The relevance of the study of educational video blogging is determined by the rapid spread of online learning technologies. Video blogs are embedded in online courses or are an independent educational product in the form of a teacher’s channel filming videos on their subject, helping in self-study, building individual educational routes.
The purpose of the article is to study the conceptual foundations and meanings in the subject field of educational video blogging. The objectives of the study involve highlighting the advantages and limitations of using video blogs based on the analysis of English language publications.
Search queries in leading databases made it possible to form an array of publications. Familiarization with the content of articles and / or their annotations filled three approaches to interpretations with meaning – video blogging as an educational technology, as a means of communication, and as a way to promote the image of a teacher.
The results of the article were the allocation of an additional meaning of educational blogging as a tool for reflection of students and teachers, as well as an emphasis on the professional identity of teachers who blog. Educational blogging goes beyond formal education both in content and in the formats of presentation of material. Experiments in this area demonstrate the possibilities for cognitive development of students, implementation of information and communication tasks, as well as a motivational effect.
Different types of educational video blogs are considered as tools for organizing training and self-study. Video blogs as a means of self-presentation are transformed into a tool for self-reflection of the teacher and the student. Video blogging as a way to promote the image of a teacher is transformed in the direction of developing a professional community, forming digital literacy and digital identity.
Keyword(s) : digitalization of education
Shock Innovation: Conceptualisation of Digital Transformation in Education during the Covid-19 Pandemic
The article considers the transition to distance learning in the context of COVID-19 pandemic as innovation. In particular, it shows that the spread of innovation in an extremely fast and compressed way does not fit the classical model of innovation diffusion by Rogers. Based on the results of the analysis, the authors supplement the innovation theory with a model of shock innovation which aims to describe the phenomenon of momentary transformations. For that reason, a comprehensive and extensive description of innovation diffusion was narrowed down to three key characteristics and linked to three levels (micro-, meso- and macro-). The narratives of school principals which have been extracted from the interviews (N=10) were compared with the characteristics of this three-levels model. The analysis revealed that a shock innovation is characterized by the fact that (1) the initial impulse has a source, external to the system, (2) requiring an obligatory response (forced change); (3) manifested by an innovative “breakthrough” due to the extreme mobilization of the resources; and (4) “densification” of traditional innovative processes for the diffusion of innovation at three levels – individual (micro), group (meso-) and systemic (macro-). The discussion highlights the aspects of the identified characteristics that should be taken into account in designing the strategies of schools’ development, as well as bridging the gaps in the educational system caused by the pandemic.
The Role Structure of the Professional Activity of a Higher School Teacher in the Context of Digitalization of the Educational Environment
In the context of changing the paradigm of vocational training, teachers of higher education are
faced with new requirements related to changes in the content of the pedagogical process and new
functions that teachers need to master in the context of the introduction of systemic and integrated
learning technologies. The elements of the educational environment form a whole range of new
forms of activities that a modern teacher must implement in the educational process. The current
conditions determine the emergence of contradictions, the resolution of which requires the study of
a new role structure of professional pedagogical activity.
The purpose of the publication is to present the results of a study of the role structure of pedagogical
activity in higher education, to identify areas of gaps in the expectations and assessments of the
existing role structure of teachers on the part of students and in the assessments of the teachers
themselves. The sample of respondents-teachers consisted of more than 70 people, as well as more
than 200 people – students of various areas of training at universities in Novosibirsk.
The methodological basis of the study is the principles of the subject-subject approach in pedagogy,
a number of developments of domestic researchers dedicated to the formation and development
of open education in the Russian Federation, as well as the evolution of the teacher’s role set in
connection with changes in the pedagogical paradigm of higher education). In the process of
collecting empirical material, the author’s standardized questionnaire was used to identify the
types of roles of a modern teacher. As a result of the study, the predominant types of roles in the
professional activities of teachers of higher education were identified, a comparison was made in
the areas of training, gaps were identified in relation to the existing role structure in the views of
teachers and students, as well as between the expectations that students have and those roles that
today demonstrated by teachers in the learning process.
The novelty of the study lies in the empirical substantiation of the role model of a higher education
teacher, determining the most relevant roles and identifying those problem areas that require
systematic and targeted work on self-development and professional development of higher
education teachers.
The Development of Integrative Qualities of Primary School Teachers in the Context of Distance Learning
The paper focuses on the need to facilitate the rapid development of integrative qualities of primary school teachers who work remotely. The authors examine the mechanism of methodological support for the development of integrative qualities of primary school teachers in the context of distance and blended learning.
The review of scientific literature, detailed information on integrative qualities of the teacher, and the formation process design created the opportunity for successful development of integrative characteristics of teachers using a well-tired mechanism to support their professional training in the distance and blended learning modes.
The development of integrative qualities, ensuring the successful implementation of modern educational principles, becomes an essential task of education and a key component of pedagogical skills. Professional activities of teachers require them to react quickly to situations and implement their actions in a timely manner. Every day, teachers are involved in a variety of activities determined by their integrative qualities. Teaching is governed by the uncertainty and dynamics of the learning process, which cannot be fixed. The educational process, as a living organism, can be constantly transformed. Thereby, it maintains its viability.
The study aims to identify and theoretically justify the mechanism of methodological support for the development of integrative qualities of primary school teachers working in the distance and blended learning modes.
To address the research questions, we opted to apply questionnaires, semi-structured interviews, comparative analysis, and pedagogical modeling.
The paper presents the results of surveys and interviews with primary school teachers of rural settlements, urban-type villages and cities in the Republic of Tatarstan.
Based on the analysis of obtained data, the authors identified the following components of the studied mechanism: organizational (structural); content-related; information and educational; analytical (reflexive). The researchers outlined the functions of the proposed mechanism and its requirements for success. The study also revealed some interesting facts and observations from the experience of primary school teachers involved in the distance learning environment.