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Find out moreThe digitalization of school education has been discussed for several years, and this topic has become an important part of state policy. The creation of a digital educational environment has become an integral task for the educational system. This movement began long ago, and today it is difficult to imagine a school without computers, and a modern teacher without regular professional development in information and communications technology (ICT). However, according to data from the Federal Institute for Education Development (RANEPA), 60% of school teachers were unprepared for the transition to online learning, which took place last year. This underscores the need for further training and support for teachers in the digitalization process.
Participants in the all-Russian conference with international participation, "Information Technologies for a New School," discussed the obstacles Russian schools must overcome to effectively integrate digital technologies into the educational process. The conference, held online in March, was organized by the St. Petersburg Center for Education Quality Assessment and Information Technology (SPbCEAIT). The main focus was on issues related to the integration of digital tools into the educational process, as well as the need to improve the qualifications of teachers to successfully use new technologies for the benefit of students.
School staff lack competencies
A digital school is not just technology, but, above all, people who are able to effectively interact with it. This opinion was expressed by Andrey Komissarov, Director of the "Data-Based Human Development" program at University 20.35, during the discussion "Digital School: Discussing the Main Characteristics." It is important to understand that the successful implementation of digital solutions in the educational process depends on the qualifications and readiness of teachers to use new tools. Technology serves only as a means, while human potential determines the quality of education in the digital age.
Komissarov shared his experience transitioning to online learning at the private school in Dubna where he works. The team successfully adapted all traditional teaching methods, including game-based learning and project-based activities, to the distance learning format. However, during this process, it became clear that a digital school encompasses more than just interactions between teachers, students, and subjects. This experience underscores the importance of a comprehensive approach to organizing distance learning, taking into account various aspects of the educational process, including psychological support and technical resources.
When transitioning to a digital format, it is important not only to preserve the content of academic subjects but also to ensure interaction between students, as well as between students and teachers. To achieve this, Komissarov believes, the school needs professionals with new roles. These specialists must be able to effectively use digital tools to organize collaborative activities and active communication, which will help create a comprehensive educational environment in a distance learning environment.
- Instructional designers. They develop the educational environment—both its physical and digital components.
- Educational technologists. They wrap educational technologies in a digital shell.
- Data engineers in education. Their task is to analyze lesson data, chats, and other sources to extract information important for pedagogical design and school management.
Teachers must continue to fulfill their primary role in the educational process, Komissarov emphasized. They should not be subjected to undue pressure due to widespread digitalization. It is important to preserve traditional teaching methods and ensure a balance between new technologies and the pedagogical approach.
To meet modern requirements, a digital school must transform its approach to education, and not simply be equipped with interactive whiteboards. It is necessary to change the paradigm of learning and collective interaction. This requires not only the modernization of technology but also the development of new competencies among teachers. It's important that either existing teachers undergo retraining or that new specialists with up-to-date knowledge be brought into schools. Unfortunately, most educational institutions today are failing to meet this challenge.
To meet modern requirements, a digital school must do more than install interactive whiteboards. A complete overhaul of the educational paradigm and staff is necessary. This entails not only technical improvements but also the development of new competencies among teachers. It is essential that either existing teachers undergo retraining or that specialists with up-to-date knowledge join the staff. However, most schools are currently failing to meet this challenge.
Are teachers hampered by overregulation. Or not?
Yuri Eelmaa, moderator of the discussion about the digital school and curator of the MMSO.Online platform, told Andrei Komissarov that the introduction of new roles in the school team depends not only on the desires of the principal but also on organizational conditions. What's easily accomplished in a private school becomes a significantly more complex task in the mass education system.
In the discussion "Humanities Education and Digitalization: New Opportunities," Konstantin Levushkin, a history teacher at Letovo School, expressed a similar opinion. He noted the importance of integrating digital technologies into humanities education, emphasizing that this opens new horizons for students. Levushkin emphasized that the use of digital tools can significantly enrich the educational process and increase students' interest in the humanities.
I have the opportunity to shape my own educational environment. However, not all teachers have such freedom. Even with a Miro board, the main space is often taken up by a textbook, a collection of Unified State Exam problems, or Olympiad preparation materials—things considered standard and mandatory for teachers. I don't know how to solve this problem.
Anton Skulachev, a literature teacher at Moscow Gymnasium No. 1514, disagreed with the opinion that the state severely restricts teachers' freedom of action. He argues that in practice, the restrictions are not as significant as they might seem. Skulachev emphasizes that teachers still have the opportunity to demonstrate creativity and individuality in the educational process, despite the existing frameworks and requirements.
The Federal Law "On Education" allows educational institutions to not use textbooks. The educational program is developed based on the federal state educational standard and the model core educational program. The law does not specify that a teacher's work program must be based on textbooks.
Skulachev noted that while implementing progressive legislation in the field of education in Russia, there are numerous attempts at government regulation, which can be compared to attempts to "freeze the ocean" to eliminate potential risks. One such initiative is the creation of a unified content registry for the digital educational environment. However, the legislation generally allows teachers to use digital resources if they contribute to the achievement of planned educational outcomes. This opens up opportunities for a more flexible and effective approach to teaching, integrating modern technologies into the educational process.
I have the freedom to create my own educational environment, but not all teachers have this opportunity. Even with a Miro board, the main space is often taken up by a textbook, a collection of Unified State Exam problems, or Olympiad preparation materials—something more traditionally expected of teachers. This problem requires a solution.
The Federal Law "On Education" allows educational institutions to not use textbooks, which confirms our freedom in choosing educational materials. The educational program is developed based on the federal state educational standard and the model core educational program. The law does not require that teachers' work programs be based on specific textbooks. This opens up space for innovative teaching approaches and allows for the individual needs of students to be taken into account. Management protocols must originate from management, as their implementation requires strategic vision. A manager who is focused not only on current events but also on global trends is able to anticipate future changes and develop appropriate measures. It is important that management be data-driven, which will enable more informed decision-making and adaptation to a changing environment. Andrei Komissarov emphasizes the need for such an approach for effective management.
