Networking in education as a development space for student''s personality
Key tasks for the disclosure of resources of network interaction in the development of an individual student''s personality are presented in the article. Such space where subjects (educational and cultural institutions, groups, certain participants, and so forth) are tightly and constantly connected by a common goal, which takes into account the interests of everyone. Achievement of the common significant results, their assessment and monitoring are important. Network interaction is presented as an outreach to a specific student, where he participated in all sorts of interaction. Two interconnected logics of network interaction are presented: the external - formal and organizational (the organization of educational space for students through cooperation and unification of social resources) and internal - subjective (the logic of interpersonal relations, self-determination, and self-realization which is taught in a network). The teacher has to carry out pedagogical assistance of student individuality, his conscious activity in the network by means of network interaction, and personal communication. Assistance of the teacher is represented as the act of his joint behavior and activity with a students (group of students), as an interaction component. Possible strategies of student behavior in a network are described: imitative, reproductive, communicative, collective, author''s, and sociocultural. The teacher, understanding and taking into account the possible strategies of behavior, creates conditions for manifestation of a particular strategy, promotes transition from strategy to more expressed individuality. Stages of pedagogical assistance of student subjective logic of network interaction in organizational and formal logic are allocated. The possible directions of pedagogical assistance of subjective logic of the student network interaction, promoting development of his personality, are given.