Practices of teaching and upbringing of young people in the Internet space

Abstract

Mediatization and internetization of all areas of people’s lives have become key prerequisites for the digitalization of educational practices. An increased interest in this field along with insufficient research into it has determined the relevance of this study. Its purpose is the attempt to generalize and systematize the practices developed during the authors’ professional work. To achieve this purpose, the authors chose theoretical methods. They reviewed and analyzed the practices of teaching and upbringing of young people in the Internet space and audiovisual educational formats. The article deals with the practical cyberpedagogy practices of teaching and upbringing of young people in the Internet space: 1) Internet project development (Internet projecting); 2) network support of educational disciplines in social networks; 3) audiovisual formats in the education process; 4) remote psychological work. The authors examine the integration of audiovisual media into educational activities and the opportunities for psychological support for educational activities in cyberspace. The formats of media content used for teaching schoolchildren and students through digital technologies are specified. The authors note the positive aspects of the process of education visualization and the application of the practices and note the associated risks and ways to overcome them. The novelty of the results of this theoretical study consists in the following: the authors generalize and analyze the practices of teaching and upbringing of young people in the Internet space, conclude on the most relevant practices, examine the risks of using these practices, and propose the recommendations on how to avoid these risks. The above will allow university lecturers and school teachers, the target audience of the article, to use these practices productively and minimize the possible negative consequences.

Cyberpedagogy: Methodology, Theory and Practice

“…Следует отметить, что через киберонтологический подход проявляются и раскрываются как деятельностный и компетентностный, так и другие подходы . [21,38] . Среди основных форматов работы и взаимная экспертиза студентами курсовых и выпускных квалификационных работ, и проведение голосований, и обмен впечатлениями и отзывами о семинарах, лекциях и тренингах, и ведение студентами и выпускниками тематических рубрик в указанных выше пабликах .…”