Interpretation of digitalization indicators of the Russian system of general education

Abstract

The article analyzes digitalization indicators of the Russian general education system provided by the Federal State Statistics Service (Rosstat) and the Unified Interdepartmental Information and Statistical System (EMISS), as well as data from a secondary analysis of the results of the sociological survey “Teenagers 360°” (within the framework of the strategic program “Teenagers Russia” of the Commissioner for Children’s Rights under the President of the Russian Federation) and other sources. The following indicators are considered as indicators: the indicator of the use of special software tools available to students in educational organizations; the number of students using e-learning and distance learning technologies; the number of students in organizations engaged in educational activities under additional general educational programs for children; the proportion of children attending additional educational classes; the purposes of using the Internet by children. Their dynamics over the past few years is traced. The interpretation of the digitalization impact on education is presented at the quantitative and qualitative levels. There are analyzed the opinions of specialists in the field of social and pedagogical sciences, teachers and physicians directly related to education and childhood on the digitalization impact on health, mental abilities, assimilation of knowledge and acquisition of craft and work skills. It is concluded that the excessive introduction of digital technologies in all sectors of domestic general education, including additional school education, can interfere with acquisition and systematization of basic knowledge and not contribute to upbringing of the younger generation in a traditional and moral way. Digital educational innovations are perhaps useful as additional educational tools, but only with a quality and serious content.