=Paper=
{{Paper
|id=Vol-3844/paper02
|storemode=property
|title=The utility of free software in teaching of mathematics, physics and computer science for pre-service teachers
|pdfUrl=https://ceur-ws.org/Vol-3844/paper02.pdf
|volume=Vol-3844
|authors=Vladyslav Ye. Velychko,Elena H. Fedorenko
|dblpUrl=https://dblp.org/rec/conf/aredu/VelychkoF23
}}
==The utility of free software in teaching of mathematics, physics and computer science for pre-service teachers==
https://ceur-ws.org/Vol-3844/paper02.pdf
Vladyslav Ye. Velychko et al. CEUR Workshop Proceedings 127–133
The utility of free software in teaching of mathematics,
physics and computer science for pre-service teachers
Vladyslav Ye. Velychko1 , Elena H. Fedorenko1
1
Donbas State Pedagogical University, 19 Henerala Batiuka Str., Sloviansk, 84116, Ukraine
Abstract
The increasing digitalization of education has led to a need for pre-service teachers in mathematics, physics and
computer science to develop competencies in utilizing information and communication technologies (ICT) in
their teaching practice. Free and open source software presents a valuable opportunity for educators to access
powerful tools without the financial and legal barriers associated with proprietary software. This article examines
the theoretical and methodological foundations for integrating free software into the professional training of
pre-service teachers of mathematics, physics and computer science, based on the findings of a doctoral thesis
by Velychko [1]. The study proposes a system for applying free software in teacher education, encompassing
conceptual, content and technological components. Experimental results demonstrate the effectiveness of the
proposed system in enhancing the ICT competencies of pre-service teachers. The article highlights the benefits
and challenges of utilizing free software in education and provides recommendations for its implementation in
teacher training programs.
Keywords
free software, teacher training, the concept of implementation
1. Introduction
The rapid advancement of technology in the 21st century has had a profound impact on all sectors
of society, including education [2]. Teachers are expected to possess not only subject knowledge but
also the skills to effectively integrate ICT into their teaching practice [3, 4]. However, the cost and
licensing restrictions of proprietary software can present significant barriers for educational institutions,
particularly in developing countries [5]. Free and open source software (FOSS) offers a solution by
providing access to high-quality tools without the associated financial and legal constraints [6, 7].
The use of FOSS in education has been a topic of research for several decades [8, 9]. Studies have
shown that FOSS can be effectively utilized in various educational contexts, including engineering
[10], computer science [11] and science education [12]. However, the integration of FOSS in teacher
education programs, particularly for pre-service teachers of mathematics, physics and computer science,
remains an underexplored area.
This article aims to address this gap by examining the theoretical and methodological foundations for
applying FOSS in the professional training of pre-service teachers of mathematics, physics and computer
science. The article is based on the findings of a doctoral thesis by Velychko [1], which proposed a system
for integrating FOSS into teacher education programs in Ukraine. The article presents an overview of
the proposed system, its components and the experimental results of its implementation. The benefits
and challenges of utilizing FOSS in teacher education are discussed, along with recommendations for
its effective integration into training programs.
AREdu 2023: 6th International Workshop on Augmented Reality in Education, May 17, 2023, Kryvyi Rih, Ukraine
" vladislav.velichko@gmail.com (V. Ye. Velychko); fedorenko.elena1209@gmail.com (E. H. Fedorenko)
~ https://ddpu.edu.ua/cc/velychko (V. Ye. Velychko); https://scholar.google.com.ua/citations?user=9hVB6f8AAAAJ
(E. H. Fedorenko)
0000-0001-9752-0907 (V. Ye. Velychko); 0000-0002-1897-874X (E. H. Fedorenko)
© 2024 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
127
Vladyslav Ye. Velychko et al. CEUR Workshop Proceedings 127–133
2. Theoretical foundations
2.1. The concept of free software
Free software is defined by the Free Software Foundation as software that respects the freedom and
community of its users [13]. This freedom is enshrined in four essential rights: the freedom to run the
program for any purpose, the freedom to study how the program works and adapt it to one’s needs, the
freedom to redistribute copies, and the freedom to improve the program and release those improvements
to the public [14].
The philosophy of free software aligns closely with the principles of academic freedom and the open
sharing of knowledge [15]. Universities have played a key role in the development of free software,
with many groundbreaking projects originating from research labs and student communities [1].
2.2. ICT competencies for teachers
The integration of ICT into education has become a global priority, as evidenced by the UNESCO ICT
Competency Framework for Teachers [16]. This framework outlines the knowledge and skills that
teachers need to effectively utilize ICT in their professional practice, including [17]:
• Understanding the role of ICT in education
• Curriculum and assessment
• Pedagogy
• ICT
• Organization and administration
• Teacher professional learning
For pre-service teachers of mathematics, physics and computer science, developing ICT competen-
cies is particularly crucial, as these subjects often involve the use of specialized software tools and
computational methods [18, 19]. However, research has shown that many teacher education programs
do not adequately prepare pre-service teachers to integrate ICT into their teaching practice [20].
2.3. Benefits of free software in education
The use of free software in education offers several significant benefits, including:
• Cost savings – free software eliminates the need for expensive licensing fees, making it more
accessible for educational institutions with limited budgets [21].
• Flexibility – the open source nature of free software allows educators to customize and adapt
tools to meet their specific needs [22].
• Skill development – working with free software can help students develop valuable technical
skills, such as programming and problem-solving [23].
• Collaboration – free software projects often have active communities of users and developers,
providing opportunities for students and educators to collaborate and learn from each other [24].
Despite these benefits, the adoption of free software in education faces several challenges, including
lack of awareness, technical support and training for educators [25].
3. A system for applying free software in teacher education
Velychko [1] proposed a system for integrating free software into the professional training of pre-service
teachers of mathematics, physics and computer science. The system consists of three main components
(figure 1).
128
Vladyslav Ye. Velychko et al. CEUR Workshop Proceedings 127–133
CONCEPTUAL SUBSYSTEM
Purpose Problem Approaches Principles
CONTENT SUBSYSTEM
Structural components of Leading idea: study
information competence of technologies
Open systems and standards; open
education; e-learning; free software
TECHNOLOGICAL SUBSYSTEM
Stages of formation of
information competence
Methods Means
Forms
SUBSYSTEM OF QUALITATIVE
AND QUANTITATIVE PARAMETERS
Criteria for assessing IT competence
Levels of formation of information competence
The result is an increase in the
level of information competence
Figure 1: System for integrating free software into the professional training of pre-service teachers of mathe-
matics, physics and computer science.
3.1. Conceptual component
The conceptual component outlines the goals, objectives, approaches and principles of the system.
The main goal is to enhance the ICT competencies of pre-service teachers through the use of free
129
Vladyslav Ye. Velychko et al. CEUR Workshop Proceedings 127–133
software. The objectives include providing access to powerful tools, developing technical skills and
promoting collaboration. The system is grounded in competency-based, innovation-oriented and
synergetic approaches to learning.
3.2. Content component
The content component defines the structure and content of ICT competencies for pre-service teachers,
as well as the key concepts and ideas related to free software in education. The competencies encompass
knowledge, skills and attitudes in areas such as:
• Information and data literacy
• Communication and collaboration
• Digital content creation
• Safety
• Problem-solving
The content component also emphasizes the importance of open educational resources, e-learning
and the role of free software in enabling open education practices.
3.3. Technological component
The technological component focuses on the practical implementation of the system, including the
stages of ICT competency development, teaching methods, tools and forms of learning. The stages of
development are:
1. Motivational-purposeful
2. Exploratory
3. Orientational-planning
4. Control-evaluative
5. Regulatory-corrective
The teaching methods include problem-based learning, project-based learning and collaborative
learning. The tools used are primarily free software applications for mathematics, physics and computer
science, such as GeoGebra, Python and LaTeX. The forms of learning include lectures, laboratory work,
independent study and project-based activities.
4. Experimental results
Velychko [1] conducted an experimental study to evaluate the effectiveness of the proposed system
in enhancing the ICT competencies of pre-service teachers. The study involved 240 students from
pedagogical universities in Ukraine, divided into control and experimental groups.
The results showed that the experimental group, which was taught using the free software-based
system, had significantly higher levels of ICT competency compared to the control group. In particular,
the experimental group demonstrated better skills in using free software tools for problem-solving,
digital content creation and collaboration.
The study also found that the use of free software in teacher education had a positive impact on
students’ motivation and engagement in learning. Students reported feeling more empowered and
confident in their ability to use technology in their future teaching practice.
130
Vladyslav Ye. Velychko et al. CEUR Workshop Proceedings 127–133
5. Discussion and recommendations
The findings of Velychko [1] demonstrate the potential of free software as a valuable tool for enhancing
the ICT competencies of pre-service teachers. By providing access to powerful, flexible and collaborative
tools, free software can help bridge the digital divide and prepare future teachers to effectively integrate
technology into their teaching practice.
However, the successful integration of free software in teacher education requires more than just
access to tools. It also requires a supportive institutional environment, adequate technical infrastructure
and ongoing professional development opportunities for educators [26].
Based on the findings of this study, the following recommendations are proposed for integrating free
software into teacher education programs:
• Raise awareness about the benefits of free software among educators, administrators and policy-
makers.
• Provide training and support for educators to effectively use free software tools in their teaching
practice.
• Encourage collaboration and sharing of resources among educators, both within and across
institutions.
• Integrate free software into the curriculum, not just as a separate subject but as a tool for enhancing
learning across disciplines.
• Foster partnerships with free software communities and industry to provide real-world learning
opportunities for students.
6. Conclusion
The integration of free software into the professional training of pre-service teachers of mathematics,
physics and computer science presents a promising approach for enhancing their ICT competencies and
preparing them for the challenges of 21st century education. By leveraging the power of free software,
teacher education programs can provide access to high-quality tools, foster collaboration and skill
development, and promote open education practices.
However, realizing the full potential of free software in teacher education requires a concerted effort
from educators, institutions and policymakers. It requires awareness-raising, capacity-building and the
creation of supportive environments that encourage experimentation and innovation.
As the world becomes increasingly digital, it is imperative that we equip future teachers with the
skills and tools they need to navigate this landscape effectively. Free software offers a path forward
that is both accessible and empowering, and it is up to us as educators to seize this opportunity and
make it a reality.
References
[1] V. Y. Velychko, Theoretical and methodical principles of the use of free software in the training of
pre-services teachers of mathematics, physics and computer science, The thesis for the Degree
of Doctor of Pedagogical Sciences degree in the specialty 13.00.04 – Theory and Methodic of
Professional Training and 13.00.10 – Information and Communication Technologies in Education,
State Higher Educational Establishment „Donbas State Pedagogical University”, Sloviansk, 2019.
URL: https://ddpu.edu.ua/images/stories/news/specrada/191219/Velichko/velychko01.pdf.
[2] J.-Z. Zhang, H.-M. Xiong, X.-C. Peng, Free software SSP for teaching mathematics, in: Symbolic
Computation and Education, World Scientific Publishing Co., 2007, pp. 115–135. doi:10.1142/
9789812776006_0007.
[3] V. Y. Velychko, E. H. Fedorenko, D. A. Kassim, Conceptual Bases of Use of Free Software in the
Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science, in:
131
Vladyslav Ye. Velychko et al. CEUR Workshop Proceedings 127–133
A. E. Kiv, V. N. Soloviev (Eds.), Proceedings of the 1st International Workshop on Augmented
Reality in Education, Kryvyi Rih, Ukraine, October 2, 2018, volume 2257 of CEUR Workshop
Proceedings, CEUR-WS.org, 2018, pp. 93–102. URL: https://ceur-ws.org/Vol-2257/paper11.pdf.
[4] V. Tkachuk, S. Semerikov, Y. V. Yechkalo, S. Khotskina, V. N. Soloviev, Selection of Mobile
ICT for Learning Informatics of Future Professionals in Engineering Pedagogy, in: O. Sokolov,
G. Zholtkevych, V. Yakovyna, Y. Tarasich, V. Kharchenko, V. Kobets, O. Burov, S. Semerikov,
H. Kravtsov (Eds.), Proceedings of the 16th International Conference on ICT in Education, Research
and Industrial Applications. Integration, Harmonization and Knowledge Transfer. Volume II:
Workshops, Kharkiv, Ukraine, October 06-10, 2020, volume 2732 of CEUR Workshop Proceedings,
CEUR-WS.org, 2020, pp. 1058–1068. URL: https://ceur-ws.org/Vol-2732/20201058.pdf.
[5] E. Laugasson, J. S. Quaicoe, E. Jeladze, T. Jesmin, Bridging Digital Divide in Schools in De-
veloping Countries: Perceptions of Teachers of Free Software Opportunities, in: P. Zaphiris,
A. Ioannou (Eds.), Learning and Collaboration Technologies, volume 9753 of Lecture Notes in
Computer Science, Springer International Publishing, Cham, 2016, pp. 695–706. doi:10.1007/
978-3-319-39483-1_63.
[6] J. W. Stockwell Jr., Free software in education: A case study of CWP/SU: Seismic Un*x, Leading
Edge (Tulsa, OK) 16 (1997) 1045. doi:10.1190/1.1437723.
[7] F. J. Garcia, I. Alvarez, Left case - a free software component-based case tool for software
engineering practice support, in: 33rd Annual Frontiers in Education, 2003. FIE 2003., volume 3,
2003, pp. S2C_7–S2C_12. doi:10.1109/FIE.2003.1265945.
[8] M. Arufe Martínez, Free software on the Internet: Teaching applications in toxicology; [Programas
informáticos de libre distribución en Internet: Aplicaciones educativas en toxicología], Revista de
Toxicologia 18 (2001) 5–7.
[9] G. D. Moss, Comparing awareness and use of content-free software in comprehensive schools,
Computers and Education 18 (1992) 283–291. doi:10.1016/0360-1315(92)90100-J.
[10] I. Munch, W. Wagner, Free software development in civil engineering and an application for the
design of industrial sheds; [Freie softwareentwicklung im bauingenieurwesen am beispiel der
bemessung von industriehallen], Bauingenieur 86 (2011) 400–408.
[11] D. Megías, J. Serra, R. MacAu, An international master programme in free software in the european
higher education space, in: OSS 2005 - Proceedings of the 1st International Conference on Open
Source Systems, 2005, pp. 349–352.
[12] R. C. Fortenberry, A. R. McDonald, T. D. Shepherd, M. Kennedy, C. D. Sherrill, PSI4Education:
Computational chemistry labs using free software, ACS Symposium Series 1193 (2015) 85–98.
doi:10.1021/bk-2015-1193.ch007.
[13] R. Stallman, Viewpoint: Why “open source” misses the point of free software, Communications of
the ACM 52 (2009) 31–33. doi:10.1145/1516046.1516058.
[14] G. Perens, J. Chyu, K. McHenry, T. Yoshida, J. P. Finn, Three-Dimensional Congenital Heart Models
Created With Free Software and a Desktop Printer: Assessment of Accuracy, Technical Aspects,
and Clinical Use, World Journal for Pediatric and Congenital Heart Surgery 11 (2020) 797–801.
doi:10.1177/2150135120952072.
[15] G. Goetz, A song of teaching with free software in the Anthropocene, Educational Philosophy
and Theory 54 (2022) 545–556. doi:10.1080/00131857.2021.1962706.
[16] L. Amestica Rivas, W. Contreras-Higuera, A. King-Domínguez, F. Quezada Quezada, E. Cornejo-
Saavedra, Use of free software in engineering courses; [Aprendizaje a través del uso de portfolio
digital, innovando en la asignatura de formulación económica de proyectos], Espacios 37 (2016) 1.
[17] R. M. Bitegeko, G. Lawrent, J. Cosmas, Applying the UNESCO ICT competency framework to
evaluate digital competencies among undergraduate students in teacher education in Tanzania,
Educational Technology Quarterly 2024 (2024) 298–318. doi:10.55056/etq.769.
[18] K. V. Vlasenko, O. O. Chumak, I. V. Lovianova, V. V. Achkan, I. V. Sitak, Personal e-Learning
Environment of the Maths teacher’ online course as a means of improving ICT competency of a
Mathematics teacher, Journal of Physics: Conference Series 2288 (2022) 012038. doi:10.1088/
1742-6596/2288/1/012038.
132
Vladyslav Ye. Velychko et al. CEUR Workshop Proceedings 127–133
[19] V. Pichot, C. Corbier, F. Chouchou, J.-C. Barthélémy, F. Roche, CVRanalysis: a free software
for analyzing cardiac, vascular and respiratory interactions, Frontiers in Physiology 14 (2023).
doi:10.3389/fphys.2023.1224440.
[20] E. Laugasson, M. Mõttus, Free Software User Interfaces: Usability and Aesthetics, in: P. Zaphiris,
A. Ioannou (Eds.), Learning and Collaboration Technologies, volume 9192 of Lecture Notes in
Computer Science, Springer International Publishing, Cham, 2015, pp. 676–686. doi:10.1007/
978-3-319-20609-7_63.
[21] A. J. McMullen, Electronic reserves on a budget a case study of a homegrown system built with
open source and free software solutions, Journal of Interlibrary Loan, Document Delivery and
Electronic Reserve 17 (2007) 137–150. doi:10.1300/J474v17n01_13.
[22] A. Cacabelos, M. E. Arce, J. L. Míguez, C. Míguez, Integration of the free software genopt for a
thermal engineering course, Computer Applications in Engineering Education 24 (2016) 356–364.
doi:10.1002/cae.21713.
[23] A. Fedosov, M. Markushevich, T. Gubina, Free Software at School and the Educational Process:
Current State, Systematization of Typical Problems, in: R. Silhavy, P. Silhavy, Z. Prokopova
(Eds.), Software Engineering Application in Informatics, volume 232 of Lecture Notes in Net-
works and Systems, Springer International Publishing, Cham, 2021, pp. 197–207. doi:10.1007/
978-3-030-90318-3_19.
[24] R. Matheus, T. I. Crantschaninov, M. A. Nerling, Interlegis program in Brazil: use of web 2.0,
collaborative tools and free software in legislative power, in: Proceedings of the 5th International
Conference on Theory and Practice of Electronic Governance, ICEGOV ’11, Association for
Computing Machinery, New York, NY, USA, 2011, p. 367–368. doi:10.1145/2072069.2072145.
[25] D. Megias, W. Tebbens, L. Bijlsma, F. Santanach, Free technology academy: a european initiative
for distance education about free software and open standards, in: Proceedings of the 14th
Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education,
ITiCSE ’09, Association for Computing Machinery, New York, NY, USA, 2009, p. 70–74. URL:
https://doi.org/10.1145/1562877.1562904. doi:10.1145/1562877.1562904.
[26] J. Barrachina, P. Garrido, F. J. Martinez, F. Repulles, Free software at the education service
in accordance with the law, in: Proceedings of the 2012 IEEE Global Engineering Education
Conference (EDUCON), 2012, pp. 1–8. doi:10.1109/EDUCON.2012.6201077.
133