Information Education in Russia

Beshenkov, Sergey; Mindzaeva, Etery V.; Beshenkova, E. V.; Шутикова, М. И.; Trubina, Irina I.

doi:10.1007/978-3-319-39690-3_50

Cited by 11 publications

(9 citation statements)

References 3 publications

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“…While creating a computer program, the pupils acquire such intellectual skills as structuring, planning, forecasting the results of their activities, searching for information, classifying, reasoning, etc. (Beshenkov et al, 2016).…”

Section: Relevance Of the Researchmentioning

confidence: 99%

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

Soboleva

Galimova

Maydangalieva³

et al. 2018

EURASIA J MATH SCI T

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The relevance of this article is determined by the possibility to increase the efficiency of teaching modeling at schools by means of involving modern gaming and educational platforms in students' cognitive activity. The problem of the study results from the contradiction between the broad potential of the gamification tools to motivate and involve students in modeling, to improve their skills, and the ideas of the general methodology about gamifying the educational process as well as the lack of well-designed techniques and methods of using the appropriate software to teach modeling at school. The purpose of the study is to define the didactic value of the gamification tools used to teach modeling at school and to develop a methodological approach to the structured lesson planning using computer game instruction technology. The article describes the types of schoolchildren activities, which allow the use of gamification tools for modeling, to develop schoolchildren's research skills and the ability to use modern tools to solve theoretical and experimental problems. It describes methodological methods and recommendations on organizing information and pedagogical interaction between the participants of the educational process by applying educational programs available on gaming platforms both at the level of personal communication between the teacher and the student, and at the level of the tripartite "teacher-student-computer" interaction. The results of the study can be used, firstly, to change the techniques and methods of teaching modeling at school; secondly, to improve conventional training programs included in the curriculum for university students of pedagogical departments and faculties; thirdly, to develop and improve specific educational programs in various subjects on the gaming platforms for schools in order to improve the quality of education, social integration, and career orientation.

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Section: Relevance Of the Researchmentioning

confidence: 99%

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

Soboleva

Galimova

Maydangalieva³

et al. 2018

EURASIA J MATH SCI T

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“…3. Distributed awareness of the individual reality (real images, processes, situations, plots) in the sense of virtual (existing under certain conditions) reality, as a rule, inadequate to the physical, social and mental characteristics of the individual and the realities of the world surrounding him [1].…”

Section: Methodsmentioning

confidence: 99%

“…Analysis of the impact of the achievements of modern scientific and technological progress on the development of the informatization of education [1,2,4,7,8,11] allowed to identify and formulate the main factors that have a significant impact on modern education in general, as well as modern formats and trends in the development of the informatization of education in connection with the challenges and risks of the information society of mass network communication and globalization: -The access the user has to any information presented in various forms, in an unlimited volume; -The access the user has to any partner or group of partners in network information interaction under conditions of freedom of choice; -The opportunity to participate in any network groups (including social networks), the choice of which is subject only to personal opinion and desire of the user; -"Distribution" and anonymity of users in the process of their network information interaction and, as a consequence, motivation for irresponsibility of the content component of information interaction; -"Distribution" of the goal of network information interaction between users and, as a consequence, the process of interaction taking priority over its purpose; -"Distribution" of attention of participants in the network information interaction and, as a consequence, the prevalence of visual components over the content; -Concentration of user's attention on virtual objects and (or) processes and, as a consequence, distraction from real events, "loss" of communication with reality;…”

Section: Introductionmentioning

confidence: 99%

Didactic-technological paradigms in informatization of education

Robert

2018

SHS Web Conf.

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The article substantiates and describes the factors affecting the formation of mass network communication in connection with scientific and technological achievements, calls and risks of the information society. It is based on and defines didactic-technological paradigms of the modern period of informatization of education and various techniques based on the implementation of described paradigms are proposed. The correlation of the paradigms and factors, which affect modern education development are also described.

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“…Simulation is a reflection of the object being modeled, which preserves its attributes, which are essential from the point of view of the task. The most important property of a model is its adequacy to the object being modeled and the goals of modeling [2].…”

Section: The Control System Includes the Following Main Componentsmentioning

confidence: 99%

Information Support for the Management of Socially-Important Projects

Mindzaeva¹,

Beshenkov²,

Adamchuk³

2019

Proceedings of the International Conference on the Development of Education in Eurasia (ICDEE 2019)

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Information aspects of managing socially significant projects are discussed in the article. In these projects, a broad discussion of its implementation and results by a large group of stakeholders plays a significant role. The project "Optimization of the Hot-Food System in Educational Organizations Implementing General Education Programs (Regional Aspects, Best Practices)" refers to such projects. In 2019, it is implemented in the course of research work carried out as part of the state task. It is substantiated that it is advisable to supplement the main components of the project management system (a goal of management; an ideal model of a managed object that must be implemented in the management process; a model of the actual state of the control object; information obtained on the basis of comparing the ideal and actual model; control actions aimed at eliminating deviations of the actual state of the model from the ideal) with a new component, which is the information and communication environment. This environment can be implemented as a portal or site through which project participants can solve current issues related to project implementation. This means that the centralized project management system is complemented by a selfmanagement component. A project management model is being built, which includes, in addition to traditional components, a self-government component based on the information and communication environment.

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Information Education in Russia

Cited by 11 publications

References 3 publications

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

Didactic-technological paradigms in informatization of education

Information Support for the Management of Socially-Important Projects

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