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- inclusion in the process of solving self-education problems as many members
of the educational, production, etc. group as possible;
- the teacher provides constant consultation and control over the completeness
and quality of solving self-education problems and, if necessary, makes appropriate
adjustments.
Thus, the completed consideration of upbringing as an integral part of the educational process allows us to form a holistic understanding of it as a concrete historical phenomenon, filled with a unique essence and content, reflecting the specifics of
upbringing in a group (team), the features of personality-oriented upbringing, the
place and pedagogical functions of the educator, and also principles of organization
and implementation. The presented theoretical and applied developments of problems
of the formation and functioning of educational systems, features of educational interaction and age-related approach in education, as well as self-education create the
necessary conditions for the effective activity of a teacher in the interests of the formation and development of the personal sphere of a person in a modern civilized society.
Questions and tasks for self-testing of knowledge
1. Assess the prospects for the implementation of theoretical developments on
the problem of personality-oriented education in family, school and professional education.
2. Identify the correspondence of the principles of natural conformity, cultural
conformity, orientation towards personal development and complementarity of education with other systematizations of the principles of education presented in modern
domestic pedagogical literature.
3. What is the evolutionary nature of the educational system?
4. Why are self-determination, self-awareness and self-esteem of an individual
considered as a result of upbringing?
5. Evaluate and justify the level of effectiveness of self-education in comparison with frontal, collective and individual education.
Аdditional literature
1. Бороздина, Г.В. Психология и педагогика : учебник для бакалавров /
Г.В. Бороздина. — 2-е изд., испр. и доп. — Москва : Юрайт, 2016. — 477 с.
2. Психология и педагогика: В 2 ч. Ч 2: Педагогика : учебник для академического бакалавриата / под общей редакцией В.А. Сластенина, В.П. Каширина. — Москва : Юрайт, 2016. — 374 с.
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CHAPTER 10
TECHNOLOGY OF EDUCATION
Theoretical foundations of educational technology. The concept of
“technology” in pedagogy. Educational technology. Educational process and
educational technology. Goal setting in educational technology. Modeling
educational technology.
Pedagogical tools of educational technologies. Concept and system of
pedagogical tools. Methods of formation and correction of consciousness. Methods of
organizing activities and forming behavioral experience. Methods of stimulating
behavior and activity. Methods of education in foreign pedagogy. The choice of
educational methods and the technique of their application. Diagnosis of education.
Achieving the goals of education presupposes the implementation of specially
organized pedagogical activities aimed at developing the personal sphere of those
being educated. For a long time, this problem was developed within the framework of
appropriate techniques. However, in recent years, the pedagogical literature has
increasingly reflected developments not so much in the methodological side of the
educational process, but in the technology of its implementation. This significantly
expands the scope of scientific research and gives pedagogical theory an applied
character.
10.1. THEORETICAL FOUNDATIONS OF EDUCATION TECHNOLOGY
The concept of “educational technology” is included by many researchers of
pedagogical theory and practice in the generalized concept of “pedagogical
technology”, which back in the 50-60s of the 20th century was associated mainly with
the methodology of using technical teaching aids. In this sense, it is still used in many
foreign developments. In modern research by Russian specialists, the concept of
“pedagogical technologies” is given a broader meaning and is applied to the main
phenomena of the educational process — teaching and upbringing. However, the
uniqueness of each of them determines their corresponding technological content. To
accurately define it, it is important to understand, first of all, the general
interpretation of the concept of “technology” in pedagogical science.
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The concept of “technology” in pedagogy
Technology is usually called the process of processing source material in order
to obtain an “output” product with predetermined properties. In the encyclopedic
dictionary, it is interpreted as “a set of methods of processing, manufacturing,
changing the state, properties, form of raw materials, materials or semi-finished
products carried out in the process of production.” In other words, technology reflects
the methods used in the process of changing the original product (for example, raw
materials) in order to give it the required appearance and quality.
At the same time, the methods used are implemented in a strictly defined
sequence, which ensures the achievement of the main goal of the technological
process — obtaining a specific product. Taking this into account, technology (Greek
techne — art, skill) can be understood as a certain sequence of application of methods
in the process of converting source materials, allowing to obtain a product with given
parameters. In this case, very important importance is attached to assessing the
accuracy of achieving pre-established characteristics (shape, quality, etc.) of the
resulting product.
All technologies developed and used by humanity today can be divided into
two types: industrial and social. Moreover, this division is not conditional, but
fundamental. Industrial technologies include technologies for processing natural
raw materials (oil, ore, wood, etc.) or semi-finished products obtained from them
(finished metal, rolled products, individual parts, assemblies, mechanisms, etc.).
In social technology, the initial and final product is a person, and the main
changes are their physical, mental or personal characteristics. Consequently, social
technologies are more complex in organization and implementation. If industrial
technologies are chains of precisely selected industrial processes that do not allow
replacement or exclusion, then social technologies are a specially organized set of
measures used in varying sequences and degrees aimed at achieving one goal.
The outlined approaches to determining the features of social technologies
allow us to move on to considering their essence in domestic pedagogical theory and
practice. However, an analysis of the pedagogical literature of recent years has shown
the ambiguity of definitions associated with the concept of “educational technology”.
Some authors understand it as a set of methods and means of collecting, processing
and providing information of pedagogical content, with the help of which educational
and educational interaction is carried out using various pedagogical means. Others
believe that pedagogical technologies are the sum or combination of pedagogical projects, methods, techniques and methods of using various pedagogical means that systematically satisfy the content of the pedagogical process. Still others present it only
as a consistent and continuous movement of interconnected links, stages and states of
the pedagogical process and the actions of its participants.
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Without going into a detailed etymological analysis of the presented approaches, it is rational to note that in them the main role is assigned to inanimate phenomena
(forms, methods, techniques, means), and the person themself (child, student, manager, specialist), in the interests of pedagogical work with whom technologies are designed, is not included in the content of the concept. That is why it seems appropriate
to consider pedagogical technology as a system of interaction between the subject
and object of the pedagogical process, coordinated in terms of goals, objectives and
time, which allows, with the help of pedagogical forms, methods, means and techniques, to give a specific pedagogical phenomenon (object of interaction) previously
specified personal properties and qualities (system of knowledge, skills and abilities,
personal values, life guidelines, etc.).
The general idea of technologizing the pedagogical process is to make it manageable — for example, to learn not “something and somehow,” but with guaranteed
pre-designed success. However, for many teachers this causes a contradictory attitude. On the one hand, we are attracted by its manageability and efficiency — according to the plan, for example, a teacher of any level achieves given results based
on the technological development of educational materials that determine their actions from setting (formulating) goals to evaluating the results. On the other hand, the
presence of people, the human factor in the pedagogical process complicates technological calculations. At the same time, opponents of pedagogical technology say that
learning, especially upbringing, is impossible without taking into account the characteristics of a particular individual, interpersonal relationships, emotions and feelings,
which is not clearly visible in the technological process.
It is also appropriate to note here that a number of teachers generally reject
even the very possibility of the existence of the concept of “pedagogical technology.”
Their main argument is that in the pedagogical process, as a unity of teaching and
upbringing, there are no clearly defined educational goals, as well as the necessary
tools for assessing the level of their achievement. However, today in psychology a
whole system of methods for diagnosing a person’s personal sphere (upbringing) has
been developed, and in professionography there is a description of an increasing
number of specialties used in modern society, including the requirements for their
personal properties and qualities. This precisely confirms the legitimacy of the exist-
ence and development of not only the concept of “pedagogical technology”, but also
the concept of “educational technology”.
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Educational technology
The presented understanding of the essence of pedagogical technology allows
us to consider educational technology as a set and sequence of implementation of
forms, methods, techniques and means of reproducing a theoretically based educational process that allows us to achieve our educational goals. At the same time, it is
based on appropriate scientific modeling (design), in which these goals are set unambiguously. This preserves the possibility of objective step-by-step measurements and
assessment of a person’s personal properties and qualities at a specific stage of their
personal development (improvement).
Educational technology, which includes various elements of pedagogical activity, at the same time has system-forming components. These primarily include: diagnosis, goal setting, design, construction, content, organizational, activity and control and management components.
It should be taken into account that the content component, along with a correctly set educational goal, determines the success and nature of the functioning of
the entire educational technology. It depends on him whether it will be informative or
developmental, traditional or personality-oriented, productive or ineffective. Consequently, the effectiveness of educational technology depends on how conceptually
linked the goals and content of pedagogical activity are.
Based on these conceptual positions, most modern domestic educational technologies are designed. The most famous of them include:
- technology of pedagogical cooperation. Its main goals are the transition from
pedagogy of demands to pedagogy of relationships, a humane and personal approach
to the child, as well as the unity of the processes of teaching and upbringing;
- humane-personal technology of education by Sh.A. Amonashvili. It involves
promoting the formation, development and education of a noble person in a child by
revealing their personal qualities, as well as their cognitive abilities;
- technology of collective creative education by I.P. Ivanov, which provides for
such an organization of joint activities of adults and children, in which everyone participates in collective creativity, planning and analysis of the achieved (obtained) results;
- technology of humane collective education by V.A. Sukhomlinsky. Its author
believed that in education there is no main and secondary. In addition, he viewed education as a kind of “pedagogical guidance of a person” throughout their life. The
priority educational values of this technology are conscience, goodness and justice.
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A meaningful analysis of the above and other modern domestic educational
technologies makes it possible to identify in them a number of new pedagogical qualities that distinguish them from considering education only as a specific pedagogical
process.
Firstly, education in this case takes on a holistic character, it is difficult to divide it into separate operations, to carry out pedagogical interaction in the form of
small steps or the sequential formation of individual personal properties and qualities.
Consequently, pedagogical interaction in educational technology is carried out comprehensively.
Secondly, in educational technology, the issue of involving in education people
who master only certain technological operations, for example, methods for the formation of certain personal properties and qualities (intellectual, social, volitional,
etc.) must be resolved extremely carefully and carefully. The educator, as a subject of
educational technology, must participate in the pedagogical process in full from its
beginning (design) to achieving the set educational goals of a certain level.
Thirdly, behind the technology of education there are actually stages common
to all educators that must be passed on the path to the formation of a comprehensively
and harmoniously developed personality.
In any of the previously discussed pedagogical systems, “educational technology” is presented as a concept that interacts with educational tasks. But if the educa-
tional task reflects the goals of training and education, then educational technology is
only educational ways and means of achieving them. At the same time, in the structure of the educational task, certain personal qualities of students, subject to formation and development, act as the goals of education in specific conditions, which
generally determines the specifics of the content of education.
To create and implement educational technology, a generalized scheme of the
functioning algorithm can be used. It covers several stages of education:
- orientation (forming an idea of educational goals and the tasks necessary to
achieve them);
- execution (implementation of methods, techniques and means of education in
the prescribed sequence);
- control and correction.
Each educational technology also uses a control algorithm, which is a system
of rules for monitoring, monitoring and correcting its functioning to achieve the educational goal. For this purpose, a strictly defined sequence of assessment and adjustment of the educational activities of teachers is used. This allows not only to evaluate
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the success of the education process, but also to design processes with a given efficiency in advance.
A separate task of the formation of educational technology is the optimal
choice (selection) of methods, techniques and means of educational interaction. They
determine the specifics of educational technology, as a result of which they must reflect the existing conditions of pedagogical activity, the personal characteristics of the
teacher and his teaching experience.
A responsible task of educational technology is the issue of describing and di-
agnosing a person’s personal qualities. For these purposes, a selected concept of de-
scribing the psychological structure of a person (for example, mental processes, formations and properties) can be used. But the personal properties and qualities themselves must be interpreted in appropriate diagnostic concepts, which must meet a
number of conditions. The most important of them are unambiguous certainty,
providing clear differentiation (separation) of a specific quality from others; availability of appropriate tools to identify the quality being assessed during the diagnostic
process; the possibility of determining the levels of their formation using a reliable
scale of personal measurements. In this regard, the problem of the relationship between the educational process and educational technology remains relevant in pedagogical theory and practice.
Educational process and educational technology
The concept of the educational process, along with education and educational
technology, is also one of the basic methodological knowledge of pedagogy. Its scientific analysis and practical organization combines knowledge about educational
systems, patterns and principles of education, as well as systemic and technological
approaches to it.
A process in the general linguistic sense in one case means a sequential change
of states, the course of development of something, in another — a set of sequential
actions aimed at achieving a certain result. Both meanings provide grounds for understanding the educational process as an organized interaction between educators and
students, aimed at achieving the goals of education in the organizational and pedagogical conditions of a specific educational technology. It is clear here that education
is considered as a set of sequential pedagogical actions, is carried out within the
framework of pedagogical technology and is an organized activity aimed at the for-
mation and development of a person’s personal sphere. This representation allows us
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to determine the structure, connections and laws of educational activities of teachers
in real conditions.
The most important characteristics of the educational process are its integrity, consistency, cyclicality and technological effectiveness. Integrity is understood
as the inextricable unity of the processes of education and training, as well as the development and formation of personality. Education and training depend on each other
and have much in common, although pedagogical science distinguishes them. The
content of the training consists mainly of scientific knowledge about the world. The
content of education is dominated by norms, rules, values, and ideals. Education influences primarily the intellect; education is addressed primarily to the needmotivational sphere of the individual. Both processes influence the consciousness and
behavior of the individual and lead to its development. Since, despite all the similarities, these are specific processes, science considers them separately in the theory of
education and in didactics. At the same time, the integrity of the entire pedagogical
process is ensured, which is a methodological principle and is especially important in
modern conditions.
The educational process and the educational system also constitute a unity,
since processes are a property of systems. We can say that educational processes are a
consistent change in the states of the educational system.
To consider the educational process systematically means to highlight the
structural components of the system and process, as well as the functional connections between them. This helps to understand the specifics, the essence of each component, the change in one as a result of the influence of the other. For example, the
purpose of education determines its content, and the level of education influences the
choice of methods of education, etc.
In connection with the above, the educational process has a number of specific
features unique to it. First of all, this is its focus. The greatest effectiveness is en-
sured by its organization in which the goal of education turns into a conscious goal,
close and understandable to the student.
The process of education is a multifactorial process. It reveals numerous objective and subjective vectors of effort (factors), which through their combined action
determine the unimaginable complexity of this process. In addition, the complexity of
the pedagogical process under consideration lies in the fact that its results are not so
clearly perceptible and do not reveal themselves as quickly as, for example, in the
learning process.
The educational process also differs in the duration of its implementation. In
fact, it continues throughout a person’s conscious life.
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The next feature of the educational process is due to its continuity. For example, the process of school education is a process of constant educational interaction
between teachers and students.
The process of education is a complex process. Complexity in this context
means the unity of goals, objectives, content, forms and methods of education, subordinated to the idea of holistic development of the individual.
The educational process is also characterized by significant variability (ambi-
guity) and sufficient uncertainty of results. This is due to the manifestation of various subjective factors in it: large individual differences between students, their social
experience, and attitude to the educational interaction itself.
Finally, the educational process is two-way. Its course is unusual in that it goes
in two directions: from the teacher to the student (direct connection) and from the
student to the teacher (feedback).
The presented specific features are reflected in the structure of the pedagogi-
cal process, which is understood as the totality of its constituent parts corresponding
to the main components of educational technology. As a result, its structural ele-
ments include:
- target — determining the goals of education;
- substantive — development of the content of education;
- operational activity — procedures for the education and interaction of partici-
pants in the process;
- evaluative-effective — assessment and analysis of the effectiveness of educa-
tional interaction.
Pedagogical activities are also built in accordance with the structure of the educational process: goals, content, methods and types of activities are developed, as
well as analysis of the results. Determining the goals of education requires pedagogical diagnostics — studying the state of the educational process, primarily the upbringing of people, as well as the conditions for its implementation. The interrelation
and sequence of stages of the educational process allow us to draw a conclusion
about the cyclical and repeatable nature of pedagogical activity: diagnostics — design — implementation — diagnostics at a new level of educational interaction.
In this regard, the question arises of what is the impetus, the driving force of
the educational process. In pedagogy, it is believed that such a source is the contradiction that intensifies at a certain stage of life between the requirements for a person
that arise in their life and their real capabilities and level of personal development.
This becomes a reason to begin the process of education and personal growth of a
person, but only if these requirements correspond to their age characteristics. In this
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regard, L.S. Vygotsky called the zone of actual development the state in which, for
example, a child can do something without the help of an adult. He designated the
zone of proximal development as the level when child is potentially able to learn
something new with the help of an adult during training. The gap between zones
gives rise to a crisis educational situation — a state of the educational process when
there is a discrepancy between what is desired and what has been achieved in the
formation of a personality. The formation of this contradiction can be prevented by
thoughtful goal setting.
Goal setting in educational technology
The goal of pedagogical interaction is a system-forming element of educational
technology. The remaining elements depend on it: content, methods, techniques and
means of achieving an educational effect. A goal, as a scientific concept, is an anticipation in the consciousness of the subject of the result towards which activity is
aimed. As a result, in pedagogical literature the goal of education is considered as a
mental, predetermined idea of the result of pedagogical interaction, of the personal
properties and qualities of a person that are supposed to be formed.
The precise definition of educational goals is of great practical importance. The
pedagogical process is always a goal-oriented process. Without a clear idea of its
purpose, it is impossible to achieve the effectiveness of the pedagogical technology
used. All this predetermined the essence of the concept of goal setting in educational
technology, which means a conscious process of identifying and setting goals and objectives of pedagogical (educational) activities.
The choice of educational goals should not be voluntary. It is determined by
the methodology of pedagogy, philosophical ideas about the goals and values of society, as well as socio-economic, political and other features of the development of society and the state. As a result, the goal-setting process can be carried out in the fol-
lowing stages:
- determination of personal values to be formed in the process of education and
their presentation in the form of educational goals;
- determination of the hierarchy of educational goals;
- identification of existing opportunities to achieve educational goals;
- clarification of the degree of reality in achieving educational goals and the
share of pedagogical risk;
- determination of the sequence of stages of achieving goals;
- establishing time boundaries for achieving educational goals;
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