Abstract:
© 2018. This article examines the psychological and educational role of information-communication technologies (ICT) in teaching students in Russian higher school. It establishes resources of these technologies in the possibility to stimulate the manifestation of various forms of students' selfrealization in the educational process. The authors reveal a subjective-significant conditions of successful self-realization in university learning. From a phenomenological perspective, the research revealed attributive signs and modalities of students' selfrealization. Summarizing the obtained data, the authors disclosed specific functions of modern ICT in the framework of a two-contour model, which activate these conditions and modalities in the course of learning. The first contour includes the actual functions ICT aimed at activating the students' learning opportunities. The second contour of latent functions ICT hides a more psychological content and stimulates the internal opportunities for selfrealization in learning. Together both contours of ICT functions form the holistic informational-educational environment for self-realizations of students in the learning process.
