Forced digitalization of school education in Russia: parental reflection

In this article, the concept of "technological readiness of teachers" is considered in the context of research by our foreign colleagues. As a result of the theoretical analysis of the review of English-language publications of recent years, it becomes obvious that the successful implementation of technologies depends not so much on software as on the skills and beliefs of teachers. In addition, it was revealed that the technological readiness of teachers depends on such factors as the readiness of the teacher and the readiness of the school to assist the teacher, the experience of pedagogue with information and communication technologies, technical support of the teacher in the workplace, the availability of specialist teachers in information and communication technologies (digital curators), access to information resources, optimism and the innovativeness of teachers, as well as the opportunity to present their educational and methodological developments with the help of information and communication technologies, etc.). The studied interrelations allow outlining the prospect of further research on the technological readiness of Russian teachers and outlining a number of important tasks in improving the implementation of information and communication technologies in the learning process in the Russian secondary school.

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The attitude of senior pupils to the role of a witness to cyberbullying

Redkina,

Maksimenko,

Deyneka

2023

Vestn. Kostromskogo gos. univ. im. N.A. Nekrasova, Ser.: Pedago

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Cyberbullying as a scientific problem is one of the popular topics in foreign and domestic literature, but the main attention of researchers is primarily focused on the relationship that arises between the aggressor and the victim. The purpose of the study, the results of which are recorded in the article, is to identify personal characteristics that contribute to or hinder the manifestations of adequate behavior of high school students who have witnessed a cyberbullying situation. The key research tool was the Cyberbullying Witness Behavior Questionnaire. An additional analysis of the personal characteristics of high school students was carried out by means of an Emotional Intelligence Questionnaire and a Short questionnaire of the "dark triad" of qualities; socio-demographic information about the respondents was also collected. In total, 268 high school students aged 16 to 18 years took part in the study (approximately an equal number of girls and boys). The study showed that an adequate type of perception of cyberbullying situations prevails in this age group, but there were also some contradictions that were fixed in the processes of interaction between parents and teachers. Students of boys and girls aged 16-18 years, who have a higher level of empathy and emotional intelligence, show a more adequate attitude to the role of a witness to cyberbullying, while schoolchildren whose personalities are characterized by elements of psychopathic accentuation are more likely to show an inadequate attitude in the appropriate situation. In conclusion, the authors conclude that systematic work on the development of aggressive behavior control skills among high school students, taking into account all personal characteristics, will contribute to reducing the number of manifestations of violence in relationships within high school students' collectives.

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Forced digitalization of school education in Russia: parental reflection

Cited by 3 publications

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The era of multitasking in the educational process, or What are students doing with the webcam turned off?

The era of multitasking in the educational process, or What are students doing with the webcam turned off?

Technological readiness of teachers: a foreign literature review

The attitude of senior pupils to the role of a witness to cyberbullying

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