Digitalization of Education in Modern Scientific Discourse: New Trends and Risks Analysis

Abstract

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).

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

“…New technologies in the field of education five decades ago were considered the blackboard (1841), the motion picture (1940), as well as the (traditional) radio (1920) and the television (TV from here on) (1957) (Kent and McNergney 1999), which were used within the teaching methodology to offer learning opportunities and motivation as technological innovations (i.e., as innovative educational communication tools). Today, the modern approaches in teaching methodologies utilizing (new) technologies in enhanced different learning needs (Frolova et al 2020) focus on the learning experience of students/learners (Ciobanu 2012;Skryabin et al 2015), who should (a) be active participants and not only obtaining knowledge (Orlikowski 2008), and (b) be interested in something new or different in a way that makes it important (Nicolaou et al 2019). The reason is because new technologies, such as audiovisual media communications, are the key to quality education and an important factor in achieving enhanced learning as serious educational communication tools for explaining basic concepts and promoting the traditional and web-based learning environments (see also Griva et al 2020;Kourtidou and Gasparinatou 2019;Gutiérrez Martín and Tyner 2012).…”

“…The use of audiovisual media technologies and audiovisual content (audiovisual media communications from here on) in education, and especially in the field of media studies (e.g., courses in journalism, radio, television, social media, public relations, communication, etc.) (see Georgiadou and Kolaxizis 2019;Matsiola et al 2019;Nicolaou et al 2019;Şardagı and Öztürk 2019;Quinn-Allan 2010), contributes to effective teaching, to technologyenhanced learning, and to the provision of easier acquired knowledge (Frolova et al 2020;Nicolaou 2019a;Nicolaou et al 2019;Ewing et al 2018). The triptych of information communication technologies (ICTs), which are the main backbone of the media (see Mbeke et al 2010;Schiffrin 2017), provide the kind of knowledge that creates a new modernized and digital age of experiences for each generation, respectively (Thurder 2021;Nicolaou and Kalliris 2020;Nicolaou et al 2019;Kim 2019;Edwards [2010] 2010) (something we will discuss below).…”

Usage of Internet by University Students of Hispanic Countries: Analysis Aimed at Digital Literacy Processes in Higher Education

“…However, it is possible to use almost all digital media for educational purposes, as it happens in several organizational developments (Sousa, Rocha, 2019). Properly integrated into the teaching-learning process and the didactic objectives of their employment are defined, they provide pedagogical benefits (Livingstone, 2012;Frolova et al, 2020). Moreover, teachers of all educational levels are increasingly aware of this (Amhag et al, 2019;Záhorec et al, 2019).…”

Tracing the Source of Journalism Theory on the Integration of Multidimensional CAD and Hybrid Teaching Strategies in the Context of New Media

“…For all students, highlight the educational function of music teaching. Frolova's [5] development and innovation of music education demonstrates the transformation of music teaching mode and the specific strategies of information technology application in music teaching from the perspective of the current development and innovation of music education.…”