Резюме диссертации_Королева (англ) (1136644), страница 5
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For school teachers, thelack of uniform and understandable rules and recommendations on these practices, aswell as special training programs, is a serious restriction on the use of mobile andnetwork technologies in the educational process.4. In a nutshell, the undertaken quantitative and qualitative studies prove massdiffusion of mobile and social network technologies in modern school.
This fact canbe considered as a prerequisite for the appearance of the third wave ofinformatization that will be focusing on implementation of modern ICT in theeducation process. However, to shift from potential to real prospects of mobile andsocial network technologies use in school education, certain hurdles must beovercome. 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).Chapter 3 Chapter 3 “Mobile and social network technologies educationalpotential” describe the potential use of new technologies in education and based onthe reviews of local and international practices in the use of such technologies.A review of contemporary ICT trends in education has led to the conclusionthat most of them are related to mobile and social network technologies.
The mostrenowned trends include1. Using student mobile devices, e.g. BYOD method when students are able touse their smartphones during classes to search for information, do the testr, or watchrelevant videos. Another example is interactive electronic books which could be15uploaded to mobile devices (L.L.
Bosova). The idea is not merely to digitize printedbooks but to produce an interactive book with the hypertext, video and multimediaembedded.2. Using social media in learning and teaching (A.V. Feshchenko,O.A. Klimenko, S.H. Kim, S. Manca, M. Ranieri and more). Social networking sitesare emotionally attractive and convenient environment for teenagers(M.A.
Balandina, 2012). Students satisfy their information needs, while remaining inthe environment of Facebook or Vkontakte, they use social media for collaborationand interaction with the peers and teachers.The review of the literature provided descriptions of social media as a potentialnew resource, which provides the organization of teacher-student interaction,students’ group communication, and increases student’s involvement in the learningprocess. The analysis showed that social media is used in two main ways: 1) asservice for support and operationalization of existing forms of teaching and learning,and 2) for upgrading the educational process.
Positive aspects of the use of socialnetworks for education are associated with a variety of activities of students, andnegative aspect included low ICT literacy and higher workload of teachers. It alsoconfirmed the presence of the «digital gap» between students and teachers.For students - assignments can be fulfilled at any convenient time, moreoversocial media support self-education, increasing interest in learning (involvement),and develop creative thinking and ICT competences.For the teachers: less time for individual work (social media allow makingteacher’s reply to a certain schooler available for everyone, helping students toanalyze the situation autonomously and find the solution for their problem), projectactivities and collective work.Limitations of social media usage in education include increased teacher’seffort mainly caused by lower Internet connection speeds or resource blocking in theeducational organization.
Moreover, there is no methodology for the teacher’s relatedto social media and mobile technologies; there are no tools to assess the quality of theof education. Students in social media face the risk of distraction.Based on the results of the study the educational potential of mobile and socialnetworking technologies is:Realization of one student – one computer model, enabling individualeducation. Students gain the experience of choosing their individual education track,projecting the current activity to the planned result, getting immediate feedback.
thisis consistent with the meta-subject results stipulated by Federal State EducationStandard.Education process can be also individualized by the emotional attractiveness ofthe environment realized in the social media. Research suggests that users find anenvironment more attractive if it contains their personal data, enables communicationwith other users on non-work or non-education topics, and allows distractions(Q. Huy, A. Shipilov, 2012; P.A.
Argenti, 2015). Despite the ‘distracting’ content, anemotionally attractive environment increases involvement in the project or groupwork, and positively influencing the education results.16Individualization opportunities mean more independent work and initiatives.Transferring learning tasks to the cyber environment students know well and useextensively allows encouraging independent projecting of learning activities, e.g. viamaintaining groups or blogs, which also matches the personality results stipulatedfor by Federal State Education Standard.Project activity or cooperative learning give students the chance to share theresponsibility to make choices, solve problems among themselves, and deal withconflicts of ideas. According to developmental theory this type of activity consistentwith the Interpersonal communication - the leading type of activity for adolescents(D.B. Elkonin, 1971).
The project activity involves problem articulation, creation ofalgorithms, monitoring and evaluation, pivot, est. that stimulates cognitivedevelopment.New technology provides new opportunity for formative assessment. Teacherscan create a multi-modal performance that requires students to write, draw, read, andwatch video within the same assessment. Other tools allow for automatic graderesponses, question-embedded documents, and video-based discussion. In addition tosimplifying formative assessment, the use of these tools has been shown to amplifystudent engagement (Hwang & Chang, 2011).
Digital footprint make studentsprogress visible and can help to develop a self-assessment skills.New technological advances in information and communications technologiescan help to build students digital skills.In Chapter III, based on the findings, proposed conditions for the successfulrealization of the potential of new technologies in education.Referring to the administrative level, the education process quality assessmentcriteria should be amended.
Beside the absence of any proof that the educationinnovations have valid effect on the academic results (Hattie, 2009), it reasonable topresume that the main goal of mobile and network technology implementation in theeducation is align the education system with information society needs andopportunities. Education process must be up-to-date and match the interests ofmodern students. As participants in the educational process, students should have theopportunity to choose educational technologies.Considering the introduction of mobile and network technologies asinnovations, the creation of conditions for the dissemination of "grass-rootsinnovations", has to be considerate as the support of educational initiatives in theeducation system for "soft" modernization. Therefore, the strategy should be as itfollows: the first step is necessary to identify such practices; the second step is topromote their diffusion (through teacher communities, courses, etc.); the third step topromote their adoption (through the removal of barriers as could be the blockingservices of social networks on school computers).Among the possibilities of modern technology usage for schoolchildrenteaching, it is possible to find out a large number of relevant methods.Development of general rules and methodological recommendations onmodern technology usage in schools would ‘legalize’ usage of the technology byteachers as well as simplify their work.
It is necessary to develop and implementtraining programs for teachers and general courses ideas, as it was done in the17previous stages of informatization, but does not find response in modern programs. Itis also important to organize the collection, evaluation and replication of the bestpedagogical practices, which will create a "core" of pedagogical ideas, which, thanksto network technologies, will ensure equal access of teachers to new technologies.The series of interview with school principals were carried out for verificationof the developed administrative and pedagogical conditions of realization of potentialof new technologies.
The sample included 15 principals (10 women and five men;mean age = 47), participants of the competition “School leader” 2016.The study confirmed that for school principals at the stage of implementationof new educational technologies it is extremely important to solve suchadministrative tasks as: development of modern criteria for assessing the quality ofthe educational process, implementation tools to promote and support educationalinitiatives, involvement teachers with experience in innovative practices.In conclusion summarized the data obtained during the research. It found thatthe aim of the study is achieved.
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