The Impact of a Lack of Information and Communication Technologies at Rural Schools: Digitalization in a Changing Education Environment

The Impact of Digitalization in a Changing Educational Environment

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  Who needs digitalization in education and why?

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  What are the consequences in terms of changing the quality of life to those participating in the educational process: children, parents, and teachers?

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  What is the difference between digitalization and digital transformation?

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  Is it an evolution of the term or something else?

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  Who should manage the digital transformation of education (if it should be managed) and how should it be managed?

The issues discussed in this chapter, as part of the book, are diverse and complex (including the organization of catering in schools on a nationwide scale and work with children, teachers, and managers, as well as inclusion in education and digital didactics), which allows this chapter, as part of the book, to provide valuable insights and recommendations to educators, policymakers, and other stakeholders. As part of the book, this chapter will bring together key practice-oriented results from applied and basic scientific research by many authors. While answering a number of relevant research questions, as part of the book, this chapter will also pose new ones. It will identify future research directions needed to better understand the impact of digitalization on education, the development of new teaching methodologies, and effective management strategies.

Simultaneously, the process of digital transformation fundamentally changes the methodological base of the educational organization, providing access to a variety of information not only in analog (text) but also in digital (including audio and visual) forms. The availability of information requires a constant search and selection of relevant content and a high speed of processing. Thus, the digital transformation and digitalization of education require a high-quality restructuring of the entire educational system.

The authors separately studied whether the prospects for the development of digital learning environments in contemporary conditions were associated not only with the materials and technical equipment of the process but also with the components of psychological and pedagogical technology- supported teaching and learning as described in Goosen (2019a) and (2019b), and the supervision of subjects in the educational process.

Target Audience

As part of this book, the chapter will be devoted to the implementation of the positive impact that digital technologies have on the learning process in the educational environment in terms of personal information security and the health of participants in the educational process.

Like that of the book, the target audience and interested readership of this chapter includes policymakers, academics, educators, researchers in pedagogy and learning theory, parents, principals, schoolteachers, the learning industry, further and continuing education lecturers, etc.

Recommended Topics

As part of this book, the chapter will contain content in the fields of:

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  Digital transformation in education;

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  The digital paradigm;

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  School catering and education quality;

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  Russian and especially African children;

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  Special educational needs;

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  Distance learning;

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  School principals.

As part of the book, this chapter may also include the results of research on the following recommended topics:

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  Digital transformation in secondary and higher education;

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  Inclusion in schools and Information and Communication Technologies (ICTs);

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  Special educational needs and digitalization;

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  Results of monitoring studies in education in the field of digitalization;

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  Digitalization and the digital transformation of rural schools;

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  Quality of education and digital transformation of education;

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  Parents and communities organizing a feedback mechanism for the use of ICTs at schools.