Socialization of Students and Teachers in the Digital Educational Environment in the Context of the Theory of Generations
https://doi.org/10.21603/2078-8975-2022-24-1-92-98
Abstract
Educational institutions need more effective patterns of interaction between teachers and students in digital environment. Digital teaching technologies are associated with the process of socialization. The research objective was to determine the specifics of the socialization of students, teachers, and university staff in a digital educational environment. The analysis relied on the theory of generations developed by W. Strauss and N. Howe. The authors identified the specificity of socialization in generation Z as the perception and accumulation of new information through the prism of digital component of culture. This specificity is essential in teaching and upbringing children and adolescents of generation Z, since they endow digital space and digital information with values and meanings. Differences in the perception of modern technologies caused the so-called digital gap phenomenon. The authors defined two fundamentally important directions in the study of the socialization of generation Z students by the teaching staff of other generations in the context of digital education. The first is to create conditions and activate the process of socialization in the digital educational environment of the older generation teachers. The second is to reduce the digital gap by organizing targeted active communication in the digital educational environment when solving pedagogical problems.
About the Authors
E. A. Romanova
Lomonosov Moscow State University
Russian Federation
Russian Federation
Moscow
E. Yu. Brel
Lomonosov Moscow State University
Russian Federation
Russian Federation
Moscow
References
1. Ivanova S. V. Education space and education milieu: in search of differences. Tsennosti i smysly, 2015, (6): 23–28. (In Russ.)
2. Noskova T. N., Fomin V. V., Pavlova T. B., Kulikova S. S., Yakovleva O. V., Osochkin A. A., Terbusheva E. A. Methodological foundations for the integrated implementation of intelligent information technologies in the digital educational environment. Intelligent technologies in the digital environment of the university, ed. Noskova T. N. St. Petersburg: Asterion, 2020, 106–236. (In Russ.)
3. Soldatova G. U. Digital socialization in the cultural-historical paradigm: a changing child in a changing world. Social Psychology and Society, 2018, 9(3): 71–80. (In Russ.) https://doi.org/10.17759/sps.2018090308
4. Soldatova G. U., Rasskazova E. I., Nestik T. A. The digital generation of Russia: competence and safety. 2nd ed. Moscow: Smysl, 2018, 375. (In Russ.)
5. Soldatova G. U., Rasskazova E. I. Models of digital competence and online activities of Russian teenagers. Natsionalnyy psikhologicheskiy zhurnal, 2016, (2): 50–60. (In Russ.) https://doi.org/10.11621/npj.2016.0205
6. Margolis A. A. Activity approach in teacher education. Psychological Science and Education, 2021, 26(3): 5–39. (In Russ.) https://doi.org/10.17759/pse.2021260301
7. Sedyh E. P., Kutanov V. A. Modern education systems and their particularities. Domestic and foreign pedagogy, 2021, 1(4): 86–98. (In Russ.) https://doi.org/10.24412/2224-0772-2021-77-86-98
8. Pavlova T. B. Changes in the functional components of a university teacher's activity in the digital educational environment. Pedagogy. Theory & Practice, 2021, 6(6): 1081–1086. (In Russ.) https://doi.org/10.30853/ped20210138
9. Baklashova T. A. Pedagogical education during the COVID-19 pandemic: combining theory and practice. Society: Sociology, Psychology, Pedagogics, 2021, (5): 136–140. (In Russ.) https://doi.org/10.24158/spp.2021.5.23
10. Korshunova O. V., Beresneva L. N. Motives for choosing a teaching profession and the qualities of teacher in deman: a study of university students' ideas. Perspektivy Nauki i Obrazovania, 2021, (5): 154–177. (In Russ.) https://doi.org/10.32744/pse.2021.5.11
11. Neborsky E. V., Boguslavsky M. V., Ladyzhets N. S., Naumova T. A. Studying the attitude of students of pedagogical areas of preparation for digital transformation in a university. Perspektivy Nauki i Obrazovania, 2021, (4): 94–107. (In Russ.) https://doi.org/10.32744/pse.2021.4.6
12. Pankratova O. P., Konopko E. A. Continuing education of teachers in the digital divide. Standards and Monitoring in Education, 2020, 8(3): 49–55. (In Russ.) https://doi.org/10.12737/1998-1740-2020-49-55
13. Kuzmina E. S. The influence of virtual space on generation Z. Social reality of virtual space: Proc. II Intern. Sci.-Prac. Conf., Irkutsk, 21 Sep 2020. Irkutsk: ISU, 2020, 37–40. (In Russ.)
14. Dobrinskaya D. E., Martynenko T. S. Perspectives of the Russian information society: digital divide levels. RUDN Journal of Sociology, 2019, 19(1): 108–120. (In Russ.) https://doi.org/10.22363/2313-2272-2019-19-1-108-120
15. Tolstikova I. I., Ignatjeva O. A., Kondratenko K. S., Pletnev A. V. Digital behavior and personality traits of generation Z in global digitalization environment. Information Society: Education, Science, Culture and Technologies of the Future, 2020, (4): 103–115. (In Russ.) https://doi.org/10.17586/2587-8557-2020-4-103-115
16. Dobrinskaya D. E., Martynenko T. S. Is digital equality possible? (on the book "The digital divide" by J. van Dijk). Sotsiologicheskie issledovaniia, 2020, (10): 158–164. (In Russ.) https://doi.org/10.31857/S013216250009459-7
17. Glukhov A. P., Stakhovskaya Yu. M. The digital divide in the focus of intergenerational communication. Vestnik Tomskogo gosudarstvennogo universiteta. Filosofiya. Sotsiologiya. Politologiya, 2021, (59): 148–155. (In Russ.) https://doi.org/10.17223/1998863X/59/14
18. Andreeva G. M. Social psychology. 5nd ed. Moscow: Aspekt Press, 2014, 363. (In Russ.)
19. Concepts of socialization and individualization in modern psychology, ed. Martsinkovskaya T. D. Moscow-Obninsk: Sotsialnye nauki, 2010, 284. (In Russ.)
20. Belinskaya E. P., Tikhomandritskaya O. A. Social psychology of personality. Moscow: Aspekt Press, 2001, 301. (In Russ.)
21. Appel M., Stiglbauer B., Batinic B., Holtz P. Internet use and verbal aggression: the moderating role of parents and peers. Computers in Human Behavior. 2014, 33: 235–241. https://doi.org/10.1016/j.chb.2014.01.007
22. Soldatova G. U., Olkina O. I. Who should I open to? Friend, virtual friend, and acquaintance: what is the difference between them? Deti v informatsionnom obshchestve, 2016, (22): 28–35. (In Russ.)
23. Shcherbina E. Y., Kislov A. G. To the pedagogy of the digital divide. Vocational Education and Labor Market, 2020, (1): 49–59. (In Russ.) https://doi.org/10.24411/2307-4264-2020-10105
24. Yanitskiy M. S. System of value orientations of personality and social communities: structural and dynamic model and its application in psychological research and psychological practice. Vestnik Kemerovskogo gosudarstvennogo universiteta, 2020, 22(1): 194–206. (In Russ.) https://doi.org/10.21603/2078-8975-2020-22-1-194-206
25. Miniurova S. A., Basyuk V. S., Brel E. Yu., Vorobyeva I. V., Kruzhkova O. V., Matveeva A. I. Emotional intelligence of subjects of the educational environment amidst digitalization: review of studies. Sibirskiy Psihologicheskiy Zhurnal, 2021, (82): 153–173. (In Russ.) https://doi.org/10.17223/17267080/82/9
Review
For citations:
Romanova E.A., Brel E.Yu. Socialization of Students and Teachers in the Digital Educational Environment in the Context of the Theory of Generations. The Bulletin of Kemerovo State University. 2022;24(1):92-98. (In Russ.) https://doi.org/10.21603/2078-8975-2022-24-1-92-98
Views:
362
Email this article 