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Informatics and education

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No 10 (2019)
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GENERAL ISSUES

5-12 422
Abstract

The article makes an attempt to comprehend the main points presented in the works of the Academician of the Russian Academy of Education, Doctor of Sciences (Education), Professor Alexander A. Kuznetsov, devoted to the introduction of the FSES of second generation in schools’ practice and the role of a teacher in the context of the introduction of the FSES. Particular attention is paid to such issues as: the development of the basic educational program, which is considered as the basis for the organization of the educational process; educational program evaluation; the role and importance of the explanatory note of the basic educational program; the main methodological idea of the work educational program on the subject; content of information educational environment; textbook, including electronic, as part of information educational environment. The analysis of the problems of the implementation of the FSES of second generation given in the article will be useful to teachers, methodologists and other pedagogical staff to improve the educational process both at school and at a pedagogical university when teaching future teachers.

13-20 2259
Abstract

The article covers the results of research related to readiness of Russian schools for digital transformation, intrusion of digital educational environment which was held in 2019. The conclusions are based on processing of 7190 questionnaires filled-in by school heads as well as on analysis of local and foreign experience in implementation of digital technologies. The results of the survey indicate the following risks of digital transformation for schools: insufficient and uneven development of infrastructure, insufficient digital competencies among teachers and administrative personnel, over-regulation of issues related to usage of digital technologies (up to ban), and most importantly, ignoring of need for a fundamental review of the basic and supporting processes in the educational organization, of educational and managerial practices and approaches, which form the basis of transformation. The compassing of local and foreign experiences enables to conclude about similarity of discussed problems and risks. Same time, foreign experience can’t be just copied in Russia and should be reviewed and examined in order to be successfully implemented subject to Russian conditions. The above relates to both digital transformation or strategic directions and tactic approaches — sources of financing and educational management problems. 

21-30 951
Abstract

The article discusses the history of the development of the problem of using artificial intelligence systems in education and pedagogic. Two directions of its development are shown: “Computational Pedagogic” and “Educational Data Mining”, in which poorly studied aspects of the internal mechanisms of functioning of artificial intelligence systems in this field of activity are revealed. The main task is a problem of interface of a kernel of the system with blocks of pedagogical and thematic databases, as well as with the blocks of pedagogical diagnostics of a student and a teacher. The role of the pedagogical diagnosis as evident reflection of the complex influence of factors and reasons is shown. It provides the intelligent system with operative and reliable information on how various reasons intertwine in the interaction, which of them are dangerous at present, where recession of characteristics of efficiency is planned. All components of the teaching and educational system are subject to diagnosis; without it, it is impossible to own any pedagogical situation optimum. The means in obtaining information about students, as well as the “mechanisms” of work of intelligent systems based on innovative ideas of advanced pedagogical experience in diagnostics of the professionalism of a teacher, are considered. Ways of realization of skill of the teacher on the basis of the ideas developed by the American scientists are shown. Among them, the approaches of researchers D. Rajonz and U. Bronfenbrenner who put at the forefront the teacher’s attitude towards students, their views, intellectual and emotional characteristics are allocated. An assessment of the teacher’s work according to N. Flanders’s system, in the form of the so-called “The Interaction Analysis”, through the mechanism of fixing such elements as: the verbal behavior of the teacher, events at the lesson and their sequence is also proposed. A system for assessing the professionalism of a teacher according to B. O. Smith and M. O. Meux is examined — through the study of the logic of teaching, using logical operations at the lesson. Samples of forms of external communication of the intellectual system with the learning environment are given. It is indicated that the conclusion of the found productive solutions can have the most acceptable and comfortable form both for students and for the teacher in the form of three approaches. The first shows that artificial intelligence in this area can be represented in the form of robotized being in the shape of a person; the second indicates that it is enough to confine oneself only to specially organized input-output systems for targeted transmission of effective methodological recommendations and instructions to both students and teachers; the third demonstrates that life will force one to come up with completely new hybrid forms of interaction between both sides in the form of interactive educational environments, to some extent resembling the educational spaces of virtual reality.

31-36 1430
Abstract

The purpose of the article is to consider the main directions of digital transformation of education and methodological problems arising in this process. The analysis of the literature shows that pedagogical science does not keep pace with the rapid process of digital transformation of education, a unified methodological base has not been developed, there is no common understanding of this process in the scientific community and of new scientific terms that are being formed in this process. There is also no scientific justification for the ongoing changes in education. Continuous process of reforming, modernization, improvement of educational systems does not yield results, but leads to accumulation of fatigue of teachers from reforms, emergence of psychophysiological and methodical problems in training. When reforming the content of education, mistakes are made associated with insufficient reliance on fundamental pedagogical knowledge, lack of balance between traditions and innovations in education. The emerging problems can be solved only as a result of the development of a common methodological framework and common scientific approaches in the digital transformation of education.

PEDAGOGICAL ASSESSMENTS AND TESTS

46-54 648
Abstract

The article discusses the conditions for the use of computerized dynamic adaptive tests to provide developing training and monitoring in the field of foreign language education. Dynamic adaptive test simulators used as a tool for personalizing and monitoring foreign language education are still insufficiently represented in the educational practice of the Russian Federation. The authors of the article offer recommendations on the use of dynamic adaptive audio test simulators for monitoring foreign language education. As indicators of monitoring, the parameters characterizing the learning ability of students are considered: feedback coefficient; the complexity and time pace of learning activities of students of a foreign language.

The purpose of the article is to present authors’ recommendations on the implementation of dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education, providing for monitoring the quality of bilingual education based on the integration of individualized learning and dynamic adaptive testing of educational activities.

The research methodology is an analysis of the use of existing dynamic adaptive test simulators in the field of foreign language education; studying the results of interdisciplinary studies of domestic and foreign scientists on the creation and use of dynamic adaptive tests for the learning process as a whole and the creation of dynamic adaptive tests for foreign education in particular; analysis and generalization of the author’s experience of using dynamic adaptive audio tests simulators as a tool for monitoring educational activities in the field of foreign language education.

Results of the reseach are: authors developed computerized dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education; indicators of monitoring the learning process in the field of foreign language education are identified, including the total feedback coefficient, actiograms, time pace and laboriousness; testing was carried out and recommendations were given for the use of dynamic adaptive audio test simulators for monitoring educational activities in the field of foreign language education.

Analyzing the results of testing dynamic adaptive audio test simulators in a foreign language, the authors conclude that their use in practice implements personalized dynamic monitoring of the process of teaching foreign languages, thereby improving the quality of teaching foreign languages. Dynamic adaptive audio test simulators can provide monitoring of the dynamics of the process of teaching native and foreign languages.

PEDAGOGICAL EXPERIENCE

37-45 499
Abstract

Methods for assessment of the quality of leaning are discussed, including possibilities to predict the results of the learning based on the calculation of negentropy. Negentropy is used as an integral informational index, demonstrating objective assessment of the learning model used. We suggest to use the emergent learning model, as a generalized projection of the learning process with substantiated merging of e-learning and traditional learning. For setting up a multi-criterial system for assessment of the quality of learning, we suggest to evaluate all components of pedagogical system in interplay with each other, on the first and all following hierarchical levels. We also suggest to define students as a special category of objects in the said pedagogical system, which interacts with other elements of the system, and thus the system is organized as “student-oriented”. Suggested methodology of prediction and assessment of the learning progress relies on building an hierarchical structure of criterial system of quality. In phase one, we have chosen basic criteria influencing the quality of the learning, which are organized into the first level of Ishikawa diagram. Basing on expert’s knowledge, we then assigned each criterium a corresponding coefficient of importance for the quality of learning. In the second phase, the same was done for criteria of the second and third levels of importance. In cases when it was not possible to unequivocally assess the coefficient of importance, we present the system of equations for calculating the membership function of a fuzzy set. In the third phase, integral values of negentropy were calculated for three study courses and for a model situation.

PEDAGOGICAL STAFF

55-61 604
Abstract

The article discusses the need to attract school teachers of mathematics and computer science to implement the program “Personnel of the digital economy”. The problem is the steady reduction in recent years in the share of school graduates who choose the exam in specialized mathematics, which does not allow them to continue their studies at universities to acquire IT specialties. This casts doubt on the achievement of the indicators of the program “Development of the Digital Economy of the Russian Federation” in part of staffing of digitalization. To implement the plans, it is necessary to solve the problem of creating the appropriate professional focus of schoolchildren. This, in turn, requires bringing the system of training and retraining of teachers of mathematics and computer science at universities in line with the provisions of the Program in a meaningful, methodological and technological aspects.

The article discusses the substantive aspect of the problem and offers some options for solving it: career guidance work with schoolchildren, conducting elective courses on the study of modern IT technologies, programming, robotics, encouraging the design activities of IT-oriented schoolchildren, etc.

It is proposed to use open educational resources (OER), issued with free licenses such as Creative Commons, as a methodological and technological basis for training. The advantages of OER in connection with the solution of the problem are discussed. It is proposed to use a cloud-based LMS such as Google Classroom (Google Suite for Education) as a hosting platform.

It is concluded that the involvement of school teachers in the preparation of potential (future) cadres of the digital economy is possible on the basis of the approaches proposed in the article.

PUBLISHED IN 2019



ISSN 0234-0453 (Print)
ISSN 2658-7769 (Online)