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Тенденции развития технологии мобильного обучения
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в разных странах В статье представлен обзор наиболее важных областей применения и развития технологии мобильного обучения в сфере образования зарубежных стран. Тема исследования является актуальной и обладает высокой научной и практической значимостью на современном этапе развития системы образования не только в Республике Казахстан, но и за ее пределами. Авторами отмечена возрастающая популярность мобильных средств связи и мобильного Интернета как в современном обществе, так и в сфере образования. Целью исследования является рассмотрение основных тенденций в применении мобильных технологий в процессе обучения разных стран. В данной статье на основе сравнительного анализа выявлены положительные стороны применения технологии мобильного обучения, а также возможные проблемные аспекты данного процесса. Ценность проведенного исследования заключается в разработке и внедрении модели использования технологии мобильного обучения в системе школьного образования в рамках изучения дисциплины «Информатика». В результате проведенного анализа опыта применения мобильных технологий зарубежных стран в области образования, выявлены и сформулированы перспективные тенденции внедрения технологии «мобильное обучение» в учебный процесс системы школьного образования. Указаны рисковые зоны мобильного обучения. Ключевые слова: мобильное обучение, мобильные технологии, школа, тенденция, метод, информатизация образования. Introduction Today, information technology has a tremen- dous impact on the development of society, being introduced into all spheres of human activity. By ensuring the dissemination of information flows in society, information technologies form a global in- formation space. Informatization of education is an important part of the informatization of society. The Law of the Republic of Kazakhstan “On Informati- zation” gives the following definition: “Informati- zation is an organizational, socio-economic, scien- tific and technical process aimed at automating the activities of the subjects of informatization (Law of the Republic of Kazakhstan “On Informatization”) [1]. Definitions of the concept of informatization of education are given in many works of both domestic and foreign scientists. This concept every day does not lose its relevance, even we can say is becoming a necessity and requires a lot of work of scientists of the modern world in this direction. It should be noted that informatization of education introduces the revision of views on the content and the very es- sence of education. The key change is the transition to “self-learning”. The development of informatiza- tion of the education system increases the availabili- ty of learning materials and introduces new methods into the educational process. In the context of the study conducted as part of our research work, we consider one of the technologies of informatization of education – mobile learning technology. Mobile learning technology is a new learning technology and is in its formative stage. Clearly formulated definition and methods for this tech- nology is not, but many scientists and teachers are working in this direction, as mobile technology is gaining popularity every year in all spheres of life, including in education. In general, the mobile learn- ing technology is understood as an interconnected set of mobile technical devices and methodologi- cal features of their use in the pedagogical process. We can distinguish several spheres of application of this technology in education: higher education, school education, additional education. We consider the technology of mobile learning in the system of school education. Eleanor R. Atkins, Nadeem A. Mughal, Darren Morrow & Wissam Al-Jundi consider mobile devic- es as effective tools for learning, as evidenced by the results of their study, which surveyed 22 teachers of higher education institutions. Nevertheless, there are also problematic aspects of mobile technology use, such as distractions from studying, loss of time playing games, watching movies and listening to music. After analyzing the data collected during the research experiment, the authors concluded that giv- en the potential of smartphones to engage youth in learning, institutions should give due consideration 46 Trends in the development of mobile learning technology in different countries to training higher education teachers in their use of them to engage their students. They should offer ap- propriate training to understand the potential and features of smartphones that can be useful in effec- tively engaging students in the educational process (Mughal, 2018) [2]. A study by Taiwanese scientist Jung-Wen Hsia showed that characteristics of mobile learning, such as usefulness, ease of use, and perceived behavioral control, can provide more cognitive engagement than just using any of them in isolation. Thus, these results add value to recent research on the use of mobile learning” (Hsia, 2016) [3]. The results of a study by Australian researchers Kearney M., Burke P.F. and Schuck S. allowed the development of a model that emerged from the analysis in relation to each of the primary and secondary dimensions of mobile learning pedagogical practice. This study confirms the relevance of the use of mobile technol- ogy in the development of information competence of students (Kearney, 2019) [4]. The aim of the study is to examine the main trends in the application of mobile technologies in the learning process in different countries . The use of mobile technology in the classroom raises con- troversial issues in pedagogy and educational meth- odology. Some scientists consider this technology as progressive, but there are also those who adhere to more conservative views and consider the use of mobile technology in the classroom unacceptable. жүктеу/скачать 3.54 Mb. Достарыңызбен бөлісу:
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