Abstract
The indicators of the process of digital technologies introduction (school digital renewal indicators) widely used today successfully capture the innovative processes that occur at the initial stages (levels) of digital renewal. At the stages of mature informatization and digital transformation, the changes associated with the expansion of the traditional classroom system and the transition to personalized and competency-based learning organization come to the fore.The authors propose two indicators that capture changes in the chronotope of study work and the teaching individualization level. The proposed indicators allow to reflect the dynamics of changes at the final stages of digital renewal. The use of school portals, which are being introduced at the final stages of digital renewal, provides conditions for assessing changes in the proposed indicators using digital traces, without contacting (surveys, questionnaires) the educational process participants.The development of bases, methods, and tools for calculating the proposed indicators is of theoretical and practical interest for solving the problems of managing the digital renewal of education at the final stages of this process.
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