«Digitalization Destroys School Walls»: the Experience of School Digitalization in Finland

Зеленин, А. В.

doi:10.30515/0131-6141-2019-80-6-16-22

Cited by 3 publications

(2 citation statements)

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“…), to visualize training material (multimodality), to receive information quickly, to plan training at an individual pace, etc., which entails the introduction of digital skills in the list of civic skills in some countries at the level of official documents (Digitaalinen Suomi, 2019). On the other hand, analysis of the scientific literature has shown that the use of digital technologies for searching and processing information leads to tremendous changes in the perception and understanding of the world by children and teenagers (Palfrey & Gasser, 2008;Helsper & Enyon , 2011), new psychological dependencies associated with the virtual world are identified (Sieberg, 2011), other psychological problems appear that cannot be ignored by the modern education system (Zelenin, 2019), the transformation of the traditional values is going on at a frightening speed (Tapscott, 2009), the network communication format itself undergoes metamorphoses (Lanclos, 2016;Sullivan, 2016), social skills are being deformed (social autism), and physiological problems (physical inactivity, health deterioration, etc.) become more common.…”

Section: Analysis Of the Literature On The Humanitarian Approach To Tmentioning

confidence: 99%

A humanitarian approach to the digitization of education

Лубков¹,

Гордиенко²,

Sokolova³

2020

E&SD

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Digitization is a global, all-encompassing process, affecting all spheres of human life and society. In this context education is not an exception, and the changes taking place in it are a natural result of the rapid development, wide dissemination and accessibility of information technology and networks. Understanding the methodological and philosophical foundations and principles of the process is a necessary phase of the transition to the digital education, the digital society and the digital economy. In the narrow sense digital education can be understood as a conversion of learning materials and the learning process itself from analog to digital format (i.e. electronic textbooks, electronic libraries, open online courses and webinars, video lectures, etc.), but this phenomenon can be considered in broader terms as the complex changes of infrastructural, managerial, behavioral, cultural nature. Recent events (quarantine almost all over the world because of the Covid-19 pandemic) have made it clear that the broad approach to digitization is necessary for the translation of all education systems across the world to an online format, since it refers not only to the form of presenting educational and control materials but first and foremost to the aspects of general behavior, psychological, cognitive and axiological issues. Studies have shown that in the process of transferring education from the classroom to a distance form, all participants of the educational process (students, teachers, education managers, parents) underwent a reassessment of views on education and its role in the life of a person and society. Furthermore, the contradictions, implicitly or weakly expressed prior to the forced and urgent transition to the distant form, were sharpened, and the problems related, for the most part, not to the technical aspects (although these problems also exist), but to the components of education such as communication, personal development, socialization and even physiology, became most urgent. All this requires more in-depth study, a comprehensive and systematic understanding of all the elements not only from the standpoint of functionality, but also axiological, epistemological, ontological and anthropological meanings. It has become obvious that the focus should be placed not on the technical tools with which digital education is implemented, but on a humanitarian approach with its humanistic values, in the center of which is a person: teacher - pupil /student - director - parent. As participants of the educational process, they determine the goals, objectives and methods of activity, select the appropriate technical means and evaluate their training, educational and development potential; they are the centrum omnium that underlies education. This article is devoted to the digital transformation of education in view of the humanitarian approach based on the study of culture, values and history of mankind as a whole and of the people in particular, supported by the pedagogical, psychological, sociological and communication theories that focus on the person, the individual.

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Section: Analysis Of the Literature On The Humanitarian Approach To Tmentioning

confidence: 99%

A humanitarian approach to the digitization of education

Лубков¹,

Гордиенко²,

Sokolova³

2020

E&SD

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“…The reverse side of the technological revolution is expressed in the oversaturation of the multimedia environment [3]; clip thinking in its negative manifestation leads to a decrease in the ability to analyze information [4]. Spending time in social networks [5] leads to a decrease in the stability of social contacts and increased anxiety of students, which leads to the danger of manifestation of destructive and selfdestructive behavior of children.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Tools for the Formation of the Subject Position of Students in the Conditions of Distance Learning

Bayborodova¹,

Shipkova²

2021

Proceedings of International Scientific and Practical Conference “Russia 2020 - A New Reality: Economy and Society” (ISPCR 2020

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The article presents an analysis of the results of a study aimed at identifying pedagogical means of forming the subject position of students in conditions of distance learning. The need for the formation of the subject position of students is indicated, which is manifested in the child's ability to make independent decisions and be responsible for their implementation, analyze activities, reflexively relate to their actions and the world around them, in self-determination and self-realization. The study was built using theoretical (analysis of the literature of regulatory documents and Internet sources, analysis of the results of educational activities of students, systematization and generalization of the data obtained) and empirical (conversations with teachers and parents, observation of students, questioning) methods. The authors studied the experience of the regions of the Russian Federation (Yaroslavl Region, Ivanovo Region, Nizhny Novgorod Region, Primorsky Territory) in organizing education for children with medical indications for homeschooling using distance learning technologies. The effectiveness of the use of subject-oriented technology is revealed, the necessary conditions for organizing distance learning are determined. Two groups of pedagogical tools have been tested that contribute to the formation of the subject position of students in distance learning: tools associated with the use of subject-oriented technology and distance learning tools. It is shown how at each stage of subject-oriented technology the corresponding means of distance learning are used.

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Dyslexia, Dysgraphia, Inclusion: a Literature Review in the Research Field

Зеленин

2020

Russkij âzyk v škole

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The history of the appearance and development of the concepts of dyslexia, dysgraphia and inclusion is considered in the article. The research methods are the method of critical interpretation, the method of conceptualization, the observational method. The terms of dyslexia and dysgraphia attracted the doctor’s attention in the Late 19th – Early 20th Century. An explanation of their causes focused on medical aspects (ophthalmological factors, brain asymmetry, etc.). Linguistic and social argumentations of these deviations have appeared in the 1970s. The number of students with difficulties in reading and writing in the world is quite large and amounts to at least 10% of the total world population. In the 1980–1990s, the question arose of the stages of the such student’s integration in the general educational process. The three pedagogical models were used in were used in education throughout the 20th century: segregation, integration and inclusion. Although the inclusion assumes the equal participation of all children, without exception, in the educational process, nevertheless there is no consensus on the widespread of this model in education among the students’ parents and pedagogical community.

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«Digitalization Destroys School Walls»: the Experience of School Digitalization in Finland

Cited by 3 publications

References 0 publications

A humanitarian approach to the digitization of education

A humanitarian approach to the digitization of education

Pedagogical Tools for the Formation of the Subject Position of Students in the Conditions of Distance Learning

Dyslexia, Dysgraphia, Inclusion: a Literature Review in the Research Field

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