infojournalИнформатика и образованиеInformatics and education0234-04532658-7769Publishing House Education and Informatics10.32517/0234-0453-2019-34-2-5-12infojournal-366Research ArticleОБЩИЕ ВОПРОСЫGENERAL ISSUESИСПОЛЬЗОВАНИЕ ЦИФРОВЫХ ТЕХНОЛОГИЙ ДЛЯ СОВЕРШЕНСТВОВАНИЯ РАБОТЫ ШКОЛЫ: РЕКОМЕНДАЦИИ РУКОВОДИТЕЛЯМ ОБРАЗОВАНИЯHARNESSING ICT TO ENHANCE PROVISION OF SCHOOL EDUCATION: THE POLICY RECOMMENDATIONShttps://orcid.org/0000-0003-1999-1943УваровА. Ю.UvarovA. Yu.

Уваров Александр Юрьевич, доктор пед. наук, профессор, руководитель отдела образовательной информатики

119333, Россия, г. Москва, ул. Вавилова, д. 44, корп.  2

Alexander Yu. Uvarov, Doctor of Sciences (Education), Professor, Head of the Educational Computing Department

119333, Russia, Moscow, ul. Vavilova, 44, building 2

auvarov@mail.ruИнститут кибернетики и образовательной информатики Федерального исследовательского центра «Информатика и управление» Российской академии наукРоссияInstitute for Cybernetics and Educational Computing of the Federal Research Centre “Computer Science and Control” of the Russian Academy of SciencesRussian Federation20190304201902512Copyright © Уваров А.Ю., 20192019Уваров А.Ю.Uvarov A.Y.This work is licensed under a Creative Commons Attribution 4.0 License.https://info.infojournal.ru/jour/article/view/366

Решение об использовании ИКТ в школьном образовании может преследовать в качестве основных целей знакомство учащихся с ИКТ, сокращение расходов на образование или улучшение результатов обучения. Политику и программы по использованию ИКТ в образовании рекомендуется рассматривать как политики и программы по обновлению школы. Среди приоритетных направлений: учение и обучение с использованием ИКТ; развитие культуры педагогических инноваций, стимулируемых ИКТ; создание цифровой инфраструктуры для учения и обучения с использованием ИКТ. Сформулированы проблемы и предложены рекомендации по каждому из указанных направлений.

The decision on harnessing ICT in school education can pursue as a primary objective the acquaintance of students with ICT, the reduction of the costs of the education or the improvement of the educational results. Governments should consider ICT policies and programs on the Harnessing ICT in education as policies and programs for the school transformation. The focus areas include learning with ICT when suitable; teaching with ICT when suitable; developing a culture of ICT-promoted educational changes; building digital infrastructure to promote learning and teaching. The main issues and recommendations for each area are presented.

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The authors declare that there are no conflicts of interest present.