=Paper=
{{Paper
|id=Vol-2643/paper06
|storemode=property
|title=The state of ICT implementation in institutions of general secondary education: a case of Ukraine
|pdfUrl=https://ceur-ws.org/Vol-2643/paper06.pdf
|volume=Vol-2643
|authors=Tetiana A. Vakaliuk,Dmytro S. Antoniuk,Vladimir N. Soloviev
|dblpUrl=https://dblp.org/rec/conf/cte/VakaliukAS19
}}
==The state of ICT implementation in institutions of general secondary education: a case of Ukraine==
https://ceur-ws.org/Vol-2643/paper06.pdf
119
The state of ICT implementation in institutions of general
secondary education: a case of Ukraine
Tetiana A. Vakaliuk1[0000-0001-6825-4697], Dmytro S. Antoniuk1[0000-0001-7496-3553] and
Vladimir N. Soloviev2[0000-0002-4945-202X]
1 Zhytomyr Polytechnic State University, 103 Chudnivsyka Str., Zhytomyr, 10005, Ukraine
tetianavakaliuk@gmail.com, dmitry_antonyuk@yahoo.com
2 Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
vnsoloviev2016@gmail.com
Abstract. The use of digital technology in various fields of education today is
one of the most important trends in the educational process in the world. The
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.
Keywords: information and communication technologies, massive open online
courses, cloud technologies, cloud services, game simulators, simulators,
general secondary education institutions.
1 Introduction
The Law of Ukraine “On Education” states that the formation of information and
communication competence in students is mandatory [49] because digital competence
is recognized by European Union as one of the key competences [25]. As a result, as
stated in the conceptual framework of the digitalization of Ukraine, target audiences in
the implementation of the state program on digital literacy are elementary school,
secondary school, vocational school, and higher education institutions (HEI) [32].
The use of digital technology in various fields of education today is one of the most
important trends in the educational process in the world [16; 21; 29; 30]. Such
technologies allow making the learning process more qualitative and interesting,
because using the media and interactive tools the teacher can introducing the different
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
120
methods of working in the classroom: project method, research and development work,
educational games, etc. [9; 32; 42; 44; 46; 52].
Also, the latest situation with pandemic spread of COVID-2019 and corresponding
measures that cause disruptions in the educational process around the world one more
time emphasizes the importance of ICT in Education [14; 36].
The issues of computerization and informatization of the educational process are
widely considered in the works of Olga V. Bondarenko [4], Oleksandr Yu. Burov [17],
Valerii Yu. Bykov [6], Vita A. Hamaniuk [8], Andrii M. Hurzhii [7], Anna V. Iatsyshyn
[51], Olena O. Lavrentieva [19], Oksana M. Markova [27], Iryna S. Mintii [22],
Yevhenii O. Modlo [24], Pavlo P. Nechypurenko [26], Serhii A. Rakov [33], Natalya
V. Rashevska [34], Lina M. Rybalko [20], Zarema S. Seidametova [35], Serhiy O.
Semerikov [23], Svitlana V. Shokaliuk [40], Mariya P. Shyshkina [31], Aleksander V.
Spivakovsky [39], Nina F. Talyzina [41], Illia O. Teplytskyi [37], Yurii V. Tryus [43],
Vladyslav Ye. Velychko [13], Myroslav I. Zhaldak [50] and others.
Also, the issue of the introduction of various ICT in the educational process of
educational institutions is considered by foreign scientists.
In particular, Alkhansa A. Shakeabubakor, Elankovan Sundararajan and Abdul
Razak Hamdan considering cloud computing services and applications to improve the
productivity of university researchers [38].
Gonzalo Almerich, Natividad Orellana, Jesús Suárez-Rodríguez and Isabel Díaz-
García analyze teachers’ information and communication technology competences [1].
Sourya Biswas ascertains how cloud computing can help in education [3]. Marwin
Britto [5], Snejana Dineva and Veselina Nedeva [10], Silky Bansal, Sawtantar Singh
and Amit Kumar [2], Tuncay Ercan [12] considered the use of cloud computing in
higher education.
Chipo Dzikite, Yvonne Nsubuga and Vuyisile Nkonki investigated lecturers’
competencies in ICT for effective implementation of ICT-integrated teaching and
learning in textiles and clothing degree programmes [11]. Dana Hanson-Baldauf and
Sandra Hughes Hassell reveals issues the information and communication technology
competencies of students enrolled in school library media certification programs [15].
Andreas M. Kaplan and Michael Haenlein analyze the problem of higher education and
the digital revolution [18].
The purpose of this article is to establish the current state of implementation of ICT
in the educational process of institutions of general secondary education in Ukraine.
2 Results
To find out the current state of implementation of various ICT in the educational
process of institutions of general secondary education, as well as to form a group of
selective disciplines, a survey of students of the first year of the Zhytomyr Polytechnic
State University was conducted. In total, 167 respondents participated in the survey.
Students were asked to answer the following questions [28]:
1. Do you know what application packages are?
2. Did you study application packages at school/college?
121
3. What kind of application packages have you studied/reviewed?
4. From which package did you study office application packages (text editors;
spreadsheets; database management systems; demo tools)?
5. Do you know what “cloud services” is?
6. Which of the following programs and services is cloud-based?
7. Do you know what massive open online courses are?
8. Do you use these courses at school/college?
9. If the answer to the previous question is “Yes,” which one?
10. Have you used massive open online courses for self-study?
11. Did teachers use any other tools when studying programming in Computer Science?
12. If the answer to the previous question is “Yes”, what are the tools?
13. Did any information and communication technology tools (curricula, multimedia,
simulators, games, virtual laboratories, etc.) be used in the school/college by non-
CS teachers?
14. If the answer to the previous question is “Yes”, in what lessons did the teachers use
such tools?
15. Which one did you enjoy the most and why (also indicate the item on which it was
used)?
16. Was the teaching of this subject more interesting using a variety of tools than
without using them?
17. What additional services would you like to consider and explore how to use them?
Let us analyze the answers to each question. First question “Do you know what
application packages are?” the purpose was to establish whether the first-year students
have basic concepts of the school course in Computer Science (CS). The results of the
survey indicate that 91% of students have basic concepts, 9% do not (see Figure 1).
9%
Yes
No
91%
Fig. 1. Percentage of answers to question # 1
Regarding the second question, “Did you study application packages at
school/college?”, 18% said no and 82% said yes (see Figure 2). This indicates that
either the teacher did not adhere to the standard of general education, or the first-year
students do not understand the basic concepts of CS.
122
18%
Yes
No
82%
Fig. 2. Percentage of answers to question # 2
The answer to what exactly served as this distribution of answers to the previous
question is to analyze the answers to the following. In response to the question “What
kind of application packages have you studied/reviewed?”, all 167 respondents chose
one of the suggested options, which means that as a student they studied everything
they needed, they just did not have the necessary terminology. In this case, 88% of
respondents noted that they studied text editors, 77,8% – spreadsheets, 65,3% – tools
for creating demonstration material, 38,3% – database management systems, 32,3% –
graphic editors, 22,2% – educational programs, 16,8% – multimedia systems and
computer games (see Figure 3).
multimedia systems and computer games
educational programs
graphic editors
database management systems
tools for creating demonstration material
spreadsheets
text editors
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Fig. 3. Percentage of respondents’ answers to question # 3
During the informatization of society, new ICT are constantly appearing, which are
replacing the usual applications. One of such ICT is a cloud technology – a service that
allows remote use of data processing and storage tools [48].
The next question was to find out whether schools use the standard MS Office suite,
or whether some teachers use cloud services. Results of the answers to the question
“From which package did you study office application packages (text editors;
spreadsheets; database management systems; demo tools)?” 80,2% of those surveyed
had studied MS Office, 22,2% had studied Office 365, and 24% had studied Google
services (see Figure 4). In particular, 59,3% (99 people) of the proposed list chose MS
Office only.
123
Google
Office 365
MS Office
0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% 70,00% 80,00% 90,00%
Fig. 4. Percentage of respondents’ answers to question # 4
That is why the next question was “Do you know what “cloud services” is?”, to which
84,3% answered “yes” and the other 15,7% answered “no” (see Figure 5). Although the
study of cloud services is also included in the CS curriculum, not all school teachers
adhere to the relevant document.
15,7%
Yes
No
84,3%
Fig. 5. Percentage of respondents’ answers to question # 5
Answers to the following question “Which of the following programs and services are
cloud-based?” are quite interesting as 13,4% of respondents said that MS Office is a
cloud service. Also, 12,7% said Office 365 was cloud-based, 82,6% noted Google
services, and 7,6% noted Prezi (see Figure 6). It’s worth noting that Office 365, Google,
and Prezi are among the cloud ones listed.
As Zhytomyr Polytechnic State University actively introduces massive open online
courses, the following question “Did you know what massive open online courses
are?”. The survey results indicate that 74,3% know what it is, the other 25,7% do not
(see Figure 7).
In doing so, in response to the question “Do you use these courses at
school/college?” 88,6% of students (percent of those who answered “yes” to the
previous question) answered, “yes” (see Figure 8).
To find out what kind of open online courses are used in the educational process of
general secondary education institutions, the following question was analyzed: “If the
answer to the previous question is “Yes”, which one?”. The analysis of the results
124
shows that in most cases (50%) are Cisco Academy courses, in some cases (13,6%) are
Prometheus, and all others are isolated cases of other courses (see Figure 9). It should
be noted that Zhytomyr Polytechnic is closely cooperating with Cisco Academy, as a
result of cooperation in the institution of higher education actively used courses of the
said academy in the educational process (when studying courses “Computer
Networks”, “Python Programming”, “Cybersecurity”).
Prezi
Google
Office 365
MS Office
0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% 70,00% 80,00% 90,00%
Fig. 6. Percentage of respondents’ answers to question # 6
25,7%
Yes
No
74,3%
Fig. 7. Percentage of respondents’ answers to question # 7
11,4%
Yes
No
88,6%
Fig. 8. Percentage of respondents’ answers to question # 8
125
Fig. 9. Percentage of respondents’ answers to question # 9
Also, to facilitate the use of massive open online courses (MOOC) in students’
independent work, the following question “Have you used massive open online courses
for self-study?” The results of the survey (67,1% – yes, 32,9% – no, see Figure 10)
indicate that not all students used MOOC for independent work, and therefore, before
using these courses, it is worth conducting coaching for students who do not know how
to use such MOOC.
32,9%
Yes
No
67,1%
Fig. 10. Percentage of respondents’ answers to question # 10
Also, an important question was, “Did teachers use any other tools when studying
programming in Computer Science?”, in which 50,9% said “yes, they used”, 49,1% –
no (see Figure 11).
To find out what kind of tools were still used in CS lessons, the following question
was asked: “If the answer to the previous question is “Yes”, what are the tools?”. The
results (see Figure 12) indicate that 32,2% of the respondents worked with online
compilers, 33,3% – with automated programming tasks, 50,6% – with simulators,
52,9% – with training games. According to previous research [48], it is with online
compilers and automated systems for checking programming tasks that computer
teachers want to work in the educational process, but for some reason, they are not used
yet.
As ICTs can be used not only in CS lessons, the next question was “Did any
information and communication technology tools (curricula, multimedia, simulators,
games, virtual laboratories, etc.) be used in the school/college by non-CS teachers?”.
126
Yes
49,1%
50,9%
No
Fig. 11. Percentage of respondents’ answers to question # 11
other
training games
simulators
automated programming tasks
online compilers
0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00%
Fig. 12. Percentage of respondents’ answers to question # 12
Survey results indicate that in 51,5% of cases ICT was used in other lessons, in 48,5%
it was not (see Figure 13).
48,5% Yes
51,5% No
Fig. 13. Percentage of respondents’ answers to question # 13
Among those who answered “yes” to the following question “If the answer to the
previous question is “Yes”, in what lessons did the teachers use such tools?” were
distributed as follows (see Figure 14): 50% – ICT used in language and literature
lessons; 48,8% – in mathematics lessons; 43,8% – physics; 38,8% – history; 33,8% –
chemistry; 30% – biology; 20% – geography etc.
127
other
economics
informatics
draftsmanship
geography
biology
chemistry
history
physics
mathematics
language and literature
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Fig. 14. Percentage of respondents’ answers to question # 14
This indicates that most teachers still do not use different ICTs in their activities,
although there are currently many tools that can be used in the educational process of a
general secondary education institution.
The next question is, “Which one did you enjoy the most and why (also indicate the
item on which it was used)?” made it possible for teachers to use the following ICT
tools in their activities: multimedia, presentations, games, documentary, online quiz,
educational films, simulators, and automated verification systems.
Analysis of the distribution of answers to the question “Was the teaching of this
subject more interesting using a variety of tools than without using them?” (see Figure
15) indicate that it is still more interesting for students to use ICT in the educational
process than not use.
14,5%
Yes
No
85,5%
Fig. 15. Percentage of respondents’ answers to question # 16
To determine what other services could be considered with students, the answers to the
question “What additional services would you like to consider and explore how to use
them?” were analyzed. The results show that students want to study game simulators in
128
detail – 62,3%, cloud services for collaboration on documents – 59,9%, educational
games – 45,5%, tools for learning programming – 43,7%, simulators – 41,3%, computer
network modeling tools – 35,3%, virtual labs – 34,7%, massive open online courses –
29,9%, statistical data processing tools – 25,7%, cloud services to build distance
courses – 24,6%, collaboration tools for project activity – 23,4%, mathematical services
– 22,8%, mind maps – 19,8% (see Figure 16).
mind maps
mathematical services
collaboration tools for project
activity
Cloud Services to Build
distance courses
Statistical Data Processing
Tools
Massive Open Online Courses
Virtual Labs
Computer Network Modeling
Tools
simulators
tools for learning programming
educational games
cloud services for collaboration
on documents
0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% 70,00% game simulators
Fig. 16. Percentage of respondents’ answers to question # 17
3 Conclusion
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 [45], and the certification program “Information systems and cloud
technologies in the educational process” was developed [47], which is aimed at teachers
of general schools, teachers of HEI, specialists in the field of additional educational
services, and other specialists.
Certified educational program “Information Systems and Cloud Technologies in the
Educational Process” aims at forming knowledge about the peculiarities of using
information systems and cloud technologies in the educational process of educational
institutions, forming the ability to plan, develop courses at the methodological and
information-technical levels using modern information systems and cloud technologies,
to organize various forms of higher education by applying modern information systems
and cloud technologies.
References
1. Almerich, G., Orellana, N., Suárez-Rodríguez, J., Díaz-García, I.: Teachers’ information
and communication technology competences: A structural approach. Computers &
Education 100(C), 110–125 (2016). doi:10.1016/j.compedu.2016.05.002
129
2. Bansal, S., Singh, S., Kumar, A.: Use of Cloud Computing in Academic Institutions.
International Journal of Computer Science & Technology III(I), IJCST/31/3/A-486, 427–
429 (2012)
3. Biswas, S.: How Can Technology Help In Education?
http://www.cloudtweaks.com/2011/02/how-can-cloud-computing-help-in-education
(2011). Accessed 17 Aug 2015
4. Bondarenko, O.V., Pakhomova, O.V., Lewoniewski, W.: The didactic potential of virtual
information educational environment as a tool of geography students training. In: Kiv, A.E.,
Shyshkina, M.P. (eds.) Proceedings of the 2nd International Workshop on Augmented
Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019. CEUR
Workshop Proceedings 2547, 13–23. http://ceur-ws.org/Vol-2547/paper01.pdf (2020).
Accessed 10 Feb 2020
5. Britto, M.: Cloud Computing in Higher Education. Library Student Journal.
http://www.librarystudentjournal.org/index.php/lsj/article/view/289/321 (2012). Accessed
21 Mar 2014
6. Bykov, V., Dovgiallo, A., Kommers, P.A.M.: Theoretical backgrounds of educational and
training technology. International Journal of Continuing Engineering Education and Life-
Long Learning 11(4–6), 412–441 (2001)
7. Bykov, V., Gurzhiy, A., Kozlakova, G.: Development of computer education in Ukrainian
higher technical schools. IFIP Transactions A: Computer Science and Technology (A-52),
pp. 678–681 (1994)
8. Chorna, O.V., Hamaniuk, V.A., Uchitel, A.D.: Use of YouTube on lessons of practical
course of German language as the first and second language at the pedagogical university.
In: Kiv, A.E., Soloviev, V.N. (eds.) Proceedings of the 6th Workshop on Cloud
Technologies in Education (CTE 2018), Kryvyi Rih, Ukraine, December 21, 2018. CEUR
Workshop Proceedings 2433, 294–307. http://ceur-ws.org/Vol-2433/paper19.pdf (2019).
Accessed 10 Sep 2019
9. Demirbilek, M., Koç, D.: Using Computer Simulations and Games in Engineering
Education: Views from the Field. In: Ermolayev, V., Mallet, F., Yakovyna, V., Kharchenko,
V., Kobets, V., Korniłowicz, A., Kravtsov, H., Nikitchenko, M., Semerikov, S.,
Spivakovsky, A. (eds.) Proceedings of the 15th International Conference on ICT in
Education, Research and Industrial Applications. Integration, Harmonization and
Knowledge Transfer (ICTERI, 2019), Kherson, Ukraine, June 12-15 2019, vol. II:
Workshops. CEUR Workshop Proceedings 2393, 944–951. http://ceur-ws.org/Vol-
2393/paper_345.pdf (2019). Accessed 30 Jun 2019
10. Dineva, S., Nedeva, V.: Cloud Computing And High Education. In: The 7th International
Conference on Virtual Learning ICVL 2012, pp. 171–176
11. Dzikite C., Nsubuga Y. & Nkonki V. Lecturers’ Competencies in Information and
Communication Technology (ICT) for Effective Implementation of ICT-Integrated
Teaching and Learning in Textiles and Clothing Degree Programmes. International Journal
of Educational Sciences 17(1–3), 61–68 (2017). doi:10.1080/09751122.2017.1305756
12. Ercan, T.: Effective use of cloud computing in educational institutions. Procedia – Social
and Behavioral Sciences 2(2), 938–942 (2010). doi:10.1016/j.sbspro.2010.03.130
13. Fedorenko, E.H., Velychko, V.Ye., Stopkin, A.V., Chorna, A.V., Soloviev, V.N.:
Informatization of education as a pledge of the existence and development of a modern
higher education. In: Kiv, A.E., Soloviev, V.N. (eds.) Proceedings of the 6th Workshop on
Cloud Technologies in Education (CTE 2018), Kryvyi Rih, Ukraine, December 21, 2018.
CEUR Workshop Proceedings 2433, 20–32. http://ceur-ws.org/Vol-2433/paper01.pdf
(2019). Accessed 10 Sep 2019
130
14. Hamaniuk, V., Semerikov, S., Shramko, Y.: ICHTML 2020 – How learning technology
wins coronavirus. In: Hamaniuk, V., Semerikov, S., Shramko, Y. (eds.) The International
Conference on History, Theory and Methodology of Learning (ICHTML 2020). Kryvyi
Rih, Ukraine, May 13-15, 2020. SHS Web of Conferences 75, 00001 (2020).
doi:10.1051/shsconf/20207500001
15. Hanson-Baldauf, D., Hughes Hassell, S.: The information and communication technology
competencies of students enrolled in school library media certification programs. Library
& Information Science Research 31(1), 3–11 (2009). doi:10.1016/j.lisr.2008.03.003
16. Hlushak, O.M., Semenyaka, S.O., Proshkin, V.V., Sapozhnykov, S.V., Lytvyn, O.S.: The
usage of digital technologies in the university training of future bachelors (having been
based on the data of mathematical subjects). In: Kiv, A.E., Shyshkina, M.P. (eds.)
Proceedings of the 7th Workshop on Cloud Technologies in Education (CTE 2019), Kryvyi
Rih, Ukraine, December 20, 2019, CEUR-WS.org, online (2020, in press)
17. Iatsyshyn, Anna V., Kovach, V.O., Romanenko, Ye.O., Deinega, I.I., Iatsyshyn, Andrii V.,
Popov, O.O., Kutsan, Yu.G., Artemchuk, V.O., Burov, O.Yu., Lytvynova, S.H.:
Application of augmented reality technologies for preparation of specialists of new
technological era. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International
Workshop on Augmented Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March
22, 2019. CEUR Workshop Proceedings 2547, 181–200. http://ceur-ws.org/Vol-
2547/paper14.pdf (2020). Accessed 10 Feb 2020
18. Kaplan, A.M., Haenlein, M.: Higher education and the digital revolution: About MOOCs,
SPOCs, social media, and the Cookie Monster. Business Horizons 59(4), 441–450 (2016).
doi:10.1016/j.bushor.2016.03.008
19. Lavrentieva, O.O., Arkhypov, I.O., Kuchma, O.I., Uchitel, A.D.: Use of simulators together
with virtual and augmented reality in the system of welders’ vocational training: past,
present, and future. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd
International Workshop on Augmented Reality in Education (AREdu 2019), Kryvyi Rih,
Ukraine, March 22, 2019. CEUR Workshop Proceedings 2547, 201–216. http://ceur-
ws.org/Vol-2547/paper15.pdf (2020). Accessed 10 Feb 2020
20. Lavrentieva, O.O., Rybalko, L.M., Tsys, O.O., Uchitel, A.D.: Theoretical and methodical
aspects of the organization of students’ independent study activities together with the use
of ICT and tools. In: Kiv, A.E., Soloviev, V.N. (eds.) Proceedings of the 6th Workshop on
Cloud Technologies in Education (CTE 2018), Kryvyi Rih, Ukraine, December 21, 2018.
CEUR Workshop Proceedings 2433, 102–125. http://ceur-ws.org/Vol-2433/paper06.pdf
(2019). Accessed 10 Sep 2019
21. Leshchenko, M., Hrynko, V., Kosheliev, O.: Methods of Designing Digital Learning
Technologies for Developing Primary School Pre-Service Teachers’ 21st Century Skills.
CEUR-WS.org, online (2020, in press)
22. Mintii, I.S., Soloviev, V.N.: Augmented Reality: Ukrainian Present Business and Future
Education. In: Kiv, A.E., Soloviev, V.N. (eds.) Proceedings of the 1st International
Workshop on Augmented Reality in Education (AREdu 2018), Kryvyi Rih, Ukraine,
October 2, 2018. CEUR Workshop Proceedings 2257, 227–231. http://ceur-ws.org/Vol-
2257/paper22.pdf (2018). Accessed 30 Nov 2018
23. Modlo, Ye.O., Semerikov, S.O., Shmeltzer, E.O.: Modernization of Professional Training
of Electromechanics Bachelors: ICT-based Competence Approach. In: Kiv, A.E., Soloviev,
V.N. (eds.) Proceedings of the 1st International Workshop on Augmented Reality in
Education (AREdu 2018), Kryvyi Rih, Ukraine, October 2, 2018. CEUR Workshop
Proceedings 2257, 148–172. http://ceur-ws.org/Vol-2257/paper15.pdf (2018). Accessed 21
Mar 2019
131
24. Modlo, Ye.O., Semerikov, S.O.: Xcos on Web as a promising learning tool for Bachelor’s
of Electromechanics modeling of technical objects. In: Semerikov, S.O., Shyshkina, M.P.
(eds.) Proceedings of the 5th Workshop on Cloud Technologies in Education (CTE 2017),
Kryvyi Rih, Ukraine, April 28, 2017. CEUR Workshop Proceedings 2168, 34–41.
http://ceur-ws.org/Vol-2168/paper6.pdf (2018). Accessed 21 Mar 2019
25. Moiseienko, M.V., Moiseienko, N.V., Kohut, I.V., Kiv, A.E.: Digital competence of
pedagogical university student: definition, structure and didactical conditions of formation.
In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 7th Workshop on Cloud
Technologies in Education (CTE 2019), Kryvyi Rih, Ukraine, December 20, 2019, CEUR-
WS.org, online (2020, in press)
26. Nechypurenko, P.P., Starova, T.V., Selivanova, T.V., Tomilina, A.O., Uchitel, A.D.: Use
of Augmented Reality in Chemistry Education. In: Kiv, A.E., Soloviev, V.N. (eds.)
Proceedings of the 1st International Workshop on Augmented Reality in Education (AREdu
2018), Kryvyi Rih, Ukraine, October 2, 2018. CEUR Workshop Proceedings 2257, 15–23.
http://ceur-ws.org/Vol-2257/paper02.pdf (2018). Accessed 30 Nov 2018
27. Nechypurenko, P.P., Stoliarenko, V.G., Starova, T.V., Selivanova, T.V., Markova, O.M.,
Modlo, Ye.O., Shmeltser, E.O.: Development and implementation of educational resources
in chemistry with elements of augmented reality. In: Kiv, A.E., Shyshkina, M.P. (eds.)
Proceedings of the 2nd International Workshop on Augmented Reality in Education
(AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019. CEUR Workshop Proceedings 2547,
156–167. http://ceur-ws.org/Vol-2547/paper12.pdf (2020). Accessed 10 Feb 2020
28. Opytuvannia pershokursnyka (1-year student survey).
https://forms.gle/KCW29e6kok9tDm8u8 (2019). Accessed 28 Nov 2019
29. Ovcharuk, O., Ivaniuk, I., Soroko, N., Gritsenchuk, O., Kravchyna, O.: The use of digital
learning tools in the teachers’ professional activities to ensure sustainable development and
democratization of education in European countries. In: Semerikov, S., Chukharev, S.,
Sakhno, S., Striuk, A., Osadchyi, V., Solovieva, V., Vakaliuk, T., Nechypurenko, P.,
Bondarenko, O., Danylchuk, H. (eds.) The International Conference on Sustainable Futures:
Environmental, Technological, Social and Economic Matters (ICSF 2020). Kryvyi Rih,
Ukraine, May 20-22, 2020. E3S Web of Conferences 166, 10019 (2020).
doi:10.1051/e3sconf/202016610019
30. Pinchuk, O.P., Sokolyuk, O.M., Burov, O.Yu., Shyshkina, M.P.: Digital transformation of
learning environment: aspect of cognitive activity of students. In: Kiv, A.E., Soloviev, V.N.
(eds.) Proceedings of the 6th Workshop on Cloud Technologies in Education (CTE 2018),
Kryvyi Rih, Ukraine, December 21, 2018. CEUR Workshop Proceedings 2433, 90–101.
http://ceur-ws.org/Vol-2433/paper05.pdf (2019). Accessed 10 Sep 2019
31. Popel, M.V., Shokalyuk, S.V., Shyshkina, M.P.: The Learning Technique of the
SageMathCloud Use for Students Collaboration Support. In: Ermolayev, V., Bassiliades,
N., Fill, H.-G., Yakovyna, V., Mayr, H.C., Kharchenko, V., Peschanenko, V., Shyshkina,
M., Nikitchenko, M., Spivakovsky, A. (eds.) 13th International Conference on ICT in
Education, Research and Industrial Applications. Integration, Harmonization and
Knowledge Transfer (ICTERI, 2017), Kyiv, Ukraine, 15-18 May 2017. CEUR Workshop
Proceedings 1844, 327–339. http://ceur-ws.org/Vol-1844/10000327.pdf (2017). Accessed
21 Mar 2019
32. Proekt Tsyfrova adzhenda Ukrainy – 2020 (“Tsyfrovyi poriadok dennyi” – 2020).
Kontseptualni zasady (versiia 1.0). Pershocherhovi sfery, initsiatyvy, proekty
“tsyfrovizatsii” Ukrainy do 2020 roku (Digital Agenda of Ukraine – 2020 project (Digital
Agenda – 2020). Conceptual principles (version 1.0). Priority areas, initiatives, projects of
“digitalization” of Ukraine until 2020). HiTECH office.
132
https://ucci.org.ua/uploads/files/58e78ee3c3922.pdf (2016). Accessed 28 Nov 2019
33. Rakov, S., Gorokh, V., Osenkov, K.: Mathematics, computer mathematical systems,
creativity, art. In: Handbook of Research on Computational Arts and Creative Informatics,
pp. 253–279 (2009)
34. Rashevska, N.V., Soloviev, V.N.: Augmented Reality and the Prospects for Applying Its in
the Training of Future Engineers. In: Kiv, A.E., Soloviev, V.N. (eds.) Proceedings of the
1st International Workshop on Augmented Reality in Education (AREdu 2018), Kryvyi
Rih, Ukraine, October 2, 2018. CEUR Workshop Proceedings 2257, 192–197. http://ceur-
ws.org/Vol-2257/paper18.pdf (2018). Accessed 30 Nov 2018
35. Seidametova, Z.: Combining Programming and Mathematics Through Computer
Simulation Problems. CEUR-WS.org, online (2020, in press)
36. Semerikov, S., Chukharev, S., Sakhno, S., Striuk, A., Osadchyi, V., Solovieva, V.,
Vakaliuk, T., Nechypurenko, P., Bondarenko, O., Danylchuk, H.: Our sustainable
coronavirus future. In: Semerikov, S., Chukharev, S., Sakhno, S., Striuk, A., Osadchyi, V.,
Solovieva, V., Vakaliuk, T., Nechypurenko, P., Bondarenko, O., Danylchuk, H. (eds.) The
International Conference on Sustainable Futures: Environmental, Technological, Social and
Economic Matters (ICSF 2020). Kryvyi Rih, Ukraine, May 20-22, 2020. E3S Web of
Conferences 166, 00001 (2020). doi:10.1051/e3sconf/202016600001
37. Semerikov, S.O., Teplytskyi, I.O., Yechkalo, Yu.V., Markova, O.M., Soloviev, V.N., Kiv,
A.E.: Computer Simulation of Neural Networks Using Spreadsheets: Dr. Anderson,
Welcome Back. In: Ermolayev, V., Mallet, F., Yakovyna, V., Kharchenko, V., Kobets, V.,
Korniłowicz, A., Kravtsov, H., Nikitchenko, M., Semerikov, S., Spivakovsky, A. (eds.)
Proceedings of the 15th International Conference on ICT in Education, Research and
Industrial Applications. Integration, Harmonization and Knowledge Transfer (ICTERI,
2019), Kherson, Ukraine, June 12-15 2019, vol. II: Workshops. CEUR Workshop
Proceedings 2393, 833–848. http://ceur-ws.org/Vol-2393/paper_348.pdf (2019). Accessed
30 Jun 2019
38. Shakeabubakor, A.A., Sundararajan, E., Hamdan, A.R.: Cloud Computing Services and
Applications to Improve Productivity of University Researchers. In: 3rd International
Conference on Electronics Engineering and Informatics (ICEEI 2014), рp. 33–37
39. Spivakovsky, A., Petukhova, L., Kotkova, V., Yurchuk, Yu.: Historical Approach to
Modern Learning Environment. In: Ermolayev, V., Mallet, F., Yakovyna, V., Kharchenko,
V., Kobets, V., Korniłowicz, A., Kravtsov, H., Nikitchenko, M., Semerikov, S.,
Spivakovsky, A. (eds.) Proceedings of the 15th International Conference on ICT in
Education, Research and Industrial Applications. Integration, Harmonization and
Knowledge Transfer (ICTERI, 2019), Kherson, Ukraine, June 12-15 2019, vol. II:
Workshops. CEUR Workshop Proceedings 2393, 1011–1024. http://ceur-ws.org/Vol-
2393/paper_420.pdf (2019). Accessed 30 Jun 2019
40. Striuk, A.M., Rassovytska, M.V., Shokaliuk, S.V.: Using Blippar Augmented Reality
Browser in the Practical Training of Mechanical Engineers. In: Ermolayev, V., Suárez-
Figueroa, M.C., Yakovyna, V., Kharchenko, V., Kobets, V., Kravtsov, H., Peschanenko,
V., Prytula, Ya., Nikitchenko, M., Spivakovsky A. (eds.) Proceedings of the 14th
International Conference on ICT in Education, Research and Industrial Applications.
Integration, Harmonization and Knowledge Transfer (ICTERI, 2018), Kyiv, Ukraine, 14-
17 May 2018, vol. II: Workshops. CEUR Workshop Proceedings 2104, 412–419.
http://ceur-ws.org/Vol-2104/paper_223.pdf (2018). Accessed 30 Nov 2018
41. Talyzina, N.F.: Cybernetics and pedagogy. Soviet Education 16(5), 69–77 (1974)
42. Tokarieva, A.V., Volkova, N.P., Harkusha, I.V., Soloviev, V.N.: Educational digital games:
models and implementation. In: Kiv, A.E., Soloviev, V.N. (eds.) Proceedings of the 6th
133
Workshop on Cloud Technologies in Education (CTE 2018), Kryvyi Rih, Ukraine,
December 21, 2018. CEUR Workshop Proceedings 2433, 74–89. http://ceur-ws.org/Vol-
2433/paper04.pdf (2019). Accessed 10 Sep 2019
43. Trius, Yu.V., Solov’ev, V.N., Serdyuk, O.A., Piskun, O.V.: Regional educational portal as
the main information resource for supporting continuous education and open learning.
Upravlyayushchie Sistemy i Mashiny (4), 74–81 (2004)
44. Vakaliuk, T., Kontsedailo, V., Antoniuk, D., Korotun, O., Semerikov, S., Mintii, I.: Using
Game Dev Tycoon to Develop Professional Soft Competencies for Future Engineers-
Programmers. CEUR-WS.org, online (2020, in press)
45. Vakaliuk, T., Morozov, A., Yefimenko, A., Antoniuk, D.: Dotsilnist vvedennia dystsypliny
“Osvitni tekhnolohii ta navchannia v tsyfrovu epokhu” u protses navchannia maibutnikh
fakhivtsiv z informatsiinykh tekhnolohii (The expediency of introducing “Education
technologies and learning in the digital age” course into educational plan of the future
professionals of information technologies). Naukovi zapysky Berdianskoho derzhavnoho
pedahohichnoho universytetu. Seriia: Pedahohika 2, 160–169 (2019)
46. Vakaliuk, T.A., Kontsedailo, V.V., Antoniuk, D.S., Korotun, O.V., Mintii, I.S., Pikilnyak,
A.V.: Using game simulator Software Inc in the Software Engineering education. In: Kiv,
A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International Workshop on Augmented
Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019. CEUR
Workshop Proceedings 2547, 66–80. http://ceur-ws.org/Vol-2547/paper05.pdf (2020).
Accessed 10 Feb 2020
47. Vakaliuk, T.A., Morozov, A.V., Lobanchykova, N.M., Antoniuk, D.S.: Sertyfikatna
prohrama “Informatsiini systemy ta khmarni tekhnolohii v osvitnomu protsesi” (Certificate
program “Information systems and cloud technologies in the educational process”).
Zhytomyr Polytechnic State University, Zhytomyr.
https://drive.google.com/file/d/141yQaDYzZScfzZQ1gBMjOpVHboPKwNvr/view
(2019)
48. Vakaliuk, T.A.: Proektuvannia khmaro oriientovanoho navchalnoho seredovyshcha dlia
pidhotovky bakalavriv informatyky: teoretyko-metodolohichni osnovy (Designing a cloud-
oriented learning environment for the preparation of bachelors of computer science:
theoretical and methodological foundations). O.O. Yevenok, Zhytomyr (2018)
49. Zakon Ukrainy “Pro osvitu” (Law of Ukraine “On Education”).
http://zakon2.rada.gov.ua/laws/show/2145-19 (2017). Accessed 28 Nov 2019
50. Zhaldak, M.I., Trius, Yu.V.: A problem in parametric programming. Ukrainian
Mathematical Journal 37(5), 464-469 (1985)
51. Іatsyshyn, Andrii, Іatsyshyn, Anna, Artemchuk, V., Kameneva, I., Kovach, V., Popov, O.:
Software tools for tasks of sustainable development of environmental problems:
peculiarities of programming and implementation in the specialists’ preparation. In:
Semerikov, S., Chukharev, S., Sakhno, S., Striuk, A., Osadchyi, V., Solovieva, V.,
Vakaliuk, T., Nechypurenko, P., Bondarenko, O., Danylchuk, H. (eds.) The International
Conference on Sustainable Futures: Environmental, Technological, Social and Economic
Matters (ICSF 2020). Kryvyi Rih, Ukraine, May 20-22, 2020. E3S Web of Conferences
166, 01001 (2020). doi:10.1051/e3sconf/202016601001
52. Іatsyshyn, Anna V., Kovach, V.O., Lyubchak, V.O., Zuban, Yu.O., Piven, A.G., Sokolyuk,
O.M., Іatsyshyn, Andrii V., Popov, O.O., Artemchuk, V.O., Shyshkina, M.P.: Application
of augmented reality technologies for education projects preparation. In: Kiv, A.E.,
Shyshkina, M.P. (eds.) Proceedings of the 7th Workshop on Cloud Technologies in
Education (CTE 2019), Kryvyi Rih, Ukraine, December 20, 2019, CEUR-WS.org, online
(2020, in press)