Abstract. The article is devoted to the analysis of the main stakeholders’
ideas about the opportunities and barriers of smart technologies
implementation in the learning process. The actualization of this topic is due
to the understanding of the need to respond to the significant challenges
occurring today in society as a whole and in the education system. Russia is
gradually implementing a new development paradigm called digitalization.
These circumstances require the use of smart technologies in higher
education, creating conditions for improving the quality of training. Issues
related to the assessment of the importance, opportunities and barriers of the
implementation of smart technologies in education by the target groups.
What attitude towards smart-technologies of the stakeholders connected on
a straight line or indirectly with an educational system? Whether they are
ready to their active use in the practicians? Whether there are obstacles to
implementation of smart technologies in education and what estimates of
the main stakeholders of barriers? For the answer to the questions
sociological examination was conducted. It was conducted in March-June,
2018. The qualitative methodology allowing and 37 stakeholders were
interviewed using the semi formalized interview technique.
Focus of attention was concentrated on identification of description of the
diskursivny field of effects and barriers of smart technologies in education.
For the analysis of data, the discourse analysis of texts of an interview of the
interviewed persons was used. During systematization of statements of
participants of inspection, the following was revealed.
First, regarding the views of respondents about smart technologies in
training, three ways of reasoning are formed. First: smart learning is
“something new, necessary, special”, characterized by greater detachment
from the educational process, because it is endowed with uniqueness. The
second discourse is a “reluctant rejection”, bordering on denial of the use of
technology. The third – “discourse of everyday life”, presented by students
and researchers, is close to the ordinary, so it has a better chance of
inclusion in the training
Secondly, in the assessments of stakeholders of the advantages of new ways
of learning, three groups of opinions can be distinguished: “unjustified
DOI: 10.22363/09669-2019-443-449
pessimism”, based on the moments associated with the inability to replace
the personal communication of the student with the teacher with formal
interactions that are inherent in smart technologies. The second group –
“unjustified optimism”, focusing on the independence, independence of the
student, the comfort of the temporary and spatial type – “when I want, then I
learn.” And the third, reflecting the “adequate capabilities” of smart
technologies in training.
Thirdly, ideas of stakeholders of the importance of smart technologies in
education, possibilities of their introduction and readiness of participants to
use clever technologies in the course of training are individualized and
poorly make common cause with each other. In educational community
there are no unambiguous positions concerning effects of Smart
technologies in the higher education system, but there are polar and opposite
Fourthly, the absence joint responsibility (consensus) about opportunities,
barriers and prospects of Smart technologies in education forms two main
models of a reasoning. The discourse of optimists is more approximate to
reality, has concrete active focus, is focused on introduction of new forms in
education. The discourse of pessimists means forming of barriers, distances
with clever technologies. In the social environment the deficiency of
opportunities for development of smart technologies in training seems.
Elements of the environment are estimated as a hindrance, and possible
“partnership” with clever technologies is described as “the postponed
introduction”. Its carriers are not ready to show activity in relation to new
technologies. Heterogeneity of reasonings is directly connected with
optimistic or pessimistic moods of interested persons and sets different
models of motivation among stakeholders in relation to the prospects of use
of smart technologies in an education system.
Keywords: smart training, technology smart in education, barriers of
implementation, assessment of stakeholders

Vera S. Ivanova
National Research Tomsk State University, Tomsk, Russia,
e-mail: vcsoc@rambler.ru

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