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dc.contributor.author	Мерзликін, Олександр Володимирович
dc.contributor.author	Тополова, Ірина Юріївна
dc.contributor.author	Tron, Vitaliy V.
dc.date.accessioned	2020-01-01T15:53:00Z
dc.date.available	2020-01-01T15:53:00Z
dc.date.issued	2018
dc.identifier.citation	Merzlykin O. V. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons / Olexandr V. Merzlykin, Iryna Yu.Topolova, Vitaliy V. Tron // Педагогiка вищої та середньої школи. – 2018. – Випуск 51. – C. 58-73. – DOI : 10.31812/pedag.v51i0.3656	uk_UA
dc.identifier.issn	2304-4470
dc.identifier.uri	http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/3583
dc.identifier.uri	https://doi.org/10.31812/pedag.v51i0.3656
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Diegmann P., Schmidt-Kraepelin M., Van den Eynden S., Basten D.: Benefits of Augmented Reality in Educational Environments — A Systematic Literature Review. In: Thomas, O., Teuteberg, F. (eds.) Proceedings the 12th International Conference on Wirtschaftsinformatik, Osnabr¨uck, 4–6 March 2015, pp. 1542–1556. http://aisel.aisnet.org/wi2015/103/ (2015). Accessed 10 Jan 2018. 6. Exploring augmented reality : hearing before the Committee on Commerce, Science, and Transportation, United States Senate, One Hundred Fourteenth Congress, second session, November 16, 2016. U. S. Government Publishing Office, Washington (2017). 7. Kabinet Ministriv Ukrainy: Derzhavnyi standart bazovoi i povnoi zahalnoi serednoi osvity (The State Standard of the Basic and Complete Secondary Education). Zakonodavstvo Ukrainy. http://zakon3.rada.gov.ua/laws/show/1392-2011-%D0%BF (2011). Accessed 25 Dec 2017. 8. Kislova, M. A., Semerikov, S. O., Slovak, K. 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dc.description.abstract	Using of new learning and IC technologies is necessary for eﬀective learning of modern students. Their speciﬁc educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of ﬁrm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and beneﬁts of technologies’ implementation in secondary schools. To sum up, in spite of all diﬃculties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.	uk_UA
dc.language.iso	en	uk_UA
dc.publisher	Видавничий центр Криворiзького державного педагогiчного унiверситету	uk_UA
dc.subject	augmented reality	uk_UA
dc.subject	science learning	uk_UA
dc.subject	key competencies	uk_UA
dc.subject	generation Z	uk_UA
dc.subject	content and language integrated learning (CLIL)	uk_UA
dc.title	Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons	uk_UA
dc.type	Article	uk_UA