Digitalization: educational context

Abstract

The article is devoted to identifying approaches to the phenomenon of digitalization in the educational context.
 The differences in the understanding of the concepts of "informatization" and "digitalization" are considered and the problems arising in the digital transformations of education are emphasized.
 The approaches of domestic scientists to digitalization of education are given and it is revealed, the main problem is seen in acquisition of digital skills by all participants of educational process, the main problem directions of researches are chosen. Autors of publications form models of competencies and function of a teacher in a digital educational environment.
 The article emphasizes the unrepresentation of works in which the authors would identify possible negative socio-cultural and moral problems of digitalization and suggest ways to prevent and overcome them.
 Adequate to modern problems of digitalization of education is the direction of research proposed by Ukrainian teachers called "digital humanistic pedagogy".
 Attention is paid to the new term "digital didactics" in the terminology of pedagogical research, the approaches to its understanding are singled out.
 Risks of humanitarian character which arise in the conditions of digitalization of education are revealed, attention is paid to cases of sharply negative attitude of teachers to distance learning.
 Emphasis is placed on the existence of "stress of social change", which is caused by the latest technological advances and the introduction of innovations that change the format of education, its didactic and technological components.
 It is concluded that the processes of digitalization of education require close attention to its socio-psychological component, information and psychological security of all participants in the educational process and further development of theory and practice of "digital humanistic pedagogy" — in its broadest sense.