scholarly journals Factors of the Readiness for Information Exchange in Pre-School Education Establishments

2019 ◽  
Vol 9 (3) ◽  
pp. 166
Author(s):  
Valentina Dolgova ◽  
Yulia Batenova ◽  
Irina Emelyanova ◽  
Irina Ivanova ◽  
Lyudmila Pikuleva ◽  
...  
Keyword(s):  
Information Exchange ◽  
Digital Technologies ◽  
Educational Process ◽  
Information Resources ◽  
Further Training ◽  
School Teachers ◽  
Digital Device ◽  
Self Reflection ◽  
Digital Devices ◽  
Interactive Environment

The development of an interactive environment that allows for a significant enhancement in interaction opportunities with information resources for a child is one of the primary tasks of the pre-school educational process organisation today. This study involved 50 establishments for children in Chelyabinsk (N = 1280: 230 children, 350 teachers, 700 parents). We used two techniques to collect data: a questionnaire for teachers on the use of Information Exchange in the educational process, their attitude towards ICTs, and the available resources (resources included technological aspects, such as infrastructure, equipment, and software, as well as educational aspects, such as further training and the availability of a qualified methodologist); and a conversation with children on their experience in using and operating digital devices for various tasks. The questions were divided into four groups that provided us with data on the following topics: the degree of inclusion of parents in the interaction (a triad of a child, a digital device, and a parent), the awareness of the child of the capacity and resources of ICTs, motivation and interests that can be realized through digital technologies, and self-reflection as the capacity of the child to predict and analyse their activities. The Hypothesis that the level of readiness for information exchange in subjects of the educational process can be increased through further training of pre-school teachers and the establishment of a single information space in a kindergarten group has been proven right. The findings the study proved such an influence and proposed directions for further studying.

scholarly journals Using Digital Devices in Classroom Learning: A Complexity Theory Perspective

2021 ◽  
Author(s):  
◽  
Rana Daoud
Keyword(s):  
Complexity Theory ◽  
Classroom Environment ◽  
Digital Technologies ◽  
Actor Network Theory ◽  
Educational Process ◽  
Learning Activities ◽  
Analysis Tool ◽  
Classroom Learning ◽  
Digital Devices ◽  
Primary Classrooms

<p>Using digital devices in primary classrooms has become a common practice in many schools around the world. A considerable amount of research has explored this phenomenon. However, the majority of studies published in highly ranked educational technology journals have focused on the effectiveness of interventions related to using digital devices in primary classrooms and few studies examine students’ use of digital devices during learning which reflects a dominance of the reductionist approach in studying classroom environments. While there is rich literature addressing the outcomes of using devices, much is still unknown about the use itself. The present study aimed to understand how students use digital devices in classroom learning activities. It explored the ways of use, the factors that shaped these uses, and how the uses contributed to the purposes of learning activities. Approaches used to study phenomena in open recursive systems, such as classrooms, should be different from approaches used to study phenomena in closed systems under controlled conditions. Therefore, Complexity Theory provided a framework to understand the socio-materiality of digital devices in classrooms learning. In addition, Actor-Network Theory was used to study the phenomenon in action and Biesta’s (2009) framework of the functions of education to understand the contribution of the uses to educational purposes. This multiple case study was conducted in New Zealand within two schools where two teachers and seven upper-primary students participated in the study. Data were collected across six months through observations, semi-structured interviews, group interviews, informal conversations, student think-aloud interviews and artefacts from learning including video screen-captures. Data were coded and analysed using the thematic analysis and an abductive strategy. From a synthesis of the findings a ‘Using Devices for Classroom Learning’ model was developed in which seven patterns of use were identified. The children used their devices as a source of information, means of communication, production medium, external personal memory, collective memory coordinator, trial-and-error learning space, and as a research tool. Interconnected factors shaped these uses which were related to the educational system, school and classroom environment, teachers, students, and digital technologies. The findings showed how the seven uses contributed to the educational purposes of classroom learning which were classified into students’ qualifications, socialisation, and subjectification. However, some of these uses led to undesirable influence on students’ learning. This study provides theoretical and practical contributions to the field of using digital technologies in education. Complexity thinking, as a holistic approach, sheds light on blind spots of the educational process and acknowledges the complexity and uncertainty when using devices for learning in social complex systems such as classrooms. What emerges in classrooms does not result from separate factors but from a network of relationships and interactions of interconnected factors. The model developed provides an analysis tool for researchers and assists educators and policymakers to understand and anticipate the role of digital devices in classroom learning.</p>

scholarly journals Temporal digital control: Theorizing the use of digital technologies to provide a temporal autonomous space

2019 ◽  
Vol 29 (3) ◽  
pp. 794-812
Author(s):  
Nicola F Johnson
Keyword(s):  
Digital Control ◽  
Screen Time ◽  
Real Life ◽  
Digital Technologies ◽  
Well Being ◽  
Temporal Control ◽  
Digital Device ◽  
Digital Devices ◽  
Life Itself ◽  
Smartphone Use

Screen time once referred to television. Nowadays, it includes various screen sizes that are internet-enabled devices, and the pervasive smartphone. Regardless of what kind of screen is used, screen time comprises much of life itself. Being online and offline is now fairly blurred because of the ubiquitousness of technologies, Wi-Fi and screens. This paper puts forth the notion of ‘temporal digital control’ to explain the choice of when and why smartphones and other portable digital devices are used in today’s cultural milieu, and it theorizes the ‘why’ of contemporary smartphone use is so prominent suggesting it enables temporal digital control in an autonomous space. Coupled with the engrossment of such use, the article elaborates how gazing at a digital device comprises a temporal connection, alongside a disconnection from real life, and a possible inauthenticity that could affect well-being. Recently published literature on ‘waiting’ is included to help theorize why actors choose to use digital technologies while waiting. Being preoccupied, or busy, or doing something with one’s smartphone while waiting creates a sense of alleged status, importance or connection in the form of digital temporal control. An array of vignettes is provided to demonstrate agentic disengagement with the present in a preference for moving into a temporal autonomous space of ‘perceived’ digital control. When gazing at and using a digital device, users are arguably disengaging with the temporal present, disconnecting with others who may be beside them, in preference to the creation of temporal (and digital) autonomous spaces. Regardless of what the user is doing on their smartphone or device, the use of technologies can provide a temporal autonomous space of digital control.

scholarly journals Theory and experience of digitalization in the system of inclusive education

2021 ◽  
Vol 18 (4) ◽  
pp. 45-56
Author(s):  
Valentina G. Ryndak
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Information Support ◽  
Research Results ◽  
Digital Devices ◽  
Advantages And Disadvantages ◽  
E Learning

According to the systematic approach, the paper reveals the theory and experience of digitalization of the inclusive education system. Research methods: retrospective analysis of the development of digitalization of the educational process of inclusive education in Russia and abroad, conversations, analysis of portfolios, situations, experience of the Pedagogical College named after N.K. Kalugin (Orenburg), assessment and self-assessment of bachelors, teachers, generalization and systematization of the data obtained; statistical methods, cluster analysis, questionnaires, analysis of parents opinions on the conditions and quality of inclusive education, analysis of students opinions on the conditions and quality of vocational training. Research results: the paper provides a theoretical analysis and analysis of research results, which made it possible to: clarify the essence of digital technologies as a set of digital devices and information and communication technologies; identify assistive means for solving corrective and compensatory problems; categories of digital devices for solving the problems of inclusive education; identify the principles, methods and technologies of digital (e-learning) in the context of inclusive, advantages and disadvantages of e-learning; models of organizing inclusive education using e-learning; free services, paid educational platforms, their opportunities, advantages and disadvantages in inclusive education; to identify the means of intellectual information support in the digital educational environment, the didactic potential of the educational platform; virtual fund of scientific effects, providing educational and methodological support for the inclusive educational process, its architectural components; to determine the directions of the virtual fund of scientific effects. Effectiveness and quality of inclusive education is provided by individual educational trajectories, the methodological resource integrates methods of educational activities in an electronic environment, online learning, and access to digital technologies. The experience of organizing distance inclusive education and inclusive group virtual learning has been clarified. Conclusions and recommendations: it has been proven that digitalization is the goal and means of ensuring the effectiveness of inclusive education; revealed the difficulties of students and the role of teachers as professional partners in their elimination; identified digital devices for solving the problems of inclusive education. The principles, methods and technologies of digital (e-learning) are presented in the context of the interaction of students and teachers.

scholarly journals The Impact of Digital Technologies on Production Models and Forms of Employment: Socio-Philosophical Analysis

2019 ◽  
Vol 23 (4) ◽  
pp. 533-547
Author(s):  
E. G. Tsurkan ◽  
E. D. Dryaeva
Keyword(s):  
Information Exchange ◽  
Social Space ◽  
Digital Technologies ◽  
Educational Process ◽  
Capitalist Development ◽  
Social Time ◽  
Production Models ◽  
Production And Distribution ◽  
Contractual Obligations ◽  
The Impact

The process of integration of digital technologies into the structure of social production and distribution leads to a series of definite trends in capitalist development. These trends are regular and interdependent. The acceleration of information exchange provides an opportunity to replace the Fordism with a thriftier network model, which involves outsourcing and reducing the longevity of contractual obligations and hiring relationships, which leads to the precarization of labor of a certain social group, which can be described as “precariat”. The change in working conditions leads to the change in ways of increasing labor productivity, which is the reason for the emergence of “societies of control” characterized by: distributed power, embedding previously external coercion into the personality, affective engineering, prolongation of the educational process, increasing tempo and rhythm of work, spreading the project as the form of work replacing routine forms, and the emergence of a liquid short-term identity inherent in representatives of the precariat. This article aims to discover and demonstrate the interconnection between these processes. Achieving this goal will open the way to a more thorough separate study of each of these processes in the future but this research will be made from the perspective of their systemic unity. According to the purpose of the article, the structure of work is the following: the first section is devoted to the acceleration of social time, which is connected with the compression of social space and with the change in scale in which commercial and state enterprises can operate. Quick positive feedback, which is provided by the digital network, leads to changes in the infrastructure of enterprises and the transformation of production and logistics models (Section 2). In addition, the acceleration of the feedback between the employee and the employer leads to the precarization of labor (Section 3), which is accompanied by the appearance of “societies of control” (Section 4).

scholarly journals DESIGNING DIGITAL EDUCATIONAL RESOURCES WITH THE DIGITAL TECHNOLOGIES TOOLS

2018 ◽  
pp. 58-62
Author(s):  
V. HRYNKO
Keyword(s):  
Educational Technology ◽  
Primary School ◽  
Digital Technology ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Resources ◽  
Professional Activity ◽  
Educational Resource ◽  
School Teachers ◽  
Primary School Teachers

Designing digital educational resources with the digital technologies tools while training future primary school teachers is considered by the author as one of the ways of solving the problem of insufficient level of implementing digital educational resources in the educational process of educational institutions.The author clarifies the essence of the concept of “digital educational technology” and its interconnection with the notion of “digital educational resources” and notes that the term “digital technology” is used to describe the technology of creating, transmitting and storing information messages, which envisages coding their contents with figures, and the term “digital resource” is used to describe information carriers created by using digital technologies.If the use of digital technology and digital resources is carried out for the implementation of educational tasks, the author advises to use such categories as “digital educational technology” and “digital educational resource”. It is noted that the design of digital educational resources is the important task of using digital educational technologies.The process of using digital technologies for designing a digital educational resource on the example of the digital educational resource “Interactive poster” is considered. Eight stages have been identified, during which the following functions of digital technology are implemented: visual, operational and creative, correctional, communication, collaborative, demonstrative and presentational.It is noted that designing digital educational resources with the digital technologies tools while training future primary school teachers provides for the organization of activities aimed at improving the ability to use digital technologies to create effective cognitive and active educational process, which is attractive for students, to critically evaluate digital educational resources in the aspect of expediency of their application in professional activity, as well as the capacity for lifelong learning to use technological innovation.

scholarly journals Professional Activity of an Elementary School Teacher with Students of the Alpha Generation

2021 ◽  
Vol 7 (1) ◽  
pp. 26-35
Author(s):  
Marianna V. Horvat ◽  
Mariia I. Kuzma-Kachur
Keyword(s):  
Primary School ◽  
Cognitive Activity ◽  
Digital Technologies ◽  
Educational Process ◽  
Primary School Children ◽  
Modern World ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Methods And Techniques

The study substantiates the relevance of the problem of professional activity of primary school teachers with students of the Alpha generation, presents the chronology of generations in Western Europe, the theoretical analysis of publications of scientists to study the features of the 21st century with the active introduction of digital technologies in society. The purpose of the study is to analyse the specific characteristics of children of the Alpha generation and substantiate the methods and techniques of professional activity of modern primary school teachers with them. In modern world, the field of digital technology is developing rapidly, and children are exposed to their influence from birth. In the course of the study, the authors analysed the scientific literature on philosophy, psychology, and pedagogy, analysed the factors influencing the development of psychological characteristics of students of the Alpha generation, conducted interviews with leading teachers and trainers to optimise the educational process in primary school. The authors recommend methods and techniques for organising the educational process in primary school, which are aimed at achieving the goals and objectives declared in the State Standard of Primary School and the Concept of the New Ukrainian School: nonviolent communication, storytelling, team building, game situations, interactive technologies, and problem-solving methods. Emphasis is placed on finding ways to combine digital technologies with teaching methods that would promote the development of creative and critical thinking. The practical value of scientific research lies in the analysis of the characteristics of modern primary school children born and raised in the digital society, and the presentation of methods to enhance their cognitive activity and the development of subject-subject relations on a partnership basis

scholarly journals Professional formation of the teachers under the conditions of digital transformation of higher education

2021 ◽  
Vol 273 ◽  
pp. 12070
Author(s):  
Svetlana Belovitskaya ◽  
Tatyana Guseva ◽  
Irina Shatokhina ◽  
Elena Shcherbina ◽  
Mohammed Al Hussini Kadom Mahdi
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Professional Competence ◽  
Digital Technologies ◽  
Digital Transformation ◽  
Educational Process ◽  
Teaching Staff ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Formation

The article is devoted to the problem of using digital technologies for the professional formation of future primary school teachers. The authors note the relevance of this problem in connection with the digital transformation of higher education. It is emphasized that both Russian and foreign researchers define professional competence as the leading feature of professional development in the conditions of digitalization of education, reflecting all aspects of the professional activity of a teacher. In the article, the authors describe an effective way of using digital technologies for the professional formation of primary school teachers. Based on the content analysis of the regulatory database and scientific researches, it is noted that the study of this problem in the system of Russian higher pedagogical education is a separate direction under study linked both with the prospective development of education as a whole and risk factors. The article substantiates the need for professional formation of the future primary school teachers under the conditions of digitalization of the educational process and traditional forms of education. The authors have developed a model of professional formation of future primary school teachers under the conditions of digitalization of higher pedagogical education, and presented the components of digitalization of higher pedagogical education. This research is addressed to the teaching staff of higher educational institutions, and to future teachers.

scholarly journals Professional Samples in the Training Process of Primary School Teachers for Working with Inclusion

2018 ◽  
Vol 10 (1) ◽  
pp. 116-126
Author(s):  
Z.Y. Bruk ◽  
I.V. Patrusheva ◽  
L.V. Fedina
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Personal Responsibility ◽  
Educational Process ◽  
Training Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Reflection ◽  
Special Children ◽  
Teachers Training

The article presents the results of professional sample as one of the conditions of practice-oriented learning. The samples were carried out during the approbation of the project which is aimed at the improving of future teacher's training through strengthening of the practical orientation in the context of inclusive education. The authors describe the content and mechanism of a professional sample in the real teaching and educational process by the implementation of the module "Theoretical and methodological foundations of inclusive education". The authors came to the conclusion that the use of professional samples in the system of future teachers training can significantly increase the indicators of methodical readiness of students. Nevertheless, the competences of diagnosing the teaching and educational process, the ability to conduct observations are not sufficiently formed. The use of the professional samples method in the educational process helps to connect theory and the practical activity of the teacher in the context of inclusive education, to develop the competence of making informed and effective decisions, to form the experience of interaction with special children, and to develop personal responsibility and the ability to self-reflection.

scholarly journals На пути к общественному развитию. Информационные технологии и ресурсы в высшем образовании

2021 ◽  
Author(s):  
Игорь Хлебников ◽  
Наталья Донецкая
Keyword(s):  
Social Relations ◽  
Information Technologies ◽  
Digital Technologies ◽  
Educational Process ◽  
Information Resources ◽  
Technical Equipment ◽  
Information And Communication ◽  
Effectiveness Of Training ◽  
The University ◽  
Karaganda Region

The evolution of social relations at the present stage requires teachers to work in the field of higher education to develop skills in using information resources and digital technologies. The intensity of communication in the information sphere determines the effectiveness of not only the learning process at the university, but also to a large extent, the secondary socialization of young people. The article deals with the problem of using information resources and digital technologies by teachers of Kazakh universities (on the example of the Karaganda region). The article is based on the data of a sociological survey (questionnaire survey) conducted at the universities of the Karaganda region of Kazakhstan. The purpose of the study was to analyze the effectiveness of the use of information technologies and resources in the process of studying at universities and to develop practical recommendations to improve the effectiveness of training. According to the results of the study, it has been found out that the development of the information and communication sphere in universities is influenced by "objective" and "subjective" factors. The first ones are connected with shortcomings in the technical support of the educational process, the second ones– with some teachers’ lack of awareness of the modern Internet resources in their professional field. The identified problems can be overcome with the help of measures aimed at increasing teachers' awareness of available information resources, increasing the speed of the Internet connection and general technical equipment of universities

scholarly journals Using Digital Devices in Classroom Learning: A Complexity Theory Perspective

2021 ◽  
Author(s):  
◽  
Rana Daoud
Keyword(s):  
Complexity Theory ◽  
Classroom Environment ◽  
Digital Technologies ◽  
Actor Network Theory ◽  
Educational Process ◽  
Learning Activities ◽  
Analysis Tool ◽  
Classroom Learning ◽  
Digital Devices ◽  
Primary Classrooms

<p>Using digital devices in primary classrooms has become a common practice in many schools around the world. A considerable amount of research has explored this phenomenon. However, the majority of studies published in highly ranked educational technology journals have focused on the effectiveness of interventions related to using digital devices in primary classrooms and few studies examine students’ use of digital devices during learning which reflects a dominance of the reductionist approach in studying classroom environments. While there is rich literature addressing the outcomes of using devices, much is still unknown about the use itself. The present study aimed to understand how students use digital devices in classroom learning activities. It explored the ways of use, the factors that shaped these uses, and how the uses contributed to the purposes of learning activities. Approaches used to study phenomena in open recursive systems, such as classrooms, should be different from approaches used to study phenomena in closed systems under controlled conditions. Therefore, Complexity Theory provided a framework to understand the socio-materiality of digital devices in classrooms learning. In addition, Actor-Network Theory was used to study the phenomenon in action and Biesta’s (2009) framework of the functions of education to understand the contribution of the uses to educational purposes. This multiple case study was conducted in New Zealand within two schools where two teachers and seven upper-primary students participated in the study. Data were collected across six months through observations, semi-structured interviews, group interviews, informal conversations, student think-aloud interviews and artefacts from learning including video screen-captures. Data were coded and analysed using the thematic analysis and an abductive strategy. From a synthesis of the findings a ‘Using Devices for Classroom Learning’ model was developed in which seven patterns of use were identified. The children used their devices as a source of information, means of communication, production medium, external personal memory, collective memory coordinator, trial-and-error learning space, and as a research tool. Interconnected factors shaped these uses which were related to the educational system, school and classroom environment, teachers, students, and digital technologies. The findings showed how the seven uses contributed to the educational purposes of classroom learning which were classified into students’ qualifications, socialisation, and subjectification. However, some of these uses led to undesirable influence on students’ learning. This study provides theoretical and practical contributions to the field of using digital technologies in education. Complexity thinking, as a holistic approach, sheds light on blind spots of the educational process and acknowledges the complexity and uncertainty when using devices for learning in social complex systems such as classrooms. What emerges in classrooms does not result from separate factors but from a network of relationships and interactions of interconnected factors. The model developed provides an analysis tool for researchers and assists educators and policymakers to understand and anticipate the role of digital devices in classroom learning.</p>

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