Shkola proektnykh tekhnologij: internet veshhej v mezhpredmetnom obuchenii [School of project technologies: The internet of things in the interdisciplinary learning]

Project-based methods of teaching schoolchildren are well suited to the challenges facing the education system. However, their format and content do not meet modern requirements. They are often disconnected from the needs and opportunities of the business and academic environment, and do not involve students in creative team processes to solve specific practical projects using modern effective project management tools. The technological and technical base does not allow these methods to be used at a high level. Therefore, from the point of view of the education system and individual general education organizations, solutions for complex changes in schools are of interest, allowing for a new build of key school processes using project technologies, based on world standards and recommendations both at the methodological (project management standards) and technological (advanced technological tools) levels. This problem is the subject of a study aimed at developing a model of the “School of project technologies” system, which synthesizes the best practices of project training, taking into account project management methodologies and methods, and based on the internet of things (IoT) technology. The study uses a set of methods: case analysis and analysis of scientific and practical literature, documents and professional standards for project management. These methods allowed us to implement the following research stages: to assess the current practice of using the project method and other methods aimed at the formation of relevant competencies; to identify the advantages and “growth zones” of these practices; to determine the opportunities and conditions for the introduction of internet of things technology in project training, to offer the author’s original model of the “School of project technologies”. The main method of research was the method of analyzing cases obtained from the materials of 33 educational institutions that demonstrate international and domestic experience in organizing project activities of schoolchildren. The representativeness of the material is provided by a large number of cases and methods of their analysis. A conceptual model of the “School of project technologies” is proposed, where the basic process is the project activity of students. In this context, the article describes the functional place and ways of applying the internet of things (IoT) technology in the school educational process. The model “School of project technologies” proposed in the three-element system structure: a methodological apparatus of project activity in school; technological instruments for the implementation of this activity, including IoT technologies, augmented reality, 3D-lab and other necessary functional units; infrastructure support, including the system of requirements for the school’s technosphere, information system, etc. In this case, the concept of using IoT technologies is included as one of the functional units of the school project activity system. A system solution that methodologically links practice-oriented project activities and the IoT platform’s technological tools for student projects and research has been substantiated. It is shown that IoT technology is able to provide high performance of project training and in combination with it allows you to create high-quality hard, soft and digital skills of students. The great advantages of the technology lie in the ability to use it in cross-subject training, which corresponds to the modern requirement to overcome the narrow-disciplinary framework of training.