Page 22 - IJSA, Vol. 3, No 1, 2020

International Journal of Science Annals, Vol. 3, No. 1, 2020

Although, the position on informatization of science and since 2000 national ICT strategies had been applied in
education in the list above is almost the last, in our all European countries. In particular ICT strategies in
opinion, the content indicates that the process of education are aimed at implementation and the use of
expected conceptualization of ICT has begun. ICT. Trends in the development of modern education
Among the documents adopted during the specified systems in European countries are adjusted to the digital
period, only two were designated as concepts: 1) the agenda for Europe (Fact Sheets on the European Union,
Concept of Development of Distance Education in 2020). Digital policy for Europe can be seen as the ICT
Ukraine (Ministry of Education and Science of Ukraine, concept because it defines a state-wide approach to a
2000), and 2) the Concept of General Secondary wide range of components: providing the population
Education (a 12-years school) (Ministry of Education with electronic services; creating a fast and secure
and Science of Ukraine, 2001). Both concepts formally broadband network; helping Europe’s population gain
fit the purpose, but rather give a desirable perspective on high-level ICT skills, etc. Today, 28 European countries
ICT implementation. For example, the Concept of have national ICT strategies in education which are
General Secondary Education (a 12-years school) based on the concept. And if Finland and Poland are just
(Ministry of Education and Science of Ukraine, 2001) starting to form ICT strategies in education, then
only states that students need to own a computer, but Sweden has significant national gains along the way.
obviously this is not enough. The integration of Ukraine into the European
We support Vashkevych’s (2016, p. 133) statement community of states, in particular into the European
about the essence of the conceptualization phenomenon educational space, citizens’ demands for competitive
as the basis for the conclusion: “Conceptualization is a education, powerful theoretical and methodological
theoretical organization of ontological representations. studies in various fields of economic and social
It reflects possible tendencies for changes of a reference knowledge, have led to the updating of previously
field of the research and allows us to produce new defined scientific principles and legislative approaches
hypotheses about the character and nature of to ICT implementation in the system of education. This
interconnections of the information society, evolving in also has led to the development of fundamentally new
the conditions of globalized society and which is documents that can be recognized as ICT concepts
described in special terms – concepts. The conceptual because of the perspective of the goals and the content
scheme determines a theoretical understanding of study value.
integrity, supports the systematic representation and The benchmark in the integration processes of Ukraine
semantic essence of a research paradigm. Within the is the analysis of Turkish scientific research. Ozar
structure of scientific theory, the conceptual scheme of (2013a) demonstrates the need for planning,
research is being transformed as a fundamental implementation and evaluation of educational
theoretical scheme, which should be interpreted as the experience in schools. The author emphasizes on the
scientific picture of the world in the context of the need to identify the cognitive, affective, dynamic and
historical evolution of the scientific picture of the social features of students. In his opinion, it is important
world”. According to this approach, the ICT concept in to regularly monitor the development stages of each
education as a phenomenon of national importance at a aspect in the process and communicate the results to all
goal-setting level should be recognized as the basis of interested parties (Ozar, 2013a, p. 25). Exploring the
strategies, programs, projects, etc. at all levels of problem of continuous learning, Ozar (2013b) in another
country’s existence, and, of course, in the field of publication claims that education professionals can help
education, based on its priority role, ensuring its own another person learn. For this reason, in schools should
concept. focus on the phenomenon of learning. “Teachers”
It is evident that most European countries have teaching at the school according to the principles of
developed and implemented their national ICT concepts traditional education, mainly act by the reflex of
as a wide range of actions at the national level, ensuring controlling the behaviour of “students” (Ozar, 2013b,
the use of the Internet by all citizens, acquiring ICT p. 39).
competences in the education system of different levels In 2010, the Cabinet of Ministers of Ukraine approved
and purpose, as well as specifying ICT strategies in the Concept of the State Targeted Program on
education as a key public sector. Introducing ICT into the Educational Process of
The Eurydice European Education Network has carried Secondary Educational Establishments “One Hundred
out a comparative analysis of Key Data on Learning and Percent” for the period up to 2015 in order to realize
Innovation through ICT at School in Europe (EACEA equal access to quality education, comprehensive
P9 Eurydice, 2011). The activities of schools in more approach to the use of modern technical,
than 30 European countries in 2009-2010 were methodological, educational information resources,
analyzed: how they teach in general and how they teach building the information society. The draft of National
ICT in schools, how they use ICT to bring innovation to Strategy for the Development of Education in Ukraine
the educational process, and how they support students. for 2012-2021, approved by the third all-Ukrainian
The evolution of ICT infrastructure at schools was also Congress of Teachers, prioritized the introduction of
studied in terms of networking, hardware and software ICT to ensure the improvement of the educational
development. The use of ICT in the educational process process, the accessibility and effectiveness of education
and their implementation in curricula were also under and preparation of the young generation for social life.
the research. The role of ICT in the formation of the 21st The timeliness and importance of these documents have
century skills was examined separately. They found that been exacerbated by the demands of educational
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