Резюме диссертации_Королева (англ) (1136644)
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NATIONAL RESEARCH UNIVERSITY HIGHER SCHOOL OF ECONOMICSDiana O. KorolevaUSING MOBILE AND SOCIAL NETWORK TECHNOLOGIES INSCHOOL EDUCATIONSUMMARY OF THE PHD THESISMoscow 2018The dissertation was prepared in Institute of Education National Research UniversityHigher School of Economics. Location: 16 Potapovskiy Pereulok, Building 10.Moscow, Russia 101000.
Mailing Address: 20 Myasnitskaya Ulitsa Moscow, Russia101000.Academic advisor:Katerina N. Polivanova - Doctor of Psychological Science, Professor, Centre forContemporary Childhood Research Head, Institute of Education National ResearchUniversity Higher School of Economics.Publications:1.Koroleva D. O., Simpson A. Coup D’etat in the Panopticon: Social Networkingin Education //Transforming Education. Springer, Singapore, 2017. – P.
213-225.2.Koroleva D. O., Khavenson T.E. Innovators from within and from without theeducation system // Reforms and Innovation in Education - Implications for theQuality of Human Capital / Ed. by A. M. Sidorkin, M. Warford. Springer, 2017. doiCh. 4. P. 69-83.3.Koroleva D. O., Khavenson T.E. The Portrait of a Twenty-First CenturyInnovator in Education // Russian Education and Society. 2015. Т.
57. № 5. С. 338357. doi4.Koroleva D. O. The Third Wave of Informatization - Mobile Learning andSocial Networks in the Modern School for Upgrading the Educational Process //Doctoral Consortium. 2016. P. 9-15.5.Koroleva D. O.
Prospects of Mobile and Network Technology Usage inSchoolchildren Teaching // Vestnik of Moscow City University. Pedagogy andPsychology series. 2017. № 1 (39). P. 65-78.6.Koroleva D.O. Always Online: How Modern Teenagers Use MobileTechnology and Social Media at Home and at School // Educational Studies. 2016. №1. P. 205-224.7.Koroleva D.O. Social Media Usage for the Purposes of Teenager Educationand Socialization: Analytical Review of Empiric Studies (InternationalDevelopments) // Psychological Science and Education. 2015. Vol.
20. № 1. P. 2837.8.Koroleva D.O., Khavenson T.E. A Portrait of 21st Century Education Innovator// Educational Studies. 2015. № 1. P. 182-200.9.Koroleva D.O. A Study of Modern Teenager Everyday Life: Social MediaPresence as an Integral Part of Communication // Journal of Modern ForeignPsychology.
2016. Vol. 5. № 2. P. 55-61.10.Polivanova K.N., Koroleva D.O. Social Media as a New Practice in CityTeenagers’ Development // Russian Humanitarian Scientific Foundation Journal.2016. № 1. P. 173-182.11.Koroleva D.O. The Reality of Modern Childhood: The Social Media2Phenomenon // In the book: Practices of Development: Individual, Corporate,Institutional Freedoms and Limitations: Materials of 21st Scientific and PracticalConference / Under the general editorship of: B.I.
Khasan, L.A. Novopashina.Krasnoyarsk: [no publisher stated], 2015. P. 78-80.12.Polivanova K.N., Koroleva D.O. Social Media in the Life of ModernTeenagers // Practices of Development: Modern Conflict of Individual and MassEducation: Materials of 23rd Scientific and Practical Conference / Under the generaleditorship of: B.I. Khasan, L.A. Novopashina. Krasnoyarsk: [no publisher stated],2017. P. 95-103.13.Koroleva D.O. Welcome, or No Trespassing: New IT Usage in Modern School// School Director. 2017. № 10. P. 54-61.3INTRODUCTIONThe development of education is one of the most important aim of the Russia’ssocial and economic policies. Therefore, according to this scenario, the educationquality improvement at any level is a priority.
Nowadays, the most appreciatedmethod to reach this goal is based on the activity approach (Federal State EducationalStandard).During the latest decades, Russia’s process of school modernisation as a keypart includes information and communication technology (ICT) implementation. Thefast process of Internet technology evolution leaded to the replacement of the“ancient” computer into modern devices, for example tablets or smartphones.Information society offers new opportunities for the teaching and learningmethods upgrading.
Those can include a transfer of everyday practices, supported byICT usage, to education environment.. Researchers provide a spotlight on how ICTscan help to improve the quality of education (O.V. Akulova, A.A. Andreev,A.A. Akhayan, N.S. Anisimova, V.I. Bogoslovsky, L.L. Bosova, E.I. BulinSokolova, V.V.
Laptev, V.P. Merkulov, T.N. Noskova, G.K. Selevko, V.A. Sitarov,G.V. Tarakanov, A.I. Shutenko, etc.) The research of the latest years has revealed thepresent-day acute need for innovative education approaches. Federal StateEducational Standard sets out the formation and development of comprehensive basicICT competency as the expected metasubject outcome.According to Russian and international studies schoolers own and activelyutilize smartphones for a broad array of communicative purposes (G.U. Soldatova, D.Holloway, S. Livingstone.) This fact changes the whole design of educationalenvironment. Nevertheless, research on the potential of mobile technologies in schooleducation constitute on case studies and do not describe the situationcomprehensively (I.B.
Gosudarev, M.A. Grigoryeva, O.B. Golubev, T.A. Makarchuk,O.Yu. Nikiforova, etc.)Social media is one of the most commonly used types of websites forteenagers. Students use social media services for communication as well as forinformationsearchandself-education(O.A. Gurkina,D.V. Maltseva,I.B. Gorbunova, I.O. Tovpich, etc.).The use of mobile technologies as a unique element of education reform isunder active consideration by the researchers (V.P. Andreev, A.S. Voronkin,S.G.
Grigoryev, V.V. Grinshkun, O.A. Klimenko, T.N. Noskova, E.D. Patarakin,A.V. Feshchenko, A.I. Shutenko, N. Ellison, S. Manka, etc.) Therefore, the use ofmobile and network technology application in the educational activities is beingdeeply developed due to its high practical importance. However, this is still anunderexplored field.Thus, Russia’s education system faced with a question: Can technicalinnovations lead the educational innovation? United Nations Educational, Scientific,and Cultural Organization (UNESCO) are the following: “In a world that isincreasingly reliant on connectivity and access to information, these devices are not apassing fad.
As mobile technologies continue to grow in power and functionality,their utility as educational tools is likely to expand and, with it, their centrality toformal education.” (M. West, S. Vosloo, 2013, P. 42.)4These factors indicate the high relevance of the chosen research area-the use ofmobile and network technologies in the modern school for upgrading the educationalprocess.STATE OF THE ARTThe role of information communication technology (ICT) in education hasbeen explored by many authors (V.I.
Bogoslovsky, S.G. Grigoryev, A.D. Ivannikov,K.K. Kolin, A.A. Kuznetsov, V.V. Laptev, V.S. Lednev, I.V. Robert, A.L. Semenov,A.N. Tikhonov, A.Yu. Uvarov, etc.) However, the latest large-scale studies related toprocesses of ICT implementation in Russian education and school informatization,date back to 2001 to 2011 and are devoted mainly to computer technology usage(S.M. Avdeeva, A.G.
Asmolov, K.B. Vasilyev, S.G. Grigoryev, I.V. Robert,A.L. Semenov, A.Yu. Uvarov, I.D. Frumin, M.S. Tsvetkova, etc.)Furthermore, technology is evolving rapidly, and from 2010 to 2016, therehave been major changes in the students daily practices to the use of ICT(M.V. Zagidullina, V.N. Ilmukhin, G.Kh. Azashikov, N.E.
Khagurova, etc.)Although, the issue of transforming these daily practices to education technology isstill to be fully embraced.The analysis of the studies related to the research problem revealed thefollowing contradictions:On the one hand there are changes in the environment in which modernstudents - representatives of the "digital generation" (active users of smartphones,social networks, Internet), grow and live.
On the other hand, the education systemdenial of any changes, failure to use opportunities provided by new technologies forupgrading the education process.A research problem consists in the necessity to identify the factors that alloweliminating the barriers between the potential and realizable possibilities of usingmobile and social network technologies in school educational. The aim of theresearch is to identify these factors.Following research questions are investigated in this study:- What are the main components of current stage of school informatization?- What is the educational potential of mobile and network technologies?- How can be mobile and social network technologies be transferred toeducational technologies?The following tasks have been set to achieve the aim of the study:1.Determine the main objectives of modernization of education in theinformation society.2.Explore the actual usage of mobile and social network technologies by studentsin both their learning and daily activities;3.Discover the mobile and social network technologies potential to modernizestudent’s learning activities;4.Identify the hurdles for mobile and network technology appliance in students’slearning activities, and suggest how to develop a strategy to overtake them.The theoretical and methodological approaches of the study are:- Modernization of education (E.D.
Dneprov, A.G. Kasparzhak, O.E. Lebedev,A.A. Pinsky, N.N. Surtaeva, M. Barber),5Social development theory (T.P. Voronina, E.P. Semenyuk, A.D. Ursul, D.Bell, F._Machlup, Y. Masuda, A. Touraine, A. Toffler),- Computerization and informatization of education (A.A. Akhayan,A.G. Asmolov, L.L. Bosova, S.G. Grigoryev, V.V. Grinshkun, A.P. Ershov,A.D. Ivannikov, K.K. Kolin, A.A. Kuznetsov, I.V. Robert, G.K. Selevko,A.L. Semenov, A.N. Tikhonov, M.S. Tsvetkova),- Innovation theory (V.I. Zagvyazinsky, M.V.
Klarin, V.M. Polonsky,A.P. Tryapitsina, O.G. Khomeriki, V.A. Yasvin, E.S. Phelps, E.M. Rogers, G.Seyfang, J. Schumpeter, G. Tarde, A.H. Van de Ven, S. Rizvi),- ICT in teaching and learning (F.A. Belov, L.A. Gabitova, I.B. Gorbunova,V.A. Krasilnikova, M.B. Lebedeva, I.V. Robert)- Cognitive development (A.G. Asmolov, L.S.
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