EDUCATION IN DIGITAL SOCIETY: NEW CHALLENGES FOR EDUCATORS

  • The authors:
    Natalia N. Korostyleva
  • Issue: July 24-26th, 2019
  • Pages: 450-456
  • Section: SMART EDUCATION – NEW PARADIGM
  • URL: http://conference-ifl.rudn.ru/450-456/
  • DOI:
    10.22363/09669-2019-450-456

Abstract. The modern society has dramatically changed recently as
information technologies have entered all areas of human society, therefore,
in order to be able to comprehend and act in this new digital world, citizens
need particularly new education. In the light of this context, the aim of this
study is to clarify forms, methods and resources for teaching and learning in
a digital society and major skills of graduates, to evaluate the current
situation in the field of developing these new skills in provincial institutions
of higher education and the necessary changes for adapting teaching and
learning to the challenges of the global market.
Based on the literature review, we have found out that the key skills in a
digital society are knowledge management, self-learning and lifelong
learning skills. The analysis of educational resources has shown that not
only new digital educational platforms, which can be used both by students
and their educators for the purpose of lifelong learning, have been created
but also there is a great variety of accessed free online open educational
resources, what is more, educators can use various Google apps for creating
their own resources.
The factual basis of the research includes data of a content analysis of all
current 64 curriculums in humanities of the three leading Volgograd
institutions of higher education and a survey of students with the aim to
identify the degree of their use of digital devices and technologies, the use
of digital technologies by educators in the teaching process, as well as the
degree of immersion of educators in development of digital skills of
students. Content analysis of the abovementioned curriculums showed that
insufficient attention is paid to subjects associated with information
technologies.
According to the survey, the current generation of young people can be
called a “digital” generation, since all modern students are strongly
interested in technologies, have a smartphone and at least also a computer or
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DOI: 10.22363/09669-2019-450-456
a laptop and use them daily. The results of this research demonstrate that the
current generation of students is characterized by their immersion in using
digital technology, and using digital technology in their education is
reasonably demanded. Moreover, such distinctive features of modern youth
as distracted attention, easy online interaction, visual perception, clip
thinking and the desire for personal freedom must be considered by the
higher school educators in the process of teaching students.
Regardless of the fact that the students are totally involved in using edevices for learning, only slight support from educators in their learning
process was mentioned. The research data indicate that most students do not
know about online educational platforms and have never used any elements
of distance learning. Almost half of the students mention that educators
have not developed their knowledge management skills and only the
minority mentions that some Google apps for education have been used in
their educational process. Though a slight majority of respondents reported
using visualization and flipped learning by their educators, only a small
group claimed that educators use gamification or their own audio or video
educational resources.
The lack of academic disciplines associated with IT must be compensated
by teaching all curriculum disciplines with the use of digital technologies.
The challenges for educators in a digital society are transforming their
functions into ‘navigator’ in the educational, including digital, environment,
being familiar with using new learning tools and technologies in their
teaching and effectively making use of them.
Keywords: higher education, digital skills, digital generation

Liudmila Kompaneeva¹, Evgenia Gulyaeva², Irina Dubinina³
¹Volgograd Institute of Management – branch of RANEPA,
Volgograd, Russia, e-mail: kompaneyeva@mail.ru
²Volgograd Institute of Management – branch of RANEPA,
Volgograd, Russia, e-mail: guevgenia@yandex.ru
ORCID ID: 0000-0003-1605-8576
³Volgograd Institute of Management – branch of RANEPA,
Volgograd, Russia, e-mail: iidubinina@yandex.ru

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