Kazakh National Pedagogical University named after Abay (Chair of Methods of Teaching Mathematics, Physics and Informatic, Head)
Almaty, Kazakhstan
Moskva, Moscow, Russian Federation
Kazakhstan
UDK 001.5 Научные теории, гипотезы и системы. Установление зависимости между научными фактами
UDK 007 Деятельность и организация. Общая теория информации, связи и управления (кибернетика), включая деятельность человека
The article deals with the problem of developing a theory of modernization of digital education, which forms a plurality of identities and the intelligence of students. The authors proceed from the fact that the functioning of modern societies in various states is complicated by the rapidly growing diversity in the world and the corresponding change in communication technologies and industrial relations, in connection with which the relevance of managing the socio-cultural life of people and society as a whole has increased. Therefore, identification research is of great importance today. The modern multiplicity of identification properties of people is associated with the existence of two opposite process-es in the information society: assimilation and multiculturalism. The authors of the article believe that in the system of modernization education of young people it is necessary to introduce such categories as "multiple identity" (multiple identity) and the plural-ity of skills, abilities and abilities (multiple intelligences), in view of the fact that students create themselves, describe, including their skills, potential and preferences. The authors came to the conclusion that educational organizations should independently develop their own policy of social and educational assimilation of students to the universal process of education, where there are "examples" of norms and values that allow students to identify themselves as "worthy" of certain expectations on the part of teachers, teachers and educational administration. institutions. This policy should also include methods of their social integration through informational impact and interaction of teachers with students, allowing them to maintain certain rules of interactive communication. The theory of modernization learning includes both communication theory and learning theory. The versatility of modern distance education is the construction of web communities, where dialectical and democratic pedagogy is recreated, combining various models and styles of learning (the concepts of behaviorism, cognitivism and constructivism are known in the education system).
cifrovoe obrazovanie, teoriya modernizacionnogo obucheniya, distancionnoe obrazovanie, metakommunikativnoe obschenie, mnozhestvennaya identichnost', intellekt
1. Abdous, M. (2011). A process-oriented framework for acquiring online teaching competencies. Journal of Computing in Higher Education, 23(1), 60-77. https://doi.org/10.1007/s12528-010-9040-5
2. Abylkassymova A.E., Shishov S.E., Kalney V.A. To the question of the values of education in the formation of the technological society in Russia and Kazakstan //Proceedings int. scientific and practical internet conf. «The development of the cultural and educational as a factor in the self-realization of the individual.» - Moscov, 2018. - S.9-18/
3. A.E.Abylkassymova, S.K.Popey-ool, S.E.Shishov. On the theory of Personal identification in the system of Continuous Pedagogical Education (Analysis of foreign Experience) //Bulletin of National Academy of Sciences of the Republic of Kazakhstan. - ISSN 1991-3494. - Volume 3. - Number 379 (2019). -p.186-197. (Web of Science).
4. Abylkassymova A.E. System modernization of general secondary education in the Republic of Kazakhstan //Revista Tempos E Espaços Em Educação. ISSN / eISSN: 1983-6597 / 2358-1425. - V.13. -N.32. - Brazil,
5. -P.1-17. (Web of Science).
6. Alonzo, F.L., Manrique, G.: An instructional model for web-based e-learning education with a blended learning process approach. British Journal of Educational Technology 2(36), 217-235 (2005).
7. Altan, Mustafa & Gardner, Howard. (2002). Intelligence Reframed: Multiple Intelligences for the 21st Century. TESOL Quarterly. 35. 204.https://doi.org/10.2307/3587873.
8. Alvarez, I., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: A theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32(3), 321-336. https://doi.org/10.1080/02619760802624104
9. Amory, A. (2010). Education technology and hidden ideological contradictions. Journal of Educational Technology & Society, 13(1), 69-79.
10. Badia, A., Garcia, C., & Meneses, J. (2017b). Approaches to teaching online: Exploring factors influencing teachers in a fully online university: Factors influencing approaches to teaching online. British Journal of Educational Technology, 48(6), rr.1193-1207. https://doi.org/10.1111/bjet.12475
11. Barreto, Manuela & Ellemers, Naomi. (2009). Multiple Identities and the Paradox of Social Inclusion.https://doi.org/10.13140/2.1.3366.3367.
12. Bolliger, D. U., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61-67.
13. Brewer, M. B. (1991). The social self: On being the same and different at the same time. Personality and Social Psychology Bulletin, №17, pp. 475-482.
14. Brosio, R. A. (1994). A Radical Democratic Critique of Capitalist Education. New York: Peter Lang Publishing.
15. Carliner, S., Legassie, R., Belding, S., MacDonald, H, Ribeiro,O, Johnston, L,MacDonald, J, &Hehn, H. (2009.) How research moves into practice: A preliminarystudy of what training professionals read, hear, and perceive. Canadian Journal ofLearning and Technology, 35 (1). Published online athttp://www.cjlt.ca/index.php/cjlt/article/view/510/240. Visited October 18, 2009.
16. Chen, S., Chen, K.Y., & Shaw, L. (2004). Self-verification motives at the collective level of self-definition. Journal of Personality and Social Psychology, 86, 77-94.
17. Cheng, KM; Wong, KC. (1996) School effectiveness in East Asia: Concepts, origins and implications. In: Journal of Educational Administration, 1996, v. 34 n. 5, p. 32-49. http://hdl.handle.net/10722/42073.
18. Collis B. (2002) Information Technologies for Education and Training. In: Adelsberger H.H., Collis B., Pawlowski J.M. (eds) Handbook on Information Technologies for Education and Training. International Handbooks on Information Systems. Springer, Berlin, Heidelberg.
19. Conole, G. M., Dyke, M. O., Seale, J. (2004) Mapping pedagogy and tools for effective learning design, Computers & Education, 43(1-2), r.17-33.
20. Cribiore, R. (2001). Gymnastics of the mind: Greek education in Hellenistic and Roman Egypt. Princeton University Press, Princeton, N.J. r.288)
21. Davis. A. (2004). Developing an Infrastructure for Online Learning. In T. Anderson and F. Elloumi (Ed), Theory and Practice of Online Learning (pp. 97-114). Athabasca University, Canada.
22. Doosje, B., Ellemers, N., & Spears, R. (1995). Perceived intragroup variability as a function of group status and identifi cation. Journal of Experimental Social Psychology, №31, rr. 410 - 436.
23. Driscoll, M.: Blended learning: Let’s get beyond the hype. e-learning 3(3), 54-56 (2002). (Driscoll, M. and Carliner, S. (2005). Advanced Web-based training strategies, Pfeiffer Publishing, San Francisco.
24. Ellington, H., Percival, F. and Race, P. (1993). Handbook of educational technology, Kogan Page, London
25. Fabos, B., & Young, M. D. (1999). Telecommunication in the classroom: Rhetoric versus reality. Review of Educational Research, 69(3), 217-259.
26. Fredrickson, G.M. (1999). Models of American ethnic relations: A historical perspective. In D. A. Prentice & D. T.Miller (Eds.), Cultural divides: Understanding and overcoming group conflict (pp. 23-34). New York: Russell Sage Foundation.
27. Garrison, D. (2009). Communities of Inquiry in Online Learning. Encyclopedia of Distance Learning. 352-355.https://doi.org/10.4018/978-1-60566-198-8.ch052.
28. Garrison, D. R. and Anderson, T. (2003). E-learning in the 21st Century: A framework for research and practice. RoutledgeFalmer, London. R.38.
29. Gunderman, Richard B. (May 2011). "Emotional Intelligence". Journal of the American College of Radiology. 8 (5): 298-299.doihttps://doi.org/10.1016/j.jacr.2011.02.007. Retrieved 26 February 2012.
30. Hansen, D. J. (2003). Book review: E-Learning: Strategies for Delivering Knowledge in the Digital Age (Author: M.Rosenberg). Educational Technology & Society, 6(3), 80-81, Available at http://ifets.ieee.org/periodical/6_3/11.html
31. Harper, D. (2004). Book Review: Sociology: A Global Perspective. Teaching Sociology, 32(4), 411-414. https://doi.org/10.1177/0092055X0403200409
32. Havighurst, R. J. (1972). Educational Leadership for the Seventies. Phi Delta Kappan, 53(7), 403-406.
33. Honebein, P.C., Duffy, T.M. and Fishman, B.J. (1993). Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learning. In T.M. Duffy, J. Lowyck, and D.H. Jonassen (eds.) Designing Environments for Constructivist Learning (pp. 87-108). Springer-Verlag, Berlin
34. Huerta, E., Ryan, T., & Igbaria, M. (2003). A comprehensive Web-based learning framework: Toward theoretical diversity. In Aggarwarl, A. (Ed.), Web-based education: Learning from experiences (pp. 24-35). Hershey, PA: IGI Global. doihttps://doi.org/10.4018/9781591401025.ch002
35. Huo, Y.J., & Molina, L.E. (2006). Is pluralism a viable model of diversity? The benefits and limits of subgroup respect. Group Processes and Intergroup Relations, 9, rr.359-376.
36. Jonassen, D.H., Hernandez-Serrano, J. and Choi, I. (2000) Integrating Constructivism and learning technologies. In J.M. Spector and T.M. Anderson (eds.) Integrated and Holistic Perspectives on Learning, Instruction and Technology (pp. 103-128). Kluwer Academic Publishers, Dordrecht, Netherlands.
37. Juana M. Sancho (2009) Digital Technologies and Educational Change. Second International Handbook of Educational Change, 2009, Volume 23, ISBN: 978-90-481-2659-0
38. Kaushik, P. (2017). Redefining Learning: Kolb's Theory of Learning Styles with Gardner's Multiple Intelligences. International Journal of Learning and Teaching. 9(1), rr. 330-339.
39. Khoza, S. B. (2011). Who promotes web-based teaching and learning in higher education?. Progressio, 33(1), 155-170.
40. Koh E., Lim J. (2008) The Emergence of Educational Technology. In: Impagliazzo J. (eds) History of Computing and Education 3 (HCE3). IFIP Advances in Information and Communication Technology, vol 269. Springer, New York, NY).
41. Kyrish, S. (2004). Creating an online program. In Momolescu, D., Schifter, C. C., & Greenwood, L. (Eds.), The distance education evaluation: Issues and case studies (pp. 1-21). Hershey, PA: Information Science. doihttps://doi.org/10.4018/9781591401209.ch001
42. Lambert, W.E., Taylor, D.M. Assimilation versus multiculturalism: The views of urban Americans. Sociol Forum 3, 72-88 (1988). https://doi.org/10.1007/BF01115124
43. Leidner, D. E. and Jarvenpaa, S. L. (1995) The Use of Information Technology to enhance management school education: a theoretical view. MIS Quarterly,19(3), 256-291.
44. Mason, R. (2006). Learning technologies for adult continuing education. Studies in Continuing Education. 28. 121-133.https://doi.org/10.1080/01580370600751039.
45. Matsumoto, David (2008). "Facial Expressions of Emotions". In Lisa Feldman-Barrett. Handbook of Emotion. New York: GuilfordPress. pp. 211-234.
46. Matta, K.F. and Kern, G.M. “A framework for research in computer-aided instruction: challenges and opportunities,” Computers and Education 13 (1), 1989, pp. 77-84.
47. Mazza, Carmelo. (2007). Review Section: Learning at Work: Excellent Practice from Best Theory JOHN TAYLOR and ADRIAN FURNHAM. Houndmills, Basingstoke, Hampshire, UK: Palgrave MacMillan, 2005. 222 pp. ISBN 1-4039-4574-8. Management Learning - MANAGE LEARNING. 38. 364-366.https://doi.org/10.1177/13505076070380030803.
48. Mcgrew, Ken. (2011). To Bravely Speak: An Essay Review of Jean Anyon's Marx and Education.
49. McLoughlin, C. (1999) Culturally Responsive Technology Use: Developing an On-line Community of Learners. British Journal of Educational Technology, 30(3), 231-243
50. Passey, Don. (2019). Technology-enhanced learning: Rethinking the term, the concept and its theoretical background. British Journal of Educational Technology. 50.https://doi.org/10.1111/bjet.12783.
51. Pathak R.P. Philosophical and sociological perspectives of education (2007), New Delhi : Atlantic Publishers & Distributors, 154 p.
52. Patru, Mariana & Khvilon, Evgueni & UNESCO,. (2002). Open and distance learning: trends, policy and strategy considerations. http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=016972/(100).
53. Powazek, D. (2002). Design for community: The art of connecting real people in virtual places. Philosophical Perspectives on Constructivist Views of Learning, 29(1), 37-48.
54. Schrecker E., The Disuniting of America. By Arthur M. Schlesinger, Jr. (New York: Norton, 1992. 160 pp. ISBN 0-393-03380-5), Journal of American History, Volume 79, Issue 4, March 1993, Page 1565, https://doi.org/10.2307/2080218
55. Szeto, Elson & Lee, Theodore & Hallinger, Philip. (2015). A systematic review of research on educational leadership in Hong Kong, 1995-2014. Journal of Educational Administration. 53. 534 - 553.https://doi.org/10.1108/JEA-03-2015-0027.
56. Tomei, Lawrence (2005): Taxonomies of Education. Chapter 3 in Taxonomy for the Technology Domain, Information Science Publishing, Idea Group Inc.
57. Tomei, Lawrence. (2006). Taxonomy for the Technology Domain.https://doi.org/10.4018/9781591405245.ch005.
58. Yang, Min. (2005). The Pedagogical Use of ICT for Adult Distance Learners in Guangdong, China. Asian Journal of Distance Education. 3. 1-13
59. Zhang, D. and Nunamaker, J.K. (2003) Powering E-learning in the new millennium: an overview of e-learning and enabling technology. Information Systems Frontiers, 5(2), 207- 218.
