Keyword: «digital educational platforms»

The article discusses the processes of digitalization of education at the present stage, characterized by the significant impact of the pandemic and the social restrictions associated with it. The concepts of "digitalization" and "digitalization of education" are analyzed. A three-element hierarchical classification system for the forms of digitalization of education is proposed, which includes an educational information space, a digital educational platform and computer tools specialized in particular didactic tasks.

Currently, there is a fundamental change in the educational paradigm. It is associated with the widespread introduction of digital educational platforms as the leading learning environment. The paradigm change is in conflict with the limited degree of students’ immersion in learning activities and insufficient level of their interaction with teachers in the context of the use of digital tools. Therefore, the authors present a study, the purpose of which is to find ways to overcome the noted problems using the example of a specific digital tool – the Teacher Desmos environment. The objective of the study is to analyze the didactic potential of the Teacher Desmos environment: to determine the areas of applicability in mathematics education, the peculiarities of using it in teaching certain sections of mathematics, scenarios and methods of application in the educational process. The proposed approach consists in identifying certain didactic properties of modern digital tools in teaching mathematics. These properties make it possible to increase the degree of immersion of students in the educational material and intensify their interaction with teachers. It is also necessary to develop appropriate scenarios for integrating digital tools into the learning process. The review of domestic and foreign studies on digital tools in mathematics is given in the article. The functionality of all the main components of the Teacher Desmos is considered: graphical, scientific and matrix calculators. The potential of the Teacher Desmos calculator in learning various branches of mathematics are analyzed. These sections include linear algebra, geometry, fundamentals of mathematical analysis, and statistics. The potential of using Teacher Desmos for illustrative and computational purposes, for checking and solving problems are analyzed. The possibilities of making and using mathematical models and simulations created in Desmos in the study of natural science disciplines are examined in the article. The possibility of integrating the created applets and models into existing learning management systems, such as LMS Moodle, is considered. The geometric tools of the Teacher Desmos environment and the built-in possibilities for organizing feedback are analyzed. Scenarios for using the Teacher Desmos in higher education are proposed in the article. These scenarios are aimed at increasing the degree of immersion of students in the educational material and intensifying their interaction with teachers. The theoretical significance of the study lies in the fact that the analysis of the didactic potential of the digital mathematical environment Teacher Desmos was made and scenarios for its integration into the educational process were proposed. The practical significance of the study lies in the fact that the integration of the proposed scenarios into the process of teaching mathematics within the modern information educational environment will increase the degree of students’ involvement in learning activities and intensify the interaction between the teacher and the student.

The article reveals the role of digitalization in the personalization of education, as well as as a tool for improving the field of education, which is an integral part of the formation of human capital. The key strategic state initiatives in the field of general and additional education are also considered. The created educational information systems are analyzed, its shortcomings and state measures for the development of the sphere and the solution of applied problems, the solution of which causes difficulties at the present time, are revealed. In addition to infrastructural obstacles on the way to future transformations, the level of readiness of participants in the educational process is considered and measures to overcome the identified obstacles are proposed.