@article {656,
	title = {STUDY PROGRAM {\textquotedblleft}HOME ENVIRONMENT AND INFORMATICS IN EDUCATION{\textquotedblright} DEVELOPING OPPORTUNITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {122-130},
	abstract = {The aim of the research is to clear up the necessity of the information and communication technologies (ICT) integration methodology, offered by author, in the household and home economic education. Studies with the ICT integration methodology, worked out by author, include: 1) possibilities of unassisted and intensive household, home economic and informatics mutual integration providing and development; 2) diversifying and improving of study methods; 3) extended application of ICT. Worked out ITC integration methodology was evaluated with analytic hierarchy process (AHP), by comparing defined criterions and sub-criterions coupled together in relation to set aims. According to global priority summary of experts, it is possible to conclude, that the highest total rating have alternative studies with the global priority vector of ICT integration methodology {\textendash} 0.393. As well as compliance with study content based on criterions (0.321) and the effectiveness of studying (0.248) the first place takes alternative studies with ICT integration methodology. It means, that worked out and offered by author ICT integration methodology is necessary in household and home economic studies. 
 
},
	keywords = {household and home economic studies, ICT, integration methodology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.122},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971793},
	author = {Natalia Vronskaya}
}
@article {103,
	title = {REORGANIZATION OF THE SUBJECT HOUSEKEEPING AND TECHNOLOGIES 7 CLASSES AS THE OPPORTUNITY OF INTEGRATION ICT IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {136-144},
	abstract = {Introduction
 
In the report are considered the following modern technologies: digital document camera, an interactive board, interactive response system, the interactive pen display for the teacher.
 A project {\textquotedblleft}ICT for quality of education{\textquotedblright} has been developed for improvement of process of information of an education system in Latvia. One task of the project is increase in a parity of those teachers which can to use a computer and other newest technologies for improvement of teaching quality of the subject at a level - computer literacy.
 The author has compared data from the Latvian schools with data of researcher Jennifer Langdon-Pollok from schools of America on frequency of interactive technologies using and analyzed opportunities of teaching subject based on state standard with use of modern interactive technologies.
 
Methodology of research
 
To realize the purpose of research has been used such methods: the theoretical analysis of the educational document (state standard of the basic education), data of two researches have been checked up with help of Chi Square criterion on conformity of distribution of a variable, then data have undergone to statistical processing with help of Kolmogorov-Smirnov test, for comparison of two independent samples, on of disparity difference of one sample from other.
 
Result of research
 
Teacher can use interactive information technologies, for example:
 {\textbullet} Interactive board {\textendash} on groups to equip a living room in computer program Paint;
 {\textbullet} Interactive response system {\textendash} the group virtually lays the table and after teacher lead individual response on conformity - table layout and menu;
 {\textbullet} Digital document camera {\textendash} evident demonstration in a three-dimensional mode as to embroider correctly;
 {\textbullet} Interactive pen display for the teacher {\textendash} teacher corrects work of group.
 
Discussion
 
When the teacher uses interactive technologies there is an active involvement of all pupils into learning process. Scientist G.Kershenshtener considers that training of a subject is formed of cooperation the teacher with all pupils in group.
 Interactive technologies will involve all forms of perception: audio, visual and kinesthetic.
 K.Ushinsky considers, the teacher who wants that the pupil has something remembered, should take care in training of a subject involve all forms of perception.
 The main conclusion {\textendash} at work with interactive technologies, the teacher always is in the center of attention and support regular interactive contact to pupils, that increase pupil engagement and efficiency of learning, develops creative abilities of pupils, maximizes learning motivation and improve pupil behavior. And it is one of the main results of each teacher work.},
	keywords = {interactivity, state standard of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224296.pdf},
	author = {Natalia Vronskaya}
}
@article {48,
	title = {PUPILS{\textquoteright} EXAMINATION USING INFORMATION TECHNOLOGIES, AS IMPROVEMENT OF THE KNOWLEDGE SYSTEM MONITORING},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {89-94},
	abstract = {The title of the paper is Verification of Students{\textquoteright} Knowledges with the Use of the Newest Information Technologies, as one of Way of Improvement of Checking of Knowledges System.
 Presently in education is practiced the use of informations technologies for the automated verification of students{\textquoteright} knowledges, that is testing on a computer.
 In work is considered Avanesov{\textquoteright}s classification of tests{\textquoteright} tasks, where tests are subdivided into the tasks of the closed and opened form. In work is resulted description of possibilities, are considered advantages and disadvantages of these tests using at verification of students{\textquoteright} knowledge. The analysis of comparison of the computerized testing is conducted with the standard writing testing. 
The methodology of research bases on two researches which purpose was to find out the relation of students to examination with use of information technologies.
 The main conclusion - verification of students{\textquoteright} knowledges with the use of information technologies improves the control of knowledge, if at creation of test tasks are observed the basic criteria of quality of the test and with the maximal feedback are used all the offered opportunities of the computerized test.},
	keywords = {comparison and advantages of tests, testing on a computer},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220327.pdf},
	author = {Natalia Vronskaya}
}
