From technological tools to pedagogical systemogenesis: a "smart classroom" model for teacher training

Abstract

This article examines current issues in the digitalization of educational process, particularly, the use of artificial intelligence technologies and the creation of "smart classrooms." Special attention is paid to the current trend of prioritizing technology in educational design, which appears methodologically unjustified. The authors emphasize the need to prioritize the educational process itself, its content, and technologies, as the pedagogical component should be the focus, while digital technologies will serve as tools for increasing the effectiveness of developing competencies and professionally significant personal qualities. The article substantiates the need to develop the learner's subjective position and to foster independent learning, as in today's world, teachers are no longer the sole source of knowledge and cannot always compete with artificial intelligence in terms of the volume of available information. The authors emphasize the role of artificial intelligence capabilities in the educational process for both teachers and students. An attempt is also made to structure the types of learning activities in the context of the modern educational environment.