presentation for identification- investigative action, consisting in the presentation of various persons and material objects for their identification (definition of identity). Identification is the process and result of referring the presented object to a previously formed mental image. The image of the current perception is compared with the image stored in memory. Objects of identification can be:

people (suspects, accused, witnesses, victims) - they are identified by signs of appearance, functional signs, features of voice and speech; corpses and their parts;

· animals,

Various objects, documents, premises, areas of the terrain.

For identification, real objects or their images are presented in order to establish individual and sometimes group identity. Presentation for identification is a complex action that requires careful preparation. One of its essential elements is interrogation of an identifying person. Target this interrogation is twofold: firstly, to find out under what conditions the identifying person perceived the object that will be presented to him for identification; secondly, to obtain the most complete data about this object, those signs by which it can be identified. If we are talking about identifying a person, then such signs are not only signs of appearance, but also voice, speech, gait and other functional features. When it comes to perceptual conditions, then they mean the objective and subjective factors under which the perception of the object occurred. To objective factors include lighting, weather, time of day, distance to the observed object, duration of perception. To subjective factors include: the mental state of a person at the time of perception (excitement, fear), the focus of attention, the physical state (pain, malaise), the state of the senses (visual, auditory, tactile, etc.). In the listed factors, united by one term - subjective, there are no more or less important ones, each of them performs the functions that ultimately determine the correctness and completeness of perception. The state of the psyche at the time of perception significantly affects the volume, completeness and accuracy of what is perceived, depending on whether the perceiver is a participant in the event or its witness. Thus, an event associated with a robbery, hooligan actions, emotionally affects the victim and the witness in different ways. The feeling of excitement or fear caused by the event significantly distorts the perceived, causing not only exaggeration (a large group attacked - in reality, three people; they were armed with pistols - in reality, one of the attackers had a knife; they attacked with screams and threats - in reality, not a word was spoken, etc.), but also the loss of some information. The next step in preparing for presentation for identification is selection of objects for presentation to the identifying. By law, there must be at least three such objects. This requirement ensures the objectivity of the results of identification: if one object is presented, then this can unwittingly lead the identifying person to the idea that he should identify it. That is, the presentation of one object plays a leading role, which, of course, is unacceptable. An exception under the law is made only when a corpse is identified - it is presented alone. Exist situations when presenting for identification should not be made.. There are several such situations:

· when the identifying person is familiar with the person whom the investigator would like to present for identification. AT this case identification is simply redundant. There are cases when a person knows an identifiable person, but hides it for some reason. Then the identification can be carried out with a special purpose: to fix the fact of opposition of the identifying person to the establishment of the truth;

when the interrogated person cannot name the signs by which the identification of the identifiable object is possible, and the presentation for identification becomes useless;

· when an object is unique, it has no equal or even similar, and it is clear that it will be recognized by any person who knows about it.

The objects among which the identifiable object will be presented must be similar to it. If we are talking about a person, then these should be people of about the same age, height, hair color, physique; they should have similar separate parts of the face, hair, be in similar clothes. If this requirement is violated, the identification results lose their probative value. So, in one case, the suspect, a Georgian by nationality, with pronounced national features of appearance, the investigator presented in a group of typical Slavs. It is quite obvious that he was immediately identified, but the court considered that the results of this identification were not valid, and returned the case for additional investigation. Ensuring the necessary similarity is also necessary when presenting objects, documents, animals, terrain and premises for identification. Recognition has various psychological mechanisms. There are two types of identification: simultaneous and successive. Simultaneous (synthetic) is an instant, instantaneous reproduction of the seen object as a result of the coincidence of the image of the observed object with the standard stored in memory. Successive (analytical) identification occurs by finding and highlighting individual features, elements, details in the observed object, which are then synthesized into an image, as a result of which a conclusion is made about the similarity or difference of objects. Object identification- complex mental activity of a person. It is associated with the ability of a person to distinguish in various objects their stable features - signs (in forensic science, the latter are called identification signs). The explicitness, catchiness, visual severity of the sign gives it the character of an omen. When identifying, it is this side of the sign that plays the primary role, which may not reflect the essence of the object, be in in a certain sense random but important for identification. Distinctive features can be elementary and complex. Complex sign is a complex, a system, a set of certain features. Upon identification fractional properties signs are usually not noticed by a person, as they are detected quickly, as if at once, together. Hence, the whole complex is perceived as one distinctive feature. In the psychology of recognition features subdivided into: sufficient and necessary and sufficient but not necessary. The coincidence of sufficient and necessary attributes of both objects in all cases is the basis for a positive conclusion about their identity, and the discrepancy requires an indisputable conclusion about the difference. If only sufficient, but not necessary signs match, then their presence confirms the correctness of the identification, but the absence does not at all indicate the opposite. "For example, the victim remembered the characteristic features of the robber's face and the features of his clothes. signs of clothing may be sufficient, but not necessary, since their coincidence sometimes gives grounds for a positive conclusion, but the absence does not mean that the criminal was identified incorrectly.The process of identification depends on the strength of the reference image stored in the memory, on the conditions for its actualization The lower the intellectual level of a person, the lower his general cultural level, the greater the probability of erroneous identification, the higher the probability of identification by secondary signs. laws of perception of a person by a person. In perception appearance of a person, those features of his appearance that acquire for the perceiver come to the fore highest value in a given situation, they either carry the most significant information about the properties, actions of a given person, or are sharply striking due to their unusualness. In situations that become the subject of investigation, the most common such features are height, age, physique, movements, speech, facial features. Psychologists note that the most informative signs of a person's appearance are the features of his face. When describing a person, people most often name the shape of the face, the color of the eyes, hair, the shape and size of the forehead, the configuration of the eyebrows, lips, chin, hairstyle. In the description of the external appearance of a person, there are significant fluctuations caused by individual differences identifying. tall people underestimate the growth of low. For low ones, there is a tendency to exaggerate the growth of others. Thin people exaggerate the fullness of the physique of people of average fatness, and fat people consider the latter to be thin. The assessment of the external data of a person is influenced by the background of perception, the qualities of people interacting with him. The impression of a person's figure to a certain extent depends on the cut of clothing. Indications about the color of various objects are often incorrect. Large discrepancies are found in determining the age of a person (especially those of middle and older age). In addition to static signs of appearance, there are dynamic signs - facial expressions, gestures, features of gait and speech. Facial expressions and gestures are indicators of the emotional state. The more emotionally aroused a person is, the more expressive his facial expressions and gestures are. Individually expressive human gait is a complex motor stereotype characterized by stride length, rhythm, plasticity, speed and other features. The gait may indicate that a person belongs to a certain social or professional group (gait of a sailor, military man, dancer, etc.). An integral element of the gait is the posture of a person, the ratio of the position of the body to the head, which also differs in a number of features. Human speech has significant identification properties. The individual features of speech include the speed characteristic of a given person, the length of phrases, typical sentence constructions, the use of slang words, metaphors, placement of stresses, errors and reservations. In general, the appearance of a person is perceived in a complex way - his height, figure, posture, gait, facial features, voice, speech, facial expressions and gestures merge into a single image.

It seems that the word “digitalization” has been on the agenda of large-scale events dedicated to education for a long time. This is not surprising: according to the Digital Economy program adopted by the Government, by 2025 the education system in Russia should be set up in such a way as to prepare a sufficient number of competent users of information technologies with the competencies necessary in the 21st century for a breakthrough into a digital bright future.

The digitalization of the economy is not just the transfer of data and processes from the “analogue” era to digital form.

Therefore, the digitalization of the education system cannot be limited to creating a digital copy of familiar textbooks, digitizing workflow and providing all schools with access to high-speed Internet. It's like starting a new home with wallpaper and choosing a chandelier instead of thinking about the foundation. The approach itself must change, what and how to teach.

digital literacy

It would seem that literacy is a concept familiar to everyone. According to the common definition, is the degree of proficiency in basic cognitive skills: reading, writing and arithmetic mother tongue. But with the development of technology and the complication of the information space in which we exist, the concept of literacy is expanding. International organizations who try to classify the necessary modern man competencies, talk about the importance of digital, information, scientific literacy. Often these types of literacy overlap and complement each other.

Digital literacy is the ability to create and use content using digital technologies, including computer programming skills, information search and exchange, communication with other people.

Exist different criteria development of digital literacy. For example, Henry Jenkins believes that digital literacy includes the ability to work with a computer like hardware (that is, you must understand how a person interacts with digital technology), an understanding of device features and the dissemination of digital information (for example, the ability to work with software ), understanding the structure of the network community and the features of social media.

Doug Belshaw identifies eight elements of digital literacy, including understanding the cultural context of the Internet environment, the ability to communicate in online communities, the ability to create and distribute content, and the skills to use digital technologies for self-development.

The authors of different concepts of digital literacy agree on one thing: only an understanding of how digital reality works can teach a person to control "information noise" and make interaction with digital technologies a source of development, not stress.

To live happily ever after in the digital economy, a person must have a culture of information consumption and be able to choose between a conventional volume of Dontsova and War and Peace, understanding their needs and the nature of these works.

It is obvious that digital literacy is a complex set of skills, for the development of which it is not enough just to update the program in the subject of "Informatics" or technical re-equipment of the school. And without their development, the foundation of the digital economy, alas, cannot be built.

Individualization of the educational trajectory

If we take into account that the development of digital technologies is ousting workers of “routine” labor from production, then the conveyor of mass education, which trains specialists according to one program, becomes irrelevant. In addition, experts are sure that the digital economy requires a person to develop the skills of self-organization, planning, self-motivation - and this is facilitated by the individualization of education.

Digital technologies, coming into the education system, make it possible to individualize the learning process both at the stage of mastering new material and at the stage of control individual results. Opportunities for this are created by projects such as "Mobile e-school" - a system for educational and methodological support of the educational process, which is a social network for teachers, students and parents, with educational content, assessment and feedback systems.

Digital technologies provide tools for the development of blended learning, overcoming the limitations of the classroom system with the same curriculum and the same time for its development. True, in a public school these opportunities are realized infrequently.

And if you look at the recent discussions of the new edition of the Federal State Educational Standard, which caused indignation among teachers of literature, then a question arises. How is the concern that children, moving from one school to another, may experience inconvenience due to the difference in educational programs, with the understanding that such qualities as the ability to adapt to new conditions and build their own trajectory are just important for the digital economy development, constantly choosing from a variety of options?

Continuing education

The digital economy is fundamentally changing the labor market: where a computer can replace a person, it will replace him. Self-employment will be the way out for people who have lost their jobs, especially since digital technologies provide new opportunities for organizing and developing a business. In addition, regular career changes will become the norm in the near future, and being in the same professional field will increasingly require a willingness to learn. The concept of continuous education assumes that a person's life is not strictly divided into the period of study (before receiving a diploma) and work, and learning is a continuous process throughout life.

In order to continuing education became the norm, the structure of online education should develop and the attitude of society towards learning should change. And if the first task is directly related to the development of online platforms, software, digitization of content, then the second - with the development of a person's internal motivation to study. As shown by a HSE study on the education of adult Russians, the main reason why adults do not go to learn new things is the lack of an internal need for this.

And such a need is formed (or not) with lower grades, while it is not so important whether there is an interactive whiteboard.

The digital economy requires from the education system not just the “digitization” of individual processes, but integrated approach which would set new goals, change the structure and content of the educational process. And for this, perhaps, the leaders of education themselves must learn not to be afraid of the future that has already come.

Experts will talk about this and much more at the Moscow International Salon of Education - the largest Russian educational event, which will be held from April 18 to 21 in the 75th pavilion of VDNKh. The event will be of interest to teachers, those involved in the organization and management of education, as well as parents.

Digitalization of education, all the disadvantages of e-school. What will happen to the children?

In Moscow, the e-school project will become universal by September 1, 2018 - all schools will receive electronic school boards, laptops, high-speed Internet and Wi-Fi.

According to RBC with reference to the Minister Olga Vasilyeva and other sources in the department, by 2020 it is planned to completely eliminate paper textbooks on 11 school subjects, replacing them with "certified in in due course personal access devices. Experts are sure that we are talking about all the main disciplines: Russian language, literature, history, algebra, geometry, physics, chemistry, biology…

The example of the Moscow Electronic School (MES) shows what is expected of the secondary school. “We would like to distribute it throughout Russia, transform it into NES” (Russian e-school), the Minister dreams. The Moscow Electronic School is a set of electronic materials available to everyone and hosted on modern digital devices. The key elements of the MES are video lessons and an electronic diary. It also assumes game forms of education, replacement of the teacher virtual tutor, and much more.

In the classroom, schoolchildren (starting from elementary school!) Should use individual tablets or smartphones, communicate via Wi-Fi with an interactive whiteboard in the classroom, fill out tests in them, read electronic textbooks, “visit” virtual excursions, use virtual laboratories, electronic libraries and even educational computer games.

The digitalization of the school is presented as a great blessing, a sign of a high level of civilization, selectivity, but is it really so? Do not forget that the conceptual basis of the MES is not scientific system, a experimental foresight project childhood 2030, where all these things are clearly spelled out.

Its key ideas are:

1) Training is a business area - selling services. A person buys skills in order to sell them at a profit. The person is seen as product- hence the focus on talents that cost more and bring more profit.

2) Caste - eugenic approach. Initial inequality - some creators - others "people of one button". From here - individual trajectories development and focus on "gifted children". One - " human learning”, others - distance, online learning.

3) A radical change in the content and teaching methods. Since “education” should simply be the acquisition of competencies that employers currently need, only a part of the subjects are left for normal teaching, the rest, primarily humanitarian ones, are transferred to online learning. Fundamental education remains only for a few, it is an expensive, "human" education. For the rest - cheap, "computer", remote.

Naturally, no one asked parents and teachers, there were no discussions, and everyone was simply confronted with a fact.

What will happen to children and education, how will our whole life change if all the points of the Childhood 2030 project are implemented?

This article contains all those threats to the health and development of the child, which are obvious to specialists in education and medicine, but are hushed up by the authors of the project.

1.Unproven technologies.

2. Loss of writing skills, as a result of the loss of creativity.

3. Loss of ability to perceive large texts.

4.Screen addiction.

5. Reduced social skills.

8. Problems with speech development in children.

9. Vision problems.

10. Computer, game addiction.

11. Refusal of paper textbooks.

13. Electronic dossier for each child, family control

14. Foreign experience digital education.

15. What to expect teachers.

16. Chipization.

The article turned out to be long, but the topic is very serious, because everything that is laid in a child at school will largely determine his whole future life. And here the point is not even in knowledge, as simply in information, but in the formation of personality, the laying of basic skills.

All the facts stated in the article are scientific character, and have already been confirmed experience of other countries, but despite this, all these technologies are being implemented in our country.

1.Unproven technologies

No research has been done on "digital education", which is obviously detrimental to the health and development of children.

Before the widespread introduction of gadgets and interactive whiteboards in schools, it is necessary to conduct long-term studies, limiting the scale of the experiment, said the Deputy Head of the Department of Clinical Physiology and Non-Drug Methods of Therapy of the PFK MR MI RUDN University, National Research Institute of Public Health. ON THE. Semashko"

Speaking about e-learning tools, the health specialist drew attention to the fact that in a catastrophic situation with the health of students, untested technologies are massively introduced into schools.
According to Ivanova, before the large-scale introduction of gadgets into the learning process, it is necessary to conduct long-term studies for a period of at least 10 years, as well as to develop standards for their application, with the involvement of psychologists, psychophysiologists, clinicians and healthcare organizers.
The expert pointed out that Russia cannot adopt the "best" foreign practices, since in a number of Western countries, where children use information technology from the very early age, the public and the expert community are already sounding the alarm.
Ivanova drew attention to the fact that the physiology of younger students has not yet settled down, and for some of them it is enough to work with a gadget for 15 minutes to lose the ability to hold their attention until the end of the lesson. The expert is convinced that gadgets with greater benefit can use only high school students.
The specialist also urged to think about the purpose of the early and massive introduction of electronic learning tools. The expert is convinced that if in 10 years the state needs to have a thinking, creative generation that can create, create, invent, then when using information technologies from kindergarten, this becomes impossible, since early acquaintance with electronic means kills all these positive traits. According to Ivanova, it is necessary to intensively introduce information technologies if in 10 years the state wants to have people trained in something and degrading in some way, who will not have developed basic physiological skills.

According to the unanimous opinion of experts, it is no coincidence that electronic textbooks, unlike a traditional textbook, do not have any certification and approved standards. There is no confirmation of their safety for the health of children, there are no requirements for their design. In addition, in e-school, children spend a lot of time in headphones, their hearing deteriorates, their eyesight deteriorates from glowing monitor screens, their metabolism is disturbed from a sedentary lifestyle at a computer. internal organs, the condition of the muscles worsens, early scoliosis develops, etc.

It should be noted, according to the MES developers, "smart" interactive desks, interactive whiteboards, tablets and other modern multimedia gadgets are designed to give modern schoolchildren a new quality of education, however, a number of experts say that this environment is hostile to children's health, and leveling the role of both teachers and automation pedagogical tasks will have devastating consequences for the next generation.

2. Loss of writing skills, as a result of the loss of creativity.

The e-school has not yet begun to work, but now less and less attention is paid to writing. First, calligraphy disappeared, then calligraphy, now, thanks to workbooks, handwriting is practically reduced to nothing. It is obvious that with the transition to a digital school, handwriting will be completely buried. What are the consequences of refusing to write for schoolchildren and for all of us in general?

1. We will start to read worse. Motility and coordination will also suffer. Handwriting involves areas of the brain that are responsible for interpreting sensory sensations and forming speech. And for those who do not write with their hand, these areas are turned on much less frequently. We have the so-called Broca's center in our head - the area responsible for folding letters into words and recognizing them. That is, the ability to read and write. With manual writing, this center activates its work. From this, scientists at the Norwegian University of Stavanger concluded that people who write quickly read better. And vice versa: people who read slowly and have difficulty understanding the text write poorly.

2. Children who write little have a poorly developed eye. And vice versa: those who have problems with the eye, write poorly. In China and Japan, for example, they tried to hire calligraphers as archers.

3. People will become worse at recognizing written text. Anyone who does not write by hand does not understand what is written. Of course, in a world where no one uses a pen, the inability to read a letter is not scary. But it is scary that we will give up this mental activity. The processes of reading written and printed texts have been thoroughly studied. People with books and notebooks were put into MRI machines, ultrasound, Doppler scanning of brain vessels were performed while reading, and an electroencephalogram was taken. When reading a written text, we use many more parts of the brain than when perceiving printed text.

4. They will learn less spelling, punctuation and grammar, because all gadgets and browsers have an autocorrect function. Therefore, a person who will not be able to write by hand is likely to cannot write correctly.

5. Without a letter, we will better express your thoughts. After all, when recording a speech, a person, even before touching the paper with a pen, puts together a sentence in his mind. In fact, a handwritten letter requires higher form abstract thinking. In order to type text on a computer, this is not necessary, because the phrase, case, union can be changed at any time. Everything is very simple: who often writes with his hand and writes down lectures, often turns to abstract thinking. And he also needs to be kept in good shape.

6. We will have a bad imagination. People who write text by hand have a better idea in their minds of what is being said. If this is a lecture on poets Silver Age, students writing on paper represent the members of the "Jack of Diamonds" and the characters of Yesenin's poems in more detail than those who type on a computer. This was found out by forcing people to record lectures in a tomograph.

7. Children in principle will become worse to learn and remember. There are many studies that show that material recorded by hand, rather than on a computer, is better remembered, as people formulate the main ideas during the recording process.

On a computer or tablet, you can do almost everything the same, but a person does not need to clearly think through the thought and structure of the text, because he can add something at any time. For us to assimilate the material, it was enough to record the lecture well - there was no need to re-read it. Today's students and schoolchildren in preparation for exams have to reread the notes several times.

Professor Saveliev. Calligraphy and the brain.

3. Loss of ability to perceive large texts

Already, many tasks in school involve searching for information on the Internet. This leads to the fact that children quickly get used to searching for answers on the network, and as a result they get used to speed reading without delving into the essence.

What happens to the brain of an Internet addicted child. Memory and thinking.

People of all ranks and specialties complain about problems with the perception of information. Such complaints can be heard especially often in the academic environment, i.e. from those who, by the nature of their activities, are forced to communicate closely and daily with people (teach, give lectures, take exams, etc.) - they report that the already low level of reading and information perception skills of those with whom they have to work , year by year falls lower and lower.

Back in 2008, it was known that the average Internet user reads no more than 20% of the text posted on the page, and in every possible way avoids large paragraphs! Moreover, special studies have shown that a person who is constantly connected to the network does not read the text, but scans like a robot- snatches scattered pieces of data from everywhere. In the course of research, it turned out that the pages on the Internet, as already mentioned, are not readable, but are skimmed through in a pattern resembling the Latin letter F.

The user first reads the first few lines of the text content of the page (sometimes even completely, from beginning to end), then jumps to the middle of the page, where he reads a few more lines (usually only partially, without reading the line to the end), and then quickly descends to the very bottom of the page - to see "how it ended." There is hardly a person who would not have heard the popular network saying “too many letters - I couldn’t master it”, It turns out vicious circle- it makes no sense to write a lot, since almost no one will read it, and the reduction in the volume of transmitted thought leads to even greater stupidity not only of readers, but also of writers. As a result, we have what we have - mass stupor.

6. Digital dementia. Loss of mental faculties.

In Germany, the book “Digital Dementia. How we deprive ourselves and our children of reason. Its author is Prof. Manfred Spitzer(Manfred Spitzer) is the Medical Director of the Psychiatric University Hospital in Ulm, Germany. He also has a philosophical education, he taught at Harvard, and is considered one of the world's most prominent experts. human brain. “According to the available research findings, a computer is necessary for learning, like a bicycle for swimming or an X-ray machine for trying on shoes,” Spitzer said. And the Internet and other electronic toys primarily harm children. When the era of television began, scientists warned that three hours spent in front of the screen increased the risk of weight gain and a tendency to aggression. And it really happened. What to say now, when young people are in the digital world 7.5 hours a day?

Digital technologies save us from mental work. It is not worth reminding that an organ that is not used dies. Unused connections between neurons in the brain weaken. This is exactly what happens in the head of an Internet addicted person. People who use Google and Wikipedia don't remember information, only where to find it.

Advanced digital technologies have a negative impact on orientation in space. London taxi drivers used to have to know by heart 25,000 street names and thousands of squares; during training, those areas of the brain that are responsible for orientation increased in them. Now drivers use the satellite navigation system, as a result, it is increasingly difficult for them to find their own way or understand the map.

The Internet has a bad effect on memory: phone numbers and addresses are written to computers and mobile phones, Facebook reminds about the birthdays of relatives and friends. “Mnemonic processes no longer occur in our brain, as we transfer them to electronic devices,” draws attention Manfred Spitzer. It becomes harder to learn. The one who works with the Ctrl-C+Ctrl-V method does not make any mental effort and quickly forgets everything.

Children do not receive sensory stimuli (taste, smell, touch). It is impossible to learn how to speak well with the help of video, because the sound and movements of the lips are not as perfectly synchronized as in life. Despite all this, it is with digital technologies that our children are offered to replace almost everything.

Digital dementia virus.

The opinion of leading Russian neurophysiologists on the impact of gadgets on the development of the brain of children.

7. Use of Wi-Fi in schools. Electromagnetic radiation.

The use of wireless networks in schools and kindergartens is dangerous for the health of children, however, this technology is implied during training.

On February 24, 2017, Reykjavik hosted an international conference on the topic “Children, time spent in front of screens, and radiation from wireless devices”, which was attended by electromagnetic radiation experts, oncologists, educators and a number of other specialists.

Following the results of the conference, the participants, among them doctors of medicine and technical sciences, signed an open appeal to the authorities and administrations of schools around the world. More than a hundred signatures were left under the appeal.

Reykjavik Address on Wireless in Schools

We, the undersigned, are concerned about the health and development of our children in schools where wireless technology is used for learning. Numerous Scientific research have shown significant medical risk with prolonged exposure electromagnetic radiation in the radio frequency range (EMR) from wireless devices and networks at a level even well below that recommended by the standards of the International Commission on Non-Ionizing Radiation Protection (ICNIRP). We call on the authorities to take responsibility for the health and well-being of our children in the future.

In May 2011, the International Agency for Research on Cancer World Organization(IARC is an intergovernmental organization within the WHO structure at the UN headquartered in Lyon, France. Engaged in epidemiology and research on the causes of cancer - translator's note) classified EMR RF as a group 2B carcinogen, i.e. "probably carcinogenic" to humans. Since then, there have been other scientific studies on the effects of RF radiation on humans, animals, and biological materials that have supported the conclusion that RF radiation is associated with an increased risk of cancer, especially brain tumors. A number of laboratory studies have identified mechanistic factors that affect the likelihood of developing cancer, including oxidative stress, decreased messenger RNA expression, and DNA single-strand breaks.

For children, the risk may be exacerbated by the accumulation effect over a lifetime. Developing and immature cells may also be more sensitive to EMR exposure. The safe level of radiation has not been established by any health organization, so we have no confidence in the safety.

In addition to the risk of developing cancer, RF radiation may also affect the blood-brain barrier, opening the way to the brain for toxic molecules, damaging neurons in the hippocampus (the brain's memory center).

Research has also identified cognitive impairments affecting learning and memory. Results from the Organization for Economic Co-operation and Development's PISA Study of Educational Achievement in Reading and Math show declining results in countries that have invested the most in introducing computers into schools.

We ask school leaders in all countries to become aware of the potential risks of exposure to radio frequency radiation for a growing and developing child. Supporting wired technologies in education is a safer solution than the potentially hazardous exposure to wireless radiation.

And now we read the news: One of the world's largest Wi-Fi networks for educational institutions will be created in Moscow. Until the end of this year, 646 schools in the capital will have access to wireless Internet, and in 2018, an additional 1,125 buildings are planned to be connected to Wi-Fi. Thanks to a single Wi-Fi network, the Moscow Electronic School project is being implemented in all educational institutions. It involves conducting electronic lessons using interactive panels, creating a virtual school library, using an improved version of the electronic diary and more.

Add to this the radiation from metal detectors, which are already installed in many schools. You can only visit them 20 times a year. In recent publications, scientists from different countries have expressed concern about the possible influence of microwave scanners on the formation of tumors and mutations in DNA.

The impact of Wi-Fi on children.

8. Problems with speech development in children

This topic, of course, is more relevant to preschoolers, but in recent times Teachers see this problem in elementary school students as well.

Behind last decade oral speech aggressively pushed out of educational process. Testing knowledge in oral subjects is replaced by checking workbooks, in which you just need to enter the right words from paragraph. In geometry workbooks (think about it, this is a subject that forms spatial thinking, evidence, reasoned thinking) the solution to the problem has already been printed, schoolchildren are only required to enter desired angles or sides. Why complain that young specialists do not know how to set tasks for themselves, cannot independently draw up an algorithm for solving a given problem? Thinking and speech are closely related: active oral speech forms thinking, thinking, developing, improves speech. And all this with the active coordinated work of all parts of the brain.

Delayed speech development in children. Twenty years ago, a two-year-old child reading Barto's poetry did not cause much emotion in anyone - there were many of them. Now there are few of them. In the polyclinic, medical examinations of a psychiatrist are carried out in children at the age of 2 years. Of the 10-15 children who come to the reception, only 1-2 children can name a familiar animal, many two-year-old children use only 5-10 words in their speech (mom, dad, woman, give, drink, am-am - the norm of one-year-old children for a generation current parents), although they understand well addressed speech (they bring the right toy, they can show body parts).

The question arises: why? The answer is obvious on the streets of the city: most mothers carry a stroller with one hand, and hold a smartphone-smartphone in the other: the child stares around, and the mother has an interesting time, and if you need to answer the baby’s babbling, she answers without taking her eyes off the screen. And here lies the root of the problem: in order for a child to develop speech, it is not enough for him to hear it, he must see the facial expressions and articulation of the mother, so that his own articulation is activated due to the work of “mirror” neurons. No audio toys, "repeat toys", no Internet programs will teach a child to speak if he does not see the face of the person who is talking. The capabilities of “mirror” neurons have not yet been fully studied, there are many myths around them, but one thing is certain: it is precisely “mirror” neurons that transmit speech skills, skills of mental operations (comparison, analysis, synthesis - just these mental operations are poorly developed among lagging schoolchildren) from an adult to a child.

That's right: the "mirror" neurons of an adult transmit information to the "mirror" neurons of a child, which, in turn, trigger the work of the necessary areas of the cerebral cortex. If the information is given to the child from another source, the "mirror" neurons will not turn on. The same thing happens during the educational process: if the "mirror" neurons of the teacher did not participate in the presentation of the educational material, then the brains of the students will not turn on. Try to replace the teacher's explanation of the new material with an audio recording, and then let the students verification work. The result will upset you greatly.

And that is exactly what is being offered. For all school digitalization programs, the role of the teacher is decreasing every year, it is planned to replace the Teacher - as an example and role model - with a virtual "tutor".

10. Computer and gaming addiction

If you carefully read the fundamental project of childhood 2030, then there are computer game forms of education, namely: the school as a digital game space with augmented reality, so the children will be happy. This is the complete end of education, how can you explain the harm to the child after that computer games when they will be used in school and will be part of the teaching, although this can no longer be called teaching.

The main risk group for development computer addiction are teenagers between the ages of 10 and 18. And now this one main group risk, will be fully translated into computer training. Previously, if the child began to go headlong into virtual world, his parents had a chance to get him out of there. They removed the computer, occupied it with something else, passed the breakdown, and the problem was solved, but now how?

You will no longer take the computer away from him, this will be interpreted as limiting the child's learning opportunities. Also, juveniles will be able to swoop in, and you won’t be able to control what the child is doing at the computer every minute.

11. Refusal of paper textbooks

by 2020, it is planned to completely eliminate paper textbooks in 11 school subjects, replacing them with “duly certified personal access devices.

HSE Rector Yaroslav Kuzminov executing a family contract for the collapse of the sovereign economy and education together with his wife Elvira Nabiullina(head of the Bank of Russia) said that the traditional paper textbook had no more than five years left to live, because the future belongs to international "cloud libraries" and other online services, and in general, programmers of Internet applications, top managers transnational corporations and the students themselves.

The minister, on the other hand, parried his attack with reason, and did it as true patriot: “The textbook performs the most important role - the socialization little man in the native culture - the one in which the child was born and lives, which surrounds him, no other culture simply exists for him for the time being. Culture determines what is happening, according to its norms (traditions), the communication of a child with peers, adults, with the world around him, builds relationships with nature, people, with himself. And the textbook brings consistency to this process. It organizes, generalizes the view of things, describes, explains and fixes. He draws images of nature, people, Motherland that will be remembered forever. If you want to know how a citizen of a particular country sees himself and others, open the textbooks that he studied at school.

It is unlikely that anyone will disagree with the fact that the school textbook has been and is the most powerful organizer of a multi-million civil nation. Remove from the childhood of our children these only books that unite them for life, and we will get a generation that has “dropped out of context”. It will be educated, but at the same time it will not be a bearer of common meanings, general ideas about the heroes and anti-heroes of its people, its country. They will not be able to feel like citizens, because civic conscience and civic responsibility are feelings, first of all,”

full article: The masks have been dropped: the Ministry of Education and the Higher School of Economics are preparing a complete dismantling traditional education under the guise of the Digital School project

12. The difference between reading from the screen and reading from paper.

Researchers from Dartmouth College have found that depending on the type of information carrier, a person perceives the information received in different ways.
The type of carrier, according to scientists, affects abstract thinking one person or another. When reading from a tablet or laptop screen, we focus more on the details than on the big picture.

In the course of their research, scientists carried out a series of experiments to analyze the speed of decision-making and the quality of text perception. For this, volunteers aged 20 to 24 were involved. Representatives of one group were given texts printed on paper, while others were given laptops with a pdf file open on the screen.
As a result, it was concluded that those who read the printed text responded much better to logical questions according to the text. The success of the groups was 66% versus 48%, respectively.
The task was further complicated. The participants were given a table of characteristics of four conditional cars. At the same time, each characteristic was marked with an assessment (“excellent”, “adequate”). But one of the models was objectively better than the others in terms of basic parameters. And here it turned out that those who read the text from paper more often correctly identified the best option (48% of cases) than participants with laptops (only 30%).

That is, when using a tablet, a child will be able to complete tasks, but will not be able to draw complex conclusions, and will not see the connections and the big picture. The quality of such training will be lower at times.

Add to this the abolition of conventional, and the introduction of electronic diaries, destroy one of the most important principles of learning - visibility.

The development of technology has led to the informatization of society. Today it is difficult to imagine a house in which there would be no TV and a computer, a person who does not know how to use the Internet. firmly and confidently penetrate into all spheres of our life. The education system was no exception. Today, the problems of implementation are dealt with not only by the ministry, but also by the center for informatization and education quality assessment, located in the city of Ivanovo.

Problem Definition

Informatization of education is a rather complex modern trend associated with the introduction into the educational process of various kinds of information tools based on microprocessors, as well as electronic products and new pedagogical technologies based on the use of ICT for learning.

Informatization of education, first of all, is aimed at developing methods and means focused on the implementation of the main educational and pedagogical goals through the use of the latest advances in computer technology. This includes computer training for schoolchildren, their mastery of modern achievements in ICT, modernization of methods and forms of education, its content.

Goals

The process of informatization of education has its own goals. These include:

1. Creation of favorable conditions for access to educational, scientific and cultural information.

2. Intensification of interaction between participants pedagogical process through the use of information technology.

3. Changing the model of education management.

4. Increase through the use of ICT.

Main reasons

The development of informatization of education has the following prerequisites:

The rapid process of informatization of society as a whole. So, today more and more people have personal computers, connect to the World Wide Web, including schoolchildren and students.

The growth of the technical capabilities of informatics tools and the reduction in their cost, which makes them more accessible. Almost every school has its own computer lab, and most universities install computers, multimedia projectors and whiteboards in every classroom.

The course towards the formation of a new information environment of society, the infosphere. Naturally, with such prospects, it is important to teach schoolchildren and students how to use ICT correctly and profitably.

Process Basics

Informatization of the education sector is based on the achievement of pedagogical and computer science, such as:

Informatics;

Cybernetics;

systems theory;

Didactics.

Thanks to them, not only new computer technologies are being introduced into education, with the help of which students can more effectively acquire knowledge, but also methods and approaches to learning and its control are being developed. Electronic textbooks, tests, educational programs are being created that use both the latest achievements in computer science and fundamental principles didactics.

The main directions of informatization of education

To achieve the main goals, the center for informatization of the quality of education proposes to carry out work in the following areas:

1. Computerization of educational institutions, which includes not only providing schools and universities with computers, but also peripheral equipment such as multimedia projectors and whiteboards, printers, scanners, modems, and so on.

2. Connecting educational institutions to the Internet. In the future, this will allow students to use directly during the lesson, and teachers will be able to conduct lessons remotely or attend distance courses professional development in the workplace.

3. Creation and implementation of technologies distance learning. To date, this form of education is considered one of the most promising. But at the same time, distance education has a number of disadvantages, among which are high cost courses and a somewhat undeveloped knowledge control system. In the future, it is planned to carefully work out the methodology of training and reduce its cost, which will make it accessible to everyone.

4. Creation of a unified information system for monitoring learning, which will help to conduct timely cuts of knowledge, determine the disadvantages and advantages of a particular method of learning. This is one of the main tasks pursued by informatization. At the same time, the quality of education should increase significantly, experts say.

5. Providing educational institutions with electronic teaching aids corresponding to educational programs. Recently, the problem of developing electronic textbooks has become popular, which will significantly increase the effectiveness of training. At the same time, today there are no unified textbooks compiled according to the curriculum. In most cases, teachers independently develop electronic manuals for their students.

6. Opening information educational centers, where not only students, but also teachers can improve their computer literacy, get acquainted with the latest information technology and methods of their application in the educational sphere.

7. Informatization of education is also the creation of a regulatory framework for the introduction of information technologies into the educational process. communication technologies. Naturally, for the introduction of new technologies, a legislative framework is needed, which will not only fix the rights and obligations, the procedure for introducing ICT, but also take into account the issue of copyright for electronic manuals.

Advantages of informatization

We note the main advantages of this process.

1. Improvement of methods and technologies of selection teaching materials.

2. Introduction of new specialized disciplines related to the study of computer science and information technology both at universities and schools.

3. A change in the teaching methods of traditional school disciplines not related to computer science. For example, the use of computers in biology or chemistry lessons will allow experiments to be carried out by modeling them using special programs.

4. Additional motivation of students, which leads to an increase in the effectiveness of training. It is noticed that lessons with are more interesting to children than traditional ones.

5. Informatization of the education system will also allow creating new forms of interaction in the course of education: student - computer.

6. Improving the education management system.

7. Development of alternative and logical thinking.

8. Formation of strategies for finding solutions to educational and practical problems with the help of ICT.

9. Individualization of training.

Disadvantages of using ICT in education

Despite its attractiveness and many advantages, informatization modern education It also has a number of significant disadvantages:

1. Limitation of live communication between the teacher and students. When using ICT, the main role in teaching is gradually shifting to technical means, while the teacher, for the most part, is engaged in the selection of the necessary material and its subsequent presentation.

2. Decrease in communication skills due to the presence of a dialogue: student - computer. The more time a student communicates with technical teaching aids, the less time is left for conversations with the teacher and other students. In such a situation, communication skills are significantly reduced, which further negatively affects socialization.

3. Decrease in social contacts, which is directly related to the previous paragraph. Communication with a computer reduces the level social activity not only in the classroom, but in life in general.

4. Use of ready-made information. Using modern ICT children spend less and less time searching for and processing information. They take ready-made reports and abstracts from the Internet and read them out. At the same time, they do not conduct a detailed selection and analysis of the material, but take ready-made samples. In the future, it will be quite difficult for such children to independently write term papers and theses with a high level of uniqueness.

5. Constant work at the computer can cause addiction. This is a serious problem that can lead not only to learning problems, but also to mental and physiological abnormalities.

6. Decreased health. Constant work at the computer negatively affects the formation of the child's posture, his vision.

Opportunities

The Education Informatization Center notes that the introduction of ICT in the educational process will allow:

Create an open education system that provides the opportunity to receive high-quality self-education. The learning process will become differentiated and individual.

Make changes in the organization of the process of cognition and its shift towards systemic thinking.

Provide new opportunities for acceleration intellectual development personality.

Develop new pedagogical practices.

Organize instant feedback between students and ICT tools.

Visualize educational information.

Create a new highly efficient education management system.

Difficulties in implementation

Informatization of the education system has two main problems that significantly affect the speed of introducing ICT into the educational process.

1. Formation of a constant need for teachers to use computers. Go to new system requires constant and continuous use of ICT in the course of education. Today, not all teachers understand the importance of this process and strive to conduct classes according to the old standards, without the use of technology.

2. The need for continuous improvement of the teacher. When working with ICT, the teacher must constantly improve, learn new methods and techniques of work, master more and more new programs. Not everyone is happy with this state of affairs. In addition, sadly, not all teachers know how to use a computer.

Informatization tools

Another issue that needs to be considered is the means of informatization of education. It is computer hardware and software that is used to achieve educational purposes.

The main informatization tools are:

Means for recording and playback of sound and video;

Radio and television equipment;

Projection and optical cinema equipment;

Computer teaching aids - programs, textbooks;

Telecommunication means of education.

Below we will consider the features of the use of computers and electronic textbooks in the field of education.

The use of computers in the educational process

As already mentioned, the informatization of education is also the use of computers in educational process. This direction is called computerization and involves the active use of computer technology in the learning process.

How can you diversify the lesson using a personal computer?

1. To introduce students to a particular topic, backing it up with a colorful presentation. With its help, two channels responsible for receiving information will be involved at once - hearing and vision. The presentation can contain not only pictures and tables, basic definitions, but also video, audio materials.
2. Use of video materials - films, videos. Especially successful is the use of such materials in the study of history, literature, biology and geography, chemistry, and astronomy.
3. Use of special computer programs-modulators. With their help, you can conduct various experiments - physical or chemical, simulate galaxies and systems in astronomy. All that is needed for this is to give the computer data.
4. Use of training programs. The most famous programs for learning languages, which offer not only to choose the correct answer, but also to enter the translation of the word, leave phrases from a certain set of letters.
5. Introduction to computer testing. Using computers to check knowledge will not only make life easier for teachers, but will also allow for more accurate assessment. The computer itself randomly asks students questions from the knowledge base embedded in it and offers answers. Depending on how many correct ones the student gives, the final grade is set.
6. Use of special reference programs, dictionaries and translators. Work is also underway on electronic dictionaries and reference books. Thanks to them, students can find the information they need in a matter of minutes, just by opening the desired program and entering a keyword to search.

Electronic textbook as one of the main means of informatization

When we analyzed the technologies of informatization of education, we also mentioned electronic textbooks and manuals. It is believed that with their help, students will be able to learn the educational material much better. What are the reasons? In the use of not only text, but also multimedia material.

The classic electronic textbook contains:

1. text information. It can be rules, facts, texts for reading.
2. Graphics. This includes not only illustrations and photographs, but also tables, charts, graphs.
3. Audio and video materials. This includes audio recordings of works, texts for listening and retelling, etc., scientific documentaries, thanks to which students can better learn a particular topic.
4. Block of verification tasks. This includes tests and open-form assignments. At the same time, it is important that the electronic textbook contains fields for entering answers, can check and analyze them, pointing out the mistakes made.
5. Reference information block. There should be links to additional materials, online libraries and other information resources.

However, the problem is that there is no single electronic textbook to teach a particular subject. In the future, the Center for Informatization of Education is obliged to carry out work on the creation of uniform textbooks for all subjects for their further use in schools.

Ivanovo Informatization Center

To date, the Ivanovo Center for Informatization and Education Quality Assessment is most interested in solving these problems.

The specialists of the center work in the following areas:

1. Informatization of educational institutions of the Ivanovo region.

2. Training of teachers in the field of ICT application.

3. Assessment of the quality of education in the region.

4. Work with schoolchildren in the field of ICT.

5. Conducting annual refresher courses for ICT and informatics teachers.

6. Presentation and assistance in purchasing new textbooks on ICT and informatics.

7. Creation of a software bank for the course of informatics and ICT.

8. Conducting seminars and courses on new computer technologies.

9. Creation of a bank of methodological works of teachers of informatics and ICT.

10. The work of the camp "Young computer scientist".

11. Remote school distance learning"Create and communicate."

findings

Informatization of education is a complex and lengthy process aimed at introducing ICT tools and new teaching methods into education. It has both advantages and disadvantages. Its main goal is to improve the quality of education at all levels.

DIGITAL TECHNOLOGIES IN EDUCATION
Resume: The article is devoted to the study of digital technologies in education. AT
The article deals with the concepts of digital school, interactive electronic content,
multimedia educational content
Abstract: The article is dedicated to the study of digital technologies in education. The
article discusses the concept of digital school, interactive econtent, multimedia educational
content.
Keywords: digital technologies, digital school, interactive
electronic content, multimedia educational content
Key words: Keywords: digital technology, digital school, an interactive econtent,
multimedia educational content
Information Systems entered all spheres of life. Development
digital technology opens up a huge range of possibilities. Progress
in all branches of science and industry comes with great speed, not
cease to amaze and delight.
Digital technology is based on encoding methods and
transmission of information discrete system, allowing you to make
many diverse tasks in the shortest periods of time.
It was the speed and versatility of this scheme that made IT
technology so in demand
A digital school is a special kind of educational institution,
that consciously and effectively uses digital equipment,
software in the educational process and thus
increases the competitive ability of each student. Digital Schools
cannot be regarded as an unusual and even more so new phenomenon, since
information technologies are actively used in schools.
Schools that are moving to digital learning technologies
fundamentally different in terms of technical and information equipment,
readiness of teachers to work in new conditions, the level
management of the educational environment. Methodically "digital school"
based on new educational standards,
using
competency-based multilevel approach. What do they represent
digital technology?
Digital technologies today
is a tool for the effective delivery of information and knowledge to
students;
it is a tool for creating educational materials;
it is a tool for an effective way of teaching;

it is a means of building a new educational environment: developing and
technological.
Modern digital technologies are:
 Technology joint experimental studies teachers and
student.
 Virtual reality technology.
 "Panoramic images" technology.
 Technology "3D modeling".
 Educational robotics technology.
 MMI technology (use of small informatization tools).
 Multimedia educational content.
 Interactive electronic content.

Educational standards orient us towards restructuring
organization of the educational process. This applies to the greatest extent
experimental activities of the teacher and students. Why? All
The fact is that students must master not only specific
practical skills, but also general educational skills: it is necessary
organize the learning process,
to master the method
natural science knowledge. Collaborative Research Technology
teachers and students, of course, implements the problem-search
approach to teaching and ensures the implementation of the well-known cycle of scientific
knowledge: facts - model - consequence - experiment facts.
At the beginning, the teacher organizes observations and puts up demonstrations.
experiments, receives facts, on the basis of which, together with students
conclusions are drawn from one or the other. Based on the received
facts, the teacher and students try to explain the observed phenomena
and identify patterns (for which hypotheses are put forward), deduce
consequences, establish causes. After that, the students and the teacher
think over what testing experiments can be done, what
will be their ideas and goals, how to implement them. Students implement their ideas
in an independent laboratory experiment, the results of which
(new facts) are compared with theoretical predictions and made
findings. This technology allows:
1) to acquaint students with the process of cognition;
2) arm with elements of knowledge general approach which is important for
further education and life;
3) involve students in a variety of learning activities: and
practical, and mental, thus providing a wide range of
cognitive activity,
their psychological development and
independence.

The main method in teaching robotics is the organization
educational situations in which the student puts and decides
own tasks, and the teacher accompanies the activity of the student.
Robotics classes create an opportunity
organize the educational process on the basis of a systematic activity
approach, which is what new educational standards require today.
Technology "Small means of informatization" is a technology,
allowing for individual interaction of each
student with information technology, where regular
the use of computers is unattainable.
Standards, educational
programs and textbooks.
Types of small forms of informatization:
graphic calculators;

 electronic dictionaries;
 various means of interactive survey and quality control
knowledge.
Small means of informatization allow:

significantly improve the quality and efficiency of the educational process;
 complete educational standard, especially in
areas of increasing the practical orientation of training;
 provide a higher score on the exam in physics, chemistry, mathematics
through the use of permitted technical means and skill
to use them.
Advantages of small forms of informatization:
 use of MSI directly in the process of mastering
subject knowledge based on the didactic dialogue of the teacher and
student;
 mobility;
 compactness;
 energy independence.
In the practice of teachers' work, technologies such as
interactive electronic content and multimedia educational content.
Interactive electronic content is content that has
opportunities to establish various forms of interactive
user interaction with electronic educational content:
screen object manipulation, linear navigation, inverse
communication, constructive interaction, reflective interaction,
simulation modeling, etc.
Multimedia learning content is content that presents
is a synthesis of various types of information (textual, graphic,

animation, sound and video), in which various
ways of its structuring, integration and presentation.
«… Educational institution must have an interactive
electronic content in all academic subjects, including content
subject areas, represented learning objects, which
can be manipulated, and processes that can be interfered with…”
(from the requirements of the Federal State Educational
standard). This complex includes:
full-screen illustrations with text captions, comments,
formulas;
interactive 3D models that can be rotated by selecting the desired
position;
animations illustrating various phenomena and processes under study;
interactive tables of values ​​and parameters;
interactive models of phenomena,
experiments;
interactive puzzle.
The advantages of the complex:
the materials of the manuals correspond to both basic and advanced
levels of training of students;
can be used when working with any textbook that has a neck
Ministry of Education and Science of the Russian Federation and included in the Federal
list of textbooks;
compatible and equally highly effective with any operating
system installed on the user's computer (Windows, Mas
OS X, Linux);
form a system of interactive learning with active
interaction with various digital educational resources.
does not require special education for the teacher.
"Digital School" is a large-scale integrated implementation project
ICT in educational environment institution that allows you to increase
functionality and volume of educational content in terms of
continuous improvement of software and hardware.
research and
processes,
Literature
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4. Pleshakov V. A. The theory of human cybersocialization: Monograph /