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Projects 2020

In 2020, the methodological focus of the Laboratory is research carried out using experimental design.

Center of Fundamental Studies project "Strategies, barriers, and factors for the inclusion of digital teaching tools in the educational process by primary school teachers" 

Project manager: Loyalka P.

Goal: analysis of the features of the introduction and use of electronic educational resources by primary school teachers.

We are aimed to describe the features of the use of digital tools by primary school teachers in general and at the electronic platform Yandex.Uchebnik in particular. Also, we will study the relationship of various aspects of the use of e-learning resources in the educational process with the characteristics of teachers (for example, a tendency to routine and general experience with using digital media) and schools (for example, logistics and type of school). The project implies the identification and description of teachers' strategies to include new digital media in the educational process as well as the description of the mechanisms and factors of the use of electronic educational resources by teachers in the educational process.

Results of the research:

1. The interviewed teachers used digital media in a very limited format, mostly replacing their traditional practices - what SAMR theory considers "displacement", the very first stage of digitalization. For example, instead of just writing on a whiteboard, they've started making presentations that can be reused over and over again. At the same time, teachers are afraid to translate even routine tasks into previously unfamiliar formats - they do not trust electronic platforms for checking homework or independent work, and give assignments using digital resources more often to well-performing students. At the same time, it is shown that electronic platforms in general and Yandex.Uchebnik, in particular, are more effective just for students with low academic performance.

2. The material and technical support of the school does not play a role in the intensity of teachers' use of digital technologies in education - a much more important factor is such a teacher's personality trait as resistance to change. At the same time, for the use of digital resources outside of work, for personal purposes, resistance to change is not a barrier. Even with a high level of ICT skills, teachers do not seek to apply them at work, changing the usual learning process, but outside of work, where there is no routine and accountability, they are ready to expand their knowledge in the field of digital technologies. At the same time, the age of the teacher, who previously showed a negative relationship in research, while controlling the teacher's resistance to change, has nothing to do with the use of digital technologies.

3. Three inclusion strategies were identified: regular use with a break for holidays (which was consistent with the requirements for teachers), late start and one-time use. It can be assumed that teachers who did not comply with the necessary requirements are, in Rogers' terms, a group of "late majority" and "laggards." These groups were represented by a fairly significant number of teachers - even in favorable conditions for the introduction of innovation and with the support of the administration, they accounted for slightly less than half of the total number of respondents.

4. Resistance to change continues to play a role in the timely incorporation of new technologies into the routine: teachers with a higher level of resistance were more likely to use the late start strategy, reluctantly changing their routine, but not abandoning the change entirely. Another important factor was the director's assessment of the insufficient number of computers with Internet access, even while controlling this number.