ОСНОВНІ НАПРЯМИ ІМПЛІМЕНТАЦІЇ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕС НАВЧАННЯ НІМЕЦЬКОЇ МОВИ СТУДЕНТІВ-ФІЛОЛОГІВ

Олена Богуславівна Галицька; Марія Петрівна Лозицька

doi:10.33407/itlt.v88i2.4686

Vol. 88 No. 2 (2022), ICT and learning tools in the higher education establishments

Vol. 88 No. 2 (2022)

THE MAIN DIRECTIONS OF INFORMATION AND COMMUNICATION TECHNOLOGIES IMPLEMENTATION IN THE PROCESS OF TEACHING GERMAN TO STUDENTS OF PHILOLOGY

ICT and learning tools in the higher education establishments

Published 2022-04-29

Olena B. Halytska⁺⁻
Mariia P. Lozytska⁺⁻

Olena B. Halytska

Lesуa Ukrainka Volyn National University, Faculty of Foreign Languages

https://orcid.org/0000-0003-0677-2071

Mariia P. Lozytska

Lesуa Ukrainka Volyn National University, Faculty of Foreign Languages

https://orcid.org/0000-0002-0647-3103

PDF (Ukrainian)

Keywords

information and communication technologies
strategies of implementation
mobile learning
educational device
blended learning

How to Cite

[1]

O. B. Halytska and M. P. Lozytska, “THE MAIN DIRECTIONS OF INFORMATION AND COMMUNICATION TECHNOLOGIES IMPLEMENTATION IN THE PROCESS OF TEACHING GERMAN TO STUDENTS OF PHILOLOGY”, ITLT, vol. 88, no. 2, pp. 56–73, Apr. 2022, doi: 10.33407/itlt.v88i2.4686.

Abstract

The article highlights the implementation of information and communication technologies (ICT) in the academic process of teaching German (speciality 035 Philology, the educational program Language and Literature (German). Translation) in Lesia Ukrainka Volyn National University. The main directions for the application of ICT in the German language teaching course are offered. It is established that the most effective and efficient in the formation of professional competencies of future information and communication technologies specialists in university are the use of electronic courses of academic disciplines on the Moodle platform, electronic materials in the repository of Lesia Ukrainka Volyn National University, cloud technologies, mobile devices in education, in particular the use of BYOD-approach in the academic process in different scenarios, applied ICT and «smart» objects; podcasts, social media, and messengers.

The article analyzes the examples of digital educational resources, features of their didactic potential, as well as their importance in the higher education academic process, namely in blended and distance learning. The article highlights some of the difficulties of mobile learning that occured during practical classes, and the organization of independent work.

The article traces the role of the teacher, who turns from a transmitter of the education content into an organizer of communications and an expert, whose functions are to competently set tasks, organize the process of solving them and examination of student decisions.

Based on the use of ICT tools at lectures and practical classes of the German language, a functional classification of Web 2.0 tools is suggested: training, communicative-cooperative, information-searching, presentation, gamification, and experimental. It is established that the implementation of Web2.0 tools in the educational process improves the quality of mastering transferable skills through enhancing cognitive activity during simultaneous expanding the receptive capabilities of students.

PDF (Ukrainian)

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