THE INTEGRATION OF PEDAGOGICAL
TECHNOLOGIES AS A CONDITION FOR
IMPROVING THE QUALITY OF EDUCATION
Elzara V. Gayatova
Kazan Federal University, Kazan, Russia.
Dina Z. Gaynutdinova
Kazan Federal University, Kazan, Russia.
Albina T. Galiakhmetova
Kazan State Power Engineering University, Russia.
Viktoriya Levchenko
Samara National Research University, Russia.
E-mail: alta261@rambler.ru
Recepción: 05/08/2019 Aceptación: 09/09/2019 Publicación: 23/10/2019
Citación sugerida:
Gayatova, E.V., Gaynutdinova, D.Z., Galiakhmetova, A.T. y Levchenko, V. (2019).
The integration of pedagogical technologies as a condition for improving the quality of
education. 3C TIC. Cuadernos de desarrollo aplicados a las TIC. Edición Especial, Octubre 2019,
126-139. doi: https://doi.org/10.17993/3ctic.2019.83-2.126-139
Suggested citation:
Gayatova, E.V., Gaynutdinova, D.Z., Galiakhmetova, A.T. & Levchenko, V. (2019).
The integration of pedagogical technologies as a condition for improving the quality of
education. 3C TIC. Cuadernos de desarrollo aplicados a las TIC. Special Issue, October 2019,
126-139. doi: https://doi.org/10.17993/3ctic.2019.83-2.126-139
3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254-6529
128
ABSTRACT
The article presents the results of a study of the activities of educational
institutions to solve an actual problem - the problem of improving the quality
of education. One of the promising ways to improve the quality of education in
educational institutions is the integration of pedagogical technologies. The aim
of the study is the development and theoretical substantiation of the system of
integration of pedagogical technologies, the advantage of which is the sum of the
advantages of the constituent technologies and focused on improving the quality
of education. The model of exible integrated technology of project-module
training is proposed as an example. The developed models of exible integral
pedagogical technologies were experimentally tested and widely tested in the
activities of Kazan Federal University, Kazan State Power Engineering University,
Samara National Research University and several schools in Kazan (Republic
of Tatarstan). This approbation led to the conclusion about the eectiveness
of these models. The results of the study indicate the positive impact of these
models on the main parameters characterizing the eectiveness and quality of
the pedagogical process in the education system. The study conrmed that one
of the important ways to increase the eciency of the pedagogical process in
education is the integration of pedagogical technologies, the implementation of
exible integrated pedagogical technologies capable adapt to dierent levels of
complexity of pedagogical conditions and eectively solve modern problems of
education. The integration of pedagogical technologies, the implementation of
exible pedagogical technologies in education allows not only to improve the
quality, but also the eciency of education, ensures the operational regulation
of pedagogical technologies and the conditions of the educational process,
considering the type and theme of the academic discipline, the level of students’
development, availability of material resources, tasks of education.
KEYWORDS
Pedagogical technology, Integration, Improving the quality of education, Flexible
technology of project-modular training.
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1. INTRODUCTION
The current stage of human civilization development imposes rather high
requirements for their professional competence. The eectiveness of the
pedagogical process in some educational organizations remains low. Some
teachers use traditional methods that are not adapted to the existing conditions of
the educational process. Some scientic and pedagogical workers own innovative
pedagogical technologies that solve only several educational tasks. Some teachers
do not have innovative technologies that comprehensively and eectively solve
modern pedagogical tasks as indicated by many researchers (Polat, 2007;
Yemova, 2017; Kozma, 2003; Ahmed, 2012; Kuzmina et al., 2018; Kuzmina
et al., 2018; Solnyshkina et al., 2014; Kheirabadi & Mirzaei, 2019; Kashisaz &
Mobarak, 2018; Nakhaee & Nasrabadi, 2019; Jasur & Nilufar, 2018).
Due to the low eciency of the pedagogical technologies implemented by
teachers, the quality of education remains low. This is evidenced by the level of
the nal and intermediate results of the work of some educational organizations.
One of the important ways to improve the eciency of the pedagogical
process in the education system is the integration of pedagogical technologies,
implementation of exible integrated pedagogical technologies which can
adapt to dierent levels of pedagogical conditions and eectively solve modern
educational problems (Grudtsina et al., 2017; Kasteyeva, 2018; Eslami & Ahmadi,
2019; Jabbari et al., 2019).
Thus, the scientic novelty of the research is determined by the fact that it was
the rst at the didactic level to develop a model for the integration of pedagogical
technologies, to identify goals, objectives, principles, and conceptual foundations
of innovative integrated technology. Also for the rst time, a model and concept
of an integrated technology of project-module training in a general education
and universities were developed.
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2. MATERIALS AND METHODS
The experience in implementing integrated learning technologies is described
in the works of Vyacheslav Guzeev (1999), “System bases of integrated educational
technology” and Mouratt Choshanov (1996), “Theory and technology of problem-module
training in a vocational school”.
Currently, the concept of “technology” is interpreted in dierent ways. We
understand “pedagogical technology” as a holistic pedagogical system focused
on the eective achievement of educational and educational tasks and presented
in the form of goals, objectives, conceptual foundations, principles, features of
building the content, methods and algorithm of organizing the pedagogical
process.
The most common educational technologies currently are:
• Project training.
• Technology of student-centered learning.
• Modular training.
• Information technology.
Each of these pedagogical technologies provides an increase in the eciency of
the pedagogical process based on the realization of any achievement of pedagogy.
The exible integrated technology, in turn, includes all the best technologies
comprising it, provides a practical orientation of training, activates independent
work, motivation of students, implementing dierentiation and individualization
of learning, provides an opportunity to form students’ individual learning paths
and development. In general, under the integration of educational technologies,
we understand the process and the result of the union of educational technology
in some integrity, followed by sealing connections between its components. The
result of this association is an innovative technology (integral).
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The connection between pedagogical technologies is determined by the general
main goals of education, as well as by a wide range of tasks solved (Galiakhmetova,
2016; Gabitov et al., 2017; Solnyshkina et al., 2016).
After analyzing technologies of project, modular training and information
technology, we found it possible to integrate them into a new technology - a
exible technology of project-module training and to determine the goals,
objectives, principles and conceptual foundations of this technology.
Currently, the implementation of almost all pedagogical technologies requires
computer tools, modern information technologies (Kabirova et al., 2018). In
this regard, the term “computer learning” in the name of innovative integrated
technology is not necessary to endure. Therefore, we will designate an innovative
integrated technology as a exible integrated technology of project-modular
training.
The objectives of the exible integrated technology of project-module training:
1) The development of the individual cognitive abilities of the student.
2) Eective training based on a scientically developed program.
3) The formation of skills to work with information, the development of
communication skills (Solnyshkina et al., 2014; Yakupov et al., 2018).
4) To form the student’s maximum educational information (as much as he
can learn).
5) The formation of research skills, the ability to make optimal decisions.
The main conceptual provisions of the technology of project-modular and
computer training:
Individual, personality-oriented independent educational and cognitive activity
of students with the assistance of a teacher.
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Awareness of the learning problem by the students and an orientation towards
the achievement of signicant educational goals and the nal practical result.
The essence of project-modular and computer-based education is that a student,
independently or relatively independently, can work on an educational project
based on an individual program of actions oered to him, bank of information,
and methodological guidance for achieving the set of educational goals and the
nal practical product. In this case, teacher’s functions can vary from information-
controlling to advisory-coordinating.
The key goal of the project-modular and computer-based learning technology is
to improve the quality and eectiveness of the learning process based on:
a) Development of creative thinking, abilities to work with information,
development of universal educational actions.
b) The formation of research skills.
c) The development of individual cognitive abilities.
d) Implementation of computer tools.
Principles of project-modular and computer-based training:
1) Modularity (considered as a principle of the system approach, development,
dynamism and lability of the system functioning). Relying on the principle
of modularity in the learning process contributes to the development of
knowledge mobility and technology exibility.
The implementation of this principle allows:
Integrate and dierentiate the content of training based on the systematization
and dierentiation of project modules of educational material, ensuring the
development of the course (subject) in full, abbreviated and in-depth versions.
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Make an independent choice of a student of the course the appropriate option
depending on the level of training, development, and provide individual pace of
the work program.
Reduce the training course without prejudice to depth of learning material.
Strengthen the advisory and coordinating functions of the teacher on the students’
independent cognitive activity.
2) Problem making principle - the principle provides for the creation of special
situations of intellectual diculties, problem situations and their solutions in
the process of learning. Creation and analysis of the problem is the initial
stage of the algorithm of the considered technology. This stage ensures the
activation of students ‘mental activity, the use of non-standard approaches to
solving problems, the development of students’ creative and critical thinking.
The formation of criticality in the process of project-module training is carried
out based on purposeful creation of special situations - situations for nding
errors.
3) «Compression» of educational information. This principle is based on the
main directions of the theory of educational information compression:
a) The theory of didactic units’ integration (Erdniyev, 1986).
b) The theory of meaningful generalization.
c) The concept of knowledge engineering.
Orientation to the nal practical product - the principle means that the goals
in the project-module training should not only be certain knowledge, skills,
competencies that must be formed among the students. The main purpose of
training based on this innovative technology should be:
a) The creation (preparation) of the nal practical “tangible” product (for
example, in the form of a school museum, conference, video, book, sports
or literary festival).
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b) Development of a project (model, construct) of the nal product (for
example, development of a museum project, conference program, sports
or literary festival, etc.).
In this context, the nal educational goals in relation to the goal (as the nal
practical product) are only a means of their realization. The logic of the educational
process here is: “in order to develop, create a nal product (conference, video,
literary celebration, etc.) it is necessary for students to master certain knowledge,
abilities, skills”. This principle involves the stimulation of students learning
activities and motivation rise.
4) Computerization of training - the principle of using computer tools in training.
Thus, it can be concluded that the project-modular and computer-based training
technology is built on the integration of the “eorts” of ve factors: problem
making, modular, “information compression”, orientation to the nal product,
computerization of training.
The eciency of project-modular training technology is also improved through
the implementation of additional principles that derive from the previous four
principles.
Additional principles of project-modular training technology:
1. Adaptability (exibility) or control of the educational process (at any time a
teacher can correct the educational process). This principle is an addition to
the modularity principle.
2. Motivation (stimulation) of educational and cognitive activity (the principle
follows from the principle of orientation to the nal practical product).
Flexibility of integrated technology can be dened as the ability to respond
quickly and adapt to changing pedagogical conditions.
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3. RESULTS AND DISCUSSION
The developed models of exible integral pedagogical technologies were
experimentally tested and widely tested in the activities of Kazan Federal
University, Kazan State Power Engineering University, Samara National
Research University and several schools in Kazan (Republic of Tatarstan). This
approbation led to the conclusion about the eectiveness of these models. The
results of the study indicate the positive impact of these models on the main
parameters characterizing the eectiveness and quality of the pedagogical
process in the education system.
So, there is a positive trend in the experimental groups of universities:
A) The results in training (the number of students who passed the exam on good
and excellent marks increased from 51.2% to 71.6%).
B) The quality of the educational process (the number of studies in which the
students’ independent activity was activated increased from 41% to 81%).
C) The level of teachers’ creative self-realization (the number of teachers with a
high level of creative self-realization increased from 34% to 62%).
4. SUMMARY
The study conrmed that one of the important ways to increase the eciency
of the pedagogical process in education is the integration of pedagogical
technologies, the implementation of exible integrated pedagogical technologies
capable adapt to dierent levels of complexity of pedagogical conditions and
eectively solve modern problems of education.
The integration of pedagogical technologies, the implementation of exible
pedagogical technologies in schools and universities allows not only to improve the
quality, but also the eciency of education, ensures the operational regulation of
3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254-6529
136
pedagogical technologies and the conditions of the educational process in schools
and universities, considering the type and theme of the academic discipline, the
level of students’ material resources, tasks of education.
Thus, we were able to justify the conceptual conditions of the study, consisting
of the fact that:
• Integration of pedagogical technologies is an important condition for
improving the eciency and quality of the pedagogical process.
• Design and implementation of managed (exible) integrated educational
technologies to create a mechanism of stable and continuous development
of self-managed educational institution.
5. CONCLUSION
The study made it possible to summarize that the actualization of the practice
of improving the quality of education based on the integration of pedagogical
technologies is caused by the objective trend of the modernization of
education. This fact necessitated the mastering of pedagogical workers by the
newest pedagogical methods and ideas of modern pedagogy, in mastering the
mechanisms of replacing the existing separate scattered pedagogical technologies
with complete systems of eective exible pedagogical technologies. These
systems combine the achievements of existing technologies and provide solutions
to the key tasks of modern education.
6. ACKNOWLEDGEMENTS
The work is performed according to the Russian Government Program of
Competitive Growth of Kazan Federal University.
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