Specifics of distance learning for students of pedagogical specialties subject “Artificial Intelligence Technologyˮ

DOI: 10.15293/1812-9463.2204.11

УДК 378+004.8:004.9

Boris A. Shrayner

Novosibirsk State Pedagogical University, Novosibirsk, Russia

Konstantin V. Rozov

Novosibirsk State Pedagogical University, Novosibirsk, Russia

AbstractArtificial intelligence technologies are one of the priority areas that contribute to the progress of society. This necessitates the study of such technologies already at the level of secondary education. At the same time, there is an obvious shortage of teachers trained in this field, which leads to the need to include relevant elements in the content of professional training of students of pedagogical specialties in order to develop their skills in working with modern artificial intelligence technologies. The article describes the experience of distance learning of students in the discipline “Artificial Intelligence Technologiesˮ at the Novosibirsk State Pedagogical University. The organization of the educational process for the study of artificial intelligence technologies involves the use of distance learning technologies that provide the opportunity for students to complete practical tasks at their own pace, quickly update outdated information, and integrate with cloud services. Two different approaches to the professional training of future teachers in the field of artificial intelligence are described. Elements of the content of the training course on artificial intelligence are presented.

Keywordsartificial intelligence technology, artificial intelligence, distance learning, e-learning, teacher training, data analysis, machine learning, computer vision, natural language processing.

For CitationShrayner B. А., Rozov K. V. Specifics of distance learning for students of pedagogical specialties subject “Artificial Intelligence Technologyˮ. Journal of Pedagogical Innovations, 2022, no. 4 (68), pp. 122–132. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2204.11

FinancingThe study was supported by the Ministry of Education of the Russian Federation as part of the execution of state task no. 073-03-2022-037 dated 01/13/2022 under the project “Digital Transformation of Education: Development, Approbation of Distance Learning Models in Educational Organizations of All Subsequent Educationsˮ.

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Information about the Author

Boris A. Shrayner – Candidate of Psychology Sciences, Associate Professor of the Department of Information Systems and Digital Education, Novosibirsk State Pedagogical University, Novosibirsk, Russia, https://orcid.org/0000-0003-0480-1238, boris.shrayner@gmail.com

Konstantin V. Rozov – Senior Lecturer of the Department of Information Systems and Digital Education, Novosibirsk State Pedagogical University, Novosibirsk, Russia, https://orcid.org/0000-0001-5231-8035, konstantin_dubrava@mail.ru