THE CONCEPT OF CREATION DIGITAL EDUCATIONAL ENVIRONMENT OF THE SCHOOL

Abstract

The article presents the concept of creating a digital learning environment for schools. The new paradigm of education requires highly interactive, multimedia rich content. Modern ICTs provide ample pedagogical opportunities for teaching the content, as they provide five new pedagogical tools: interactivity, multimedia, modeling, communication, productivity, which offer qualitatively new opportunities for the educational process.

The purpose of creating a digital environment is due to the need to improve the quality of Kazakhstani education, i.e. the knowledge-oriented paradigm is gradually being replaced by the personality-oriented paradigm. The digital paradigm should be aimed at ensuring equal access to the high-quality Kazakhstani education in (mass) secondary schools for children temporarily residing outside Kazakhstan for various reasons.

The concept includes 4 structural components coined on the basis of the essential characteristics of digitalization of education as a system process: regulatory and legal support, infrastructure support, software, content and methodological support. The practical significance is determined by the developed mechanism for creating a digital environment and Guidance, which is addressed to managers and teaching staff of educational institutions. This guidance defines the purpose and objectives of the digital environment at school, a step-by-step mechanism of organization.

The methodological basis of the concept are the fundamental works of foreign and Kazakhstani scientists on the study of informatization and digitalization of education.

The diagnostic part was attended by 27 teachers, 18 representatives of the school administration of 3 regions, in particular, Astana, Shymkent, Almaty cities. During the project initiated by the international organization Unicef and the International University of Information Technologies (Almaty), online seminars, master classes and training lectures were organized. The data were obtained through research methods, in particular, questionnaires, interviews, observation. Dynamics among teachers is observed (87%) there is a methodical awareness of the possibilities of using the CSC in an online lesson, a distance lesson, a blended lesson. The results of the diagnostic work revealed the problem in schools, namely, it is necessary to strengthen the work in schools to master the organization of the digital environment at two levels: administrative and pedagogical.