Professional training of students is impossible without planned using of innovations which provide productive work with information and effective notification exchange –
C. (Campbell,Cook, Kusch & Moulton 2009). Methods of teachers’ training for ICT implementation foresee their competence in creation and/or implementation of
C-objects in educational process and ability in discovering advantages and disadvantages of their application. The human factors which brake introduction of
C are personality and professional features of learning subjects, first of all, ) insufficient efficiency of teacher and student to mastering new experience, b) absence powerful stimuli for this purpose. The main effect of ICT introduction in teaching is increasing quality of teaching in combination with reduction of staff labor intensiveness; freeing of lifetime, material and health resources; improvement of cooperation with students etc The consequences of ICT introduction in teaching activity should be at least positive dynamic changes in teacher’s professional experience. It is also desirable that changes in teaching influence university staff personality development. Staff
C competence leads to adjusted successive work with multi- and hypermedia, hypertexts, virtual reality based on the synthesis of verbal and non-verbal notifications, and also synchronization time-spatial informational sources with visual-spatial ones. Basic methods teachers use in their activity: doing expertise of present
C; approbation of newlycreated
C; an exchange of pedagogical experience of
C using in educational process; measures planning for an increase of personal
C competence; organization of work for examining new
C- resources and giving recommendations for their further usage. Methods of teacher’s training for ICT introduction include his ability to analyze results of ICT implementation, interpret them in a quality of professional training and outline further perspectives of ICT introduction. A single, fragmentary appeal to
C using is not able to overcome organizational difficulties of their introduction, which constrained with individual execution of tasks by students and different rate of their work

1. University Teaching Staff
Training for Application of
Informational-Communication
Technology (ICT)
Olena Zhornova,
Department of Psychology Taras Shevchenko National University of Kyiv
Ol’ga Zhornova
Laboratory of Methodology of Psycho-Social, Political and Psychological Researches
Institute of Social and Political Psychology of the National Academy of Pedagogical Sciences
of Ukraine

2. ICTICT
competencycompetency
University teaching staff training for application ofUniversity teaching staff training for application of ICTICT

3. Autonomy
and
responsibility-
theabilityto
performtasks
responsiblefor
resultsofits
activities
Communication -
relationship of subjects to
transfer information,
coordination
Skill-
abilitytoapply
knowledgeto
tasks
Knowledge -
comprehended and
mastered the subject of
scientific information
Competence –
the ability to
perform certain
activities
Parts of Professional Competence

4. Ukrainian publications on the university teaching staff training for
application of ICT,
which are found in the catalogs
of National Library of Ukraine named after V.I. Vernadsky
2 2
1 1
2
1
0
1
2
3
4
2010 2011 2012 2013
qt.
scientific books
educational books
methodical editions
instructions

5. Implementation of the University
of cultural work for ICT
in primary and secondary
levels of education
Making information and
reference service
for the use of ICT
in the educational process
of the university
Standardization of access
to new ICTs simultaneously
with the removal of restrictions
on the use of other materials
Harmonization of Creative Commons
licenses in force in Ukraine
legislative documents
of the intellectual property,
copyright on ICT and more
Streamlining requirements
for ICT teacher training
and monitor their compliance
Further
improvement
is impossible without
ICT urgent
the following tasks

6. Empirical and theoretical knowledge about ICT
and its ability to ensure the quality
of higher education and enhance their qualifications
Cognitive and practical skills using ICT
in the learning process
Providing communication training subjects with ICT
An independent decision on the introduction of ICT
jobs and responsibility for the results of their actions

7. Thank you!