The experimental study was
preceded by an analysis of the works of Olga V. Bondarenko [4], Vita A. Hamaniuk
[5], Lilia Ya. Midak [11], Pavlo P. Nechypurenko [13], Nadiia V. Olefirenko [14],
Oksana V. Ovcharuk [15], Lina M. Rybalko [9], Serhiy O. Semerikov [10], Aleksander
V. Spivakovsky [19], Oleksandra I. Yankovych [20] and others. The results of the
analysis allowed to clarify the terminology in the field of information and digital
technologies, to determine the essence of information and digital competence of the
future primary school teacher. They are disclosed in our publications [17], [18].
It was also found that the information and digital competence of the future primary
school teacher is formed on the basis of:
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─ conscious understanding and knowledge of ICT, opportunities for their use in
personal and social life, education and work;
─ awareness of the role of digital technology in supporting creativity and innovation,
responsibility for the use of information;
─ ability to find, collect and process various information through digital technologies,
to use it according to real and virtual environment;
─ understanding the importance of ICT for lifelong learning [17].
In choosing an integrated approach to modernize the training of future primary school
teachers, we proceeded from the assumption that “the approach is a less directive
methodological formation ... that has or provides an alternative to other approaches and
eliminates the possibility of a single methodology (for example, in some humanities
directions)” [21, p. 58]. The rationale for the integrated approach to information and
digital training of future primary school teachers is carried out in accordance with the
principles of systematicity, consistency, activity, independence; continuity, a
combination of individual and group work using network services; self-development;
reliance on subjective experience.
Let us focus on the main characteristic of the integrated approach to the
modernization of information and digital training of future primary school teachers.
The Law of Ukraine “On Higher Education” [24, Art. 50] determines that the main
forms of organization of the educational process in the higher education system are
training sessions, independent work, practical training, and control activities. However,
the approach to the modernization of information and digital training of future primary
school teachers, justified in our research, concerns the specified forms of organization
of the educational process of HEI.
The analysis of the curricula of HEI that train specialists for primary schools [22]
gave grounds for strengthening the content of the academic disciplines such as “Modern
Information and Digital Technologies of Teaching”, “Practical Course of Computer
Science with Programming Elements”, “Methods of Teaching the Subject “I explore
the world” (information area)” with professionally oriented information regarding the
use of ICT in primary education.
To improve methodological training of students, the variant component of the
curriculum was supplemented with an optional course “Modern Information and Digital
Technologies in the Educational Process of Primary School”. The course curriculum
consists of three modules. The module “Using Network Services as a Teaching Tool”
refers to the development of the learning tools with G Suite for Education. Its main
purpose is to prepare students for shaping the foundations of information and digital
competence in primary school students.
Educational classes can be modernized by organizing group work of students using
network services, systematic application of research, project, and problem methods of
teaching, analysis of pedagogical situations, game modeling of educational activities.
By means of the integrated approach, students acquire the skills to work in a team,
communicate in the process of group activities in the state language working in small
groups (3–4 students) using network services. During group learning activities, in order
to form the key and subject competencies of students, the classes make use of the
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resource potential of social networks and mobile applications [8] that allow students to
create a group for free communication, online exchange of information and access to
important resources. According to the rules of group work, you need to create effective
small groups and elect leaders in them. The effectiveness of the group is ensured by the
psychological compatibility of its members and the ability of at least 50% of them to
carry out educational activities properly [23].
To organize learning activities in groups using network services, we suggest
choosing a G Suite cloud service (or any other by students’ wish). While working, small
groups get access to Google Drive, where students can upload all the information, they
need to complete a group task, giving each member of the group access to it.
During the information processing, students need to create presentations. To do this,
they use Google Slides. It’s allows the whole group to participate in making the
presentation and some adjustments. Teacher evaluates students, monitors their progress
and educational outcomes using Google Classroom technologies.
Working in small groups using network services, students have the opportunity to
work with other applications and platforms, including messengers (Skype, Viber,
Telegram etc.).
In our approach to the modernization of information and digital training of future
primary school teachers, independent work of students is significantly transformed,
which, according to the Regulation “On the Organization of the Educational Process in
Higher Education Institutions”, is the main form of developing students’ competencies
during their free time from mandatory training sessions. The upgrade is that students’
independent work is organized on the G Suite platform using the Google Classroom
service. For independent work, students are offered an electronic educational resource
developed by us on the disciplines of information and digital training. It is hosted in the
Google Classroom environment. Software and methodological support for remote
forms of interaction between students and teachers through dialogue communication
“student – teacher” and “student – student” has been established.
E-learning technologies are used in organizing students’ independent work. These
are new forms and methods of teaching, organizing students’ independent work, and a
new approach to the educational process [1]. To use them in studying the discipline
“Modern Information and Digital Technologies in the Educational Process of Primary
Schools”, an electronic educational and methodological kit was created, which
includes: a working curriculum for students (syllabus), a lecture course, guidelines for
practical work, guidelines for independent work, test tasks, criteria for evaluating
students’ educational achievements, and a glossary.
Doing independent tasks, students can use G Suite elements such as personal email
(Gmail), Google drive (Google Drive) to download and save documents. By means of
Google Docs, Google Sheets, Google Slides, which allow to process text documents in
almost all formats, students build charts, graphs and tables without installing additional
programs on their gadgets, as well as present the results of their activities in the form
of self-created presentations.
According to the integrated approach, students’ independent work with using
network technologies is carried out in the following stages:
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─ preparatory stage-setting tasks, drawing up methodical cards, distribution of tasks
among students;
─ practical phase – execution of tasks using network services;
─ pre-evaluation stage – current verification of the implementation of tasks online;
─ generalizing stage – summing up the achieved results, making conclusions,
preparation for the delivery of the developed materials to the teacher;
─ final assessment stage – checking and evaluating the work by the teacher in the
student’s personal account at Google Classroom.
We also suggest that students use G Suite services to create and maintain their own
blogs, using the basics of Blogger or Sites Creator to create and maintain a personal
website. Using these applications, future primary school teachers have the opportunity
to share their own developments and achievements in compliance with copyright and
use the acquired experience not only during their studies, but also in further professional
activities.
Practical training in the context of the integrated approach to information and digital
training of future primary school teachers is a long-term involvement of students in the
use of ICT in the educational activities of primary schools. It should be noted that
getting a systematic education (from the level of a professional junior bachelor to a
bachelor’s degree) students undergo five types of practices. At each of them, future
teachers perform tasks related to the use of information and digital technologies in the
educational process of primary schools. Preparing for practice, students also visit
primary schools, where they carry out educational projects, conduct educational
activities for students, get advice from teachers, and perform the experimental part of
course work. Mastering the methods of teaching mathematics, Ukrainian language and
literary reading, computer science, the integrated course “I explore the world” (natural,
civil and historical, social, healthcare aspects), students develop plans and summaries
of training sessions using digital technologies. They prepare multimedia presentations
for lessons, select additional text and illustrative materials, create cards with individual
tasks and additional educational texts, use an electronic database for monitoring student
learning results, systematize and store their own methodological developments on
personal blogs and websites. All this is used during all kinds of pedagogical practice.
The integrated approach to modernization of information and digital training of
future primary school teachers has been pilot-tested in conditions of real educational
process at Bar Humanitarian Pedagogical College named after Mykhailo Hrushevsky,
Uman Humanitarian and Pedagogical College named after T. G. Shevchenko and
Pedagogical College of Khmelnytskyi (Khmelnytskyi Humanitarian Pedagogical
Academy).
Its effectiveness was established according to the criteria, indicators and diagnostic
tools listed in table 1. The participants of the pedagogical experiment were 114 students
enrolled in the colleges having basic general secondary education. The time of the
ascertaining phase of the pedagogical experiment coincided with the end of the study
of the Computer Science, which refers to general education and the overall preparation
for professional junior bachelor’s degree (junior specialist). Measurement was carried
out to identify the residual knowledge and practical skills of students who completed
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the third year of training at the educational and professional level of a professional
junior bachelor (junior specialist). To test students’ digital literacy, we used a test that
consisted of 30 test tasks. According to the results, the respondents were divided into
three groups – with high, sufficient and average levels of digital literacy (table 2, fig. 1).
Table 1. Criteria, indicators and diagnostic tools for the formation of information and digital
competence of future primary school teachers
Criteria Indicators Diagnostic tools
The effectiveness of Assimilation of knowledge Computer successfulness tests.
information and about methods of transmission, Questionnaire.
digital training for the search, transformation, use of Observation.
program of general information and about resources
secondary education. of information and digital
technologies used in educational
activities
The ability of Awareness of electronic Average values of semester assessment
students to teach educational resources (EER) for in the disciplines “Modern Information
junior high school primary school. and Digital Technologies in the
students using Ability to use the tools of Educational Process of Primary
information and information and digital School”, “Practical Course of
digital technologies. technologies in the preparation Computer Science with Programming
and training for primary school Elements”, “Methods of Teaching
students. Computer Science”.
Ability to independently create The results of the practical task.
electronic educational Expert assessment of primary school
resources. teachers and methodologists during the
period of pedagogical practice.
Electronic portfolio of students.
Table 2. Results of the ascertaining stage of the pedagogical experiment
Students
Level of the students’ digital literacy
People %
High 25 21,93%
Sufficient 35 30,70%
Average 54 47,37%
Total 114 100,00%
According to the results of the ascertaining stage of the pedagogical experiment, near
half of the respondents had an average level of digital literacy. Of course, this is not
enough for effective shaping the digital literacy of primary students and implementing
the educational process in primary schools using IT.
At the forming stage of the pedagogical experiment, the purpose of which was to test
the effectiveness of an integrated approach to the modernization of information and
digital training of future primary school teachers, the respondents were 54 students of
the control and 58 students of the experimental groups.
The groups consisted of students who started the fourth year and expressed a desire
to continue their studies at college to obtain a bachelor’s degree in a reduced period of
study (120 ECTS credits). The experiment continued until the pre-graduate practice at
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the final year of applicants for an educational bachelor’s degree. During this period,
students studied the subjects of information and digital training such as “Practical
Course of Computer Science with Programming Elements”, “Methods of Teaching
Computer Science”, “Modern Information and Digital Technologies in the Educational
Process of Primary School”. They conducted three types of pedagogical practice
(summer practice in health camps, trial lessons and classes at school, practice “The first
days of a child in school”).
High
22%
Average
47%
Sufficient
31%
High Sufficient Average
Fig. 1. Diagram of the distribution of future primary school teachers into groups according to
the level of digital literacy (stating the stage of the pedagogical experiment, in %).
The main differences between studying these subjects by students of the control and
experimental group were as follows:
─ the students were actively influenced by the educational environment of educational
institutions of the first level, interacted with students and teachers of primary classes
in person and remotely;
─ the future teachers studied the course “Modern Information and Digital
Technologies in the Educational Process of Primary schools” included in the variable
part of the curriculum;
─ educational classroom and independent work of higher education applicants was
carried out according to the methods of training described above;
─ group training activities were optimally combined with front-line and individual
training and took place using network services;
─ the mandatory task of all types of practices was the systematic use of information
and digital technologies in the educational activities of educational institutions of the
first level.
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Since the pedagogical experiment is still in progress (there is still a pre-graduate
practice), then, as stipulated by the methodology for conducting the formative stage of
the pedagogical experiment, two intermediate measurements were made before it
began. One – after studying the disciplines of professional information and digital
training, the second after completing the practices “The first days of the child in school”
and “Trial lessons and classes in primary school”.
The first measurement is the results of the semester control in the disciplines of
information and digital training (figure 2).
Control group
High
15%
Average
44%
Sufficient
41%
High Sufficient Average
Experimental group
Average High
28% 27%
Sufficient
45%
High Sufficient Average
Fig. 2. Levels of formation of digital competence of students in the control and experimental
groups (in %) based on the results of the first measurement.
The second measurement concerns doing a complex task by students before the
beginning of pre-graduate practice, consisting of electronic testing (30 test tasks) and a
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practical task. The practical task was to design and implement one’s own portfolio at
Google Sites as a way to systematize and store documentary evidence of one’s own
achievements in the process of information and digital training. The maximum score
for completing the complex task was 100 points. Students who scored 90-100 points
were assigned to a high level of digital competency, 70-89 points – to sufficient and
less than 70 points – to the average level. This distribution is shown in figure 3.
50.00%
46.43%
50.00% 43.86%
45.00%
34.82%
40.00%
35.00%
30.00%
25.00% 18.75%
20.00%
15.00% 6.14%
10.00%
5.00%
0.00%
Less than 70 points 70-89 points 90-100 points
Control group Experimental group
Fig. 3. Levels of digital competence of participants of the forming stage of the pedagogical
experiment (in %) based on the results of the second measurement.
Figure 3 illustrates that the vast majority of students in the control and experimental
groups scored more than 70 points. In a didactic sense, this is a positive result. However,
the qualitative indicator of the effectiveness of ICT training (the number of students
who have reached a high and sufficient level of competence under study) in the
experimental group is 93.86%, in the control group – 81.25%.
In order to arrive at a statistical conclusion about the reliability of the results
obtained, the χ2 criterion was used for independent samples at a significance level of
0.05. The resulting value χ2 is equal to 8.118. Compare it with the critical value
T = 7.82, indicates that: 2>T. So, the obtained results of the formation stage of the
pedagogical experiment are statistically reliable. This leads to the conclusion about the
positive impact of the integrated approach to the modernization of information and
digital training of future primary school teachers both on the process and results of
development of the information and digital competence of prospective teachers of the
New Ukrainian School.
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3 Conclusions
1. The standard of higher education of the first (bachelor’s) level of specialty 013
Primary Education, the Professional standard “Primary School Teacher of General
Secondary Education Institutions”, the State standard of primary education
determine the need to develop information and digital competence of prospective
primary school teachers, preparing them for shaping digital literacy of primary
students in classes of various academic subjects. As the analysis of practice has
shown, there are some issues in pre-service pedagogical training, which need to be
solved. One of them, the modernization of information and digital training of future
teachers, including primary classes, is an important task of the theory and
methodology of professional education. Modernization of information and digital
training of student teachers is necessary to ensure the quality of higher education in
the personal and professional directions.
2. Modernization of information and digital training of prospective primary school
teachers can be carried out in various ways. In our study, it is proved that one of
them can be the application of the integrated approach to improving the main forms
of the educational process – training sessions, independent work, practical training
of students, and control measures. In the practical implementation of the integrated
approach, a significant role is played by game modeling of pedagogical situations
by students, during which they are teachers who plan, develop and implement the
educational process using ICT.
3. The results of the pedagogical experiment were higher among the students of the
experimental group. Processing of the results obtained using a statistical assessment
based on the χ2 criterion allowed to make a firm conclusion that the proposed
integrated approach to the modernization of information and digital training of
prospective primary school teachers improves their overall professional training, and
ensures the quality development of their information and digital competence.
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