Keyword: «mobile technologies»

The article is devoted to the use of mobile technology and Internet services for the preparation of future teachers. The article gives a complete description of the three geocaching games for the students – future teachers of Informatics.

The relevance of the research is due to additional opportunities for improving the quality of mathematical education in a digital school, support of cognitive interest, and solving practice-oriented tasks by means of including mobile services in mathematical activities. The research problem is determined by contradictions: between the possibilities of modern digital technologies in terms of developing cognitive activity, improving the quality of mathematical training and the educational model implemented by educational institutions; between the need to provide resources for solving problems of a socio-economic nature in the conditions of the fourth industrial revolution and the insufficient level of graduates’ mathematical education. The purpose of the study is to justify theoretically and test experimentally the effectiveness of using mobile technologies for the development of students’ cognitive activity in solving practice-oriented tasks. The research methodology is based on the analysis of works of foreign and domestic authors whose authority and scientific reputation are recognized by the scientific community. The study of the possibilities of mobile technologies for the development of educational activity was conducted using the method of analysis of subject teachers’ particular works, scientific and methodological literature concerning the use of digital tools in teaching. Then, using the forecasting method, we determined the potential of mobile technologies for organizing students' activities to solve practice-oriented tasks, and formulated a hypothesis about qualitative changes in the results of teaching mathematics. The method of systematization and generalization of facts allowed us to formulate basic concepts and didactic principles. The main provisions of the system-activity oriented approach are the research methodological basis for the formation of required competences of future specialists. At the stage of the pedagogical experiment, empirical methods were used: involved observation, questionnaires, testing, and analysis of students’ academic results. The authors clarified the essence of the concepts "cognitive activity", "mathematical thinking", "mathematical literacy" for the digital school. They investigated the possibilities of using mobile technologies for the development of cognitive activity and formulated didactic principles and issues of including mobile technologies in a personalized environment for solving practice-oriented tasks. The proposed specific materials for improving methods, tools, and organizational forms of training focused on the formation of mathematical thinking determine the practical significance of the presented research. The theoretical significance of the research lies in the fact that the authors describe the basic ideas of a methodological approach to the use of mobile technologies for the development of students' cognitive activity in solving practice-oriented tasks in the process of working out "smart" design solutions that meet the challenges of global digital transformation. The article may be used, first, to ensure personalization of mathematical learning through creative, interdisciplinary, educational and research work of students on mobile application development, social integration and professional orientation; second, to change the concept of mathematical education in school; third, to improve the implemented educational model for training highly qualified specialists of the professions for the future "new" industry.

The article considers the learning management systems (LMS) development problem which has become relevant to the modern society due to the process of active e-learning implementation in the educational process at different levels. The aim of the study is to analyze the literature on the LMS application and the LMS technology development trends. Theoretically and methodologically the study is based on the Russian and foreign scientists’ works. The 2019 pandemic forced the educational system to change the benchmarks and to move from the traditional learning process to the type of learning that can use the online environment as a primary or auxiliary tool for the educational process due to the information and communication technologies development. To implement such a transition learning management systems (LMS) began to develop actively. Theoretical literature analysis allowed to highlight the positive aspects of the LMS technologies use: the e-learning availability, online learning personalization, the ability to track and measure the progress of each user, more effective work with the materials and modules of educational courses, a new level of interaction between all participants in the learning process, the advantage in organizing the educational process from the educational organization perspective. The article also presents the negative aspects associated with the learning management systems use, for instance, the limits that a teacher has because of the fixed resources of a platform; furthermore, the educational process adapts to the platform, but not vice versa. The author notes the possibilities to solve the problem of limits imposed by learning management systems through the development and improvement of LMS platform technologies. The article examines the issues of LMS development promising areas that are becoming central while coping with problems connected with improving LMS platforms. The promising areas are as follows: learning analytics, Big Data reports, LMS transformation into a learning experience platform (LXP), semantic specification development for integration with other LMS systems, new software application interface (xAPI) development to consolidate ecosystems of different platforms, application of mobile technologies and the Internet of Things (IoT) when using learning management systems, immersive technologies (VR, AR) introduction. Thus, the LMS platform provides a wide range of resources that help move to a higher level of the educational process in terms of information and communication technologies.