Abstract:
© 2019, Institute of Advanced Scientific Research, Inc.. All rights reserved. The article is devoted to the analysis of ambivalence of the role of information technologies in the educational process. On the one hand, a gradual transition to digital learning is inevitable. Instead of traditional static teaching materials, the so-called dynamic educational materials are widely used in the process of teaching gifted children. It is difficult to overestimate the impact of technologies on innovations in the education system and on development of new ways of learning. Nevertheless, the impact of the use of multimedia teaching materials and digitalization on the development of creative thinking of gifted students is an urgent issue. It is especially important that in the scientific literature there are data from specialists studying the cognitive characteristics of children and adolescents of the “generation of gadgets”, from which it follows that excessive informatization is able to change students’ cognitive profiles and to form a special way of thinking that impedes the development of creative component, especially its non-visual side. High levels of digital workload can lead to attention deficit, hyperactivity, learning disabilities, and even to a number of autism spectrum disorders. Thus, for gifted children there should be created a special educational environment in which the positive aspects of informatization are used most efficiently and the negative ones are prevented and neutralized. On the example of N.V.Lobachevsky Lyceum (Kazan Federal University), the authors consider one of the strategies for organizing such educational environment.
