CC BY
33УДК 004.33.07/.08
Amirov M.M.
M. Auezov South Kazakhstan University (Shymkent, Kazakhstan)
Seithanova A.B.
M. Auezov South Kazakhstan University (Shymkent, Kazakhstan)
Baizhanova M.T.
M. Auezov South Kazakhstan University (Shymkent, Kazakhstan)
DIGITALIZATION AND DIGITAL TECHNOLOGIES IN EDUCATION
Abstract: the article presents relevant problems of digitalization of education. The authors analyze stages of digitalization and the emergence of new digital technologies, which represent a huge pedagogical potential. The possibilities of digital technologies in the educational process of the university are also considered. The characteristic of digital educational environment is given. The conceptual apparatus includes terms "digital literacy", "digital educational environment". The digitalization strategy of education provides for such promising innovative technologies as artificial intelligence, blockchain and virtual reality. The authors conclude that the digitalization of education is changing the content of the courses taught, as well as the flow of information, this is not only presentations or videos, these are direct connections to information networks, databases, forums.
Keywords: digitalization, transformation, education, digital technologies, cloud technologies, virtual reality, artificial intelligence, web quest technologies, blockchain technology, educational activity, pedagogical process, gamification, mobile learning, digital literacy.
Introduction. The development of the digital economy in Kazakhstan presupposes an active position of the educational community on the analysis and
development of new proposals in the context of digitalization of higher education. The situation is such that it is simply impossible for us not to use the figure in order to keep up with the further processes of informatization and digitalization in Kazakh education.
The term "digitalization" appeared in connection with the strengthening of information and communication technologies. Scientists consider this concept as the translation of information into numbers and at the same time the infrastructural, managerial, behavioral, cultural components of the content of education.
Thus, digitalization can be considered one of the main approaches to the use of digital resources in the transformation of not only education, but also the economy. At the same time, it is assumed that the role of technologies and processes will be redistributed in order to improve the information and educational environment. Digitalization leads to the intensification of production processes [1-3].
Digital technologies, social networks and messengers have changed social values, led to the network identification of a person. The beginning of a new type of students who independently determine their educational trajectory has been laid. They are motivated for personal development and self-determination, combining work with study.
The education system should ensure a confident transition to the digital era, which is characterized by economic growth and new labor relations. Artificial intelligence that performs routine processes should appear on the labor market.
The education system should focus its attention on the training of specialists in new professions with such professional competencies that imply a tendency to creative non-standard solutions, as well as the development of communication skills.
One of the main elements of digitalization of education is digital literacy. Digital literacy is the main priority of education, it is the ability to design and use content using digital technologies, using computer programming, graphic visualization techniques, computer graphics, multimedia development of online courses, etc., search and exchange of information, communication with other students.
Scientists such as Doug Belshaw believe that there are eight elements of digital
literacy, among which a special place is given to the cultural context of the Internet environment, the ability to work online, to have the skills to use "numbers" for self-development.
Under digital literacy, we consider its various types: literacy, attitude to innovation, communicative, computer, information literacy.
To solve the problems of digitalization, our education will have to go through a digital transformation.
The digital transformation of education, according to scientists, is the answers to the global information challenges taking place in the world. The current stage of digitalization in education is the immersion of all its subjects in the digital educational environment.
Currently, the question of the component composition of the digital educational environment is debatable. Many scientists are investigating the problems of structuring digital educational environments.
Services such as MOODLE, 1C have been used in universities for a long time and allow you to track changes in the contingent of students and teachers, determine their rating. The services of placement and information exchange, which are available in the personal account of both the student and the teacher, help to organize the joint work of participants in the educational process.
There are quite a lot of services and tools for creating a DSP, their saturation in the DSP depends on the technical and financial capabilities of the organization.
Experimental methods
Having analyzed digitalization in education, we note the emergence of new digital technologies that have great pedagogical potential. Among them, the most common are cloud technologies. This is a fundamentally new service that allows you to store a huge amount of information and has convenient network access to information resources that can be used with the least management effort and interaction with the supplier.
The attractiveness of the cloud for creating an information environment is
determined by its consumer properties: scalability, pay-as-you-go, self-service, universal network access, pooling of resources, programmability [1].
Currently, such educational technologies as online courses, which are provided by universities for all students, have become widespread. Educational technologies such as mass educational training courses applied remotely will help students to study in any form convenient for them and will allow them to receive qualified training in a specific field of training.
Online learning in a digital educational environment provides for the already well-known synchronous and asynchronous learning. A synchronous online lesson involves electronic interaction between a student and a teacher at a specific time. Asynchronous courses are distinguished by the fact that the teacher puts theoretical materials and various course assignments on the Internet, and students work with information at any time convenient for them. We are impressed by "blended learning", which involves "combining real learning" face-to-face with a teacher in the classroom and interactive opportunities.
Currently, the technology in demand is the "mobile learning" technology, which allows the use of educational information from personal digital devices (smartphones, tablets, etc.). When teaching online, teachers use such technology as the "Course Management System". This technology consists of tools (software) that provide the teacher with the opportunity to design educational courses and place them online.
Among online technologies, the technology of "Gamification (gamification)" plays an important role, it is used for didactic purposes. It uses mechanisms that are used in video games. One of the variants of gamification is web quests. This technology allows you to use and integrate Internet resources and digital technologies into the educational process of the university and effectively form professional competence with their help, such technology allows you to organize research activities of students.
The use of web quest technology allows teachers to solve the following tasks: with increased motivation, to improve educational achievements; to use graphic
visualization methods in teaching; to form an information culture; to solve creative tasks; to optimize educational activities.
The strategy of digitalization of education provides for such promising innovative technologies as artificial intelligence, blockchain and virtual reality. Artificial intelligence is a technology that is used in solving "intelligent" tasks, and all its developments are aimed at creating programs for pattern recognition, systems for automatic car control and machine translation, etc. In education, a training program is used that enhances the interactivity and intellectual component characteristic of the teacher.
Intellectual educational programs and an expert system are very promising and are spreading rapidly.
Blockchain, a technology that provides data storage with a distributed resource, is designed to work with the digital currency Bitcoin. It guarantees the security of storing data in digital format, and also monitors their changes.
In the education system, blockchain is used to store information about exams, diplomas and certificates issued, etc., and this information can be obtained immediately, making sure of its authenticity and without resorting to archival data on paper.
Results and discussion
Virtual reality technologies. There are the following types of virtual reality systems:
- ordinary (classical) virtual reality (VirtualReality - VR), where students interact or immerse themselves in the virtual world using a computer program;
- augmented or computer-mediated reality (AmendedReality - AR), where the overlay on the computer-generated information is carried out on top of the images of the real world;
- mixed reality (MixedReality - MR), where the real world is connected to the virtual, and they are united among themselves.
MR technology can be used to solve various tasks and is universal. Teachers
have the opportunity to create virtual laboratories for studying global environmental problems, etc.
Virtual reality makes it possible to conduct video conferences, which have the greatest effect compared to web conferences that resemble telephone conversations. These technologies are used for virtual travel, acquaintance with other cultures and when learning a foreign language.
When studying natural science disciplines, students with the help of virtual reality glasses can find themselves in virtual laboratories and conduct various experiments, interact with various objects and observe natural science processes occurring in nature.
Conclusions. Digitalization of education changes the content of courses taught, as well as the presentation of information, it's not just presentations or videos, it's already direct connections to information networks, databases, forums. When practical classes are held, it is possible to use social networks. Electronic publications are becoming relevant in training, many publishing houses specializing in the publication of educational literature are switching to electronic versions of textbooks.
Digital technologies are rapidly developing and being updated (high-speed Internet, smartphones, tablets, etc.). Web 2.0 tools, blogs, wikis, social networks; Google cloud services, Office 365, etc. All this provides unlimited opportunities for access to digital tools [5].
Students and teachers have received unlimited opportunities for the development of their educational space and its joint use.
Despite the huge potential of digital technologies, which is in demand in education, it is not fully used, this is due to insufficient digital literacy of teachers and leads to the emergence of a digital divide, its overcoming. Access to digital technologies is an urgent task of digital transformation of education.
REFERENCES:
Агибова И.М. Usloviya i faktory sozdaniya nezavisimoy studencheskoy raboty s ispol'zovaniyem informatsionnykh i kommunikatsionnykh tekhnologiy. [Conditions and factors for creating independent student work using information and communication technologies.] Vestnik pomorskogo universiteta. Seriya: Gumanitarnyye i sotsial'nyye nauki. 2010 g.; № 5: 128 - 134.
Андреев А.А. Rol' i problemy prepodavatelya v srede e-Learning.[ The role and problems of the teacher in the e-Learning environment]. Vyssheye obrazovaniye v Rossii. 2010; № 8 - 9: 41 - 44.
Cifrovaya Rossiya: novaya real'nost'. Analiticheskij otchet 'ekspertnoj gruppy Digital.[ Digital Russia: a new reality. Analytical report of the expert group Digital.] OOO «Mak-Kinzi i Kompaniya SiAj Es», 2017. Available at: www.mckinsey.ru http://www. mckinsey.ru
