«ЦИФРОВА ДОБА»/ІНФОРМАЦІЙНЕ СУСПІЛЬСТВО: ВИКЛИКИ ДЛЯ ПЕДАГОГІКИ

Abstract

The article analyzes the challenges facing the theory and practice of modern pedagogy in connection with the avalanche-like dynamics of the processes of «informatization»: first, the development of modern youth so-called «clip thinking»; second, the spread of extreme forms of «clip thinking» in the form of «digital dementia», «information pseudo dementia»; third, the need to take swift and radical measures to adapt educational programs focused mainly on verbal and logical thinking to the realities of informatization of society; fourth, the issue of introduction of «techno-pedagogical» models that ensure the effective use of virtual-technological educational space into the practice of modern national education has become acute. It was concluded that teachers should be trained to combine the natural fascination of young people with new technologies with effective teaching and a clear vision of the strategic goals of modern education. The growing awareness of the need for systemic change should ensure the effective, balanced implementation of integrated models of ICT adoption, tested in advanced countries, in the domestic education system. These models – TPACK, M. Kerres model, SAMR – are defined as «techno-pedagogical», and are based on the cognitivist-constructivist approach and above all the methodology of programmed learning. The theory and technology of programmed learning involves the study of cognitive information by certain fragments is logically complete, convenient and accessible for holistic perception.