infojournalИнформатика и образованиеInformatics and education0234-04532658-7769Publishing House Education and Informatics10.32517/0234-0453-2021-36-6-51-59infojournal-714Research ArticleПЕДАГОГИЧЕСКИЙ ОПЫТPEDAGOGICAL EXPERIENCEКаким должно быть цифровое домашнее задание: обзор зарубежных исследованийWhat future for digital homework: Literature reviewhttps://orcid.org/0000-0002-9601-5674ЕфимоваЕ. А.EfimovaE. A.

Ефимова Евгения Артемовна, аспирант, аналитик Лаборатории проектирования содержания образования, Институт образования, г. Москва

Evgeniia A. Efimova, a postgraduate student, Analyst at the Laboratory for Curriculum Design, Institute of Education, Moscow

eaefimova@hse.ruНациональный исследовательский университет «Высшая школа экономики»РоссияNational Research University Higher School of EconomicsRussian Federation202126092021065159Copyright © Ефимова Е.А., 20212021Ефимова Е.А.Efimova E.A.This work is licensed under a Creative Commons Attribution 4.0 License.https://info.infojournal.ru/jour/article/view/714

Цифровое домашнее задание — это факт реальности современной школы, обусловленный дистанционным обучением и развитием онлайн-платформ с подобными продуктами. Однако осмысления этого явления в полной мере еще не произошло. В статье представлена попытка обобщения существующих исследований домашних заданий с целью ответа на вопрос: каким должно быть цифровое домашнее задание, чтобы менять к лучшему преподавание и обучение? На основе сопоставления исследований эффекта домашних заданий и практики учителей были выделены зоны роста трех аспектов домашнего задания: качества задания, качества обратной связи и поддержки автономности. Приведены варианты реализации цифрового домашнего задания на разных уровнях технологической интеграции по модели SAMR. Для каждого из трех аспектов были предложены конкретные решения на разных уровнях по SAMR: с точки зрения качества задания технологическое усложнение позволяет проектировать задания нового формата, направленные на новые образовательные результаты; с точки зрения обратной связи — собирать и использовать недоступные ранее данные о процессах обучения; с точки зрения автономности — делать более явной связь задания с целями и интересами учеников. Результаты исследования могут быть использованы для разработки новых инструментов работы с домашним заданием, а также для более качественной интеграции цифровых домашних заданий в практику работы учителей.

Digital homework today is an observable fact of school practice, which resulted from the distance learning experience during the COVID-19 pandemic and the development of online platforms that provide EdTech products of this kind. Yet, not enough reflection of this issue has happened so far. The article attempts to summarise recent research on homework to answer the question: what kind of digital homework has the potential to improve teaching and learning? First, the article compares research findings on the effect of homework and homework-related teaching practices to outline deficiencies in three aspects of homework: the quality of homework, the quality of feedback, and autonomy support. Then it demonstrates digital homework variability using the SAMR model. Finally, the author suggests solutions for three named aspects of homework on different levels of the SAMR model. For homework quality, higher levels of technology integration bring new task designs and more complex learning objectives. For feedback quality, it means being able to collect and employ learning data which was impossible earlier. For autonomy support, it makes homework relevant to students’ goals and interests. Recommendations provided might be helpful for the design and development of new educational technologies, as well as for better use of digital homework in teaching practice.

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