Specialized internet resources in the professional training of future teachers of music art
DOI:
https://doi.org/10.15587/2519-4984.2024.313876Keywords:
music, music teacher, digital technologies, internet resources, specialized internet resources, professional training, music-pedagogical education, Ukraine, ChinaAbstract
The article provides an overview of the use of specialized Internet resources in music-pedagogical education for the professional training of future music teachers in Ukraine and China. In Ukraine, higher education institutions utilize a wide range of specialized Internet resources, with a preference for non-commercial ones. These resources are effectively integrated into the educational process, used for teaching professional and methodical disciplines, facilitating educational and research work, and encouraging independent creativity among students. Digital and specialized Internet resources are recognized as a key aspect of modernizing the educational process in all higher musical and pedagogical institutions. However, challenges, such as the absence of Ukrainian localization in popular projects and inadequate technical support in educational institutions, complicate the use of these resources. Additionally, using Internet resources with artificial intelligence is in the early testing and active discussion stage in Ukraine. In China, alongside international Internet resources (limited due to national requirements), a wide range of localized or adapted Internet resources is utilized in music-pedagogical education. These specialized Internet resources are primarily used in teaching special educational disciplines of the professional training cycle. The systematic use of artificial intelligence in musical and pedagogical education in China is particularly noteworthy. The technological advantages of using specialized Internet resources in the training of future music teachers have been established, including accessibility and cross-platform compatibility, real-time updates, less need for device resources, deployment speed and scalability, instant access and ease of use, saving memory on the user's device, simplicity in support, and security. These advantages have implications for the methodological features of their use in music and pedagogical education, which require further research
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Copyright (c) 2024 Nataliia Ponomarova, Li Haijuan
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