Digital Technology: Risks or Benefits in Student Training?

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 659-663

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

Digital Technology: Risks or Benefits in Student

Training?

3,4

Danil I. Bayanov *, Lyudmila Yu. Novitskaya , Svetlana A. Panina , Zoya I. Paznikova ,

Elena V. Martynenko , Konstantin B. Ilkevich , Victoria L. Karpenko , Ruslan M. Allalyev

Institute of Psychology and Education, Kazan (Volga region) Federal University, Kazan, Russia

Department of Legal Regulation of Economic Activity, Financial University under the Government of the Russian Federation, Moscow, Russia

Department of Civil Law Disciplines, Moscow City Pedagogical University, Moscow, Russia

Department of Civil Law Disciplines, Moscow State Regional University, Moscow, Russia

Department of Philological and Art Education, Banzarov Buryat State University, Ulan-Ude, Russia

Department of Theory and History of Journalism, Peoples’ Friendship University of Russia (RUDN University), Moscow, Russia

Department of Physical Education and Life Safety, Gzhel State University, Elektroizolyator, Russia

Department of East Languages, Pacific National University, Khabarovsk, Russia

Department of Civil Legal Disciplines, Plekhanov Russian University of Economics, Moscow, Russia

Received: 08/07/2019

Accepted: 02/09/2019

Published: 03/09/23019

Abstract

The relevance of the study is due to the trends of mass migration of daily educational operations of a University student into the

virtual space of digital technologies, the transformations of dominant in the student environment of behavioral and cultural patterns,

the spread of nomadism (electronic nomadism) as a new form of personality identity. These radical changes have a direct impact on

all areas of student training and cause a mixed attitude on the part of the pedagogical community. The article, taking into account

new trends in the transformation of the educational environment of the University reveals the pedagogic discourse of digital

technology; the classification of risks and the benefits of digital technology in the preparation of the student is established. The

algorithm of realization of advantages of digital technologies in innovative transformation of student training is proved. The

effectiveness of the algorithm is proved by the results of monitoring of digital technologies’ implementation in the educational

process of the University. The materials of the article will be useful in the development and use of instrumental platforms of digital

technologies in the educational process of the University; recommended for teachers, methodologists, University managers and

students.

Keywords: Algorithm, Implementation of Digital Technologies, Instrumental Platform of Digital Technologies; Information and

Educational Environment; Nomadism; Risks and Advantages; Digital Competence

world, but at the same time forms a strong dependence on

Introduction

individual locations of the system. There is a process of the

person’s merging with the communication device and the

computer or smartphone become a part of him/her. It is

proved that the functionality of a computer or smartphone is

perceived by a modern student as an extension of his/her

The development of digital technologies of the XX1

century is a process that forms innovations that radically

restructure the life of modern man. Billions of daily

connections of people, businesses, and devices have led to an

explosive growth of websites and applications with different

content (2, 9). Everyone, having a laptop and a smartphone,

being in any part of the world where he/she can connect to

the Internet, becomes part of this system. Mass migration of

daily educational operations into digital technologies leads to

intensive communication of the student with a computer or

smartphone, provides him/her with unique functionality,

speed of operations and the ability to communicate with the

body. Social network and instant messenger as

communication technology have become part of his/her daily

life (6, 9). It is difficult to imagine a modern office or

production room without the Internet, digital and other

automated mechanisms that lead to fundamental changes in

all processes. Leading experts are unanimous in the fact that

in the next 15-20 years the world is waiting for the

widespread use of platform models, that is, reformatting of

the usual organizational structures of all sectors of the

economy, industry, agriculture, education and culture, the

transformation and change of dominant behavioral and

Corresponding author: Danil I. Bayanov, Institute of

Psychology and Education, Kazan (Volga region) Federal

University, Kazan, Russia. E-mail: Rikgorev158@gmail.ru.

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 654-663

cultural patterns of personality (2). A natural consequence of

these processes is the rooting of nomadism trends in the

student environment – electronic nomadism as a form of

identification of the individual, which today is a little-studied

phenomenon in the scientific discourse and is a special

problem for the educational process of the University. It is

established that the sources of digital technologies in the

University constitute an extensive Arsenal of educational

materials that intensively affect the entire set of pedagogical

interaction of students and teachers, are an open set of

information systems designed to provide various tasks of the

pedagogical process, filled with digital learning tools, the list

of which is constantly growing and improving. Today it is

high-speed Internet; high-performance digital mobile devices

of digital technology, often causing rejection of reality with

all its consequences (10). The advantages of the most studies

include numerous opportunities for personal self-

development and self-determination of students and teachers:

reducing the bureaucratic and routine load of teachers;

improving the quality of monitoring; the development of new

forms and methods of organization of the learning process;

the effectiveness of the digital package of scientific and

methodical support of the educational process; expanding the

possibilities of building an independent educational trajectory

of the student's personality, access to modern educational

resources, increasing the transparency of the educational

process, improving the process of communication with all its

participants (1, 6, 9). Researchers give much interest to the

pedagogization of conceptual and categorical apparatus of

digital technologies, clarifying and correcting the discursive

content of digital technologies as an innovative model of the

educational environment of the University (2, 4, 9). A

significant amount of research is devoted to the aspects of

designing innovative models of digital technologies in the

subject areas, in the educational process, in research projects

on the problems of robotics and artificial intelligence (5, 7).

In a number of works, digital technologies of the educational

environment of the University are identified with digital

technologies of the network community of teachers and

students (6). The authors are based on the trends in the

implementation of hybrid models of the educational process,

leading to the creation of an active community, United by the

values and interests of its members, building activities based

on a common information resource. The study found that

despite the active interest of specialists to the problem of

digital technologies, presented in a significant number of

publications, it is premature to talk about a holistic

understanding of the transformation of the University

educational process based on their use. To date, there are

objective conditions and circumstances that require in-depth

and comprehensive study of all aspects of this non-trivial

problem. Therefore, the substantiation of the theoretical and

methodical approach to the use of digital technology tools in

the educational process of the University and the definition of

the risks and benefits of their implementation in the training

of students today seems justified and appropriate.

–

smartphones, tablets; web 2.0 tools – blogs, wikis, social

networks; cloud services – Google, Office 365; a new

generation of robotic devices and artificial intelligence (3, 6,

). It is proved that all these devices make the instrumental

platform of digital technologies, open and accessible to each

student. Ideally, a graduate of the University in such an

environment forms the whole set of creative qualities and

abilities expected from him/her not only by the modern labor

market, but also by scientific spheres that solve the problems

of creating robotics, artificial intelligence and other

futurological areas (1, 2). In connection with these trends,

there is a permanent interest of specialists and researchers to

study the features of digital technologies and the results of

their use in the educational process of the University.

Therefore, this article pays the main attention to the

substantiation of theoretical and methodical grounds of

reducing risks and expanding the benefits of digital

technology in the training of the University student.

Pedagogical modeling, the key idea of which is to reduce

risks and expand the benefits of digital technologies in the

educational process of the University, is implemented as a

leading research method. The article, taking into account the

new trends in the educational environment of the University,

reveals the pedagogical discourse of digital technologies; the

classification of risks and benefits of digital technologies in

student training is established. The algorithm of realization of

advantages of digital technologies in innovative

transformation of the student training is proved. The

effectiveness of the algorithm is proved by the results of

monitoring of digital technologies’ implementation in the

educational process.

Results and Discussion

.1 Pedagogical Discourse of Digital Technologies in the

Information and Educational Environment of the

University

Literature Review

The significance of the revolutionary transformations of

In the course of this study, the pedagogical discourse of

the concept is determined by the transformations of the

educational environment of the University, due to the

intensive introduction of digital technologies. It is no

coincidence that the four vectors of education of the XX1st

century: learn to know, learn to do, learn to live together,

learn to live, declared by UNESCO, focus on learning

technologies as the leading life landmarks that help everyone

to find their life and professional path in a constantly and

intensively changing world (7, 10). Over the past decade of

the XX1 century, the paradigm of the educational

environment of the University has changed significantly. The

usual scheme of life activity of a modern student is his/her

the educational process, mediated by the implementation of

digital technologies, is noted in a significant number of

studies (2, 4, 5, 10). No less well-known group of other

studies devotes its studies to the substantiation of the

advantages of digital technologies in the process of creating

an innovative, open and accessible to the student information

and educational environment of the University (1, 6). The

works devoted to the use of digital technologies as modern

technical means in the educational process are defined (2, 9).

Most of these researchers believe that the main disadvantage

of digital technologies is the ignoring the values of ethical

problems in the process of immersing the student in the world

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 654-663

involvement in the virtual space of digital technologies,

which is for him/her self-sufficient and even comfortable

space. Constantly being in the electronic world, the student

carries out educational, professional, socio-cultural activities,

communicates with their own kind, spends free time, and

expands information. He/she perceives reality itself through

the digital world, and contact with it is mediated. The

emergence of electronic dependence is not recognized by the

individual, since the main amount of real time is associated

with virtual world and is perceived as the norm (10). The

student has a thirst for conquering new virtual spaces (levels),

in which he/she performs actions that give impetus to the next

search. This trend in the scientific literature (10) is denoted

by the term nomadism (electronic nomadism). The

characteristic features of the modern student – nomadic

person: he/she is not attached to anything in his/her life,

he/she has no point of support in the form of homeland, the

core values and constant bias, the whole way of life is

identical to a virtual environment is moving and flowing (4).

It is proved that the lack of life principles and attachments,

the constant roaming on the networks give rise to a state of

disorder in existence, which exacerbates existential fears.

Moreover, the electronic world allows simulations to

multiply, leading the student to all sorts of phobias and lack

of understanding of reality, which complicates the process of

communication, business cooperation, creates barriers to

future growth and development (10). Transience, mosaic

nature and the antinomy of the information field in the

electronic world affects mental abilities of the student. It is

proved that the knowledge of the student are superficial and

quickly forgotten; thoughts often do not show clarity and

logical sequence, which has a direct impact on actions and

behavior. Actions that force the student to constantly switch

attention, lead to confusion in perception and memory

failures. The extracted information is not carefully read,

analyzed and compared. As a rule, it pops up on a particular

occasion, quickly read and just instantly disappears from

memory. As a result, the rejection of opportunities "to act

humanly, to be responsible for something and to know

something" is formed (2). It is established that the trends of

nomadism in the pedagogical community caused a surge of

rejection of digital technologies as the main source of risks

for the educational process. But, despite the massive denial of

digital technologies on the part of teachers, they are actively

used by students who fairly assess their extensive information

potential, opening up global advantages for the educational

process: personalized learning, new models of cooperation,

new learning strategies (1). The results of this study indicate

that this potential and opportunities require its scientific

justification, theoretical and methodical correction, filling

pedagogized semantic content focused on the formation of

the student's interest in learning, to expand the possibilities of

self-control and mutual control of learning, the selection of

educational materials, taking into account individual

characteristics and needs, the differentiation of educational

work, to achieve full educational results. Methodological

grounds for solving the contradictions between the traditional

educational process of the University and the toolkit of digital

technologies focused on educational activities are established:

the traditional educational process can no longer fully carry

out its direct functions without the use of digital technologies,

and digital technologies are not yet ready to provide it with

scientifically based strategies for student learning. It is

proved that the resolution of the established contradiction will

remove the risks and increase the benefits of digital

technologies in the training of the future specialist of the new

generation (2).

3.2 Classification of Risks and Benefits of Digital

Technologies in Student Training

The study justified the classification of risks of digital

technologies that have a negative impact on the quality of the

educational process, on the health and personal development

of all who are included in it (7). According to the results of

studies in recent years (1, 8), groups of risks of digital

technologies in the educational process of the student are in a

cascade interaction, layered on each other, create a permanent

effect: from the risks of the short-term perspective (as far as

the student has the skill of neutralizing everyday problems,

conflicts) - to the risks of the medium-term perspective (how

minimized the deferred risks) and finally - to the risks of the

long-term perspective (how stable the real conditions of the

educational process for the full implementation of digital

technologies and the development of the student's

personality).

Three groups of social and pedagogical risks mediated by

digital technologies in the educational process are

established: (a) External, due to environmental factors. There

are priority risks due to the management and organizational

culture of the University, faculty, Department, integrating the

interests of the subjects of the educational process through

the consolidation of certain rules, behavioral attitudes and

stereotypes associated with the implementation of digital

tools and compliance with the norms of their implementation.

Also, this group may include risks associated with the

organization of the educational process: the distribution of the

classroom Fund, the organization of the educational process,

its provision with digital tools, educational work with

students, their psychological support at the stage of

adaptation to the University, involvement in research, leisure

activities and self-government; (b) Social and psychological

risks associated with interpersonal relationships of subjects of

the educational process. They are caused by interactions of

subjects of educational process: teacher - student, teacher -

teacher, student - student and are connected with such factors

as quality of pedagogical communication; competence of

high school teachers in the choice of tools of digital

technologies and methods of training which are adequate to

didactic tasks; in possession of communicative and control

and evaluation competences, in the correctness of their use in

achieving the goals of the educational process; (c)

Psychological pedagogical risks determined by individual and

personal characteristics of the subjects of the educational

process. At the heart of this group of risks are the individual

characteristics and the system of relations of the subjects of

the educational process. According to the research of S.D.

Karakozov, R.S. Suleymanov and A.Yu. Uvarov (2014), such

properties of the subjects of the University educational

process as the focus on improving the use of digital

technologies, the ability to self-development, cognitive

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 654-663

activity, possession of skills of emotional self-regulation of

behavior and activity, the ability to establish professional and

personal contacts, the development of General cultural skills,

determine their success and are factors minimizing

professional risks for both among the teachers and the

students (11). In the course of the study, the priorities of

digital technologies’ advantages, the real importance of

which is confirmed by the practical experience of leading

universities are established (3, 6, 9): (d) Reformatting of the

educational environment from a source of knowledge to a

full-fledged participant in the creation of new information,

which changes the nature of the interaction between the

teacher, student and digital technologies; (e) expansion of

educational activity types of the student realized on the basis

of digital technologies (information activity; network

information interaction; modeling of the studied objects, their

relations and processes; formalization of information;

creation of a digital educational resource; use of instrumental

information systems); (f) Changing the ratio of training

functions. While maintaining their unchanged set the

information function gradually recedes into the background,

giving way to the functions of design, construction,

programming, planning, forecasting, communication; (g)

expansion of hypertext and hypermedia structural forms of

presentation of the studied material; alternative types of

teaching materials (electronic textbook, electronic tests, tools

for modeling educational material, training and monitoring

software, etc.); (h) Expanding spatial and temporal

boundaries for communication (information exchange, access

to electronic libraries and encyclopedias, dictionaries and

other information resources); (i) innovative nature of

educational tasks’ presentation to students through greater

clarity, variability, expansion of the thesaurus, the use of

complex situations and tasks of different levels of

complexity, increasing the number of information resources

to find the necessary knowledge, electronic lecture notes,

Bank control tests, technological maps, samples of work,

regulatory requirements, multi-level educational and

professional tasks, options for the content of the subject page

of the teacher on the WEB - site of the Department,

University; (j) Constant (online) monitoring of student's

educational work, correction of its course and directions of

searches in solving educational and professional tasks; (h)

Practical orientation of educational activity based on virtual

trainings, laboratory works, workshops.

and examination of digital educational materials and control

and evaluation tools.

Communicative functions: network interaction of the

University, departments, employers, students, teachers;

webinars, video conferences, video broadcasts; internal

communications.

First stage of the algorithm. Development of the structure

and content of didactic materials in the content of digital

technologies. They are determined by the peculiarities of

integration of didactic and media content (symbolic

information, static, dynamic and sound visual series):



Symbolic information (text, hypertext, formulas).

The text of the content is distributed in paragraphs

corresponding to one or more classes within the lecture form

of training. The text of paragraphs is structured with the help

of subheadings, lists, tables. Hyperlinks provide the

networked structure of the content;



Row of static, realistic and synthesized visuals

(pictures, 2D panoramas, micrograph, macro filming, charts,

diagrams, charts, educational drawings, etc.). A significant

number of high-quality images (slideshows, tooltips,

interactive maps, time tapes) accompanies the text of the

content;



Dynamic realistic and synthesized visual series

video experiences, video tours, 3D-photopanorama with

(

approximation/removal, 2D-animation, overlay and morphing

of objects, animation created by 3D-objects, virtual three-

dimensional models of objects, etc.). Immersion of the

student in the subject can be achieved by providing tooltips

and scalable virtual reality objects (spherical photo and video,

interactive three-dimensional models of objects, etc.).);



Sound series (audio fragments) is included in the

content of the educational process to play sound objects

sounds of nature, technical devices, music, speech).

(

Multimedia is an important advantage of digital technologies.

Stage two of the algorithm. Modeling of the basic content

of educational material. The main principle of this stage - the

information is not presented to the student in the finished

form; it is set out gradually, assuming the presence of the

results of managing actions on the part of the student.

Methods of organization of information assimilation by the

studied represent

a system that contributes to the

comprehensive development of the student and contain

modeling, fixing and controlling components. Tasks,

materials and instructions for independent work and practical

training, for observations and experiments, tasks and

questions for testing knowledge and feedback, exercises to

consolidate knowledge and skills, tasks and links to

previously studied material, as well as components aimed at

establishing inter-subject and interdisciplinary connections

are mandatory. Third stage of the algorithm. Procedural part.

The study proves that the implementation of the procedural

part of the digital tools is based on the possibility of

establishing various forms of interactive student interaction

with multimedia educational content: manipulation of screen

objects; linear navigation (scrolling within the screen or

moving from one slide to another); hierarchical navigation

3.3 Pedagogical Algorithm of Realization of Digital

Technologies’ Advantages in Innovative Transformation of

Student Training

It is a software package that provides educational,

managerial and communicative functionality of the phased

implementation of digital technologies’ benefits in student

learning.

Educational functionality: organization of training based

on cloud technologies, identification, generalization and

broadcasting of best practices, remote training and retraining

of teachers.

Management functionality: management of the

educational process online, customizable reporting on

progress (charts, ratings), methodical support, development

(

selection of subsections using the menu, trees); interactive

help called by buttons on the navigation bar (context-

sensitive help is most effective); feedback (the resource

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 4, Pages: 654-663

responds to the user by evaluating the correctness of the

completed task). These answers are recorded on the screen. If

further progress in educational materials depends on the

results of the task, the correction of the educational trajectory;

constructive interaction (resource allows you to create and

configure display objects, as well as manage them; users can

add new nodes and hyperlinks to existing ones, expanding the

existing structure of the multimedia application). Based on

the received information, the optimal sequence of studying

the material within the lesson is created. Forth stage of the

algorithm. Implementation of evaluation means of the

student’s educational achievements. They ensure the

collection of current and effective information about the

student's learning activities and provide him/her with

information on completion of the work in the form of a

Protocol of results. Electronic testing is a formalized type of

control. Working with training control tests and self-control

systems can give explanations in the case of an incorrect

answer and recommendations for the use of a textbook,

thesaurus or additional material. In case of placement of an

electronic educational resource on the Internet server of

educational institution, it can be provided receiving by the

teacher of data on results of work of each student through

resources of e-mail. Fifth stage of the algorithm.

Implementation of student’s activity management tools. It

provides the student with the opportunity to freely choose one

of the three modes of operation in the educational

pedagogical discourse of digital technologies; the

classification of risks and benefits of digital technologies in

student training is established. The algorithm of realization of

digital technologies’ advantages in innovative transformation

of the student training is proved. The effectiveness of the

algorithm is proved by the results of monitoring of digital

technologies’ implementation in the educational process of

the University. The study touches upon a small aspect of the

problem, which is of all-encompassing importance for the

transformation of higher education. It does not exhaust all

aspects of the problem. The primary task of further research

is the conceptual justification of strategies for the correction

of nomadism syndrome as a risk factor of digital technologies

in the personal development of a new generation of

specialists.

References

1. Akimova OB, Shcherbin MD. Digital transformation of

education: timeliness of educational and cognitive independence

of students. Innovative projects and programs in education.

018;1: 27-34.

Attali J. On the threshold of a new Millennium. 2017;URL:

http://modernlib/ ru/books/attali _stak/na_poroge

novoge_tisyacheletiya/reade

Baxter P, Ashurst E, Read R, Kennedy J, Belpaeme, T. (2017).

Robot education peers in a situated primary school study:

Personalisation promotes child learning. Plos One. 2017;12(5):

1–23.

environment of digital technologies

self-government,

4. Deleuze G, Guattari F. Treatise on nomadology. 2017;URL:

http://situation/ ru/app/_art_1022/htm

differentiated management on the part of the teacher and

management by software training. The first two types of

management are due to the human factor - the student and the

teacher and the level of communication between them. Mode

software training provides for the management of the

educational process in the course of a student individual

learning paths and in this case, the tools of digital technology

record all the achievements and mistakes of the student in

accordance with a predetermined program. Sixth stage of the

algorithm. Implementation of means of communication. It is

designed for the organization of electronic interpersonal

communication between subjects of training using

asynchronous and synchronous communication. The learning

process in this case has an active activity – communicative

nature.

Kalashnikov AG, Bondarenko DA. Development of educational

and methodical complex based on small anthropomorphic robot.

The national Association of scholars. 2016;4(20): 16-18.

Karakozov SD, Suleymanov RS, Uvarov AYu. Guidelines for

digital educational environment development of Moscow

pedagogical University. Science and school. 2014;6: 69-83.

Moscow.

7. Kozlova NSh. Digital technologies in education. Bulletin of

Maikop state technological University. 2019;1(40): 85 – 92.

Pustylnik PN. Educational robotics for bachelors and masters in

the field of "Technological education": training with the use of

electronic information and educational environment. Distance

and virtual learning. 2017;3(117): 17-25.

Tikhonova LP. On the relevance of modern digital technologies

introduction in education. Bulletin of Cherepovets state

University. 2019;1: 203 – 209.

0. Yakovleva EL. Electronic nomad as a new form of personality

identification. Philosophy and culture. 2015;11: 1655 – 1664.

1. Peyvandi AG. Determination of environmental considerations

for the use of dispersant species in different areas of the Caspian

Sea.Eurasia J Biosci. 2019;13(2), 651-662.

Conclusion

The study confirms the theoretical and practical

importance of pedagogical substantiation of approaches to the

implementation of digital technologies in the educational

process of the University. In the course of the study it proves

that digital technology is not only and not so much a toolkit

to ensure the development of interactive multimedia

educational content, as an innovative educational

environment of the University, reflecting the achievements of

science and technology of modern civilization. In connection

with these trends, the main attention this article gives to the

substantiation of theoretical and methodical grounds for the

study of the risks and benefits of digital technologies in the

training of a University student. The article, taking into

account the new trends in the transformation of the

educational environment of the University, reveals the