Педагогические науки/ 5. Современные методы преподавания

Fokina O. S.

The Branch of The Tyumen State University, Kogalym, Russia

THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN RUSSIAN

HIGHER EDUCATIONAL INSTITUTIONS

Nowadays, technological developments are very rapid. The use of Information and Communication Technologies (ICTs) is necessary in all aspects of economic and social sphere of the Russian Federation. It is simply impossible to imagine our life without computers or other essential tools.

In modern literature the term ICTs, or information and communication technologies is used to describe: “the tools and the processes to access, retrieve, store, organize, manipulate, produce, present and exchange information by electronic and other automated means. These include hardware, software and telecommunications in the forms of personal computers, scanners, digital cameras, phones, faxes, modems, CD and DVD players and recorders, digitized video, radio and TV programmes, database programmes and multimedia programmes” (Anderson, p.5).

It should be mentioned that ICTs play a very important role in changing the field of modern Russian education, too. In educational sphere ICTs refer to teaching and learning the subject matter that needs understanding the functions and effective use of information and communication technologies (ICTs). The main purpose of ICT in education means implementing of ICT equipment and tools in teaching and learning process as a media and methodology. The purpose of ICT in education is generally to familiarize students with the use and workings of computers [1; 5].

In education ICTs are broadly categorized in the following ways:

- as a subject (i.e., computer studies);

- as a tool to support traditional subjects (i.e., computer-based learning, presentation, research);

- as an administrative tool (i.e., education management information systems/EMIS);

- as a medium of knowledge exchange [2].

The mentioned above categories are necessary for contemporary Russian education, too. University professors, teachers and tutors use ICTs as a tool to support traditional subjects. The most important thing is the need to integrate information and communication technologies or ICTs meaningfully throughout all academic subjects or disciplines in universities of Russia.

Today a great variety of ICTs such as educational programmes, multimedia presentations, web, networking and other recourses are widely used in higher educational institutions. It almost goes without saying that the Web provides extensive links to information on ICTs in education.

As for students, they are generally interested in practical appliance of these technologies and even take the initiative in doing something new.

Unfortunately, not all Russian university teachers understand the meaning of ICTs for teaching, learning and education. According to W.J. Pelgrum’s point of view, for some teachers, the reasons for and the ways of using ICT in the classroom are underpinned by their overall pedagogical vision and competence. Also, pedagogical practices are not determined solely by the characteristics of the teachers, such as their academic qualifications and ICT-competence, but also by educational institutions and system-level factors. While we expect students’ learning outcomes to be influenced by the pedagogical practices they experience, we need to acknowledge that the outcomes (whether perceived or actual) influence the subsequent pedagogical decisions of the teacher. This is because teacher-, institution- and system-level factors often have to change or be changed to accommodate the expected or actual impact of pedagogical practices on students [3].

We consider that Russian education may be enriched by integrating, with the help of teachers these, technologies into traditional educational process where ICTs have a number of advantages.

It is believed that the use of ICT in education can increase access to learning opportunities. It can help to enhance the quality of education with advanced teaching methods and improve learning outcomes.

In our understanding, such technologies have the capacity to enhance the learning process and facilitate communications within educational institutions and between educators and learners. As a result, teachers and students can connect with many people or places around the world and become educated thanks to information and communication technologies.

Technological developments lead to changes in work and changes in the organization of work, and required competences are therefore changing. Gaining in importance are the following competencies: critical thinking, generalist (broad) competencies, ICT competencies enabling expert work, decision-making, handling of dynamic situations, working as member of a team and communicating effectively [4].

Summerizing the information, we can conclude that Russian university teachers should benefit from these technological developments. They should realise that ICTs can be used in education as means of encouraging personal qualities and skills. In other words, due to the usage of ICTs university teachers can form and develop many of students’ competences. Many opportunities arise before the graduates having these competencies. As a result, in the future it will become easier for them to be employed and get a well-paid job.

REFERENCES:

1. Anderson, J., IT, E-learning and teacher development. International Education Journal, Special Issue, Vol. 5(5), 2005, p. 1–14.

2. Wikipedia Dictionary. Information and communication technologies in education. Electronic recourse: nhttp://dictionary.sensagent.com.

3. Pelgrum, W.J. and R.E. Anderson ICT and the Emerging Paradigm for Lifelong Learning. Amsterdam: IEA, 2011.

4. Patru M., Information and Communication Technology in Education. A curriculum for schools and programme of teacher development. Paris: UNESCO, 2002, 150p.