Preparation of future educators of preschool education institutions for the use of media technologies in psychological and pedagogical research

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PREPARATION OF FUTURE EDUCATORS OF PRESCHOOL EDUCATION INSTITUTIONS FOR THE USE OF MEDIA TECHNOLOGIES IN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH

B.I. Semchuk

Annotation

education media technology professional

The article, based on the analysis of scientific sources and own research, considers the problem of professional training of future educators of preschool education institutions for the use of media technologies in psychological and pedagogical research. The views of scientists, the legal framework and official regulations, in particular, the Law of Ukraine "On Higher Education", "On additional measures to ensure the development of education in Ukraine", "Joint Declaration of the Ministers of Education of Europe" on the above-mentioned issue are analyzed. The problems of insufficient level of readiness of educators for systematic and effective use of media technologies in professional activity are actualized. It is determined that in the context of presentation of theoretical and practical principles of preparation of future educators for the use of media technologies in PEI (preschool education institutions) is expedient to appeal to the study and analysis of key concepts that outline the vector of scientific research. It was found that the professional development of future educators encourages the acquisition of a system of knowledge and practical skills for orientation in the excessive information flows of today (search, assimilation, use of necessary media information; adequate perception, critical thinking, creative interpretation of various media products). The article identifies the main functions of the use of media technologies in the educational process of higher education. It is stated that the result of training future educators of preschool education is their readiness to use media technology in professional activities. It is concluded that the effectiveness of training future educators of PEI to use media technologies in professional activities can be achieved through the introduction of a number of pedagogical means and measures: the formation of motivation for professional activity; systematic and consistent study of professional disciplines on the basis of integration; introduction of media technologies in the educational process.

Key words: media technologies, future educators, preschool institutions, professional training, media education, media competence.

Introduction of the issue

The current stage of development of the preschool education system is marked by educational innovations aimed at preserving the legacy of the past and at the same time modernizing in accordance with the latest achievements of science. A characteristic feature of the development of preschool education is the search for new content, forms, methods, tools for the development of education and upbringing of children, concepts of management of the educational process, conducting experimental activities aimed at developing and implementing educational innovations.

The digitalization of the educational process in preschool education institutions (hereinafter - PEI) necessitates the improvement of pedagogical skills of educators on

Current state of the issue

The dissertations of S. Atonasyan, A. Kravtsova, T. Lavina, M. Lebedeva, A. Mogilev, O. Smolyaninov, S. Udalov and others focused on improving the training of future teachers in the field of information and communication technologies. Theoretical developments concerning preparation of teachers for work with media information (A. Kopov, G. Malyuchenko, E. Stolbnikova, A. Fedorov, N. Hilko, A. Sharikov, etc.) are of great importance. The formation of the readiness of future teachers to use computer information technology in professional activities has become the object of analysis in the works of N. Dykanskaya, O. Maiboroda, O. Razinkina, O. Trofimov and others. S. Dyachenko, T. Kotyk, I. Taran, S. Semchuk and others studied the formation of information and communication competence of future educators of PEIs.

At the same time, the study of psychological and pedagogical literature on the problem, as well as the practice of training future educators indicate the need for comprehensive study of their preparation for the use of media technologies in professional activities.

Outline of unresolved issues brought up in the article. Based on the bibliographic analysis of scientific literature and practical experience, it was found that the problem of preparing future educators to use media information in professional activities has not been the subject of independent investigation.

Aim of research is to substantiate the problem of professional training of future educators of preschool education institutions to use media technologies in psychological and pedagogical research.

Results and discussion

Currently, the problems of insufficient level of preparedness of educators for the systematic and effective use of media technologies in professional activities have been brought up. The integrative nature of educational media information resources and technologies that create the basis for the informatization of preschool education, requires attention to these characteristics to form the content of training of future educators in HEIs (higher education institutions). At the same time, educational institutions do not sufficiently use the potential of media training of future educators, which necessitates scientific substantiation of pedagogical conditions and proper educational and methodological support for the effectiveness of this process.

In the context of presenting the theoretical and practical principles of preparing future educators for the use of media technologies in PEIs, it is advisable to appeal to the study and analysis of key concepts that outline the vector of scientific research.

The "society of knowledge” becomes a new quality of social development as a civilizational perspective to which humanity is moving. Its dominant factor is a smart, innovative, democratic and self-sufficient person, for whom the acquisition of knowledge will be an essential feature of lifestyle, for it anables him/her to act on the basis of acquired knowledge, as well as their practical use, therefore, an important component of the "knowledge of society" is the information component [7: 4-6].

Mankind is an active consumer of information, the volume of which is constantly growing. Every day, the world of media creates a media reality around people, under the influence of which the worldview, education, culture and life values in society are formed. Thus, the one of the most important tasks of higher education is the informatization of the pedagogical process, the harmonious structuring of which is the use of media educational technologies in higher education.

The processes of transformation and modernization of higher education regulated in official and normative documents (On Higher Education, 2014;

On Additional Measures to Ensure Education Development in Ukraine, 2008; Joint Declaration of European Ministers of Education, 1999) includes: implementation of pedagogical partnership ideas in distance learning. training; organization of adaptive educational process, innovative educational process in PEIs; increasing the availability of quality education for the broadest segments of the population through the use of modern information technology.

At the same time, globalization and the informatization of the world have made our perception of reality largely dependent on how it is presented by the media. In the era of digital and interactive technologies, this is becoming an urgent problem for the development and reform of all levels of education. Media reality is a necessary condition for objective perception and understanding of reality. The impact of data on a person's consciousness and his/her ability to critically perceive and comprehend information that should be formed from childhood is especially important. Media literacy is gradually becoming an educational component of both the individual and the learning process for the formation of media immunity. In line with the issue under discussion, the provisions of the Concept of Implementation of Media Education in Ukraine (2010) and the results of the experiment on the introduction of media education in the educational process of secondary schools are of paramount importance. Dissemination and popularization of ideas of media education, formation of media literacy of all participants in the educational process is one of the tasks of pedagogical education, as well as training of a modern educator. The professional development of future educators encourages the acquisition of a system of knowledge and practical skills for orientation in the excessive information flows of today (search, assimilation, use of necessary media information; adequate perception, critical thinking, creative interpretation of various media products).

O. Konevshchyna notes that the works of foreign scholars (W. Carlson, R. Cuba, Masterman, S. Minkkinen, J. Siemens, K. Von Failitzen, etc.) clarified the specifics of media technologies, their key aspects. The scientist pays special attention to the studies of authors (A. Beyvlas, S. Berkowitz, P. Marsdea, J. Moreno, B. Wellman, L. Freeman and others), who studied theories of social networks. In the investigations of G. Veletsianos, O. Gerasimchuk, J. Siemens, and others. the basics of the theory of electronic and continuous learning are characterized; in the works of O. Boryshpolets, L. Naidenova, Golubeva, O. Volosheniuk, V. Ivanov, Fateev, O. Fedorov and others. interpretation of current problems of media culture, media education, media pedagogy and media psychology is offered [6: 33].

"Media" is carriers of messages acquired by means of the latest technologies. In addition, it is possible to interpret the "media" as a set of technological tools and techniques necessary to convey to the consumer an information message of a certain form [8: 208].

Media (mass media) - systematic replication, dissemination by technical means of specially prepared, socially significant messages. Technical complexes that provide rapid transmission and mass reproduction of verbal, figurative, musical information (print, radio, television, film, sound, video), which is called the media [8: 208].

The emergence of new media is the result of the active development of the Internet. The dynamic development of the World Wide Web, as well as a set of specific features (hypertextuality, multimedia and interactivity) have become a powerful impetus for quantitative and qualitative entry of traditional media into the virtual world, as well as unique and synthetic forms of online media communication. New media is often associated with the one based on digital technologies: online publications, CD presentations, computer games, social networks, etc. Their main features, in addition to multimedia, hypertextuality, interactivity, include real-time information generation, personalization of delivery to the consumer, the user's ability to participate in its creation, to influence the process of collective media creation. It is these features that distinguish new media from traditional media [5].

Recently, the terms "technology", "information technology", "information and communication technology", "media technology" are very often used, despite the lack of common interpretations and definitions. But each of them exists and being studied and implemented. Technology (from the Greek tйchne - art, skill, ability and logia - study) - a set of methods and tools to achieve the desired result; method of converting this into necessary.

Today, media education technologies involve both traditional mass media (periodicals, radio, television, cinema, etc.) and the latest information technologies, namely: software, hardware and devices that operate on the basis of computer technology; also use modern methods and systems of information exchange that provide operations of collection, accumulation, storage, processing and transmission of information [4].

The application of the latest media technologies opens new opportunities for teachers and students, significantly expands and diversifies the content of teaching, methods and organizational forms of the educational process, provides a high scientific and methodological level of teaching. Media technology is a powerful motivation for students to study. The use of media technologies in the educational process of higher education institutions is not only appropriate but also necessary. They perform the following main functions:

- informatization of the educational process (access to various sources of information) ;

- intensification of educational and cognitive activities of students;

- increasing the motivation of students to study;

- interactivity of learning;

- monitoring of the educational process;

- increase the efficiency of students' learning;

- encouragement of creative activity (preparation of presentations with the use of computer programs; participation of students in video conferences, work with foreign students, etc.).

The modern world is increasingly appealing to social media. Among the general characteristics of this phenomenon is the focus on maximum interaction (interaction) of users in the virtual Internet or mobile environment. Researchers describe social media as a group of Internet applications and services built on Web 2.0 ideologies and technologies that allow them to create and share custom content. Researchers have proposed a classification of social media that reflects their main elements: blogs, social networks (Facebook), collaborative projects (Wikipedia), content communities (YouTube), virtual social worlds (SecondLife), virtual game worlds. ("World of Warcraft"). Researchers also consider media communication to be a new layer of media - a process of communication that takes place with the help of the media [5].

Media (from the Latin "medium" - means, method) - means and tools for storing and transmitting information, data for individual and mass audiences. The token of the media (mass media) is often used in a synonymous series, although foreign science analyzes the media in a broader sense, in particular in terms of communication - the dissemination of information, ideas and opinions that are part of human life. Methods and ways of conveying this data to people are implemented by the media (friends' cards, telephone conversations, computer disks, etc.) [5].

The term "technology" occupies an important place in the methodology of media education, as the use of any technology has a great impact on educational outcomes.

Today, media education technologies involve both traditional mass media (periodicals, radio, television, cinema, etc.) and the latest information technologies in the educational process: software and hardware and devices that operate on the basis of computer technology; modern methods and systems of information exchange that provide operations of collection, accumulation, storage, processing and transmission of information.

It should be noted that the individual's consumption of media information is designed to satisfy desires, interests in the process of learning with the help of various modern technical means.

The presentation encourages the identification of criteria for the culture of consumption of media information. The culture of consumption of media information began to form and develop from the beginning of human use of various means in their information activities. Modern pedagogical science shows an increased interest in the theoretical justification and practical formation of media culture of future teachers.

In the structure of media culture of the educator it is necessary to single out such components as media awareness (system of knowledge about the means of communication and their impact on the personality of the preschooler); media education (a set of systematized media knowledge, skills, values of media education); media literacy (system of knowledge, skills and abilities of critical assessment and creation of media messages). According to the new version of the Concept of Implementing Media Education in Ukraine, media literacy is a component of media culture related to the ability to use information and communication techniques, express themselves and communicate through the media, successfully obtain information, consciously perceive and critically interpret information from various media. reality from its virtual simulation, ie to understand the reality constructed by media sources, to comprehend the power relations, myths and types of control that they cultivate. Media and informational literacy (MIL) is a modern UNESCO strategy that combines the traditional concepts of media literacy and information literacy into a common MIG concept, which refers to a combined set of competencies (knowledge, skills and relationships) needed. for today for life and work. MIG covers all types of media and other sources, regardless of the technology used; aimed at providing equal access to information and knowledge, promoting the formation of a free, independent and pluralistic media and information system, expanding the rights and freedom of expression of people.

Ukrainian educational issues in the context of the global media information space are also studied by Ukrainian researchers: O. Baryshpolets, N. Gabor, V. Ivanov, L. Naidenova, G. Onkovych, Chemerys, L. Masterman and others.

Media education as a process of individual development and selfdevelopment with the use of media information aims to develop a culture of communication, the ability to consciously perceive, interpret media texts to expand general and professional knowledge, creative and communicative abilities of the individual. The educational process is impossible without the use of media and information technology, as they have different purposes - information, educational, educational, entertainment, etc. [2: 4-5].

The task of the teacher-educator is to prepare children for productive development of the environment, to form the ability to work competently and correctly with media information. The main philosophical and psychological- pedagogical concepts of media education focus the attention of modern educators on the multiplicity and multifaceted media information, aimed at forming the initial level of media literacy of preschool audience, its socio-cultural development and adaptation to new realities of life. At the same time, the provisions of media pedagogy are focused on preparing future educators for the quality use of media information in the process of professional activity. In this context, we are talking about the development of critical thinking (the ability to analyze and detect the manipulative influence of the media, navigate the information flow); on the development of media culture (perception, dissemination, evaluation and critical analysis of media texts); on the development of social activity (awareness of the importance of the social role of media information); on the development of creative abilities and aesthetic perception of media information, its use in the educational process; on the development of consumer skills and technological skills (getting the maximum benefit in accordance with their desires and abilities); formation of media reflection (ethical model of behavior).

The scale of the impact of media information on various spheres of an individual's life is growing daily, actualizing new tasks for the educational system, requiring the teacher-educator to have media competence. The most widespread in the scientific literature is the definition of competence as "a set of knowledge and skills necessary for effective professional activity: the ability to analyze, predict the consequences of professional activity using information" [3: 158].

Media competence is presented by researchers as a level of media culture that allows individuals to understand the sociocultural, economic and political contexts of media, confirms its ability to be a carrier and transmitter of media cultural tastes and patterns, effectively interact with the media space, initiate updated elements of media [1: 92].

Media competence of the future educator - the ability to perform professional activities in the formation of the media educational space PEIs, willingness to critically perceive and use media information in the educational process, formed media culture, which together will help solve the problem of preparing the child to communicate with the media. time of socialization. It is media competence that helps to protect the child from the potentially harmful effects of the media, to educate such a media consumer who could effectively satisfy their interests using the media. Conscious consumption of media information is possible on the basis of effective orientation in the media space and understanding of one's own media needs. For the future educator, media creativity and media communication play an important role, which contributes to improving the quality of interpersonal interaction, the development of media immunity from aggressive media. Active and effective introduction of media technologies in the pedagogical process of PEIs is an important factor in the development of media education.

Conclusions and research perspectives

Thus, the problem of preparing future educators for the use of media technologies is relevant in philosophical, psychological and pedagogical works. Reforming preschool education, the need for its informatization require training of future educators who are well versed in modern media technologies, navigate in a wide arsenal of innovative pedagogical movement, they have information resources for quality organization of the educational process in PEI. Preparation of future educators for the use of media technologies in professional activities is a process of forming students' general pedagogical and special media knowledge, skills, skills of integrated educational activities, which are acquired during educational-practical and research work in HEIs and consolidate in pedagogical practice. The result of the training is the readiness to use media technologies in professional activities. The effectiveness of the preparation of future educators for the use of media technologies in professional activities can be achieved through the introduction of a number of pedagogical influences and measures: the formation of motivation for professional activities; ensuring a high level of theoretical training; systematic and consistent study of professional disciplines on the basis of integration; formation of media competence, which contributes to the performance of professional tasks; creation of the media environment of the HEIs; computerization of the learning process; introduction of media technologies in the educational process; development of textbooks and educational literature of the new generation; support for research and development in the field of media education; improving the practical component of training future educators of PEIs to perform professional functions through the use of media technologies; creating conditions for professional development and strengthening the prestige of the profession of educator in society.

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