According to the above mentioned, readiness activity component includes the
following general and specific skills that a prospective teacher should acquire working
with information: collecting information; processing information; storing information;
disseminating information; creating own product. The flow-chart 2 shows the
component skill structure of using information technologies in teacher’s professional
practice (Fig. 2).
Figure 2. The structure of prospective teachers’ skills to use information
technologies in practice
•monitoring the learning process by means of information
technologies;
•diagnosing the literacy level by means of electronic system
of testing;
•obtaining accurate information about objects and processes.
C
OLLECTING
INFORMATION
•searching, adjusting and updating information by means of
database management;
•recording and saving the results of activity accounting and
workflow (certificatesabout studying results, individual
development programme results, questionnaireresults etc)
by means of text and graphic editor;
•providing electronic analysis of quality and quantity
characteristics of educational process.
P
ROCESSING
INFORMATION
•maintaining information in the database of the educational
institution;
•using information in recommended forms of working with
intellectually disabledchildren under conditions of inclusive
learning.
S
TORING
INFORMATION
•exchanging the working information with the colleagues of
psychological-educational team;
•sending messages via e-mail and other media services;
•holding on-line conferences with other specialists of the team
for cooperation and meeting the needs of the child with
intellectual disabilities
•holding online-consultations with specialists and parents to
enhance the quality of educational inclusive process;
•signing up for professional electronic publishes to enhance the
teaching proficiency level; enrolling the online educational
portals.
D
ISSEMINATING
INFORMATION
•creating electronic database;
•maintaining the reporting electronic materials, conclusions, and
recommendations;
•choosing electronic educational materials;
•using and creating mental charts;
•using electronic assessment programs and saving the monitoring
results.
C
REATINGOWN
PRODUCT
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