Authors:
Tetiana Vakaliuk
1
;
2
;
3
;
Oleg Spirin
2
;
4
;
Oleksii Chyzhmotria
3
;
Olena Chyzhmotria
3
;
Inesa Novitska
5
and
Svitlana Didkivska
6
Affiliations:
1
Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
;
2
Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine
;
3
Zhytomyr Polytechnic State University, 103 Chudnivska Str., Zhytomyr, 10005, Ukraine
;
4
University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04000, Ukraine
;
5
Zhytomyr Ivan Franko State University, 30 Velyka Berdychivska Str., Zhytomyr, 10002, Ukraine
;
6
Cracow University of Economics, Rakowicka 27, 31-510 Kraków, Poland
Keyword(s):
Learning, Cloud Technologies, Educational Process, Distance Learning, Quarantine.
Abstract:
The article substantiates the need to develop and implement a distance course “Cloud technologies in the educational process in quarantine”. It is noted that the purpose of the course was to acquaint teachers of general secondary education institutions, college teachers, vocational and higher education institutions with the basic possibilities of using cloud technologies to ensure the educational process in distance learning. The list of topics with which the students get acquainted is given: basic concepts, models of cloud services, architecture and proposals from leading cloud services companies; cloud services in the work of the teacher, the peculiarities of working with mail; cloud storage as an alternative to replacing conventional drives; opportunities to create documents with the provision of sharing rights to multiple users; opportunities to create Internet surveys using cloud technologies; opportunities to create presentations using cloud technologies; cloud-based means of c
reating mind maps; means of creating sites; cloud-based learning management systems (for example, Google Classroom). In this article, students are understood as teachers who have taken courses. The peculiarities of the proposed distance course and the difficulties that the students had in performing certain tasks are identified and described. The statistical results of the course are given. The article also presents the results of two waves of face-to-face courses for teachers of Zhytomyr schools. However, the results of a survey of students on distance learning in schools over the past two years are presented. Organizers of such courses must take into account the following features: 1) take into account the number of participants; 2) in the registration questionnaire to focus on the correct completion of all fields, especially when filling in the field “e-mail”; 3) when connecting students to the course, not only provide materials to familiarize with the organization of courses, Google Classroom, the purpose of the courses but also conduct introductory testing to determine the level of awareness of students with the necessary materials; 4) focus on the timely completion of tasks so as not to create inconvenience to other participants.
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