A MODEL OF DIGITAL EDUCATION FOR THE FORMATION OF AN INFORMATION CULTURE OF STUDENTS IN THE CONDITIONS OF A RURAL SCHOOL IN YAKUTIA

Abstract

In connection with the orientation of the educational paradigm to the development of the student's personality, there is a need to solve problems related to the formation of the student's information culture of personality, which allows him to understand the nature of information processes, their importance for self-improvement and the development of society, as well as to become a creator in his information behavior. The formation of the information culture of the personality of a student of a secondary school is impossible without the use of digital educational environment. This is particularly relevant in remote and hard-to-reach rural schools, since a digital educational environment can be built regardless of geographical location. This study is devoted to the practical implementation of the digital education model for the formation of students' information culture in the educational activities of the A.L. Bakhsyrov Killakh secondary School of the Olekminsky district of the Republic of Sakha (Yakutia). The model contains the following structural components (blocks): targeted, meaningful, organizational and activity, evaluative and effective. The methodological foundations of the organization are system-activity, environmental and cultural approaches. When implementing the model, didactic principles of activity, continuity, integrity, variability and creativity are used. The paper presents the didactic possibilities of the digital educational environment (digital educational resource, online excursions, digital books, developing mobile computer games, animated films, school television, a school channel in a messenger, a mobile application for self-development), a structural and content model of digital education and a list of created products. The developed and implemented model of digital education for the formation of the information culture of schoolchildren has proven its effectiveness and can be implemented in other rural schools in Russia, provided that the digital infrastructure is sufficiently formed and innovations are accepted by teaching teams.