Developing Education in the Digital Paradigm

3. Results And Discussion

The authors present the positive aspects of digital technology use on education development and the possible negative consequences of digital technologies on students.

The following can be attributed as a positive impact on the development of education:

• 1.

  Intellectualization of information activities and interaction between the subjects of the educational process by providing the student with a tool for research, modeling, and imitation of the studied objects, processes (both real and virtual), and designing a virtual subject area adequately to a defined content-methodological approach;

• 2.

  Multidisciplinary presentation of educational material as a studied object or process as content aspects of various subject areas, based on different conceptual approaches (philosophical, sociological, natural science, etc.);

• 3.

  Implementation of hypertext and hypermedia forms of educational material presentation, allowing to significantly increase its volume, expanding the scope and range of presentation, facilitating the search, interpretation, and selection of the desired content aspect;

• 4.

  Implementation of organizational forms and teaching methods is adequate to current scientific research methods of cognition, the studied patterns of natural and social manifestations (both real and virtual);

• 5.

  The emergence of new teaching tools operating based on IT (electronic textbooks, intelligent information systems for educational purposes, digital educational resources, computer diagnostic tools for automating the monitoring of learning outcomes, etc.), the use of which increases the motivation of learning and ensures independence in solving educational problems;

• 6.

  Expansion of types of educational activities (automation of search, processing, formalization, production, and replication of educational information; creation of a digital educational resource; management of models of studied objects and processes presented on the screen; experimental research activities based on virtual laboratory equipment, etc.) (Robert, 2017a, 2018; Shikhnabieva, Ramazanova & Akhmedov, 2015; Robert, Mukhametzyanov, Arinushkina, Kastornova & Martirosyan, 2017).