Russia launched its armed aggression against Ukraine on 20 February 2014 with the military operation of its Armed Forces on seizing a part of the Ukrainian territory — Crimean Peninsula. Russia's brutal aggression of February 2022 aimed primarily at destroying the Ukrainian people as a free and democratic nation, forced all structural elements of society, including the educational system, to adapt to the conditions of martial law, and, so, to deal promptly with a number of pedagogical and psychological aspects. [1, p.1]
Since 24 February 2022, an estimated 5.7 million school-aged children in Ukraine (ages 3-18) were affected by the war. According to the Ministry of Education and Science of Ukraine, as of 24 June 2022, 1849 educational facilities were damaged amid ongoing hostilities and 212 were completely destroyed. The occupied areas have become a territory of fear and terror, the occupying authorities act by repressive measures, resorting to systematic and large-scale violations of human rights and fundamental freedoms. More than half of the Ukrainian children, namely 4,3 million, were forced to leave their homes and move to safer environments, mainly in western Ukraine or abroad. In particular, 1,8 million children had been resettled as refugees in neighboring countries and 2,5 million are internally displaced within Ukraine. 566 Ukrainian educational institutions have been damaged by explosions and shelling, of which 73 are completely destroyed, according to UNICEF [2, p.1]. Offline classes at universities and schools became impossible under shelling, bombing and blackouts. All of this resulted in an increased wave of Ukrainian refugees to Europe, students and teachers among them. The online format is the way out with remote platforms for learning. The life and educational process should go on.
The National Technical University “Kharkiv Polytechnic Institute” refers to the vocational education and training (VET) system of Ukraine. VET in Ukraine [3, p.1] provide learners with essential skills enhancing their mployability, supporting their personal development and encouraging active citizenship. It is a complex of pedagogical and organizational and management measures aimed to ensure that individuals get knowledge, abilities and skills pertinent to a certain profession, develop their competence and skills, develop general and professional culture. Strategies and challenges during the COVID-19 pandemic widened the use of the online format in teaching and learning foreign languages because of the danger of being infected. Online classes have been rampant since the global spread of COVID-19 following the national government’s call to employ an online mode of teaching. [4, p.1] The availability of online work with numerous application programs provides many opportunities for foreign language teachers and learners to practice their ability in four English skills: listening, reading, writing, and speaking. Some benefits of integrating technology into language learning are as follows: Students have opportunities to write, speak, listen, and read, do online learning, get online references, and use multiple computer applications. They obtain the latest information, translate, have opportunities to use multimedia presentations and demonstrate new teaching methods. They can practice online quizzes or tests, improve their speed of answering questions, and their test scores, learn another foreign language, and do collaborative learning; IT technology encourages independent learning.
In 1920 the National Technical University “Kharkiv Polytechnic Institute” chose the system of Microsoft Teams as a cloud-based team collaboration software that offers core capabilities, including business messaging, calling, video meetings, and file sharing [5, p.1]. Teams can be accessed via desktop, any internet-connected device, and the Teams mobile app. Microsoft Teams is the ultimate messaging app for an organization—a workspace for real-time collaboration and communication, meetings, file and app sharing, all in one place, in the open, accessible to everyone. Online classes instead of offline during the war to save lives and to reach the goal of education was chosen as the law, because teachers and students are in different countries and locations, the Internet is not stable, and the work under shelling and bombing is not rare. IT technology (Microsoft Teams) helps teachers integrate [6, p.1] language teaching and learning,
create online quizzes or tests and students improve the speed of answering questions, test scores, and writing. The quiz scores can be seen within a few minutes after the test is ready. Watching movies. Some movies or DVDs provide subtitles that students can use to learn the written language input and oral language at the same time. Students read the provided subtitles practicing their rehearsing, listening and speaking skills. Then they summarize what they have watched by speaking or writing it. E-mailing provides students with more opportunities for writing to communicate with people from different countries and cultures. They can make pen pals with people abroad to write their thoughts to be commented on by somebody else. Submitting an assignment by e-mail to a lecturer is a form of using e-mail in learning and teaching foreign languages to have a written dialogue with lecturers. Speaking: students can discuss what they have watched with their friends in small groups, what movies are about, using opportunities to listen, write, and speak. Listening. Listening to news, movies, interviews, music, or concerts, learners become familiar with what native speakers say. Reading. Many websites provide news in foreign languages to read the information as soon as the news appears. Multi-media presentation. Computer technology provides students and lecturers with PowerPoint and other media presentation software. Individually or in a group, it helps students speak a foreign language when presenting a topic. Lecturers also use PowerPoint presentation slides to deliver their lessons. Thus, it is a medium for teaching and learning using materials, references, and quizzes. Encouraging independent learning. IT technology encourages learners to study and do their work independently because Internet education applications are available (audio-visual texts, and videos in different contexts including movies, conversations, talks, and quizzes to audio). Collaborative learning in peer learning groups encourages foreign language learners to perform collaborative learning. Efficiency. E-learning is a time-efficient and effective way of learning foreign languages under war circumstances because E-learning enables students to learn without meeting lecturers in the classroom, which is dangerous while shelling and bombing. It takes no time to upload materials without coming to the class. Vocabulary. Students use online dictionaries to look for meanings of new words. Browsing some articles on the Internet makes learners use new words and synonyms for enlarging their vocabulary with online dictionaries. IT technology helps search for new words that students did not recognize before.
Conclusion A lot of challenges of using technology in education process [6] are satisfied by the TEAMS Microsoft platform, especially under war conditions. The TEAMS platform is chosen by the National Technical University “Kharkiv Polytechnic Institute” for students to keep up to date and become proficient foreign language users to maximize technology integration in teaching and learning. Ukrainian foreign language learners employ student-centered learning with the benefits of technology integration in language learning that can be maximized to improve the learners’ proficiency, no matter what country the student or teacher is in under war mobility circumstances [7, p.1].
References
1 Ministry of Foreign Affairs of Ukraine. 10 facts you should know about Russian military aggression against Ukraine URL: https://mfa.gov.ua/en/countering-russias-agression/10-facts-you-should-know-about-russian-military-aggression-against-ukraine
2. UNICEF (2022). More than half of Ukraine’s children displaced after one month of war. URL: https://www.unicef.org/press-releases/more-half-ukraines-children-displaced-after-one-month-war (24 March 2022).
3 Vocational Education and Training https://www.google.com/search?q=vocational+education+and+training+(vet)&rlz=1C1GCEA_enUA889UA889&oq=vocational+education+and+training&gs_lcrp=EgZjaHJvbWUqBwgBEAAYgA QyCQgAEEUYORiABDIHCAEQABiABDIHCAIQABiABDIHCAMQABiABDIHCAQQABiABDIHCAUQABiABDIGCAYQRRg8MgYI BxBFGDzSAQg5MjcwajBqN6gCCLACAQ&sourceid=chrome&ie=UTF-8
4 Iswati, L. (2021). “When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 pandemic. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 5(1), 36. https://doi.org/10.26858/eralingua.v5i1.16196
https://ojs.unm.ac.id/eralingua/article/view/16196
5 Ultimate Guide to Team Collaboration Platforms https://www.techtarget.com/searchunifiedcommunications/definition/Microsoft-Teams
6 Rintaningrum, Cogent Education (2023), 10: 2164690
https://doi.org/10.1080/2331186X.2022.2164690 INFORMATION & COMMUNICATIONS TECHNOLOGY IN EDUCATION Technology integration in English language teaching and learning: Benefits and challenges by Ratna Rintaningrum Article: 2164690 Published online: 13 Feb 2023 https://www.researchgate.net/journal/Cogent-Education-2331-186X/publication/368478137_Technology_integration_in_English_language_teaching_and_learning_Benefits_and_ challenges/links/65845d7f0bb2c7472bfc18f3/Technology-integration-in-English-language-teaching-and-learning-Benefits-and-challenges.pdf?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uRG93bmxvYWQiL CJwcmV2aW91c1BhZ2UiOiJwdWJsaWNhdGlvbiJ9fQ&__cf_chl_tk=0RhQnSSmJ1KMjHLRsIzrTrZfQW.2Zl4P7A8sFW3lUzw-1739195744-1.0.1.1-z9mHjMKepBjGPu1PmOq17c0wedQPsNc8dmcZ60up1p8
7 SOME ASPECTS OF THE ORGANIZATION OF THE TRAINING PROCESS UNDER CONDITIONS OF WAR IN UKRAINE 25.03.2022 Pron Natalia, Ph. D. (Economics), State Scientific Institution "Institute of Educational Analytics" https://www.economy-confer.com.ua/full-article/3739/
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