The information society reveals the social impact of the dissemination of information technologies. The purpose of this article is to study the negative social, psychological, and pedagogical implications of the Internet on young people. The authors analyzed the internet addiction problem among students (14-19 years) from the standpoint of the social health of the individuals and society as a whole. In a pilot study, which involved more than 600 adolescent participants aged 14-19 years (secondary school, college and university students), the authors have defined internet addiction as a complex phenomenon. The prerequisites of its development identify and highlights its formation in stages among students (mild fascination, passion, addiction, attachment). At the ascertaining stage of the experiment, a screening study was carried out to examine the state of internet addiction in young students in social networks. The results showed the necessity to design and implement internet addiction prevention programs for young students, which include three main blocks (motivational and cognitive, practice-oriented, reflexive), and a systematic plan for its implementation in the educational space framework. The stages of the experiment provided evidence of the authors' proposed effectiveness of methodologies for young people aged 14-19 years. This article may be useful to pedagogues, psychologists, and parents of students, social workers, and researchers working in the field of addiction prevention among young people.
The development and improvement of effective tools for predicting human behavior in real life through the features of its virtual activity opens up broad prospects for psychological support of the individual. The presence of such tools can be used by psychologists in educational, professional and other areas in the formation of trajectories of harmonious person's development.Currently, active research is underway to determine psychological characteristics based on publicly available data. Such studies develop the direction of "Psychology of social networks". As markers for determining the psychological characteristics of people, various parameters obtained from their personal pages in social networks are used (texts of posts and reposts, the number of different elements on the page, statistical information about audio and video recordings, information about groups, and others). There is a difficulty in obtaining and analyzing a data set this big, as there are non-linear and hidden relationships between individual data elements. As a result, the classic methods of information processing become inefficient. Therefore, in our work to develop a comprehensive model of success based on the analysis of qualitative and quantitative data, we use an approach based on artificial neural networks. The labels of the input records are used to divide the subjects of the study into five clusters using clustering methods (kmeans). In the course of our work, we gradually expand the set of input parameters to include metrics of users' personal pages, and compare the results to determine the impact of qualitative parameters on the accuracy of the artificial neural network. The results reflect the solution of one of the tasks of the research carried out within the framework of the project of the Russian Science Foundation and serve as material for an information and analytical system for automatic forecasting of human life activity based on the metrics of his personal profile in the social network VKontakte.
Educational technology is a set of systems consisting of tech savvy equipment, processes and methods for the effective and positive implementation of educational theories. Nowadays, when the internet is becoming widespread, and mobile device technologies such as smartphones and tablets have been developing rapidly, it is possible to access educational content without being connected to a place. Today, almost everyone has smartphones. Many social networks, sites, applications are available. Many studies have shown that technology is effective in the field of education. For teachers with foreign language and their perceptions of learning through the help of technology are important. In this study, it is important to determine teachers' perception levels of mobile applications that contribute to foreign language learning. The "mobile learning perception scale" developed to access the research data. Items that are mentioned in the scale are basically positive question, "absolutely disagree", "disagree", "undecided", "agree", "strongly agree". After analysing the reliability of the survey, the overall result was found as Cronbach ? = 0,963. A total of 180 teachers attended from North Cyprus and Russian universities. According to the result of the research, the teachers' perception of mobile learning is high. But this rate is proportional to age. There is a difference in the findings regarding the use of mobile technology when looking at the professional seniority and age ranges. This is due to the fact that recently, technology-supported trainings have been increased and the addition of "material design courses" and "technology-supported trainings" at universities play an important role in increasing perceptions. The use of mobile technology can be increased by providing in-service trainings to teachers with high professional experience and ages.
The relevance of this study is due to the ever-growing demands that the rapidly developing society makes to the education system, according to which the priority factor in the development of students is the ability to independently plan their activities to acquire the necessary knowledge and skills during joint creative and cognitive activity. It is confirmed that it is during the implementation of projects that it is possible to reveal the potential of students in self-realization, interaction with others and development of critical thinking. The goal of this article is to study the theoretically grounded and practically proven effectiveness of the use of project-based training in the study of mathematics by students of the secondary school. The main method of this research is a pedagogical experiment, as well as observation, a quantitative method and statistical processing. In the process of teaching mathematics, the specifics of project training as a student-centered method aimed at improving analytical and creative skills were taken into account. Gradual methodological methods for the organization of the project activity of students are developed. In the course of testing, model images of lessons were obtained, substantive content was determined and specified, thematic lines of the project activity in teaching mathematics in basic school were built, and the use of variable forms of the project activity was justified. The peculiarities of the author's approach to the study of the features of project-based learning are the allocation of special criteria for project assessment; comparative analysis of approaches of foreign and domestic scientific schools to the project activity. The study revealed the effectiveness of project-based training in teaching mathematics. The materials of the article are valuable for primary and secondary school teachers, teachers of secondary vocational and higher educational institutions. The use of the project activity in teaching mathematics in basic school contributes to increasing the level of motivation to study the most difficult topics of the course, ensures the implementation of an integrated approach to the study of natural sciences.
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