Natalia N. Novikova

The research delves into the matter of training technology teachers to assess the educational outcomes of students in a digital transformation of education. Given the growing importance of technological education as a requirement for driving innovative development in the national economy, coupled with the rapid advancements in digital technologies and the primary role of assessment in the educational process, this issue holds significant relevance. The purpose of the research is to study the problems and prospects of training technology teachers to assess the educational outcomes of students in the digital transformation of education. The research sums up modern scientific works in pedagogical assessment, presents the results of a review on the current state of technology teacher training through the analysis of work programs of universities implementing integrated training of technology teachers for assessment using digital tools, and also describes the experience of teaching the discipline “Modern tools of educational outcomes assessment” on the formation of professional competences related to labor functions of a modern technology teacher. The authors propose a list of domestic digital tools for assessing the educational outcomes of students, corresponding to technical and didactic capabilities and meeting the requirements for the organization and conduct of assessment in technology lessons. The theoretical implication of the research is to identify the problems and prospects of training technology teachers to assess educational outcomes using modern digital tools. The practical implication of the research lies in the development of the content of the educational module of technology teacher training for assessment, taking into account the didactic potential of digital tools that allow assessing not only the theoretical knowledge of students but also the results of their transformative activities. This study is devoted not only to presenting aspects of the digital technologies use for assessment purposes in the context of digitalization and virtualization of the educational environment, but also to demonstrating the didactic capabilities of digital assessment tools when they are introduced into the educational process at a university. The results of the research will be advantageous to university teachers, students, technology teachers and teachers of additional technological education.

At the present time, a two-tiered higher education system is being implemented in Russia, which makes it possible to train technology teachers for professional work. The rationale for research is to examine the current state of the master's degree programs in Russian universities and to determine the potentials of the professional competency development for technology teachers. The purpose of the research is to identify conceptual transformations of master's degree programs in the period from 2016 to the present day in terms of technology teachers' training. The article briefly demonstrates Russian master's degree institute formation, describes the stages of master's education evolution, and analyzes the normative acts regulating the activities of modern higher education at the level of a master's degree programs. The analysis of domestic and foreign research shows the facilities for students' training according to master’s degree programs in various historical periods of the Russian education evolution, and the function of the modern master's degree programs in the technology teachers' training system is determined. In the course of the research, a list of universities implementing continuous two-tiered training of technology teachers was determined, and a comparative analysis of the fields of study available at the universities from 2016 to 2023 was done. Based on the comparative analysis, the main master's degree program fields of study relevant for the technology teachers' training are identified: "Digitalization", "Innovation", "Education Management", "Technological Education" and "Pedagogy". The article presents a description of the master's degree program fields at every of examined moment, as well as analyzes the dynamics of registered changes. Special attention is paid to the description of the advantages of the training fields relevant for the professional development of technology teachers in 2023. The theoretical significance of the research is in determining the conceptual transformation of master's degree programs in the aspect of technology teachers' training and the interpretation of the relevance of these programs in terms of compliance with social and economic situation. The practical significance of the research is in demonstration of the relevant fields of training for technology teachers who are in search of an optimal educational trajectories that meet professional needs and interests.

During the COVID-19 pandemic, the vast majority of schools in Russia have organized online-teaching. Even though, by this time, the process of education digitalization had been implemented throughout the country, the practice of using distance learning technologies turned out to be relevant and insufficient. During the period of distance learning, students experienced difficulties in communication along with problems in regulatory activity: they did not manage digital educational tools for organizing communication; they found it hard to work in a group on problems; they did not possess the skills to take part in remote collaboration using video and audio conferences, etc. A teacher needs to know the level of students’ proficiency in the communicative skills for the effective educational process organization in the remote access mode in general and the communication organization in particular. Besides, there is a lack of modern methods for diagnosing deficiencies in communicative students’ activity in the remote access mode. The purpose of the study is to develop diagnostic instrumentation to find out the levels of communicative universal learning actions formation (hereinafter referred to as communicative ULA) among secondary school students in distance learning. Based on a comparative analysis of international and Russian studies, communication models in the digital educational environment were specified, structural components of communicative skills for the distance learning conditions were identified, a questionnaire which aims to indicate the level of communicative ULA formation in distance learning was arranged, the formation levels were defined. The practical significance of the study lies in the using diagnostic instrumentation to find out deficiencies in the formation of students’ communicative skills in the conditions of using distance technologies. The research materials can be in demand by managers, methodologists, teachers of the secondary education system when developing methodological recommendations in the field of formation of communicative skills of students in distance learning.

The relevance of the study is determined both by the rapid development of digital technologies and by the circumstances that resulted from the forced transition of the education system to distance learning during the spread of COVID-19. The results of scientific research and experience in the implementation of distance learning technologies have shown that high schools students experience great difficulties associated with the unpreparedness to carry out educational activities in online and offline modes. Distance learning can be called “self-regulated learning”, since learners independently manage their time, plan their work and take an active part in the interaction with classmates and the teacher. The aim of the study is to work out diagnostic tools for defining the levels of formation of students’ regulatory actions within the system of basic and secondary education in the context of distance learning. The theoretical significance of the study is due to the contribution to the development of scientific ideas about diagnostic materials in the field of assessing the regulatory activity of students. On the basis of a comparative analysis of domestic and foreign scientific research, the authors highlight structural components of the regulatory learners’ universal educational actions in the context of distance learning: self-organization, goal-setting, planning, forecasting, self-control, self-evaluation and reflection. The most significant structural component is self-organization of students during the distance learning period, which involves drawing up a daily routine, registering completed tasks, monitoring their actions in accordance with the daily routine, as well as independently determining the time to complete homework. In the course of the study, diagnostic material was worked out and described for finding the level of formation of regulatory learners’ universal educational actions in the context of distance learning, based on reflexive self-assessment of students, which relies on the personal action of self-determination and the regulatory action of students' assessment of their activities, as well as the adequacy of understanding the reasons for success or failure. The practical use of the research results will allow us to identify problem areas of the regulatory activity of students and highlight specific actions that complicate the process of distance learning.

Child safety is one of the main tasks of civilized society. This problem is actualized in conditions of informatization of education, where every student has personal electronic devices and open Internet access. The paper attempts to answer the basic questions to ensure students' safety in the information educational environment: How to warn children against possible dangers and errors when using the Internet? Who should be responsible for the safety of students in the information educational environment? How to organize the safe networking of pupils in modern conditions of development of the information space?