It is commonly believed that the pedagogical model of an inverted learning facilitates learning in students with somatic disorders (for example, hearing and visually impaired), who have sensory difficulties in course of a traditional lecture learning. Practice shows that this model also proved useful in teaching philological disciplines, in training of translators, managers, and psychologists in multicultural schools. As an example, the article describes the framework of the undergraduate language program "English as a Foreign Language» in the population of Japanese students as bearers of historically isolated ethnic group of languages. The article presents a psycho-pedagogical situation in which the language is initially culturally alien to trainees, but the processes of globalization urgently require language skills and communicative abilities. Readers may be interested in the description of the dynamics of the internal conditions of the students in the process of such training, the formation of conscious positive relation to contemporary educational technologies
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.
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