USE OF SOCIAL NETWORKS IN THE PROCESS OF FORMING INFORMATION AND COMMUNICATION COMPETENCE OF STUDENTS WITH HEARING IMPAIRMENT IN GRADES 10-12

Abstract

The article presents the possibilities of using social networks in the educational process of 10-12 grade students with hearing impairments as an effective way to form the information and communication competence of this category of students. It is noted that using social networks increases motivation to learn, promotes the development of creativity and abilities of students with special educational needs, their self-education and self-improvement, increases activity, interest in the learning process, and forms the ability to work in a team.

The author has analysed the most popular social networks among students, such as Instagram, Facebook, Twitter, YouTube, and how they can be used in the educational process of students of grades 10-12 with hearing impairments. It is proved that social networks provide ample opportunities in the educational process, as their platforms can be used to effectively organise joint activities, performing such learning tasks as writing text, browsing the Internet, communicating in a chat or forum, using e-mail, recording and downloading video and audio content, etc. The social and educational components of the information and communication competence of 10-12 grade students with hearing impairments are highlighted their interrelationship and object-subject nature are revealed (interpersonal interaction of peers based on interests, the role of parents, teachers, etc.

The article emphasises that by performing certain learning tasks, high school students with hearing impairments can also acquire the skills of creating their profiles on social networks and using them properly, using various messengers for full social activity. It has been established that with social and pedagogical support, digital innovations such as social media are interesting for students of grades 10-12 with hearing impairments, easily assimilated by them in a cognitive form, which, in turn, contributes to the formation of their information and communication competence.