PROBLEMS AND PROSPECTS OF ICT-ORIENTED EDUCATION IN UKRAINE

Abstract

The problems and prospects of ICT-oriented education in higher education institutions of Ukraine have been analysed in the article.

It is proved that the current stage of informatisation of education is objectively related to the widespread use of ICT methods and tools, creation of a digital environment and its filling with electronic information resources, use of ICT tools and services to solve pedagogical tasks. Accordingly, information and communication technologies modernise the educational environment and organise the effective functioning of a higher education institution, contribute to the creation and implementation of effective ICT-oriented education.

It is established that ICT-oriented education is a special pedagogical system that combines information educational resources, digital learning tools, knowledge control technologies and management services for the educational process of higher education institutions aimed at shaping the personality of a future specialist and developing his or her professional knowledge, skills and abilities.

Modern approaches to defining the concept of ICT-oriented education have been considered, its purpose, tasks, components, general and specific characteristics have been analysed. Attention is focused on the most promising means of information and communication technologies, advantages of using and difficulties of ICT-oriented education.

It has been researched that ICT-oriented education allows creating more dynamic, interactive and individualised learning environments that meet the needs of modern society and the labour market, promotes the development of key competencies required in the modern world, such as information literacy, digital literacy, problem-solving, communication skills and independence in learning, and also contributes to increasing the accessibility of education through the use of distance and online resources.

It has been established that ICT-oriented education - Education 3.0, characterised by the widespread introduction of ICT tools and ICT services in all educational subsystems, opens the way to open education of the knowledge society - Education 4. 0, which will be built on a new digital platform and will be based on digital humanistic pedagogy, which we consider as a new evolutionary stage in the development of electronic pedagogy (e-pedagogy), which develops specific tasks of creating and effectively implementing ICT in educational practice, in particular the tasks of open education pedagogy.

It is concluded that in the modern world there are certain trends in the development of the digital (computer and technological) education platform, which have led to the formation of its perspective portrait - Education 4.0, as education of the XXI century.