Risk Analysis in the Field of Integration of Digital and Pedagogical Technologies as a Pedagogical Problem
Abstract
The article focuses on the analysis of risks in the field of integration of digital and pedagogical technologies as a pedagogical problem associated with improving the quality of education in higher education. The need for an interdisciplinary study of the phenomenon of the integration of digital and pedagogical technologies in higher education is pointed out. The study proposes a mechanism for analyzing data of specific risks, which consists in the identification and subsequent quantitative analysis of situations of uncertainty and risk in the educational process. Conducting a risk analysis in the field of integrating digital and pedagogical technologies contributes to the development of opportunities for predicting educational results, allows you to design pedagogical objects with predetermined properties. The solution to this pedagogical problem lies in the plane of modeling risk situations with the involvement of achievements in the field of cybernetics and risk analysis. The article notes that risks in the field of integration of digital and pedagogical technologies are objective phenomena, the nature of which is due to the ambiguity of pedagogical, didactic and methodological decisions, as well as their future consequences in the field of upbringing and education of graduates. The ranking of risks in the field of integration of digital and pedagogical technologies proposed in the article according to the degree of importance will allow optimal use of resources to overcome risks. The proposed interdisciplinary approach makes it possible to identify and manage risks in the field of integration of digital and pedagogical technologies. It is noted that these risks are associated with the undesirable consequences of the introduction of new digital technologies and the incomplete correspondence of the obtained educational results to the desired ones. This article is of interest to higher education teachers, digital content developers, methodologists and teachers-designers, as well as to a wide range of people interested in problems in the field of technologization and digitalization of pedagogical facilities.
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