Mobile ICT for Teaching Informatics of Future Bachelors of Professional

Education

Viktoriia V. Tkachuk

1 a

, Serhiy O. Semerikov

2,1,3 b

, Yuliia V. Yechkalo

1 c

and Viktoriia M. Zinchenko

4 d

Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine

Donetsk State University of Internal Affairs, Kryvyi Rih Educational and Scientiﬁc Institute,

92A Spivdruzhnosti Str., Kryvyi Rih, 50084, Ukraine

Keywords:

Mobile ICT, Computer Sciences, Teaching of Future Bachelor’s in Professional Education, Information

and Communication Competences of Future Bachelors in Professional Education, Model of Mobile

ICT Application as a Training Tool for Teaching Computer Sciences to Future Bachelors in Professional

Education, Methods for Mobile ICT Application to Teaching Computer Sciences to Future Bachelors.

Abstract:

The paper considers the problem of using mobile information and communication technologies as a tool of

teaching Computer Sciences to future bachelors in Professional Education. Based on the analysis of the sci-

entiﬁc literature, the problem of applying information and communication technologies to teaching Computer

Sciences and training future bachelor’s in Professional Education is theoretically analysed. The content, crite-

ria and levels of information and communication competences of future bachelor’s in Professional Education

are deﬁned. The model of applying mobile information and communication technologies to training future

bachelors in Professional Education is theoretically substantiated and developed. Methods of using mobile

ICT as a training tool for teaching Computer Sciences to future bachelors in Professional Education are devel-

oped and their effectiveness experimentally veriﬁed. The structure and content of information and communi-

cation competences of future bachelor’s in Professional Education are improved. Methodical foundations of

teaching Computer Sciences to future bachelor’s in Professional Education are elaborated.

1 INTRODUCTION

The Concept for implementing the state policy in

Professional Education and training “Modern Profes-

sional (Professional) Education and Training” for the

period up to 2027 (Cabinet of Ministers of Ukraine,

2019) notes that nowadays qualiﬁcations of workers,

including graduates of Professional Educational and

training institutions, do not meet current and future

socio-economic needs. The problem is supposed to

be solved by creating a system of quality assurance of

Professional Education, which includes informatiza-

tion of Professional Education, development of peda-

gogical software tools, and access to global informa-

https://orcid.org/0000-0002-5879-5147

https://orcid.org/0000-0003-0789-0272

https://orcid.org/0000-0002-0164-8365

https://orcid.org/0000-0003-3080-4272

tion resources as well as improvement of the system

of training, retraining, and professional development

of teachers.

In Ukraine, the decline in the state order for work-

force training, coupled with signiﬁcant variation in

the volume across different sectors of the economy,

necessitates the training of bachelor’s in Professional

Education – future teachers at colleges and Profes-

sional Education institutions who can quickly adapt to

meet the labour market’s demand for qualiﬁed work-

ers, considering international practices. This requires

the development of information and communication

technologies (ICT) competences of future bachelor’s

in Professional Education, for in-service training.

Tkachuk, V., Semerikov, S., Yechkalo, Y. and Zinchenko, V.

Mobile ICT for Teaching Informatics of Future Bachelors of Professional Education.

DOI: 10.5220/0012068200003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 825-834

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

825

2 LITERATURE REVIEW

National and international researchers have been

studying various aspects of this issue: the creation

and use of ICT tools (Sultana and Brown, 2017;

Tan et al., 2019; Bingimlas, 2009; Heo, 2016; Mat-

teucci et al., 2013), the use of ICT in training bach-

elors in Professional Education (Singh and T. S.,

2014; Lytvyn et al., 2020; Humeniuk, 2018; Tytova,

2018; Loftus and Kinsella, 2021; Sell and Rüütmann,

2015; Tsidylo et al., 2019), training of future bache-

lors in Professional Education (Bakum and Tkachuk,

2014; Köhler et al., 2013; Kersten, 2018; Diachok

et al., 2020; Ravi, 2022), formation of components

of ICT competences and teaching Computer Sciences

(Hevko et al., 2021; Oleksiuk and Oleksiuk, 2022;

Seidametova et al., 2022; Spirin et al., 2018; Shep-

iliev et al., 2020; Shyshkina, 2013; Vakaliuk, 2015;

Yatsko, 2014).

Improving the structure of teachers’ training and

retraining is a priority task for development of con-

tinuous teacher-training education, aimed at imple-

mentation of acmeological and axiological princi-

ples in teachers’ training, formation of motivation

and creation of conditions for their training and self-

development in the course of professional activity,

comprehensive modernization of the content, forms,

and methods of education and training technologies

in accordance with the requirements of the informa-

tion civil multicultural society.

Ensuring the principles of continuous teacher-

training education development, including integra-

tion of national educational traditions and global best

practices, ﬂexibility in responding to social changes

and prognostication, innovativeness, etc. requires

modernization of Computer Sciences training for fu-

ture bachelor’s in Professional Education, based on

the use of mobile ICT tools, which provide the oppor-

tunity to meet educational needs of the learning target

anytime and anywhere.

3 THEORETICAL PRINCIPLES

OF TEACHING COMPUTER

SCIENCES TO FUTURE

BACHELORS IN

PROFESSIONAL EDUCATION

After analysing the current state of training bachelors

in Professional Education, the problem of forming

their information and communication competences,

the structure and content of ICT training of bachelors

in Professional Education in Computer Sciences are

determined.

In Ukraine, bachelor’s in Professional Education

major in Specialty 015 Professional Education. The

training content is harmonized with the international

IGIP standard, speciﬁed by area of expertise and ex-

pressed in terms of competences (International Soci-

ety for Engineering Pedagogy, 2023).

The conducted analysis of standards for training

bachelor’s in Professional Education reveals the need

to modernize components of the national standard of

higher education for bachelor training. The result

analysis of the expert survey made it possible to single

out 18 general professional competences of bachelors

in Professional Education:

1) the ability to apply the system of knowledge about

communication patterns and methods of manag-

ing an individual and a group in the training pro-

cess;

2) the ability to control and correct the educational

process;

3) the ability to perform work at the appropriate

qualiﬁcation level (by profession);

4) the ability to master new types of equipment and

innovative technologies (by profession);

5) the ability to adapt, adjust and use modern training

technologies, automated learning systems, and

electronic learning tools in professional and ed-

ucational activities;

6) the ability to use modern methods of theoretical

education in general professional subjects, gen-

eral technical subjects and speciﬁc subjects (dis-

ciplines), as well as industrial training in the se-

lected ﬁeld;

7) the ability to improve the training process by

searching for optimal methods, forms, and tools

of teaching, using modern training and informa-

tion technologies;

8) the ability to organize one’s own work in a reason-

able manner, and to possess general labour skills

and abilities;

9) the ability to analyse the results and process of

one’s own work, setting and implementing tasks

in the ﬁeld of professional self-improvement, es-

tablishing the compliance of one’s professional

activity with changing requirements;

10) the ability to predict the results of professional

and training activities;

11) the ability to form professional knowledge, skills

and abilities of those who study, to ensure their

professional, social and personal development;

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

826

12) understanding the essence and social signiﬁcance

of one’s profession, the main problems in a spe-

ciﬁc ﬁeld of one’s activity;

13) the ability to acquire new knowledge using mod-

ern technology;

14) the ability to maintain and control labour and pro-

duction discipline;

15) the ability to conduct psychological and pedagog-

ical diagnosis, analyse its results and apply them

to managing individual training activities;

16) the ability to work with regulatory, technical and

reference literature;

17) the ability to prepare documents (work schedules,

instructions, plans, applications, business letters,

etc.), and reports (by area of expertise) according

to established formats;

18) the ability to create a training complex, develop

its main components and adapt them to the actual

situation of the institution.

The analysis of international (UNESCO, 2018)

and foreign standards (Ständigen Konferenz der

Kultusminister der Länder in der Bundesrepublik

Deutschland, 2019; Gérard, 2006) and the results of

an expert survey enables determining 13 speciﬁc pro-

fessional (information and communication) compe-

tences of bachelors in Professional Education (digital

technologies). The compentences are formed when

studying Computer Sciences according to the follow-

ing content blocks: theoretical foundations of Com-

puter Sciences, architecture of modern computer tech-

nology, basics of algorithmization and programming,

computer system software, computer technologies in

professional activities of bachelors in Professional

Education.

4 MODELLING AND DESIGN OF

MOBILE ICT APPLICATION

TO TEACHING COMPUTER

SCIENCES TO FUTURE

BACHELORS IN

PROFESSIONAL EDUCATION

The content of information and communication com-

petences of future bachelors in Professional Educa-

tion is determined when designing a tool for monitor-

ing the formation of competences and diagnosing the

level of their maturity, i.e. the competence matrices.

In the matrices, the rows correspond to speciﬁc cri-

teria (cognitive, operational-technological, and value-

motivational), the columns correspond to the levels

(low, medium, and high), and the cells to the matu-

rity indicators of each competence. Assessment of

the maturity level of information and communication

competences of future bachelors in Professional Edu-

cation is proposed at 6 levels – initial, minimum ba-

sic, basic, high, advanced, and research (according to

Spirin et al. (Spirin et al., 2018)).

According to the hypothesis, mobile ICTs, applied

to teaching Computer Sciences, which, following Ra-

shevska and Tkachuk (Rashevska and Tkachuk, 2015)

are deﬁned as a set of mobile hardware and software

tools and a system of methods and forms of using

such tools in teaching Computer Sciences for receiv-

ing, storing, processing and reproducing audio, video,

text, graphic and multimedia data in the context of op-

erational communication with global and local elec-

tronic educational resources, will contribute to im-

proving the maturity level of information and com-

munication competences of future bachelors in Pro-

fessional Education (Tkachuk et al., 2020b).

The developed structural and functional model of

mobile ICT application as a tool of teaching Com-

puter Sciences to future bachelors in Professional Ed-

ucation (ﬁgure 1) (Tkachuk et al., 2018) is based on

competence-based, personality-centred and system-

atic methodological approaches, built on the princi-

ples of Professional Education, general didactic prin-

ciples, Computer Sciences teaching principles and

mobile learning principles, taking into account cur-

rent conditions and trends in mobile ICT develop-

ment.

The model consists of four blocks:

1) the purpose-oriented block, which identiﬁes the

factors of change in training bachelors in Profes-

sional Education that led to the design of the infor-

mation and communication competence system of

future bachelors’ training in Professional Educa-

tion and the corresponding goal – its formation in

the process of studying Computer Sciences with

mobile technologies;

2) the content-technological block, which deﬁnes the

content blocks of Computer Sciences, mobile ICT

tools, forms of organization and methods of teach-

ing them;

3) the diagnostics block, which deﬁnes general and

special tools of monitoring and diagnosing the

process of competence development; and

4) the result block, which deﬁnes the predicted re-

sult of the model implementation – increasing the

level of maturity of information and communi-

cation competences of future bachelors in Pro-

fessional Education (digital technologies). All

blocks of the model are interconnected both di-

rectly and through their components.

Mobile ICT for Teaching Informatics of Future Bachelors of Professional Education

827

The system of ICT competencies of bachelors of Professional Education

Goal: Forming ICT competencies of future bachelors of Professional

Education in learning Computer Sciences using mobile technologies

tools

Higher education

modernization

Demand in

professional education

for professional

training system

Informatization of

society and education

Basic Content Blocks of Computer Sciences

1. Fundamentals of Computer Sciences

2. Architecture of Modern Computers

3. Fundamentals of Algorithmization and Programming

4. Software of Computing Systems

5. Computer Technologies in Professional Activity

Organization

forms and

methods of

learning

Computer

Sciences

Mobile ICT tools in learning Computer

Sciences

hardware:

- Mobile Learning Management Systems;

- Mobile Modeling and Programming

Environments;

- Mobile Database Management Systems;

- Mobile Multimedia Authoring Tools;

- Audience Response Systems, etc.

soft ware:

- Mobile Internet-devices;

- Mobile Projectors;

- Mobile Textbooks, etc.

Result: Increasing of maturity level of ICT competencies of future bachelors of

Professional Education

Diagnostic tools

SpecificGeneral

competences matrices

Mobile ICT tools of monitoring ICT competencies

maturity level of future bachelors of Professional

Education

interviews tests

Competence-based, personality-centered and systemic methodological approaches

Principles of professional education, general didactic principles, principles of teaching Computer Sciences, and principles of mobile learning

The purpose-oriented blockThe content-technological blockThe diagnostics block

The result-oriented block

Figure 1: Model of mobile ICT application in teaching Computer Sciences to future bachelors in Professional Education

(Tkachuk et al., 2018).

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5 METHODOLOGICAL BASIS OF

MOBILE ICT APPLICATION IN

TEACHING COMPUTER

SCIENCES TO FUTURE

BACHELORS IN

PROFESSIONAL EDUCATION

In the course of the research, we have developed a

structure of methods for mobile ICT application in

teaching Computer Sciences to future bachelors in

Professional Education. There are determined goals

and the content of teaching Computer Sciences to

future bachelors in Professional Education and rel-

evant mobile ICT tools for teaching Computer Sci-

ences to future bachelors of Professional Education

are selected. The main components of methods for

mobile ICT application as a tool for teaching Com-

puter Sciences to future bachelors in Professional Ed-

ucation are described.

Based on the results of the expert survey, the fea-

sibility of teaching Computer Sciences by using the

following mobile ICT tools is determined (table 1):

• Mobile Learning Management Systems – adap-

tive, accessible, and mobile e-learning resources

that support educational and administrative tasks,

assign participant roles in the training process,

assess students’ learning outcomes, contribute to

collaboration between students and teachers, fa-

cilitate various types and methods of presenting

educational materials, etc;

• Mobile Modeling and Programming Environ-

ments – software packages adapted to different

operating systems and mobile devices that com-

bine the basic tools needed to write and debug

software;

• Mobile Database Management Systems – soft-

ware for creating and managing databases which

allows users and programmers to design, create,

retrieve, update, and manage data through client

access to the server side provided by a mobile

software interface and/or mobile Internet devices;

• Mobile Multimedia Authoring Tools – mobile

software that develops electronic training re-

sources based on multimedia principles, spa-

tial proximity, temporal contiguity, coherence,

modality, redundancy, personalization, interactiv-

ity, signaling, and consideration of individual dif-

ferences;

• Audience Response Systems – mobile soft-

ware for measuring students’ learning outcomes

through automatizing current and ﬁnal control

processes based on the latest testing tools and

comprehensively enhancing the learning process.

It is revealed that:

• Mobile Audience Response Systems and Mobile

Learning Support Systems are universal tools for

teaching Computer Sciences;

• Mobile Multimedia Authoring Tools are highly

feasible for all Computer Sciences, except for

low-level and system programming and system

software, which also allows for their universal

classiﬁcation;

• Mobile Modeling And Programming Environ-

ments are the leading tools of teaching theoretical

foundations of Computer Sciences and the basics

of algorithmization and programming (with the

exception of visual programming and low-level

and system programming);

• Mobile Database Management Systems are the

basic teaching tools only for database program-

ming.

Methodology of using mobile ICT as a tool of

teaching Computer Sciences to future bachelors in

Professional Education is deﬁned as a theoretically

grounded set of methods, ways, techniques and forms

of using mobile ICTs:

• methods of using mobile audience response sys-

tems (Plickers);

• methods of using mobile learning support systems

(Moodle and Intune for Education);

• methods of using mobile multimedia authoring

tools (augmented reality multimedia authoring

tools);

• methods of using mobile modelling and program-

ming environments in Machine Learning training

(Pydroid and Jupyter Notebook environments);

• methods of using mobile database manage-

ment systems in teaching relational DBMSs (the

Google Cloud SQL server and mobile clients).

6 ORGANIZATION, CONDUCT

AND RESULTS OF

EXPERIMENTAL WORK

In the course of the research, experimental work

was carried out to design a system of information

and communication competences. At the conﬁrma-

tion stage of the pedagogical experiment, 57 stu-

dents were included in the control and experimen-

tal groups. Pearson’s χ

criterion was used to ﬁnd

Mobile ICT for Teaching Informatics of Future Bachelors of Professional Education

829

Table 1: Assessment of feasibility of mobile ICT application to teaching Computer Sciences to future bachelors in Professional

Education (Tkachuk et al., 2020a).

Content block Group of Informatics subjects

Mobile ICT tools

mobile learning management systems

mobile modelling and programming environments

mobile database management systems

mobile multimedia authoring tools

mobile audience response systems

Average efﬁciency estimate for subject group

Theoretical principles

of Informatics

Discrete Programming, Operations Research,

Computer Logic, Theory of Automatic Control

4.09 4.36 3.27 4.18 4.45 4.07

Computer Cryptology 4.00 4.00 3.36 4.00 4.18 3.91

Architecture of modern

computing machines

Architecture of Computer Systems and Networks,

Microprocessor Systems

4.09 3.55 3.00 4.09 4.27 3.80

Basics of

algorithmization

and programming

Basics of Algorithmization and Elements of Pro-

gramming

4.27 4.45 3.27 4.36 4.36 4.15

Visual Programming 4.09 3.91 2.73 4.36 4.18 3.85

Low-Level and Systems Programming 4.00 3.91 3.00 3.91 4.09 3.78

High-Level Programming Language 4.09 4.45 3.55 4.27 4.18 4.11

Web Programming 4.27 4.36 3.55 4.18 4.36 4.15

Software Design Technologies 4.09 4.45 3.64 4.18 4.27 4.13

Database Programming 4.09 4.27 4.82 4.09 4.27 4.31

Software of

computing

systems

Project Management 4.09 2.82 2.82 4.09 4.27 3.62

Application Software 4.36 2.91 3.09 4.27 4.45 3.82

Systems Software 4.09 3.45 3.18 3.91 4.27 3.78

Basics of Information Security 4.09 3.00 3.09 4.00 4.27 3.69

Computer Design and Multimedia 4.18 3.64 2.64 4.73 4.36 3.91

Engineering and Computer Graphics 4.09 3.00 2.55 4.91 4.55 3.82

Computer Aided Design 4.18 3.45 3.09 4.18 4.36 3.85

Computer technologies

in professional activity

of professionals in

engineering pedagogy

Automation Systems for Document

Management

4.27 3.36 3.45 4.09 4.36 3.91

Computer Pedagogical Technologies, Computer

Ergonomics

4.36 2.91 2.91 4.64 4.82 3.93

Average efﬁciency

estimate of the tool

4.15 3.70 3.21 4.23 4.33

out whether there are statistically signiﬁcant dif-

ferences between the obtained distribution of the

levels of information and communication compe-

tences of students in the control and experimental

groups. The calculated empirical value of the crite-

rion T

emp

= 1.556 < T

crit

(0.05) = 7.815 provided

the basis for concluding that there are no statistically

signiﬁcant differences in the control and experimental

groups.

After the completion of the formative stage of

the pedagogical experiment, which included the sys-

tematic teaching of Computer Sciences through mo-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

830

Figure 2: Distribution of students of the control (CG) and experimental (EG) groups by levels of information and communi-

cation competences after the formative stage of the pedagogical experiment.

bile ICT application according to the developed meth-

ods, the diagnostics of the maturity level of in-

formation and communication competences of fu-

ture Professional Education bachelors was repeated

(ﬁgure 2). The results processed with Pearson’s

criterion reveal that T

emp

= 8.38 is greater than

the critical T

crit

(0.05) = 7.815 at the 0.05 level

of statistical signiﬁcance and less than the critical

crit

(0.01) = 11.345 at the 0.01 level of statistical

signiﬁcance. This provides a basis for concluding

that when the formative stage of the pedagogical ex-

periment is completed, there is a statistically signiﬁ-

cant difference between the experimental and control

groups at the 0.05 signiﬁcance level.

The results show that after the formative stage

of the educational experiment, the percentage of stu-

dents with initial, minimum basic, and basic lev-

els of competence decreased (8.40 %, 13.82 %, and

3.13 %, respectively), while the percentage of stu-

dents with high, advanced, and research levels in-

creased (5.84 %, 13.53 %, and 5.98 %, respectively).

Thus, it can be assumed that an increase in the num-

ber of students with high information and commu-

nication competences is due to the transition from

lower level groups, i.e., the effect of the increase

in the level of information and communication com-

petences of future bachelors in Professional Educa-

tion in Computer Sciences. To verify this assump-

tion, the φ

∗

criterion, i.e. Fisher’s angle transfor-

mation, was applied. The calculated criterion value

∗

= 2.51 is higher than the limits at the levels of

statistical signiﬁcance 0.05 (φ

∗

crit

(0.05) = 1.64) and

0.01 (φ

∗

crit

(0.01) = 2.31). This gives grounds to assert

the existence of the effect of increasing the maturity

level of information and communication competences

of future bachelors in Professional Education (Digital

Technologies) in the experimental group at the forma-

tive stage of the pedagogical experiment at the level of

signiﬁcance of 0.01.

Based on the fact that the experimental group ap-

plied the developed methods of using mobile ICTs as

a tool of teaching Computer Sciences to future bach-

elors in Professional Education, we can conclude that

this was a factor of increasing the maturity level of

their information and communication competences,

and, therefore, the research hypothesis is proven.

7 CONCLUSIONS

1. Bachelors in Professional Education are trained

in accordance with the international IGIP stan-

dard, and in Ukraine, they major in Specialty 015

Professional Education. Its component is Com-

puter Sciences training, which is carried out in the

following content blocks of Computer Sciences:

1) theoretical foundations of Computer Sciences;

2) architecture of modern computer technology;

3) basics of algorithmization and programming;

4) computer system software; 5) computer tech-

nologies in professional activity of bachelors in

Professional Education.

2. Students majoring in Speciality 015.39 Pro-

fessional Education (Digital Technologies) and

teachers of Computer Sciences have a high

level of technological readiness, an average level

of psychological readiness and a low level of

methodological readiness to use mobile ICTs in

training, which necessitates the development of

appropriate research principles. Based on the re-

sults of the expert survey, basic and auxiliary mo-

bile ICT training tools are identiﬁed for each of

Mobile ICT for Teaching Informatics of Future Bachelors of Professional Education

831

the content blocks of Computer Sciences.

3. The result of teaching Computer Sciences to fu-

ture bachelors in Professional Education major-

ing in Digital Technologies is the maturity level

of their information and communication compe-

tences. The content of information and commu-

nication competences is determined when design-

ing a tool for monitoring the formation of compe-

tences and diagnosing the level of their maturity

through competence matrices. A comprehensive

methodology for assessing the maturity level of

information and communication competences of

future bachelors in Professional Education (digi-

tal technologies) is developed.

4. The developed model of using mobile ICTs as

a tool of teaching Computer Sciences to future

bachelors in Professional Education is based on

competence-based, personality-oriented and sys-

tematic methodological approaches, built on the

principles of Professional Education, general di-

dactic principles, principles of teaching Computer

Sciences and mobile learning principles, taking

into account current conditions and trends in mo-

bile ICT development.

5. Methodology of using mobile ICTs as a tool of

teaching Computer Sciences to future bachelors

in Professional Education is deﬁned as a theo-

retically grounded set of methods, ways, tech-

niques and forms of mobile ICT application to

teaching Computer Sciences to future bachelors

in Professional Education. The components of

the methodology are partial methods of using Mo-

bile Audience Response Systems, Mobile Learn-

ing Support Systems, Mobile Multimedia Author-

ing Tools, Mobile Modelling And Programming

Environments, and Mobile Database Management

Systems.

6. The analysis of the results of the experimental

work allows asserting that the experimental group

at the formative stage of the pedagogical experi-

ment has the effect of increasing the maturity level

of ICT competences of future bachelors in Pro-

fessional Education. Based on the fact that the

experimental group used the developed methods,

we can conclude that this was a factor in increas-

ing the maturity level of ICT competences.

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