Abstract
Through the years of perestroika since 1985, the discourse in Soviet media changed, focusing on ending the era of Brezhnev's stagnation and bringing forward modernization (Hof, 2018). The inspiration for the educational reforms in the Soviet Union was taken from their rival – the United States of America – trying to show Soviet superiority and strength. The study addresses the first digitalization reform in the Soviet Union in the 1980s and will view it from the perspective of the educationalization of social problems promising a brighter future ahead.
The notion of existing backwardness in education and the idea that progress will save the economy and society serves as a basis for society to accept the change (Labaree, 2012). In a short period of time, the Soviet Union managed to develop their personal computer and start their production line (Flury, 2023), as well as provide computers in schools and some governmental institutions (Vezis, 2005). The media was overflowing with claims that computers would replace teachers as machines are more knowledgeable, precise, and fun. Nevertheless, the education system remained resilient to the change – both teachers were confused about why the change was needed, and students could not see the meaning and use of these supposedly innovative devices.
The study focuses on the time between 1980 and 1991, namely, the last years of the Soviet Union - between the time when the first subject "Programming and computing mathematics" was introduced in high schools with a focus on natural sciences and the restoration of Latvia's independence. The research questions are: (1) how was the future depicted in the Soviet media to justify the implementation of the subject Informatics, and (2) what were the consequences of the rapid implementation of technology in schools? The sources for the study are 179 articles in Soviet Latvia periodicals devoted to the computerization of education, six interviews with the first Informatics teachers, and ten interviews with students who first learned Informatics at school.
The notion of existing backwardness in education and the idea that progress will save the economy and society serves as a basis for society to accept the change (Labaree, 2012). In a short period of time, the Soviet Union managed to develop their personal computer and start their production line (Flury, 2023), as well as provide computers in schools and some governmental institutions (Vezis, 2005). The media was overflowing with claims that computers would replace teachers as machines are more knowledgeable, precise, and fun. Nevertheless, the education system remained resilient to the change – both teachers were confused about why the change was needed, and students could not see the meaning and use of these supposedly innovative devices.
The study focuses on the time between 1980 and 1991, namely, the last years of the Soviet Union - between the time when the first subject "Programming and computing mathematics" was introduced in high schools with a focus on natural sciences and the restoration of Latvia's independence. The research questions are: (1) how was the future depicted in the Soviet media to justify the implementation of the subject Informatics, and (2) what were the consequences of the rapid implementation of technology in schools? The sources for the study are 179 articles in Soviet Latvia periodicals devoted to the computerization of education, six interviews with the first Informatics teachers, and ten interviews with students who first learned Informatics at school.
| Original language | English |
|---|---|
| Pages | 531-532 |
| Publication status | Published - Jul 2023 |
| Event | 44th International Standing Conference for the History of Education (ISCHE): Histories of Education and Reform: Traditions, Tensions and Transitions - Eötvös Loránd University, Faculty of Education and Psychology, Budapest, Hungary Duration: 18 Jul 2023 → 21 Jul 2023 Conference number: 44 http://www.reformpedagogiaiegyesulet.hu/ische-44/ |
Conference
| Conference | 44th International Standing Conference for the History of Education (ISCHE) |
|---|---|
| Abbreviated title | ISCHE 44 |
| Country/Territory | Hungary |
| City | Budapest |
| Period | 18/07/23 → 21/07/23 |
| Internet address |
Field of Science*
- 5.3 Educational sciences
Publication Type*
- 3.4. Other publications in conference proceedings (including local)