APPLICATION OF CREATIVE AND NON-STANDARD TEACHING PRACTICES THROUGH MODERN EDUCATIONAL TECHNOLOGIES

Abstract

The modern education system poses a number of challenges to the teacher - documentation, students, parents. Society expects the teacher to be able to teach students to learn, to want to know, to form in them a number of competencies that they will need in their future life. To meet the new needs, the teacher must use various modern technologies. Through them, he can shape his unique relationship with his students or be unconventional. What are the incentives that motivate teachers to seek unconventionality? What is the non-standard of the teacher? What modern educational technologies do teachers use in their practice? These are some of the questions that this article seeks to answer.
The aim of the present study is to study the problem in practice, as well as the willingness of teachers in Bulgaria to apply non-standard practices in their work.
The development methodology goes through several stages and uses different methods. A survey is used to ascertain the state of the problem among the mathematical community. A theoretical study was also conducted on the possibilities of implementing non-standard educational practices. An example of creating educational resources through a virtual and augmented reality environment is presented.
The survey was conducted among teachers from different levels of the education system. The results are described. Opinions and recommendations for practice are presented. The teachers' attitudes towards the use of modern educational technologies and their desire to be non-standard in their pedagogical practice were investigated.
A theoretical study is presented regarding the possibility of using a variety of educational technologies through which the teacher can create a non-standard educational environment.
Virtual and augmented reality can transform learning by presenting learning material in an engaging and engaging way for students. This, in turn, increases motivation to learn and can lead to improved academic performance.
To fully utilize these technologies in STEM education, it is important to consider their strengths and weaknesses in the classroom.
Virtual and augmented reality technologies offer a significant advantage in transforming the role of teachers from mere providers of knowledge to facilitators who help students learn. By providing real-world tasks that require application of learned knowledge, students are engaged and involved in the learning process, consistent with constructivist theory. This approach allows students to learn through hands-on experience at their own pace.
Virtual and augmented reality technologies allow students to learn abstract concepts beyond their physical reality, such as exploring the depths of the ocean or the heights of space. Unlike traditional learning methods, which are usually based on language, the conceptual and abstract learning environment of virtual reality provides an immersive environment for active learning and facilitates the understanding of abstract knowledge.