Baimuldina Nazira.S.,
candidate of pedagogical sciences,
associate professor of the department computer science
baimuldinanaziko@mail.ru
Tyulepberdinova G.A.,
candidate of pedagogical sciences,
associate professor of the department computer science
tyulepberdinova@mail.ru
Gaziz G.G.,
senior teacher of the department
computer science
gulnur_76@mail.ru
Adilzhanova S.A.
senior teacher of the department
computer science
asaltanat81@gmail.com
Zakariyanova N.B.
senior teacher of the department
computer science
znazb@mail.ru
Telgozhayeva F.S.
senior teacher of the department
computer science
faridats@mail.ru
Abstract: This article deals with the future trilingual
specialist training in the conditions of informatization of society.The processes of informatization
of society in the second half of the XX century and its continuation in the XXI
century, transformation of information and knowledge have led to the emergence
of the information society, characterized by a high level of
information intensity in the everyday life of most citizens; by the use of
technology for a wide range of personal, social, educational and business
activities, by rapid transition and exchange of digital data between places
irrespective of distance. The information age and a networked world are forcing
educators to rethink the educational experience. Modern society requires new
approaches to training specialists on a
global level.
Keywords: information society, specialist in the field of information and
communication technologies, trilingual education, trilingual specialist.
Introduction: The concept of
information was first used by the founder of cybernetics Norbert Wiener in the
40s of XX century.
Information is considered as knowledge and knowledge as power.
The wise use of information gives advantage to those who have information. At
the turn of XX and XXI centuries in connection with the increasing role of
information and communication technologies(ICT), the information revolution has
gained wide-scale nature. Information Revolution is actually a
Knowledge Revolution.
Under the influence of the spread
of information and communication technologies(ICT) the speed and efficiency of
information exchange have increased, which led not only to expansion of the
boundaries of communication and cooperation in all spheres of human activity
but to reassessment of values. The revolutionary impact of information and
communications technologies as the most important factors influencing on
shaping the twenty-first century to a large extent determine not only economic,
but also social processes. Progress in
information technologies and communication changes the way we live: how we work
and do business, how we educate our children, study and do research, train
ourselves. The information society does not only affect the way people interact
but it also requires the traditional
organizational structures to be more flexible. ICTs
have grown to the point of becoming necessary for societies and individuals to
live and prosper. They provide new modes for creating and managing information,
which lead to new means of interaction with other individuals; we can talk and
see someone on the other side of the world; we can exchange documents in a
matter of seconds, rather than in days or months as it used to be only a few
decades ago. What has made it possible to routinize
processes is not machinery. The key is not electronics; it is cognitive
science. This means that the key to maintaining leadership in the economy and
the technology is likely to be the position of knowledge professionals and
social acceptance of their values.
Today we can say that most Asian states,
Methods
of research: general scientific methods such as analysis, synthesis, classification
and generalization; comparative study of different systems of education. The
problems of teaching, information and communication technologies. The global
expansion of ICT in education has ushered in growing concern about its effect.
There is widespread belief that ICT empowers learning through a
transformational effect leading to new student-centered educational paradigms
that help foster intellectual creativity, problem-solving abilities,
communication skills. Access to information and communication technology (ICT)
in education can help individuals to compete in a global economy by creating a
skilled work force and facilitating social mobility. ICT in education has a
multiplier effect throughout the education system, by enhancing learning and
providing students with new sets of skills;
by facilitating and improving the training of teachers; and by
minimizing costs associated with the delivery of traditional instruction.
All this fully applies to the preparation of IT analysts for the sphere of
education. Analysis of existing standards of training of the specialist shows
that the requirement of qualifying characteristics relating to the fact that
the future specialist should have knowledge of advanced information
technologies of designing, creating, analyzing and maintaining
professionally-oriented (in this case - teaching) information systems cannot be
achieved in full volume without improving the content of this standard of
education.
Despite the fact that the issues of quality training for positions such as
"Methodist-organizer of informatization of education", “Director of
studies of informatization of education", "Informatization Vice
Rector", “Training course development", "Specialist in distance
education" and so forth have been discussed several times in mass media,
the significant changes have not been made in the standard yet.
In
our opinion, the main drawbacks of the current standard are firstly, irrational
use of time during the development of disciplines because of the duplication of
a range of issues in a variety of disciplines. Secondly, the requirements of
the standard do not fully take into account the prospects of development of
information technologies themselves, the processes associated with the
development of the information society. Thirdly, the standard is not focused on
the most significant dynamic changes in the subject area (education) - the
processes of modernization[2, pp. 58-67].
Here there are just a few examples relating to the duplication of the
content in various subjects. Thus, quality assurance programs are discussed
with absolutely identical positions in several courses. According to the
standard, the contents of the course "Informatics and programming" include
the theme "The main stages of
computer problem solving; modular programs; object - oriented programming;
quality criteria for the program; interactive program". The course
"Development and standardization of software and information
technology," the student is asked to master the theme "Evaluation of
qualitative and quantitative characteristics of software" and
"Evaluation of the effectiveness of the software." The student learns
the similar content once again in the framework of the course "Information Management".
A similar approach to the substantive content of the standard can be found
in topics related to software development at all stages, and information
systems, in particular. Thus, during the study of the course "Development
and standardization of software and information technologies" students get
acquainted with the subject "Organization of design software; stages of
the design process." Similar topics are studied by them in the course of
acquisition of the discipline "Design of Information Systems", in the
course "Information Management" as "The organization of the
control for various phases of the organization of IT and IP: design,
implementation and operation, composition and content of work"[3, pp. 56-61].
It is known that different people have different psychological resistance
to the process of informatization. Today, a wide range of topical issues can be
attributed to the social consequences of informatization. Among them, the issue
of a precise definition of maximum permissible loads on the psyche in different
social groups in terms of increasing of the flow of information, the problem of
computer phobias; computer manias and
many others. The study of these issues is carried out in the framework of a new
scientific field - Information Psychology [4, pp. 84-86].
It is extremely important to include a separate discipline, Computer
Psychology, in the preparation of the standard of informatics analyst. The
content of this discipline must be significant and it should be studied, in our
view, in 5 - 6 semesters [5, pp. 192-193]. It is necessary to have a special theme "Information security of a person in the information society" while studying this
discipline.
We should note that the content
included in the standard of the course "Information Security" is
largely technocratic. It considers the legal aspects of information security
only partly, and does not touch at all the moral and psychological problems
arising in the information society and ways to overcome them. Meanwhile, the
scientists found that the addicts of the virtual world to a much greater extent
than to the ordinary world, are easily
hypnotized. There is a real threat for them to become "zombie", in
particular through the game program or using elements of neuro-linguistic
programming through software viruses. Special attention must be drawn to the
fact that abroad the observance of citizens 'rights in this respect has long
been monitoring by the commissioners for the protection of citizens' rights in
the information systems [6, pp. 72-73].
The course "Computer psychology" is appropriate to provide the formation of the
skills of research and the organization of several research practices.
As to the third drawback of the
current standard selected by us that the standard is not focused on the most
substantial changes in the dynamic domain - processes of modernization, the
problem is much deeper. It appears that the standard is unbalanced in this
part. Disciplines focused on the study of the education system in general, a common
methodology, in particular, are very limited
[7, pp. 231-240].
There is another important aspect of IT problems in
training analysts for education which should be mentioned. Today,
Another aspct of this problem is the persuasion of the need to remove from
the list of professions, that teacher
training institutions are allowed to train specialists, those ones that are not
directly related to the training of teachers. According to the formal approach
to this issue the teacher training
institutions cannot receive the state order for training of future informatics
- analysts for education, which absolutely cannot be permitted. No institution other than teacher
training institution cannot provide high-quality training of future specialists
in accordance with the qualifying characteristics of computer analyst for the
following tasks[9, pp. 172 - 204]:
- introduction of computer techniques in the subject area;
- the development of opportunities and adaptation of
professionally-oriented information systems at all stages of their life cycle;
- the creation of information-logical models of objects, the development of
a new software package and information in the subject domain;
- application of methods of system analysis and mathematical programming
algorithms for adaptation of information systems in the subject domain, and
others.
Conclusion: The era of global
information requires new forms of teaching.
The traditional educational model worked for centuries. The educational
reconstruction, creation of new universities programs, joint international
projects will help to develop
Teaching Informatics and Computer Science in English language is experiencing a challenge in
1. The internationalization of higher education and mobility of teachers
and students, the possibility of a broader exchange of experience, training
abroad.
2. Strengthening of the practical orientation of education, the
implementation of educational programs in applied disciplines, attracting
teachers and practitioners. Master classes and workshops must be conducted with
the participation of well-known businessmen, managers, heads of large
companies, politicians, well-known representatives of science, culture. Current
requirements of modern employers must be at the core of curriculums.
3. The widespread introduction of distance and e-learning technologies
and, as a result, the rising popularity of distance education. Distance
education is indispensable for remote towns, villages where there is no other
opportunity to get the desired education. It should be noted that distance
education programs are much cheaper than similar training courses conducted by
the traditional system. Integrating computer technology can help in bringing
changes to the teaching and learning environment in order to create a ‘dynamic’
learning environment.
References
1. Robert I.V.,
Kozlov O.A. Concept of a comprehensive, multi-level and multi-disciplinary
training of informatization of education personnel // Informatics and education. - 2005. - ¹ 11. – pp. 118-125.
2. Krasilnikov V.A. Information and Communication Technology
in Education: A Training Manual // M .: OOO "pedagogy House. - 2006.
- 231 p.
3. Vengerov A.B. Information situation may contribute to both
the progress and the degradation of the society // Computer and right. - 2004. - ¹1. – pp. 56-61.
4. Semenov Z.
The challenge of improving educational standards for the preparation of the
future informatics analyst in the conditions of formation of information
society // Modern problems of science and education. - 2006. - ¹ 4. – pp.
84-86.
5.
Tyulepberdinova G.A., Zhusupova A.B. Computerization of technical and
vocational education system // Proceedings of the scientific-practical
conference: Information and communication technologies in adult education. –
Almaty, 2011. – pp. 192-193.
6.
Tyulepberdinova G.A., Unaybaeva R.K. Features of training and technical
education specialists // Proceedings of the scientific-practical conference:
Information and communication technologies in adult education. - Almaty, 2011. –
pp. 72-73;
7. Krasilnikov
V.A. Information and Communication Technology in Education: A Training Manual /
Pedagogy House. –
8. Vershinskaya
O.N. ICT and society // OH Vershinskaya – M.: Nauka, 2007- 135 p.
9. Traynev V.A.
Teplyshev V.Y., Traynev I.V. New information and communication technologies in
education. – M.: Dashkov i Ko, 2008. –
240 p.