Formation of meta-subject components of ICT competence

Abstract

The changes in education dictated by the 4th industrial revolution and the specifics of training future teachers in primary education associated with the multidimensionality of pedagogical activities give grounds for refining the structural and content model of ICT competence of future teachers in primary education. In the contemporary information society, establishing a holistic view of the unity of information processes is a prerequisite for educational process organization. The insufficient level of ICT competence in future teachers in primary education and the need to achieve meta-disciplinary results in education serve as a basis for the clarification and specification of the model of this concept. The authors propose an expansion of the invariant component composition of ICT competence with meta-subject components (the variable core of the competence): semiotic, technological, and integrative. Refining the structural and content model and identifying the methods and techniques that contribute to the formation of ICT competence in future teachers in primary education and allow reaching meta-subject results. One of the main instruments contributing to the formation of ICT competence is mathematical modeling based on the universal sign-symbol system and most suitable for designing computer models. The methodology based on the method of cross-curricular tasks allows achieving meta-subject results in the construction of the educational process of training future teachers in the field of primary education. Research demonstrates that enriching the educational process of future teachers in primary education with schematic, graphic, and geometric tools and the implementation of the method of cross-cutting tasks that serves as a leading means of teaching mathematics contribute to the emergence of a stable positive dynamic in the formation of information culture, particularly the meta-subject components of ICT competence of future teachers in the field of primary education.

Keywords

• meta-subject components of ict competence: semiotic
• technological
• integrative