Multimedia workshop as a development tool pedagogical culture of parents

Insufficient effectiveness of pedagogical education of parents in the past years led to the search for new methods, forms, means and tools to improve their pedagogical culture. One of these tools is a multimedia workshop, the experience of which is described in the article. The analysis of the basic concepts of the research “pedagogical workshop”, “pedagogical culture of parents” and “multimedia workshop” is carried out. Reliance on the systemic, activity-based and axiological approaches, as well as those developed by A. A. Okunev's algorithms for conducting pedagogical workshops made it possible to create his own algorithm for conducting multimedia workshops in the system of pedagogical education of parents. 6 stages of carrying out are proposed and described: “Induction” - “Socioconstruction” - “Socialization” - “Comprehension” - “Correction” - “Pedagogical reflection”. The article describes the results of a pedagogical experiment of using multimedia workshops, which made it possible to offer the technology. Multimedia workshops for use in wide teaching practice. The goal of research is to assess the effectiveness of the use of multimedia workshops to improve the pedagogical culture of parents. Methodology. The research used: systemic, activity and axiological approaches. The systematic approach reveals the pedagogical culture of parents as a system in which all structural elements are interconnected and interdependent. The activity approach revealed an increase in the culture under study in the process of purposeful activity, expressed by the activity and creative search of the participants in the work. The axiological approach determined the understanding of pedagogical culture as the presence of values, value relationships. An algorithm for conducting a multimedia pedagogical workshop in six stages is presented. Results. The analysis of the results showed that positive changes took place according to all the evaluated criteria: the maximum result was obtained according to the criterion “interest in psychological and pedagogical knowledge”. The minimum increase or absence of any changes was obtained according to the criteria of “flexibility of decisions made” and “independence of judgments and conclusions”. Among the parents who did not attend pedagogical workshops, no statistically significant results were found between the level of pedagogical culture at the beginning and at the end of the year. Conclusion. The effectiveness of the use of multimedia workshops in the process of educating parents, within the framework of the use of communicative and information resources and competent intervention has been confirmed. The experience of conducting multimedia workshops has shown the advantages and risks of its use by the pedagogical community.