Keyword: «digital security»

the article discusses the possibilities of using cloud technologies in the educational process. The advantages and disadvantages of using cloud technologies are described. Special attention to universal cloud services: file storages, services for creating presentations, calendars and planners, services for creating mind maps and infographics, task designers in test form. Examples of using universal cloud services for organizing training are given. The article is recommended for teachers of primary, basic, secondary and primary vocational education, specialists in the field of educational and methodological support, students of pedagogical specialties.

The article discusses some comparative legal aspects related to the formation and development of Russian legislation and the legislation of the European Union on artificial intelligence. The main risks and threats associated with the introduction of digital technologies into real civil circulation are analyzed. Special attention is paid to comparative law a comparative legal analysis of the key provisions of the Russian «Code of Ethics in the Field of Artificial Intelligence» with its European counterpart – the «Code of Ethics for Trustworthy Artificial Intelligence» is given. It is noted that the Russian Code stipulates that it applies to legal relations related to the ethical aspects of the creation (design, construction, piloting), implementation and use of AI technologies at all stages of the life cycle, which are currently practically not regulated by the legislation of the Russian Federation and/or acts of technical regulation. It is concluded that the adoption of the «Code of Ethics of AI» should be evaluated positively, since it can become a «filter» of digital security for the Russian Federation and ensure the sustainable development of both civil turnover and society as a whole.

The article is devoted to the analysis of the digital activity of seventh grade schoolchildren in two educational environments: urban and rural. To compare digital activity, the following parameters are analyzed: the frequency and duration of use of digital devices, the structure and goals of accessing the Internet, the level of proficiency in digital services, as well as the degree of independence and digital literacy of adolescents. It is concluded that urban schoolchildren have a higher level of digital activity, since digital tools are an important part of their lives for them, and therefore they tend to turn to artificial intelligence to solve learning problems. At the same time, for village students, gadgets are currently more of a tool for solving everyday tasks related to virtual communication, but educational goals also occupy an important place. Rural schoolchildren, according to the author's assumption, are more inclined to independently analyze information on the Web.