THE STUDY OF PEDAGOGICAL PRACTICE OF MOBILE LEARNING IN RUSSIA

Abstract

The analysis of Russian and international experience of mobile learning is given in the article, the components of mobile learning (mobile devices, net technologies, pedagogical technologies) are revealed, pedagogical conditions of introduction of mobile learning in practice of Russian school are formulated. The special attention is paid to importance of the use of mobile learning under conditions of transfer to the new educational standards, because the use of mobile devices at the lessons develops in pupils the ability to work with information, interact with a teacher and other pupils in net. It is demonstrated, that mobile learning is oriented on the attainment of meta-subject educational results, favors the formation of ability to study during the whole life. The existing practice of mobile learning (inverted lesson, park lesson, distant courses and so on) are analyzed. The importance of pedagogical technologies, oriented on the wide independent work of the pupils is proved. The prospects of further studies on this problem are described, the necessity of specialized training of teachers to the use of mobile learning at school is proved, the list of topics for the study in the system of qualification improvement of the teachers and forms of the work with them is given: webinars, qualification improvement courses and also informal improvement of qualification in net communities (blogs).