Authors
- Komarov Roman Vladimirovich PhD in Psychology, Associate Professor
Annotation
Abstract. Based on the reflection and generalization of the experience of teachers in remote education during the two waves of the 2020 pandemic, the article presents a typology, a systematic interpretation and a comparative analysis of the effectiveness of approaches to the use of digital tools by employees from among the teaching and teaching staff of educational organizations of secondary and higher education. According to the presented typology, the projective (substitutional), combinatorial (compilative) and ecosystem approaches are distinguished. As a variety of the projective approach, an attempt is made to distinguish the charismatic approach with a description of its qualitative features. In the context of the discussions on the legality of the use of the term «ecosystem» in relation to the educational process using distance technologies and digital tools, the article provides a justification for the legality of the use of this term on the basis of a systematic methodology. Using the results of feedback received from graduates of the professional retraining program «Psychologist of the children's collective» (2020; 313 people), it is shown that the comparison of approaches to performance (achieving only the expected result) can not serve as a reliable basis for distinguishing the ecosystem approach into an independent category, so the ecosystem approach is considered in the context of the concepts of efficiency and hygiene of "digital" labor. The evidence base for the validity of its independent existence is a quantitative analysis of the effectiveness of the teacher's work on the example of comparing the performance of the teacher in the framework of the combinatorial and ecosystem approaches of the pedagogical task of checking an open-type task (essay) on a group of 10 students, where efficiency is understood as the ratio of the result (checking 10 essays with feedback on each student's work) to the costs, which are considered as the number of operations performed. The results of the comparison demonstrate that the efficiency of the ecosystem approach exceeds the combinatorial approach by 3.2 times (177 operations (efficiency coefficient = 0.06) with the combinatorial approach versus 54 operations (efficiency coefficient = 0.19) with the ecosystem approach).
How to link insert
Komarov, R. V. (2021). The work of a teacher in remote education: approaches to using digital tools Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", № 3 (57), 56-78. https://doi.org/10.25688/2076-9121.2021.57.3.03
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