Mobile Electronic School: students speak

"... you can find an explanation incomprehensible..."

"... I liked that tasks can be done repeatedly…"

"... study is like an educational game..."

"... I liked to go through it myself again a lesson, listen to, view the material... "

"... I am becoming more independent..."

"... I can talk to adults on the same level... "

"... in this school, the main thing is not assessment, but to give knowledge

student... "

 

  Mobile Electronic School: parents speak

"... the opportunity to self-assess their

knowledge…"

"... It is interesting for the child to perform tasks oncomputer, not in a notebook. Also a child can solve the tasks in advance and immediately see your results…"

"... the child can repeat the topic, consider solving similar problems and independently do your homework... "

"... interesting tasks in the form of a game, you can feel specialists of different areas... "

 

Mobile Electronic School: teachers speak

"... it is convenient to build an individual trajectory learning each learner opportunity distance learning... "

  "... the idea with the matrix is ​ ​ excellent for those who are lagging behind, so for successful children... "

“... The Internet lesson assignments are well thought out, logically aligned. Contain as theoretical material and practical. Materials lined up in such a way that when they are worked out children are formed wad and methodological competence, ability to set goals and objectives.

The project allows developing, increasing ICT competence that is important for both children and teachers... "

"... I really liked the tasks that interesting and accessible to children, comprehensively children develop, enable children to check

 

Truth or lie?

Since digital education in our country is just beginning to develop, it is surrounded by many myths. In order for modern technologies to benefit, it is necessary that all interested parties understand what they carry and how to use them. Let's look at the main complaints about digital education.

 

Myth 1. Savings due to the quality of education

Some parents and teachers believe that digital education does not provide a sufficient quality of education, that it is only an attempt to save money by reducing the quality of communication with the teacher by replacing a person with a screen. Indeed, both in the world and in Russia, BYOD (gain your device) is becoming more and more common, in which students and employees use their personal devices (laptops, tablets, mobile phones) in training and business objectives. This allows organizations to reduce the cost of purchasing equipment, but more and more activity is being transferred to the electronic environment.

Truth: this trend is spreading not at all due to the fact that it is “cheap and cheerful”, but due to the fact that in this way education becomes available. You can take courses in other educational institutions (including foreign ones). If we recall the Strategy-2025, the main idea of ​ ​ the “FLOW” is “the main thing is not where, but what to learn and from whom to learn.” It turns out that the use of their devices can help to learn everywhere, at the same time what you want and who you want.

 

Myth 2. Distance learning does not provide proper control over students.

There are doubts that the average modern schoolchild or student is able to “comprehend the basics of science” without control of the teacher hanging over him with textbooks at the ready. For effective development of distance learning programs, a certain set of qualities is really required: a high level of self-organization, motivation and focus on the independent formation of high-quality knowledge and skills. The study of the psychological readiness of the Russian student to study using distance learning technologies showed that many of the students of Russian universities are not ready to study using these technologies. If students are not ready, then what can we say about schoolchildren? After all, even because of their age, schoolchildren tend to have a lower concentration of attention, they have no habit of learning, and self-organization is unfamiliar to most of them, especially when there are other, more interesting activities outside of school.

Truth: there are systems for managing the process of self-learning, which allow the student to form and implement a personal learning path (which is again one of the priority areas for Moscow and Russian education). An e-course with reference to calendar dates can streamline and systematize independent work, increasing the level of assimilation of theoretical knowledge and practical skills. Online classes require great self-discipline and perseverance, but the same qualities are required for full-time contact training - a reluctance to learn and a lack of understanding of the need for knowledge will negate the efforts of the best teacher. At the same time, no one offers to leave schoolchildren to learn on their own - the teacher and parents will always monitor the student's progress, while modern technologies will also come to the rescue: they will show what is difficult for the child (the teacher will be able to individually discuss the difficult topic with the student) or which is difficult for everyone (it’s already worth thinking about a change in the presentation of the material).

 

Myth 3. Digital learning deprives live communication

There are fears that excessive “digitization” minimizes the contact of the teacher and his audience, because learning is not only the exchange of information, but also live communication. Pupils just watch the video, while there is no necessary socialization, and in fact the school is a society in miniature, and it is there that the child is implanted in communication skills, including with adults - teachers.

Truth: there is no need to explain the difference between a good and a bad lecturer, when the “speaker” from the teacher’s rostrum is not interested in his subject and, on the contrary, his enthusiasm is infectious and directly affects the learning. There is an example of the phenomenon of virtual lectures that can influence the audience - the popularity of speeches on the ted.com platform, when a person can come and hold a mini-conference on his questions and problems and his voice can reach anyone with Internet access. The third most popular TED video on youtube.com has a telling title - “Schools are killing creativity? ”.

It is also worth noting that the full transition of school education to the digital sphere will not take place in the near future, so for the time being there is no danger for the teacher and the student to communicate in the form everyone is used to.

Myth 4. Digital learning is a “boltology”, it does not give practical skills

People are also skeptical about the introduction of digital education, seeing its limitations as a “conversational genre, ” while practical skills are in a “blind zone”. In most cases, digital learning is a set of lectures, dictated by the teacher to the camera, which the student looks at, and then, perhaps, passes the test. The effectiveness of this method of teaching, especially aimed at schoolchildren, is doubtful.

Truth: online courses are not limited to lectures and tests. Increasingly widespread, on the contrary, acquire systems that provide the opportunity for projects, joint work. Traditional assessment methods are also transferred to the digital environment - the teacher can check the essay not in the notebook, but on the screen, specially created sites and systems will track how the student solves equations and problems in physics. Often, elements of the game are introduced, and it has been proven that the competitive element of games provides for the rapid absorption of material and deeper immersion due to emotions. Lectures really occupy a large place in digital education, but do they occupy a smaller place in traditional education?

 

Myth 5. The teacher will lose control over the actions of students

If a student takes an online course, how can the teacher make sure that these are really student’s results?

Truth: the problem of identifying pupils is indeed quite acute. In the case of online courses for adults on many platforms, it remains on the conscience of the user himself (he needs knowledge and skills, without them his certificate means nothing), but it is obvious that in school realities, control should be more stringent. Here parents can come to the rescue, who can confirm that their child has really passed the task, or they still have to trust the students in the manifestation of consciousness. After all, in traditional education there will always be those who will be able to cheat or write off, unfortunately, no system is perfect.

 

Myth 6. It's all an extra burden for the teacher.

We all know that often innovations in our life turn out to be only a superfluous headache. Wouldn't it be the same with digital education? Would this not be another task in the series of things to be done by the teacher? But many teachers find it difficult to change proven methods and work with information technologies.

The truth: indeed, the introduction of new technologies requires the development of a certain set of qualities. The use of distance learning technologies is more likely characteristic of younger teachers, with less work experience, but at the same time having a degree; Perhaps this is due to the greater technological knowledge of young people, and can also be explained by established traditions in the technology of learning from the older generation. However, there is no way to get away from the new technologies, but they can really free up the teacher’s time: not only with a single reading of the lecture under the recording, but also, for example, with the help of automatic feedback — instead of writing over and over again in response to the control one and the same, the teacher needs to enter information only once, and the student, if the answer is incorrect, will see it (and at the same time a hint where this was explained so that he can look at it himself). Teachers are freeing up time to teach, rather than answer the same questions, and reducing contact work reduces emotional stress, reducing the likelihood of emotional burnout.

 

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