Keyword: «digital literacy»

The article provides an overview of the wording of the substantive goals of the school course of computer science, clearly demonstrates the dynamic nature of goal setting in the subject area: algorithmic culture – computer skills – information culture – ICT competence – digital literacy; the conclusion about the necessity of redefining the school course of Informatics in the curricula of educational institutions in connection with the digitalization of education and related understanding of government and society priority in the development of digital literacy.

The e-textbook becomes a new trend in education and at the same time the "face" of the educational institution. The purpose of the article is to substantiate a potential of the foreign language e-textbook as one of the most important means of branding a modern university with linguistic education. Methodology – the study is based on the materials related to the theoretical generalization of the practical results of the university activities in terms of their branding, and the results of university surveys of teachers and students, the experience of the authors of the article and of their university colleagues in the use of digital technologies to develop e-textbooks. The study is based on a comparative method of analyzing the values considered when conducting university branding activities with the corporate brand ecosystem model and when developing the foreign language e-textbooks. Findings – the study showed a high degree of representation of the e-textbook in the elements of the ecosystem of the university corporate brand as a modern means with significant development potential in the interests of improving the efficiency of education at the university and positioning the university as a part of the global community of educational organizations. Conclusion – branding university with the linguistic profile of education involves solving the problem of creating and using its own electronic foreign language textbooks that correspond to a certain level of development of digital and linguodidactic technologies, digital literacy and methodological competence of the university faculty against the backdrop of ongoing constant professional self-improvement and immersion in the context of international scientific research. As a result of the study, the authors established common values that characterize the corporate brand ecosystem and the electronic foreign language textbook. The activities of both the university management and its faculty can be considered as a branding-oriented activity, and understanding the foreign language e-textbook as a significant means of the university branding allows adjusting the set and content of marketing activities to manage the university brand and to increase preferences for it from current and potential consumers of its educational services.

The relevance of developing digital literacy among students starting from primary school age is proven by numerous foreign and domestic studies of educators. Since the beginning of the pandemic, scientists have shown interest in studying the attitudes of various participants in educational relations to the difficulties arising during distance learning. They note that the low level of digital literacy of students and teachers negatively affects the process of distance learning. Basically, research is aimed at identifying the attitudes of teachers, students and their parents towards distance learning. In order to maintain and improve the quality of education, it is necessary to identify and take into account the reasons that negatively and positively affect the quality of distance lessons, identify successful practices and use this knowledge for designing the educational process. The purpose of this work is to study the influence of the level of digital literacy of primary school teachers and students on the quality of distance lessons (quality of the process), to study differences in the behavior of teachers and students when switching to distance learning. The research methods used were a survey of primary school teachers, subject teachers (English, music and physical education teachers), and analysis of the responses received. The study showed that the density of lessons in a distance format is significantly influenced by both the level of digital literacy of the teacher and the level of digital literacy of the student. Teachers with an “above average” level of digital literacy quickly find ways to solve emerging technical problems, quickly solve the problem of replacing “problematic” digital resources by searching for alternative options, creating original assignments, and more often use interactive methods, involving students in the educational process. Students with a higher level of digital literacy adapt more quickly to the conditions of distance learning, more often make attempts to independently solve emerging technical problems, and at the same time have higher demands on the content of a distance lesson. Such students have higher chances of building their individual development trajectory. The theoretical and practical significance of the work lies in the possibility of using the obtained information when organizing methodological work with primary school teachers in order to improve the quality of distance lessons.