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ON THE DISTANCE EDUCATION OF CHILDREN AND THE UNRESOLVED ISSUES IN E-LEARNING AT SCHOOL
Galina Suvorova ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This document is a theoretical essay about distance education and e-learning, discussing psychological perspectives on how digital technologies should support cognitive development in students. It references classical learning theorists and raises questions about educational quality and computerization models. However, it does not present empirical research, evaluation findings, or evidence about children's well-being outcomes.
Key points
- The introduction of digital technologies in education lacks grounding in examination results or psychological analysis
- The document questions what goals digital technologies teach and what concepts should be included in digital education content
- No existing school computerization model is based on psychological analysis of educational activities
- The authors reference theoretical frameworks from Shadrikov, Rubinstein, and Elkonin on thinking, abilities, and learning
Limitations
This is a theoretical discussion without empirical data, baseline measurements, comparison groups, or evaluation of any specific intervention. It cannot tell us what works in practice for improving children's educational outcomes or well-being.
Abstract
The development of psychological science has led to the development of artifi cial intelligence and distance learning for children, which require development of all cognitive abilities, thinking, and intelligence in students. The introduction of digital technologies in the educational process is not based on the examination results on the material of school textbooks. What goals do digital technologies teach students? What specifi c and abstract concepts are included in the content of education? Computer use leads to the question of quality criteria for education. There is no school learning computerization model that is based on the psychological analysis of educational activities and students’ abilities. A child in any environment learns, develops and is brought up by adults. A child can learn being a functional psychological system of activity (Shadrikov). Rubinstein showed the connection between thinking and mental abilities. Elkonin identifi ed the learning goal in the learning task and learning actions to which he attributes actions with objects and cognitive actions. Systems of cognitive actions characterize the operational mechanisms of abilities. Shadrikov singled out a universal operating mechanism of abilities – intellectual operations. We need methods of psychological analysis for educational activities and the ability to learn, the ability to desire and want, the ability to feel and experience.