- Богдан, В.О. (2019) Google Cloud Services as a Tool for Educational Activities Management of a Pre-School Education Institution Dissertation candidate2 thesis, ІІТЗН.
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Abstract
Qualifying scientific paper of manuscript copyright. The thesis for a Candidate Degree in Pedagogical Sciences on speciality 13.00.10 «Information and Communication Technologies in Education». – Institute of Information Technologies and Learning Tools of NAES of Ukraine, Kyiv, 2019. The thesis is devoted to the problem of theoretical research and scientificmethodological support of using Google cloud services by head of pre-school education institution (PSEI) in educational activities management (EAM). The key idea of the study is provision that condition for improving EAM of modern PSEI is introduction of Google cloud services in this process according to the author's model, as well as development of PSEI head’s digital competence in using these services in EAM of PSEI according to the author's methodology. EAM of PSEI is defined as the process of purposeful influence of PSEI head on the components of this activity (performers, resources, services users) in order to implement it in accordance with PSEI regulations, Ukrainian legislation and consumers’ needs, and continuous improvement. It is established that in order to improve EAM, it is expedient to introduce modern ICT, including cloud services. Among the wide range of cloud services, available on the modern IT market, we distinguish the services of Google corporation, that possess significant advantages, especially significant for Ukrainian PSEIs: free of charge; possibility of users’ selfregistration; availability of a universal account that simplifies access to all services; the ability to run on different platforms; the presence of a functionality necessary for managing processes in PSEI; accessibility from any digital device connected to the Internet. The model of using Google cloud services as a tool for EAM of PSEI, which reflects the subjects that implement it and consists of six interrelated components, 20 was developed. The model components are: target component (purpose), conceptual and organizational component (approaches and principles, organizational and pedagogical conditions, functions of management, program of activities for EAM improvement), content component (legal base, PSEI regulations that condition selection and use of cloud services by the subjects of EAM (forms, methods, tools for training and actual work with Google cloud services), diagnostic component (indicators and methods for diagnosing the success of using Google services, level of use) and productive component (result). The expert assessment showed that the vast majority of experts (93.5%) rate the author's model positively. The program of activities for EAM improvement using Google cloud services has been substantiated: communication support (Gmail, Hangouts, Google Groups, Google+, Google Sites, Google Forms, YouTube, Blogger); e-document flow (Google Drive, Google Office suite); methodical work and professional selfdevelopment of pedagogues (Google Books, Google Academy, YouTube, Blogger); creating a positive image of the institution and getting feedback from the public (Google+, Google Sites, Google Forms, YouTube, Blogger). The development of PSEI head’s digital competence in using Google cloud services in EAM was recognized as important condition. It is defined as the ability of PSEI head to manage consciously the education activities, with the appropriate use of Google cloud services. The components (value-motivational, cognitive, operational, reflexive), indicators and levels (low, medium, high) of development of named competence were substantiated. The methodology of improvement of named competence was developed. The goals and objectives, approaches, principles, content, forms, methods and means of the author’s methodology were outlined. A special training course “Google cloud services in occupation of head of pre-school education institution” was developed, designed for the students of advanced training courses. The course can be taught within a separate thematic module, special or elective course, etc. At the beginning and at the end of the course it is recommended to carry out diagnostics of the levels of students’ digital competence according to the author's diagnostic technology, which can be used both for evaluation and for self-evaluation. The effectiveness of the author's methodology for the development of digital competence was confirmed by pedagogical experiment. The results of the empirical research (expert assessment and pedagogical experiment) confirmed the hypothesis, which is the basis for the conclusion: the author’s model of using Google cloud services as a tool for EAM of PSEI and the methodology for development of PSEI head’s digital competence in using these services in EAM are effective, and it is advisable to recommend them for introducing into pedagogical practice.
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