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8and risks into a resource for personal and professional development of teachers in the digital educational space.
Keywords: concept of personal and professional development of a teacher, alternative models of professionalization, resource and risk-bearing strategies, technological model, digital educational space
DOI:
TRANSFORMATION OF THE PROFESIONAL ROLE OF TEACHERS WITH INCREASING USE OF
INFORMATION TECHNOLOGIES
Elizaveta Pechkovskaia
Postgraduate student, Lomonosov Moscow State University, Moscow, Russia; e-mail:
e.m.pechkovskaya@mail.ru
Abstract: During the COVID-19 pandemic, there was an increase in the use of information technologies by teachers. These changes affected the duration, automation, communication, and object of labor. The purpose of this study was to assess the change in the professional environment of teachers. Research methods: conversation and self-developed questionnaires. Sampling: teachers using Moodle and Zoom systems. The main results: there was a change in the perception of the object of labor when using Zoom and Moodle and the duration and satisfaction with work due to technical errors of the systems during use. The role of the teacher has also changed. They must not only be a teacher, but simultaneously an operator of an automated information system, the successful use of which requires additional preparation. Conclusion: during the study it was revealed, firstly, that the teacher plays the role of an automated system operator, which requires additional training and optimization of the system interface, where interface and user errors were identified and classified. The identified errors led to disruption of communications within the system and the duration of work, causing work dissatisfaction. Adaptation of the system would partially automate the work of the teacher and save time. Secondly, to increase satisfaction with the use of video systems, it is required to establish mandatory rules for the conduction remote classes e.g. turning on cameras and microphones. This is because the object of labor is changing -visually the student may be in class, but they do not physically participate in the process.
Keywords: professors, Moodle, Zoom, students DOI:
DIGITAL EDUCATIONAL ENVIRONMENT: OPPORTUNITIES AND RISKS
Olga Shalina
Assistant professor, A.I. Evdokimov MSMSU, Moscow, Russia; e-mail: shalinaya@yandex.ru
Tatyana Buzina
Professor, A.I. Evdokimov MSMSU, Moscow, Russia; e-mail: buzinats@msmsu.ru
Abstract: The digital environment is a place for recreation, communication, and education. Digital factors are replacing traditional, cultural, and historical factors of personal identity. Education and socialization become processes that take place within the "informational" (M. Castels) society. The development of the digital educational environment (particular, the Moscow Electronic School project) involves technical improvement and new functional capabilities: • Educational portals are filled with materials, programs, plans, tasks, and control forms. • Students and teachers' personal cabinets are the open source of information. • Portfolio systems allow monitoring of the individual educational trajectories of students.• Communication systems between students, parents, teachers, administration,
and government organizations. The basis of these functional capabilities is the principle of open information i.e., the possibility to monitor results by students themselves, their parents, and educational organizations. Further digitalization of education is to expand into the development of tools for monitoring educational results and automated systems for assessing the safety and effectiveness of educational programs. However, digitalization of education is somewhat an area of "uncertainty" (A.G. Asmolov), in which methodological and value awareness do not always keep up with the development of technology. Teachers and psychologists face a number of points to discuss: •The problem of information surplus and special skills for work with the "informational neurosis". • The problem of "psychological exploration" (A.P. Nazaretyan) and the culture of using of digital technologies. • The problem of minimizing the role of a person and live communication. • The ethical problem of the fundamental possibility of automation and digitalization of moral and ethical education of young people, highlighting the need for an open and professional discussion to select areas for automation and digitalization within the education system.
Keywords: digital educational environment, automation, digitalization, psychological risks DOI:
FEATURES OF THE USE OF DIGITAL TECHNOLOGIES FOR THE DEVELOPMENT OF OLDER PRESCHOOLERS
IN THE CONTEXT OF FAMILY EDUCATION
Natalia Shumakova
Leading Research Fellow, Psychological Institute of the Russian Academy of Education, Moscow, Russia;
e-mail: n_shumakova@mail.ru
Elena Belova
Leading Research Fellow, Psychological Institute of the Russian Academy of Education, Moscow, Russia;
e-mail: l.popova@mail.ru
Abstract: The study of the influence of digital technologies, as a component of the educational microenvironment, on preschool development is one of the topical areas of modern psychology. Our research was aimed at identifying the features of the use of digital technologies (computers and tablets) in family education and studying their influence on the intellectual development of older preschoolers. Participants: 184 children aged 5-7 years (90 boys, 94 girls; Mage=6.79, SD=0.31) and their parents (predominantly mothers: 157 mothers, 27 fathers). Methods: Express-Diagnostics of Intellectual Abilities; special technique for revealing the creative and intellectual potential of children; a survey of parents. Results: In the families of the majority of preschoolers (95.65%), digital technologies were used for their development. The frequency of use varied: 1-2 times a week (39.74% of children); 3-4 times a week (40.34%); 5-7 times a week (19.89%). Parents set time limits for children: 48.3% of preschool children spent no more than 20-30 minutes at the computer, while 46.59% spent from 30 minutes to an hour. There were parents who allowed their children to spend more than an hour at the computer (5.11% of preschool children). When parents chose computer programs / games, preference was given to those that develop logical thinking (73.3% of preschoolers), memory (52.84%), counting skills (52.27%), and reading (50%). Different types of coloring were also in demand (52.84%). Using a one-way ANOVA, it was found that preschoolers who spent time at the computer 1-2 times a week show a significantly higher level of development of intellectual abilities than their peers who use the computer more often (F=4.623; p=0.01). The results obtained confirm the importance and necessity of a comprehensive analysis of the use of digital technologies in family education of preschoolers.
Keywords: digital technologies, preschool children, family education DOI:
