Исследование: 23 % калининградских школьников учились без скоростного интернета
Фото rugrad
Калининградская область оказалась в числе регионов со средним охватом школьников дистанционными образовательными технологиями, свидетельствуют данные исследования РАНХиГС «Оценка обеспеченности школ компьютерами и скоростным Интернетом». Текст исследования предоставили порталу RUGRAD в Президентской академии.
Доля обучающихся с применением ДОТ в периоде 2019–2023 годов составила в среднем 53,7 %. При этом 49,9 % калининградских школьников учились в указанный период с применением электронного обучения.
Авторы отдельно отметили, что 76,4 % школ Калининградской области были подключены к скоростному интернету. Максимальная доля скоростного интернета в школах приходится на Республику Коми и Алтай (по 99,3 %), а также на Костромскую область (99,2 %), Москву и Тюменскую область. Меньше всего — на Чукотке (7,1 %), в Бурятии (18,7 %) и Татарстане (33,9 %).
В целом по стране лидерами по внедрению электронного обучения и охвату им школьников стали Владимирская и Тюменская области — около 100 и 98 % соответственно. Высокие показатели также продемонстрировали Сахалин (96 %) и Москва (94 %). В числе регионов с наименьшим внедрением электронного обучения оказались Еврейская автономная область и Тверская область (по 0,8 %), а также Вологодская область (почти 0,7 %).
По доле обучающихся с применением дистанционных технологий лидируют Тюменская область (около 98% ), Москва (95 %) и Ненецкий автономный округ (90 %). Минимальные значения показателя зафиксированы в Ставропольском крае и Пензенской области (по 0,1 %), Северной Осетии и Сахалинской области (по 0,07 %), а также в Вологодской области (0,04 %).
Как отмечают эксперты, базовые возможности для цифровизации образовательного процесса есть почти в каждом регионе — платформы и системы для онлайн-занятий были развернуты еще в период ковидных ограничений. Лидеры по использованию дистанта — это, как правило, регионы с большими территориями и дефицитом преподавателей, где ученики компенсируют ограничения офлайн-обучения с помощью онлайн-школ и платформ.
Основная причина разрыва в показателях регионов — разные инфраструктурные и финансовые возможности. В то же время эксперты предупреждают, что формальный охват может не отражать реальную картину.
{"ID":"1455832","~ID":"1455832","TAGS":"школы, образование, интернет, Калининградская область, РАНХиГС, электронное обучение, дистанционные технологии","~TAGS":"школы, образование, интернет, Калининградская область, РАНХиГС, электронное обучение, дистанционные технологии","NAME":"Исследование: 23 % калининградских школьников учились без скоростного интернета","~NAME":"Исследование: 23 % калининградских школьников учились без скоростного интернета","IBLOCK_ID":"54","~IBLOCK_ID":"54","IBLOCK_SECTION_ID":"829","~IBLOCK_SECTION_ID":"829","DETAIL_TEXT":"\u003Cp\u003E\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t Калининградская область оказалась в числе регионов со средним охватом школьников дистанционными образовательными технологиями, свидетельствуют данные исследования РАНХиГС «Оценка обеспеченности школ компьютерами и скоростным Интернетом». Текст исследования предоставили порталу RUGRAD в Президентской академии.\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t Доля обучающихся с применением ДОТ в периоде 2019–2023 годов составила в среднем 53,7 %. При этом 49,9 % калининградских школьников учились в указанный период с применением электронного обучения.\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t Авторы отдельно отметили, что 76,4 % школ Калининградской области были подключены к скоростному интернету. Максимальная доля скоростного интернета в школах приходится на Республику Коми и Алтай (по 99,3 %), а также на Костромскую область (99,2 %), Москву и Тюменскую область. Меньше всего — на Чукотке (7,1 %), в Бурятии (18,7 %) и Татарстане (33,9 %).\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t В целом по стране лидерами по внедрению электронного обучения и охвату им школьников стали Владимирская и Тюменская области — около 100 и 98 % соответственно. Высокие показатели также продемонстрировали Сахалин (96 %) и Москва (94 %). В числе регионов с наименьшим внедрением электронного обучения оказались Еврейская автономная область и Тверская область (по 0,8 %), а также Вологодская область (почти 0,7 %).\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n \u003Cimg width=\u0022100%\u0022 alt=\u0022дот.JPG\u0022 src=\u0022\/upload\/medialibrary\/00b\/m79s5te7tphg6rqqazrhjj3niizgnyj8.JPG\u0022 title=\u0022дот.JPG\u0022\u003E\u003Cbr\u003E\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t По доле обучающихся с применением дистанционных технологий лидируют Тюменская область (около 98% ), Москва (95 %) и Ненецкий автономный округ (90 %). Минимальные значения показателя зафиксированы в Ставропольском крае и Пензенской области (по 0,1 %), Северной Осетии и Сахалинской области (по 0,07 %), а также в Вологодской области (0,04 %).\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t Как \u003Ca href=\u0022https:\/\/www.vedomosti.ru\/society\/articles\/2026\/02\/18\/1177121-vladimirskaya-oblast-stala-liderom-po-vnedreniyu-tsifrovih-tehnologii-v-shkolah\u0022\u003Eотмечают\u003C\/a\u003E эксперты, базовые возможности для цифровизации образовательного процесса есть почти в каждом регионе — платформы и системы для онлайн-занятий были развернуты еще в период ковидных ограничений. Лидеры по использованию дистанта — это, как правило, регионы с большими территориями и дефицитом преподавателей, где ученики компенсируют ограничения офлайн-обучения с помощью онлайн-школ и платформ.\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t Основная причина разрыва в показателях регионов — разные инфраструктурные и финансовые возможности. В то же время эксперты предупреждают, что формальный охват может не отражать реальную картину.\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n \u003Cimg width=\u0022100%\u0022 alt=\u0022дот2.JPG\u0022 src=\u0022\/upload\/medialibrary\/ca8\/0mqf8u78f6fm21zf6na14p4a1j0e59ba.JPG\u0022 title=\u0022дот2.JPG\u0022\u003E\u003Cbr\u003E\r\n\u003C\/p\u003E","~DETAIL_TEXT":"\u003Cp\u003E\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t Калининградская область оказалась в числе регионов со средним охватом школьников дистанционными образовательными технологиями, свидетельствуют данные исследования РАНХиГС «Оценка обеспеченности школ компьютерами и скоростным Интернетом». Текст исследования предоставили порталу RUGRAD в Президентской академии.\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t Доля обучающихся с применением ДОТ в периоде 2019–2023 годов составила в среднем 53,7 %. При этом 49,9 % калининградских школьников учились в указанный период с применением электронного обучения.\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t Авторы отдельно отметили, что 76,4 % школ Калининградской области были подключены к скоростному интернету. Максимальная доля скоростного интернета в школах приходится на Республику Коми и Алтай (по 99,3 %), а также на Костромскую область (99,2 %), Москву и Тюменскую область. Меньше всего — на Чукотке (7,1 %), в Бурятии (18,7 %) и Татарстане (33,9 %).\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t В целом по стране лидерами по внедрению электронного обучения и охвату им школьников стали Владимирская и Тюменская области — около 100 и 98 % соответственно. Высокие показатели также продемонстрировали Сахалин (96 %) и Москва (94 %). В числе регионов с наименьшим внедрением электронного обучения оказались Еврейская автономная область и Тверская область (по 0,8 %), а также Вологодская область (почти 0,7 %).\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n \u003Cimg width=\u0022100%\u0022 alt=\u0022дот.JPG\u0022 src=\u0022\/upload\/medialibrary\/00b\/m79s5te7tphg6rqqazrhjj3niizgnyj8.JPG\u0022 title=\u0022дот.JPG\u0022\u003E\u003Cbr\u003E\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t По доле обучающихся с применением дистанционных технологий лидируют Тюменская область (около 98% ), Москва (95 %) и Ненецкий автономный округ (90 %). Минимальные значения показателя зафиксированы в Ставропольском крае и Пензенской области (по 0,1 %), Северной Осетии и Сахалинской области (по 0,07 %), а также в Вологодской области (0,04 %).\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t Как \u003Ca href=\u0022https:\/\/www.vedomosti.ru\/society\/articles\/2026\/02\/18\/1177121-vladimirskaya-oblast-stala-liderom-po-vnedreniyu-tsifrovih-tehnologii-v-shkolah\u0022\u003Eотмечают\u003C\/a\u003E эксперты, базовые возможности для цифровизации образовательного процесса есть почти в каждом регионе — платформы и системы для онлайн-занятий были развернуты еще в период ковидных ограничений. Лидеры по использованию дистанта — это, как правило, регионы с большими территориями и дефицитом преподавателей, где ученики компенсируют ограничения офлайн-обучения с помощью онлайн-школ и платформ.\r\n\u003C\/p\u003E\r\n\u003Cp\u003E\r\n\t Основная причина разрыва в показателях регионов — разные инфраструктурные и финансовые возможности. 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Под электронным обучением авторы исследования понимают организацию учебного процесса с применением цифровых материалов, информационных технологий и интернета — например, когда школьники выполняют онлайн-тестирование, интерактивные упражнения на образовательных платформах, смотрят видеолекции, участвуют в вебинарах, а успеваемость фиксируется в электронных дневниках и журналах.","TYPE":"HTML"},{"TEXT":"Бюджет национального проекта «Экономика данных и цифровая трансформация» в 2025 году был \u003Ca href=\u0022https:\/\/rugrad.online\/news\/1453383\/\u0022\u003Eисполнен\u003C\/a\u003E в регионе на 97 %. 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Для расчетов использовались статистические формы Минпросвещения РФ. Под электронным обучением авторы исследования понимают организацию учебного процесса с применением цифровых материалов, информационных технологий и интернета — например, когда школьники выполняют онлайн-тестирование, интерактивные упражнения на образовательных платформах, смотрят видеолекции, участвуют в вебинарах, а успеваемость фиксируется в электронных дневниках и журналах.
Бюджет национального проекта «Экономика данных и цифровая трансформация» в 2025 году был исполнен в регионе на 97 %. Всего на мероприятия нацпроекта было предусмотрено 74,7 млн руб.
Основным результатом стало формирование ИТ-инфраструктуры в образовательных организациях для безопасного доступа к информационным системам и к интернету.
