Digital transformation of education: From changing funds to developing activities

Abstract

<jats:p>The problem of distance between the processes of world transition to a new technological platform, information technologies, to the digital economy and digitalization of various spheres of activity, including education, on the one hand, and not sufficiently deep studies of the phenomenon of digital transformation, including the digital transformation of education, on the other hand, is studied. Lack of elaboration of the essence of digital transformation provokes the free and often marketing use of the concepts of digitalization, digital technologies, and digital transformation of education, and in practice leads to low efficiency of actions taken to implement projects and programs of digital transformation. The lack of strict assumptions leads to a lack of meanings, a multiple increase in the managerial and organizational complexity of implementing the actual practice of digital transformation in education, and as a result, there is an imitation or formal implementation of promising projects. The purpose of the study is to substantiate the General model of digital transformation and to specify it in relation to the digital transformation of education, demonstrating all the elements of the structure of the transformed object and the nature of the cardinal transformations. The hypothesis being tested — the transformation process covers not only the means of educational activity, in particular, digital technologies, but also other elements of it — the goal, object, subject, changing the essence of the educational activity itself, contrasting it with the processes of training and preparation. The system-based research methodology is used. Research methods: main — theoretical analysis and synthesis of existing scientific positions, observation of practical artifacts of digital transformation of education; accompanying — experimental method for testing the results of research. The main results were: distinguishing digital transformation projects, highlighting their unique properties and characteristics that differ from projects of optimization, improvement, development; substantiating the model of digital transformation of education, including proof that in the process of transformation, not only the means (digital technologies), but also the content of the educational process, its goals, subjects and methods of communication between them change dramatically. This suggests a new approach to changing the education process under the influence of digital transformation, its distance from the processes of education and training, which will become a starting point in the self-organization of teams of projects of digital transformation of education. The results will be useful to heads of education authorities at all levels, managers and development teams of educational organizations of basic and additional education, who are planning or implementing digital transformation projects.</jats:p>

Teachers' perspectives on digitalized education and deterrents to the use of digital products in educational processes

“…The situation with implementing digital technology in educational field is ambiguous, but one thing is clear -this technology has the ability to change the educational ecosystem and have certain risks and threats (Khavenson & Carnoy, 2016) . Therefore, online education is an innovative educational model, based on usage of new digital technology and digital products (Rabinovich et al, 2020). This new form of education is rapidly entering our lives, affecting the principles of existence and preservation of traditional education.…”

“…The crossroad situation, which the modern education found itself in nowadays, is determined by the inconsistency of society and education system requirements for scientific-educational activity. As a result, we get the uncertainty of values transferred to the educational institutes as a subsystem of the society (Robert, 2001;Sviryaeva, 2009;Ursova, 2006;Yuhta, 2017;Rabinovich et al, 2020). Therefore, Russian education is now undergoing some active changes.…”

Digital platforms and tools used in the system of teaching English

“…Communication at these sites made it possible to some extent to imitate educational interaction, bringing it closer to the usual traditional by establishing audio and video contact. Online meetings in the format of webinars, video lectures and videoconferences have found application as an alternative to lectures, seminars and practical exercises [11]. Various forms of webinars, such as simple webinars, webinars in the panel discussion format and webinars with the involvement of a distant guest [1], allow solving many educational problems: from daily tasks to the tasks of final control.…”

Innovative-integration processes of interaction of subjects of socio-economic relations on the participants of the construction engineering market in Russia and China

“…During the analysis of efficiency of the specific investigated company "Sonet", located in Nizhny Novgorod, we have considered the problems associated with the activities of the design department and carried out a search for opportunities to develop the department as a center of changes and competencies to ensure its sustainable strategic development and promotion of design services as an independent product on the market of construction engineering [1].…”