The article addresses the issues related to digitalization in education and in this context – using of its achievements in the inclusive education.The authors analyze the implementation of digital technologies in the educational system, the benefits and risks of digitalization. The most important advantage of digitalization is its applicability in the system of inclusive education. The common ground between the inclusive approach and the use of digital technologies in the education of people with disabilities is studied. Digitalization in the modern world also influences on the civic engagement. In addition, digital citizenship makes it possible to develop professional competencies, ethical standards of culture among the young generation, in particular, among people with disabilities.In this article, the authors study the development of psychological, pedagogical, and communicative competencies of pedagogues required in inclusive education. The approaches to the organization of advanced training for teachers in professional educational institutions are shown.Digital educational technologies have undoubted benefits. If these technologies are used correctly in educational activities, they can help pedagogues to exempt from routine work, and to facilitate the fulfillment of educational tasks for children with disabilities. In order to do this, the entire process of digitalization and the use of artificial intelligence must be mastered. The main thing is to remember that “person” should be in the center of attention during the process of digitalization of socio-political processes.
The article is devoted to the unique experience of distance learning development in the conditions of Russian reality. The model of distance learning in the Institute of Economics, Management and Law (Kazan city, Russia) is created on the basis of educational sphere diagnosis taking into account foreign and Russian experience. The specificity of the model is the permanent diagnosis of the components of the educational environment such as teachers' qualifications, level of students' actual knowledge, filling the educational process with information technologies, availability and quality of electronic resources, the correct choice of learning technologies, and policy in the field of the computerization of the professional education process.
The author of the article raises a topical question: “How will digitalization turn the humanity – towards civilization or collapse?” With a reliance on the “The Human quality” by Aurelio Peccei, a new project was justified aimed at preserving a person and educating a healthy personality. The project implementation requires at least 16–18 years. The successive system for the development of an “ecological person” focuses on the prevention of hereditary impairement and consists of six stages and is reinforced by already existing experience of several centers and institutions where innovative approaches to the development of a healthy personality are tested, starting from the embryonic period until adulthood.
The main goal of the present paper is to get a feedback of the Computer Science lessons in order to introduce consecutive changes in Computer Science curriculum for enhancing the efficiency of the educational process. One of the prospective ways of solving such a problem is the use of information and communication technologies that help searching for an option for enhancing the efficiency. The aim of the current research is to develop monitoring of the educational process at the Computer Science lessons with the use of information and communication technologies and the implementation of the process concerning teachers' deliberate acquirement of monitoring skills. The essential method is monitoring that can improve the state of schooling at the Computer Science lessons by means of identifying problems and deliberate individual work. The paper deals with the step-by-step algorithm of the monitoring implementation at the Computer Science lessons. This algorithm includes the following stages: introductory and motivational, reproductive self work, productive self work and final stage. The peculiarity of monitoring is its traceability of the educational process, a phased examination and progress assessment at the Computer Science lessons. The implementation of phased monitoring at the Computer Science lessons aims at classroom management, the development of educational work and impartial progress assessment.
The growth of globalization and digitalization leads to the development of educational environments in which people of different cultures, mentalities, traditions, worldviews, possibilities and abilities meet with each other. We need to find ways and educational strategies which will support such multi-dimensional diversity. The relevance of the study is the need to take into account ethnocultural factors in order to build inclusive education environments which will promote respect for other cultures, considering the abilities, health status, and at the same time, facilitate knowledge about own ethno-cultural identity. The purpose is to justify theoretically the model of inclusive professional education development taking into account the ethno-cultural specificity of the countries of Russia and Kyrgyzstan, to test this model experimentally in the Kyrgyz Affiliated Campus of Kazan National Research Technological University (Kant, Kyrgyzstan) and in the Kazan Innovative University named after V.G. Timiryasov (Kazan, Russia). The methodology is based on the concept of geographical determinism (Montesquieu), the principle of unity of consciousness and activity (Rubinstein), cultural-historical theory of personal development (Vygotsky), dialogue of cultures’ theory (Bakhtin and Bibler). The novel aspect of the work is that the model of inclusive education development in the vocational educational institutions is developed for Russia and Kyrgyzstan taking into account the ethnocultural specificity of these countries, as well as the system of enhancing the psycho-pedagogical and intercultural competence of students and teachers. The results have been implemented in the vocational educational institutions in Russia and Kyrgyzstan through the inclusive teaching technologies and methods in the Elective course for students ‘Ethno-cultural aspects of inclusive education’ and methodological seminars and the training course ‘Inclusive Education in ethno-cultural context’ for teachers and directors of educational institutions.
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