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The reconstitution of social and intellectual being that comprised the goal of the new Soviet authorities following their seizure of political power in late 1917 signalled a fundamental campaign for literacy. The process of learning to read was commenced in a traditional way, i.e. through school lessons and by illustrated primer (azbuka/bukvar) in which letter, word and image were text. In the attempt to instill a socialist consciousness in every adult and child ‘HOW’ and ‘WHAT’ to read took on new significance. Just as the Cyrillic alphabet was reformed so too were the primers, with content and meanings being radically altered. It is the actuality and process of this transformation over the first fifteen years of Sovietised Russia and as revealed through four illustrated primers, that is the subject of this paper. Après la prise de pouvoir politique par les bolcheviks à la fin de l’année 1917, la refondation sociale et intellectuelle, qui était l’un des objectifs des nouvelles autorités soviétiques, a pris la forme d’une grande campagne pour l’alphabétisation. L’apprentissage de la lecture a débuté de façon traditionnelle, à savoir à travers des enseignements à l’école et à l’aide des livres pour enfant illustrés (azbuka/bukvar), dans lesquels les lettres, les mots et les images formaient ensemble le texte. Dans cette tentative pour distiller une conscience socialiste dans l’esprit de chaque enfant et adulte, la manière de lire et le contenu des lectures ont acquis une nouvelle signification. À la même époque que l’alphabet cyrillique, les livres pour enfants ont été réformés, leur contenu et significations ont profondément changé. Cet article porte sur ce processus de transformation au cours des quinze premières années de la Russie soviétisée, à l’aide de quatre livres pour enfant illustrés.

Modern technology has become an integral part of our life but its implementation into school education is not so fast. Most of the population own a smartphone. While some people say that smartphones should be used in the lessons, others would prefer a partial or complete ban on them in schools. This work summarizes strengths and weaknesses of smartphones in education based on the literature review and discusses some recommendations on their use. Use of smartphones in education was studied in an application which helped with the basics of Russian alphabet. It was shown that most of the users did not read license terms, preferred their own gender for application voice and tended to leave the application prematurely. The users from primary and secondary schools seemed to prefer to use the application more at weekends than on working days, and the application was willingly installed more by older users. A questionnaire survey at a school was used to grasp the whole topic. It was revealed that that touch devices would be welcome in education by students, and they were prepared to use their own smartphone for studying, but at school rather than in their free time. Mobile phone is the preferred device for games playing and internet browsing, but the most used applications include social networks,...

Modern technology has become an integral part of our life. Schools are often conservative, so involvement of technology in education is delayed. Most of the population own a smartphone, and while some people say that smartphones should be used in the lessons, others would prefer a complete ban on them. This work sums up strengths and weaknesses of smartphones in education based on literature and discusses some recommendations on their use. Smartphones usage in education was studied in an application which helps with basics of Russian alphabet. It was shown that majority of the users did not read license terms, preferred the same sex for application voice and tended to leave the application prematurely. A questionnaire survey on a school was used to grasp the whole topic. It was revealed that that touch devices would be welcome in education by students, and they are prepared to use their own smartphone for studying although rather at school than in their free time. Mobile phone is the preferred device for games playing and internet browsing but the most commonly used applications include social networks, communication programs and video players. It seems that the worst school results are achieved by students who use the smartphones most, but best results are not achieved by students who use the phone the least.

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