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7prerequisites for the effectiveness of educational activity. The ways of formulating search queries are determined by the characteristics of the student's cognitive activity and by the complexity of the search task. It is currently unclear how these factors interact and contribute to the effectiveness of educational online searches. Research question: What contribution do categorial abilities make to the formulation of educational online search queries while performing both simple and complex search tasks? Materials and methods. The experimental study involved 287 school students ranging from 5th-9th grade. The students performed search tasks of varying complexity. The search actions were recorded with the use of a video screen capture program. Search query formulation strategies were identified by the analysis of these video recordings. Categorial abilities were assessed using the "categorization" technique. Results and discussion. We found two strategies for the formulation of search queries: direct formulations and clarifying formulations. Clarifying formulations were more likely to lead to assimilation of information compared to direct formulations. The categorial abilities made a more significant contribution to the productivity of performing complex tasks compared to simple ones. Conclusions. The results of the study should be used for teaching school students to develop the skills to carry out effective online searches. Funding. The research is supported by the Russian Foundation for Basic Research, project No. 19-2914005.
Keywords: online search, schoolchildren, educational activity, categorial abilities, search queries, simple search task, complex search task
DOI:
EDUCATORS IN THE DIGITAL EDUCATIONAL SPACE: RESOURCES AND RISKS
Larisa Mitina
Chief Researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia; e-mail:
mitinalm@mail.ru
Abstract: Within the professional development of a teacher's personality (Mitin), two alternative models have been identified: professional development and adaptive functioning. It has been shown that the model of professional development characterizes the constructive path of a teacher, the path of creation, building up their creative potential. In this theoretical and empirical study, the task was to determine the psychological resources and risks of effective work of teachers of different professionalization models in the digital educational space. With the help of a specially developed methodological program, it has been experimentally proven that the professional development model characterizes the resource strategy of a teacher's professional life in the digital space, including the actualization of the following: personal resources (pedagogical orientation, pedagogical flexibility, pedagogical competence, self-awareness); reflexive resources that reveal themselves in empirical indicators of semantic and regulatory levels; behavioral resources (polished behavior, optimal level of risk readiness, inclusion in the polysubject community). The adaptive functioning model defines a risk-bearing strategy of teacher professionalization in the context of digital transformations. It reflects unformed, undeveloped personal and behavioral characteristics regarding subject orientation, emotional, behavioral, intellectual rigidity, activity and communicative incompetence, unstructured self-awareness, pathogenic levels of reflexive resource, rigid professional role behavior, intergenerational gap of value orientations and time prospects, etc. Theoretically and empirically, a complex set of psychological conditions of professional development of the individual has been identified. This can determine the actualization of the teacher's resource capabilities and the transformation of risks into a development resource during the digitalization of education. The following groups of conditions can be distinguished as the most important components of this complex: intrapsychological, interpsychological, inter-intrapsychological. A new technological solution for the constructive change of teacher behavior is proposed, which allows transforming the adaptive behavior of the teacher, directing him to creative self-realization in the profession. Thus, the technological model makes it possible to transform contradictions
and 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,
