Multimedia technologies in vocational education

Olga I. Vaganova; Nikolay P. Bakharev; Julia A. Kulagina; Anna V. Lapshova; Inna K. Kirillova

doi:10.34069/AI/2020.26.02.45

Olga I. Vaganova Minin Nizhny Novgorod State Pedagogical University, Russia https://orcid.org/0000-0001-8347-484X
Nikolay P. Bakharev Federal State Budget Educational Institution of Higher Education «Togliatti State University», Russia https://orcid.org/0000-0002-2287-7693
Julia A. Kulagina Penza State Technological University, Penza, Russian Federation. http://orcid.org/0000-0002-8892-0367
Anna V. Lapshova Minin Nizhny Novgorod State Pedagogical University, Russia http://orcid.org/0000-0001-7017-3589
Inna K. Kirillova Moscow State University of Civil Engineering, Moscow, Russia https://orcid.org/0000-0002-8506-0744

DOI: https://doi.org/10.34069/AI/2020.26.02.45

Keywords: Competence, motivation, multimedia technology, professional education, student.

Abstract

Modern higher professional education is aimed at the formation of a highly qualified competent specialist. In the conditions of the competence approach, there is an active introduction in the educational process of multimedia technologies. This is one of the most rapidly developing areas of information technology. Therefore, the training of students should be carried out with the use of various information and communication tools, ensuring the improvement of the quality of education. The purpose of the article is to present the experience of training students of pedagogical University using multimedia technologies. The analysis of the impact of these technologies on the motivation and training of students when studying discipline "technology of training teachers of the past" (media technologies have been embedded in the discipline content). For the study, we measured the motivation of students. We compared the indicators of motivation diagnostics in 2017 (before the introduction of multimedia technologies) and 2018 (after the introduction of technologies). We compared the motives of creative realization (MTR) and professional motives (PM). According to the control event on the discipline "Technologies of teaching teachers of the past", we found that the percentage of "excellent" in 2018 has increased significantly, the percentage of unsatisfactory ratings have decreased.

The obtained data allowed detecting positive changes after the introduction of multimedia technologies into the educational process. The motivation of students to study the discipline has increased, their preparedness has increased, and the quality of education has increased. The high efficiency of multimedia technologies was determined, so their implementation in the training of students of pedagogical University will continue.

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Author Biographies

Olga I. Vaganova, Minin Nizhny Novgorod State Pedagogical University, Russia

Minin Nizhny Novgorod State Pedagogical University, Russia

Nikolay P. Bakharev, Federal State Budget Educational Institution of Higher Education «Togliatti State University», Russia

Federal State Budget Educational Institution of Higher Education «Togliatti State University», Russia

Julia A. Kulagina, Penza State Technological University, Penza, Russian Federation.

Penza State Technological University, Penza, Russian Federation.

Anna V. Lapshova, Minin Nizhny Novgorod State Pedagogical University, Russia

Minin Nizhny Novgorod State Pedagogical University, Russia

Inna K. Kirillova, Moscow State University of Civil Engineering, Moscow, Russia

Moscow State University of Civil Engineering, Moscow, Russia

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