Вынужденная цифровизация школьного образования в России: родительская рефлексия

Научный результат. Серия: Социология и управление. 2021. Т. 7. № 2. С. 116–131.

Духанина Л. Н., Maksimenko A.

This article analyzes the changes in parental perceptions of the digitaliza-tion of school education based on a comparison of data from the 2018 nationwide study and the 2020 regional study of the forced distance format implemented in re-sponse to the pandemic caused by the new coronavirus infection COVID-19. It is shown that parental ideas about the digitalization of school education, which have specific features of formation, are an important factor in the success of the transfor-mation of the educational process. It is noted that in the situation of a forced transi-tion to distance learning, the level of digitalization of school education is assessed by the interviewed parents as insufficient (inadequate) due to insufficient qualifications of teachers and technical understaffing of school equipment and software. The results of informatization are generally positively assessed by the majority of parents, while they believe that digitalization has opened up significant additional opportunities (especially in teaching children with disabilities), but has not solved many of the problems associated with teaching children.

Keywords: информационно-коммуникационные технологии, качество школьного образования, information and communication technologies, цифровые компетенции, трансформация образования, gadgets, гаджеты, digital competencies, parenting perceptions about digitalization of education, transformation of education, orientation skills, quality of school education, родительские представления о цифровизации образования, навыки ориентации