DIGITALIZATION OF GENERAL SECONDARY EDUCATION: ISSUES AND PROSPECTS
Keywords:IT education, digital competency, digitalization, education digitalization, general secondary education, information and communication technologies.
AbstractThe article presents the results of the analysis of analytical and statistical materials of the Ukrainian mass media and relevant scientific publications on reforms in the education system, as well as the statistical material of the Ministry of Education and Science of Ukraine, the State Statistics Service of Ukraine, the State Employment Service of Ukraine and corresponding Internet resources (HeadHunter, UNESCO Database, Eurostat Educational Statistics), for it indicates the conditions of digitalization of the Ukrainian general secondary education as the primary link of the national IT education, therefore describes the issues of developing digital competency in pupils. They involve the conservatism of the Ukrainian school education, the predominance of memorization over empirical practical activity, the uneven digitization and the low results of implementing inclusive education. The article shows that the uneven digitalization of education has been caused by unequal access of urban and rural children to high-speed Internet and digital resources. The conservatism of the Ukrainian school education in determining the priorities lies in the prevalence of hard skills over soft and digital skills. The process of developing pupils’ digital competency does not take into account the peculiarities of their mental and physiological development. Besides, preference is given to the memorization of information, rather than to empirical practical activities. One can observe the slow introduction of "the new literacy studies" requirements into the educational process of modern schools. Consequently, it expands the horizons for the classical school triad of basic primary school skills (reading, writing, numeracy) and motivates pupils towards self-development and self-improvement. Teachers find it difficult to combine the latest teaching aids with traditional ones rationally. Modern schools are not always ready to use a wide range of information and communication technologies’ opportunities for the full implementation of inclusive education. The use of distance learning technologies in general secondary schools is somewhat sporadic. The level of many teachers’ digital literacy and cultureis rather insufficient. The moral challenges of the global digital society call into question the system of traditional human values, moral and ethical norms. The reforms in the national schooling have been attempting to eliminate the above-mentioned issues.
Bazeliuk, O. (2018). Zmist i struktura tsyfrovoi kultury pedahohichnykh pratsivnykiv zakladiv profesiinoi osvity [Content and structure of digital culture of VET institutions’ teachers]. Naukovyi visnyk Instytutu profesiino-tekhnichnoi osvity NAPN Ukrainy. Profesiina pedahohika – Scientific Herald of the Institute of Vocational Education and Training of NAES of Ukraine Professional Pedagogy, 16, 81-87. DOI: http://doi.org/10.32835/2223- 5752.2018.16.81-87 [in Ukrainian].
Bazeliuk, O. (2016). Strukturnyi analiz sposobiv realizatsii dystantsiinoho navchannia u PTNZ [Astructural analysis of the ways of realizing distance learning in vocational education schools]. Naukovo- metodychne zabezpechennia profesiinoi osvity i navchannia – The research- oriented and methodical support for vocational education and training: Materialy vseukrainskoi naukovo- praktychnoi konferentsii (Kyiv, 7-9 kvitnia 2016 r.). Kyiv, t. 1, 117-120 [in Ukrainian].
Visim prychyn, chomu vidminnyk u shkoli – ne vidminnyk u zhytti [The 8 reasons why straight-A pupils are not that successful in life] (2019, Liutyi 22). Retrieved from http://www.tutkatamka.com.ua/nathn ennya/psihologiya/8-prichin-chomu- vidminnik-v-shkoli-ne-vidminnik-v- zhitti/ [in Ukrainian].
Hlazunova, O.H., Hurzhii, A.M., Voloshyna, T.V., Korolchuk, V.I., & Parkhomenko, O.V. (2020). Neformalna osvita maibutnikh fakhivtsiv z informatsiinykh tekhnolohii: orhanizatsiia, kontent, instrumenty [Non-formal education of future specialists in information technologies: organization, content, aids]. Fizyko- matematychna osvita (FMO) – Physical & Mathematical Education, 1 (23), 29- 35. DOI 10.31110/2413-1571-2020- 023-1-005 [in Ukrainian].
Yershov, M.-O. (2018). Rol ukrainskoi IT-osvity na svitovomu rynku informatsiinykh tovariv i posluh [The role of Ukrainian IT education in the world market of information products and services]. Naukovyi visnyk Instytutu profesiino-tekhnichnoi osvity NAPN Ukrainy. Profesiina pedahohika – Scientific Herald of the Institute of Vocational Education and Training of NAES of Ukraine Professional Pedagogy, 16, 74-81. DOI: http://doi.org/10.32835/2223- 5752.2018.16.74-81 [in Ukrainian].
Yershov, M.-O. (2019). Suchasni problemy formuvannia tsyfrovoi kompetentnosti uchniv u zakladakh zahalnoi serednoi osvity. Informatsiino- tsyfrovyi osvitnii prostir Ukrainy: transformatsiini protsesy i perspektyvy rozvytku. Materialy metodolohichnoho seminaru NAPN Ukrainy [Today’s problems in developing digital competency in pupils in secondary schools. The information and digital education space of Ukraine: transformations and prospects for development]. 4 Kvitnia 2019 r. Kyiv: In-t informatsiinykh tekhnolohii i zasobiv navchannia, 79-85 [in Ukrainian].
Yershova, L. (2018). Transformatsiia systemy tsinnostei uchnivskoi i studentskoi molodi v konteksti reformuvannia vitchyznianoi profesiinoi osvity [Transformation of the students’ values system in the context of domestic vocational education and training reforming]. Naukovyi visnyk Instytutu profesiino-tekhnichnoi osvity NAPN Ukrainy. Profesiina pedahohika – Scientific Herald of the Institute of Vocational Education and Training of NAES of Ukraine Professional Pedagogy, 16, 162-168. DOI: http://doi.org/10.32835/2223- 5752.2018.16.162-168 [in Ukrainian].
Inkliuzyvna osvita v Ukraini: zdobutky, problemy ta perspektyvy. Reziume analitychnoho zvitu za rezultatamy kompleksnoho doslidzhennia [Inclusive education in Ukraine: achievements, issues and prospects. The abstract of an analytical report on the complex study] (Cherven 2011 – sichen 2012). 36 s. (2019, Liutyi 22) Retrieved from https://osvita.ua/doc/files/news/294/ 29475/ERA_INCLUSION_RESUME_FIN AL_Ukr.doc [in Ukrainian].
Nova ukrainska shkola: poradnyk dlia vchytelia [The New Ukrainian school: a teacher’s book]: navch.- metodychn. posibnyk (2018). K.: "Litera LTD" [in Ukrainian].
Novyi derzhavnyi standart pochatkovoi zahalnoi osvity [The New State Standard for Primary General Education] (2019, Liutyi 23). Retrieved from http://nus.org.ua/wp- content/uploads/2017/08/NewSchool_Presentation-final_18-08-2017.pdf [in Ukrainian].
Pro priorytetni napriamy nauky i tekhniky [On the priority areas in science and technology]. № 848-VIII (2015). Vidomosti Verkhovnoi Rady Ukrainy – Information of the Verkhovna Rada of Ukraine [in Ukrainian].
Kulalaieva, N.V. (red.). (2018). Proektna diialnist uchniv profesiino- tekhnichnykh navchalnykh zakladiv [Project activities of pupils from vocational education schools]: treninh- kurs: navch. posibnyk. Zhytomyr: "Polissia" [in Ukrainian].
Radkevych, V.O. (2006). Doslidnytski zasady diialnosti pedahoha profesiinoi shkoly [Research- based principles of teacher’s activity in professional schools]. Profesiino- tekhnichna osvita – Vocational Education, 4, 5-7 [in Ukrainian].
Skrypnyk, A.V., Klymenko, N.A. & Kostenko, I.S. (2020). Riven osvichenosti naselennia v haluzi tsyfrovykh tekhnolohii ta zrostannia ekonomik krain [The level of the population’s knowledge about digital technologies and the growing potential of countries’ economies all over the world]. Informatsiini tekhnolohii i zasoby navchannia – Information Technologies and Learning Tools, 4 (78), 278-297. DOI: https://doi.org/10.33407/itlt.v78i4.29 48 [in Ukrainian].
Yershov, M.-O. (2019). Digitalisation of professional (vocational) and pre-high tertiary education of Ukraine: problems and prospects. Scientific Herald of the Institute of Vocational Education and Training of NAES of Ukraine Professional Pedagogy, 1 (18), 67-74. DOI: https://doi.org/ 10.32835/2223- 5752.2019.18.67-74 [in English].
Copyright (c) 2021 M.-O. Yershov
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors published in this journal agree to the following terms:
a) The authors reserve the right to author their work and grant the journal the right to first publish this work under the Creative Commons Attribution License, which allows others to freely distribute the published work with a mandatory link to the authors of the original work and the first publication of the work therein magazine.
b) Authors have the right to enter into separate additional agreements regarding the non-exclusive distribution of the work in the form in which it was published by this journal (for example, posting work in an electronic repository of the institution or publishing as part of a monograph), provided that the reference to the first publication of the work is maintained therein. magazine.
c) Journal policy permits and encourages the submission of manuscripts by the authors on the Internet (for example, in repositories of institutions or on personal websites), both prior to submitting this manuscript to the editorial board and as it contributes to the emergence of productive scientific discussion, and has a positive impact on the promptness and dynamics of citing a published work (see The Effect of Open Access).