Tatyana N. Isupova

Pedagogical innovations caused by the challenges of the time and the development of digital technologies imply the improvement of educational programs, the enrichment of the range of didactic methods and tools, including those for the development of logical thinking of participants in information interaction. A mentor in a modern school needs knowledge of the basics of logic both for the formation of a student's personality, for the individualization of the educational process and for professional self-realization. The purpose of the article is to explore the capabilities of a spreadsheet for the development of logical thinking of future teachers in the framework of a new learning model. To diagnose the formation of logical thinking, a set of techniques is used ("Geometric shapes", "Quantitative relations", "Complex analogies"). Software support tool: MS Excel. The study involved 330 first-year students of Vyatka State University with the area of training 44.03.05 Pedagogical Education (with two training profiles). The scientific novelty consists in the fact that the potential of using a spreadsheet for the development of logical thinking among students of pedagogical field in the context of a new educational model of the university have been identified. The theoretical significance of the study lies in the fact that the identified capabilities are specified on the example of the information activities of preservice teachers on the use of structured data processing technology in the discipline-constructor classroom. Working with a spreadsheet is organized in three stages: learning basic tools and built-in functions; conditional formatting, charting and plotting; facilities that allow you to analyze and protect the contents of tables. The authors draw conclusions about the potential of using structured data processing technology for the development of logical thinking: conditional formatting; visualization of tabular values with subsequent modification of the graphical model; establishing links between the source data and the result (in the form of formulas, graphs, diagrams, totals); automatic recalculation of the result; filtering, sorting by different criteria, etc. The difficulties of the proposed innovations are identified: how to formulate the condition of the first problem so that its solution would be universal for students with different learning paths; how to modify the task according to the specifics of the training profile; how to organize a reasoned discourse, etc. Practical significance: the results of the study can be used by teachers and students of the university to improve their professional, independent, project activities in the context of a new educational model.

The development of the creative potential of students is one of the most important tasks facing the mentors of the digital school. The significance of creativity for a graduate is due to the dynamics of modern life, the nature of demanded professions, the personal needs of the individual and society. The authors examine the problem of organizing project-based learning for student teachers in the context of the information environment of the university with the use of digital services. The purpose of the article is to assess the impact of the involvement of student teachers in project activities on the level of their creative potential development. The methodology is based on an analysis of the didactic potential of project activities, UNESCO initiatives, government programs for the development of pedagogical education. Software tools: interactive simulators (ProProfs); Timeline JS tapes; mental maps (MindMap); presentations (Prezi). Scientific novelty is in identification of the characteristics of digital services inclusion in the project activities of student teachers, contributing to the development of such personal qualities as organization, independence, self-analysis and self-reflection, cognitive activity, creativity, and the ability to work with information. The theoretical significance of the study lies in concretization the essence of the project activity of student teachers in filling a practice-oriented information resource. The authors draw their conclusions about the opportunities of using digital technologies to develop the creative potential of student teachers: variability in the presentation of educational material; experience in professional-oriented communication; upgrading of the range of the instruments for the work; use of different work forms (individual, group); increasing motivation, self-control, ability to reflect. They also formulate the difficulties of the proposed innovations: how to monitor and coordinate the progress of creative work on the project; how to differentiate between current, interim, final control; which digital services to choose, etc. Practical significance lies in the fact that the results of the study can be used by teachers and students of universities to improve their professional, creative, independent, project activities.

Supporting the formation of creative thinking of the individual is one of the components of the teacher-psychologist’s work. The need to take into account the characteristics and interests of students, the requirements of the education system in the plan of such work determines the importance of the specialists’ work in finding new means for the development of students. The purpose of the article is to study the characteristics of using infographic services for the development of creative thinking. Meeting of the identified conditions that ensures the effectiveness of the inclusion of cognitive visualization tools makes it possible to speak about their significant didactic potential for the formation of creative thinking.

Development of critical thinking is one of the most important challenges facing digital school mentors. The versatility of the objects studied and the processes of reality makes psychologists and teachers find new means and tools for the intellectual development of the individual. The purpose of the article is to study the potential of cognitive modelling activities in 3D graphics environments for the formation of critical thinking as an important indicator of academic progress. The revealed conditions under which the transformation of three-dimensional images contributes to the development of basic personality traits allow us to speak of a significant didactic potential of modeling for the development of critical thinking.

New requirements of the government and society to the education system necessitate the formation of active interaction skills among all participants in the didactic process by means of augmented and virtual reality technologies. In these conditions, the issues of compliance with the rules of information security are very urgent. The purpose of the article is to examine the problems and prospects of using new technologies for supporting personal development, improving the quality of educational results, and preparing for successful professional self-realization. The described psychological factors of the use of augmented reality technology make it possible to clarify its risks and opportunities in terms of creating a safe information digital environment.