infojournalИнформатика и образованиеInformatics and education0234-04532658-7769Publishing House Education and Informatics10.32517/0234-0453-2022-37-3-5-11infojournal-830Research ArticleПЕДАГОГИЧЕСКИЙ ОПЫТPEDAGOGICAL EXPERIENCEУроки пандемии: новые стратегии и технологии обученияPandemic lessons: New strategies and technologies of teachinghttps://orcid.org/0000-0002-8204-9179ГриншкунВ. В.GrinshkunV. V.

Гриншкун Вадим Валерьевич, академик РАО, доктор пед. наук, профессор, начальник департамента информатизации образования, Институт цифрового образования

г. Москва

Vadim V. Grinshkun, Academician of the Russian Academy of Education, Doctor of Sciences (Education), Professor, Head of the Department of Education Informatization, Institute of Digital Education

Moscow

grinshkun@mgpu.ruhttps://orcid.org/0000-0002-6119-8271ЗаславскаяО. Ю.ZaslavskayaO. Yu.

Заславская Ольга Юрьевна, доктор пед. наук, профессор, научный руководитель департамента информатизации образования, Институт цифрового образования

г. Москва

Olga Yu. Zaslavskaya, Doctor of Sciences (Education), Professor, Scientific Director at the Department of Education Informatization, Institute of Digital Education

Moscow

zaslavskayaoy@mgpu.ruМосковский городской педагогический университетРоссияMoscow City UniversityRussian Federation202222082022373511Copyright © Гриншкун В.В., Заславская О.Ю., 20222022Гриншкун В.В., Заславская О.Ю.Grinshkun V.V., Zaslavskaya O.Y.This work is licensed under a Creative Commons Attribution 4.0 License.https://info.infojournal.ru/jour/article/view/830

В статье представлены результаты анализа опыта, полученного в ходе организации образовательного процесса во время двухлетней пандемии коронавирусной инфекции (COVID-19). В частности, рассмотрены проблемные ситуации, которые возникли во время перехода к экстренному удаленному обучению. Основное внимание уделено обобщению сложившихся подходов к обучению студентов и школьников, действиям, необходимым для смягчения последствий подобного перехода, а также выделению стратегических направлений подготовки педагогов, позволяющих им быть готовыми к аналогичным ситуациям.

Эффективное применение информационных и телекоммуникационных технологий сыграло важную роль в преодолении возникших трудностей в обучении, вызванных пандемией. При этом не только обучающимся понадобилась своевременная поддержка, но и педагогам не всегда хватало профессионализма для оперативного перехода на онлайн-обучение. Не все образовательные организации оказались подготовленными к практически мгновенному переходу к новым формам реализации своей деятельности.

По итогам проведенного анализа удалось сформулировать стратегические и технологические направления возможных значимых исследований, способствующих подготовке будущих и действующих педагогов к работе в изменяющихся условиях.

The article describes the results of the analysis of the experience gained while organizing the educational process during the two-year pandemic of COVID-19. In particular, the problem situations that arose on the transition to emergency distance learning are considered. The main attention is paid to summarizing the existing approaches to teaching students and schoolchildren, the actions necessary to mitigate the consequences of such a transition, as well as highlighting the strategic directions for training teachers, allowing them to be prepared for similar situations.

The effective use of information and communication technologies has played an important role in overcoming the learning difficulties caused by the pandemic. At the same time, not only students needed timely support, but also teachers did not always have enough professionalism to quickly switch to online learning. Not all educational organizations turned out to be prepared for an almost instantaneous transition to new forms of their activities.

Based on the results of the analysis, it was possible to formulate the strategic and technological directions of possible significant research that contribute to the preparation of future and current teachers for work in a changing environment.

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