Проектування процесу створення цифрових наративів майбутніми вчителями

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dc.contributor.authorТимчук Лариса Іванівна
dc.contributor.authorTymchuk Larysa Ivanivna
dc.date.accessioned2017-04-11T11:53:12Z
dc.date.available2017-04-11T11:53:12Z
dc.date.issued2015
dc.description.abstractУ статті йдеться про модель створення цифрових наративів, представлено її структурні компоненти, детально описаний алгоритм створення біографічних цифрових наративів, а також можливість їх застосування у професійній підготовці майбутніх учителів. Наголошується, що сучасні цифрові технології мають невичерпний потенціал для вдосконалення вітчизняної системи освіти, зокрема під час їх використанні учителем у процесі творення активно-пізнавального поля позитивного потенціалу. Охарактеризовано наративно-цифровий підхід у навчанні майбутніх учителів, особливістю якого є прищеплення навичок критичного сприймання інформації в медіа просторі та збагачення досвідом творчої діяльності, формування вмінь творення образного світу за допомогою інформаційно-комунікаційних технологій.uk_UA
dc.description.abstractThe article deals with the modeling of digital narratives; its structural components are presented, algorithm for creating digital biographical narratives is described in detail and the possibility of their usage in the training of future teachers is highlighted. It is noted that modern digital technologies have inexhaustible potential for improving the national education system, particularly when they are used by a teacher in the process of creation of active and educational fields of positive potential. Narrative-digital approach to the training of future teachers is characterized. Fostering skills of critical perception of information in the media space, enriching creative activity, and forming skills of creation of figurative world through information and communication technologies are the feature of narrative-digital approach to the training of future teachers. Narrative approach using ICT provides a teacher’s interaction with students, in which the rational-logical and emotional-sensory characteristics of information are transmitted and adopted not only through verbal, but also other information channels with the help of information and communication technologies, which make it possible to extend, enlarge, and renew a range of meanings and colors, resulting in the gaining of new experience. Narrative-digital approach is the usage of digital narratives in the educational process that are integrated combination of narrative and information and communication technologies. Digital narrative – is the author's narrative, which combines digital images, text (verbal, video, music) and creates the most favorable conditions for the transfer of the complete information of the subject and mastering it by expanding channels of perception. The term “digital narrative” may include: digital texts, presentations, stories posted on blogs, Twitter-novels, videos, animated films, video blogs, photo collages, descriptions of events in social networks, gaming quests, etc. Digital narratives are important interactive forms of modern communication, which are immanent in children and parents, students and teachers. The active involvement of future teachers in the learning process of digital narratives creation is a new approach to digital narrative, in which art and digital technologies are integrated and gaining of knowledge and skills is provided. Designing process of training future teachers to create digital narratives has become an important goal of our research. As a result the model of creation digital narratives by future teachers has been devised. A model of creation digital narratives by future teachers implies the existence and implementation of five interrelated components (concepts): axiological-motivational, content, technology-based, praxeological-creative, and result-reflective. Axiological-motivational component is the development of professional and creative competence of future teachers in the process of narrative learning using ICT. Axiological-motivational component of the model highlights features, benefits, values and driving forces of knowledge during narrative learning using ICT. Content component includes educational and informational content, knowledge, ability to create digital (textual, visual, sound, animation and integrated) narratives through the use of information and communication technologies as well as training and education of future teachers to use digital narratives and narrative techniques (dialogue, incentives, description, reflection, multiline plan of a plot for the development of events, characters and gaining experience) in the educational process. Technologically-based component includes technologies used in creating, processing and presentation (publication) of individual or group digital narratives and gives an opportunity to combine different information sources, and present information in flexible and dynamic way. Praxeological-creative component combines technologies of creation and presentation of digital narratives during algorithmization activity that requires consistent implementation of the following stages: Stage I. Choosing digital narrative; Stage II. Designing a plot (script writing); Stage III. Gathering resources; Stage IV. Storyboarding (montage) of digital narrative; Stage V. Final design (adding, recording, completion); Stage VI. Demonstration, evaluation, reproduction. Result-reflective component projects the development of professional competence based on enrichment of creative and ICT competencies and providing educational process with research and creative nature and requires consistent implementation of the next stage: Designed model is variable. The author's model can help to develop a range of competencies, including: intellectual, cognitive, creative, information and communication, media and social competences.uk_UA
dc.identifier.citationТимчук, Л. І. Проектування процесу створення цифрових наративів майбутніми вчителями [Текст] / Л. І. Тимчук // 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, 2015. – № 4 (48). – С. 376–389.uk_UA
dc.identifier.urihttps://repository.sspu.edu.ua/handle/123456789/1625
dc.language.isoukuk_UA
dc.subjectпроектуванняuk_UA
dc.subjectцифровий наративuk_UA
dc.subjectтворчістьuk_UA
dc.subjectнаративно-цифровий підхідuk_UA
dc.subjectмодельuk_UA
dc.subjectосвітній процесuk_UA
dc.subjectкомпетентностіuk_UA
dc.subjectмайбутні вчителіuk_UA
dc.subjectdesigninguk_UA
dc.subjectdigital narrativeuk_UA
dc.subjectcreativityuk_UA
dc.subjectdigital narrative approachuk_UA
dc.subjectmodeluk_UA
dc.subjecteducational processuk_UA
dc.subjectcompetencesuk_UA
dc.subjectfuture teachersuk_UA
dc.titleПроектування процесу створення цифрових наративів майбутніми вчителямиuk_UA
dc.title.alternativeDesigning of the Process of Creation Digital Narratives by Future Teachersuk_UA
dc.typeArticleuk_UA
dc.udc.udc378.22.091uk_UA
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Педагогічні науки: теорія, історія, інноваційні технології