DIGITAL TECHNOLOGIES AS A FACTOR IN THE TRANSFORMATION OF TIME ORIENTATION OF SCHOOL STUDENTS OF DIFFERENT EDUCATIONAL PROFILES
https://doi.org/10.18384/2224-0209-2020-3-1033
Abstract
Aim. Study of the impact of digital technologies on the effectiveness, satisfaction and time orientation of schoolchildren. Methodology. Psychological models of digital competence are analyzed. The article considers the application of innovative methods in the in-depth study of subjects in the curriculum of the high school of MOE SOSH No. 36 in 2018. The article examines the influence of digital technologies used in physical and mathematical, chemical and biological and humanitarian profiles on the development of students ‘ competencies, modes of thinking and time orientation. The significance of differences in the data obtained with the following methods: 16 PF P. Kettell, the ZPTI questionnaire, the General self-efficacy scale by R. Schwarzer and M. Yerusalem - is estimated. Results. The analysis of the obtained data proves that the use of digital technologies in high school increases self-effectiveness, efficiency of thinking, activity, creativity, independence of judgment, entrepreneurship, self-confidence, and orientation to the future. The organization of training is reflected in the time perspective profile: low values of the “negative past” and “fatalistic present” factors, high indicators of the “future” and “positive past” factors. Research implications. The psychological content and structure of digital competence of schoolchildren are revealed, and its relationship with self-efficacy and past experience of students is shown. The revealed relationship of digital technologies with the level of competence and features of the time perspective of students allows to improve the quality of education and can be used in the organization of the educational process.
About the Author
Z. V. Gorkaya
Federal state Autonomous educational institution of higher education “Peoples’ Friendship University of Russia»
Russian Federation
Russian Federation
References
1. Бухаленкова Д. А. Представления современных подростков об успехе // Национальный психологический журнал. 2013. № 4 (12). С. 31-35.
2. Вартанова И. И. Мотивация и временная перспектива старшеклассников // Национальный психологический журнал. 2013. № 2 (10). С. 127-133.
3. Погожина И. Н., Сергеева М. В., Егорова В. А. Цифровая компетентность и детство - уникальный вызов 21 века (анализ современных исследований) // Вестник Московского университета. Серия 14: Психология. 2019. № 4. С. 80-106.
4. Солдатова Г. У., Рассказова Е. И. Краткая и скрининговая версии индекса цифровой компетентности: верификация и возможности применения // Национальный психологический журнал. 2018. № 3 (31). С 47-56.
5. Солдатова Г. У., Рассказова Е. И. Модели цифровой компетентности и деятельность российских подростков онлайн // Национальный психологический журнал. 2016. № 2 (22). С. 50-60.
6. Солдатова Г. У., Рассказова Е. И. Мотивация в структуре цифровой компетентности российских подростков // Национальный психологический журнал. 2017. № 1. С. 3-14.
7. Солдатова Г. У., Рассказова Е. И. Психологические модели цифровой компетентности российских подростков и родителей // Национальный психологический журнал. 2014. № 2 (14). С. 25-31.
8. Bandura A., Ramachaudran V. S. Self-efficacy // Encyclopedia of human behavior : in 4 vol. Vol. 4. San Diego: Academic Press, 1998. Р. 71-81.
9. Choi S. Y. A Study on the Digital Competency for the Fourth Industrial Revolution // The Journal of Korean Association of Computer Education. 2018. Vol. 21. № 5. P. 25-35.
10. Duncan-Howell J. Digital mismatch: Expectations and realities of digital competency amongst pre-service education students // Australasian Journal of Educational Technology. 2012. № 28 (5). Р. 827-840.
11. Ellis L. A. Approaches to teaching through digital reference // Reference Services Review. 2004. Vol. 32. № 2. Р. 103-119.
12. Elstad E., Christophersen K. A. Perceptions of Digital Competency among Student Teachers: Contributing to the Development of Student Teachers’ Instructional Self-Efficacy in Technology-Rich Classrooms [Электронный ресурс] // Education Sciences. 2017. № 7 (1). URL: https://www.mdpi.com/2227-7102/7/1/27 (дата обращения: 21.04.2020).
13. Nyikes Z. Contemporary digital competency review // Interdisciplinary Description of Complex Systems. 2018. № 16 (1). Р. 124-131.
14. Orphanos S., Orr M. T. Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes // Educational Management Administration & Leadership. 2014. Vol. 42 (5). P. 680-700.
15. Pinto M., Fernandez-Pascual R., Sales D. Communication of information in the digital age among social sciences students: Uncovering a synthetic indicator of performance // Aslib Journal of Information Management. 2018. Vol. 70. № 4. Р. 326-343.
16. Placing Motivation and Future Time Perspective Theory in a Temporal Perspective / J. Simons, M. Vansteenkiste, W. Lens, M. Lacante // Educational Psychology Review. 2004. № 16. Р. 121-139.
17. Pons P. J. de. Higher Education and the Knowledge Society. Information and Digital Competencies // International Journal of Educational Technology in Higher Education. 2010. Vol. 7. P. 6-15.
18. Preparing for life in a digital world: the IEA International Computer and Information Literacy Study 2018 International Report / J. Fraillon, J. Ainley, W. Schulz, T. Friedman, D. Duckworth. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA), 2019. 321 р.
19. Rafi M., Jianming Z., Ahmad K. Technology integration for students’ information and digital literacy education in academic libraries // Information Discovery and Delivery. 2019. Vol. 47. № 4. Р. 2-16.
20. Romero М., Usart M. The Temporal Perspective in Higher Education Learners: Comparisons between Online and Onsite Learning // European Journal of Open, Distance and e-Learning, 2014, Vol. 17. № 1. P. 190-209. DOI: https://doi.org/10.2478/eurodl-2014-0013.
21. Salanova M., Peiró J. M., Schaufeli W. B. Self-efficacy specificity and burnout among information technology workers: An extension of the job demand-control model // European Journal of Work and Organizational Psychology. 2002. Vol. 11(1). P. 1-25. DOI: 10.1080/13594320143000735.
22. Savolainen R. Network competence and information seeking on the Internet: From definitions towards a social cognitive model // Journal of Documentation. 2002. Vol. 58. № 2. P. 211-226.
23. Serdyukov P. Innovation in education: what works, what doesn’t, and what to do about it? // Journal of Research in Innovative Teaching & Learning. 2017. Vol. 10. № 1. P. 4-33.
24. Twenge J. M., Campbell W. K. Increases in Positive Self-Views Among High School Students: Birth-Cohort Changes in Anticipated Performance, Self-Satisfaction, Self-Liking, and Self-Competence // Psychological science. 2008. № 19 (11). P. 1082-1086.
Review
Views:
305
Email this article 