Резюме диссертации_Королева (англ) (1136644), страница 4
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For this reason in the parallel with the keystudy was conducted the study with smaller sample to examine the actual stage ofmodern technologies usage for educational purposes in different contexts. The surveyincluded 16–18-year-old students who live and study in Moscow, Krasnoyarsk,Achisk and Bolshaya Murta. The study covered 252 respondents.Figure 2. Students' perceptions of personal mobile devices in the classroom(N=3,194), %The vast majority of ninth-graders (98%), regardless of where they live, havesmartphone with Internet connection.
For sixth-graders in the settlement, theirdesktop computers is their main tool for Internet connection (71%), while Achinskteenagers use mobiles and desktops in equal shares. For teenagers living inKrasnoyarsk the smartphones is their preferable tool for Internet connection (46%)(Figure.
3). Did not obtain the votes such variants, related to Intenet connection as“school computer”, “office computer”, “friend’s smartphone”, “parent’ssmartphone”. Modern teenagers have two main tools for Internet connection - homedesktop computer and smartphone.Between account registration and the beginning of active use of socialnetworks identified a six months gap.
In addition, was found a shift in the age ofenrolment and use of social networks between urban and country students. Teenagersfrom the village registered in social networks almost a year later than students fromMoscow.The teenagers described their teachers’ presence in social media in thefollowing way: 55% ninth-grader respondents stated that less than a half of theirschool teachers have accounts in social media, while 40% six-graders insist that morethan a half of their teachers can be found in social media.
For the settlement school,the percentage of teachers having accounts in social media is much lower than that inurban schools. About half of all sixth-graders said they are ‘friends’ with their parentsor teachers online, while the percentage is lower among ninth-graders.12Figure 3.
6th grade students preferences mobile phone vs. desktop computer(N=105), %The aim of the interview was to find out how modern teenagers use mobilephones and social networks while at school, how they switch between online andoffline activities, and if there any resources associated with education in the socialnetworks. 20 semi-structured interviews were conducted (N=20, age 14-17, 11 girlsand 9 boys).The interviews confirmed the data obtained in the previous survey. Studentssay that they use mobile phones while at school almost all the time, usually whenthey experience emotional or psychological state as boredom (when the subject is notinteresting, when there is a lecture material, and when they are not required toparticipate). At the same time adolescents go online to find educational informationtoo.
It is important to note that such practices often appear without teachers knowing:“When we do some projects, we create a chat online, add most classmates and all ourrelevant friends there, and talk it over. Most teachers don’t even really know it canbe done” (interview with a ninth-grader (male).Many students noted that they are glad to add their teachers as “friends” insocial networks and often turn to them with questions or get a feedback. Teens alsoclaimed that usually there are younger teachers in social networks: “We normallyhave projects for two people or independently.
We use chat for two-person projects.We also have a class chat. We call it a Secret Community where we usually shareand discuss our homework” (interview with a ninth-grader (female). This statementand many others provides a clue about an importance of group work and studentproject activity taking place in social media.Teachers use social networks in education process mainly as an "BulletinBoard" - for announcements and documents providing. Less often social networksuse for teacher-student interaction. “Our math teacher is also on vk [social network].She helps us with our homework by uploading the information we need, she alsopublish some information on the upcoming academic competitions, meetings, andlessons” (interview with an eighth-grader (female).In the meantime., almost every interviewer mentioned teachers using socialmedia platforms for educational purposes.
Student’s attitude to the idea of usingmobile and network technologies in education is quite positive.13These observations have also been confirmed by evidence drawn through aseries of interviews and focus group with public school teachers on how theyassessed the achievements, perils and shortcomings in transitioning to ICT-supportededucational practices. The sample included 25 teachers (mean age = 37,3) from thevarious Russian cities. The interviews were conducted between 2014 and 2015.Respondents mostly mention new possibilities for collaborative learning andindependent learning possible thanks to new technologies. Group work occur as aresult of students grouping in social networks (often without the teacher) on thesubject matter and moderating such groups.
Teachers emphasize high interest ofpupils in such forms of educational work: their independence and initiative in theorganization of groups, communication, creativity and collaborative work. Allteachers, however, point out this requires additional time and effort. “This is a wholeseparate work, to support learning groups online. I had three groups. This takesreally much time” (interview with a Moscow school teacher).As a rule, respondents state that such forms of education work appear at theirown initiative.
They also stress their lack of knowledge and practical skills for onlinework: “How did I know how to use Vk for education purposes? Well, no-one reallytold me about it. I registered there when I was a student. Then I started working atschool and I just thought I could try to use it for academic reason.
Well, I startedwith a group, and then organized a chat. My method is trial-and-error” (teacherfocus group).The role of principals' attitudes and behaviors as facilitators of ICT integrationinto school teaching using a diffusion of innovation model were discovered within aseries of interviews with public schools principals. The sample included 15 principals(10 women and five men; mean age = 47) from the Russian cities of Moscow, SaintPetersburg, Vladivostok, Chelyabinsk, Yekaterinburg, Samara, Kaliningrad, andVoronezh. The interviews were conducted in October 2016.The analysis of the interview shows that there is a strong headwinds have thisfar been confronting the Russian educational system when it comes to the teacher’smotivation and willingness to go digital and to better align their strategies with ICTchoices and expectations of modern learners.
While the Russian Federal StateEducational Standards emphasize the active use of digitally assisted teachingtechniques as a key component in nurturing adequate ICT literacy and skills withstudents at various training levels, the existing institutional landscape is oftenunresponsive or literally resistant to this important imperative. It turns out thatachieving a more sizeable and uniform progress in harnessing ICT-supportedinstructional best practices is hindered by the operational environment of patchyinstitutional policies & procedures where decision-making on whether to go digital,and to encourage others to do so, virtually remains at arbitrary discretion ofindividual administrators and teachers themselves:“Things have been pretty fine in terms of equipment, but teachers’ willingnessand choice of information resources are crucial.
It’s not about the absence, forexample, of a device, it is actually not a problem at all. We can apply for a fundingaward to get it procured, to ask parents for a financial hand after all, but it all justdoesn’t work unless the teacher is willing to engage. Just as an example, we’ve got a14mobile classroom equipped with laptops, but they’re barely ever used at all. At thesame time, there are smart boards up in every room, and using them to add vividnessand interactivity to daily classroom activity has become an increasingly widespreadpractice.” (Principal at a public school in Yekaterinburg)Chapter 2 concludes with the discussion of divergent viewpoints with respectto new technologies among all players in the educational system.
The researchconducted allows distinguishing several groups among the participants of theeducational process:Students with no access to mobile and social network technologies (about 3%);students who use new technologies daily - the dominant group; students who use newtechnologies for education reason (about 70%).Three groups of teachers were identified: teachers with no access to mobile andsocial network technologies are the dominant group; teachers using new technologiesrandomly group are fewer; and innovative teachers group are fewer still.School principals demonstrate the following breakdown: administratorssupporting innovations are the smallest group; those who banning new technology isthe next one; school principals with neutral position (leaving decision to teachers) isthe largest group.Among the barriers to the use of mobile and network technologies in schoolspointed out by managers is the lack of modern criteria for assessing the quality of theeducational process, tools to promote and support educational initiatives, difficultiesin involving teachers with experience in innovative practices.
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