Keyword: «digital resources»

The article presents the results of research on the possibility and feasibility of using digital technologies in teaching English grammar. The author has found that the use of digital technologies makes it possible to increase the effectiveness of teaching foreign language grammar at all four main stages of working on grammatical material. Currently, a significant amount of digital resources has been created for both language learners and teachers to improve the level of students’ motivation and independence, and to facilitate the planning of classes and monitoring of students’ academic achievements for the teacher. Modern digital educational resources can be used not only for teaching various aspects of the language, but also for all types of speech activities, both in the classroom environment and in distance learning, as well as for independent work and work under direct supervision by the teacher. In addition, digital technologies successfully compensate for the limited language environment and the lack of speech practice while learning a foreign language, which, undoubtedly, improves the quality of learning and the level of language proficiency.

the article proposes ways to optimize the teacher's workload through the use of digital technologies. The results of a survey on this topic are presented. The possibilities of digital resources for a teacher are characterized.

the article deals with the creation of a modern digital educational environment. The essence of digitalization and computerization of processes is the transition of information to a more accessible digital environment.

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.

It is no coincidence that the use of resources in the digital educational environment is considered a priority direction in the development of the education system in modern Russia, which allows the teacher to apply the latest developments of the pedagogical community, and students to more successfully master the material being studied. The use of digital content in the field of non-formal education is especially relevant, since it is based primarily on the interests and specific needs of students. The article reveals the potential of electronic resources for the development of cognitive activity of preschool children in the non-formal education system.