Abstract
The article discusses the problems faced by Russian pedagogues in the processes of education digitalization and cyber socialization in general. The results of pilot monitoring aimed at identifying pedagogues' subjective perception of such problems are presented. A specially developed questionnaire «Problems of education digitalization» was used as a measuring tool. The sample included 213 pedagogues aged 21 to 73 years with pedagogical experience from 1 year to 53 years, representing 31 regions (subjects of the Russian Federation) from eight Federal districts of the Russian Federation, various subject areas of pedagogical activity (technical, humanitarian and universal) and various levels of implemented education (preschool, general and higher). It is established that pedagogues most often note the difficulties associated with the software equipment of the digital educational environment, access to high-speed Internet and technical support of digital educational technologies. At the same time, difficulties associated with the motivation and meaning of education digitalization, as well as with pedagogues' understanding of the insufficiency of their digital competence, are much less common. Pedagogues' perception of the difficulties of education digitalization is statistically significantly influenced by such factors as the subject area of pedagogical activity, pedagogical experience, gender, age of the pedagogue. The majority of pedagogues noted that the conditions of the COVID-19 pandemic led to a decrease in the quality of education. The results obtained can be useful for identifying priority areas for improving the processes of education digitalization, including the professional development of pedagogues in terms of advanced training in the field of digital educational technologies and, accordingly, the formation of digital competence of pedagogues, which can become an important factor in countering the negative impact of pandemic conditions.
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