CC BY
13Keywords: electronic learning tools, digital educational environment, preschool education
DOI:
ONLINE EDUCATION OF INTELLECTUALLY GIFTED SCHOOL CHILDREN: CHALLENGES AND RESOURCES
Elena Shcheblanova
Head of the Laboratory of Giftedness Psychology, Psychological Institute of the Russian Academy of Education, Moscow, Russia; e-mail: [email protected]
Abstract: According to numerous studies, intellectually gifted schoolchildren achieve greater academic success and satisfaction of learning in the homogeneously grouping on abilities classes than in heterogeneously grouped classes. Such differences are especially noticeable when using special programs for high-ability students, such as subject-specific or interdisciplinary acceleration or enrichment. In recent decades, digital devices and software have provided opportunities for teachers to create a cognitively challenging environment for gifted students in mainstream schools and individually. Qualitative research data can support the effectiveness of online education for intellectually gifted school children by providing appropriate and individualized challenges to each student. However, many questions regarding individualization, challenges, and student readiness for online learning, including internet courses, remain unresolved and need to be explored to help understand how gifted students and their teachers perceive their experience. The aim of this study was to analyze some of the issues in the education of gifted children in the digital age through a literature review and qualitative research. Many studies suggest that the variety of possibilities for intellectually gifted students to improve own knowledge and skills using the internet is currently much greater than in pre-internet times. Virtual classrooms, online discussion clubs, and other forms of media-associations benefit educators by creating challenging environments for their high-ability students. At the same time, the teacher's role is to consider the individuality of each student, their specific needs and talents, emotional and social peculiarities, and variety of trajectories of giftedness development. The research results substantiate for appropriate professional, including special psychological, training for gifted education teachers and other school staff. Important directions and approaches to improving the qualifications of teachers are suggested.
Keywords: gifted children, on-line education, teacher training, virtual classroom DOI:
MEDIA RESOURCES IN THE EDUCATION OF PROSOCIAL BEHAVIOR OF SCHOOLCHILDREN
Elena Shmeleva
Professor Ivanovo State University, Schuya, Russia; e-mail: [email protected]
Pavel Kislyakov
Professor, Russian State Social University, St. Petersburg, Russia; e-mail: [email protected]
Svetlana Lantsova
Postgraduate student, Ivanovo State University, Schuya, Russia; e-mail: [email protected]
Abstract: Relevance. Today, traditional models of school educational work are giving way to media educational approaches. How should the media environment be used so that its communication potential contributes to the development of prosocial qualities in schoolchildren? The purpose of the current study is to investigate the prosocial content of media resources. Research methods and sampling. Qualitative and quantitative analysis and calculation of percentages. The sample included students from grades 8-9 (n=34 people). The main results. The VKontakte media resource was chosen as the object of analysis. The most successful prosocial projects with the participation of schoolchildren are: "Ecology of Russia" (365.9 thousand participants), "Ecosphere: ecology + technology = life" (50.1 thousand participants), "Plant a forest" (14.8 thousand participants), "Green Bull" (6.3 thousand participants). Content creators attract the attention of younger audiences to environmental issues using short, accessible, interesting posts, videos, contests among subscribers, surveys, and live broadcasts with experts in the field of ecology. Patriotic education of schoolchildren is successfully implemented on VKontakte by the All-Russian community on the page "Victory Volunteers" (125.2 thousand participants), where each student can discuss the contribution of their ancestors to the victory. The most extensive social network on VKontakte presents content related to helping animals: "These funny animals" (275 thousand subscribers), "All-Russian Animal Protection Movement" (53 thousand participants), "Give a paw" (38 thousand participants), "Give good" (38 thousand participants), etc. Publications with animals evoke strong, sincere feelings among schoolchildren - tens of thousands of views, hundreds and thousands of likes, and hundreds of children's comments. Conclusion. The prosocial behavior of schoolchildren in thematic volunteer blogs begins with empathy and support with a like or comment. Due to their popularity with students, media resources and online communities are an effective tool for the dissemination of socio-cultural values.
Keywords: media, prosocial content, schoolchildren, education, empathy
DOI:
FEATURES OF THE COGNITIVE SPHERE OF CHILDREN AND ADOLESCENTS WITH DIFFERENT LEVELS OF
MEDIA TASKING
Galina U. Soldatova
Professor, Lomonosov Moscow State University, Moscow, Russia; e-mail: [email protected]
Anastasiya E. Vishneva
Lomonosov Moscow State University, Moscow, Russia
Anastasiya G. Koshevaya
Lomonosov Moscow State University, Moscow, Russia
Abstract: Media multitasking (MMT) has become widespread among the younger generation due to the digital transformation. On one hand, this format is resource-intensive for the cognitive system, on the other, the human brain can adapt to the requirements of the environment. Research analysis showed conflicting results regarding the nature of the impact of MMT on children's and adolescents' cognitive development. This paper aims to describe neurocognitive features of children and adolescents with single- and multitasking strategies and to identify the relationship between task execution strategy and neurocognitive features in different age groups. 148 schoolchildren were recruited (49% girls, 51% boys): 34% aged 7-10 years, 35% aged 11-13 years and 31% aged 14-16 years. Methods: quasi-experimental research, which included task performance on a computer and a smartphone; neuropsychological block of techniques (Akhutina, 2016); computer test "Dots: Hearts & Flowers" (Korneev et al., 2018); WISC subtests (Information and Comprehension). The sample was divided into 3 groups according to MMT level: single-taskers (43%), single-taskers with multitasking elements (41%), and multitaskers (16%). At
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