{'fraction_non_alphanumeric': 0.014132278123233465, 'fraction_numerical': 0.0, 'mean_word_length': 5.654135338345864, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Assessing The Technology Development Level In The Field Of Education

Information technologies, which are widely implemented in educational institutions, have a significant impact on all aspects of the educational process. They change the basis of teaching methodology, expand the educational space, increase the variety of forms of education, have a significant impact on children's social engagement. In this regard, the challenge of outlining the education-related technology scope and proposing an appropriate development assessment method is of relevance. Despite the widespread introduction of information technology in the educational process, this issue has not yet been given due attention. This paper considers the development of a technology selection and assessment method based on the integral index generally determining the level of technology development in education. From the perspective of unbiased assessment, the procedures for selecting indicators and assigning weights thereto when calculating the integral index are decisive. When selecting, only those indicators are considered which characterize a limited scope of technology referred to as the most significant for the field in question, with the choice of weights reduced to the process of aligning the average values of indicators. The results of testing the method, as exemplified through assessing the technology development level of the basic education segment in the field of basic education, show the correlation of the technology development level with the region-based social and economic development level and the relationship with the volume of government spending on education, which justifies the application of the above-listed procedures and the method as a whole in assessing.