DISTANCE LEARNING TECHNOLOGIES FOR SCHOOLS OF THE FIRST DEGREE: STAGES OF IMPLEMENTATION

Abstract

Modern society is constantly evolving, the educational community is facing new challenges and challenges, so the education system needs to innovative teaching methods that allow to achieve maximum involvement of all participants in the educational process with maximum productivity. One of the relevant forms to achieve this goal is distance learning. The purpose of the article is to define distance learning models, as well as to describe the stages and technologies of the distance learning model for school of the first degree. The research used theoretical research methods: analysis of scientific literature, generalization of information, systematization of scientific and scientific-methodological sources on the research problem. The study presents the features of distance learning technologies’ stage implementation in primary school educational process. The levels and sub-stages of distance learning implementation are revealed, which include: use of elements of distance learning technologies by the teacher; use of elements of distance learning technologies by teachers and students; independent work of students (under the guidance of a teacher) with elements of distance learning technologies; independent homework (short-term, medium-term and long-term use). The following classification of distance learning technologies is offered: according to the possibility of educational process realization, according to the directions (spheres) of the teacher’s professional activity in remote conditions and according to the environment and communication type. Thus, we have identified the following models of distance learning: minimal distancing of the subjects of interaction, significant (partial) distancing and complete distancing of the subjects of interaction. Prospects for further research are to uncover the next, broader level of computer education technology.