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Digital Technologies in Education: History, Problems and Opportunities
Author(s) -
D.M. Kovba
Publication year - 2019
Language(s) - English
DOI - 10.35853/ufh-rmp-2019-it03
Subject(s) - process (computing) , flexibility (engineering) , popularity , computer science , the internet , emerging technologies , information and communications technology , personalization , technological change , knowledge management , engineering ethics , world wide web , engineering , political science , statistics , mathematics , artificial intelligence , law , operating system
The universal expansion of digital technologies had an impact on the educational system, too. Schools and higher education institutions have a vital need to reorganize themselves and apply new technologies efficiently. At the same time, this process entails a number of challenges. This paper is devoted to studying the influence of digital technologies on the educational process. It dwells on two main issues: 1) what the features of educational process changes under the influence of technologies and the main stages of its evolution are; 2) what opportunities and problems are generated by active implementation of digital technologies in education. The methodology foundation of the research is comprised of a series of methods (analysis, synthesis and more) and approaches (systemic, conceptual and discursive). Three periods of technological integration are identified: 1) pre-digital, 2) implementation of personal computers, 3) Internet era; their specific features are analyzed. It is established that inflated social expectations were not always met with the implementation of each new technology. Actual use of devices was low, while teachers did not fully master the new tools. Technological changes outlined in the paper led to generation gaps and a change of philosophical and pedagogical approaches, whereas connectivism is gaining popularity nowadays. It is established that despite a number of opportunities provided by digital technologies in education (flexibility, inclusion and personalization), a series of problems emerges (inequality, confidentiality, safety), as well as some technical and socio-psychological challenges. A conclusion is made that the teacher’s figure cannot yet become a thing of the past and digital technologies are best used as a supplement to regular learning, not its replacement.

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