Experimental Veriﬁcation of Efﬁciency of the Formation of Information

and Digital Competence of Bachelors of Primary Education based on an

Integrated Approach

Olga G. Yaroshenko

1 a

, Olena D. Samborska

2 b

and Arnold E. Kiv

3 c

Institute of Higher Education of the NAES of Ukraine, 9 Bastionna Str., Kyiv, 03056, Ukraine

Bar Humanitarian and Pedagogical College named after Mykhailo Hrushevsky, 1, Hrushevsky Sq., Bar, 23000, Ukraine

Ben-Gurion University of the Negev, P.O.B. 653, Beer Sheva, 8410501, Israel

Keywords:

Basic Forms of Educational Process, Control and Experimental Groups, Educational and Methodological

Support, Future Primary School Teachers, Information and Digital Training, Integrated Approach, Levels of

Information and Digital Competence, Modernization.

Abstract:

The article deals with the organization, process and results of the experimental veriﬁcation of the integrated

approach to the modernization of information and digital training of future primary school teachers, which

was theoretically grounded in the research. The experiment, which took place in some pedagogical colleges,

involved the main forms of the educational process (classes, independent work, practical training, and tests),

and included the study of the author’s elective course “Modern Information and Digital Technologies in the

Educational Process of Primary School”. Appropriate methodological support has been developed for the for-

mative stage of the pedagogical experiment. It consists of an electronic textbook “Modern Information and

Digital Technologies in the Educational Process of Primary School”, lesson plans, tasks for independent work

and undergraduate pedagogical practice, test tasks of various types for current and ﬁnal control, algorithms

for practical work, and project topics. The educational process was based on electronic teaching aids such as

slide libraries, video clips, interactive exercises and illustrations, electronic textbooks, including the author’s

teaching aids to the module “Google services in the work of primary school teachers”. The two-year forma-

tive stage of the pedagogical experiment, which was attended by control and experimental groups of future

bachelors of secondary education, conﬁrmed the positive impact of the integrated approach on modernization

of information and digital training of future primary school teachers and proved its effectiveness. During the

period of its implementation, the levels of formation of cognitive, operational and value components of stu-

dents’ ID competence in the experimental group were signiﬁcantly higher compared to the levels in the control

group. Students in the experimental group were better prepared to conduct online training of primary school

children in the conditions of quarantine restrictions caused by respiratory disease COVID-19. The statistical

evaluation of the results of formation of students’ ID competence in the conditions of realization of the in-

tegrated approach to modernization of ID training at the bachelor’s level of higher education carried out by

criterion 2 proved its efﬁciency.

1 INTRODUCTION

For the informatized high-tech society, the

widespread introduction of information and dig-

ital technologies (IDT), their acquisition of the status

of a component of the internal quality assurance sys-

tem of education has become a characteristic feature.

https://orcid.org/0000-0003-1555-0526

https://orcid.org/0000-0002-8071-9730

https://orcid.org/0000-0002-0991-2343

The training of higher education students with the

use of IDT is now mandatory, and in a pandemic, its

role has increased considerably. The need to improve

educational systems using innovative IDT, modern

technical means of communication and implemen-

tation of innovative activities is emphasized by the

Concept of Information Policy for Development and

Promotion of the Information Society (UNESCO,

2003), National strategy for the development of

education in Ukraine until 2021 (Verkhovna Rada

of Ukraine, 2013), and Conceptual principles of

644

Yaroshenko, O., Samborska, O. and Kiv, A.

Experimental Veriﬁcation of Efﬁciency of the Formation of Information and Digital Competence of Bachelors of Primary Education based on an Integrated Approach.

DOI: 10.5220/0010926800003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 644-652

ISBN: 978-989-758-558-6

pedagogical education in Ukraine and its integration

into the European education area (osvita.ua, 2004).

Each educational branch has its own peculiarities

of using IDT. In institutions of higher pedagogical

education, they consist in the fact that in addition

to teaching students with a variety of tools, devices,

programs, monitoring learning outcomes, prospective

teachers are also prepared for effective use of IDT in

their future professional activities. Graduates should

have the ability to transfer the acquired knowledge

and skills to schoolchildren, taking into account their

age and individual characteristics.

Under the conditions of implementing the State

Standard of Primary Education (KMU, 2018), the Na-

tional Strategy for Education Development in Ukraine

for 2012–2021 (Verkhovna Rada of Ukraine, 2013),

the Concept of implementation of state policy in the

ﬁeld of general reform secondary education “New

Ukrainian School” for the period up to 2029 (os-

vita.ua, 2016), the need to modernize future teachers’

training and bring educational programs in line with

the needs of the digital economy and information ed-

ucational environment is emphasized.

The analysis of scientiﬁc papers showed that

the use of IDT in the educational process is the

subject of study by many researchers (Andriievska,

2019; Drokina, 2016; Hurzhii and Lapinskyi, 2015;

Kuzminska et al., 2019; Morze and Strutynska,

2021; Morze et al., 2017; Onishchenko, 2015, 2016;

Petukhova, 2009; Spirin, 2013; Upatova, 2018, 2019).

In (Krumsvik, 2014; Lavrentieva et al., 2020; Mc-

Garr et al., 2021; Porl

an and S

anchez, 2016; Røkenes,

2016; Vlasenko et al., 2019), information and digital

training of future teachers is positioned as one that en-

sures the quality of higher education and is important

for developing their professional competence. Based

on the purpose and objectives of our research, detailed

analysis was given to the papers related to training fu-

ture primary school teachers using IDT and to their

readiness to use ICT in the educational process of pri-

mary school.

Andriievska (Andriievska, 2019) analyzed train-

ing future primary school teachers to use informa-

tion and communication technologies in professional

activities at the didactic level, and substantiated the

essence of their readiness for this component in pro-

fessional activities. The researcher developed a model

of training future primary school teachers to use in-

formation and communication technologies in their

professional activities, created the appropriate edu-

cational and methodological support, as well as de-

scribed meta-subject ID skills and their types at the

primary school level, and tested the model experimen-

tally.

Drokina (Drokina, 2016) identiﬁed the structural

components of information competence of future pri-

mary school teachers and substantiated the structural

and functional model of its formation in the process

of professional training. The researcher structurally

presented the information competence of the future

primary school teacher with information-cognitive,

information-methodical, information-computer com-

ponents and professionally important psychological

and pedagogical qualities of future primary school

teachers. The analysis showed that both researchers

focus on methodological training of students for the

use of IDT in primary education, and focus more on

the result of training bachelors of primary education

in the form of readiness to use IDT in the educational

process of primary school and the graduates’ informa-

tion competence.

Onishchenko (Onishchenko, 2016) proved that the

formation of future primary school teachers’ informa-

tion competence depends on the informatization of

higher pedagogical education.

As in the previous studies, in the monograph and

the dissertation of Petukhova (Petukhova, 2007, 2009)

attention is focused on the result of developing future

primary school teachers’ IT competence. It is note-

worthy that the researcher revealed the speciﬁc fea-

tures of the use of IDT depending on the information

and communication environment of students’ profes-

sional training.

Upatova’s research was devoted to the system of

methodical training of future primary school teach-

ers and identifying their readiness for realization of

professional methodical activity that “provides ... use

of modern pedagogical technologies, methods, recep-

tions and ways of effective training and education of

younger schoolchildren” (Upatova, 2019, p. 41). The

fact that during the experimental work the teachers –

winners of the professional competition “Teacher of

the Year” – conducted a master class with students on

the topic “Using IDT at different stages of the lesson

in primary school”, and during the internship students

mastered modern methods of primary education, in-

cluding methods of using IDT in the educational pro-

cess of primary school” (Upatova, 2019, p. 29), shows

that the researcher pays attention to the information

and digital training of future primary school teach-

ers. However, IDT and targeted ID training of stu-

dents were not the main priorities of the research.

Without lowering the value of scientiﬁc achieve-

ments of the above-mentioned researchers, it should

be noted that the modernization of the training of

bachelors of primary education, which would com-

prehensively cover all forms of organization of the

educational process, has not yet been the subject of

Experimental Veriﬁcation of Efﬁciency of the Formation of Information and Digital Competence of Bachelors of Primary Education based

on an Integrated Approach

645

targeted pedagogical research. Therefore, the forma-

tion of information and digital competence as learn-

ers’ key competence (Shokaliuk et al., 2020) remains

a topical task of the theory and methodology of pro-

fessional education.

In our previous publication (Yaroshenko et al.,

2020), the content and component composition of in-

formation and digital competence (IDC) of the future

primary school teachers, the essence of the integrated

approach to modernization of information and digi-

tal training of bachelors of primary education were

substantiated. The theoretical foundations of train-

ing bachelors of primary education based on the in-

tegrated approach revealed in it were taken as a basis

of development of a technique of a formative stage

of pedagogical experiment on veriﬁcation of its efﬁ-

ciency.

2 RESULTS AND DISCUSSION

The purpose of the article is to prove the efﬁciency

of the integrated approach to modernization of infor-

mation and digital training of future primary school

teachers in the conditions of real educational pro-

cess of pedagogical colleges at the ﬁrst (bachelor)

level of higher education. The integrated approach

to the modernization of information and digital train-

ing of bachelors of primary education concerns the

content of curricula and lectures, plans of practical

and seminar classes, organization of students’ inde-

pendent work, pedagogical practices and control mea-

sures (Yaroshenko et al., 2020). There is to be consis-

tently revealed what has been done for each position

to provide ID training for students based on the inte-

grated approach and to create appropriate educational

and methodological support of the educational pro-

cess.

The content of disciplines “Information and Com-

munication Technologies, Technical Means of Teach-

ing”, “Practical Course of Informatics with Elements

of Programming”, “Methods of Teaching Informatics

Education” is supplemented by information on pro-

fessionally oriented use of IDT in the educational

process of primary school and the possibility of us-

ing network services as pedagogical tools. The list

of learning outcomes has been expanded due to the

following abilities: to use learning tools that in-

volve IDT; to implement IDT to ensure the qual-

ity of student learning; to conduct educational ac-

tivities in the digital educational environment, taking

into account the educational needs and characteristics

of students; to monitor students’ educational activi-

ties, their progress in learning and provide appropri-

ate support with digital tools; to adjust and adapt the

educational process on the basis of data obtained with

the help of digital technologies; to use digital services

to create electronic documents and organize online

events to communicate with students and parents; to

be aware of the role of digital resources in the life of

citizens and society.

The elective course “Modern Information and

Digital Technologies in the Educational Process of

Primary School” was added to the required disciplines

of the ID training cycle available in the curriculum. It

is aimed at developing students’ information and dig-

ital competence in the conditions as close as possi-

ble to the real educational process of primary school.

Such conditions were created by means of developing

cognitive tasks, the implementation of which required

visiting a general secondary education institution ei-

ther to do the tasks, or to verify the reliability of the

result.

The colleges have created a system of digital edu-

cation consisting of:

• information resources (media, video, audio, bib-

lio resources, photo, graphics, educational portals,

Internet sites);

• telecommunications (network and mobile envi-

ronments, media, postal services);

• educational process management systems (user

authorization, testing, content, ratings, personal

and collective information spaces – site, blog,

chat, forum, mail, database).

Two credits were allocated to study the course

“Modern Information and Digital Technologies in the

Educational Process of Primary School” (36 hours of

classroom classes and 24 hours of independent work).

The ﬁnal control measure was held in the form of a

test. The content is represented by four logically com-

plete modules:

module 1. Theoretical and methodological principles

of informatization of primary education

and digital competence of pedagogical

workers;

module 2. Development of teachers’ digital intelli-

gence: a guide to digital tools in the effec-

tive management of the educational pro-

cess;

module 3. Google services in the work of primary

school teachers;

module 4. Digital technologies in management, orga-

nizational and methodical work of primary

school.

Objectives of the course “Modern Information and

Digital Technologies in the Educational Process of

AET 2020 - Symposium on Advances in Educational Technology

646

Primary School” are to deepen students’ understand-

ing of the scientiﬁc principles of building the educa-

tional process using information and digital technolo-

gies; to form higher education students’ skills of op-

timal use of IDT in working with younger students;

to ﬁnd out the inﬂuence of the educational and in-

formation environment on various aspects of the de-

velopment of the student’s personality; to deepen the

knowledge of methods of application of information

and digital technologies in the educational process of

primary school.

Another feature of this course is the high pro-

portion of creative (project) tasks. The topic of the

projects is the development of electronic teaching

materials (presentations, demonstration digital teach-

ing materials, which can be used in primary school

lessons during pedagogical practice). The educational

process of primary school is designed with the use of

information and digital technologies in lessons on var-

ious subjects and extracurricular activities.

While studying the discipline “Modern Informa-

tion and Digital Technologies in the Educational Pro-

cess of Primary School” along with traditional teach-

ing aids, the author’s electronic manual presented in

digital form is used for the module “Google services

in the work of primary school teachers”. With its help,

students mastered the content of the module with the

same name. The manual contains a brief description

of the main theoretical material, examples of practi-

cal tasks, exercises for independent work; tasks for

self-control, including tests. The manual has a con-

venient navigation; with its help which students can

easily move to the section they need.

The electronic manual also contains tasks that in-

volve student group work using network services.

During the group learning activities, the resource po-

tential of social networks and mobile applications is

used, which allows students to create a group for free

communication, online exchange of information and

access to the Internet resources. While working, small

groups gain access to Google Drive, which downloads

all the information needed to complete a group task,

giving access to each member of the group, allowing

them to work together to create a presentation, make

adjustments, suggest ideas, discuss them, and share

decisions.

Working in small groups using network services,

students have the opportunity to work with other ap-

plications and platforms, including messengers such

as Skype, Viber, Zoom, Telegram, to create chat

groups, which is quite convenient when performing

group projects or group tasks.

In the manual “Modern Information and Digital

Technologies in the Educational Process of Primary

school” considerable attention is paid to student in-

dependent work, which is the main form of develop-

ment of students’ competence in the time free from

compulsory education. Independent work is orga-

nized using the Google Classroom service. All ma-

terials for independent work are placed in the Class-

room environment, software and methodical support

of remote forms of interaction of students with the

teacher through dialogue communication ”student –

content”, “student – teacher”, “student – student” is

adjusted. Tasks with use of technology of electronic

training (E-learning) are offered for students’ inde-

pendent work.

Doing the elective course “Modern Information

and Digital Technologies in the Educational Process

of Primary School” proved to prepare students of the

experimental group for pedagogical practice in dis-

tance learning, introduced in spring 2020 through re-

strictive anti-epidemic measures to prevent the spread

of the respiratory disease COVID-19. Under the cir-

cumstances, the students were able to organize online

learning for schoolchildren, help teachers create and

select tasks, grade, comment and organize effective

communication with primary students and their par-

ents in distance learning.

Lectures were diversiﬁed by interactive work with

students, they applied problem-based learning; ex-

panded teaching aids using interactive whiteboards,

phantoms, cases, tests, videos; conducted lectures-

presentations, dual lectures, lectures-consultations

and lectures-press conferences.

The use of audiovisual media, digital devices,

telecommunications, video computer systems, mul-

timedia, interactive whiteboards, and virtual reality

media has become mandatory in practical classes.

The content of tasks for group and individual ac-

tivities was expanded due to professionally oriented

tasks related to the use of IDT in school educational

process, introduced modeling and conducting in the

classroom parts of lessons (micro-teaching) using ID-

tools, as well as lessons the didactic purpose of which

was development of students’ digital literacy. Educa-

tional communication of students in practical classes

was provided by organizing group learning activities,

and using game modeling of pedagogical situations to

develop practical skills.

In the context of the implementation of an inte-

grated approach, independent work has also under-

gone signiﬁcant changes. It involved the use of e-

learning technology. In order to use them during the

study of the course “Modern Information and Dig-

ital Technologies in the Educational Process of Pri-

mary School”, an electronic teaching kit was created

which included syllabus, lecture course, instructions

Experimental Veriﬁcation of Efﬁciency of the Formation of Information and Digital Competence of Bachelors of Primary Education based

on an Integrated Approach

647

for practical work, recommendations for independent

work, test control tasks , criteria for assessing stu-

dents’ achievement, and a glossary. In addition, we

suggest using the G Suite network services to cre-

ate and maintain one’s own blog based on Blogger or

Sites Creator to create and maintain a personal web-

site. With their help, future primary school teachers

have the opportunity to share their own developments

and achievements in compliance with copyright and

use the experience gained not only during training,

but also in further professional activities.

Google services allow to process text documents

in almost all formats, build charts, graphs and tables

(Google Sheets) without installing additional pro-

grams on gadgets, as well as present the results of

one’s activities in the form of self-created presenta-

tions.

All materials for independent work are placed in

the Classroom environment, the program and method-

ical support of remote forms of interaction of stu-

dents with the teacher through dialogue communica-

tion “student – content”, “student – teacher”, “student

– student” is adjusted. Studying the disciplines of

general professional training, students independently

used electronic dictionaries, encyclopedias, reference

books, textbooks, computer simulators and tests, in-

formation resources of the Internet.

An integrated approach to the modernization of ID

training for bachelors of secondary education also ap-

plies to their practical training, which has been and re-

mains an important form of the educational process.

At the time of the formative stage of the pedagogi-

cal experiment, there were two practices – educational

research and student teaching. The program of both

kinds of practice provides for trial and credit classes

in primary school subjects, and work as a teacher in

the performance of all the duties. Student teaching

practice allows students to test knowledge, skills, and

values acquired during the study period in the real

educational process. The internship lasts six weeks,

and the curriculum provides for 6 credits. One of the

main tasks of student teaching practice is to develop

the ability to use modern IDT, working as a primary

school teacher. Students were in a real educational en-

vironment where they studied the positive experience

of using IDT in primary school; analyzed lessons in

which digital educational resources were used; pro-

duced handouts for young learners using IDT and

digital demonstration materials for the lesson. Stu-

dents gained experience working with parents, in par-

ticular, provided assistance in organizing the work of

schoolchildren with electronic educational resources;

conducting public speeches to teachers and parents

with reports and messages on the use of modern in-

novative educational materials with a digital compo-

nent; formed a methodical treasury of digital educa-

tional resources for primary school.

In general, the process of training future teachers

uses a wide range of types of control measures (oral

examination, written tasks of control work, question-

naires, testing, etc.). All of them were preserved in

the experimental methodology, but supplemented by

the protection of the internship report, prepared in

the form of a presentation, and expert evaluation of

projects completed by students (methodologists and

teachers acted as experts). Projects performed by stu-

dents of the experimental group in the conditions of

online learning on the topic “Organization of online

learning of primary school students in the conditions

of restrictive quarantine measures” were evaluated.

Students had to create distance materials from one

(optional) subject of primary school. The project had

to contain methodically processed theoretical mate-

rial, as well as drawings, videos, interesting presenta-

tions, crossword puzzles, tests, interactive exercises,

etc., developed at https://learningapps.org.

Under the conditions of quarantine, students im-

plemented the developed projects in the classes as-

signed to them, where students studied distance

courses developed by trainees. Experts evaluated the

content of the developed fragment of the distance

course, the volume, compliance with the curriculum,

the form of presentation of educational material, con-

tent with interactive exercises, online tests, audio and

video materials.

Thus, in order to conduct a pedagogical experi-

ment, all forms of organization of the educational pro-

cess and types of educational activities provided for

in Article 50 of the Law of Ukraine “On Higher Ed-

ucation” were modernized. This allowed organizing

and conducting an experimental test of the effective-

ness of the formation of ID-competence of bachelors

of primary education based on an integrated approach.

The purpose of the ascertaining stage of the ped-

agogical experiment was to identify residual knowl-

edge and practical skills that characterize the digital

competence of college graduates who have obtained

the educational qualiﬁcation level of junior special-

ist (professional junior bachelor) and expressed a de-

sire to continue their studies at the bachelor level. At

this stage, 112 students of Bar Humanitarian Peda-

gogical College named after Mikhailo Hrushevsky,

Uman Humanitarian Pedagogical College named af-

ter T.H. Shevchenko and Khmelnytsky Pedagogical

College of Khmelnytsky Humanitarian and Pedagog-

ical Academy took part in the experiment. All of them

were entrants on the basis of basic general secondary

education, and after obtaining the degree of profes-

AET 2020 - Symposium on Advances in Educational Technology

648

sional junior bachelor they continued their training at

the ﬁrst (bachelor’s) level of higher education with a

reduced period of study (120 ECTS credits).

Before the formative stage of the pedagogical

experiment, the participants of the statement stage

formed a control (54 people) and experimental (58

people) groups. The training of students in the con-

trol group was carried out according to the estab-

lished method, and in the experimental, it was based

on an integrated approach to training modernization.

The formative stage of the pedagogical experiment

lasted 2 years. At the stage, it was necessary to study

such disciplines of information and digital training

as “Practical Course of Informatics with Elements of

Programming” and “Methods of Teaching Informat-

ics Education”, an elective discipline “Modern Infor-

mation and Digital Technologies in the Educational

Process of Primary School” and do teaching and un-

dergraduate practices.

Special for the formative stage of the pedagogi-

cal experiment was the fact that throughout the period

of its implementation, college students were under the

active inﬂuence of the educational environment of pri-

mary school, in person and remotely interacted with

students and teachers of primary school. Prospec-

tive teachers studied the course “Modern Information

and Digital Technologies in the Educational Process

of Primary School” included in the variable part of

the curriculum; higher education students carried out

classroom and independent work as described above.

Group learning activities were optimally combined

with frontal and individual work. A mandatory task

of all types of practices was the systematic use of in-

formation and digital technologies in the educational

activities of educational institutions of the ﬁrst degree

(Yaroshenko et al., 2020).

The initial and ﬁnal results of the formation of stu-

dents’ ID-competence during the formative stage of

the pedagogical experiment are shown in table 1.

The dynamics of the formation of components of

ID-competence of higher education students, during

the formative stage of the pedagogical experiment is

analyzed using histograms of ﬁgures 1–3.

In ﬁgure 1, it can be seen that after the formative

stage of the pedagogical experiment the number of

students with a high level of cognitive component of

ID competence in the experimental group increased

by 25.8% and there were 25.9% less students with an

average level. In the control group, the number of stu-

dents with a high level of formation of the cognitive

component of ID competence increased only by 7.4%.

One third of students in the control group (35.2%) had

an average level of cognitive component of ID compe-

tence, which is 12.8% more than in the experimental

group.

Figure 2 shows that during the formative stage of

the pedagogical experiment the number of students

with a high level of formation of the operational com-

ponent of ID competence in the experimental group

increased by 34.5% and at the same time the number

of students with an average level of the studied phe-

nomenon decreased by 34.5%. In the control group,

all the three levels underwent inconspicuous changes

(changes ranged from 1.8% to 3.7%).

Comparison of diagnostic data on the levels of for-

mation of the value component of ID competence of

students in control and experimental groups (ﬁgure 3)

indicates a tendency to change the levels of forma-

tion of ID competence, which took place in the pre-

viously considered cognitive and operational compo-

nents. Thus, in the experimental group, the number

of students with a high level of formation of the value

component of ID competence increased by 38%. The

number of students with an average level decreased by

34.5%. In the control group, students with an average

level of the value component formation of ID compe-

tence dominated (46.3%), and only 20.4% of higher

education students had a high level of the value com-

ponent.

The results of the formative stage of the peda-

gogical experiment were processed using statistical

evaluation by the criterion χ

. Using the formula

for calculating the empirical value χ

= 7.13 was ob-

tained. After comparing the obtained value with the

critical value given in the statistical tables, the ratio

= 7.13 > χ

0.05

= 5.99 was obtained, which indi-

cates the statistical reliability of the results of the for-

mative stage of the pedagogical experiment.

Thus, the results of the pedagogical experiment in-

dicated the effectiveness of ID-competence formation

of bachelors of primary education based on an inte-

grated approach.

3 CONCLUSIONS

1. Based on the analysis of the scientiﬁc publica-

tions, it was found out that the ID training of stu-

dents of higher pedagogical education has its pe-

culiarity. Its essence is that the IDT is both a

means of professional training of students, and the

subject of comprehensive study for further effec-

tive use of the IDT in future professional activi-

ties. The interconnectedness determines the for-

mation of future primary school teachers’ ability

to use information and digital technologies in the

educational process of primary school, in order

to develop digital literacy of primary school chil-

Experimental Veriﬁcation of Efﬁciency of the Formation of Information and Digital Competence of Bachelors of Primary Education based

on an Integrated Approach

649

Table 1: The results of the initial and ﬁnal measurements of students’ ID competence in the control and experimental groups.

ID competence components Levels

Groups

Control Experimental

Measurements

Initial Final Initial Final

People % People % People % People %

Cognitive High 12 22.2 16 29.6 11 19 26 44.8

Sufﬁcient 16 29.6 19 35.2 19 32.8 19 32.8

Average 26 48.2 19 35.2 28 48.3 13 22.4

Operating activity High 11 20.4 12 22.2 12 20.7 28 48.3

Sufﬁcient 17 31.5 18 33.3 18 31 21 36.2

Average 26 48.2 24 44.4 28 48.3 8 13.8

Value High 13 24.1 11 20.4 10 17.2 32 55.2

Sufﬁcient 13 24.1 18 33.3 22 38 20 34.5

Average 28 51.8 25 46.3 26 44.8 6 10.3

Fig. 1. Dynamics of formation of the cognitive component of ID competence of control and

experimental group students

In figure 1, it can be seen that after the formative stage of the pedagogical experiment

the number of students with a high level of cognitive component of ID competence in

the experimental group increased by 25.8% and there were 25.9% less students with an

average level. In the control group, the number of students with a high level of

formation of the cognitive component of ID competence increased only by 7.4%. One

third of students in the control group (35.2%) had an average level of cognitive

component of ID competence, which is 12.8% more than in the experimental group.

Fig. 2. Dynamics of formation of operational-activity component of ID-competence of control

and experimental group students

Figure 1: Dynamics of formation of the cognitive component of ID competence of control and experimental group students.

dren.

2. The developed educational and methodical sup-

port of the integrated approach to modernization

of information and digital training of future bach-

elors of primary education is described. It applies

to all major forms of educational process. In the

experimental teaching, it was implemented in the

content of curricula and lectures, plans of prac-

tical and seminar classes, students’ independent

work, pedagogical practices and control activities.

3. The experiment was aimed at conﬁrming the ef-

fectiveness of implementing the integrated ap-

proach to the formation of future primary school

teachers’ ID competence. It was based on the

systematic use of information resources (media,

video, audio, library, photo, graphics, educational

portals, websites), telecommunications (network

and mobile) environment, media, postal services);

educational process management systems (user

authorization, testing, content, ratings, personal

and collective information spaces such as site,

blog, chat, forum, mail, database).

4. It was proved that the elective course ”Modern

Information and Digital Technologies in the Ed-

ucational Process of Primary School” is a sys-

tem forming factor in the integration of knowl-

edge, skills and values acquired by students. In

the context of the restrictive anti-epidemic mea-

sures caused by COVID-19, this was particularly

topical. Students who successfully completed the

course created distance-learning materials for pri-

mary school subjects. They demonstrated the

ability to organize the educational process using

the platform Google Classroom for distance and

blended learning.

5. The obtained results of initial and ﬁnal measure-

ments of levels of formation of components of stu-

dents’ ID competence in control and experimental

groups proved methodical expediency of organi-

zation and carrying out of pedagogical experiment

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