Перспективы и приоритеты педагогического образования в эпоху трансформаций, выбора и вызовов: сборник научных трудов VI виртуального международного форума по педагогическому образованию : Часть 2
With the development of digitalization and its pervasion in all spheres of social life general education runs against new challenges. Digitalization of general education can be regarded as a new level of development in polysubjective relationship against the backdrop of computerization and information technology development.
Talking about the education system reforms it is necessary to turn attention to the pedagogical aspects of digitalization taking into account potential acquisitions and risks.
Digitalization penetrates all spheres of education process relationship bringing new opportunities as well as concerns of both managerial and psychological-pedagogical nature.
Education process stakeholders – students, teachers, parents, administrative staff - beliefs about the value of ‘digital school’ in education may differ significantly and even be polar opposite which paves the way for transaction costs escalation and raises contextual risks in stakeholders relationship. To elicit effective ways of “moving towards digitalization” process it is helpful to consider its manifestation drawing on some narrow particular examples not overextending ourselves with ambitions of building a unified model of digital education.
This report focuses on one of the very particular but quite significant manifestations of digitalization – possible transformation of teacher-learner relationship when applying computer assisted training in the learning process.
The empirical data was obtained during the large-scale pedagogic experiment “Learn to learn”. The sample includes over 2 000 students from 41 schools of St.Petersburg and the Leningrad Region. The experiment has started in 2018. Basis of the project is a digital platform which facilitates diverse roles of different education process stakeholders – students, parents, psychologists, administrators of education organizations. The platform tracks learning activities about the learning process of the primary level of education learners. The ‘digital footprint’ is also available for the adults – teachers and parents, who accompany the learning process.
Empirical data analysis affords an opportunity to predict behavior and identify challenges in communication between different stakeholders, as well as shape model strategies in changing interaction rules of the teacher, the learner, the school and the family.
The report will present evidence collected during the “Learn to Learn” project. This evidence is intended to elicit how the agency of primary school learners may change and how through the prism of their self-esteem both learning and personal individual and collective concerns baffling effective learning process can be negotiated.
Transformation of the students attitudes towards their learning activity also should be accompanied by the transformation of the teacher’s role in the complex interplay “the learner – the digital device – the teacher”. The project evidence shows that the utmost progress is attained in the learning communities where the pedagogical support is efficiently organized.
Real cases from the two-years experiment of the education stakeholders relationship transformation in the digital context reveals the main problem – majority of teachers are not prepared for the "digital challenge”, not motivated for building new types of relationship, see no rationale neither necessity for digital competencies development.
The learning process with application of digital platforms imposes new requirements for the competency based portrait of a teacher as well as teacher’s digital literacy profile.