Educational Technologies: History and Modernity

Aim. To identify the development stages of technologies in pedagogical science and practice; to determine and characterise current and promising technologies of education.

Methodology. The methodological basis for the consideration of technologies is the axiological approach, which helps to identify the value aspects of technologies that reflect the needs of both society and subjects of the educational process. In the context of our research, attention is paid to the subject-oriented approach, which involves the selection and evaluation of technologies from the perspective of developing the subjectivity of students and developing their independence through informed decision-making. A complex of research methods was used which involved analysis of literary sources and experience, generalization, systematization of research materials conducted in different periods, comparison of the results of experimental work, survey materials, and expert assessments.

Results. The stages of development of the technological approach and educational technologies in pedagogical science and practice were determined, and relevant and promising technologies were proposed, considering the needs, shortcomings, and problems of educating the younger generation.

Research implications. The theoretical significance lies in the fact that the article provides an overview of the history of the concept of “technology” in pedagogical science and practice, highlighting the contradictory views on this category and the contribution of I. P. Ivanov to the development of educational technologies. The article substantiates the relevance of a technological approach in education and the demand for the most important subject-oriented technologies, which in modern conditions address important issues of education, form the subject position of students, and are applicable and effective in the context of digitalisation. The practical significance lies in the fact that traditional technologies, which are widely used in practice, are considered in the context of the development of students' subjectivity, which requires a revision of their application by teachers. A description of a subject-oriented technology is also proposed.

Conclusion. The technological approach is developing in cooperation with the axiological approach, based on the integration of humanisation and digitalisation, and the appropriate use of digital tools in subject-oriented educational technologies.

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