ЦИФРОВЫЕ ТЕХНОЛОГИИ В РЕЖИМЕ ДНЯ УЧАЩИХСЯ ПЯТЫХ КЛАССОВ ШКОЛ С РАЗНОЙ СТЕПЕНЬЮ ИНФОРМАТИЗАЦИИ

Abstract

The relevance of research is dictated by the widespread computerization of the educational process and leisure of adolescents. Emotional, specific stress arising under the influence of EC generates sleep disturbances, rhythmic processes in the body, daily routine and other adverse changes, which, accumulating, become a threat to the health of EC users. It is these factors and their relationship with the level of electronic information load of a teenager that have been the focus of research. A population study of the daily routine, duration and duration categories of individual components of the daily routine and different types of computer activity of 5th grade students in ten regions of the country was conducted. The students were divided into two groups depending on how widely the schools in which they study use computer technology (CT): actively using CT (ACT), and less actively (inactive) using CT (NCT). The following factors were taken into account: equipment of classes and provision of school students with computers and individual EUs, availability of Internet access; characteristics of the effectiveness of the use of information and computer technologies (ICT). Significant differences between the groups under consideration were manifested in all types of computer activity. With a higher confidence, this manifested itself over the weekend. The duration of certain types of computer activities (homework, participation in webinars, games, networking, watching movies, videos, etc.) and the total time of all computer classes per day per 5th grade student were significantly longer in the ACT group. Students from NCT schools spend more time walking on weekends and watching TV, and on school days they have less static (sedentary) load. Studies have shown that the active use of CT in school turns into their active use in an extracurricular setting, and in terms of the duration and frequency of use of EC, a group of ACT school students surpasses a group of children from NCT schools. The differences between the groups (ACT and CNT) manifested themselves in different forms of computer communication, both educational and entertaining.