GENERAL ISSUES
The indicators of the process of digital technologies introduction (school digital renewal indicators) widely used today successfully capture the innovative processes that occur at the initial stages (levels) of digital renewal. At the stages of mature informatization and digital transformation, the changes associated with the expansion of the traditional classroom system and the transition to personalized and competency-based learning organization come to the fore.
The authors propose two indicators that capture changes in the chronotope of study work and the teaching individualization level. The proposed indicators allow to reflect the dynamics of changes at the final stages of digital renewal. The use of school portals, which are being introduced at the final stages of digital renewal, provides conditions for assessing changes in the proposed indicators using digital traces, without contacting (surveys, questionnaires) the educational process participants.
The development of bases, methods, and tools for calculating the proposed indicators is of theoretical and practical interest for solving the problems of managing the digital renewal of education at the final stages of this process.
PEDAGOGICAL EXPERIENCE
The article presents the results of designing and piloting the model of the educational ecosystem and digital platform for preadaptation of schoolchildren to innovative activity.
The relevance of the research is determined by the necessity to switch educational strategies from adaptive to preadaptive ones and to eliminate its isolation from the surrounding reality in conditions of increasing complexity and unpredictability of the world and the processes taking place in it, as well as the formation of a new system of division of labor with an emphasis on the production of knowledge.
The system inclusion of young people in real activities makes it possible to form different types of thinking, and according to A. G. Asmolov, “competencies of changing competencies in a changing world”. The education system as an active partner in the development of society, operating on the principles of anthropological turn, preadaptation, entrepreneurial thinking, the authenticity of actions, educational subjectivity, and personalization is the object of this study. The subject of the research is a model and a digital platform for the preadaptation of schoolchildren for innovative activities.
The results of the project can be used in the future to organize real project activities in child-adult communities in the field of territorial development, and social and technological entrepreneurship, as well as to attract motivated personnel to the regional economy through new educational opportunities.
The introduction of modern video technologies into pedagogical practice is one of the ways to increase students’ motivation to learn about the world. The article describes in detail the advantages, methodological purpose, and didactic potential of educational VR films on the example of the film in 360° format “Electric power industry of Russia”, created by a team of employees of The Academy of Public Policy Implementation and Professional Development of Educators of the Ministry of Education of the Russian Federation (The Academy of Ministry of Education of the Russian Federation) for free use in Russian educational organizations.
The methodology of the study of educational VR films didactic potential presented in the article is based on the activity approach to learning, the principles of systematicity, and interdisciplinarity. The activity approach in the use of VR film is provided by the maximum effect of presence, which is experienced by the viewer, and independence in the choice of the subject of attention. The work of an active and proactive student is complemented by the activity of a teacher who can guide the student and choose objects from an educational VR film to set learning objectives, and formulate questions and tasks. The principles of systematicity and interdisciplinarity are provided by educational content created on the basis of the integration of knowledge from different subject areas, which allows teachers to use the didactic potential of the VR film in different disciplines and age groups.
The proposed methodological solutions for the use of VR film are of practical value for the educational process in a modern school: they contribute to the formation of a holistic view of students about the achievements of Russian science and modern professions (in particular, in the electric power industry), the education of patriotism and pride in the Fatherland, the development of skills of independence and self-control in learning activities.
The authors see the development of the project as one of the strategic directions in the field of digital transformation of education, aimed at improving the quality of education of modern schoolchildren.
The article presents the analysis of survey of finalists of the second All-Russian Olympiad in Artificial Intelligence for schoolchildren, held in the fall of 2022. The hypothesis of the study was the assumption of the leading role of self-education of schoolchildren in the field of studying intellectual technologies at the present stage.
Analyzing the answers of the finalists, we determined that basic knowledge in four subjects of the general education cycle (mathematics, computer science, physics, and English) forms the basis for self-education in the process of preparation for the Olympiad. When solving new tasks for oneself, along with the assimilation of concepts and generalized methods of action, the student changes, transforming into a subject of educational activity.
We have formed a rating of factors that helped the finalists in preparing for the finals of the Olympiad. The finalist’s awareness of their educational preferences allows them to build cognitive strategy, which is understood as the fulfillment of a specific set of tasks and a sequence of aimed at achieving an educational goal. The success of the self-educational trajectory is ensured by the observance of three principles of its implementation: obtaining high-quality subject knowledge, transforming the Olympiad finalist into a subject of educational activity, and building an individual strategy of self-determination.
Modern state programs for the development of education have set an important task to prepare young people for successful professional self-realization, which implies the involvement of students in programs and activities of early career guidance, support of professional self-determination, and development of professional and socio-cultural competencies.
The methods and principles of organizing educational activities of high school students on the basis of the children’s technopark “Quantorium” aim the development of pre-professional IT competencies. Classes in the technopark will make the preparation of students for modern and future IT professions more effective, and will also contribute to their readiness for self-realization and further professional development.
Approaches to the development of pre-professional competencies of high school students are based on the project-oriented teaching methodology that promotes the development of teamwork, communication, and project management skills, technological competencies, and creative thinking. The analysis of the modular design principle of additional general educational programs of the technopark is carried out on the example of work in the direction “≪IT-quantum≫”, which is a part of the “Quantorium”. “
Quantorium” can become an effective tool to support educational activities aimed at the development of pre-professional competencies in high school students, contributing to the increase of interest in scientific, technical, and IT disciplines.
The article describes the process of developing an online simulator for solving uconditional optimization problems using the Python programming language and the Flask framework. The functional requirements for the simulator as an information system are considered. In the course of the research models describing the system were created and algorithms of its operation were built. The simulator reproduces the process of step-by-step training of two methods for finding the extremum of a function of two variables — the method of finding a stationary point and the Newton’s method. The article considers the process of developing and testing an online simulator.
Testing of the online simulator was carried out on the basis of Murom Institute (branch) of the Vladimir State University within the discipline “Decision Theory”. The test confirmed that the simulator allows to consolidate the studied material, to acquire skills in solving problems on finding the extremum of a function of two variables, to track errors in the course of solving and to see the results of checking the solution of problems. The simulator generates equations by templates, which leads to a high variability of tasks for students. At the same time, the program can automatically step by step check the solution of the problem by the student, which leads to a decrease in the routine workload on the teacher in terms of checking solutions.
In the modern digital society, the range of professions whose activities are related to the tasks of processing a large amount of data is expanding. For a quick, efficient, and high-quality solution of such tasks, appropriate software tools developed by professional programmers are required. The Python programming language allows fast, simple and economic development of new software tools within the framework of professional duties by employees who do not have deep knowledge in the field of programming but are well aware of the subject specifics of tasks. For this reason, the introduction of Python into the educational process in universities taking into account the peculiarities of educational directions can be a good tool for increasing the level of readiness of graduates for professional activity.
This article discusses the problem of integrating the Python programming language into the informatics course at universities. It is proposed to determine the content of educational materials depending on the specifics of the field of study. It is recommended to organize the process of learning the Python programming language based on the classification of modules. The research uses methods of analysis and synthesis of existing sources on the Python language, training programs in various educational directions, standard programs for teaching informatics and information technology. An approximate list of topics and educational literature on the Python language is proposed, taking into account the specifics of educational directions of bachelor’s degree programs.
University graduates with Python language skills within the limits recommended in this article, in addition to professional skills, will also have programming competencies and will be able to implement programming skills within their professional duties.
ISSN 2658-7769 (Online)