Может ли образовательная технология повысить качество обучения?

The purpose of the study is to summarize the experience of diagnostic support for the implementation of interactive educational technology Multitechnology in the educational process of the university and assess its effectiveness. Research sample: 16 university lecturers and 157 students of the Institute of Psychology and Education of Kazan Federal University were recruited for the pilot project. The following diagnostic methods were used: 1) methodology for diagnosing students’ learning motivation (A. A. Rean and V. A. Yakunin, modified by N. Ts. Badmaeva); 2) methodology “General academic skills”; 3) questionnaire “Diagnostics of features of self-organization-39” (DOS-39) (A. D. Ishakov); 4) author’s questionnaires for students and teachers to identify the attitude of students and teachers to the use of interactive technology in the classroom. The study found a positive impact of using interactive technologies in the learning process: involving each student in solving the problems under discussion, creating a friendly atmosphere and active cooperation of students in classes, increasing students’ learning motivation (communicative and professional motives, learning and cognitive motives), development of general learning skills and functional and personal components of self- organization (goal-setting, situation analysis, willpower). According to the opinion of students – freshmen and teachers require a lot of time and psychophysiological resources when studying and preparing for disciplines with the use of interactive technology Multitechnology. The results of the study can be used in the development of a training program for students studying in the pedagogical direction, using interactive technologie