Informatization Management as a Tool to Improve Internal School Control Systems in the Russian Federation (Using Catering as an Example)

This paper presents the results from monitoring the organization of catering for children in general education institutions. Monitoring was conducted in August–September 2020. We collected relevant databases for 85 Russian subjects: the total number of indicators—113, the total number of sub-indicators—347, and the total number of data—76,414. This paper investigates the problems surrounding resource provision in regard to organizing nutrition for schoolchildren in the Russian Federation. We analyzed the structure of the informatization in regard to the provision of hot meals for schoolchildren in Russian regions. Moreover, we present cases and best practices surrounding informatization management and personalization of children’s nutrition. The research results reveal that Russia possesses a unified regional information system for accounting/monitoring the organization of children’s nutrition, as an independent specialized information resource (in regard to catering). This paper identifies the levels of information technology used in school nutritional programs for each federal district. We present the results of the analysis, the availability of information resources, and the possibility of automated non-cash payments for meals in general education institutions. Moreover, we analyzed information resources and generated reporting documents on the organization of nutrition for schoolchildren in Russia. Finally, we analyzed the automated assessment of satisfaction, in regard to catering and food quality among children and their parents in Russian regions

On the way to convergence between general educational courses of informatics and technology

The article concerns the conceptual fundamentals of convergence for general educational courses in informatics and technology. The necessity of such step is determined by the urgency of adequate responses to the challenges of the current information civilization: exponential growth of non-systematized data; process of convergence on the basis of information technologies. The article contains the modernized content of course technology that realizes this concept

On the way to convergence between general educational courses of informatics and technology

The article concerns the conceptual fundamentals of convergence for general educational courses in informatics and technology. The necessity of such step is determined by the urgency of adequate responses to the challenges of the current information civilization: exponential growth of non-systematized data; process of convergence on the basis of information technologies. The article contains the modernized content of course technology that realizes this concept

A MODERN COMPREHENSIVE COURSE AT SCHOOL AND UNIVERSITY: APPROACHES TO THE CONTENT DEVELOPMENT

The article considers the problem of the development of modern computer science curriculum that reflects the modern paradigm of science informatics and new educational trends, where a significant place is given to the formation of the trainees have the ability and willingness to self-education (metasubject educational outcomes). The approach, which involves the formation of a system component metasubject informatics curriculum aimed at students mastering the methods of treatment and integration of knowledge based on it empirically established areas of computer science course: technical and technological, the natural sciences and humanities

Информационно-когнитивные технологии в контексте 4-ой технологической революции: образовательные аспекты

Subject of the work: information and knowledge technologies as a key element of the 4th industrial revolution. These technologies are represented by a variety of Smart technologies, the scope of which is constantly expanding. However, there are still many unexplored features and capacities of these technologies. The purpose of this work is to analyse educational capacity of information-knowledge technologies and to formulate the strategies of their implementation at universities and secondary schools. The research methodology is based on the concept of convergence, according to which new technologies emerge from the convergence of both established and new technologies. The result of the analysis of the educational capabilities of information and cognitive technologies suggests that the technology of the full cycle information prevails in the field of education. This technology allows shifting from data to information and from information to knowledge. The area of application of the results includes educational standards, textbooks and teaching aids, programs of additional professional educationПредметом настоящей работы является анализ образовательных аспектов 4-ой промышленной революции как нового этапа развития экономической, социальной и технологической сферы. Ключевым элементом этой революции стали «умные технологии», способные генерировать структуры знаний и осуществлять общение без участия человека. Это говорит о необходимости перехода к новым информационно-когнитивным технологиям, которые расширяют класс информационно-коммуникационных технологий. Цель работы — выявление образовательных возможностей информационно-когнитивных технологий. Методология исследования свойств информационно-когнитивных технологий основана на концепции конвергенции информационно-коммуникационных и когнитивных технологий, что позволяет увидеть новые возможности этих технологий и обрисовать сферы их применения в образовании. Результат данного исследования — обоснование необходимости введения в содержание обучения «метазнаний» — общенаучных принципов, позволяющих трансформировать данные в информацию, а информацию в знание. Область применения полученных результатов: образовательные стандарты, учебники и учебные пособия, программы дополнительного профессионального образовани