EDUCATIONAL POTENTIAL OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN PATRIOTIC EDUCATION OF STUDENTS POTENCIAL EDUCATIVO DE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN EN LA EDUCACIÓN PATRIÓTICA DE LOS ESTUDIANTES POTENCIAL EDUCACIONAL DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO NA EDUCAÇÃO PATRIÓTICA DE ESTUDANTES Vyacheslav Shynkarenko Dnipro Academy of Continuing Education of Dnipropetrovsk Regional Council – Ucrânia Olha Perederii Dnipro Academy of Continuing Education of Dnipropetrovsk Regional Council – Ucrânia Ivan Bezena Dnipro Academy of Continuing Education of Dnipropetrovsk Regional Council – Ucrânia Yevheniia Velykodna Dnipro Academy of Continuing Education of Dnipropetrovsk Regional Council – Ucrânia Andrii Miroshnychenko Dnipro Academy of Continuing Education of Dnipropetrovsk Regional Council – Ucrânia

The educational potential of information and communication technologies in the patriotic education of students is investigated and substantiated in the article. Conducting a pedagogical experiment, it has been theoretically substantiated and practically proved the efficiency of using information and communication technologies in students’ patriotic education. The experience of work of secondary educational institutions on patriotic education is analyzed, diagnostic methods for studying the level of students’ patriotic education in institutions of general secondary education are selected and implemented. The set of applied diagnostic methods aimed at revealing the educational potential of information and communication technologies in students’ patriotic education is substantiated. We also have worked out the system of quality indicators of the main components of patriotic educatedness and criteria. Based on analysing psychological and pedagogical literature and studying scientists’ ideas, four levels of patriotic education have been scientifically substantiated by certain criteria and indicators. Scaling of the corresponding criteria of indicators taking into account indicators of their appearance in 0-3 points is carried out.


Introduction
The socio-economic situation in Ukraine today is largely determined by globalization, which in one way or another destructively affects the traditional national culture and the corresponding value system. Such scientists Chernog (2012), Zyazyun (2000), state that the current cultural crisis in Ukraine largely depends on a change in people's psychology. The system of former spiritual values and ideas has been lost and the new one has not been developed yet. In turn, the system of false values of "mass" culture and subcultures is spreading: Práxis Educacional e-ISSN 2178-2679 Revista 541 aggression, vandalism, hedonism, freedom without responsibility, power cult. Hence one of the pressing and urgent issues touches patriotic education of the younger generation.
Patriotic education within the educational process in general secondary educational institutions has always been one of the most important tasks for the school, as school age is the most appropriate time to cultivate love for the Motherland. In our opinion, students should gradually develop a sense of pride for their homeland and their Ukrainian people, respect and pride for its great achievements and historic victories. A lot of aspects depend on the modern secondary educational institution: its role in this difficult task cannot be overstated (Bukanov, Kolesnyk, Tashkinova, Kotlubai, . The problem is that nowadays school patriotic education has almost come down, as they say, "to zero". Many factors have contributed to this over the last few years: the increased media coverage on the wrong path of Ukraine's development, the lack of a common or basic state ideology. In addition, patriotic education is complicated by the lack of methodological literature, in which teachers could find and use recommendations and advice on the problem, developed teaching methods and information and communication technologies in this area. We are convinced that if a teacher in a general secondary educational institution while his/her daily work systematically refers to the materials of the manuals on patriotic education, uses the potential of information and communication technologies, it will allow him/her to grow a new generation of noble and dedicated people who are ready to perform an exploit for Ukraine's sake, who we call patriots.

Literature Review
In Ukraine, the problems of students' patriotic education were investigated by Voloshin Also, the analysis of scientific sources shows that the problem and experience of forming students' citizenship in the EU countries have not been studied and applied in Ukraine, which would contribute to students' civic education and their transition to a higher quality level Modern philosophy interprets "patriotism" as a phenomenon, a moral and political principle, the content of which contains love for the Motherland, pride in its present and past, commitment to the interests of the native country and the desire for its protection (Shynkaruk, 1986).
In the psychological and pedagogical literature the concept of "patriotism" is also interpreted differently. For example, in "Pedagogical Dictionary" patriotism is defined as "love for the Motherland, for its people" and Soviet patriotism was understood as "the feeling of love of the Soviet people for the socialist Motherland. It is inextricably linked to any manifestation of bourgeois nationalism, chauvinism and cosmopolitanism" (Goncharenko, 1997).
The authors of almost all scientific works believe that patriotism is an activity for the benefit of the Motherland and love for it. We have noticed the coincidence of the views of scholars with the most authoritative periodical Larousse, where Patriotism is the love to the country, the Motherland, the place of birth, the desire to protect own land and own values (Mishchenko, 2004).
The purpose of the article is to theoretically substantiate and practically prove the use of ICT as a means of students' patriotic education in the educational process of general secondary educational institutions. The objectives of the study are: to develop criteria and indicators for assessing the levels of students' patriotic educatedness in the educational process of general secondary educational institutions; to describe levels of students' patriotic educatedness while ascertaining and formative stages of the pedagogical experiment; to generalize information on changing dynamics in students' patriotic education levels; to form conclusions on effectiveness of applying information and communication technologies within educational process in institutions of general secondary education as a means of patriotic education.

Results
At the ascertaining stage of the experiment, we aimed to determine the state of patriotic Then we presented the results obtained and their analysis. Interviews of students (567 people) and teachers in senior school (62 people) were conducted according to the set program (questionnaire). The interviewees included school staff who had a pedagogical background and the ability to easily communicate with the interlocutor, could easiely ask questions, manage the interview. Employees interviewing high school teachers and students followed the rules we had developed. The interview lasted no more than 20 minutes in the form of a casual conversation with no strangers. We recorded the students' answers in the notebook, then processed and decrypted them for recording in a standard questionnaire.
The questionnaires were compiled with the modern requirements. While preparing the questionnaires particular attention addressed to forming questions which were subjected to primary standardization to be sure that the students would understand them correctly and unambiguously, and also they were tested on simplicity and accessibility of their subsequent processing.
The next stage of the ascertaining experiment was to identify the existing levels of students' patriotic educatedness. For this purpose, we used specially designed tasks related to Where, ntotal number of students; n1the number of students who received the grade (0); n2the number of students who received the grade (1); n3the number of students who received the grade (2); n4the number of students who received the grade (3).
The level of students' patriotic educatedness by one or another criterion was determined as the arithmetic mean of the coefficients of each indicator: In turn, the level of students' patriotic educatedness was calculated as the arithmetic mean of the coefficients of each criterion.
Coef. k. = Consider the results obtained.
The survey revealed the students' attitude towards their homeland and understanding of the basic concepts of patriotic content. Among the 10th and 11th form students, 13.5% answering "Who is a patriot?" stated that "this is a person who lives in Ukraine", 15.7% of students considered that "this is a person who loves the Motherland", 23.3% thought that "this is a person who defends his country"; 13.3% mentined that "this is a person who is not indifferent to the future of the country"; 12.6% stated that "this is a person who works for the benefit of Ukraine", 17.4% of them were sure that "this is a person who is experiencing all the problems with Ukraine". Also we should emphasize that 4.2% of respondents were undecided.
The results of the study showed that there were some students who equated the concepts "Motherland" and "the state", which brought a certain contradiction in their views.
When answering the questions "What content do you put into the concept "patriotism"?" and "What does such phenomenon as "patriotism" reveal, in your opinion?" it was shown that the students did not have a common understanding of the concept "patriotism". In particular, more than 85.1% of them did not reveal the general characteristics of this concept.
We were also interested in how students understood the concept "Motherland". It turned out that 15.1% of the students were convinced that "the Motherland is the place where you live and fulfill your responsibilities"; 10.3% of them understood it as "home"; 15,4% -as "native land"; 15.3% -as "the land of my people"; 13.4% of the students thought "it is the place of birth"; 10.3% considered "it is a place where parents and relatives live", 3.2% considered "it is a place where you study".
The generalized results of the study of the current levels of students' patriotic educatedness are given in Table 1.
Qualitative analysis of the data in tables 1 and 2 testifies that medium and low levels of students' patriotic educatedness according to all our criteria are dominant.  Comparing the data with the characteristics of the levels of students' patriotic educatedness, we found out the initial level of formation of the studied quality (see Table 3). The results show that the majority of students in both control and experimental groups have low levels of patriotic educatedness (ranging from 40% to 50%), only about 20% of the students show a high level.

Conclusions
In the course of the research we managed to achieve considerable and statistically significant changes in the levels of students' patriotic educatedness due to applying information The results of the study can be used in the practice of teaching students of general secondary educational institutions, to serve as a basis for the development of mechanisms of students' patriotic education within educational process of general secondary educational institutions.
In our opinion, the areas of further research are: the search for mechanisms of preparing teachers of senior schools to work on patriotic education in general secondary educational institutions; identification of modern technologies, methods and techniques of students' patriotic education, and study of foreign experience on students' patriotic education with applying information and communication technologies.