Digital technologies in education: Problems and prospects for "Moscow electronic school" project implementation

Abstract

The dynamic development of information and communication technologies, the strengthening of the public demand for digitalization of various spheres of life, orient the Moscow education system towards the active introduction of digital technologies and high-tech educational environment development. The purpose of this article is to analyze the advantages and problems of the Moscow Electronic School project implementation, the resources and limitations of digital technology introduction into the learning process of schoolchildren. The main research methods were questionnaires and in-depth interviews with teachers in Moscow schools during the classes teaching electronic skills. The questionnaires were conducted before and after the training process, which made it possible to evaluate its effectiveness, analyze the attitude of teachers to the Moscow Electronic School project, and the readiness to digital technology introduction. The study identified the problems associated with excessive control over the practices of digital technology use in the teacher's work, which leads to negative consequences: social tension, imitation of activity. The electronic educational environment is perceived as a space with a low level of security, the risks of losing copyright on intellectual activity results. Dysfunctions were revealed in the motivation system, orienting teachers towards the introduction of digital technologies: hard-to-predict performance, distortion of quality assessment criteria, and manipulation possibilities. The advantages of digital technology introduction in the framework of the Moscow Electronic School project include the following: improvement of material and technical support quality for schools, visualization of educational materials, the ability to exchange experiences and gain access to best teaching practices. The key limitations of digital technology introduction are the imperfection of the material and technological base, the dysfunctions in the system of control and motivation of teachers, the low level of educational content moderation, their incomplete compliance with the requirements of teachers, lack of digital trust and legal guarantees.