| Форма представления | Статьи в зарубежных журналах и сборниках |
| Год публикации | 2022 |
| Язык | русский |
|
Штерц Ольга Михайловна, автор
|
| Библиографическое описание на языке оригинала |
O.M. Shterts, A.L. Kormiltseva. Digital Education Opportunities to Increase the Resilience of Children with Dyslexia // ICMET 2022: 2022 the 4th International Conference on Modern Educational Technology (ICMET). - May 2022. - pp. 51–56. |
| Аннотация |
ICMET 2022: 2022 the 4th International Conference on Modern Educational Technology (ICMET) |
| Ключевые слова |
asynchronism, cognitive processes, resilience, dyslexia, emotional intelligence, school failure, digital education technologies |
| Название журнала |
ICMET 2022: 2022 the 4th International Conference on Modern Educational Technology (ICMET)
|
| URL |
https://dl.acm.org/doi/10.1145/3543407.3543416 |
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=268791 |
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Штерц Ольга Михайловна |
ru_RU |
| dc.date.accessioned |
2022-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2022-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2022 |
ru_RU |
| dc.identifier.citation |
O.M. Shterts, A.L. Kormiltseva. Digital Education Opportunities to Increase the Resilience of Children with Dyslexia // ICMET 2022: 2022 the 4th International Conference on Modern Educational Technology (ICMET). - May 2022. - pp. 51–56. |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=268791 |
ru_RU |
| dc.description.abstract |
ICMET 2022: 2022 the 4th International Conference on Modern Educational Technology (ICMET) |
ru_RU |
| dc.description.abstract |
The article discusses the problem of using digital educational technologies in correctional work as a factor of increasing the resilience of children with dyslexia. The work focuses on the problem of school failure of children with a violation of reading and writing. The authors of the article wonder how the use of digital technologies, despite the unfavorable course of ontogenesis (the presence of difficulties in pedagogical and organic genesis, the asynchronism of cognitive processes and difficulties in building an effective interaction) will have an impact on increasing the resilience of children with dyslexia. The article addresses the problem of asynchronism of cognitive processes and emotional intelligence of children with dyslexia through the prism of using digital educational technologies as a means of achieving personal resilience.
The methodological basis of our study was a system-activity approach, which provides. The system-activity approach allows us to consider personality as a system of interconnections of all structural components of personality (development of cognitive processes, emotional-will sphere, personality abilities). We can see all the diversity of personality and in particular its resilience to overcoming various life difficulties through the prism of activity. We consider the personal responsiveness of children with dyslexia through the organization of correctional activities.
The paper presents the results of an empirical study of such cognitive processes as memory, phonematic perception and attention, as well as the level of development of interpersonal emotional intelligence and intra-personal emotional intelligence, contains data from the results of a formative experiment using digital educational technologies.
In the process of analyzing the results of the study, the authors concluded that dyslexia correction should be carried out on the basis of a systemic-activity approach and include not only correction of specific errors made by the child during reading and writing, but also work on the development of cognitive processes and interpersonal emotional intelligence. Authors were able to identify the positive effect of the use of digital education (hardware and software complex «BOS-health« and speech therapy simulator with digital software «Delfa - 141.2«) the development of cognitive processes such as attention and memory, which in turn contributed to a decrease in the number of specific errors made by the children with dyslexia when writing letters related to omissions and insertions of letters and words.
|
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
asynchronism |
ru_RU |
| dc.subject |
cognitive processes |
ru_RU |
| dc.subject |
resilience |
ru_RU |
| dc.subject |
dyslexia |
ru_RU |
| dc.subject |
emotional intelligence |
ru_RU |
| dc.subject |
school failure |
ru_RU |
| dc.subject |
digital education technologies |
ru_RU |
| dc.title |
Digital Education Opportunities to Increase the Resilience of Children with Dyslexia |
ru_RU |
| dc.type |
Статьи в зарубежных журналах и сборниках |
ru_RU |
|
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