(2017) Science and education, 6, 68-73. Odessa.

Liudmyla Matviichuk,
PhD (Candidate of Ppedagogical Sciences), associate professor,
Department of Computer Science,
Chernihiv National T. G. Shevchenko Pedagogical University,
53, Hetmana Polubotka Str., Chenihiv, Ukraine,
Liudmyla Kukhar,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Computer Engineering and Educational Explorations,
National Pedagogical Dragomanov University,
9, Pyrohova Str., Kyiv, Ukraine,
Hnedko Nataliia,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of ICT and Methods of Teaching Informatics,
Rivne State University of Humanities,
12, Stepana Bandery Str., Rivne, Ukraine

EXAMINING FACTORS OF USING INFORMATION AND
COMMUNICATION TECHNOLOGIES FOR E-LEARNING ORGANIZATION

In the time when information and communication technologies (ICT) are considered to be the significant tool in education, there arises a question if there are proper conditions of their implementation for e-learning organization at higher educational institutions in Ukraine. The paper aims to examine teachers’ ICT skills and factors which slow down the process of using ICT for teaching students. The survey involved 106 teachers working at Ukrainian educational institutions of various types. The following questionnaires were used in the survey: “Students’ Impressions Scale”, “Teachers’ Attitude Towards Elearning Checklist”, “Factors Affecting ICT Use”, “Educational Institutions Provision Quality”. The questionnaires consisted of closed- and open-ended questions, as well as scale questions. Accrding to the research outcomes, the following factors positively influence the use of ICT for e-learning organization: self-fulfillment, students’ interest and motivation, financial gain, administration’s and colleagues’ respect, personal interest, improvement of academic performance. The most significant factors negatively affecting the process of ICT application are as follows: low level of equippment support, improper facilities, insufficient financial support, lack of software, lack of time, teachers’ incompetence. Despite the low level of Ukrainian educational institutions’ innovative activity assurance, teachers do their best to implement ICT into the educational process and make it more interesting for students. The insufficient level of soft- and hardware supply, the lack of powerful computers, poor financial support, personal factors, technical incompetence of teachers, and lots of other challenges should be urgently solved in order to provide Ukrainian students with high-quality education.

: e-learning, ICT, innovative activity, teachers, factors, difficulties, challenges.

1. Bozdogan, D., & Özen, R. (2014). Use of ICT Technologies and Factors Affecting Pre-Service ELT Teachers' Perceived ICT Self-Efficacy. Turkish Online Journal of Educational Technology, 13(2), 186-196 [in English].
2. Goyal, E., Purohit, S., & Bhagat, M. (2010). Factors that affect information and communication technology usage: A case study in Management Education. Journal of Information Technology Management, 11 (4), 38-57 [in English].
3. Ignatova, N., Dagienė, V., & Kubilinskienė, S. (2015). ICT-based Learning Personalization Affordance in the Context of Implementation of Constructionist Learning Activities. Informatics in Education. 14 (1), 51-65 [in English].
4. Igwe Sylvester Agbo. (2015). Factors Influencing the Use of Information and Communication Technology (ICT) in Teaching and Learning Computer Studies in Ohaukwu Local Government Area of Ebonyi State-Nigeria. Journal of Education and Practice. 6 (7), 71-86 [in English].
5. Mumtaz, S. (2000). Factors Affecting Teachers’ Use of Information and Communications Technology: a review of the literature. Journal of Information Technology for Teacher Education, 9 (3), 319-342.
6. Player-Koro, C. (2012). Factors Influencing Teachers’ Use of ICT in Education. Education Inquiry. 3 (1), 93-108 [in English].
7. Sallimah, M. S., Kumar L. (2014). Investigating the factors influencing teachers’ use of ICT in teaching in Bruneian secondary schools. Education and Information Technologies, 19 (4), 747-762 [in English].
8. Totter, A., Stütz, D., & Grote, G. (2006). ICT and Schools: Identification of Factors Influencing the use of new Media in Vocational Training Schools. The Electronic Journal of e-Learning, 4 (1), 96-103 [in English].
9. Vitanova, V., Atanasova-Pachemska, T., Ilievc, D., & Pachemskad, S. (2015). Factors Affecting the Development of ICT Competencies of Teachers in Primary Schools. Procedia - Social and Behavioral Sciences, 191 (2), 1087-1094 [in English].
10. Lisina L. O. (2016). Vplyv informatyzatsii osvity na transformatsiiu tekhnolohii navchannia u vyshchii shkoli [Impact of education informatization aimed at teaching techniques transformation in higher education]. Pedahohika formuvannia tvorchoi osobystosti u vyshchii i zahalnoosvitnii shkolakh – Pedagogy of creative personality formation in higher and secondary education, 50, 425-432. Retrieved from: http://nbuv. gov. ua/UJRN/Pfto_2016_50_57 [in Ukrainian].
11. Matviichuk L. A. (2016). Orhanizatsiia samostiinoi roboty studentiv vyshchykh navchalnykh zakladiv za dopomohoiu informatsiino-komunikatsiinykh tekhnolohii [University students’ self-study organization by means of ICT]. Europe Humanities Studies: Education and Training, 2, 335-345 [in Ukrainian].
12. Nakaz Pro Natsionalnu stratehiiu rozvytku osvity v Ukraini na period do 2021 roku [Order on National Strategy for education development till 2021]. Retrirved from: http://zakon2.rada.gov.ua/laws/show/344/2013 [in Ukrainian].
13. Sedmoy prognoz iz otcheta Bersin by Deloitte «Predictions for 2016»: revoliutsyia v korporativnom obuchenii [The 7th prognosis from Bersin by Deloitte “Predictions for 2016” report”: revolution in corporate education]. Retrieved from: http://hrdocs.ru/novosti/bersin-7 [in Russian].
14. Yakunin, Ya. Yu. (2013). Limituiuchy faktory optymalnoho vykorystannia IKT na suchasnomu urotsi [Limitation factors of optimal use of ICT at a modern lesson]. Naukovyi chasopys NPU imeni MP Drahomanova – Newsletter of National Dragomanov Pedagogical University, 19 (29), 198-201 [in Ukrainian].

(2017) Science and education, 6, 74-80. Odessa.

Vladyslav Teremetskyi,
Doctor of Law, associate professor,
professor of the University's education and law department
University of educational management
National Academy of Educational Sciences of Ukraine
52 A, Sichovykh Striltsiv str., Kyiv, Ukraine, 04053
Pavlo Grynko,
Candidate of Law, senior lecturer of the
Department of University Education and Law,
University of Educational Management,
National Academy of Educational Sciences of Ukraine,
52 A, Sichovykh Striltsiv Str., Kyiv, Ukraine,
Oleksandra Karmaza,
Doctor of Law, associate professor,
professor of the Department of Private and Legal Disciplines,
University of Modern Knowledge,
57/3 Vasylkivska Str., Kyiv, Ukraine

CONCEPTUAL PRINCIPLES FOR INCREASING THE EFFICIENCY OF
LEGISLATIVE REGULATION OF THE EDUCATIONAL PROCESS IN UKRAINE

Modern Ukrainian society requires the state and politicians to create proper conditions for the development and selfrealization of individuals in the light of European integration. The reform of the educational process in Ukraine requires a conceptual approach, which is an integral part of the competitiveness of Ukrainians at the world labor market. The draft of the Law “On Education”, prepared in 2016, contains a number of innovations and changes to existing legal relations in this area, however, its existing version has certain contradictions and shortcomings. The article aims to determine problems of the educational process, which have not found the proper regulation in the draft of the specified legislative act. There have been provided a number of positive innovations and changes to existing legal relations in the field of education, which contains the draft of the Law of Ukraine “On Education” submitted to Verkhovna Rada of Ukraine. The comments of specialists of the Main Legal Department of Verkhovna Rada of Ukraine concerning certain norms of this draft have been considered. The analysis of some provisions of the Law of the Republic of Poland “On the System of Education” and the relevant provisions of the Law of Ukraine “On Education” makes it possible to conclude that the Polish legislator more closely approached the issue of legislative regulation of the issues of implementing control and supervision in the field of education. It has been proved that the wording of the Article 69 of the draft of the Law of Ukraine “On Education”, which regulates state supervision (control) in the field of education, needs to be finalized. It has been offered to expand the content of such a supervision (control) on all aspects and manifestations of educational activities, as well as to supplement the list of subjects of such a supervision (control), including (except for the central executive agency for ensuring the quality of education and its territorial agencies) the central executive agency in the sphere of education and science, agencies of local self-government, as well as central executive authorities, whose sphere of management includes institutions of specialized education.

education, educational process, state supervision (control) in the field of education, educational process reforming.

1. Ukaz Prezidenta Ukrainy «Pro Stratehіiu staloho rozvytku «Ukraina – 2020» vydanyi 12 Sіchnia 2015 roku № 5/2015 [Decree of the President of Ukraine «On the Strategy of Sustainable Development «Ukraine-2020» issued on January 12, 2015, No.. 5/2015]. (2015, January 12). Ofіtsіinyi vіsnyk Prezidenta Ukrainy – Official Bulletin of the President of Ukraine, 2, р. 14 [іn Ukrainian].
2. Kremen V. (2015). Osvіta, osobystіst і sotsіalnyi postup [Education, Personality and Social Progress]. Osvіta dlia suchasnostі = Edukacja dla wspuіczesnossi – Education for modernity: Collection of scientific works (Vol. 1), (р. 6-12). Kyiv: Publishing house NPU named after M. P. Drahomanov [іn Ukrainian].
3. Otsіniuvannia yakostі osvіty [Assessment of the Education Quality]. Portal hromadskykh ekspertіv «Osvіtnia polіtyka» – Portal of Public Experts «Educational Policy». Retrieved from: http://educationua.org/ocinyuvannya-yakosti-osviti.php [іn Ukrainian].
4. OECD (2014). PISA 2012 Results in Focus: What 15-year-olds know and 2 what they can do with what they know : Programme for International Student Assessment. (N.p.) [іn Еnglish].
5. Kremen V. & Andrushchenko V. (2015). Vіd suchasnostі – do maibutnoho [From the Present – to the Future]. Osvіta dlia suchasnostі = Edukacja dla wspuіczesnossi – Education for modernity: Collection of scientific works (Vol. 1), (р. 3-5). Kyiv: Publishing house NPU named after M. P. Drahomanov [іn Ukrainian].
6. Coughlan Sean (2014). UK «second best education in Europe». BBC News education correspondent. Retrieved from http://www.bbc.com/news/ business- 27314075 [іn Еnglish].
7. MON Ukrainy (n.d.). Рrezentatsіia іnnovatsіi proektu Zakonu “Pro Osvіtu” [Presentation of Innovations to the Draft of the Law on Education]. Retrieved from: http://mon.gov.ua/activity/education/zagalnaserednya/gromadske-obgovorennya- zakonoproektu-«proosvitu».html [іn Ukrainian].
8. The New Ukrainian school (2016). Conceptual principles of secondry school reform. Retrieved from: http://mon.gov.ua/ Новини%202017/02/17/book-finaleng-cs-upd-16.01.2017.pdf [іn Еnglish].
9. Natsrada reform pіdtrymala Novu Ukrainsku shkolu ta rozvytok іnkliuzivnoi osvіty [The National Council for Reforms Supported the New Ukrainian School and the Development of Inclusive Education]. Retrieved from: http://www.president.gov.ua/news/nacrada-reformpidtrimala-novu-ukrayinsku-shkolu-ta-rozvitok-40726 [іn Ukrainian].
10. Vysnovok Holovnoho naukovo-ekspertnoho upravlіnnia vіd 02.09.2016 r. na proekt Zakonu Ukrainy «Pro Osvіtu» (reiestr. № 3491-d vіd 04.04.2016 r.) [The Conclusion of the Main Scientific and Expert Department dated from September 2, 2016 to the Draft of the Law of Ukraine «On Education» (Reg. No. 3491-d dated from April 4, 2016)]. Ofіtsіinyi veb-portal Verkhovnoi Rady Ukrainy – The official web portal of Verkhovna Rada of Ukraine, w1.c1.rada.gov.ua. Retrieved from http://w1.c1.rada.gov.ua/pls/zweb2/webproc4_1?pf3511= 58639 [іn Ukrainian].
11. Zauvazhennia Holovnoho yuridychnoho upravlіnnia vіd 07.07.2017 r. na proekt Zakonu Ukrainy «Pro Osvіtu» (reiestr. № 3491-d vіd 04.04.2016 r.) [Remarks by the Chief Legal Department dated from July 7, 2017 to the Draft of the Law of Ukraine «On Education» (Reg. No. 3491-d dated from April 4, 2016)]. Ofіtsіinyi vebportal Verkhovnoi Rady Ukrainy – The official web portal of Verkhovna Rada of Ukraine, w1.c1.rada.gov.ua. Retrieved from: http://w1.c1.rada.gov.ua/pls/zweb2/ webproc4_1?pf3511=58639 [іn Ukrainian].
12. Kolodіу І. S. (2015). Suchasnі tendentsіi derzhavnoi osvіtnoi polіtyky Ukrainy [Contemporary Tendencies of the State Educational Policy of Ukraine]. Collection of proceedings from SPC '15: ХІ naukovopraktychna konferentsіia «Problemy ta perspektivy rozvytku ekonomіky і pіdpryiemnytstva ta kompiuternykh tekhnolohіi v Ukrainі» – The 11th Scientific and Practical Conference «Problems and Perspectives of the Development of Economy and Entrepreneurship and Computer Technologies in Ukraine». (р. 235-239). Lviv: Lviv Polytechnic Publishing House [іn Ukrainian].
13. Polska ustawa «O systemie oswiaty» przyjęty rok 09.07.1991 [Polish Law «About the education system» from July 9 1991]. Retrieved from: http://ustawa.ws/system_oswiaty/tekst.htm [іn Polish].

(2017) Science and education, 6, 81-85. Odessa.

Olena Vovk,
Doctor of Pedagogy, associate professor,
Bohdan Khmelnytsky National University of Cherkasy,
81, Shevchenko boulevard, Cherkasy, Ukraine

FOREIGN LANGUAGE ACQUISITION:
A COMMUNICATIVE AND COGNITIVE PARADIGM

The study deals with a modern strategy of a foreign language (FL) acquisition. It briefly outlines the process of learning a FL within the framework of the communicative and cognitive approach. Developing learners’ communicative and cognitive competence is identified as a current target. In order to achieve it, the teaching process has to be grounded on the following basic principles: the first one accentuates the importance of acquiring a FL via cognitive and communicative activity; the second one highlights the indication to employ learners’ epistemological styles in the educational process; the third one postulates the premise that the process of a FL acquisition fosters the development of students’ linguistic personalities; the fourth one emphasizes the assumption that a FL acquisition conduces and facilitates shaping learners’ worldviews; the fifth principle accentuates the relevance of widening learners’ knowledge space. The key aspect of the paper is an experimentally proved spiral model of cognition, which signifies that in the course of mastering a FL students move from perception of the material to speech production through such stages as reproduction, apperception, knowledge incubation and creative reproduction. In the process of passing through the singled out stages learners develop communicative and cognitive capacities and acquire relevant knowledge, habits and skills that constitute alien communicative and cognitive competence.

 foreign language acquisition, alien communicative and cognitive competence, principles of learning, spiral model of cognition.

1. Vovk, O.I. (2013). Communicatyvno-cohnityvna competentnist studentiv-philologhiv: nova osvitnia paradyhma [Communicative and cognitive competence of students of linguistic fields: a new educational paradigm]. Cherkasy: Chabanenko, Yu.A. [in Ukrainian].
2. Karaulov, Yu.N. (1987). Russkiy yazyk i yazykovaia lichnost [The Russian language and a linguistic identity]. Moscow: Nauka. [in Russian].
3. Kubriakova E.S. (2004). Yazyk i znanie: na puti polucheniya znaniy o yazyke [Language and knowledge: on the way to acquiring knowledge about language]. Moscow: Yazyki Slovyanskoy Kultury [in Russian].
4. Passov, E.I. (2000). Kommunikativnoe Inoyazychnoe Obrazovanie (Kontseptsiya Razvitiya Individualnosti v Dialoge Kultur) [Communicative Foreign Language Education (The Conception of a Personality Development in a Dialogue of Cultures)] Lipetsk: Lipetsk GPI. [in Russian].
5. Kholodnaya, M.A. (2002). Psikhologiya Intellekta [The Philosophy of Intelligence]. Saint Petersburg: Piter. [in Russian].
6. Bennet, M. (1998). Basic Concepts of Intercultural Communication. Selected Readings. Yasrmouth, ME. Intercultural Press, Inc. [in English].
7. Gardner, H. (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books [in English].
8. Hymes D. (1989). On Communicative Competence. The Communicative Approach to Language Teaching, (pp. 5-27). C. J. Brumfit and K. Johnson (Eds.). London [in English].
9. Littlewood, W. (1991). Communicative Language Teaching. Cambridge: Cambridge University Press [in English].
10. Piaget, J. (1972). The Origins of Intelligence in Children. New York: Basic Books [in English].
11. Savignon, S. J. (1972). Communicative Competence: An Experiment in Foreign Language Teaching. Philadelphia: Center for Curriculum Development [in English].
12. Gregory R. L. (Ed.). (1987). The Oxford Companion to the Mind. New York: Oxford University Press [in English].
13. Tolman, E. C. (1979). There is More than One Kind of Learning. Psychological Review, 30, 144-145 [in English].
14. Vovk, O. (2016). Experimental Verification of the Methodology of Acquiring Communicative and Cognitive Competence by Students of Linguistic Fields. International Scientific and Practical Conference “World Science” / Proceedings of the III International Scientific and Practical Conference “Science and Education – Our Future” (November 29–30, Ajman, UAE)”,12 (16), 23- 26, (Vol. 3). [in English].
15. Vovk, O.I. (2015). Modeling the Process of Foreign Language Acquisition: Communicative and Cognitive Framework. TESOL Ukraine: New Vistas of Research and Teaching: Збірник наукових праць (pp. 151-152). Черкаси : ФОП Третяков О.М. [in English].

(2017) Science and education, 6, 86-94. Odessa.

Nataliia Kosylo,
PhD (Candidate of Philological Sciences), associate professor,
Department of Linguistics,
Ivano-Frankivsk National Medical University,
2, Halytska Str., Ivano-Frankivsk, Ukraine,
Oksana Nych,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
Precarpathian National University named after Vasyl Stefanyk,
57, Shevchenko Str., Ivano-Frankivsk, Ukraine,
Kateryna Balaieva,
PhD (Candidate of Pedagogical Sciences), assistant,
Chernivtsi National University named after Yuriy Fedkovych,
2, Kotsyubinsky Str., Chernivtsi, Ukraine

EXAMINING PRESCHOOL TEACHERS’ SKILLS OF USING INNOVATIVE TECHNOLOGIES

Modernization of education in Ukraine in the course of globalization and integration as well as changes in ideological paradigm require highly skilled, competitive educators. Accordingly, requirements concerning preschool teachers’ competence and skills are constantly growing in order to provide harmonious development of children. The paper aims to examine preschool teachers’ skills of using innovative technologies in their work. The carried out experiment involved 60 preschool teachers having work experience for about 5 years. There have been distinguished three levels of the development of innovative technologies skills in preschool teachers: high (innovative and constructive), sufficient (reproductive and constructive), and low (initial). They were examined according to the following criteria: motivational and objective, cognitive, operational and pragmatic, reflexive and attitude. The experiment was based on the following techniques: Examining Motivation for Studying the Subject by T. Dubovytska, Motivation to Work (K. Zamfir’s methodology in the modification of A. Rean), a questionnaire developed by authors, as well as pedagogical observation. According to the research outcomes the respondents are not ready to use innovative techniques in their work as their skills are immature, which confirms the relevance of the study. The results of the survey show the necessity to consider the issue of reforming technological content of professional training of future preschool teachers.

readiness, criterion, indicator, level, competence, professional activity.

1.Balaieva, K. (2015). Structural Analysis of Readiness of Future Educators to Using of Innovative Technologies. Educaţia în societatea contemporană: аplicaţii; coord. Otilia Clipa & Gabriel Cramariuc. Iași: Editura LUMEN, 305– 316 [in English].
2. Ruchen, D. S. (2003). Key Competencies for a Successful Life and a Well-Functioning Society. Hogrefe&HuberPublishers, 4-5. Germany [in English].
3. Spector, J. M. (2001). Competencies for online teaching. ERIC Clearing house on Information & Technology, Syracuse University, 1-3. Syracuse, NewYork [in English].
4. Dubych, S. Y. (2009). Dynamic of professional activity motives under the social and economical reforms. (n.d.). Retrieved from: http://www.rusnauka.com/18_EN_2009/Psihologia/48529 .doc.htm. [in Ukrainian].
5. Krasiuk, L. (2012). Formuvannia hotovnosti maibutnikh uchyteliv pochatkovykh klasiv do pedahohichnoi diialnosti: teoretychnyi aspekt [Formation of readiness of future teachers of elementary school for pedagogical activity: theoretical aspect]. Humanitarnyi visnyk DVNZ «PKhDPU imeni Hryhoriia Skovorody» – Humanitarial bulletin of State Pedagogical University named after Hryhorii Skovoroda, 28 (1), 156-160 [in Ukrainian].
6. Mishchenko, A. I. (1992). Formirovanie professionalnoi gotovnosti uchitelia k realizatsii tselostnogo pedagogicheskogo protsessa [Formation of the professional readiness of the teacher for the realization of an integral pedagogical process]. Doctor’s thesis. Moscow [in Russian].
7. Natsionalna ramka kvalifikatsii [National qualifications framework]. (n.d.). Retrieved from: http://document.ua/pro-zatverdzhennja-nacionalnoyiramki-kvalifikacii-doc81930.html. [in Ukrainian].
8. Stolyarchuck, O. A. (n.d.). Professional selfassessment as the factor and sign in professionalism for the teachers in high school. Retrieved from: http://elibrary.kubg.edu.ua/3614/1/O_Stoliarchuk_IPSN_I L.pdf. [in Ukrainian].
9. Fedirchyk, T. D. (2015). Rozvytok pedahohichnoho profesionalizmu molodoho vykladacha vyshchoi shkoly (teoretyko-metodychnyi aspekt) [Development of pedagogical professionalism of a young teacher of higher school (theoretical and methodical aspect): monograph]. Chernivtsi: Chernivetskyi nats. Un-t. [in Ukrainian].