Магистрант Каирова Ж.М., к.п.н. Тургинбаева Л.В.

Региональный социально-инновационный университет, Казахстан

Южно-Казахстанский государственный педагогический институт, Казахстан

IMPLEMENTATION OF CLOUD COMPUTING TECHNOLOGY INTO FLT IN KAZAKHSTANI EDUCATIONAL SYSTEM

Modern technologies have been changing and influencing the world of education with the strong focus on flexible ways for learning communities to access and share the information with a view to produce a new knowledge that matters both for community as a whole and for an individual in particular. It is cloud computing technology that recently has become one of the most used terms when discussing the future of Kazakhstani education.

“Cloud” represents an important change in the way information technology is used. “Cloud” makes it possible to access work anywhere anytime and to share it with anyone [1]. It is changing the way people communicate, work and learn [2]. In this changing environment, it is important to think about the opportunities and risks of using the cloud in the education field, and the lessons we can learn from the previous uses of this technology in the education field. Cloud Computing is evolving as a key technology for sharing resources. It can be defined as a shift from local computing offerings to external cloud provider [3]. Cloud can provide suitable and sufficient resources to be used with ease. There are the following existing Educational Cloud applications: Amazon Education Cloud, Microsoft Education Cloud Computing, Google App Education, IBM SmartCloud for Education.

Learning based on cloud computing technology goes beyond a local institution server usage for educational purposes and lays technological ground for learning community members to store and share learning objects. Developing multilingual environment makes it of current importance for learners to master foreign languages and mediate across national cultures when working in multilingual specific professional setting. Thus, foreign language as a discipline becomes a must for curricula. So, Kazakhstani educational institutions turn to cloud-based language learning worldwide.

Benefits of “Cloud” in education are: all the educational related knowledge is accessed via devices such as computers, tablet computers, and mobile phones. Using this method of education reduces the time and cost. Accessibility is gained by using several types of devices. Knowledge sharing is encouraged.

Cloud Computing technology simply means the ability to access applications, file storage, and collaboration tools from anywhere through the internet. It allows teachers to share lesson plans, presentations, and information with students. Cloud computing technology can also help teachers collaborate with each other and truly differentiate materials and instruction, to personalize learning and increase student achievement.

The “cloud” also offers a collaborative environment that extends beyond the classroom. Students and teachers can work in groups no matter the distance. This allows schools in different districts, states, and even countries to collaborate and create partnerships to improve learning and increase student engagement. The “Cloud” can bridge classrooms and learners around the world.

Lecturing. With the technology, teachers are able to create interactive teaching. Students can visit the customized website which is normally free and get their lessons thus they can also interact with their teachers from the comfort of their homes without visiting their class rooms.

Group projects. Unlike the past days where students could gather together for the sake of completing certain assigned group projects, with Cloud Computing technologies, they are able to complete the projects by interacting with their group members online and submit the results online from their homes hence making the process easy and quick.

Generally, using cloud-based technologies, teacher and students are able to access software and data from a multitude of devices. They can then as well use these generally free technologies to ease the partnership together with engagement in face-to-face, online, and blended courses.

Since this technology involves using a network of isolated servers that are hosted in the internet, it comprises of a number of advantages useful both to the teachers and the students. Below are some of the benefits of this technology.

Accessibility. One aspect you need to understand is that any form of data that has been stored in the Internet can easily be accessed from any device provided it can connect to the cloud. With devices such as smart phones, tablets, and laptops you can easily get your data contents from the cloud.

Safety back up. Normally, no one has the capability of destroying the data in the “cloud”. Usually, it automatically saves contents and when required you will get them even if your device crashes.

Saves time and resources. With this technology, there is no need of writing on boards or books lengthy assignments as you can access everything online. This on the other hand saves time as you will possibly get your assignment and do it online.

In our experience some of the cloud computing services used at school are:

- Sliderocket http://www.sliderocket.com/ which students can build and submit their presentations online;

- Sidevibe http://www.sidevibe.com/ which allows teachers to create an interactive lesson on top of an existing web page and also collect and assess students’ assignment right away;

Литература:

1. Alshwaier F, Alshuwaier A., Areshey A., “Applications of cloud computing in education”, IEEE 8th International Conference on Computing and Networking Technology (ICCNT), Gueongju, 2012, pp. 26-33.

2. Hirsch B.,”Education beyond the Cloud: Anytime-anywhere learning in a smart campus environment”, IEEE International Conference Internet Technology and Secured Transactions (ICITST), Abu Dhabi, 2011, pp. 718-723.

3. Badger L., Grance T., Patt-Corner R., “Draft Cloud Computing Synopsis and Recommendations”, National Institute of Standards and Technology, Gaithersburg, Special Publication, 2012, P.146.