USE OF DIGITAL EDUCATIONAL RESOURCES IN STUDYING PROGRAMMING AT THE UNIVERSITY

• Main Authors: T.V RICHTER, I.V ABRAMOVA
• Format: Article
• Language: English
• Published: Association “Professional analytics of autopoiesis systems" 2021-05-01
• Series: Карельский Научный Журнал
• Online Access: https://repository.kvantor.org/public/126/3841

The article summarizes and presents the results of research on the identification and testing of types of work aimed at the formation of general professional competencies of students using digital tools in the study of programming. The pedagogical conditions for the implementation of the process under consideration have been determined: the integration of digital educational resources with traditional means of teaching programming through the formation of an electronic educational environment aimed at independent work of students along an individual trajectory; use of digital tools for visualization and explanation of educational material on programming (online boards: Miro, AMW board, WhiteboardFox, Webwhiteboard, etc.), activation of independent cognitive activity of students (interactive worksheets: Wizer.me, Liveworksheets, Core, etc.) , creating electronic educational resources for programming (Canva, OBS Studio, Socrative, Mentimetr, Timegraphics, Mindmeister, etc.), organizing and conducting classes (Google Meet, Trello, Discord, Miro, Videomost, Teams Padlet, etc.), assessing and control of the knowledge gained, skills and abilities in programming (Google-forms, Kahoot, Online Test Pad, Master-test, etc.); active updating and expansion of the digital educational environment, the introduction of digital educational platforms, Web applications and instant messengers when mastering a programming course; the use of certain types of work aimed at the formation of general professional competencies of students using digital tools in the study of programming.