Scientific papers (IVDF)

Permanent URI for this collection

https://dspace.rta.lv/handle/20.500.12169/31

Browse

Browsing Scientific papers (IVDF) by Type "proceedings-article"

Now showing 1 - 6 of 6
  • Publication
    CONCEPTUAL MODEL FOR THE DEVELOPMENT OF TEACHERS’ DIGITAL COMPETENCE
    (2021)
    Janis Dzerviniks
    ;
    Svetlana Usca
    ;
    Velta Lubkina
    ;
    Janis Poplavskis
    ;
    Aija Vindece
    The COVID-19 pandemic contributed to the fact that distance learning became a reality and the traditional school began to transform into an online and virtual school. The introduction of distance learning further raised the issue of the need for teachers to continuously improve their digital competences. In Latvia, digitization processes in general education are under development. A modern vision is a pupil, who is able to identify reliable information, cite sources, protect his/her intellectual property, express attitudes and ethical values, create his/her digital resources, and reflect on his/her learning and development. Digital transformation in education is an important process of change, which is based on the change of content, organizational forms, methods, teaching aids for work in the digital educational environment. Both the teacher's knowledge and skills and a positive attitude are important in the implementation of changes. Continuous professional development is important for teachers' digital growth, which includes the acquisition of knowledge and skills in the use of digital technologies in the initial study process, practice, starting professional activities, improving professionalism in the workplace in cooperation with colleagues, participation in competitiveness and personal development activities, as well as acquiring professional competence development programs. The paper analyzes the content of teachers' digital competence and describes a conceptual model for the development of teachers' digital competence in the cultural environment of Latvia.
  • Publication
    Development of Teachers' Digital Competence: Problems and Solutions in Latvia
    (2021)
    Svetlana Usca
    ;
    Janis Dzerviniks
    ;
    Velta Lubkina
    ;
    Aija Vindece
    ;
    Janis Poplavskis
    The data obtained from the Latvian National research programme “Life with COVID-19: Evaluation of the coming coronavirus crisis in Latvia and recommendations for social resilience in the future (CoLife)” show that the successful implementation of remote learning requires the improvement of teachers' digital competence. The professional development courses organized before the COVID-19 pandemic (their content, form) do not meet the needs of the real situation. It is necessary to look for new forms so that the content of professional development courses meets the needs of current general education teachers, including not only general skills characterizing digital competence, but also specific ones related to the level of education (age of learners) and field of study. The aim of the research: to identify the needs of general education teachers for the development of digital competence and to prepare proposals for the implementers of professional competence development courses. Research methods: online survey of 559 teachers, survey of 6 experts, quantitative data processing in SPSS program, content analysis of qualitative data. The research concluded that teachers' professional competence development courses should be practice-oriented, as close as possible to the technical capabilities of an educational institution, as well as considering the current needs of teachers, the field of subjects taught and the level of education at which they work.
  • Publication
    SCHOOL ENVIRONMENT AS A FACTOR AFFECTING STUDENTS’
    (2018)
    Liga Danilane
    ;
    Svetlana Usca
    ;
    Velta Lubkina
    ;
    I. Prudņikova
    The age period of adolescence is characterized as a period of anxiety with a rapid development of independence and abilities, as well as an increased risk of mental health problems and anti-social behaviour. Adolescents engage in many processes, which take place in the family, at school, during leisure time and adolescents’ gatherings. Traditional studies on adolescents’ well-being are aimed at behaviour analysis (i.e. smoking, alcohol use and unhealthy diet) related to negative effects on health. However, recent studies focus on the positive factors affecting students’ well-being, for instance, good relationships at school and in school environment. It is considered (Burkart, 2005; Rezgale, 2014) that well-being has several functions: 1) assessment (related to the physical aspect, exchange of experience between oneself and the world, positive atmosphere, when happiness and peace hormones are released); 2) motivational (identifies activities); 3) communicative (includes dialogues between persons). Well-being in adolescence is of great importance, as it is a period, when personality crystallisation takes place and an individual becomes a personality (Vijayan, Joseph, 2015). The aim of the research is to determine the existence and the types of interrelations between school environment and adolescents’ defined most worrisome problems.
  • Publication
    THE DEVELOPMENT OF TEACHERS’ PROFESSIONAL COMPETENCE IN ASSISTING TEENAGERS WITH COMPLEX BALANCE PROBLEMS TO ACHIEVE SELF-MANAGED IMPROVEMENT
    (2018)
    Ilga Prudņikova
    ;
    Irena Zogla
    ;
    Velta Lubkina
    ;
    Svetlana Usca
    The decisive role of teacher education and qualifications (Kennedy et al. 2008) is central in optimizing education for the learners’ success. However, empirical investigations and review of the literature (Cochran-Smith & Zeichner, 2005) show that not only are the definitions of the related terms imprecise but also there are practical inconsistencies and unclear conceptions of teacher education (Harford, 2010, Collinson et al., 2009; Thurston et al, 2008; Latham & Vogt, 2007). Furthermore, the use of digital technologies popular amongst learners is restricted by teachers, who “even despite good digital readiness often are limited by inconsistent conceptualization of digital competencies” (Blayond et. al, 2017).This list of inconsistencies continues and incorporates teacher gaps in ability to assist adolescents with balance problems. The aim and objectives of this article are to initiate a discussion and approbate the findings of a state research program on adolsents’ balance difficulties and a tool created for adolescents to address these difficulties through self-managed telerehabilitation. The implementation process has identified the need for a program for the further development of teacher competency in the research area, along with the need to test the program and discuss the findings and their intepretation.
  • Publication
    Transformative Digital Learning in the Context of Higher Education: Definition and Basic Concepts
    (2020)
    Olga Vindaca
    ;
    Velta Lubkina
    Transformative digital learning is associated with qualitative changes in educational work. It is important to each individual in order to live and work productively in a changing digitalized world, to continue education throughout life. Despite of the growing interest in the digitalization and transformation phenomenon parties involved are not able to concisely spot the connection and difference between the digital learning, digital transformation and transformative learning, as well as to formulate the definition of transformative digital learning. This article is based on the theoretical research in the field of transformative digital learning in the context of higher education. The aim of this paper to review the literature about the topic and by analysing different explanations and approaches to formulate the definition of transformative digital learning in three dimensions as digital learning, digital transformation and transformative learning. A literature review about the transformative digital learning in the context of higher education was made, basing on the analyses the definition was developed and basic concepts listed. The research results offer theoretical implications for the definition of transformative digital learning in the context of higher education.