Digital culture development of future vocational teachers during professional training

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Hryhorii Skovoroda University in Pereiaslav

Digital culture development of future vocational teachers during professional training

Redziuk Nataliia Postgraduate Student of the third year

of study 015 «Vocational Education»



Abstract

The article actualizes the problem of forming the digital culture of future vocational teachers in the process of professional training, which is a system of views, ideas, standards, information and communication skills and abilities as an integral part of the modern information society. In this study, digital culture is considered as a new social system that determines the experience and opportunities for professional growth for future vocational teachers in the process of vocational training. Digital technologies and networked environments have brought new practices, opportunities and threats, and the digital culture sector must find appropriate ways to work in this new reality. The paper presents: basic digital competencies that future vocational teachers should possess in the process of vocational training; stages of formation of digital culture of future vocational teachers in the process of vocational training; methods related to changing approaches to the process of implementing teaching and work of future vocational teachers in the process of vocational training; model of digital culture of future vocational teachers in the process of vocational training and its implementation in educational

Key words: Digital Culture; Future Vocational Teachers; Digital Culture Development; Digital Society; Digitalization; Digital Technologies; Information Technologies; Educational Environment.



Introduction

The active use of the concept of «digital culture» indicates the rapid development of digital technologies in the process of professional training of future vocational teachers. It is worth emphasizing that «digital culture» is a person's personal ability to use information and communication technologies in their professional activities. In particular, the following individual components can be attributed to digital culture:

- Rational consumption of information.

- Critical thinking. In the rational consumption of information, one should pay attention not to the «quantity» but to the «quality», i.e. to disassociate oneself from low-quality content and to analyze it critically, which will help to automatically filter out false information. This is another important component of a person's digital culture.

- Digital competence (literacy). We believe that digital competence is the basis for ensuring the quality training of qualified specialists, creating and disseminating knowledge, and forming the intellectual capital of a society ready for the challenges of the future (Redziuk & Riznyk, 2021).

- IT volunteering. The essence of which is that information and communication technologies can be used not only for their own needs, but also to improve the education of future vocational teachers in the process of professional training. One can be not only a user, but to some extent a volunteer. An example is the participation of future vocational teachers in social web projects, the use of e-democracy tools (Digitle Blog about the development of digital society, about the components of digital culture 2016).

Thus, modern society is becoming more and more dependent on digital technologies every day.

There is a «digital transition» from the systems and processes of the industrial economy and the information society to the «digital» economy and the «digital» society. Such a transformation leads to the emergence of new, unique systems and processes that constitute their new value essence (Karpenko & Namestnik, 2018). Under the influence of digital transformations, the digitization of various spheres of human life, a new type of social culture is emerging - digital culture. Vincent Miller's book «Understanding Digital Culture» is dedicated to the study of digital culture, which successfully combines theoretical understanding of the digital age with empirical research on contemporary media culture. The scope of this book ranges from issues of digital inequality to emergent forms of digital inequality to new forms of cyberpolitics (Shparyk 2022).

Thus, the formation of digital culture, in conjunction with the above components, becomes a kind of indicator in the process of professional training of future vocational teachers.

Recent studies review. The current understanding of the formation of digital culture of future vocational teachers in the process of professional training is based on the scientific and theoretical positions of such researchers as O. Bazeliuk (Bazeliuk 2018), Dr. Shahlo F. Davronova. (Shahlo & Davronova 2022), Morse N., Bazeliuk O., Vorotnykova I., Dementievska N., Zakhar O., Nanaeva T., Pasichnyk O., Chernikova L. (Morze & Bazeliuk & Vorotnikova & Dementiievska & Zakhar & Nanaieva & Pasichnyk & Chernikova (2019), Trikhonova O. (Trykhonova 2018).

The relevance and significance of ICT competence of future vocational teachers in the process of professional training, including digital culture, is reflected in the third version of the document «Structure of ICT competence of teachers. UNESCO Recommendations» adopted by the UN General Assembly. Global Education Futures report «Future Skills for the 2020s: A New Hope», where digital literacy, which is part of ICT competence, is highlighted as one of the main skills that people will need in the future, along with digitalization, among the future trends in education are individualization of education and competence-based approach (The structure of ICT competencies of teachers. UNESCO recommendations 2019). Important for our study is the fact that the study of the phenomenon of «digital culture» has a legal basis and is regulated by European and national documents, in particular, Recommendation 2006/962/EC of the European Parliament and of the Council (EU) on the basic competences for lifelong learning of December 18, the Decree of the President of Ukraine, the Law of Ukraine «On Higher Education». In 2016, the Cabinet of Ministers of Ukraine presented the Digital Agenda for Ukraine 2020 project to integrate Ukraine into the European digitalization space (Bazeliuk 2018). The main vision of this document is that digital technologies are the basis of Ukraine's well-being; a world where new opportunities are created; a sphere that defines the essence of transformations in the country - for a better life, work, creativity, education, recreation - of Ukrainians and people of the world, adults and children, «digitalization» should provide every citizen with equal access to the global information environment and knowledge (Shparyk 2022). In particular, the «Digital Agenda of Ukraine - 2020» widely uses the concepts of «digital literacy», «digital competence», «digital intelligence», and indicates the relevance of forming cross-cutting (cross-platform) digital competence, when the study of subjects takes place through the use of «digital technologies» (Bazeliuk 2018).

Therefore, an important condition for improving the activities of future vocational teachers in the process of professional training in the modern information society is to increase the abilities associated with the constant independent receipt, transmission and use of information, where the priority is given to universal spiritual values. At the same time, such abilities of a teacher, with minor changes in the wording, are understood as the information culture of a teacher. Purpose. The purpose of the article is a comprehensive analysis of the modern pedagogical phenomenon of «digital culture» and theoretical substantiation of the formation of digital culture of future vocational teachers in the process of professional training.



Results

Thanks to the rapid development of computer technologies, people have access to a wide variety of information anywhere in the world, exchange information and communicate in real time. To be able to navigate information flows freely, a modern specialist of any profile must be able to receive, process and use information using computers, telecommunications and other means of communication. But to do this, you need to know the rules for navigating the vast amount of available information and have a certain information culture.

It is worth turning to the very concept of «digital culture» and its more detailed interpretation. Digital culture is a set of competencies that characterize the ability to use technology for a comfortable life in the digital environment, to interact with society and solve digital problems in professional activities (What is Digital Culture 2022).

Digital culture is a new and complex concept. Digital advances are increasingly interacting with the world of culture and art, leading to the convergence of technology, media and information, thus shaping the ways of communication. The new opportunities offered by digital technologies, namely global connectivity and the emergence of new networks, challenge our traditional understanding of culture and make it necessary for us to adopt the concept of digital culture.

The new generation of future vocational teachers and students (Generation Z) lives in a digital environment shaped by digital technologies, including educationally significant digital technologies: telecommunications technologies, big data, distributed accounting systems, artificial intelligence, robotic components, wireless communication technologies, virtual and augmented reality technologies, cloud technologies, electronic identification and authentication technologies, digital technologies for specialized educational purposes. Trends of digital transformation in the field of vocational education require a teacher to have a high level of ICT competence for successful professional activity, as it is teachers who are called upon to further prepare the younger generation for life and work in a modern digital society. Digital culture is a new type of communication that enables future vocational teachers to freely use the information space, as freedom of exit and access to information is traced at all levels from global to local; a new type of thinking that is formed as a result of freeing a person from routine information and intellectual work, among the features that define it is the latter's focus on self-development and self-learning.

The development of digital culture of future vocational teachers in the process of professional training involves the acquisition of competencies that allow the teacher to freely navigate the information space, participate in its formation and facilitate information interaction with students. Information culture is crucial for the development of professional competence of future teachers at any level of education, especially higher education (Shahlo & Davronova 2022).

One of the means of developing the information culture of future vocational teachers in the process of professional training is the use of Internet resources. The use of the Internet in the process of teaching future teachers expands the traditional list of teaching methods by the type of interaction between the teacher and the student. In addition to self-study, individual and group learning methods, a teacher can use the communicative learning method. The implementation of this method involves ensuring various types of communication between participants in the learning process. The means of communication are:

- e-mail with various functionalities and programs that distribute information, newsletters;

- an electronic bulletin board and message board that allows all participants of the educational process, both teachers and students, to organize asynchronous discussions, ask questions and make announcements, presentations and files;

- access to various online thematic groups for students to discuss course sections, problems, and projects;

- textual dialog between participants of the educational process;

- computer video conferencing with the ability to organize communication between students and teachers of different universities located at a distance;

- Exchange of educational information: automatic synchronous and asynchronous exchange of data and files;

- group work of students on a single network document;

- group use of one network application or development of the same document in real time.

The development of digital culture of future vocational teachers of higher education institutions in the context of using Internet resources in the educational process can take place at one of three levels. The first level is associated with the accumulation of pedagogical experience, the development of information and communication technologies.

The teacher gets acquainted with specialized software products in his/her subject area, including on the websites of the creators of these software products, and creates a list of subject-specific

Internet resources, educational files and documents, tasks for students' independent work in electronic form, etc. A sign of mastery of the first level is the use of the Internet as a source of additional information in the educational process by both teachers and students, some experience in creating their own educational information resources. The digitalization of education has many real problems. The first is that a significant number of students do not have computers or other gadgets necessary for online learning and high-quality Internet connection.

The second is that students who do not have sufficient experience using the Internet and digital resources cannot study online. Not knowing about the useful possibilities of digitalization, students use smartphones only for entertainment, and some of them, even knowing about various useful digitalization opportunities, cannot learn how to work with applications and programs without assistance. Therefore, it is not enough to provide, for example, all university teachers and students with gadgets, but also to familiarize them with the real possibilities of digital. Another notable problem is that pedagogical rules and methods of teaching in the digital environment are still being formed. Digital didactics is a new phenomenon, and it is just beginning to develop. The effectiveness of online classes and individual digital tools on the success of future vocational teachers is being studied right now, but so far, digital learning can be called an experiment. In addition, quite often traditional approaches are disguised as digital transformation under the guise of digital learning. That is, neither the existing variety of educational content nor the possibility of individualization according to the interests and abilities of future vocational teachers is used. For example, if a teacher simply delivers a lecture via video without even realizing how many students are actually listening to him or her and not doing their own thing at the same time, it can hardly be called full-fledged digitalization. If equipment is purchased for a higher education institution but not used, it is even less of a digitalization.

In this study, it is worth highlighting two levels of development of future vocational teachers' digital culture in the process of professional training, one of which is characterized by the presence of a process of planning and coordination of the use of educational resources on the Internet. The peculiarities of this level are the systematic use of remote access to intensify the educational process, organization of distance conferences, exchange of educational information, use of e-mail to organize individual student learning.

At the second level of digital culture development, the teacher's activity is related to the widespread use of Internet resources in all forms of education, the organization of distance learning, the creation and use of full-text electronic teaching and learning complexes in the discipline, and the organization of extensive interaction with other universities at the level of joint educational programs. In the course of our research, we have formed seven basic digital competencies that every modem university teacher should have.

1. Search and work with information

Currently, most teachers have already developed the skills of searching and analyzing information on the Internet. However, some of them still have problems with creating digital content.

2. Internet safety

Educators need to learn how to protect themselves and their information online. Unfortunately, many university professors still do not understand the importance of cybersecurity and urgently need to learn its basics.

3. Information and data management

Information must be securely stored and properly managed. As our research has shown, many professors do not know how to use cloud storage systems, and are not aware of when they violate the law regarding the personal data of third parties.

4. Organization of learning in the digital environment

Before the coronavirus situation, more than half of teachers had already used digital resources. However, the situation has shown that online education is a completely new format of work that needs to be learned.

5. Cooperation in the digital environment

Teamwork in the digital environment is one of the keys to effective learning. The main condition for collaboration in the digital environment is the development of digital tools for cooperation with students, parents and colleagues.

6. Communication in the digital environment

Communication is no less important for online learning. As it turned out, many university professors cannot cope with the parallel use of several functions within the same communication service; it is also difficult for them to interact with several services and applications at the same time.

7. Self-development in the face of uncertainty

Continuous self-development, training, professional development, mastering new skills and competencies are the requirements of today for any modern specialist. The standard of digital culture of a modern teacher implies the versatility and universality of its structure, which includes many components. For our study, the most interesting are: cognitive, instrumental, and applied. The cognitive component implies that future vocational teachers have certain views and ideas about the information environment and types of information interaction, experience in analyzing and evaluating processes and phenomena occurring in it, and understanding the final results.The instrumental component is understood as the ability of a teacher to use various information technologies in their activities to achieve the goals of the educational process. It is closely related to the teacher's knowledge of the methodology of teaching a discipline with the help of information technologies; the ability to organize their own information and research activities, search and interpretation of the information received; skills of presentation and self-presentation of the information received; skills of business communication and creative cooperation in the information and educational environment; knowledge of the principles of productive interaction in the triad «teacher - computer - student». In our opinion, an important component of the component is the possession of maneuverability, flexibility and a high degree of adaptation to the constantly changing conditions of the information and educational environment. digitalization teacher education ukraine

The applied component determines the teacher's activity in solving educational tasks in the information and educational environment of the university and is directly dependent on the understanding of the need for informatization by teachers; mastering the skills to effectively use information technology in their activities; skills in designing information-based training sessions; testing and further correction of their implementation in their own teaching activities.

The reflective component of this component involves mastery of diagnostic tools and methods of expert evaluation, the ability to combine information technology tools with traditional and innovative educational technologies. The coherence of the above components determines the level of development of the digital culture of the future vocational teacher.

In general, there are three main stages in the formation of digital culture of future vocational teachers in the process of professional training:

1. The stage of identification in the professional pedagogical environment. The purpose of this stage is to obtain a certain list of knowledge in the field of understanding the information environment and technologies, as well as to develop the teacher's performance abilities through self-determination.

2. The stage of differentiation and individualization in professional activity. This stage is expressed in the development and manifestation by the teacher of an individual approach in information activities, which is characterized by creativity, criticism, reflexivity.

3. The stage of personalization in the digital professional pedagogical information environment. The formation of self-awareness, adequate assessment of their activities in the digital educational environment is the final result of this stage.

In accordance with the identified stages, the following means of forming a teacher's digital culture are distinguished, which are carried out both by the teacher himself or herself and by changing existing approaches to the professional training of teachers. Thus, among the methods implemented by the teacher, the following can be distinguished:

Self-analysis and creation of the most comfortable working environment by defining their motivation, tasks and goals, as well as solving local problems related to the working environment and working with the audience. As part of achieving certain progress in self-analysis, set step-by-step tasks to achieve a certain level of information culture through self-education and self-development. In the process of self-development and selfeducation, a future VET teacher should have a clear understanding of what he or she wants to achieve and how much the efficiency and labor intensity of his or her work will increase, which will certainly increase his or her interest. Development of technical skills through direct use of social networks and information and reference structures by teachers, creation of chats for teachers in social networks for mutual assistance and discussion of problematic issues.

Among the methods related to changing the approach to teaching and implementing of future vocational teachers in the process of professional training include the following:

1 .Identification of the target component.

This method consists in fixing the connection between the goals, results and means of assessing the teacher's activity and his/her level of digital culture. They should be simple, clear and transparent.

2. Designing models in the structure of training aimed at forming this digital culture.

3. Developing an ideology of using innovative technologies in the framework of higher professional education for future teachers.

Thus, the model of digital culture of future vocational teachers in the process of professional training includes the following elements:

1. Informational. This is its structure, content of digital skills and algorithms for integrating the model into the educational program.

2. Personnel. The model developers are responsible for the formation, updating, and development of its information component. The staff who record and form digital skills in the design of the educational process and the formation of skills are incorporated into the model directly in educational and/or professional activities.

3. Methodological. These are recommendations for the implementation of the model, taking into account digital skills in the development of programs of academic disciplines, practices, professional development, as well as ready-made solutions.

4. Software and hardware. Implementation of the model in the educational process.

Implementing this model in the educational process will require possible additional costs:

Acquisition or modernization of technical equipment and various software.

Future vocational educators master various tools for teaching with the use of digital educational technologies. These tools include:

- collaborative work with documents, presentations and spreadsheets;

- conducting video conferences;

- storage and distribution of materials;

- conducting online surveys and testing.

The study of new information environments enables future vocational teachers to identify the advantages and disadvantages of these programs in the course of their professional training and thus determine the degree of their effective use in practice.



Conclusion

As a result of the study, we came to the conclusion that the university should have a laboratory with not only computers, but also tablet computers and modern smartphones to teach students of the humanitarian cycle digital technologies, since the level of their knowledge of various programs on digital media is insufficient for creative use in practical pedagogical activities. In conclusion, I would like to note that the importance of forming the digital culture of future vocational teachers in the process of professional training undoubtedly contributes to the increase in the labor intensity and efficiency of the educational process, which is introduced by the Higher Education Institution. Modern realities show that traditional teaching methods and qualifications of future vocational teachers are not able to fully meet the demands of society for education. Teachers should be aware of the need to form a certain level of digital culture through self-education, development, self-development, which will further lead to their full self-realization in the digital educational environment.



References

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Анотація

Формування цифрової культури майбутніх педагогів професійного навчання в процесі професійної підготовки

Редзюк Наталія Павлівна

аспірантка III курсу н. п. 015 Професійна освіта

Університет Григорія Сковороди в Переяславі

Постановка проблеми. На сьогодні невіддільною складовою будь-якого освітнього процесу стає ґрунтовне розуміння поняття цифрової культури, адже з активним розвитком діджиталізації швидкість поширення інформації приводить до тотальної цифровізації суспільних процесів.

Цифрова культура розглядається як нова соціальна система, яка визначає досвід і можливості професійного зростання для майбутніх педагогів професійного навчання в процесі професійної підготовки. Цифрові технології та мережеве середовище принесли нові практики, можливості та загрози, і сектор цифрової культури повинен знайти відповідні шляхи для розвитку в цій новій реальності.

Тому ми вважаємо, що формування цифрової культури майбутніх педагогів професійного навчання в процесі професійної підготовки, безсумнівно, сприяє підвищенню ефективності освітнього процесу закладу вищої освіти. Адже сучасні реалії показують, що традиційні методи навчання і кваліфікація майбутніх педагогів професійного навчання не в змозі повною мірою задовольнити запити суспільства до освіти.

Мета: обґрунтування поняття «цифрова культура» в контексті діджиталізацї та інформатизації суспільства, що відіграє першочергову роль в опануванні цифрової дійсності майбутніми педагогами професійного навчання в процесі професійної підготовки та сприяє формуванню в них готовності до майбутніх технологічних змін у професійній діяльності.

Дизайн / методологія / підхід: у процесі підготовки статті використовувалася низка загальнонаукових методів дослідження, зокрема вивчення й узагальнення педагогічного досвіду, зіставлення наукових фактів, сходження від абстрактного до конкретного. Метод теоретичного узагальнення та ідеалізації, аналіз, синтез, та систематизація наукової літератури. У роботі представлено: базові цифрові компетенції, якими повинні володіти майбутні педагоги професійного навчання в процесі професійної підготовки; етапи формування цифрової культури майбутніх педагогів професійного навчання в процесі професійної підготовки; методи, пов'язані зі зміною підходів до процесу впровадження викладання та роботи майбутніх педагогів професійного навчання в процесі професійної підготовки; модель цифрової культури майбутніх педагогів професійного навчання в процесі професійної підготовки та її впровадження в освітній процес.

Висновки. Формування цифрової культури майбутніх педагогів професійного навчання в процесі професійної підготовки, безсумнівно, сприяє підвищенню трудомісткості та ефективності освітнього процесу, який реалізується закладом вищої освіти. Сучасні реалії показують, що традиційні методи навчання і кваліфікація майбутніх педагогів професійного навчання не в змозі повною мірою задовольнити запити суспільства до освіти. Викладачі повинні усвідомлювати необхідність формування необхідного рівня цифрової культури через самоосвіту, розвиток, саморозвиток, що надалі приведе до їх повноцінної самореалізації в цифровому освітньому середовищі.

Оригінальність /цінність. Новий підхід до розуміння та обґрунтування поняття «цифрова культура» допоможе майбутнім педагогам професійного навчання в процесі професійної підготовки здійснити крок на зустріч майбутнім технологічним змінам та приведе до формування необхідного рівня цифрової культури через самоосвіту, розвиток, саморозвиток, що надалі забезпечить їх повноцінну самореалізацію в цифровому освітньому середовищі.

Ключові слова: цифрова культура; майбутні педагоги професійного навчання; формування цифрової культури майбутніх педагогів професійного навчання в процесі професійної підготовки; цифрове суспільство; діджиталізація; цифрові технології; інформаційні технології; освітнє середовитще.



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