Nowadays, the need to improve Internet accessibility brings the assessment of e-learning formats effectiveness to immediate attention of researches in inclusive higher education. This project aim was to understand the specifics of implementation of an online marathon for deaf and hard of hearing (DHH) students who learn a foreign language. The authors noticed some differences in the dynamics and activity of DHH students doing online courses in different formats. There was no statistically significant difference in the amount of homework submitted on time between the two formats. However, when students participated in the online marathon, the number of students who completed most of the assignments on time, and the frequency of the submitted assignments increased. The number of completed assignments increased steadily during the online marathon, while the number of submitted assignments decreased in the middle part of the electronic learning course. The microcourse which was designed and implemented in the online marathon format for DHH students at the M.T. Kalashnikov IzhSTU was included in the list of the “Marathon of Best Practices for Applying New Technologies for Education, Training, and Socialization of Students with Limited Health Abilities and with Disabilities in the Universities of the Russian Federation.”
Keyword(s) : e-learning
Using Social Networks for Social Upbringing
The article addresses the potential of using social networks in social education and for solving the
problems of youth socialization. There is an urgent social need for the harmonious development of
the child’s personality, including in the Internet environment. At the same time, there is insufficient
knowledge about the organization of education in social networks in science.
The article identifies the experience of successful interaction between teachers and students on the
Internet and ways of organizing event situations in social networks. The study was conducted in
February-October 2020 and analysed the content of open official accounts of educational organizations
in the social networks ‘VKontakte’, Instagram and documents of educational organizations. The
complex use of observation methods, quantitative data processing, expert assessments was aimed
at identifying forms of educational activity that are promising for implementation online in social
networks. The study showed that, despite the variety of topics and styles, the content of official
school accounts resembles a list of news about holidays and other public events. The accounts do
not contain materials that could cause vivid emotions and sensations in children, become a source
of experiences, value attitudes, experience of interacting with people. Consequently, schools do not
provide children with opportunities for self-knowledge, self-determination, self-realization, and do
not support their initiatives in social networks. The article recommends that schools expand the
practice of organizing networked educational events. For this, they need to create groups of different
ages for children and adults for joint planning, organizing, conducting, summing up creative deeds.
The maintenance of a thematic Instagram account of a school is offered as an example of a successful
subject-subject interaction between a teacher-educator and students in social networks.
Using Social Networks for Social Upbringing
The article addresses the potential of using social networks in social education and for solving the
problems of youth socialization. There is an urgent social need for the harmonious development of
the child’s personality, including in the Internet environment. At the same time, there is insufficient
knowledge about the organization of education in social networks in science.
The article identifies the experience of successful interaction between teachers and students on the
Internet and ways of organizing event situations in social networks. The study was conducted in
February-October 2020 and analysed the content of open official accounts of educational organizations
in the social networks ‘VKontakte’, Instagram and documents of educational organizations. The
complex use of observation methods, quantitative data processing, expert assessments was aimed
at identifying forms of educational activity that are promising for implementation online in social
networks. The study showed that, despite the variety of topics and styles, the content of official
school accounts resembles a list of news about holidays and other public events. The accounts do
not contain materials that could cause vivid emotions and sensations in children, become a source
of experiences, value attitudes, experience of interacting with people. Consequently, schools do not
provide children with opportunities for self-knowledge, self-determination, self-realization, and do
not support their initiatives in social networks. The article recommends that schools expand the
practice of organizing networked educational events. For this, they need to create groups of different
ages for children and adults for joint planning, organizing, conducting, summing up creative deeds.
The maintenance of a thematic Instagram account of a school is offered as an example of a successful
subject-subject interaction between a teacher-educator and students in social networks.
Conceptual approaches to the identification of teachers’ digital competence: cognitive modelling
The need for developing a teacher’s digital competency requires the creation of a fundamental scientific base for the process of training teachers and their professional development to enable them to work in the context of digitization of general education. In the Covid-19 pandemic, global transformations are taking place in the field of education. All regions of Russia have switched completely into remote mode. According to Interfax, based on the research of the Higher School of Economics NRU, the Republic of Sakha (Yakutia) is the best in Russia in terms of technical equipment for teachers and schoolchildren today. This study covered 22,600 teachers in 73 regions of the country. In Yakutia 61% of teachers conduct online learning, while the average in Russia is 25%. However, the common problem across all regions is that teachers, schoolchildren and their parents lack psychological readiness for a complete transition to digital education. This explains the emerging situation of conflict, background stress, as well as frequent cases of imitative distance education and e-learning. In this regard, there is a need to discuss the problems facing education in the digitization process and the need to overcome them. This paper analyses the current situation in school education in the context of digitization and a universal transition to online learning. Graduate students of the NEFU Institute for Continuing Professional Education conducted a survey of teachers and school leaders. This was aimed at identifying attitudes towards the process of digitization of school education and ownership of ICT, and some digital competencies of teachers and educational leaders. The results confirmed the relevance of the research problem and revealed the most acute contradictions associated with the lack of digital competencies among teachers in Yakutia.
The study examined modern conceptual approaches to the digitization of education, the identification of digital competencies of teachers, and the development of objective measurement tools. A digital teacher competency map is being developed, with a toolkit that integrates key competencies of the digital economy and digital competencies, together with tester program (a digital simulator) to identify the formation of: (a) a set of the teacher’s core competencies in the digital economy and (b) a set of teachers’ digital competencies.
The following factors were taken into account in developing the tools: conceptual approaches in modern scientific and pedagogical research to identify, identify and assess the level of formation of digital competencies of a modern teacher; methodological substantiation of cognitive modeling of the competencies studied; assumptions of the most optimal combinations of key and digital competencies for teachers of different subject areas and levels of education; interconnection and interdependence of some professional deficits associated with a deficit of key and digital competencies.