| Autor: |
Kassymova, Gulzhaina K., Klimova, Elena K., Garbuzova, Galina V., Kivlenok, Tatyana V., Lavrinenko, Sergey V., Arpentieva, Mariam R. |
| Předmět: |
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| Zdroj: |
Journal of Pharmaceutical Negative Results; 2023 Special Issue, Vol. 14, p2162-2172, 11p |
| Abstrakt: |
Relevance and research problem. Consideration of the problems of digital education (that is, education organized through digital technologies, including artificial intelligence technologies) is necessarily related to the analysis of socio-psychological processes and effects of digital education, its impact on the formation and development of students and teachers as subjects. Most of these types of transformations should and can be considered within the framework of socio-psychological changes in an individual's relationship with himself / herself and other people and the values and ideas that govern these relationships. The aim of the research is to analyze the socio-psychological problems of the development of subjects of digital education. The research method is a theoretical analysis of the problems of the development of digital education and its subjects on the example of issues related to the use of artificial intelligence systems (smart technologies) in education. Results of the study. Artificial intelligence is not a subject of education, it broadcasts the goals, values and behaviors that are offered to it by customers and developers. These goals can serve both the development of subjectivity and the desubjectivization of participants and stakeholders in education. Therefore, smart technologies in education make serious demands on the universal and digital culture and competence of teachers and students, bearing the threat of desubjectivization. Smart technologies place serious demands on the culture and competence of educators and students. In the absence of a culture of their use, artificial intelligence technologies deform a individual's relationship with himself / herself and the world, leading to desubjectivization. The dangers of smart education are numerous, but many of them are hushed up and understudied. Conclusion. The central moments of a productive and effective education that actively uses digital technologies, which makes it possible to develop the subjectivity of its participants, are: a) the formation and development of digital culture; b) the focus of education on the formation and development of individual as a subject. Productive and effective smart education should be focused on the formation and development of subjectivity, digital culture of developers, organizers and users of smart technologies, understanding the place of smart technologies in education of different levels and types, as well as increasing transparency / understandability and other characteristics of processes and results of their use. Prospects. Research prospects are related to the understanding of the conditions and situations of the effectiveness of smart education and other types of training and education using various digital technologies. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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