Образовательные технологии: осознанная или навязанная необходимость?

Abstract

The problem of effective and conscious use of modern educational technologies by university teachers as a means of improving the quality of education, the formation of different groups of skills (hard skills, soft skills, self skills) is posed. Based on the problematic analysis of the reports of the heads of departments of one of the universities on the use of technology by teachers, the following effects are highlighted: the “effect of false recognition” of specific technologies, the effect of “professional distrust” of educational and developmental capabilities of technologies, the effect of a contradiction between the subject content and the teacher’s choice between a special teaching method or an educational technology. The problematic points in the organization of joint educational activities at the university due to these effects are highlighted: distortion of the technological chain, the use of technology only at the final stages of studying the topic, the weak influence of the developing capabilities of technology on students, a low level of teaching culture and methodological activity. The inability of a teacher to choose, analyze and reconstruct educational technologies for their professional and personal tasks is, according to the authors, a manifestation of the anthropological deficit of education, which is characterized by the “exclusion” of a person from their education. Educational technology is interpreted as a didactically culturally designed way of organizing joint educational activities, which allows the teacher to achieve subject, meta-subject and personal learning outcomes. It is concluded that it is the teacher that must come to the need to use it: technologies imposed from above consolidate the “educational alienation” of a person from their educational reality and do not allow them to influence their own educational and professional activities.