Резюме диссертации_Королева (англ) (1136644), страница 2
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Vygotsky, V.V. Davydov,A.N. Leontyev, D.I. Feldshtein, G.I. Shchukina, D.B. Elkonin.)The mixed methods design was chosen to conduct this research:The following quantitative research are used in this study:- Document Analysis (printed and electronic documents belonging to period1980 – 2016 including organizational or institutional reports, regulations,survey data est.);- Meta-analysis (Analytical review of empirical studies);- Survey among Moscow students (Stratified random sampling, N=3,194, genderrepresentative);- Survey among students from different regions (Moscow, Krasnoyarsk,Achinsk, Bolshaya Murta settlement, N=252, gender representative).The following qualitative research are used in this study:- In-depth key informant interviews (respondents N=8);- Secondary school students interviews (respondents N=20);- Schoolteachers interview and focus group (N = 35);- Public schools principals interviews (respondents N=15).-Key statements:1.
At the present stage of information society development there is a newopportunity to improve the quality of education by increasing the use of ICT instudent learning. The previous stages of informatization the innovations were drivenfrom the top down: the first wave of education informatization went underway in1980s, when Decree No. 13-XI “On the Reform of General and VocationalEducation” was passed in April 1984.
The second wave of education informatization,which spanned a period from the late 1990s and through 2010, was marked by asurge in the number of initiatives to facilitate ICT-supported learning at both federaland various regional levels. The third wave of informatization characterized bybotton-up innovation implementation. The drivers for changes in teaching andlearning in school education are students.
The transition of everyday practices relatedto the use of ICT into education processes leads to its the transformation. Therefore,education quality can be increased via support of the “grassroots” innovation.M2. Mobile technologies and social networks have a high educational potential.New technologies comprehensively cover the education process and personalize it.6Personification of education occurs through the increase of individual work andstudents proactive role stimulation. Another important goal of new technologiesimplementation is an effective formative assessment.3.
The conditions for the successful realization of the potential of newtechnologies in education include: development and implementation of newapproaches and procedures of education quality evaluation, promotion of“grassroots” innovation in education (administrative level); training course forteachers and education staff on contemporary ICT skills (practical level).The scientific novelty of the study includes:Adaptation of diffusion of Innovations model in the context of Informatizationof education;Identification of the transformation driver among the subjects involved inorganization of the educational process;Understanding the education transformation processes as a transfer ofeveryday practices, supported by ICT usage, to education environment.Theoretical significance is supported by its novelty in the sphere of moderneducation theories and concepts development; it concludes that, when developingsuch theories and concepts, one should discover and analyze changes in ICT as wellas schoolchildren’s daily practices of their usage.Practical significance is ensured by the potential of the study’s results usage fordevelopment of normative documents; module programmes for teacher developmentcourses on mobile and network technology integration to the teaching process; andmethodical recommendations for education process changes projecting.Key theoretical and practical results of the study were regularly discussed at themeetings of the Centre for Contemporary Childhood Research Institute of educationNational Research University Higher School of Economics; seminars of the Instituteof Education National Research University Higher School of Economics; and PostGraduate School seminars.The results of the study are presented at Russian and international conferences:XXIV International scientific Conference “Practices of Development: IndividualInitiative and New Education Space” (Krasnoyarsk, 2017); International Symposium“What Vygotsky can teach us about young children”, National Research UniversityHigher School of Economics and Moscow State University of Psychology andEducation (Moscow, 2016); 8th International Conference on Computer SupportedEducation (Rome, Italy, 2016), awarded for the Best PhD research; InternationalConference “Education Development Trends”, the Moscow School of Social andEconomic Sciences, the Russian Presidential Academy of National Economy andPublic Administration, National Research University Higher School of Economics(Moscow, 2016); International Conference on New Educational TechnologyEdCrunch, National University of Science and Technology (Moscow, 2015); XXIRussian Scientific Conference “Practices of Development: Individual, Corporate,Institutional Freedom and Limitations” (Krasnoyarsk, 2014); seminar “ModernChildhood: Theory and Practice”, Moscow State University of Psychology andEducation and National Research University Higher School of Economics (Moscow,2014).7DISSERTATION SUMMARYThe introduction part includes the relevance of the research topic, reveals theresearch problem and research questions, identifies the purpose and objectives of thestudy, characterizes the scientific novelty, theoretical and practical significance of thework, formulated provisions for protection.Chapter 1 “Education transformation in and for the information society”examine the modernization of education through various actors of the system It isshown that during the education in the period of Early–Soviet the central elementwith the help of which was planned to achieve the desired results was the textbook.
Inthe period of 1960s, the focus has shifted to the upgrading of teaching through theredesigning the lesson (K. A. Moskovenko, 1959). In the 1980s the emphasis was onthe optimization of the educational process (Y. K. Babanskiy, 1983), the change inthe relationship of teacher and student (S. L. Soloveichik 1976). In the 1980s theemphasis was on the optimization of the educational process (Y. K. Babanskiy,1983), the change in the relationship between students and teachers (S. L.Soloveichik 1976). During the Post-Soviet period (1990s), educational institutionswas diversified as well as subjects programmes, wht leaded to an idea of educationindividualization (V.V. Serikov, 1994; I.A.
Skopylatov, 1994; E.V. Bondarevskaya,1996; I.S. Yakimanskaya, 1996; and G.M. Anokhina, 2003). Thus, the tasks ofmodernization of Russian education have been repeatedly revised. At different stagesof the development of the education system, the driver of the changes were differentactors and processes.
Nowadays, the most appreciated method to reach this goal isbased on the activity approach (Federal State Educational Standard).One of the central issues for modernization of education is the formation ofinnovative mechanisms, which leads to development of education. For these purposes,education modernization process has been reviewed in the innovation theory context.Literature analysis shows there two types of innovation implementation. Top-downinnovation has the advantage that the stakeholders set the pace - they set the targetsand the objectives and provide the funding. The implementation is left to theappropriate personnel.
According to research a significant limitation of top-downinnovation is the resistance to change, which leads to a number of difficulties at thestage of its implementation, including misunderstanding and lack of motivation.(V.A. Bolotov, A.E. Volkov, A.G. Kasprzhak, D.V. Livanov, A.A.
Fursenko,I.D. Frumin, M. Barber, K. Donnelly, etc.)According to E. Rogers, the higher the level of centralization and formalizationof organization activities, the easier it is to make a decision on innovationimplementation and the harder it is to really implement it (E.M. Rogers, 1962.)On the other hand, there are bottom-up, or grassroots innovations. Generalizingthe definitions by different authors (G. Seyfang, A. Smith, 2007; M.F.
Hilmi, 2012;E.S. Phelps, 2013), grassroots innovations are rhizomatic (non-linear, chaotic,nonstructured) processes of development, implementation and expansion of novelmethods and products happening at various hierarchy levels down to the lowest ones.This innovation type arises as a reaction to external changes.8When considering the formation of the information society and the requirements tochange the organization of the educational process at school Informatization of educationis described as a tool for modernization.
A model has been introduced for the array ofexternal and internal factors influencing the informatization process (A.G. Asmolov,A.L. Semenov, A.Yu. Uvarov, 2010) (Figure 1).Figure 1. Inter-relations between external and internal factors of schoolinformatization processThe existence of these factors leads to the possibility of large-scale changes.First, the emergence and spread of new information technologies s inevitable(external factor). Secondly, it is necessary to develop and disseminate neweducational technologies based on new information technologies (an internal factordetermined by the system and associated with the level of development ofpedagogical science and practice, readiness to support innovative processes, theability to respond to emerging requests).Key stakeholders interviews were taken to reach an information from a widerange of people—including community leaders, professionals, who have first handknowledge about the process of education informatisation in Russia (S.M.
Avdeeva;E.I. Bulin-Sokolova; V.V. Grinshkun; S.P. Kalashnikov; E.Yu. Kulik; M.E. Kushnir;A.Yu. Uvarov; and D.E. Fishbein).Since the mid-1980s, Russia has seen a vast number of policy initiatives aimedat fostering various aspects of ICT integration into national learning environments.The first wave of education informatization went underway in 1980s, whenDecree No. 13-XI “On the Reform of General and Vocational Education” was passedin April 1984.
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