ON THE QUESTION OF FOREIGN RESEARCHES OF THE NOTION OF INFORMATION AND COMMUNICATION COMPETENCY OF AN EDUCATOR
DOI: 10.23951/2307-6127-2017-3-178-184
The article considers foreign research experience of the notion of information and communication competency of an educator. Due to intensive development of globalization and informatization, new information and communication technologies are appearing and influencing the organization of educational process, ways of interaction between participants of educational process, new educator’s competencies and content of such competencies that are becoming more and more inevitable in nowadays’ teacher’s performance. Among these new competencies, information and communication competency of an educator is of great interest in many foreign researchers’ works. Due to the process of carrying out the research on the notion and content of the competency by diverse organizations such as International Society for Technology in Education, Technological Pedagogical and Content Knowledge and UNESCO there exists a variety of different terms of the same notion. In this respect, foreign research experience in this field presents an interest considering its elaboration in detail on theoretical and practical levels. Theoretical methods used while conducting this study are mostly analysis, comparing, synthesis. Furthermore, the article presents characteristics of different groups of researchers and educational organizations dealing with the issues of notion and content of information and communication competency of an educator. While comparing and analyzing various researches on this issue, the author comes to the conclusion that their ideas are similar in most cases, especially the content of informational and communicational competency that supposes two indispensible aspects – technological and didactic ones.
Keywords: information and communication competence, foreign experience, information and communication technologies, professional education
References:
1. Nazarenko A. L. Informatsionno-kommunikatsionnye tekhnologii v lingvodidaktike: distantsionnoye obucheniye [Information and communication technologies in linguodidactics: distance learning]. Moscow, Moscow university Publ., 2013. 271 p. (in Russian).
2. Buabeng-Andoh C. Factors infl uencing teachers’ adoption and integration of information and communication technology into teaching: a review of the literature. International Journal of Education and Development using Information and Communication Technology, 2012, no. 8 (1), pp. 136–155.
3. Guzman A., Nussbaum M. Teaching competencies for technology integration in the classroom. Journal of Computer Assisted Learning, 2009, no. 20 (5), pp. 453–469.
4. Kabakci Yurdakul I., Coklar A. N. Modeling preservice teachers’ TPACK competencies based on ICT usage. Journal of Computer Assisted Learning, 2014, no. 30 (4), pp. 363–376.
5. Markauskaite L. Exploring structure of trainee teachers’ ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities. Educational Technology Research and Development, 2007, no. 55 (6), pp. 547–572.
6. Wastiau P., Blamire R., Kearney C., Quittre V., Van de Gaer E., Monseur C. The use of ICT in education: a survey of schools in Europe. European Journal of Education, 2013, no. 48, pp. 11–27.
7. Hall R., Atkins L., Fraser J. Defi ning a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Research in Learning Technology, 2014, no. 22, pp. 21–40.
8. Krumsvik R. J. Digital competence in the Norwegian teacher education and school. Högre utbildnin, 2011, no. 1 (1), pp. 39–51.
9. Krumsvik R. J. Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 2014, no. 58 (3), pp. 269–280.
10. Tondeur J., Aesaert K., Pynoo B., van Braak J., Fraeyman N., Erstad O. Developing a validated instrument to measure preservice teachers’ ICT competencies: meeting the demands of the 21st century. British Journal of Educational Technology, 2015. URL: https://www.researchgate.net/publication/288073546_Developing_a_validated_instrument_to_measure_preservice_teachers%27_ICT_competencies_Meeting_the_demands_of_the_21st_century (accessed 25 April 2017).
11. Wastiau P., Blamire R., Kearney C., Quittre V., Van de Gaer E., Monseur C. The use of ICT in education: a survey of schools in Europe. European Journal of Education, 2013, no. 48, pp. 11–27.
12. Voogt J., Knezek G., Cox M., Knezek D., ten Brummelhuis A. Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning, 2013, no. 29 (1), pp. 4–14.
13. Voogt J., Fisser P., Pareja Roblin N., Tondeur J., van Braak J. Technological pedagogical content knowledgeea review of the literature. Journal of Computer Assisted Learning, 2013, no. 29 (2), pp. 109–121.
14. Karaca F., Can G., Yildirim S. A path model for technology integration into elementary school settings in Turkey. Computers & Education, 2013, no. 68, pp. 353–365.
15. Almerich G., Natividad O., Suarez-Rogroguez J., Diaz-Garcia I. Teaches’ information and communication technology competences: a structural approach. Computers and Education, 2016, no. 100, pp. 110–125.
16. Ertmer P. A., Ottenbreit-Leftwich A. T. Teacher technology change; how knowledge, confi dence, beliefs and culture intersect. Journal of Research on Technology in Education, 2010, no. 42 (3), pp. 255–284.
17. Shulman L. S. Those who understand: knowledge growth in teaching. Educational Researcher, 1986, no. 15 (2), pp. 4–14.
18. Shulman L. S. Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 1987, no. 57, pp. 1–22.
19. Angeli C., Valanides N. Pre-service teachers as ICT designers: an instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning, 2005, no. 21 (4), pp. 292–302.
20. Baylor A. L., Ritchie D. What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classroom? Computers & Education, 2002, no. 39 (4), pp. 395–414.
21. Hsu S. Developing a scale for teacher integration of information and communication technology in grades 1–9. Journal of Computer Assisted Learning, 2010, no. 26 (3), pp. 175–189.
22. Ottestad G., Kelentric M., Gudmundsdottir G. B. Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 2014, no. 9 (4), pp. 243–249.
23. Tomte C., Hovdhaugen E., Solum, N. H. ICT in initial teacher training. Country report, Norway. Oslo, OECD, 2009. URL: http://www.oecd.org/edu/ceri/45128319.pdf (accessed 28 April 2017).
( 402.39 kB ) 
( 395.76 kB )
Issue: 3, 2017
Series of issue: Issue 3
Rubric: REVIEWS
Pages: 178 — 184
Downloads: 979