Digital age: is it possible to outstrip education?

Хангельдиева, И.Г.

doi:10.51314/2073-2635-2018-3-48-60

Cited by 4 publications

(2 citation statements)

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“…For instance, the use of the dynamic mathematical environment GeoGebra contributes to the development of basic knowledge through improved understanding of mathematics, use of visualisation effects, construction of dynamic models, simulation of problem situations, search and interpretation of their solutions [37]. The issue of introducing augmented reality in mathematical education is becoming a trend [33]. Against this background, the activity of students immersed in the digital educational environment is not limited to searching and finding necessary information for getting answers to arising questions, but also involves reaching scientific substantiation, identification of logical connections; it is subjected to analysis, generalisation, formulation of own conclusions.…”

Section: Resultsmentioning

confidence: 99%

Fundamentalisation of professional training of future teachers of mathematics and computer science in the conditions of digitalisation

Boronenko,

Fedotova

2023

P Sci Edu

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Relevance. Teachers of mathematics and computer science play an important role in shaping the fundamental knowledge of students. This knowledge manifests itself in the form of in-depth theoretical knowledge, readiness to apply it in practice, critical attitude to information, creativity in their actions. In the conditions of digital transformation, fundamental knowledge enables an individual to take an active part in the life of the modern society and generate new decisions in unfamiliar situations. The aim of the article is to identify due strategies for professional training of mathematics and computer science teachers in the conditions of digitalisation of education, those who are ready to implement the educational process at school with a focus on transfer of fundamental knowledge. Methodology and methods. The methodological basis of the research involves: systemic approach in defining the new role of the teacher as a subject of digital educational ecosystems; environmental approach in characterising the potential of digital educational environment; activity-based approach in training future teachers of mathematics and computer science towards enhancing their ability to form a system of fundamental knowledge in students. The results of the study are presented by describing digitalisation as a modern trend towards modernisation of education, defining the essence of fundamentalisation of education, establishing the interrelation between these processes. The priorities of digital educational space helping to improve the work of mathematics and computer science teachers aimed at the formation of students’ system of fundamental knowledge, to make it more efficient, rational, dynamic and creative, include: continuous online support of educational process, availability of high-quality verified and variable educational content, personalisation of educational trajectory of each student, operational feedback and monitoring of learners’ academic achievements, flexibility of educational programmes, due potential to create sustainable motivation, support of students’ involvement in active learning through the use of new educational tools (virtual simulators and laboratories), interactivity, multimediality and hypertextuality of the environment, automation of teacher’s routine activities, etc. Conclusion. Fundamentalisation of education is viewed as a process of formation of solid, profound basic knowledge defining a person’s scientific worldview and allowing for integration of this knowledge through interdisciplinary links, enabling a person to continuously engage in self-education. The presented results can be used for the development of educational programmes of pedagogical baccalaureate, programmes of supplementary professional education providing for due training of teachers of mathematics and computer science, development of their readiness to form a system of fundamental knowledge in students relying of the digital learning environment resource.

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Section: Resultsmentioning

confidence: 99%

Fundamentalisation of professional training of future teachers of mathematics and computer science in the conditions of digitalisation

Boronenko,

Fedotova

2023

P Sci Edu

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“…It is generally recognized that modern society has entered the "digital era", which is a transition from analog to digital format of working with information. The "digital era" is characterized by the total dominance of digital technologies based on special methods of encoding and transmitting information using a discrete cybernetic system, which allows solving many diverse tasks in the shortest possible time intervals and in almost all areas of human activity (Khangeldieva, 2018). T.N.…”

Section: Introductionmentioning

confidence: 99%

Personality Traits and Academic Motivation as Predictors of Attitudes towards Digital Educational Technologies among Russian University Students

Novikova

Bychkova²,

Novikov³

et al. 2022

RUDN J. Psychol. Pedagog.

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In the modern era of digitalization, the development and implementation of digital educational technologies (DETs) have constantly been at the center of numerous discussions among teachers, psychologists, sociologists, physicians, etc. Moreover, the COVID-19 pandemic has simultaneously made DETs an integral part of contemporary social life around the world. However, both before and during the COVID-19 pandemic, little attention was paid to the study of the motivational and personality characteristics of university students, which would make it possible to predict their attitudes towards DETs and the effectiveness of their use in learning. The present study involved 173 Russian university students (61% - females) of various specialties (natural sciences, medicine and psychology), aged 17 to 26 years. Their attitudes towards DETs were measured according to The University Students’ Attitudes towards DET Questionnaire developed by the authors. To reveal their educational motivation, The Academic Motivation Scales by Gordeeva et al. were used. Their personality traits were identified using The NEO Five-Factor Inventory (adapted in Russian by Biryukov and Bodunov). For statistical analysis, the descriptive statistics methods, Mann - Whitney U test, and multiple regression analysis were used. The results of the study have shown that the scales of academic motivation have a greater impact on attitudes towards DETs among the university students as compared to personality traits. However, there is a specificity of these impacts in the students of different specialties, particularly in psychological students. The findings of this study indicate that taking into account such psychological factors as students’ academic motivation and personality traits can contribute to the optimal implementation of DETs in the educational process in blended and online formats.

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Additional Vocational Teacher Education in the Field of the Formation of a Safety Culture in Transport in the Era of Intelligent Machines

Kamerilova

Kartavykh

Ageeva

et al. 2021

Economic Issues of Social Entrepreneurship

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Digital age: is it possible to outstrip education?

Abstract: The article raises the question of the possibility of advanced education in conditions of social turbulence, uncertainty and unpredictability of the development of the labor market and, accordingly, of certain human capital that may be in demand in the absence of a specific request.

Cited by 4 publications

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Fundamentalisation of professional training of future teachers of mathematics and computer science in the conditions of digitalisation

Fundamentalisation of professional training of future teachers of mathematics and computer science in the conditions of digitalisation

Personality Traits and Academic Motivation as Predictors of Attitudes towards Digital Educational Technologies among Russian University Students

Additional Vocational Teacher Education in the Field of the Formation of a Safety Culture in Transport in the Era of Intelligent Machines

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