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DOI: 10.18413/2408-9338-2021-7-2-0-9

Forced digitalization of school education in Russia: parental reflection

This article analyzes the changes in parental perceptions of the digitalization of school education based on a comparison of data from the 2018 nationwide study and the 2020 regional study of the forced distance format implemented in response to the pandemic caused by the new coronavirus infection COVID-19. It is shown that parental ideas about the digitalization of school education, which have specific features of formation, are an important factor in the success of the transformation of the educational process. It is noted that in the situation of a forced transition to distance learning, the level of digitalization of school education is assessed by the interviewed parents as insufficient (inadequate) due to insufficient qualifications of teachers and technical understaffing of school equipment and software. The results of informatization are generally positively assessed by the majority of parents, while they believe that digitalization has opened up significant additional opportunities (especially in teaching children with disabilities), but has not solved many of the problems associated with teaching children.

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