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.

Towards a high-quality digital transformation of the educational environment

2021 ◽  
pp. 3-10
Author(s):  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Digital Technologies ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
The World ◽  
Coronavirus Infection ◽  
The University ◽  
Epidemiological Situation

The growing global competition and the need for exibility of educational institutions of higher education actually require a transformation of processes that provide a high level of interaction and integration between business processes and systems at all organizational levels and all participants in the entire value chain.The digitalization of the educational system is an objective necessity for functioning in a modern highly competitive environment.The introduction of innovations in educational activities using digital technologies allows you to reduce the cost of implementation, making changes, updating educational programs, and increasing the degree of exibility of the educational environment to changes in external factors.Digitalization as a whole is aimed at reducing the in uence of the human factor, which makes it possible to minimize negative risks when making managerial decisions.The purpose of this article is to study the opinions of students of the Federal state Budgetary Educational Institution of Higher Education «Kazan National Research Technical University named after A.N. Tupolev-KAI» (hereinafter referred to as the University, KNRTU-KAI) on the prevalence of digital technologies at the university. In the context of the study, the opinions of students (users of KNRTU-KAI services) about their readiness to switch to digital technologies in the educational process are considered.In the current realities, in the context of a dif cult epidemiological situation in the world associated with the spread of coronavirus infection, digitalization in higher education - the transition to distance learning determines the relevance of the chosen topic.In the current realities, in the context of a dif cult epidemiological situation in the world associated with the spread of coronavirus infection, digitalization in higher education - the transition to distance learning determines the relevance of the chosen topic.The digital transformation of society at the beginning of the 21st century, which conceptually changed the daily life of every person, has in uenced almost all levels of social relations.Taking into account the fact that digitalization affects many areas, the authors consider the issue of its impact on the quality of modern higher education.

scholarly journals To the Question About Implementation of the Federal Project “Digital Educational Environment”

2020 ◽  
Vol 23 (1-2) ◽  
pp. 93-98
Author(s):  
Sachita Miroshnichenko
Keyword(s):  
General Education ◽  
Educational Environment ◽  
Educational Process ◽  
E Learning ◽  
The Impact

The article shows the impact e-learning on modern approaches to the traditional educational process. Reveals the problems and contradictions of the use of e-learning in general education institutions.

scholarly journals Digital transformation of higher education: technologies and digital competencies

2021 ◽  
Vol 2021 (2) ◽  
pp. 61-69
Author(s):  
Valery Glebovich Larionov ◽  
Elena Nikolaevna Sheremetyeva ◽  
Larisa Anatolievna Gorshkova
Keyword(s):  
Higher Education ◽  
Training Programs ◽  
Digital Technologies ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Teaching Staff ◽  
University Graduates ◽  
State University ◽  
Digital Competencies

The article considers the issues of digital transformation of higher education. The approaches to the definition and content of the term “digital transformation” are analyzed, the specifics and conditions of digitalization of the economy and the development of higher education are investigated. As prerequisites for the digital transformation of higher education, one can designate not only the penetration into the educational field of various information technologies that have changed the learning process itself, but also a number of regulatory legal acts. The reasons for the digital transformation of universities are identified. There are considered the issues of the modern content of digital technologies in higher education and a set of digital competencies that a university teacher must master. The experience of individual universities (Tyumen State University, National Research University Higher School of Economics, Toliatti State University) in building a digital educational environment has been analyzed. The digital transformation of higher education involves the restructuring of all areas of activity based on information and communication technologies. Changes should take place in technologies and training programs, methods and means, forms of educational activities, planned educational outcomes, and assessment results. It is noted that digital competencies are a set of skills and knowledge necessary to carry out professional activities using digital technologies. There have been listed the digital competencies that the future university graduates should master: working with applied programs, digital equipment, digital information, communication skills in a digital environment, self-writing software, creating their own digital products, working in various programs, etc. Retraining the teaching staff implies developing advanced training programs aimed at mastering digital competencies that are in demand by the digital economy, and which must be formed among university graduates. It has been inferred that the totality of information systems, digital devices, sources, interfaces, services, which are developed and aimed at implementing the educational process and university management, constitutes a digital educational environment.

scholarly journals DIGITAL TRANSFORMATION OF TOMSK REGIONAL SYSTEM OF GENERAL EDUCATION: PROFESSIONAL DEFICITS OF TEACHING STAFF

2021 ◽  
pp. 47-57
Author(s):  
Дмитрий Евгеньевич Кубарев
Keyword(s):  
General Education ◽  
Education System ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Teaching Staff ◽  
Management Personnel ◽  
Tomsk Region ◽  
Case Type ◽  
Digital Competencies

Рассматривается опыт реализации национального проекта «Образование», регионального проекта «Цифровая образовательная среда» на территории Томской области в части развития цифровых компетенций управленческого персонала и педагогических работников общеобразовательных организаций. Анализируются основополагающие федеральные и региональные нормативные правовые акты, определяющие стратегию развития региона по направлению цифровизации системы общего образования. Обозначены основные траектории цифровизации региональной системы общего образования, выделенные на основе мониторинга практики Томской области по развитию цифровой образовательной среды. Определены группы цифровых компетенций педагогических кадров системы общего образования, выявлены профессиональные дефициты педагогических работников и управленческого персонала общеобразовательных организаций Томской области путем использования авторских диагностических материалов на основе задач кейсового типа. The main directions of digital transformation and modernization of general education system in Tomsk region in the frame of implementation of “Education” national project and “Digital educational environment” local project are observered in the paper. The regional general education system is characterized. The practice and experience of its phased digitalization are described. Some fundamental federal and regional regulatory legal acts that determine the strategy to develop digitalization of the general education system are analyzed. The digital competencies of management personnel and pedagogical employees of educational organizations, which are necessary for effective cooperation and organization of the educational process in the context of creating a unified digital educational environment in the region, have been investigated. On the basis of the study, the groups of digital competencies for the teaching staff in general education system have been identified, and the qualitative characteristics of digital competencies necessary for the systemic and effective digital transformation of the general education system in the region have been formulated. The author’s diagnostic materials have been developed and described using case-type tasks, focused on identifying teachers’ professional deficiencies, corresponding to three groups of digital competencies. Examples of case-type tasks aimed at identifying professional deficits are given. Based on the data obtained, an analysis has been carried out, conclusions about the skills of mastering digital technologies, the ability to effectively use digital resources and services in the educational process have been described. Based on the results of the study, the tasks and prospects of the digital transformation of the general education system of Tomsk region have been identified.

scholarly journals Studying the attitude of students of pedagogical areas of preparation for digital transformation in a university

2021 ◽  
Vol 52 (4) ◽  
pp. 94-107
Author(s):  
Egor V. Neborsky ◽  
◽  
Mikhail V. Boguslavsky ◽  
Natalya S. Ladyzhets ◽  
Tatyana A. Naumova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Student Satisfaction ◽  
Digital Technologies ◽  
Digital Transformation ◽  
Educational Process ◽  
Third Party ◽  
Digital Learning ◽  
Digital Environment ◽  
Four Blocks ◽  
The University

The problem of research. The COVID-19 pandemic triggered a sudden transition to distance learning and an intensive development of the university's digital environment, and therefore it is important to assess how successful the rapid digital transformation has been from the point of view of students as one of the stakeholders. The study raises the question of students' understanding of the digital university phenomenon and assessment of interaction with teachers and administration. Materials and research methods. The aim of the study was to identify students' attitudes towards digital transformation at the university and assess the digital environment of their university. Anonymous survey was conducted among 2-3 year students of bachelor's degree in pedagogical areas of training of Moscow State Pedagogical University and Udmurt State University on November 2-14, 2020. 126 respondents took part in the survey. Results and discussion. The study showed that students interpret the concept of “digital university” differently. Comprehension can be classified into four blocks: learning format; digital environment; digital resources; web portal (digital platform). To the question "Can you say about yourself that you are studying at a digital university?" 40% –answered negatively, 33% – positively and 27% – gave their own answer. The survey revealed an generally acceptable level of student satisfaction with the experience of force majeure transition to distance learning during a pandemic. Among the most frequently used digital technologies in the learning process, students noted: Zoom, the information and analytical system of the university, Google Classroom, Moodle, online educational resources of third-party platforms, etc. Students believe that universities need to strengthen technological equipment to improve the quality of educational interaction in the digital environment educational process – 60%; to ensure the continuity of the digital qualification improvement of teachers – 60%; to create an accessible digital educational environment – 49%. 85% of respondents in the future associate their professional activities with the active use of digital technologies. Findings. The results of the study allow us to formulate a number of conclusions. First, students have different understanding of what a “digital university” is, which leads to discrepancies. Secondly, the attitude of students to the digital environment of the university is at a satisfactory level, since only a third of the respondents answered that they can state that they are studying at a digital university. Third, students rate the digital skills of teachers more highly than university administrators. Fourthly, among the most important difficulties faced by students during the period of pandemic distance learning, there were reasons related specifically to the educational process: an increase in the volume of independent work; the unpreparedness of teachers for the transition to full-fledged digital technologies; insufficient educational and personal self-realization in the context of digital learning; decrease in team-group work skills.

scholarly journals Digital competence as arequirement for development of innovative educational environment at university

2020 ◽  
Vol 39 (3) ◽  
pp. 408-418
Author(s):  
Ирина Ивановна Лысова ◽  
Ольга Алексеевна Витохина ◽  
Ольга Владимировна Волкова
Keyword(s):  
Methodological Approach ◽  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Expert Assessment ◽  
Digital Competence ◽  
Digital Revolution ◽  
Education Environment ◽  
Teaching Learning ◽  
The Impact

The study examines innovative educational technologies for their potential impact on and use in teaching, learning, and creative inquiry within the higher education environment. The analysis of the problem connected with creating (transforming) the educational environment in the context of digitalization showed that this multifaceted task requires further study. The aim of the work is to review and assess the implementation of digital technologies in the university educational environment. Theurgency of using digital technologies in the teaching-learning process has been substantiated; the importance of the digital competence formation for all educational process participants has been shown; the significance of filling the curricular with online products has been emphasized; the need to combine traditional educational methods with innovative technologies has been confirmed by the example of foreign language teaching. A systematic approach, desk research and expert assessment methods were used. The new ways of forming digital competence based on the use of open online resources are revealed; original ways of convergence of traditional and innovative educational environment are presented. The authors attempted to develop a methodological approach towards connecting learning inside/outside the classrooms through the digital cloud and estimate the impact of the digital revolution on the learners and teachers’ profile. The research results can be used by teachers perceiving digital competence as a new tool for converting learning environment into a comfort zone.

FORMATION OF HUMAN CAPITAL IN THE DIGITAL TRANSFORMATION PARADIGM

2020 ◽  
Vol 2 (5) ◽  
pp. 115-119
Author(s):  
M. V. SAVINA ◽  
◽  
A. A. STEPANOV ◽  
I.A. STEPANOV ◽  
◽  
...  
Keyword(s):  
Human Capital ◽  
Digital Age ◽  
Digital Transformation ◽  
Educational Process ◽  
Knowledge And Skills ◽  
Main Components ◽  
The Impact ◽  
Modern Era

The article highlights the problems of the impact of "digitalization" of society on the formation and transformation of human capital, and above all, the development of new competencies, knowledge and skills. The main components of human capital in the modern era, the features of the formal and informal educational process are clarified and disclosed. The necessity of minimizing the precariat class is proved. The main directions of qualitative improvement of human capital adequate to the challenges of the digital age and globalization are defined.

Risks of the Digitalization of Life of the Population and Ways of Decreasing Them

2021 ◽  
Vol 13 (4-1) ◽  
pp. 180-203
Author(s):  
Elena Stukalenko ◽  
Keyword(s):  
Quality Of Life ◽  
Digital Technologies ◽  
Well Being ◽  
Digital Economy ◽  
Digital Transformation ◽  
Negative Consequences ◽  
Short Period ◽  
The World ◽  
The Impact

Digital technologies, ubiquitous in our daily life, have radically changed the way we work, communicate, and consume in a short period of time. They affect all components of quality of life: well-being, work, health, education, social connections, environmental quality, the ability to participate and govern civil society, and so on. Digital transformation creates both opportunities and serious risks to the well-being of people. Researchers and statistical agencies around the world are facing a major challenge to develop new tools to analyze the impact of digital transformation on the well-being of the population. The risks are very diverse in nature and it is very difficult to identify the key factor. All researchers conclude that secure digital technologies significantly improve the lives of those who have the skills to use them and pose a serious risk of inequality for society, as they introduce a digital divide between those who have the skills to use them and those who do not. In the article, the author examines the risks created by digital technologies for some components of the quality of life (digital component of the quality of life), which are six main components: the digital quality of the population, providing the population with digital benefits, the labor market in the digital economy, the impact of digitalization on the social sphere, state electronic services for the population and the security of information activities. The study was carried out on the basis of the available statistical base and the results of research by scientists from different countries of the world. The risks of the digital economy cannot be ignored when pursuing state social policy. Attention is paid to government regulation aimed at reducing the negative consequences of digitalization through the prism of national, federal projects and other events.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

The interplay between digital transformation and governance mechanisms in supply chains: evidence from the Italian automotive industry

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emilio Paolucci ◽  
Elena Pessot ◽  
Riccardo Ricci
Keyword(s):  
Digital Technologies ◽  
Digital Transformation ◽  
Development Effort ◽  
Governance Mechanisms ◽  
Relational Governance ◽  
Firm Level ◽  
Digital Interface ◽  
Content Type ◽  
Automotive Suppliers ◽  
The Impact

PurposeThis paper aims to investigate the effect of specific subsets of digital technologies and governance mechanisms (i.e. relational and contractual) on the efficiency of the automotive supply chain (SC).Design/methodology/approachBuilding on the Transaction Costs Economic (TCE) theory, and on the literatures on the governance and Digital Transformation of SCs, the research employs a multi-respondent survey on a sample of 101 Italian automotive suppliers. It analyses the interplay between investments in network and physical–digital interface technologies and buyer–supplier relationship governance models in a joint product development effort. The related effects on costs, from the automotive suppliers' perspective, are considered.FindingsThe results confirm the TCE assumptions on governance mechanisms being appropriate to enhance cost performance, but in particular show that digital technologies shape the governance of buyer–supplier relationships with different patterns. The features of synchronisation and accessibility, as ensured by network technologies, are found to strengthen the impact of contractual governance, while the adoption of physical–digital interface technologies, and their enhanced features of virtualisation and traceability, further enhance the impact of relational governance on the efficiency improvements of suppliers.Practical implicationsSC actors need to recognise the importance of long-term collaboration and superior coordination through investments in specific subsets of digital technologies, to ensure a higher product and production data codifiability, transparency and thus integration at both an intra- and an inter-firm level.Originality/valueThis study is one of the first to have considered Digital Transformation in SCs from the suppliers' perspective and its implications on the efficiency of relationship governance with buyers.

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