=Paper=
{{Paper
|id=Vol-2791/2020200031
|storemode=property
|title=Future Educators' Training for Project Activities Using Digital Technologies
|pdfUrl=https://ceur-ws.org/Vol-2791/2020200031.pdf
|volume=Vol-2791
|authors=Denis Kozlitin,Diana Kochmar,Tatiana Krystopchuk,Lyudmila Kozak
}}
==Future Educators' Training for Project Activities Using Digital Technologies==
https://ceur-ws.org/Vol-2791/2020200031.pdf
Future Educators' Training for Project Activities Using
Digital Technologies
Denis Kozlitin 1[0000-0003-3583-9984] Diana Kochmar 2[0000-0002-2896-1546]
Tetiana Krystopchuk 3[0000-0002-0104-9901] Lyudmila Kozak 1[0000-0002-4528-1905]
1 Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., 04053, Kyiv, Ukraine
d.kozlitin.asp@kubg.edu.ua; l.kozak@kubg.edu.ua
2 Academician Stepan Demianchuk International University of Economics and Humanities,
4 Academician Stepan Demianchuk Str., 33027, Rivne, Ukraine
trial2008@ukr.net
3 Rivne College of National University of Life and Environmental Sciences of Ukraine,
44 Kopernika Str., 33005, Rivne, Ukraine
krystopchuk@ukr.net
Abstract. The practical importance of using digital technologies in prepar-
ing future educators for project activities is considered in the article. The im-
portance of training future educators for project activities by means of digital
technologies is substantiated. The authors have identified aspects of research
the problem of ICT implementation into project activity, conducted by modern
foreign scientists, in particular, designing a STEAM-oriented digital school en-
vironment; training of STEM educators; information technology in project
training; introduction of 3d technologies, virtual and augmented reality into the
elementary school educational process; 3d, virtual and augmented reality tech-
nologies in higher education. The components of the educational environment
are defined: organizational component (organizational structures; corporate
standards); content component (training resources; scientific resources; meth-
odological resources; controlling resources; reference resources); technological
component (IT infrastructure; centralized services). The information and educa-
tional environment is considered by the authors as a system consisting of educa-
tional resources based on modern educational technologies, in particular, in-
formation and educational technologies; cloud learning technologies; activity-
oriented technologies; case technologies. The peculiarities of a higher education
institution’s educational environment organization using digital technologies
are analysed. It was identified on-line, multimedia services and resources that
students work with during their project activities, such as: Easel.ly, Рik-
tochart.com, Padlet, Symbaloo, Coggle.it, ThingLink, WordArt, Learn-
ingApps.org, PowToon, Prezi. The present state of future teachers’ preparation
for project activities using digital technologies is revealed. The model of future
educators’ training for the project activity with the use of digital technologies is
offered. The authors analyse how to use digital technology effectively in teach-
ing the course “Project Activities in Educational Institution” on the Moodle
platform. The effectiveness of preparing future educators for project activities
using digital technologies has been proved.
Keywords: Project Activities, Digital Technologies, Information Education
Environment, On-line, Multimedia Services and Resources.
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
32
1 Introduction
The process of informatization of education involves the use of new digital technolo-
gies in order to realize the ideas of intensifying the educational process, improving its
efficiency and quality, training future educators to acquire the experience, skills and
knowledge needed in the life of modern information society.
The use of digital technologies in the educational process depends directly on the
level of professional training of a teacher. The Concept of the New Ukrainian School
(2016) states that a teacher should collaborate with other teachers and students by
creating digital resources, presentations and projects, teaching students to be global:
communicate with the world through modern digital tools [1].
Therefore, the goal is to prepare a future teacher for project activities using digital
technologies.
Modern digital technologies cover the full range of desktop and mobile computers,
presentation tools, online resources, social networking and communication resources.
Its extend the possibilities of project activity, allow to create a virtual image of the
future object, to combine its constituent components, to change the dimension, focus,
functional orientation of the project.
The importance of preparing future educators for project activities through digital
media is outlined in the Concept for the Development of Teacher Education (2018)
[2].
At the present stage, it is possible and necessary to use digital technologies in all
levels of education, beginning with pre-school education. But there are objective rea-
sons that prevent teachers use them fully. One of the problem is the lack of teacher's
competence in using digital technology in his or her professional activity. That is why
the research on the preparation of future educators for project activities using digital
technologies becomes relevant.
Contemporary foreign authors have explored various aspects of ICT implementa-
tion in project activities, including: STEM-based learning (Robert M. Capraro, Mary
Margaret Capraro, James R. Morgan [3]); designing the school's STEAM-oriented
digital environment (Chee Hoe Ng, M. Adnan [4]); training STEM educators (Virgin-
ia McCormack [5]); information technology in project training (G. Cameron [6]; Dorr
Mariella [7]); introduction of 3d technology, virtual and augmented reality into the
educational process of elementary school and high school (Debopriyo Roy [8]); inte-
gration of digital technology into the teaching and learning of students (Wan Ng [9]).
In domestic pedagogy, the problem of the use of project activity in the process of
future teachers’ professional training is presented in the works of O. M. Ko-
bernyk [10], L. G. Kondratova [11] and others.
The works of N. V. Morze [12]; [13] are devoted to the problem of training a fu-
ture educator for the use of information technologies in the educational process.
At the same time, the problem of preparing future preschool and primary education
teachers for project activities using digital technologies remains relevant and under-
developed.
Considering the above, the purpose of the article is presentation of the experience
of preparing future educators for project activities using digital technologies in the
33
course of teaching "Project Activity in Educational Institution" on the Moodle plat-
form.
The following theoretical and empirical methods were used in the research pro-
cess: analysis of electronic resources and training programs, methodological manuals;
method of observation, questionnaire of students to find out their attitude to different
aspects of project training and digital technologies use in professional training; mod-
elling method; an educational experiment to test the effectiveness of training of future
educators for project activities using digital technologies.
2 Digital technologies as a component of a university's educational
environment
The educational environment of a modern university must be effective, open, quick to
update, allow students to form their own learning trajectory, meet the requirements of
modern education, and develop 21st century skills.
Scientists characterize the concept of the educational environment differently.
N. V. Morze, O. H. Kuzminska and G. O. Protsenko define the following compo-
nents of educational environment: organizational component (organizational struc-
ture, corporate standards); content component (educational resources, scientific re-
sources, methodological resources, controlling resources, reference resources); tech-
nological component (IT infrastructure, centralized services, decentralized services)
[12].
The educational environment is filled and functions with the help of digital tech-
nologies. Wan Ng explores digital technologies as a subset of electronic technologies
encompassing hardware and software used by individuals for educational, social and
entertainment purposes in a formal and informal context of their daily lives. In his
view, digital technology is a type of educational technology that includes: desktops;
mobile devices; digital recording devices; data logging equipment and related sensors;
interactive whiteboards; Web 2.0 technologies and other resources on the Internet;
educational software packages [9].
The educational environment of a university is aimed at forming the professional
competencies of a future teacher, in particular, information competence. N. V. Morze
and I. P. Vorotnykova offer the ICT model of teacher competency in line with the
activities directions [13].
A similar structure is proposed by the European scientific community in the format
of the European Framework for the Digital Competence of Educators (DigCompEdu).
The document divides a teacher's digital competence into 6 main components, which
in turn consist of 22 competencies. The six components are:
- professional involvement;
- digital resources;
- teaching and learning;
- evaluation;
- empowering students;
- facilitating the digital competence of educators [14].
34
The integration of digital technology into the educational environment of a higher
education institution has three main goals: providing an open education; formation of
a future teacher’s information competence; support of the educational process.
Thus, the digital educational environment opens the possibility for educational in-
stitutions to access a wide range of open sources of education.
3 Current state of future educators’ training for project activities
using digital technologies
The quality of future educators’ training for project activities using digital technolo-
gies is determined by the level of readiness for such activities.
In agreement with the approaches of modern scholars to substantiate the criteria of
future teachers' readiness for project activity [10, 11] and the structural components of
ICT competence, we have distinguished such components of future teachers' readi-
ness for project activity using digital technologies: motivation and value (a cognitive
interest in project activity and a desire to master digital technologies through the de-
sign process); informational and cognitive (knowledge of the project activity theory,
knowledge of the educational design essence and logic of its stages construction,
knowledge of computer technologies and programs, digital tools); activity-creative (a
complex of projecting skills in the use of digital technologies: intellectual, creative,
communicative, methodological); reflexive-evaluative (ability to analyse and self-
assess project readiness to use digital technologies in educational institutions).
In order to study the state of readiness of future teachers for project activities using
digital technologies at the ascertaining stage of the experiment, we conducted a sur-
vey of the master's programme students in the specialties "Preschool Education" and
"Elementary Education" at Borys Grinchenko Kyiv University.
The questionnaire was aimed at studying the level of future pedagogues’ motiva-
tion to project activities using digital technologies, understanding the essential charac-
teristics of a teacher's project activity, knowledge and skills of using digital technolo-
gies in project activity; self-assessment of readiness for this type of activity.
The survey allowed us to conclude that the majority of students – 80% understand
the importance of project activity in the training of future teachers. Among the factors
that significantly influence the readiness for the project activity, students highlight:
personal qualities of their tutors and cooperation with them (77.8%); involvement in
own project activity (61.2%); independent work and cooperation with students of
other groups (58.3%); subject circles, problem and creative groups, practical and sem-
inar classes (49.7%). It is worth noting that 20.5% of respondents are interested in the
development of ICT projects.
More than a half of teachers (58%) are able to think through the stages of their own
project activity and point out the appropriate place of digital technologies in it. The
results of the survey showed that only 5% of respondents do not support the use of
information technology in the educational process. It is found that 95% of teachers
use the Internet to search for training materials; 86% create or find supplies for later
printing; 55% use a computer during class as a presentation interactive tool; 30%
35
involve children in work with Web services, creating materials by children; 23% in-
crease the use of information technology to other forms of daily work with children
(games, independent activity, individual work, observation, duty, etc.); 9% have per-
sonal blogs on pedagogical topics. As for project activity theory, only 33.3% are fully
aware of the project method, 57.5% understand the specifics of project activity in
educational institutions.
A half of the teachers (53.5%) constantly use project activity in the study of topics
that are not covered by the educational program, 32.1% occasionally supplement the
program materials with their own projects, 14.4% use only ready materials. A small
number of respondents (17.5%) are interested in improving the educational environ-
ment of the educational institution through their own digital educational projects de-
velopment. One-third of teachers (33%) are marked by the originality of the proposed
projects, a large number of various digital tools, the rest of the respondents use sever-
al resources in the implementation of all projects.
Most of the students – 61.2% evaluate adequately the quality of their own project
activity, identify the disadvantages and advantages, plan further activities with their
account. A third – 37.8% – feel the need to further explore digital tools and the prac-
tice of using them in project activities. According to students’ opinion, the factors that
significantly affect the quality of project activity using digital technology are: 12% –
technical knowledge related to digital technology; 48.5% – proper planning and
methodological preparation of a project, 39.5 – the quality of previous knowledge of
project participants, their number.
The results of the ascertaining experiment showed that only a third of the respond-
ents is able to navigate the information space at a high level, receive information and
operate it according to their own professional needs. Teachers are ready to carry out
project activities using digital technologies, to create their own materials and to in-
volve them in the educational process of the educational institution, but at the same
time they need the skills and experience of such activities.
4 The Model of future teachers’ preparation for project activity
with the use of digital technologies
After analysing the modern approach of scientists to teacher’s training in the field of
digital technologies and the structure of ICT teacher’s competence, we have devel-
oped a model of training future teachers for project activities using digital technolo-
gies. The structural components of this model are following: purpose, goals; specific
principles, in particular, the connection of learning with activities, variability, flexibil-
ity of the educational environment, communication and cooperation, focus on self-
education, gamification of the educational process. Stages of model implementation:
determination of the necessary content of future teachers training; creation of the
electronic educational courses structure, Massive open online courses (MOOC), plan-
ning of open events, webinars, conferences; experimental implementation of the mod-
el during the formative stage of the study; determining the level of the proposed mod-
el efficiency and ways to further modify it.
36
The model of future teachers’ preparation for project activities with the use of digi-
tal technologies involves the development of electronic resources for conducting a
formative experiment in two stages. At the first stage we use e-courses that form a
general digital competence and prepare participants for the use of the project method,
for example: “Project activities in educational institutions” and “Integrated thematic-
project learning”. At the second, future educators choose a variety of courses to fur-
ther master specific digital tools, such as: “Using Scratch at Elementary School Les-
sons”, “Lego-mindstorms and Arduino Research Projects”, “Virtual Elementary
School Classes”, and “Video Blogging for educators”.
Such a model should be implemented in the format of blended learning: the presen-
tation of theoretical materials in the format of mass open online courses and practical
activities for students and teachers. The result, in addition to mastering digital tools, is
to support the ideas of participants about the implementation of their author's educa-
tional projects.
The structure of modern educational technologies used in the e-environment of the
university is given in Table 1. This ensures the integration of such electronic re-
sources as e-learning system, corporate accounts of participants, institutional reposito-
ry, electronic publications.
Table 1. Structure of modern educational technologies
Multimedia technolo- Cloud technologies Interactive technologies
gies
audio-visual materials Web 2.0 educational sites project activity
electronic aids and resources case study
computer educational massive open online problem learning
programs courses theories of solving in-
online webinars, confer- ventive problems
ences group work
communication and shared business games
resources
storage space
Include work with text, Base on the use of the Allow to make use of
image editors, spread- Internet and electronic multimedia and cloud
sheets and data bases, methods of data transmis- technologies expedient
work with presentation sion. Envisage distribution and effective, involve
tools, creation of multi- of multimedia materials participants of educational
media educational materi- and their involvement process in cooperative
als through e-mail, video forms of work, close to
conferences, social net- their future professional
works, etc.. activity.
In order future educators to acquire competency in organizing project activities in
educational institutions, master the necessary skills to use digital technologies for the
37
development, organization and presentation of projects, we have developed a course
syllabus and, accordingly, an electronic training course "Project Activities in Educa-
tional Institutions" [15].
The e-course is built on a blended learning model. It provides flexibility with re-
spect to traditional learning, and provides the opportunity to offer training in different
variations of educational material presentation.
The structure of the e-learning course includes the following blocks: information-
referral; basic; monitoring and assessment. The purpose of the information-referral
block is to familiarize students with the purpose of the course. The core of the course
is the basic unit, which consists of training modules. The forum, chat and email make
up the interactive module, ensuring interaction between participants in the educational
process. These elements fulfil the motive function of participating in the learning
environment to support the project activity of students, make the educational process
more exciting and active. The main content of the course modules are lectures, which
are structured text with hyperlinks and multimedia inserts; digital copies of prints;
demo materials in the form of presentations. Practical, seminar papers include the
topic, purpose, list of tasks, the form of the results and the completed work presenta-
tion, evaluation criteria and deadlines. Independent work assignments have a similar
structure to practical ones, but they are orientated to each student's individual project.
The monitoring and assessment block makes possible automated assessment of
students and contains both closed tests and open variation tasks. This component also
contains a journal that reflects, in the form of statistics and infographics, the students'
educational achievements, each student's work within the electronic course.
During the course study, students pass all stages of creating an educational project
(preparation, research, technology, presentation), using digital tools [16]. The results
are displayed in the relevant sections of the e-learning course. With this approach to
building an e-learning course, the learning material becomes easier to perceive, the
educational process is filled with elements of motivation, and the results of the course
become tangible for each student.
We propose to consider three diverse projects created by students during the
course. The first one, "My Country – Ukraine", envisaged the creation of a multime-
dia resource to inform senior pre-schoolers and younger students about the culture,
history and traditions of our country. The second is an ecological project "Feed the
Birds", which envisaged the development of a feeder design in accordance with the
peculiarities of bird life, 3d modelling and subsequent printing of products. The third
is a design project called "Art Studio", which aims to develop an educational envi-
ronment in accordance with the ideas of the New Ukrainian School with further visu-
alization using 3D graphics.
In the first phase of the project, students are asked to formulate a key problem and
choose a topic for a project. After selecting a project theme, students think through
and create their design using Easel.ly or Piktochart.com infographic services. The
project's repository is the Google Drive folder or Padlet work board, which will be
filled with project materials. The core of these materials is the Project Program Doc-
ument, which contains the topic, purpose, content and workflow of a project. This
allows the project to be structured and extended to other participants in the future.
38
It is advisable to plan the project steps and visualize its structure with the help of
knowledge map editors, such as Cogle.it or Mindmaps.app. The result is that students
continue to fill the project folder on Gogle Drive. This stage involves the creation of a
goal tree by a student – a graphical representation of the interconnection and subordi-
nation of goals that reflects the division of mission and aims into goals, sub-goals,
tasks and individual actions. To do this, we suggest using infographic editors with
interactive elements: thinglink.com and WordArt.com.
In the second stage, the student must find and organize the resources and tools
needed to create a project, form a list of these materials in a specific sequence, and
display them as webmixes using the symbaloo.com resource. For example, the team
of students working on the "Feed Birds" project has been divided into three teams.
The first team was engaged into didactic filling of the project, development of lessons
and adaptation of ready-made interactive materials for use in the project. A good ex-
ample of such material is the STEM simulation of the worldwide bird migration of
Globeofbirdmigration.com [17]. STEM games and simulations are the models of
geology and atmosphere, ecology and astrophysics, and sometimes whole planets.
Interacting with them, a student himself chooses a strategy for research or restructur-
ing of the world, acting as an independent researcher, designer. The second team de-
veloped multimedia support for the classes, using the digital tools offered in the
course. The third team did the work related to the realization of the final product of
the project – 3d modelling and printing of feeders. The Tinkercad online editor was
selected for modelling. It is a service for the development of 3D projects, electronics
and codes. Unlike the "Art Studio" project, which used the 3ds Max editor, Tinkercad
is focused on teaching children the basics of 3D modelling. A Prusa I3 printer capable
for printing with biodegradable plastic and recycled materials was used for printing.
Thus, we used the materials supporting the environmental focus of the project.
Work on a project requires its content filling, which is the task of the next stage of
a project. While working on a project, students fill it with interactive visuals for chil-
dren, develop methodological materials, create accompanying presentations using the
services coggle.it, prezi.com. They use the Learningapps service to create tests and
Powtoon for cartoons. They can combine the results as ourboox.com eBook. "Art
Studio" project infographic was created with ThingLink at
https://www.thinglink.com/scene/1279604063515705345.
To create cartoon presentations, students use the PowToon online service. These
can be pedagogical situations, a re-enactment of a plot of a piece of fiction, mathe-
matical tasks, etc. We offer you to see the following cartoon created for the "Feed
Birds" project at https://youtu.be/PRi1n5o6hBQ.
Further work on a project involves the adaptation of project activities to the calen-
dar-thematic planning of an educational institution. Students create a map of project
implementation steps using reTime Graphics or Google calendar resources. Time
Graphics helps them to reproduce the steps of project implementation on a timeline
with the addition of photos, audio and video. This work prepares educators to organ-
ize their own work in the future.
The result of a project can be a movie consisting of a cut of project tasks and ex-
planations to them. The project can be presented on social networks Facebook,
Youtube, etc. One of the options for completing the course is to create an educational
blog for student projects.
39
6 Results
The results of the summative stage of the experiment showed that only a third of the
respondents are able to navigate at a high level in the information space, receive in-
formation and operate it according to their own professional needs. To solve this
problem, we have developed and implemented e-learning course "Project Activities in
Educational Institutions". We can now point out that the implemented e-learning
course has shown positive changes in the formation of future educators’ digital cul-
ture, development of project skills, development of critical thinking, creative abilities.
The development and implementation of individual projects directs them to such ac-
tivities, motivates the introduction of digital technologies into the learning process
with greater efficiency through a practice-oriented approach.
The approbation of the described e-learning course has been going on since the end
of 2019, and the projects created by the participants show both the readiness of future
teachers for teaching activities and their freedom to submit project developments.
Future educators gain skills related to engaging children to work with digital technol-
ogy, and online resources, including social networks. The variety of described pro-
jects emphasizes the interest of future educators in the in-depth study of specific digi-
tal tools related to programming (Scratch), 3d modelling (Tinkercad) and the basics of
robotics (Arduino). Currently the courses of the second phase of the experiment, able
to satisfy this need, are currently being developed.
7 Conclusion
Scientific analysis of the use of digital technologies in the preparation of future teach-
ers for project activities allowed us to conclude that in the context of society in-
formatization, computerization and implementation of modern technologies in the
educational process, the problem of digital technologies application has become a
leading one in pedagogical theory and practical activity of pedagogical higher educa-
tional institutions in Ukraine.
To study the problem of preparing future teachers for project activities, interrelated
methods were used: structural analysis to consider the structure of modern educational
technologies; system-structural and system-functional analysis to identify the main
structural components of the model of training future teachers for project activities
using digital technologies; questionnaires (at the ascertaining stage of the experiment)
in order to study the state of readiness of future teachers for project activities using
digital technologies; description of factual information for the purpose of analytical
interpretation and study of specific facts and phenomena; quantitative processing of
research results.
According to the results of the ascertaining stage of the experiment, it was con-
cluded that a third of respondents sees the need for further study of digital tools and
the practice of using them in project activities. Questionnaires of respondents showed
an insufficient level of awareness and application of digital technologies in the prepa-
ration of future teachers for project activities.
The study of the current state of digital technologies use in the preparation of fu-
ture teachers for project activities confirmed the relevance and feasibility of the se-
40
lected problem studying. Analysis of the practice of creating such an environment in
Ukraine and abroad allowed to develop a model of future teachers training for project
activities using digital technologies in the information educational environment of the
university. The stages of implementation of the model are determined: determination
of the necessary content of future teachers training; creation of the electronic educa-
tional courses structure, MOOC, planning of open events, webinars, conferences;
experimental implementation of the model during the formative stage of the study;
determining the level of the proposed model’s efficiency and ways of its further modi-
fications.
To implement this model, a mixed-type training course "Project Activities in Edu-
cational Institutions" was created on the Moodle platform. Further expansion of the
course and projects created by students as a result of its development will create a
new educational resource in the E-environment of the university. It is determined that
the purpose of such a resource is to create a database of educational materials that
meet the programs of the new Ukrainian school, the requirements for the content and
quality of the posted materials. Prospects for further research are the development of a
new educational resource in the E-environment of the university, which will allow
further research into the effectiveness of the proposed model of training future teach-
ers for project activities using digital technologies. We consider the development of a
new educational resource in the E-environment of the university, which will allow
further research of the effectiveness of the proposed model of training future teachers
for project activities using digital technologies, as a prospect for further research.
References
1. The New Ukrainian School (2016). https://mon.gov.ua/eng/tag/nova-ukrainska-shkola
2. Kontseptsiia rozvytku pedahohichnoi osvity (2018) (in Ukrainian).
https://mon.gov.ua/ua/npa/pro-zatverdzhennya-koncepciyi-rozvitku-pedagogichnoyi-
osviti
3. STEM project-based learning [electronic book] : an integrated science, technology, engi-
neering, and mathematics (STEM) approach / edited by Robert M. Capraro, Mary Marga-
ret Capraro, James R. Morgan. Rotterdam ; Boston : Sense Publish-
ers.https://library.liv.ac.uk:444/search~S8?/aCappini,+G./acappini+g/-
3,1,1,B/frameset&FF=acapraro+mary+margaret&4,5,/indexsort=- (2013)
4. Chee Hoe Ng and M Adnan. Integrating STEM education through Project-Based Inquiry
Learning (PIL) in topic space among year one pupils. IOP Conf. Series: Materials Sci-
ence and Engineering 296. https://iopscience.iop.org/article/10.1088/1757-
899X/296/1/012020/meta (2018)
5. McCormack, Virginia. Creating Sustainable Project-Based Learning Through Teacher
Professional Development. Handbook of Research on Educator Preparation and Profes-
sional Learning. IGI Global, 2019. 378-389. Web. 5 Dec. 2019. https://www.igi-
global.com/chapter/creating-sustainable-project-based-learning-through-teacher-
professional-development/228016 (2019)
41
6. Guthrie, Cameron. Towards Greater Learner Control: Web Supported Project-Based
Learning, Journal of Information Systems Education: Vol. 21 : Iss. 1 , Article 11.
https://aisel.aisnet.org/jise/vol21/iss1/11 (2019)
7. Dorr, Mariella. The Effectiveness of Project-Based Learning Using Digital Storytelling
Technology on Improving Second-Grade Students' Performance of Science Standards.
Electronic Theses and Dissertations. https://stars.library.ucf.edu/etd/5664/ (2017)
8. Debopriyo Roy. Project-based language learning in a 3D printing context. Proceedings of
the 6th International Conference on Information and Education Technology Pages 129-
134 Osaka, Japan‒January 06-08, 2018 https://dl.acm.org/doi/10.1145/3178158.3178200
(2018)
9. Ng, W. New digital technology in education: Conceptualizing professional learning for
educators. 10.1007/978-3-319-05822-1.
https://www.researchgate.net/publication/283781901_New_digital_technology_in_educat
ion_Conceptualizing_professional_learning_for_educators (2015)
10. Kobernyk O. Pidhotovka maibutnikh uchyteliv do zastosuvannia prektnoi tekhnolohii u
profesiinii diialnosti. Problemy pidhotovky suchasnoho vchytelia (in Ukrainian).
№ 6(3). С. 98-105. http://nbuv.gov.ua/UJRN/ppsv_2012_6%283%29__16 (2012)
11. Kondratova L. H. Pidhotovka vchytelia do orhanizatsii proektnoi diialnosti ditei v po-
zaurochnii roboti: avtoref. dys. … kand. ped nauk (in Ukrainian). Kyiv, 43s. (2008)
12. Morze N.V., Varchenko-Trotsenko L.O. Vykorystannia wiki-tekhnolohii dlia orhanizatsii
navchalnoho seredovyshcha suchasnoho universytetu (in Ukrainian). International scien-
tific conference “Open educationale e-environment of modern University” LNCS
http://openedu.kubg.edu.ua/journal/index.php/openedu/article/download/613/1. (2015)
13. Morze N. V., Vorotnykova I. P. Model ICT kompetentnosti vchyteliv (in Ukrainian).
Scientific Journal «ScienceRise: Pedagogical Education» № 10 (6)
https://www.researchgate.net/publication/319914156_model_IKT_kompetentnosti_vcite
liv (2016)
14. Redecker, C. European Framework for the Digital Competence of Educators:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Un-
ion, Luxembourg, doi:10.2760/159770, JRC107466 (2017)
15. Proektna diialnist u navchalnykh zakladakh. ENK (in Ukrainian),
https://elearning.kubg.edu.ua/course/view.php?id=9531(2019)
16. Metodychni rekomendatsii, shchodo vykorystannia tsyfrovykh resursiv kursu: Proiektna
diialnist u navchalnykh zakladakh (in Ukrainian),
https://drive.google.com/open?id=1pqTmIEb8sa0ZvXYOMjzRZYaoRddeIxKgpFiA0K
MkXzI (2019)
17. The Globe of Bird Migration. LNCS Homepage, http://globeofbirdmigration.com/, last
accessed 2020/02/03.