The dissertation research is devoted to the study of the problem of preparing future primary school teachers for the use information and communication technologies in their professional activities.
On the basis of the analysis, systematization and generalization of the research results of Ukrainian and foreign scientists, the necessity to take into account in the learning process of the modern child his/her desire to interact with digital devices and easy adaptation to the virtual environment, etc. is justified. It is proved that for improving the effectiveness of the learning process of modern students – representatives of the digital generation, the primary school teacher should use ICT-based learning tools.
The dissertation research is based on the author’s understanding of “ICT-based learning tool”. The Professional Standard focuses on the use of ICT-based learning tools in the educational process of primary school.
To use and create ICT-based learning tools, a teacher must have ICT competence. The paper clarifies the essence of the construct "ICT competence of a primary school teachers".
Today’s realities make teachers master digital platforms for organizing distance learning and online services that will help to diversify educational content.
The state of primary school teachers’ readiness to use ICT in their professional activity was revealed as a result of a longitudinal study during. It was found that the forced transition to distance learning pushed teachers to work on improving their own ICT competence, namely: mastering basic digital tools, programs, online services. However, the obtained results indicate that the majority of teachers do not use online services to create educational interactive content, since mastering such services requires extensive knowledge in the field of ICT and relevant technical and methodological skills. And that is why there is a need to prepare primary school teachers for the use of ICT while studying in higher education institutions.
The adaptive model of training future primary school teachers for the use of ICT in teaching subjects or integrated courses to primary school students has been substantiated and experimentally verified. The developed model covers four blocks.
The target block determines the goal (formation of future primary school teachers’ readiness to use ICT in teaching subjects or integrated courses to students) and scientific approaches that will help in achieving the formulated goal.
The essence of the construct "readiness of the future primary school teacher to use ICT in process of teaching subjects or integrated courses to primary school students " is clarified.
The content-oriented and organizational block outlines the content of training – a complex of online services for the organization of face-to-face, distant (in synchronous and asynchronous modes) and mixed learning, as well as educational disciplines of methodological direction, within which it is proposed to implement this content. The complex contains:
1) services for creating educational interactive content:
services for creating interactive exercises;
services for creating an interactive video;
services for creating virtual whiteboards;
services-interactive simulators;
2) services for organizing and conducting an online lesson;
3) services for creating a virtual class and electronic journal.
The developed complex is open and subject to correction in accordance with the needs of the teacher and the rapid development of ICT. Therefore, we have developed a system of requirements for the selection of online services in accordance with the structural elements of the complex.
In the technological block, taking into account personality and activity-based, as well as problem-based approaches, learning technologies are defined; their use will contribute to students’ mastery of the developed complex.
In order to determine the influence of the adaptive model on the readiness of future primary school teachers to use ICT in their professional activity, we developed the criteria and, in accordance with each of them, indicators of future primary school teachers mastery of a set of online services, which is reflected in the resultative block. According to the outlined criteria, according to the manifestation of each indicator, the levels of students’ mastery of the skills to use ICT in the educational process are determined.
Therefore, the result of professional training is the readiness of future primary school teachers to use ICT in teaching subjects or integrated courses to students.
