Digital education development agenda: directing to formate digital competences

2020 ◽  
Vol 1(11) ◽  
pp. 135-139
Author(s):  
L. A. Kartashova ◽  
◽  
I. V. Plish ◽  
◽  
◽  
...  
Keyword(s):  
Education Development ◽  
Digital Education ◽  
Development Agenda

Modern digital education: development forecasts

2018 ◽  
pp. 41-43
Author(s):  
Svetlana Borisovna Kondratieva
Keyword(s):  
Cognitive Activity ◽  
Educational Process ◽  
Approaches To Teaching ◽  
Main Attention ◽  
Education Development ◽  
Digital Resources ◽  
Digital Society ◽  
Digital Education ◽  
High Technologies

The article is devoted to understanding the role of digital resources in the modern educational space. It is shown that the development of education is inherently associated with the introduction of computer technologies in the educational process that expand the boundaries of cognitive activity of students. However, despite the presence of positive aspects, there are a number of problems related to the use of technical means, and requiring their solution. The main attention in the work is accentuated by the fact that the development of science in the field of high technologies has a huge influence on the development of education. In this regard, views are expressed on the search for new approaches to teaching in the modern digital society.

scholarly journals All education for some? International development and shadow education in Cambodia

2019 ◽  
Vol 22 (1) ◽  
pp. 66-81
Author(s):  
Will Brehm ◽  
Fatih Aktas
Keyword(s):  
International Development ◽  
Global Education ◽  
Shadow Education ◽  
Access To Education ◽  
Education Development ◽  
Content Type ◽  
Historical Comparison ◽  
Development Agenda ◽  
The Difference ◽  
Development Approach

Purpose The purpose of this paper is to compare two UNESCO reports on educational development in Cambodia, one from 1955 and the other from 2010, in order to understand how the global education development agenda has impacted shadow education. Design/methodology/approach The study is conducted through a textual comparison of two UNESCO reports written 50 years apart. Findings Although the educational problems facing Cambodia were similar in both reports, the recommendations differed in important ways. The 1955 report advised the country to expand slowly access to education in order to maintain quality, while the 2010 recommended quickly expanding access. A major difference found in the reports regarded the issue of fees in schooling, which did not appear in 1955. School fees in Cambodia are typically extracted through the system of private tutoring, known in the academic literature as shadow education. Such an insight, this paper argues, suggests that the difference in development approach between the two reports is one of the reasons shadow education has flourished in the country. Originality/value Through a historical comparison of development efforts in one country, it becomes clear that the education development agenda is partly to blame for the rise of shadow education.

scholarly journals Prospects for the Digital Education Development: Analysis from the Standpoint of System-Activity Approach

Vestnik RFFI ◽  
2019 ◽  
pp. 120-127
Author(s):  
Sergey Yu. Egorov ◽  
Roman S. Shilko ◽  
Artem I. Kovalev ◽  
Yury P. Zinchenko
Keyword(s):  
Online Courses ◽  
Educational Environment ◽  
Educational Process ◽  
Operating Conditions ◽  
Electronic Systems ◽  
Education Development ◽  
Digital Education ◽  
E Learning ◽  
Analog Form ◽  
Development Analysis

Traditional "analog" form of the educational environment (textbook, system of classroom lessons) undergoes significant transformation driven by innovative educational configuration ("human – computer – digital educational environment"). Numerous electronic systems, resources, online-courses, mobile applications are developed and included in educational process. Immediate availability of considerable informational volumes and the content variability creates new operating conditions of personal cognitive processes. Since the possibilities and diversity of digital technologies are rapidly growing, and there are no adequate methodologies for studying them, studies of the problems of modern digital education – including its effectiveness – are still insufficient to develop generalized requirements for the effectiveness of e-learning. The fundamental issues of creating generalized model of digital education and digital educational environment on the basis of system and activity approach are discussed. Besides its theoretical importance for fundamental psychology and modern neuroscience and pedagogics, the model is important in terms of digital economy advancement and information society development in Russian Federation.

scholarly journals PEDAGOGICAL ASPECTS OF DIGITALIZATION OF EDUCATION

2021 ◽  
pp. 24-32
Author(s):  
Sysoieva Svitlana
Keyword(s):  
Technological Development ◽  
Living Environment ◽  
Educational Process ◽  
Children And Youth ◽  
Education Development ◽  
Research Education ◽  
Digital Education ◽  
Digital Space ◽  
Education Organization ◽  
The Impact

The article analyses the impact of globalization and technological development of society on research, education, organization and technology of the educational process. Pedagogical priorities of digitalization of education such as combining the efforts of scientists and practical specialists for a comprehensive analysis and interdisciplinary solution of modern problems of digital educational space and pedagogical principles of education digitalization have been identified. The article formulates the conceptual provisions of digital pedagogy and specification of the content of basic pedagogical concepts of digital education, development of digital didactics, revision of forms, methods, means and technologies of teaching, students’ training and development in the digital space. The features and directions of education of children and youth in the digital space have been identified; new forms and methods of organizing the educational impact on children and youth in the digital environment have been revealed; the risks of digitalization of education and ways to overcome them have been outlined. The article shows that the mission of modern education is to provide society and every citizen with a proper transition to the digital age, focusing on other tools and different living environment and to prepare not only young but also middle-aged and older people for new types and kinds of work. An example of solving problems of digitalization of education, which requires joint efforts of scientists and practical specialists, is the creation and work of the Advisory Board on Digital Education and Pedagogy at the Department of General Pedagogy and Philosophy of Education of the NAES of Ukraine. Its functions are to examine current issues of digitalization of education in relation to interdisciplinarity: philosophical, theoretical and methodological, practical aspects of digital education and pedagogy; to сonduct in-depth research of the benefits and threats of digitalization of educational and scientific activities and to make analytical conclusions and recommendations for the management of education.

scholarly journals TEACHERS BEHAVIOR TOWARD DIGITAL EDUCATION

2019 ◽  
pp. 32-47
Author(s):  
Siti Nur Aqila Anuar ◽  
Noor Fadhiha Mokhtar ◽  
Kalsitinoor Set
Keyword(s):  
Education System ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Peninsular Malaysia ◽  
Literacy Skills ◽  
Internet Technology ◽  
School Teachers ◽  
Education Development ◽  
Digital Education ◽  
And Performance

The education system in Malaysia has increased with the use of computers as a teaching tool. Technological amenities such as Internet technology are created as a successful teaching and learning branch. Terms of Digital education is one of the educational transformation efforts undertaken by Ministry of Education Malaysia (MOE) under the Malaysian Education Development Plan (PPPM) 2013-2025 which focus more on digital and Internet materials at schools and known as a 21st Century Learning (PAK-21). Although the MOE introduced this digital education system for the convenience of teachers, the teacher's desire to use computers was limited, and there were some constraints faced by teachers in implementing digital classroom teaching. Computer literacy skills became a significant constraint among teachers. Incomplete teachers handle computers; have low confidence in using computers in the school and vice versa (Gilakjani, Mei & Ismail, 2013). This study aims to analyze the intention of Digital Education behavior among Malaysian school teachers and to explore individual skills as an advanced component of the extended Theory of Planned Behavior (TPB). Also, this study aims to examine the role of Attitude, Subjective Normative and Perceived Behavioral as intermediaries on the relationship between individual skills and intentions to use the Internet among school teachers in Malaysia and to develop an extended TPB model including Individual Skills. To achieve this objective, this study examines the behavioral intention of secondary school teachers in Peninsular Malaysia towards this digital education based on the framework of the TPB. A structured questionnaire has been provided to 91 teachers based from table Green (1991) as the sample size for this research and the teachers some from government secondary schools in Malaysia and to obtain information about the characteristics and performance of their management. A descriptive and inferential analysis was conducted using the Smart PLS 3.0 statistics package. This study provides strong empirical evidence to demonstrate that to increase the use of digital education among teachers in Malaysia there is a need to improve the interest and skills to be exposed to teachers and to use this digital education well and not misused. This can be achieved through the development of policy and effective government creation and providing greater awareness of digital education programs is easier to use than traditional learning methods.

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