Диск Google як засіб ресурсно-орієнтованого навчання дисциплін комп’ютерного циклу в аграрних коледжах
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Дата
2014
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Анотація
Актуальність дослідження зумовлена необхідністю постійного вдосконалення засобів, форм і методів навчання дисциплін комп’ютерного циклу студентів аграрних коледжів для набуття ними інформаційної культури. У статті на основі аналізу теоретичної літератури та власного практичного досвіду викладання дисциплін комп’ютерного циклу в аграрному коледжі охарактеризовано способи та прийоми застосування Диску Google як засобу ресурсно-орієнтованого навчання студентів. Проаналізовано можливості використання Диску Google для організації навчального процесу, а також для створення електронних навчально-методичних комплексів дисциплін. Оцінено переваги й недоліки використання Диску Google у якості засобу ресурсно-орієнтованого навчання дисциплін комп’ютерного циклу.
Topicality of this research is caused by the necessity of constant improvement of tools, forms and methods of computer science education of students of agrarian colleges to form IT culture among them. On the basis of analysis of the theoretical literature and their own experience of teaching courses of computer cycle in the agrarian college described methods and techniques of Google Drive usage as a means of resource-based learning of the students. Resource-based learning of the students is a complex of methods, forms and means of education, focusing on a holistic approach to the educational process, which is oriented not only at acquiring knowledge and skills, but also at the ability of self-training and active transformation of your environment by searching for and practical application of information resources. The author has analyzed the possibility of using Google Drive in the educational process, as well as for the creation of electronic teaching materials of the disciplines. The advantages and disadvantages of using Google Drive as a means of resource-based learning of computer cycle disciplines are analysed. Cloud services, including Google Drive, is an ideal platform for the automatization of the educational process because it does not require the cost of acquisition of hardware and administration of ready solutions enable you to collaborate a large number of users. Cloud technology is now the most fashionable trend and our graduates will live with «cloudy» future. Cloud computing technology is implemented on the basis of an educational platform allowing the most efficient use of the available hardware and software resources of the college, and students have an opportunity to practice the most modern computer technology. The main advantage of using cloud services, such as Google Drive, for agrarian colleges today is an opportunity to save on expensive software. Thanks to cloud services now in any modern audiences can organize the learning process, using laptops and wireless network. For working students use the iPad, laptops or notebooks, their smartphones that support wireless connectivity standard Wi-Fi. And most importantly – you can make a significant step towards distance learning, organically combining it with traditional forms.
Topicality of this research is caused by the necessity of constant improvement of tools, forms and methods of computer science education of students of agrarian colleges to form IT culture among them. On the basis of analysis of the theoretical literature and their own experience of teaching courses of computer cycle in the agrarian college described methods and techniques of Google Drive usage as a means of resource-based learning of the students. Resource-based learning of the students is a complex of methods, forms and means of education, focusing on a holistic approach to the educational process, which is oriented not only at acquiring knowledge and skills, but also at the ability of self-training and active transformation of your environment by searching for and practical application of information resources. The author has analyzed the possibility of using Google Drive in the educational process, as well as for the creation of electronic teaching materials of the disciplines. The advantages and disadvantages of using Google Drive as a means of resource-based learning of computer cycle disciplines are analysed. Cloud services, including Google Drive, is an ideal platform for the automatization of the educational process because it does not require the cost of acquisition of hardware and administration of ready solutions enable you to collaborate a large number of users. Cloud technology is now the most fashionable trend and our graduates will live with «cloudy» future. Cloud computing technology is implemented on the basis of an educational platform allowing the most efficient use of the available hardware and software resources of the college, and students have an opportunity to practice the most modern computer technology. The main advantage of using cloud services, such as Google Drive, for agrarian colleges today is an opportunity to save on expensive software. Thanks to cloud services now in any modern audiences can organize the learning process, using laptops and wireless network. For working students use the iPad, laptops or notebooks, their smartphones that support wireless connectivity standard Wi-Fi. And most importantly – you can make a significant step towards distance learning, organically combining it with traditional forms.
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Ключові слова
ресурсно-орієнтоване навчання, дисципліни комп’ютерного циклу, аграрний коледж, Інтернет-технології, хмарні технології, хмарні сервіси, веб-сервіс, аккаунт Google, диск Google, resource-based learning, discipline of computer cycle, agrarian college, Internet-technologies, cloud computing, cloud services, web-services, account Google, Google Drive
Бібліографічний опис
Кононец, Н. В. Диск Google як засіб ресурсно-орієнтованого навчання дисциплін комп’ютерного циклу в аграрних коледжах [Текст] / Н. В. Кононец // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 1 (35). – С. 194–202.