The article discusses the issue of mastering end-to-end digital technologies by schoolchildren. The authors analyze the conditions for personalizing the educational trajectories of schoolchildren, which are necessary for mastering end-to-end digital technologies. All elements of the model for increasing the level of proficiency in end-to-end digital technologies are considered: the didactic goal, the content of training, methods and forms of organizing the educational process. The purpose of the article is to present the model developed by the authors for increasing the level of proficiency in end-to-end digital technologies in the context of personalizing the educational trajectories of schoolchildren, to prove its effectiveness. Research methodology and methods. The research methodology is based on a comparative and comparative analysis of the results of experimental work on the implementation of the model in the educational process of an educational organization. Research results, discussion. Comparative analysis of the results of experimental work on the implementation of the model in the educational process of an educational organization showed a significant increase in the level of proficiency in end-to-end digital technologies after the introduction of the model into the educational process of an educational organization. Conclusion. The prospects of the obtained presented data are associated with solving the problem of increasing the level of proficiency in end-to-end digital technologies in the context of personalizing the educational trajectories of schoolchildren. For teachers of schools, centers of additional education working in a digital educational environment, it is necessary to take into account in their work special conditions and principles to increase the level of proficiency in end-to-end digital technologies.
Проблема и цель. В статье представлена проблема привлечения высоких технологий в систему образования. Поставлена цель выявления конструктивного и деструктивного характера применения высоких технологий в системе образования. Методология. Применен институциональный подход, позволяющий рассматривать влияние высоких технологий на общество как определенную институциональную структуру и социокультурный подход, позволяющий выявить взаимовлияние технологий, общества и человека. Использованы методы: ретроспективный анализ, анализ статистических данных, анализ научной (психолого-педагогической, исторической) литературы, обобщение результатов исследования. Результаты. Представлен обзор основных подходов к использованию высоких технологий в системе образования. Показана конструктивная составляющая их внедрения в образовательный процесс для повышения его эффективности на всех уровнях системы образования. Особо отмечена роль высоких технологий как фактора, обусловливающего изменения требований к качеству подготовки современных педагогов. На основе сопоставления моделей университетов 1.0 и 3.0 в разных странах представлен деструктивный характер использования высоких технологий, проявляющийся в потере системой образования гибкости и социальной направленности за счет подмены целей и задач. Заключение. Влияние высоких технологий на систему образования обусловлено их активным внедрением в сам процесс обучения, что, как показало исследование, носит конструктивный Каменев Роман Владимировичкандидат педагогических наук, доцент кафедры машиноведения, и. о. декана факультета технологии и предпринимательства, Новосибирский государственный педагогический университет.
The article presents an analysis of the use of distance learning technologies in school education. It is shown that the effectiveness of distance learning technologies and the attitude towards its use on the part of the participants in the educational process significantly depends on the general level of readiness of the material, technical, methodological and organizational base of the educational institution to use digital learning materials and online services. The negative consequences of the use of distance learning technologies, which can affect the quality of education, are analyzed. Possible areas of work in terms of the development of information technologies related to improving the efficiency of e-learning are considered. Attention is drawn to the fact that the digital educational environment of the school should help the teacher to perform various functions (help in the process of solving educational problems, monitor the educational achievements of students, recommend the optimal educational impact). Attention is paid to the psychological aspect of the use of e-learning.
The article deals with the issue of using the infrastructure of secondary educational institutions for the implementation of distance learning technologies in the educational process. The authors analyze possible options for creating technical and software supplies for the most efficient use of distance learning technologies. The organizational aspects of the implementation of distance learning technologies, options for administrative actions in the presence of different levels of completeness of communication, server and client equipment necessary for the use of distance learning technologies are considered. The purpose of the article is to formulate recommendations on the implementation of distance learning technologies for various educational institutions, allowing the most rational distribution and use of available resources. Research methodology and methods. The research methodology is based on a comparative analysis of scientific literature, analysis of statistical data of the Ministry of Education of the Russian Federation in order to identify the most effective approaches for the implementation of distance learning technologies into the school educational process. Research results, discussion. The article identifies three main models for the use of distance learning technologies in the implementation of educational programs, depending on the personnel, technical and financial resources of schools. The recommendations formulated in the article can be used to achieve educational results based on the use of digital technologies in the educational process. Conclusion. The prospects of the study are related to solving the problem of implementation distance learning technologies into the educational process of various schools in modern conditions. School administrators need to evaluate their resources and take steps to the most productive use of distance learning technologies into the educational process.
The article presents an analysis of possible directions of using artificial intelligence in education. It is shown that artificial intelligence in modern distance education contributes to its further development in the direction of modernization and has a significant impact, especially on the modern distance learning system. The requirements for artificial intelligence on the part of education and the negative consequences of the use of artificial intelligence and problems that may affect the quality of education are analyzed. The possible directions of work in terms of the development of artificial intelligence related to the development of knowledge representation models, the creation of knowledge bases forming the core of the expert system are considered. Attention is drawn to the fact that an intelligent learning system should be able to perform various functions of a teacher (to help in the process of solving problems, to determine the cause of students’ mistakes, to choose the optimal educational impact) almost as intelligently as a person does. Attention is also paid to such a direction as the use of intelligent chat-bots or conversational agents and their applications.
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