Куәлік №16507-Ж. Журнал жылына 4 рет жарыққа шығады (наурыз, маусым, қыркүйек, желтоқсан) иб №15211
part in the project. “MoLeNet” lasted three years
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part in the project. “MoLeNet” lasted three years from 2007 to 2010, during which time about 40 000 students and 7 000 employees of educational institu- tions were involved in the project (Mobile Learning Network project) [12]. The purpose of the European project “MOTILL” is to study the possibilities of mobile technology from a didactic point of view. Research in the project began in 2009. The project involves Italy, Great Britain, Ireland, and Hungary. Lifelong learning and mobile technology are key concepts in MOTILL. The idea of using mobile de- vices in education was the beginning of the develop- ment of policies aimed at universal participation and social inclusion of all social and age groups of the EU countries (The MOTILL proect) [15]. Results As a result of the review of foreign experience in the use of mobile technology in education, we can formulate the conclusion that the popularity of this technology is growing every day. The growth of popularity is dictated not only by time, but also by the needs of society. The use of new informa- tion technologies, including mobile learning tech- nologies, has become not only urgent, we can say necessary, in the conditions of the global pandemic of coronavirus infection COVID-19, when most schools have switched to the format of online learn- ing. Mobile devices, gadgets, and mobile applica- tions bring a number of advantages to education, but at the same time the development of mobile technol- ogy creates certain problematic situations. We conducted a survey “Use of Mobile Com- munication Devices” among students of a number of secondary general education schools in Kazakhstan. Pupils from urban, rural, and small schools were surveyed. The contingent of respondents consisted of students in grades four through eleven. Data col- lection was conducted in an online format using the online questionnaire voting.virtualedu.kaznu.kz. Since in the conditions of self-isolation it is impos- sible to conduct a survey in person with the target audience of the study. Voting.virtualedu.kaznu.kz is a web-service, which was developed in the course of scientific research by scientists of the department “Informatics” of the Al-Farabi Kazakh National University and is used at the university to conduct interactive feedback. The online questionnaire is necessary for comparative analysis and allows easy and quick interpretation of the data obtained for analysis. We developed a questionnaire to determine the need for mobile learning using mobile apps. There are many ways to develop questionnaires for peda- gogical research. According to the problem we de- signed a questionnaire that consisted of 5 questions: three closed alternative and two open-ended ques- tions. More than six hundred respondents partici- pated in the survey. The results of the survey confirmed the growing popularity of mobile learning technology. Figure 1 shows a chart in which 66.3% of respondents chose mobile devices and gadgets. According to an analy- sis of the online survey responses, the majority of respondents expressed a desire to use mobile tech- nology in the learning process. At the same time, some students responded that it was uncomfortable to work with a phone and read from an additional interface. Students expressed that the use of devices interfered with their ability to focus on the learning process itself. The main evidence of interest in mo- bile learning is that students can choose their own pace of learning and study at a convenient time and place. It is noteworthy that 100% of respondents have a personal smartphone or cell phone, with ac- cess to the global Internet. 49 N. Kerimbayev et al. Positive aspects of mobile learning include the following components: - Growing boundaries of social and cultural di- versity; - education regardless of place and time; - independence in the choice of learning paths; - increased mobility of humanity; - participation in the social and professional life of people with special educational needs. The problematic aspects include: - Lack of teaching staff, especially in rural and small schools; - Lack of a methodological base necessary for the implementation of this technology; - The lack of a wide range of mobile applica- tions for use in computer science classes. The analysis of school textbooks on computer science has shown: - Algorithmic and programming topics are stud- ied using local computers; - Most of the topics in the school computer sci- ence course are focused on the development of stu- dents’ skills in working with programs installed on computers; - Studying of mobile technologies within the school course is not provided; - Mobile devices are not used for practical work. Search for solutions to the problems identified allowed to formulate the problem, which is aimed at developing a model of mobile learning technol- ogy in the system of school education and its practi- cal implementation in the form of a mobile learn- ing system. The value of the study is to develop and implement a model of mobile learning technology in the system of school education in the study of the discipline “Informatics”. The model includes four components: an organizational component, a pedagogical component, an information compo- nent, and a technical component. Each part covers a large segment of interrelated concepts and objects of mobile learning technology in the system of edu- cation. The organizational component characterizes such issues as: the workplace for classes, forms of classes, the schedule of classes, the preparation of the necessary teaching staff. A very important aspect of the application of the model developed by us is the freedom to choose the location of classes, there is no attachment to the premises of the educational institution, students can be at home during the learn- ing process. The content of learning materials and the content of the mobile application form the basis of the information component of the mobile learn- ing model. Learning materials need to be adapted to mobile devices. The technical component requires the careful selection of a set of necessary devices to ensure uninterrupted access to the Internet, provide an acceptable speed of data exchange, and ensure the requirements of ergonomics of the learning pro- cess. The pedagogical aspect implies the develop- ment of a methodology for the application of this technology in school. The system we are developing will be used in computer science classes. This re- quires taking into account the specifics of teaching this subject at school. The use of mobile technol- ogy in the school course of informatics should cover the content and methodological aspects. On the one hand, students study mobile devices and mobile technologies as part of the “Informatics” subject, on the other hand, the teacher uses mobile technologies when implementing teaching methods. Therefore, it is necessary to find a solution to the question of developing the content of the school computer sci- ence course in terms of studying mobile technolo- gies, as well as the question of introducing methods жүктеу/скачать 3.54 Mb. Достарыңызбен бөлісу:
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