ooОткрытое образованиеOpen Education1818-42432079-5939Plekhanov Russian University of Economics10.21686/1818-4243-2013-2(97)-85-88oo-185Research ArticleОТЕЧЕСТВЕННЫЙ И ЗАРУБЕЖНЫЙ ОПЫТRUSSIAN AND FOREIGN EXPERIENCEАнализ внедрения модели «1 ученик : 1 компьютер»: исследование опыта работы в школах Москвы и Нижегородской областиHIGHLIGHTING CHANGES IN TWO RUSSIAN SCHOOLS WITH SUCCESSFUL ONE-TO-ONE LAPTOP PROGRAMS: MOSCOW AND NIZHNY NOVGOROD CASE STUDIESЛайтДэниэлLightDaniel

Д-р, ученый-исследователь

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dlight@edc.orgПирсонЭлизабетPiersonElizabeth

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epierson@edc.orgЦентр развития образования, ВашингтонСоединённые Штаты АмерикиCenter for Children and Technology, Education Development Center, Inc.United States20133005201602(97)8588Copyright © Лайт Д., Пирсон Э., 20162016Лайт Д., Пирсон Э.Light D., Pierson E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://openedu.rea.ru/jour/article/view/185

Внедрение в российские школы модели «1 ученик : 1 компьютер» является одной из ключевых стратегий модернизации российского образования [1]. Данное исследование изучает и анализирует пути использования мобильных устройств в школах на ежедневной основе, на примере 2-х российских школ. А также определяет основные направления в изменении учебного процесса при использовании электронных информационных ресурсов и технологий. 

One-to-one educational model of mobile learning at school is essential part of Innovative education reform and modernization of Russian educational system [1]. This study provides analysis of integrating technology in Russian schools by taking a close look at how laptops were used in the classrooms on a daily basis. And how the laptops and information resources had become a daily part of learning in the classroom that in turn supported changes in the overall learning. 

модель «1 ученик : 1 компьютер»мобильные устройстваобщеобразовательная школаинформационные технологииone-to-one laptop programlaptopscomprehensive schoolinformation technologiesГрант на проведение данного исследования был предоставлен корпорацией Intel®, США 2012ReferencesPogosian, V. Russian educational policy: Two different eras // Italian Journal of Sociology of Education. – 2012. – № 1. – P. 274–304.Pogosian, V. Russian educational policy: Two different eras // Italian Journal of Sociology of Education. – 2012. – № 1. – P. 274–304.Nikolaev, D., & Chugunov, D. The education system in the Russian Federation. – Washington, D.C.: World Bank, 2012.Nikolaev, D., & Chugunov, D. The education system in the Russian Federation. – Washington, D.C.: World Bank, 2012.Light, D., Menon, R., & Shulman, S. Training teachers across a diversity of contexts: An analysis of international evaluation data on the Intel® Teach Essentials course. – N.Y.: EDC|Center for Children and Technology, 2007.Light, D., Menon, R., & Shulman, S. Training teachers across a diversity of contexts: An analysis of international evaluation data on the Intel® Teach Essentials course. – N.Y.: EDC|Center for Children and Technology, 2007.Vygotsky, Lev S. Mind Society: The Development of Higher Psychological Processes / edited by M. Cole, V. John-Steiner, S. Scribner and E. Souberman. – Cambridge, MA: Harvard University Press, 1978.Vygotsky, Lev S. Mind Society: The Development of Higher Psychological Processes / edited by M. Cole, V. John-Steiner, S. Scribner and E. Souberman. – Cambridge, MA: Harvard University Press, 1978.Alexander, R.J. Culture and pedagogy: international comparisons in primary education. – Malden, MA: Blackwell Pub, 2001.Alexander, R.J. Culture and pedagogy: international comparisons in primary education. – Malden, MA: Blackwell Pub, 2001.Hufton, N., & Elliott, J. Motivation to learn: The pedagogical nexus in the Russian school: Some implications for transnational research and policy borrowing // Educational Studies. – 2000. – № 26(1). – P. 115–136.Hufton, N., & Elliott, J. Motivation to learn: The pedagogical nexus in the Russian school: Some implications for transnational research and policy borrowing // Educational Studies. – 2000. – № 26(1). – P. 115–136.

The authors declare that there are no conflicts of interest present.