Analysis of teachers' ideas about the impact of digital educational products on the cognitive-personal and activity sphere of students

Abstract

Introduction. The processes of digitalization of all spheres of society, including education, require a detailed analysis of their impact on the development of the personality of students. Practice shows the ambiguity of the impact of digital educational products on the development of the student: they are both a resource, a means of development, and at the same time, they are risky in nature for various spheres of personality: cognitive, emotional-volitional, value, communicative and educational activities. The purpose of the study is to analyze the parameters of the cognitive-personal and activity spheres of students, which are influenced by digital educational products. Materials and methods. The study involved 243 teachers of secondary schools in Moscow, Moscow region, Voronezh, Nizhny Novgorod, Samara (Russian Federation). To determine the risks and benefits of using digital educational products for the cognitive-personal and activity spheres of students, an author's questionnaire was used, with the help of which an anonymous online survey was conducted (using a google-form). Research results. Statistical analysis revealed correlations between the parameters "development" and "deformation" of the cognitive qualities of students "Attention" (rs = -0.905; p≤0.01) and "Memory" (rs = -0.833; p≤0.01), which indicates a significant discrepancy in the assessments of teachers. For most of the characteristics of the personal sphere and educational motivation, the correspondence in the assessments was determined between what “develops” and what “deforms” in students when learning with the help of digital educational products. Conclusion. The novelty of the study lies in identifying the ambiguity of the impact of the digital educational products used on the development of the personality of modern schoolchildren and in determining the areas of greatest risk. The obtained results can be used as recommendations for teachers and leaders of educational institutions in the development of digital educational products for secondary schools.