ooОткрытое образованиеOpen Education1818-42432079-5939Plekhanov Russian University of Economics10.21686/1818-4243-2017-1-34-43oo-327Research ArticleОБРАЗОВАТЕЛЬНАЯ СРЕДАEDUCATIONAL ENVIRONMENTУстойчивое развитие образования: связь технологии и педагогикиSustainable development of education: mutual links of technology and pedagogyСтародубцевВ. А.StarodubtsevVyacheslav A.

доктор педагогических наук, профессор, профессор кафедры инженерной педагогики

Томск

Doctorate of Pedagogical Sciences, Professor, Professor of the Department of Engineering Pedagogy

Tomsk

starslava@mail.ruФранцузскаяЕ. О.FrantcuzskaiaEvgeniia O.

старший преподаватель кафедры методики преподавания иностранных языков

Томск

Senior Lecturer of the Department of Methods of Teaching Foreign Languages

Tomsk

franeo@yandex.ruНациональный исследовательский Томский политехнический университетРоссияNational Research Tomsk Polytechnic UniversityRussian Federation201702022017013443Copyright © Стародубцев В.А., Французская Е.О., 20172017Стародубцев В.А., Французская Е.О.Starodubtsev V.A., Frantcuzskaia E.O.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/327

Целью работы является сопоставление трендов развития информационно-коммуникационной среды, глобального образовательного пространства и педагогических идей, явно или опосредованно влияющих на применение ИКТ в образовании. Материалом послужили результаты форсайтов и содержание публикаций в интернете, посвященных перспективам устойчивого развития образования в контексте Инчхонской Декларации ЮНЕСКО «Образование 2030». На основе контент-анализа педагогических публикаций установлено, что современное понимание знания апеллирует к его обобществлению и распространению в глобальной сетевой информационной среде, технологический базис которой стремительно развивается. Учебный процесс в обществе обучения рассматривается как распределенный среди отдельных формальных учебных заведений («университетов мира для одного») и сообществом контента кураторов, в функции которого входит поставлять комментарии, обобщать и содействовать новой информации, которая поддерживает неоформальные образовательные потребности различных пользователей глобальной сети. Описана модель связей субъектов информационного образовательного пространства, включающая кроме преподавателей и студентов также кураторов контента. Аргументирована необходимость развития гуманитарного потенциала человека в информационно-коммуникационной среде и формирования в ней креативного класса людей, делящихся своим экзистенциональным опытом, знаниями и мудростью. Сделан вывод, что без межличностного взаимодействия, без присутствия учащихся в сетевом сообществе, развитие потенциала каждого члена общества в роботизированной среде искусственного интеллекта будет ущербным. Поэтому, в развитии аппаратной и программной базы технологий образования необходимо учитывать психолого-педагогические теории коннективизма, социального обучения, множественного интеллекта и других.

The purpose of the paper is to compare the development trends of information and communication environment, the global educational space and pedagogical ideas, which directly or indirectly affect the application of ICT in education. The study has been based on the foresight results and the content of the Internet publications on the prospects for sustainable development of education in the context of UNESCO Incheon Declaration for Education 2030. The content analysis of pedagogical publications has demonstrated that the current understanding of knowledge appeals to its socialization and dissemination in the global network environment, whose technological basis is rapidly growing. The educational process in the Learning Society is regarded as a distributed one among some formal education establishments (“universities of the world for one”) and the community of content curators. The function of content curators is to deliver comments, generalize and promote new information that supports learning needs of different global network users. The relation model of the subjects of the informational and educational space has been described. The model includes lecturers and learners as well as the content curators. The necessity of humanitarian potential development in the informational and communicational environment has been argued as well as the development of a creative class of people who share their existential experience, knowledge and wisdom. The development of every society member in the robot-based artificial intelligence environment has been considered to be defective without any interpersonal interaction and learners’ activity in the online community. Thus, the psychological and pedagogical theories of connectionism, social learning, multiple intelligences, and some others are to be recognized in the development of hardware and software base for education technologies.

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