OPEN ACCESS JOURNALS
|JournalsTopicsAuthorsEditor's Choice||For AuthorsAbout PsyJournals.ruContact Us|
On the Problem of the Psychological Criteria for Evaluating Electronic Textbooks 1427
This article discusses the problem of psychological criteria formation for assessing the deve-lopmental effect of electronic textbooks (ET). Currently in Russian schools a widespread adoption of information and communication technologies takes place. The innovative and developmental nature of these technologies (including ET) is initially emphasized. However, assessment of ET is usually limited to their technical and didactic aspects. The question to what extent the reproduced in the ET educational technology is aimed at not only transferring the knowledge and skills in a particular subject, but also aimed at the development of student abilities is not considered. In order to develop criteria for psychological assessment of ET direction on development psychological differences between the three main educational paradigms were used. Didactic paradigm: where the source for educational technology construction (and, consequently ET) is the content and logic of a scientific field that is reproduced in the form of a specific educational discipline. Didactic and psychological paradigm: the same didactic paradigm, but including psychological knowledge and techniques in the form of school psychological services, classes of psychological development (attention, memory, thinking, imagination, etc.), and other. Psycho-didactic paradigm: the main background for educational technologies construction in this case is psychological principles and features of students’ cognitive and personality development that are put into “form” of a teaching material. The subject content and skills are transformed into the tool of cognitive and / or personal abilities development of students. Based on psycho-didactic algorithm of educational technologies and systems assessment the parameters of the educational technologies are shown. They can be used as psychological criteria for directivity on development evaluation of ET. These parameters formed the basis of our study. The article describes: 1) psychological criteria and a method developed on their basis (a questionnaire) for the assessment of developmental directedness of ET; 2) results of a pilot study of the reviewed version of this questionnaire among Russian schools teachers to assess the possibility of their involvement as experts in the future phase of the ET study.
Keywords: psychological assessment, electronic textbooks (ET), directivity on development of ET, educational paradigm, psych-didactic algorithm of designing and assessment, psychological criteria, method of psychological examination by ET, expert evaluation, testing, teachers.
Column: Educational Psychology