Novosibirsk State Pedagogical University Bulletin, 2018, No.6, pp.104-119

High technology and transformation of the education system: Constructive and destructive

Kamenev R. V. 1 (Novosibirsk, Russian Federation), Krasheninnikov V. V. 1 (Novosibirsk, Russian Federation), Farnicka M. 2 (Zielona Góra, Republic of Poland), Abramova M. A. 3 (Novosibirsk, Russian Federation)
1 Novosibirsk State Pedagogical University
2 University of Zielona Góra
3 Institute of Philosophy and Law of the Siberian Branch of the Russian Academy of Sciences, Novosibirsk State University, Novosibirsk State Pedagogical University

Introduction. The article focuses on the problem of integrating high technology into the education system. The aim of the research is to identify the constructive and destructive nature of using high technologies in the education system.
Materials and Methods. The study is based on institutional approach, which allows to consider the impact of high technologies on society as a certain institutional structure and socio-cultural approach, which allows to identify the interconnections between technologies, society and man. The following methods were used: retrospective analysis, statistical data analysis, analysis of scholarly literature (psychological, pedagogical, historical), generalization of research results.
Results. The review of the main approaches to the use of high technologies in the education system is presented. The author clarifies the constructive component of their integration into the educational process to improve its efficiency at all levels of the education system. The role of high technologies as a factor which determines the requirements for the quality of initial teacher training is highlighted. On the basis of comparison of University models 1.0 and 3.0 in different countries, the author reveals the destructive nature of using high technologies, manifested in reducing flexibility and social orientation within education systems, as well as replacing goals and objectives.
Conclusions. The impact of high technologies on the education system is determined by their active integration into the learning process itself, which is proved to be constructive. On the other hand, considering high technologies as a criterion for assessing the effectiveness of the education system is a destructive practice, since it leads to the substitution of quality for quantity, reducing flexibility and social orientation of training.


High technology; Education; Constructiveness; Destructiveness; Transformation of universities; Human capital; Education process.

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Date of the publication 31.12.2018