scholarly journals The analysis of the notions of Russian school principals about digital transformation

2021 ◽  
Vol 23 (10) ◽  
pp. 182-207
Author(s):  
A. A. Deryabin ◽  
I. E. Boytsov ◽  
A. A. Popov ◽  
P. D. Rabinovich ◽  
K. E. Zavedensky ◽  
...  
Keyword(s):  
Natural Language ◽  
General Education ◽  
Educational System ◽  
Information Technologies ◽  
School Principals ◽  
Digital Transformation ◽  
Educational Process ◽  
Practical Significance ◽  
Russian School ◽  
Research Findings

Introduction. The challenge of the pandemic forced educational organisations in Russia to resort to massive transition to distance learning and accelerated digital transformation of schools. It has become more obvious than ever that the digital transformation of a school is not limited to a simple technical update of its information resources but implies a fundamental rethinking of the school activities based on the capabilities of digital technologies.The aim of the study was to investigate the experience of digital transformation and the Russian school principals’ notions about it as a systemic process. The subject of the study is the notion about the systemic impact of digital transformation processes on schools; the experience of complexity in the introduction of information technologies in the educational process and school management, the assessment of the progress of digitalisation; the notions about the factors of successful digital transformation, which require a critical understanding of the experience of implementing information technologies in the school, highlighting key success factors.Methodology and research methods. The authors analysed 7189 questionnaires using computer methods for processing the natural language. The questionnaires were completed in general education organisations of 66 regions from all federal districts of Russia. The respondents’ answers were categorised in accordance with the European Framework for Technologically Competent Educational Organisations (DigCompOrg).Results. The research findings demonstrated the significant imbalance in the frequency of responses: the most frequent answers belong to the “Infrastructure” category, while the least frequent ones belong to the categories of pedagogical aspects of digital transformation affecting changes in the educational content and methods for assessing educational outcomes. It is concluded that the respondents’ replies reflect the institutional position of school principals in the current educational system: a head of a government-funded school positions herself/himself as an administrative executor and a representative of the founder, rather than a leader of the teaching team. Consequently, the provision of educational achievements and students’ personal development are largely not perceived by principles of Russian schools as a priority management task.Scientific novelty of the present research lies in the attempt to answer the question of how systematically the digital transformation of the principle is perceived, to apply DigCompOrg to the assessment of these categories by the European Framework of technologically competent educational organisations, as well as to use natural language processing methods to process text answers to open-ended questions of the questionnaire, which made it possible to obtain results on a large sample with wide geographical coverage.Practical significance. The research findings can be used in the development and implementation of advanced training programmes for school and college administrations in accordance with the ongoing digitalisation of Russian educational system.

Schools in an evolving digital environment: Digital renewal and its maturity

2021 ◽  
pp. 5-28
Author(s):  
А. Yu. Uvarov ◽  
V. V. Vikhrev ◽  
G. М. Vodopian ◽  
I. V. Dvoretskaya ◽  
E. Coceac ◽  
...  
Keyword(s):  
General Education ◽  
Digital Technologies ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Digital Environment ◽  
Current State ◽  
Control Actions ◽  
Time Observation ◽  
The Impact

Evolving digital technologies are infiltrating schools wave after wave. The changes taking place are viewed as the schools’ digital renewal process (SDRP). The SDRP is complex (multidimensional). It includes changes in the educational environment (physical and virtual), the educational process, and the way the school operates. The SDRP goes uneven, with individual schools at different stages. One-time observation of the SDRP allows you to fix its current state (statics). The longitudinal observations allows you to see changes in the schools’ digital renewal (kinematics). The connection of the observed changes with the impact on the general education system makes it possible to discuss the development of digital renewal under the influence of individual control actions (dynamics). The stages of penetration of digital technologies into the work of the school: computerization, early and mature informatization, digital transformation (transition to the “Smart School”) can be considered as the stages of maturity of the SDRP. The article discusses a framework for describing the processes of digital renewal of schools in an evolving digital environment and an assessment of the SDRP’s maturity.

scholarly journals Motivation of senior school persons for participation in professionally oriented competitions

2020 ◽  
pp. 15-21
Author(s):  
P.V. Tkachenko ◽  
◽  
D.A. Severinov ◽  
K.V. Luganskaya
Keyword(s):  
General Education ◽  
Vocational Guidance ◽  
Educational Process ◽  
Practical Significance ◽  
Control Group ◽  
Intellectual Activity ◽  
Face To Face ◽  
Tv Shows ◽  
Experimental Group

Analyzed is the problem of motivation of senior school persons for participation in professionally oriented competitions. Relevance: modern seniors easily learn technical subjects, cope with management of most of latest gadgets, and require new (not standard, interesting for teenager) format in conduct of vocational guidance events, such as quests, intelligent games in the style of TV shows, et all. Such a format allows participant to “go beyond”, look at the future profession and educational process slightly from a different angle. Methodology and research methods: a non-standard competition acts as example of intellectual natural-scientific tournament Credo Medicus, and that is a system of face-to-face intellectual competitions for two months with a break of 7 days between its stages. Participants are seniors of general education institutions. At the end of tournament field study of motivation of 30 seniors-participants (16–17 years old) participate in competitions of professional orientation (experimental group), that was carried out by means of following tests: determination of professional tendencies; motive for choosing a profession. Results of the survey were compared to the responses of 30 seniors, who did not participate in the tournament. Results: the experimental group is dominated by internal socially significant motifs (4.4), which is 0.8 more than in the control group (p = 0.0008). And in the control group, there is prevalence of internal (3.68 and 3.64) motifs over external (2.56 and 2.76) motifs. Scientific novelty of the research: it was found, that participants of intellectual tournament are more prone to knowledge and intellectual activity. When choosing a profession, they are dominated by socially significant motives, the role of external positive motives is small, and the desire to be useful for society is significantly expressed, that is most typical for medical activities. Practical significance of the research: materials of the study can serve as demonstration of experience of introducing into vocational guidance work of university a new format of events, such as the open intellectual natural-scientific tournament Credo Medicus, that allows to assess motivational aspects of choice of the profession of doctor of future applicants, and already at the stage of school education to engage in targeted training of interested and gifted teenagers.

Synchronous-asynchronous distance learning in the process of teaching information technology on the example of Microsoft Access

2021 ◽  
pp. 60-74
Author(s):  
Л.Б. Эрштейн
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Information Technologies ◽  
Training Model ◽  
Educational Process ◽  
Practical Significance ◽  
Teaching Methodology ◽  
Full Time ◽  
Microsoft Access ◽  
Asynchronous Training

В статье рассмотрена проблема организации дистанционного обучения на примере Microsoft Access в рамках курса информационных технологий. Автор задался целью представить авторскую методику дистанционного обучения информатике на основе универсальных информационно-технологических сред. Практическая значимость работы заключается в том, что показан способ синхронно-асинхронной организации учебного процесса, выявлены условия проектирования данного метода обучения, продемонстрирована его реализация на конкретном примере, выявлены проблемы, возникающие в процессе использования представленной модели обучения. Также приводятся мнения студентов о данной форме обучения. Теоретическая значимость работы состоит в том, что в ней обосновывается невозможность освоения в очном режиме целого ряда навыков и умений, в которых нуждаются обучающиеся. Но они могут получить необходимые знания в рамках представленной дистанционной модели обучения. Автор утверждает, что дистанционное обучение информационным технологиям является в разы более эффективной формой организации образовательного процесса, чем очное обучение. Основной новизной статьи является представленная методика обучения, основанная на использовании синхронно-асинхронной модели и универсальных информационно-технологических сред. The article considers the problem of organizing distance learning, using the example of Microsoft Access within the course of information technology. The article aims to present the author’s method of distance learning in IT ba ed on universal information technology environments. The practical significance of the work lies in the fact that the method of synchronous-asynchronous organization of training is shown; the conditions for the design of synchronous-asynchronous training have been identified; the implementation of such training is shown by a specific example; the problems that arise in the process of using the presented training model are identified. Moreover, we can see students’ opinions about this educational form; it is shown that, in general, students are positively disposed towards this format of learning. It is impossible to teach a whole range of skills and abilities necessary for students in full-time education unlike, however, using the presented distance learning model. This is the theoretical significance of the work. The author claims that distance learning in information technologies is a much more efficient form of organizing the educational process than full-time education. The novelty of the article lies in the presented teaching methodology based on the use of a synchronous-asynchronous model and universal information technology environments.

scholarly journals The use of innovative technologies to enhance the cognitive activity of students

2021 ◽  
Vol 273 ◽  
pp. 12110
Author(s):  
Yanina Morozova ◽  
Oksana Rozhnenko
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Education System ◽  
Information Technologies ◽  
Cognitive Activity ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Activities ◽  
Higher Education System ◽  
Modern Information

The modern educational system has a peculiarity: acting as a user, it simultaneously stimulates the development of information and digital technologies. This characteristic is especially come out in the higher education system. At the same time, despite the objective and subjective attractiveness of modern information and digital technologies, it is necessary to realize that their adaptation is, although effective, but still an auxiliary tool in the organization and implementation of the educational process. The introduction of information technologies into the educational process makes it possible to significantly enrich the process of transferring knowledge from teacher to student, to facilitate understanding of complex topics, to level the repetitive monotony in the classroom, to increase the motivation of educational activities, to intensify the activities of students in the classroom, to form a conscious attitude to the educational process, etc. At the same time, the use of information and digital technologies should be justified, logically expedient, designed to complement (and not replace) the teacher's activities in the classroom.

Space technology in the modern school

2018 ◽  
Vol 930 (12) ◽  
pp. 54-60
Author(s):  
M.D. Knyazeva ◽  
E.M. Mitrofanov
Keyword(s):  
Information Systems ◽  
Geographic Information Systems ◽  
General Education ◽  
Information Technologies ◽  
Geographic Information ◽  
Educational Process ◽  
School Education ◽  
Space Technology ◽  
General Education Students ◽  
Modern School

This article examines the use of geographic information systems in school education, especially in geography lessons. Information environment of schools today needs to actively change the content, methods and organizational forms of General education students in the transition school to education in the context of expanded access to information. Space school education today poses new challenges for the organization of educational space, which will allow to train specialists of higher level. Thus, organization of educational space using the tools of geographic information systems is already a recognized need. Modern teachers actively use information technologies in their lessons, allowing you to develop and improve intellectual and creative abilities of pupils, to expand their horizons. It is a good app improve the efficiency of the educational process allows to involve a process of students with different abilities.. Implementation of space technologies into educational process for the study of geography, ecology, history, natural history and other subjects – effective use of information educational space of the school.

Factors of Digital Transformation in School Education Дата

2020 ◽  
Vol 19 (3) ◽  
pp. 102-111
Author(s):  
V.P. Kashitsin ◽  
◽  
A.S. Soloveychik ◽  
N.A. Soloveychik ◽  
М.D. Buzoeva ◽  
...  
Keyword(s):  
General Education ◽  
Russian Federation ◽  
Interdisciplinary Research ◽  
Digital Transformation ◽  
The State ◽  
Educational Process ◽  
School Education ◽  
Educational Institutions ◽  
Scientific Support ◽  
The Russian Federation

the article is aimed at the state and forecast of the development of digitalization of school education in Russia within the framework of interdisciplinary research in the RFBR project «Fundamental scientific support of digitalization of general education» and a description of possible general assessment indicators and factors that allow us to determine the level of digitalization of educational institutions in the Russian Federation and its impact on the educational process in schools.

Theological schools transformations: Tambov Seminary (the 19th century)

2019 ◽  
pp. 143-150
Author(s):  
Theodosius (Vasnev)
Keyword(s):  
General Education ◽  
19Th Century ◽  
Educational System ◽  
Educational Process ◽  
Previous Experience ◽  
Religious Schools ◽  
Theological Schools ◽  
Open Discussion ◽  
The Subject ◽  
The 19Th Century

The peculiarity of the formation and development of education in Russia is that its origin and further transformation took place in religious schools. On the example of the Tambov Seminary we show the transformation in the educational process of the 19th century. Great importance was given to such a document as a charter. In the second half of the 19th century preparations began for the transformation of seminaries in Russia. “Draft Charter of 1862” was published which received widespread discussion. In the Tambov Seminary, the discussion of this project took place in 1863 and occupied a special page in the seminary chronicle. The new charter was recognized as little successful than the previous experience of studying medicine and agriculture in seminaries. The charter defined improvement in the field of theology. The innovation was the creation of a hostel for schoolchildren, the introduction of the seminary pastor post, regular gymnastic exercises and walks in the fresh air. Literary gatherings under the guidance of a mentor were allowed. The training part also underwent changes. It was determined that the preparation of general education was 8 years and on its basis another 4 years were for studying the theological sciences. Such an educational system excluded repetition in the study of the same subjects. All these questions were the subject of open discussion in the Tambov Seminary.

scholarly journals Computer addiction and computer literacy: two sides of the same process

2017 ◽  
Vol 6 (4) ◽  
pp. 46-55 ◽  
Author(s):  
T.V. Ermolova ◽  
N.B. Florova ◽  
A.V. Litvinov
Keyword(s):  
Educational System ◽  
Computer Literacy ◽  
Information Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Current State ◽  
Computer Addiction ◽  
Teachers Training ◽  
Two Sides ◽  
Training Practice

The article provides evidence that the educational system at its current state is not able to adequately perceive the intervention of informational computer technologies and utilize them, as well as clearly differentiate types and risks of the so-called computer addiction. So far, education hasn’t developed a clear view of the role these technologies play in educational process, it only notifies their ambiguity for teaching different subjects. It means that humanity is still in search of the new approaches, being under the pressure of the old paradigms in education. It is especially obvious in teachers’ training practice, equipment of educational institutions, and other factors. The authors believe that contemporary risks in education, connected with intervention of information technologies, can be managed through computer literacy of participants in the educational process, and it might become a sort of a counterbalance for computer addiction.

scholarly journals Digital transformation of education and the analysis of possible risks: results of a survey of teachers of general education organizations

2021 ◽  
Vol 53 (5) ◽  
pp. 446-462
Author(s):  
Robert A. Galustov ◽  
◽  
Irina V. Gerlach ◽  
Inna E. Kopchenko ◽  
Olga N. Spirina ◽  
...  
Keyword(s):  
General Education ◽  
Information And Communication Technologies ◽  
Working Conditions ◽  
Education System ◽  
High Speed ◽  
Digital Transformation ◽  
Educational Process ◽  
Federal State ◽  
Teaching Staff ◽  
Professional Standard

Introduction. Digital transformation of the educational space resulted in a new problem area associated with the search for solutions to eliminate the existing gap between the pace of digitalization of society and education and the preparation of teachers to work in the digital environment in the context of digitalization of the educational process. The article is aimed at monitoring and analyzing the possible risks of digital transformation in the general education system. Materials and methods. During the study of the possible risks of digital transformation in the general education system, a survey among teachers of general education organizations of Krasnodar region was conducted (122 people). The professional standard "Teacher (Pedagogical Activity in the Field of Preschool, Primary General, Basic General, Secondary General Education) (Educator, Teacher)" dated October 18, 2013 No. 544n and the Federal State Educational Standard of Higher Education (FSES HE 44.03.01 Pedagogical Education) were analyzed and compared. The results of the study. The study aimed at determining the possible risks of digital transformation in the general education system showed that a significant number of respondents noted the following factors as risk zones: technical working conditions of teachers (21.3% of teachers are not provided with the necessary equipment), their ambiguous attitude to distance education (against 72.1% of teachers) and digital transformation of education (against 29.5% of teachers), incomplete understanding of trends in the development of modern education, insufficient level of mastering information and communication technologies (more than 55% of teachers possess ICT at an average or low level). The identified risks are not fully reflected in the professional standard of the teacher, which gives grounds for its significant revision and updating. Discussion and conclusion. Based on the results of the survey of teachers the following recommendations are offered: a) to provide the subjects of the educational process with the necessary computer and telecommunications equipment with high-speed Internet access; b) to create optimal working conditions for teaching staff contributing to the improvement of professional competencies under digitalization; c) to involve more teachers in the development of academic materials posted on Russian educational online resources; d) to implement educational and enlightenment activities among teachers to form ideas about the directions, opportunities and prospects of digital transformation of general education, to generate a new way of thinking of a modern teacher under digitalization.

scholarly journals Methodological aspects of the technology of developing electronic textbooks

2021 ◽  
Vol 81 (1) ◽  
pp. 30-37
Author(s):  
E. Prokopets ◽  
Keyword(s):  
Information Technologies ◽  
Educational Process ◽  
Practical Significance ◽  
Actual Problem ◽  
Electronic Textbooks ◽  
Practical Result ◽  
Electronic Textbook ◽  
Effective Level ◽  
Cognitive Activities ◽  
Methodological Aspects

The widespread introduction of information technologies makes significant changes in various spheres of human activity. The education sector is no exception. In this regard, in this article, the author considers the actual problem of developing electronic textbooks and is one of the most relevant and promising areas of informatization of the educational process. The analysis of the works of scientists A.A. Andreev, A.I. Bashmakov, T.I. Koval, V.M. Kukharenko, E.S. Polat, P.I. Serdyukov, S.S. Sysoeva, A.Yu. Uvarova was conducted. These works contain requirements for the development of electronic textbooks. Based on the results of the analysis, the author described the stages of developing electronic textbooks, the principles that they should correspond to, and also provided a list of modules that should make up an electronic textbook. From the existing variety of software packages, the author distinguishes CourseLab, Smart Builder, MOS Solo, Google Sites, iSpring Suite, TurboSite, Adobe Animate, HTML5. The development of electronic textbooks based on the technology presented by the author of the article and their subsequent application in the educational process will help to organize the educational and cognitive activities of students at a more effective level. Purpose is the description of the technology for the development of electronic textbooks, taking into account existing requirements. The article uses methods of analysis, synthesis and deduction. The analysis of requirements and principles of development of electronic textbooks is carried out on the basis of the descriptive-analytical method. The practical result of the proposed technology is the developed electronic textbook "Development of mobile applications". The results of the study, in addition to their theoretical significance, also have practical significance, which consists in the positive dynamics in resolving the contradiction between the continuously increasing flow of information and the limited opportunities of students to assimilate it. The conscious use of electronic textbooks in the educational process is one of the fundamental ways to improve the quality of education by changing the methods of teaching used in the direction of individualization and focus on the student.

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