Volume 13 - Issue 73
/ January 2024
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http:// www.amazoniainvestiga.info ISSN 2322 - 6307
DOI: https://doi.org/10.34069/AI/2024.73.01.11
How to Cite:
Vorona, V., Shlikhta, G., Kucherenko, I., Molnar, T., & Sakhnenko, A. (2024). Cloud and education: transforming teacher
training. Amazonia Investiga, 13(73), 139-154. https://doi.org/10.34069/AI/2024.73.01.11
Cloud and education: transforming teacher training
Хмара та освіта: трансформація підготовки вчителів
Received: December 15, 2023 Accepted: January 28, 2024
Written by:
Vita Vorona1
https://orcid.org/0000-0003-4958-3019
Ganna Shlikhta2
https://orcid.org/0000-0002-7184-1822
Iryna Kucherenko3
https://orcid.org/0000-0001-8005-6757
Tetіana Molnar4
https://orcid.org/0000-0002-9082-4868
Anna Sakhnenko5
https://orcid.org/0000-0002-8084-3897
Abstract
The article clarifies mandatory approaches,
forms, and resources of learning in a cloud-
oriented environment; the possibilities of
realizing the advantages of the latest
technologies in research institutions are revealed;
highlighted the peculiarities of the introduction
of cloud technologies in the countries of the
European Union and the USA. In the process of
research, the ways of ensuring the integration of
all components of cloud technologies have been
identified. With the aim of changes and
innovations of all their components, the main
integration functions, factors, and principles of
cloud technologies are shown in the preparation
and retraining of future teachers-practitioners.
This work allowed us to conduct a study that
contributed to the development, substantiation,
and experimental verification of ways of using a
cloud-oriented educational setting for the
creation of the qualified position of a teacher. As
a result of the experimental work, we observe an
increase in the level of IC-competence of
1
Candidate of Sciences in Physical Education and Sports, Associate Professor, Sumy State Pedagogical University named after A.S.
Makarenko, Ukraine. WoS Researcher ID: AAC-7939-2020
2
Ph.D., Department of Information and Communication Technologies, Rivne State University of Humanities, Ukraine.
WoS Researcher ID: IAM-3179-2023
3
Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy, Psychology and Management, Bila Tserkva
Institute of Continuous Professional Education, Ukraine. WoS Researcher ID: ID: F-1597-2019
4
Doctor of Pedagogical Sciences, Associate Professor, Associate Professor of Department of Theory and Methodology of Primary
Education, Mukachevo State University, Ukraine. WoS Researcher ID: CAJ-5189-2022
5
Doctor of Philosophy (Physical Culture And Sports), Associate Professor, Sumy National Agrarian University, Ukraine.
WoS Researcher ID: AAC-7377-2022
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teachers, which is possible in a cloud-oriented
educational and is a necessary condition for the
formation of the professional position of a
teacher.
Keywords: cloud-oriented educational and
scientific environment, professional position of a
teacher, cloud technologies, training and
retraining of future teachers, professional
development.
Introduction
In modern society, it is necessary to introduce
information technologies into educational
practice and update the ways of their application
in conditions of rapid development. The future
teacher must be ready to create new things, be
able to quickly adapt to innovations, rely on the
acquired skills, abilities, and knowledge, and be
able to creatively apply them during the
implementation of professional tasks that arise in
the process of educating students and their
training. With this approach to education, there is
an increased emphasis on the problem of
improving the process of forming a teacher's
professional position, that is, the readiness of
future teachers for modern professional activities
(Khmil, 2017).
It is cloud technologies that most satisfy the
needs of solving important and necessary
educational, cultural, and social problems of the
modern information society. The most
significant of them are the improvement of the
level of quality and accessibility of teaching, the
interconnection of the processes of training
methodical and educational workers and
scientific research, ensuring and shaping the
functioning of the educational environment of
educational institutions, and improving their
design. These technologies are promising and
become a tool for the implementation of equal
access to education, and the principles of human-
centeredness in pedagogical systems of higher
education (Nosenko et al., 2016).
The relevance of the process of forming the
professional position of a teacher using cloud
technologies is due to the need to increase the
effectiveness and efficiency of the introduction
of information and communication technologies,
cloud computing, which are recognized in the
modern European educational space as leading
ICT tools, into the educational process of higher
education institutions, to improve the level of
personnel training, and to improve the indicators
of their use cloud technologies.
The article focuses on the following main
aspects:
− mandatory methods, forms, and means of
learning in a cloud-oriented environment;
possibilities of realizing the advantages of
the latest technologies in research
institutions;
− support for the implementation of cloud
technologies by the state policy of the
countries of the European Union regarding
the improvement of the qualifications of
teachers and their quality training;
− peculiarities of training and retraining of
future practicing teachers in the USA
regarding the possibility of using cloud
technologies in the educational space for the
possibility of creating a cloud-oriented
educational and scientific environment to
form the professional position of the teacher;
− ensuring the integration of all components of
cloud technologies, with the aim of changes
and innovations of all their components;
− integrative functions of cloud technologies
in the preparation and retraining of future
pedagogues-practitioners in a cloud-oriented
educational and scientific environment;
− the factors of the formation of a cloud-
oriented environment and the principles of
the formation of a cloud-oriented
educational and scientific environment
contribute to the formation of the
professional position of the teacher;
− experimental verification of the
effectiveness of the ways of using a cloud-
oriented educational and scientific
environment for the formation of the
teacher's professional position;
− recommendations for the use of cloud
services in the formation of the teacher's
professional position;
− important cloud services should be used in a
cloud-oriented educational and scientific
environment for the formation of the
professional position of a teacher.
Vorona, V., Shlikhta, G., Kucherenko, I., Molnar, T., Sakhnenko, A. / Volume 13 - Issue 73: 139-154 / January, 2024
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Literature review
Based on the preliminary analysis of
psychological and pedagogical literature, we
conclude that the educational process in higher
education in modern society should be built
taking into account the individual capabilities
and characteristics of higher education students,
their interests, abilities, and needs while creating
optimal conditions for the formation of their
professional position. formation, development,
and realization of natural potentials. A special
place in our research is devoted to the formation
of the teacher's professional position, his
methodological tactics and strategy, and the
formation of professional readiness for the use of
cloud technologies by future teachers in the
educational process. Thus, N. Khmil (2017)
proved the importance and necessity of a
personally oriented approach in forming the
professional position of a teacher and the
readiness of future specialists to use cloud
technologies in the educational process. The
author systematized the signs of a personally
oriented approach and provided an interpretation
of the main researched concepts. The author's
approach to ways of implementing a personally
oriented approach during student training using
cloud technologies is proposed. The need to take
into account the features of a personally oriented
approach to ensure the conditions for the
development of future teachers' abilities for self-
improvement, self-education, self-realization of
self-development concerning the mastery of
cloud technologies by students of education and
the methods of their application in educational
institutions is proven.
For teachers, scientific-pedagogical and
scientific workers, and students of educational
institutions Yu. Nosenko, M. Popel, & M.
Shyshkina (2016) to form a cloud-oriented
didactic and methodical setting of an educational
and pedagogical institution offered
recommendations which the authors on the
basics of using cloud services of the educational
and scientific environment theoretical
information covering the criteria for the selection
of resources and means, the conceptual
apparatus, modeling of the environment structure
is provided. The methodological foundations of
the formation of research and pedagogical skills
are shown in the examples of using Office 365
and Google services: text editor, electronic
calendar, e-mail, electronic notebook, e-book,
file storage, etc. The possibilities of using
SageMathCloud are described: the creation of
educational resources such as course, sage-chat,
sagews; the project and its components; with the
help of standard control elements, the technology
of developing interactive models is considered.
Scientists P. Quezada-Sarmiento,
C. Suárez-Guerrero, M. Narvaez-Rios &
L. Gutiérrez-Albán (2022) in their article propose
a pedagogical methodology that allows the use of
cloud computing tools as complementary
material in the development of computational
and military skills: navigation, understanding
and reading of charts. The authors present and
reflect on how to incorporate the map into
educational processes, strengthening positioning
skills and competencies in orientation exercises.
This article is part of the research project Design
of a Pedagogical Model based on Cloud
Computing and Affective Computing for the
development of computational skills at Valencia
University. In conclusion, the use of Cloud
Computing tools allowed generating an
environment of greater interactivity between
teachers and the soldiers in training likewise, it
allowed to generate an adequate educational
process.
The problem of optimization and Scalability of
Educational Platforms: Integration of Artificial
Intelligence and Cloud Computing is highlighted
in their research by J. Govea, E. Ocampo Edye,
S. Revelo-Tapia & W. Villegas-Ch (2023). They
emphasize that the intersection between
technology and education has taken on
unprecedented relevance, driven by the promise
of transforming teaching and learning through
advanced digital tools. This study proposes a
comprehensive exploration of how cloud
computing and artificial intelligence converge to
impact education, focusing on accessibility,
efficiency, and quality of learning.
L. Machado, F. Rita & C. Santos (2017)
emphasize a brief survey about cloud and mobile
integrated technologies and their possible
contributions to support centralized data
management in educational systems, relating
improvements in governance, data security,
mobility, economic viability, and environmental
impact. Therefore, this work also presents a list
of already free and private technologies and their
advantages and disadvantages in the Brazilian
scenario. In this sense, the herein technological
aspects consider the integration between cloud
and mobile technologies as an essential
alternative to suppress online requirements,
which is a limitation for a large number of public
institutions that have problems being effectively
connected to the Internet.
The practice of using cloud facilities of teachers
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of Ukraine in the organization of general
secondary education is interesting, disclosed, and
grouped by S. Lytvynova (2016). The author
presents the results of the use of cloud services in
management activities and the educational
process by teachers of educational institutions in
Ukraine under the implementation of the All-
Ukrainian project "Cloud Services in Education".
The main forms, directions, and methods of using
Office 365 cloud services are disclosed: Outlook
Online e-mail, Sway, OneNote Classroom,
electronic calendar, Skype (Lync) Online, Word
Online text editor, OneNote electronic notebook,
Excel Online e-book, Yammer network,
presentation editor PowerPoint Online,
personalized learning environment OneNote
Class. The material is valuable for teachers of
higher education institutions, teachers of
educational institutions, students of higher
education institutions, and scientists.
L. Sikoraka (2019) showed the ways of using
cloud technology of higher education
institutions, which makes it possible to quickly
update informational material, is economically
and strategically beneficial, and provides a
flexible way of satisfying the education of those
seeking education. Using concrete examples, the
scientist shows the ways of using cloud
technologies at various stages of the lesson
"Fundamentals of Industry Economy and
Entrepreneurship".
In the works of M. Zhaldak, & Yu. Tryus (2005)
and T. Kobylnyk (2009) show that one of the
main components of the fundamentalization of
IT training of higher education students, the
formation of the professional position of a
teacher using cloud technologies is the teaching
of mathematical informatics, which, founded on
the practice of technologies and information
systems for solving applied problems, is a
component of theoretical informatics, where
tools and mathematical models are used to study
information processes and modeling in various
spheres of human activity.
Despite the existence of existing scientific works
on the issue of the formation of professional
readiness of future teachers for the use of cloud
technologies in the educational process and the
significance of this problem for higher
pedagogical education, it remains
underdeveloped. Aspects such as systematic
presentation of theoretical-methodological and
methodical aspects require more thorough
research on the principles of professional training
of future teachers for the use of cloud
technologies in the educational process,
clarifying the principles and regularities of this
process; substantiating the conditions, content,
methods, forms and means of training future
teachers for the use of cloud technologies in the
educational process.
The analysis of theory and practice on the
researched problem revealed several
contradictions between the need for teachers who
can innovatively organize the educational
process using cloud technologies for the
comprehensive development of students, and the
lack of a system for forming the professional
readiness of future teachers for this area of
professional activity; potential opportunities of
cloud technologies as an innovative tool in the
field of education and the insufficient level of
their use in educational activities; multifaceted
pedagogical possibilities of cloud technologies
and their fragmentary presentation in the content
of professional training of future teachers;
constant improvement of cloud services and
insufficient readiness of future teachers to
independently master theirs opportunities for
further effective application in the educational
process.
Methodology
The purpose of the article: is to develop,
substantiate, and experimentally verify the ways
of using a cloud-oriented educational
environment for the formation of the teacher's
professional position.
The object of the study is the process of creating
a cloud-oriented learning environment for an
educational institution.
The subject of the study: the formation of the
professional position of the teacher using cloud
technologies.
The task of the research: to outline the main
characteristics of the cloud-oriented educational
environment of the educational institution;
construct the activities of higher education
students and teachers, show ways of organizing
their interaction during the educational process,
optional classes, extracurricular activities, etc.;
analyze the use of electronic instructive
properties in a cloud-oriented educational
environment; to develop methodological
guidelines for the development of the educator's
qualified position using cloud technologies, the
use of a cloud-oriented educational environment.
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To achieve the goal and solve the tasks, the
following methods of scientific knowledge were
used:
− theoretical methods, to study and analyze
normative sources, psychological,
philosophical, methodical, and pedagogical
literature; comparative analysis of the
scientific work of foreign scientists and
domestic scientists on the problem of
forming the professional position of a
teacher using cloud technologies to outline
the semantic load of the studied
phenomenon and its conceptual boundaries;
logical-systemic analysis, which includes:
analogy, classification, deduction,
induction, and generalization of practical
and theoretical data to determine ways of
forming the professional position of a
teacher using cloud technologies;
− empirical methods – observations, and
questionnaires to find out and check the
effectiveness of implementing ways of
forming the teacher's professional position
using cloud technologies; comparison of
obtained experimental data to clarify
dependencies and causal relationships.
When determining the sample of subjects, the
general specificity of the subject of the study was
taken into account. The total sample size is 40
subjects. When forming the sample, the criteria
of meaningfulness, representativeness, and
equivalence were taken into account. The sample
was formed by random selection using the
technical procedure for calculating the selection
step.
The training and retraining of higher school
teachers for the use of cloud services in a cloud-
oriented educational and scientific environment
for the formation of the teacher's professional
position was carried out in three stages.
In the first stage, we offered the training
"Designing a cloud-oriented educational
environment".
In the second stage, respondents were offered a
course on intensive use of services as part of
summer training.
In the third stage, during the seminar, the
respondents presented their best practical
solutions regarding the use of cloud services for
educational purposes for the formation of the
teacher's professional position.
Table 1.
The level of IR competence of future specialists
The level of IR competence of future specialists
%
professional Teachers' understanding of the importance and necessity of forming the
oriented educational and -position of future cloud service specialists in a cloud
scientific environment
43%
The use of cloud services by teachers in their professional activities
48%
possibilities of cloud servicesThe basic knowledge of future specialists about the
47%
oriented educational -The possibility of cooperation using cloud services in a cloud
and scientific environment
45%
With the help of cloud services, the use of various forms of educational activities for
f the teacher's professional positionthe formation o
47%
For the formation of the professional position of the teacher in the training of higher
education seekers, the use of basic services
48%
So, the training of teachers in new information
and communication technologies, in particular
cloud services during the formation of the
professional position of a teacher in a cloud-
oriented educational and scientific environment,
made it possible to determine that: specialists are
actively improving their knowledge.
qualifications in the field of ICT; no problems
with missing devices; systematic training in three
stages gives significant results in the
development of the intellectual competence of
the individual during the formation of the
professional position of the teacher; cloud
services become an effective tool in the cloud-
oriented educational and scientific environment
of a higher school during the organization of
cooperation and joint work of teachers and
students of education.
The reliability and validity of the obtained
results, and the objectivity of their assessment
were ensured by the methodological soundness
of the initial positions and the qualitative
mechanism for evaluating the quality under
study, the use of a complex of complementary
research methods, and the involvement of a
group of respondents from a higher educational
institution in the analysis of its results.
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To assess the homogeneity of experimental and
control data, statistical processing was performed
using MS Excel and SPSS (Statistical Package
for Social Science).
Results and discussion
Today, new information technologies are
emerging, which, being integrated into the
educational process, change the traditional ones
and contribute to the emergence of new methods,
forms, and means of learning. Among such
technologies, cloud technologies are now
preferred as they play an important role in the
creation of modern informational educational
environments, the implementation of e-learning;
contribute to the organization of joint and
continuous access to educational information
resources; ensure the organization of joint
network interaction of participants in the
educational process. Given this accelerated the
process of their active introduction into
education requires the teacher of professional
knowledge and skills to consciously apply the
pedagogical potential of these technologies for
improving the quality of the educational process,
as well as the comprehensive development of the
young generation. Solving the problem requires
the development of a strategy for professional
training of future teachers for the use of cloud
technologies in the educational process.
In connection with the above, in this section we
have defined the following issues: ensuring the
integration of all components of cloud
technologies, with the aim of changes and
innovations of all their components; integrative
functions of cloud technologies in the training
and retraining of future pedagogues-practitioners
in a cloud-oriented educational and scientific
environment; the factors of cloud-oriented
environment formation and the principles of
cloud-oriented educational and scientific
environment formation contribute to the
formation of the teacher's professional position.
We also experimentally verified the effectiveness
of ways to use a cloud-based educational and
scientific environment for the formation of a
teacher's professional position;
recommendations are made regarding the use of
cloud services in the formation of the teacher's
professional position.
A democratic open system – the Internet is
currently the most prominent means of
information skills. The Internet covers millions
of users. The following achievements of the
scientific and technical revolution can be used for
educational purposes: for any branch of science,
the operational reproduction and transfer of
information; operation and preservation of data
obtained by students during research and
educational activities; according to the level of
knowledge formation, control is mandatory
(Kaynak et al., 2023).
Students are obliged to prepare abstracts,
scientific projects, theses of reports, essays, etc.,
which involve actively searching for the
necessary information on the Internet. Without
the teacher's guidance, the learner resorts to
spontaneous and chaotic use of Internet
resources. However, the help of the teacher in
performing research and scientific tasks with the
help of the Internet is only a small part of the
possibilities of the Internet. Only cloud
technologies allow you to use the full capabilities
of Internet resources.
Scientists, in a broad sense, consider cloud
technologies (English cloud technologies) to be a
model of data processing that provides
convenient, affordable, ubiquitous network
access to servers, general storage of resources,
applications and services, etc. So, cloud
technologies are understood as a set of tools that
provide processing, transfer, and storage of data
on servers of the worldwide network from
personal devices (Danysko & Kornosenko,
2019).
To implement cloud services in a higher
education institution, it is necessary to introduce
appropriate elements of education, conduct
appropriate training, first of all, introduce
innovative approaches to the content of training,
upgrade the qualifications of personnel, and
retrain specialists. The content of training to form
the professional position of a teacher should be
aimed at forming the ICT competence of
teachers, employees of ICT sectors, students, and
graduate students regarding the high-quality and
free use of services in the didactic process and
scientific research.
Mandatory methods, forms, and means of
learning in a cloud-oriented environment.
Learning methods used in a cloud-oriented
environment are:
− practical (practical and laboratory work,
solving problems, exercises, etc.);
− verbal (explanations, lectures,
conversations);
− research (heuristic, problem-search, partial-
search).
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Forms of education are educational (special)
courses, individual consultations, trainings,
webinars, seminars, web conferences, etc.
Among the innovative forms of training that are
implemented only in a cloud-oriented
environment is the use of combined training,
which combines remote and face-to-face forms
of work. During the training, an electronic
situational learning network is created, where the
participants are directed to implement high-
quality collective activities according to a
common scenario. The organizer of the training
shows examples of high-quality successful
activities. This can be preliminary material in the
templates of educational tasks, interactive use of
means of audio and visual presentation of the
procedure of performing tasks, monitoring
worksheets; and association of ICT-mediated
management of the educational process. Due to
the involvement of individual expert participants
in the training, the technology of increasing the
activity of the activity takes place.
Automated incomes and facilities of cloud
technologies appear as means of learning in a
cloud-oriented environment (Microsoft Office
365: World, PowerPoint, Site, Blog, Excel,
Excel-Forms, One Drive, One Note, Skype).
The result of training is: increasing the level of
participants in the ICT educational process of
competence, creating a cloud-oriented
atmosphere for the formation of the professional
position of a teacher, and improving the
organization and results of scientific and
pedagogical research, which become more
accurate and concrete.
Possibilities of realizing the advantages of the
latest technologies in research institutions.
To modernize and improve scientific-
organizational and scientific activities in
scientific research institutions, the
implementation of modern technologies is
necessary. The formation of the information
society is largely determined and inextricably
linked to the development and spread of
innovative technologies: information and
communication networks, web and cloud
services, virtual reality technologies, mobile,
adaptive technologies and tools, etc. The
introduction of such technologies pays to the
perfection of the efficiency of professional and
informative activities, qualitative updating of
data processing processes, and their interaction
(Plakhotnik et al., 2023).
We consider the Google service (Google Apps)
to be one of the most promising tools and the
most accessible in this context. Google Apps is
an important balanced package of cloud services,
which is necessary for information technology
support of interoperable work offered by Google
Inc. Use can be on a paid basis, by subscription,
or free of charge. Google Apps is a cloud
solution, so all user data is not stored on the
client's local servers, but distributed in secure and
reliable data centers.
The use of Google Cloud services, with this
approach, provides support for the scientific and
organizational activities of a scientific research
institution and scientific work and contributes to
the implementation of scientific and pedagogical
research, increasing the level of organization of
scientific work, contributes to the
implementation of the results of the work carried
out, and also ensures an increase in the general
level of IC-competence of sub-objects of the
scientific research institution (heads of
laboratories, departments, scientific
correspondents, graduate students, scientific
employees, doctoral students, interns, etc.)
(Nosenko et al., 2016).
Support for the implementation of cloud
technologies by the state policy of the
countries of the European Union regarding
the improvement of the qualifications of
teachers and their quality training.
The countries of the European Union in the 21st
century in their educational policy give an
important place to the subject of the active
mandatory use of cloud technologies in the
system of higher education and the system of
teacher training. The primary role in this process
was given to the European Commission strategy
"Unleashing the Potential of Cloud Computing in
Europe" (Bosse et al., 2016). The active use of
cloud technologies in the educational and
scientific space encourages educational
institutions to create a cloud-oriented educational
and scientific environment, develop and approve
normative documents regarding the creation of
the expert position of educator, determine the
priority ways of improving the teacher's
qualifications and training specialists in
pedagogical activity in this direction
(Semenikhina et al., 2020).
In each country, the implementation of cloud
technologies in the educational process is at
different stages, the creation of a cloud-oriented
educational and scientific environment for the
formation of the professional position of a
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teacher is always in the first place in the
normative basis of the countries of the European
Union, we note that in the state policy, the
preparation and improvement of the teacher's
qualifications in this direction, development of
priority ways and improvement of the
educational field is determined by them
independently (Zhang, 2023).
Such specified features of training and retraining
of future teachers-practitioners in the countries of
the European Union will provide an opportunity
to apply cloud technologies in the domestic
educational space and to concentrate the best
assets of foreign countries to create a cloud-
oriented educational and scientific environment
to form the professional position of a teacher
(Khmil, 2020).
Figure 1. Priority ways of improving the qualifications of teachers in the countries of the European Union.
Peculiarities of training and retraining of
future practicing teachers in the USA
regarding the possibility of using cloud
technologies in the educational space for the
possibility of creating a cloud-oriented
educational and scientific environment to
form the professional position of the teacher.
Specialists of the US National Institute of
Standards and Technology (NIST) consider
cloud technologies (Cloud Computing) as a
model of "convenient network access to the
general fund of information resources, including
data files, servers, networks, services, and
software that can be quickly provided by
conditions of minimal management effort or
interaction with the supplier" (Mell & Grance,
2011).
Specialists of the US National Institute of
Standards and Technologies (NIST) singled out
the general properties of cloud services:
homogeneity of the infrastructure; advanced
security technologies; mass application; stability
of calculations; application virtualization;
geographically distributed use; cheap software;
service orientation (Nosenko & Voloshinska,
2016). Among the characteristics, the following
are noted: free network access, self-service
capabilities, fast elasticity (release of the
resource at any time in the required amount),
independence from the location of the resource,
service measurability (payment is made upon the
fact of providing services) (Shyshkina, 2015).
Specialists of the US National Institute of
Standards and Technologies (NIST) singled out
the most important categories related to the
application of cloud technologies in the
educational space for the possibility of creating a
cloud-oriented educational and scientific
environment to form the professional position of
a teacher:
1. Software as a Service (SaaS) – delivers data
via the Internet, remote management of the
educational process, refers to any software;
2. Infrastructure as a service (IaaS), which is a
model of providing resources on demand;
Priority ways of improving the qualifications of
teachers in the countries of the European Union
Implemented various initiated state pilot projects
and programs;
It is proposed to implement specially
developed disciplines in pedagogical
institutions of higher education;
To ensure a cloud-oriented educational and
scientific environment, scientific educational
and professional master's and bachelor's
programs have been developed;
Internship programs for improving the
qualifications of teachers are proposed, the
purpose of which is to train practitioners in the
effective use of cloud technology skills in the
educational process;
E-platforms are used and mass open courses are
developed for the certification and training of
teachers.
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3. Platform as a service (PaaS), represents a set
of application infrastructure services that are
rented from the provider.
So, we can say that cloud technologies include a
wide range of different services for the
possibility of creating a cloud-oriented
environment and widely used applications:
− for data storage (Box, Dropbox, iCloud, etc.)
online solutions;
− mail services (such as Office mail Server,
Gmail, or Yahoo!);
− other types of applications that may be
available online (Crucial Cloud Hosting,
2014).
Ensuring the integration of all components of
cloud technologies, with the aim of changes
and innovations of all their components.
Cloud technologies in the narrow sense are
defined as data processing technologies in which,
as an online service, computer resources are
provided to the user and involve the
implementation of a set of techniques and
operations that are carried out in a certain
sequence in a certain way and are aimed at
creating a cloud-oriented educational and
scientific environment, effective and clear
organization of pedagogical activity to form the
professional position of the teacher and achieve
the set goal.
Since the concept of "cloud technologies" fully
corresponds to the concept of "educational
technology", let's consider cloud technology,
summarizing the above definitions, as a system
of actions that are consistently performed by the
subjects of the educational process, which are
gradually implemented and allow to form a
cloud-oriented educational and scientific
environment with the aim formation of the
teacher's professional position (Sayginer, 2023).
The construction of cloud technologies for a
cloud-oriented didactic and methodical
environment is built on the next provisions:
− the application of a personal approach in the
formation of the professional position of a
teacher, which provides opportunities for the
use of interactive methods of education;
− following the model of competence of the
teacher-practitioner, the development of
educational programs for the formation of
the professional position of a specialist using
cloud technologies;
− flexibility of methods, content, and
implementation of advanced technologies;
− reasonableness and interdependence of
integration and differentiation of innovative
elements, which is the basis of cloud
technologies;
− the unity of target attitudes in the formation
of the teacher's professional position, which
ensures the process of implementation of
cloud technology and involves all subjects of
the educational process;
− systematic and continuous formation of the
professional position of the teacher and at all
stages of the professional formation of
students and training themes of the didactic
process, functioning of the technological
process.
Therefore, when implementing and developing
cloud technologies to form the professional
position of a teacher, it is necessary to ensure the
integration of all its components, taking into
account the synergistic vision that changes in one
of the components will lead to significant
changes in other components.
Integrative functions of cloud technologies in
the preparation and retraining of future
pedagogues-practitioners in a cloud-oriented
educational and scientific environment.
The following integration functions are
important for the implementation of the
possibility of using cloud technologies in the
educational space in a cloud-oriented educational
and scientific environment:
− the information function is the basis for
creating an information base, which, in turn,
is the basis for planning in the field of
education to form the professional position
of a teacher;
− the cognitive function ensures the formation
of cognitive processes (thinking, attention,
memory, imagination) in a cloud-oriented
educational and scientific environment, and
therefore promotes understanding,
reflection, reproduction, and assimilation of
educational material by teachers;
− the organizational and management function
is manifested in the creation of a cloud-
oriented educational and scientific
environment, which is the result of planning
the optimal, most favorable conditions for
management and rational organization of the
learning process;
− the control function involves systematic
monitoring in a cloud-oriented educational
and scientific environment, contributes to
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the valuation of the superiority of ensuring
instructive achievements and forming the
teacher's professional position on this basis,
and provides rational pedagogical influences
to correct or stimulate knowledge.
Therefore, the use of cloud technologies in a
cloud-oriented educational and scientific
environment in the training of specialists in a
higher education institution and the retraining of
personnel allows to increase in the
administrative, cognitive, informational, and
control components of the training process
(Danysko & Kornosenko, 2019).
The factors of the formation of a cloud-
oriented environment and the principles of the
formation of a cloud-oriented educational and
scientific environment contribute to the
formation of the professional position of the
teacher.
Figure 2. The factors of the formation of a cloud-oriented educational and scientific environment.
The factors of the
formation of a cloud-
oriented educational and
scientific environment
Unification of the processes of scientific research,
education, their implementation in a cloud-oriented
educational and scientific environment and use thanks to a
single information and technological platform;
Modernization of the
educational
environment of
educational
institutions;
Formation of integrated databases
(national, branch), resources, and
data collections available for
various educational institutions;
Elimination of the gap between the
implementation of educational
results and the level of scientific
and pedagogical research;
Creation of conditions
for access to the best
examples of EOR in a
cloud-oriented
educational and
scientific environment
of the higher education
system using cloud
technologies.
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Figure 3. The principles of forming a cloud-oriented educational environment (Nosenko et al., 2016).
Experimental verification of the effectiveness
of the ways of using a cloud-oriented
educational and scientific environment for the
formation of the teacher's professional
position.
Having clarified the mandatory methods,
procedures, and incomes of learning in a cloud-
oriented environment; revealing the possibilities
of realizing the advantages of the latest
technologies in research institutions; having
studied the peculiarities of the introduction of
cloud technologies by the state policy of the
countries of the European Union and the USA
regarding the possibility of using cloud
technologies in the educational space to form the
professional position of the teacher; having
singled out the ways of ensuring the integration
of all components of cloud technologies, with the
aim of changes and innovations of all their
components, we found out the main integration
functions, factors, and principles of cloud
technologies in the preparation and retraining of
future teachers-practitioners. This work allowed
us to conduct a study that contributed to the
development, substantiation, and experimental
verification of ways of using a cloud-oriented
educational environment of the qualified position
of a teacher.
The training and retraining of higher school
teachers for the use of cloud services in a cloud-
oriented educational and scientific environment
of the teacher's qualified position was carried out
in three stages.
In the first stage, we offered the training
"Designing a cloud-oriented educational
environment" for which 8 hours were allocated.
The task of every administrator of a higher
education institution was to create a cloud-
oriented environment of an educational
institution, and the teacher had to create his own
educational environment. When conducting the
training, we set the goal: of improving the skills
of working with certain services in a cloud-
oriented educational and scientific environment
for the formation of the professional position of
a teacher and solving problematic issues that
arose in the practical activity of a specialist
during the use of services.
In the second stage, respondents were offered a
course on intensive use of services as part of
summer training, with a volume of 40 hours
(during the summer vacation). The result of this
stage was the development of a group project
where teachers received unlimited
communication with colleagues, had the
opportunity not only to combine the development
The principles of
forming a cloud-
oriented
educational
environment
General
pedagogical
principles;
Specific
principles
characteristic of
cloud-oriented
systems.
Principles of
open education;
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of IC-competencies but also to get acquainted
with the latest innovations in the IT industry, to
organize joint work on projects, to improve
pedagogical skills while using services for the
formation professional position. Free access to
the Internet and the availability of a gadget
(tablet, laptop, etc.).
In the third stage, during the seminar, the
respondents presented their best practical
solutions for using cloud services for educational
purposes to form the professional position of a
teacher.
Students in classes preferred the following cloud
technologies and cloud platforms.
Cloud technologies:
1) use of Office Web Apps;
2) electronic journals and diaries;
3) online services for the educational process,
communication, and testing;
4) distance learning systems, library, media
library;
5) file storage, sharing;
6) joint work;
7) video conferences;
8) e-mail with the gymnasium domain.
Cloud platforms.
The Google Apps Education Edition cloud
platform provides the following services: Google
Calendar, Gmail email, Google Drive, Google
Sites, Google Drive, and Google Docs.
Google Drive is a repository for storing your own
files and the ability to configure access rights to
them.
Google Docs is a service for creating documents,
tables, and presentations with the possibility of
granting shared access rights to several users.
Convenience and versatility of access are
ensured by the wide availability of services.
In the "cloud" you can create folders and
documents, use a text editor (Word), a
spreadsheet (Excel), a presentation editor
(PowerPoint), and a survey editor (forms).
To master new services, a teacher needs constant
professional development in ICT issues in
connection with their constant development and
progress.
During the proposed educational seminar in a
cloud-oriented educational and scientific
environment, future specialists had the
opportunity to learn about the practical
application of cloud services and their theoretical
foundations. They were offered practical work
using several services to improve the educational
process to form a professional position or
organize cooperation education seekers.
As a result of the experiment, we observe an
increase in the level of IC competence of future
specialists, which is possible in a cloud-oriented
educational and scientific environment and is a
necessary condition for the formation of the
professional position of a teacher.
In particular:
− teachers' understanding of the importance
and necessity for the formation of the
professional position of future cloud service
specialists in a cloud-oriented educational
and scientific environment increased by
43%;
− the practice of cloud facilities by teachers in
their expert doings increased by 48%;
− the basic knowledge about the possibilities
of cloud services increased by 47%;
− the ability to collaborate with the help of
cloud services in a cloud-oriented
educational and scientific environment
increased by 45%;
− with the support of cloud facilities, the use
of various forms of educational activity to
form the professional position of a teacher
increased by 47%;
− for the formation of the professional position
of the teacher in the training of students of
higher education, the use of basic services
increased by 48%.
Therefore, the training of teachers in new
information technologies, during the formation
of the professional position of a teacher in a
cloud-oriented educational and scientific
environment, made it possible to determine that:
specialists are actively improving their
qualifications in the field of ICT; there are no
problems with missing devices; systematic
training in three stages gives significant results in
the development of an individual's intellectual
competence during the formation of the
professional position of a teacher; cloud services
become an effective tool of a higher school
during the organization of cooperation and joint
work between teachers and students of education.
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The average and sufficient level of IC-
competence of future specialists during the
formation of the professional position of a
teacher allows for the wide use of cloud services
for various types of activities, namely in the
organization of "inverted learning", the
organization in a cloud-oriented educational and
scientific environment of group work of
education seekers, joint work on projects;
conducting web quests. Therefore, cloud services
in a cloud-oriented educational environment
become a tool for a modern teacher for the
formation of his professional position
(Lytvynova, 2016).
Recommendations for the practice of cloud
services in the formation of the teacher's
qualified position.
We recommend several directions of application
of cloud services in shaping the professional
position of future experts in the context of their
training and retraining, which combines
electronic and traditional components with the
help of the G Suite for Education cloud
educational platform.
1. Instrumental equipment for the creation of
the qualified position of an educator for the
creation of electronic educational materials
in a cloud-oriented educational position (a
disk for storing information, documents,
tables, presentations, photo and audio banks,
video editors, geoservices, virtual trips, etc.
– Google Drive, Google Doсs, Google
Sheets, Google Slides, Google Photos,
YouTube, Google Maps, Google
Expeditions, etc.).
2. Services for placing materials in a cloud-
oriented educational and scientific setting
and accounting for the activities of students
of education (sites, e-mail, blogs, network
diaries, calendar, virtual room, survey forms
– Gmail, Google Blogger, Google Sites,
Google Forms, Google Calendar, Google
Classroom, etc.).
3. Services for interactive interaction of
participants in the educational process
(webinars, chats, forums, social networks –
Hangouts, Gmail, Google+, etc.).
The Google Classroom cloud cyber room is an
important service of the G Suite for Education
platform. It easily integrates interactive tools for
the formation of the teacher's professional
position, to support the teaching and learning of
third-party developers (mind maps, interactive
exercises, electronic notebooks, virtual boards,
etc.), harmoniously integrates Google
applications, and basic services. The Google
Classroom cloud cyber room provides an
opportunity to generate grades according to any
assessment standards, monitor the level of
participation of students in the discussion of
tasks, and appoint new teachers.
Important cloud services should be used in a
cloud-oriented educational and scientific
environment for the formation of the
professional position of a teacher.
Cloud office technologies. A large group is
represented by systems for processing and
creating presentations, spreadsheets, and word
processors, graphic programs.
The following cloud services belong to this
group:
− text – Word Online, Google Documents,
Zoho, Personal Office
(office.heapnote.com), Writer
ONLYOFFICE, Ond Note, etc.;
− spreadsheets – Excel Online, Google Sheets,
Office (office.heapnote.com), Online Office
Apps, ONLYOFFICE Personal, Tools, etc.;
− presentational – Google Presentations,
PowerPoint Online, Prezi, PowToon,
Knovio, Google Presentations, Piktochart,
etc.;
− graphics – Piktochart, Google Images,
Сacoo, Vizualize.me, etc. These cloud
services allow you to edit and create
dynamic and static graphs, drawings, charts,
etc.
With their help, it is easy not only to create
textbooks, joint documents, study guides,
interactive posters, and electronic worksheets,
but also to organize educational projects: both
individual and group, track, and comment on the
changes made, and be able to determine the
activity of the student in completing the task.
Cloud video services. The use and development
of educational video materials is of particular
importance in working in a cloud-oriented
instructive environment for the development of
the qualified position of a teacher, since the
technological base of the educational sphere is
constantly updated. Improving the work of a
future specialist involves constant updating in a
cloud-oriented educational and scientific
environment and systematization of information
regarding the formation of his professional
position. The implementation of these tasks is
facilitated by the use and creation of video
lectures, and educational videos posted on the
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Internet. In practical activities, it is worth using
the capabilities of the YouTube cloud service to
form the professional position of a teacher who
provides services for viewing, placing, and
organizing video materials by users on the
Internet. The ability to select and save
educational videos, and video lectures lets you
ensure the use of the principles of accessibility,
clarity, the method of demonstration and
illustration of professional exercises, technical
elements, etc. in a cloud-oriented educational and
scientific environment.
Social services. Modern technologies are not
only informational in a cloud-oriented
educational environment, but also
communicative, which involves the formation of
a teacher's professional position not just viewing
or consumption of certain electronic content, but
also the interaction of participants, its creation
and updating. Web 2.0 technologies (Wiki, sites,
word clouds, blogs, games, interactive boards,
crosswords, presentations, mind maps, etc.) are
based on the principle of "collective authorship".
Knowledge control services. Popular among
students in a cloud-oriented educational and
scientific environment is the Learningapps.org
service, which was created for interactive
exercises of various types and contains more than
14 different templates: puzzles, crosswords, test
tasks, time tape, and sorting quizzes of various
types. The created tasks and exercises involve
group work and individual performance of tasks.
We offer this service for use in a cloud-oriented
educational and scientific environment mainly to
increase the motivation of future teachers for the
learning process, and formative evaluation of the
activation of cognitive activity in the formation
of the professional position of the teacher.
The use of cloud technologies in the system of
higher education of future specialists creates
prerequisites for the organization of personalized
training, collective teaching, and improvement of
interactive forms of training, which affects the
improvement of the quality of the educational
process (Danysko & Kornosenko, 2019).
Conclusions
Cloud technology is a data processing model
that provides convenient, affordable,
ubiquitous network access to servers, shared
resource storage, applications, and services,
etc. The creation of a cloud-oriented
educational and scientific environment
provides a flexible method to see the
educational requests of education seekers and
provides an opportunity to quickly update
informational material.
We have clarified the compulsory approaches,
systems, and resources of education in a cloud-
oriented environment; the possibilities of
realizing the advantages of the latest
technologies in research institutions are
revealed; studied the peculiarities of the
introduction of cloud technologies in the
countries of the European Union and the USA.
In the process of research, we identified ways
to ensure the integration of all components of
cloud technologies. With the aim of changes
and innovations of all their components, we
singled out the main integration functions,
factors, and principles of cloud technologies in
the preparation and retraining of future
pedagogues-practitioners in a cloud-oriented
educational and scientific environment. This
work allowed us to conduct a study that
contributed to the development, substantiation,
and experimental verification of ways of using
a cloud-oriented environment for the
formation of the professional position of a
teacher.
The disadvantages of using cloud technologies
are as follows: a high-quality Internet
connection is required to work in the cloud; the
dependence of data security in the cloud on the
provider providing the service; there is no full
control over user data posted on online sites;
there is no physical access to the data hosted in
the service provider's cloud.
As a result of the experimental work, we
observe an increase in the level of IC-
competence of teachers, which is possible in a
cloud-oriented educational and scientific
environment and is a necessary condition for
the formation of the professional position of a
teacher.
We have offered recommendations when
forming the professional position of a teacher.
It was concluded that cloud services are
important for education and should be used in
a cloud-oriented educational and scientific
environment for the formation of the teacher's
professional position.
Approaches, systems, and resources of
learning in a cloud-oriented environment
require further study.
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