Readiness Of Russian Teachers To Blended Learning

Abstract

The article examines the problem of the readiness of Russian teachers for blended learning that adequately meets the modern socio-cultural context. The research methods were the analysis of information sources based on the methodology of conceptual synthesis; google questionnaire. The pedagogical understanding of the digital educational environment as a complex of relations in educational activities mediated by the use of digital technologies and resources is proposed. The rationale was the finding that the relationship between teaching and learning has changed due to the use of digital tools for pedagogical purposes. The article presents the results of reflection on the experience of the massive use of digital technologies in school education: the most used digital services and resources are identified, the positive aspects of their use in the preparation and conduct of lessons, in the organization of educational and cognitive activities of students, the impact on educational results are defined. The problem of misunderstanding of the pedagogical possibilities and risks of digital services and resources for the majority of teachers is outlined. The greatest readiness for blended learning was revealed in the methodological plan with low values of the psychological, technological and didactic aspects. The conclusion is made about readiness of teachers as a critical factor in the effectiveness of mass blended learning format, capable of ensuring the preservation of pedagogical traditions and new educational results.