CLASSIFICATION OF WEB RESOURCES IN THE MODERN INFORMATION SOCIETY

Vitalii Honcharuk; Andrii Maksiutov

doi:10.36690/2733-2039-2023-4-26-34

Authors

Vitalii Honcharuk Pavlo Tychyna Uman State Pedagogical University https://orcid.org/0000-0002-3977-3612
Andrii Maksiutov Pavlo Tychyna Uman State Pedagogical University https://orcid.org/0000-0002-5486-634X

DOI:

https://doi.org/10.36690/2733-2039-2023-4-26-34

Keywords:

web resources, information technologies, education, digital educational resources, digital literacy

Abstract

The article substantiates some features of the classification of web resources in the modern information society. The purpose of web resources is to strengthen intellectual capabilities in the information society, as well as to improve the quality of education at all levels of the educational system. To ensure the objectivity and comprehensiveness of the research, a complex of general scientific and pedagogical methods was used, including: analysis of the literature on the researched problem to determine the state of its development and research prospects; comparison to study the points of view of different scientists; systematization and generalization for conclusions; observation of the educational process. The use of educational web technologies is highlighted and the purpose of using web resources is analyzed. The main pedagogical goals of using web resources are highlighted. It is shown by which features digital educational resources (DER) can be described. It is clarified that information technologies are a condition for the development and use of digital educational resources. It is emphasized that the purpose of using web resources is to strengthen intellectual capabilities in the information society, as well as to improve the quality of education at all stages of the educational system. We considered the classification of digital educational resources. It was noted that they can be described according to the following characteristics: according to functional classification; based on the materials of scientific publications; by structure; according to the organization of the text; according to the nature of the source data; according to the intended purpose; by user group; by the availability of a printing equivalent; by information type; by the degree of didactic provision; by educational and methodical functions; by the nature of user interaction; by distribution technology and depending on the form of ownership. Note that the digital revolution will continue to fundamentally change the way citizens live, work and study. The spirit of innovation and entrepreneurship in education and training must be stimulated and supported by clear political will and efforts to bring innovation into everyone's lives. Innovative practices need to be shared, discussed and disseminated. In the context of new approaches, which also include a digital learning environment, thanks to the digital participation of both teachers and students, they should be constantly interested in improving courses and curricula, self-awareness of the need for continuous training in digital literacy, which will greatly contribute to the transformation of digital universities.

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Author Biographies

Vitalii Honcharuk, Pavlo Tychyna Uman State Pedagogical University

Ph.D. (Pedagogy), Associate Professor, Department of Chemistry, Ecology and Methods of its Training, Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine

Andrii Maksiutov, Pavlo Tychyna Uman State Pedagogical University

Ph.D. (Pedagogical Sciences), Associate Professor, Associate Professor of the Department of Geography and Methods of Teaching, Pavlo Tychyna Uman State Pedagogical University, Uman

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