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7and 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,
