THE INNOVATION AND INFORMATION ENVIRONMENT OF A SECONDARY SCHOOL AS A FACTOR IN SHAPING STUDENTS’ TECHNOLOGICAL CULTURE

Abstract

This article presents a theoretical and analytical examination of the innovation and information environment in general secondary education institutions as a pedagogically significant factor in the development of students’ technological culture. It is argued that, in the context of the digitalization of education, the updating of school curriculum content, and the spread of networked forms of communication, students’ technological culture is shaped not only within the framework of individual academic subjects but also within a holistic system of interaction with electronic resources, school websites, digital platforms, educational management tools, information services, and new models of pedagogical communication. It has been demonstrated that the innovation-information space should be viewed not as a collection of technical tools, but as an integrated educational environment that combines resource-based, communicative, managerial, value-based, and activity-based components. It has been established that students’ technological literacy is integrative in nature and encompasses not only proficiency with tools and digital services, but also the ability to consciously select technologies in accordance with learning objectives, to critically analyze information, adhere to standards of safe and ethical interaction in the digital environment, present the results of their own work, and engage in project-based and communicative activities. It is argued that the development of such a culture depends on the quality of the educational institution’s information architecture, the openness of digital resources, the level of teachers’ information and communication competence, the regulatory framework governing the use of electronic educational resources, and the pedagogically sound inclusion of students in digital interaction. An analysis of scientific literature has shown that school websites, educational portals, digital management services, and online forms of communication serve not only an informational function but also a worldview- and organizational-oriented one, as they provide students with specific models for working with information, methods of self-presentation, norms of collaboration, and algorithms for technological activities. On this basis, it is concluded that the innovative and informational space of a general secondary education institution influences the formation of students’ technological culture through the systematic organization of access to information, the creation of conditions for digital creativity, the development of project-based activities, the support of educational interaction, and the integration of technologies into the everyday practice of school life. The practical value of this article lies in the guidelines outlined for the pedagogical design of such a space based on the principles of openness, functionality, safety, and educational relevance.