The paper presents the results of systematic review of modern scientific publications devoted to the digitalization of education. A review of Russian and foreign studies allows us to conclude that there is a relationship between high academic performance of students and the use of digital technologies. Other advantages of digitalization are: expanding the boundaries of "self-directed learning", developing leadership in the pedagogical environment, creating conditions for the formation of individual educational trajectories of students, modernizing tools for assessing student knowledge, and also differentiating forms and methods for teaching. Based on a critical analysis of publications on this topic, the possible destructive consequences of digitalization of education are determined: ousting experienced teachers with insufficient digital competence from the educational space; information overload; an increase in cognitive distortions; a decrease in the effectiveness of training regarding the formation of interpersonal communication skills of students; the deepening of digital divide; the formalization and dehumanization of education.Compensators of educational space digitalization dysfunctions are distinguished: improving the teacher training and motivating system, digital content quality control, taking into account the regional specifics of educational systems, a combination of traditional and digital pedagogy, group collaboration, and digital trust. The paper substantiates the conclusion that digital technology is a necessary, but at the same time, insufficient condition for improving the quality of educational work and morale building activities. Based on the analysis of scientific publications, the authors determine the principles of digitalization of education: the formation of institutional conditions for supporting digital innovations, the consideration of situational factors, the resource support of educational organizations, and the priority of personal interests (subject-centered approach).
Муниципально-частное партнерство в образовании: инфраструктурный аспект Аннотация. Статья посвящена рассмотрению специфики реализации проектов муниципальночастного партнерства в системе образования РФ. Методы исследования: анализ документов, экспертный опрос (руководителей местных органов власти, предпринимателей Московской области). Целью данной статьи является исследование специфики муниципально-частного партнерства в сфере образования, сравнительный анализ оценок руководителей местных органов власти и бизнес-сообщества по данным вопросам, определение условий их эффективного взаимодействия и его лимитирующих факторов. Привлечение частных инвестиций в развитие образовательного комплекса ограничено узкопрагматической ориентацией власти на использование Елена Викторовна ФРОЛОВА доктор социологических наук Российский государственный социальный университет 129226, Россия, г. Москва, ул. Вильгельма Пика, д. 4
The article attaches the results of the study of the processes of formation of the tourist attractiveness of the Russian territories in the focus of studying the specificity of the consumption of tourist impressions. The leading survey method was a questionnaire survey of residents of Moscow and the Moscow region (N = 537 people). A modern tourist, distinguished by high speed of movement, the desire to cover the maximum number of sightseeing points that are required for viewing, more and more often forms his perception of the tourist attractiveness of the territories through the consumption of impressions: the life of others, traditions, culture, places and archetypes. The authors consider new trends in the development of the tourism industry, the transformation of patterns of tourist behavior. The key components of the consumption of impressions have been identified, namely: visualization and the possibility of replicating impressions, the acquisition of sensory experience by the tourist, involvement in tourist practices, the uniqueness and authenticity of the tourist product. Among the respondents satisfied with the possibility of photographing tourist attractions, a higher proportion of respondents who received a positive impression of the trip was recorded. The fixation of impressions is considered by most tourists as an opportunity for self-presentation of personal achievements. The importance of visualization of impressions actualizes such practices of forming the tourist attractiveness of Russian territories, such as organizing green pedestrian zones, marking tourist routes with photo and video points, embedding the natural landscape in urban space. The study found that the formation of tourist attractiveness of the territories is centered not so much around meeting the cultural and educational needs of the tourist as around wanting to get aesthetic satisfaction from the trip, emotional involvement in the contemplation of tourist attraction objects, the possibility of replicating their impressions in social networks. A new trend in shaping the tourist attractiveness of Russian territories is becoming an orientation towards receiving unique tourist services and exclusive impressions (gastronomic experience, interactive forms of leisure). The study showed that traditional dysfunctions in terms of the development of domestic tourism (typical appearance of cities, unification of the range of tourist services, low level of infrastructure support) can be compensated by implementing flagship projects for getting impressions, creating unique tourist destinations, promoting them in social networks, developing interactive travel practices, the development of exclusive and authentic tourist products.
Introduction. The COVID-19 pandemic has initiated the rapid introduction of digital technology into the educational process. The purpose of the article is to analyze the particularities of the perception of the processes of digitalization of education by Russian students, to identify factors for its success, to comprehend the experience of online learning in the context of the pandemic. Methods. The leading research method was a questionnaire survey of Russian university students. The sample was 1,553 people and was spontaneous in nature. Due to quarantine restrictions at the time of the survey (February-April 2020), the survey was conducted online: the questionnaire was posted on the Google platform, the link to which was sent to the student virtual communities. To clarify the data obtained, two focus groups were organized in January-February 2021 with the participation of full-time and part-time students. Each focus group was represented by 12 participants. Results. The majority of respondents (83.8%) have a positive attitude to the digitalization of education, highly evaluating the importance of digital literacy of young people (86.9%). Students associate the advantages and disadvantages of digitalization of education with their own experience of online learning during the pandemic. The following negative effects of digitalization of education were identified: deterioration of interpersonal communication skills (58.3%), reduction of classroom time, live communication with the teacher (49.3%), reduction of students’ knowledge (37.3%), reduced concentration, a distraction from educational goals (33.4%). The majority of respondents believe that the success of learning in a digital environment depends on the competence of the teacher (67.1%) and the material and technical equipment of the university (69%). Conclusions. With the rapid introduction of digital technologies into the educational space, there is an increasing need to develop interactive teaching methods, increase students’ motivation, and preserve the principles of traditional pedagogy. Digitalization of education implies modernization of pedagogical practices, where a special role is given to the formation of media competence of young people, their analytical skills, abilities for critical thinking and effective communication.
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