SUPERVISION IN EDUCATION AND SOCIAL INSTITUTIONS REGARDING THE USE OF DIGITAL TECHNOLOGIES
DOI:
https://doi.org/10.28925/2414-0325.2024.176Keywords:
supervision, digital technologies, remote supervision, formal supervision, informal supervision, online platforms, digital competence, professional development of educatorsAbstract
The use of digital technologies in the modern digital space is becoming increasingly important for various professionals. However, mastering these technologies is challenging without formal and informal supervision of these skills, which is related to their rapid development and high flexibility. The research aims to identify professionals' needs for supervision and develop recommendations for improving their digital literacy. We analyzed the state of digital technology skills and experience in implementing supervision to improve digital-technological competencies among social and educational professionals. The empirical study was conducted across educational spaces and social centers in Zaporizhzhia and the Zaporizhzhia region. The survey addressed the assessment of digital technology skills and experience in implementing supervision for digital technologies. The research results showed that many educational professionals are aware of the proposed applications and programs. Special attention was paid to questions about using large language models such as Chat GPT, Gemini, and Claude for optimizing work responsibilities. The research findings indicated that most respondents do not use them. Part of the empirical research was devoted to analyzing informal supervision practices. We examined the statistics on formal and informal supervision among colleagues regarding digital technology use over the past five years. Through questionnaires, it was established that although most respondents positively evaluate their computer skills, certain competencies still need further development. Supervision serves as an effective tool for bridging these gaps, though its application in Ukrainian realities has certain peculiarities. The research results can be used to develop professional development programs, promote supervision as a form of professional development, and formulate recommendations for supporting the development of professionals' digital competence.
Downloads
References
Vasyljjeva, M. & Romanova, I. (2021).Practices of providing social services remotely. Bulletin of Alfred Nobel University. Series "Pedagogy and Psychology". Pedagogical Sciences, (2(22)). (in Ukrainian)
Dija.Osvita (2024). Dija.Osvita. Retrieved October 10, 2024. https://osvita.diia.gov.ua/catalog/appointment/for-teachers (in Ukrainian)
Dubovyk, V. (2017). The essence and types of innovative communication technologies in education. Problems of Modern Teacher Training, 15. (in Ukrainian)
Ivanjuk, I. (2024). Supervision and intervision at school: effective means against professional burnout of teachers. October 10, 2024. http://surl.li/munczf (in Ukrainian)
Inkljuzyvna molodizhna robota. (2024). Dija.Osvita. Retrieved October 10, 2024, from https://osvita.diia.gov.ua/courses/inclusive-youth-work (in Ukrainian)
Lytvynova, S. & Vodop'jan, N. (2021). Preparing teachers to design a cloud-oriented distance learning environment in non-formal education. In Continuous education: current discourses. Proceedings of the XV All-Ukrainian Scientific-Practical Conference with International Participation (Dedicated to the 75th anniversary of the Transcarpathian Institute of Postgraduate Pedagogical Education), p. 2010. (in Ukrainian)
Ljubchenko, N. & Bilyk, N. (2021). Supervision as a technology of postgraduate education for pedagogical workers in the context of the "New Ukrainian School" concept. Point of View, 5(200). (in Ukrainian)
Ministry of Education and Science of Ukraine. (2024). On approval of the Procedure for providing professional support and assistance to pedagogical workers (implementation of supervision) (Order №. 855). https://zakon.rada.gov.ua/laws/show/z1201-24#Text (in Ukrainian)
On social services, Law of Ukraine № 2671-VIII (2019). https://zakon.rada.gov.ua/laws/show/2671-19#Text (in Ukrainian)
Action plan for the implementation of the key project and reforms defined in the Strategic Government Programme. October 10, 2024. https://valtioneuvosto.fi/documents/10616/1986338/Action+plan+for+the+implementation+Strategic+Government+Programme+EN.pdf
Alfaro-Navarro, J.-L., López-Ruiz, V.-R., Huete-Alcocer, N., & Nevado-Peña, D. (2024). Quality of life in the urban context, within the paradigm of digital human capital. Cities, 153, 105284. https://doi.org/10.1016/j.cities.2024.105284
Ambrosetti, A., Knight, B. & Dekkers, J. (2014). Maximizing the potential of mentoring: A framework for pre-service teacher education. Mentoring & Tutoring: Partnership in Learning, 22(3), 224–239. https://doi.org/10.1080/13611267.2014.926662
Chandranaik, D., Goyal, J., Singh, K. & Kumar, P. (2024). Association of digital media use with sleep habits in school children: A cross-sectional study. Sleep Medicine: X, 100117. https://doi.org/10.1016/j.sleepx.2024.100117
Das, S., Vaishnavi Nakshatram, S., Söbke, H., Baalsrud Hauge, J. & Springer, C. (2025). Towards gamification for spatial digital learning environments. Entertainment Computing, 52, 100893. https://doi.org/10.1016/j.entcom.2024.100893
European Union. (2021). Digital education action plan 2021-2027. European Union. Resetting education and training for the digital age. Resetting education and training for the digital age. October 10, 2024. https://osvita.diia.gov.ua/uploads/0/1384-deap_communication_sept2020_en.pdf
Kennisnet. (2024). Kennisnet - Let ICT work for education. October 10, 2024. https://www.kennisnet.nl/
Lohr, A., Sailer, M., Stadler, M. & Fischer, F. (2024). Digital learning in schools: Which skills do teachers need, and who should bring their own devices? Teaching and Teacher Education, 152, 104788. https://doi.org/10.1016/j.tate.2024.104788
Kelentriс, M., Helland, K., & Arstorp, A.-T. (2017). Professional Digital Competence Framework for Teachers. https://www.udir.no/globalassets/filer/in-english/pfdk_framework_en_low2.pdf
United Nations Department of Economic and Social Affairs. (1956). Manual III Methods for Population Projections by Sex and Age. United Nations. https://www.un.org/development/desa/pd/sites/www.un.org.development.desa.pd/files/files/documents/2020/Jan/un_1956_manual_iii_-_methods_for_population_projections_by_sex_and_age_0.pdf
Mok, S. Y. & Staub, F. C. (2021). Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of quasi-experimental studies. Teaching and Teacher Education, 107, 103484. https://doi.org/10.1016/j.tate.2021.103484
Schmitz, M.-L., Consoli, T., Antonietti, C., Cattaneo, A., Gonon, P., & Petko, D. (2023). Why do some teachers teach media literacy while others do not? Exploring predictors along the “will, skill, tool, pedagogy” model. Computers in Human Behavior, 108004. https://doi.org/10.1016/j.chb.2023.108004
ZakonOnline. (2020). Order No. 414 of 12.06.2020 On approval of Methodical recommendations. Analytical and legal system ZakonOnline. https://zakononline.com.ua/documents/show/514496___713144 (in Ukrainian)
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Matviienko Y., Avramenko U., Savchyn M.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1.jpg)
