Keyword: «digitalization of education»

The relevance of the topic discussed in the article is conditioned, on the one hand, by the systematic implementation of the national project «Education» of the federal project «Digital Educational Environment» aimed at creating and introducing a digital educational environment in educational organizations. On the other hand, it is the fact that over the past year the epidemiological situation in the country has caused a significant acceleration of this process without taking into account the available resources and opportunities of specific educational organizations. This has resulted in practical actions, often significantly different, concerning the digitalization of education in general and the digitalization of training in particular. Nonuniformity of processes requires comprehension, analysis to identify productive digitalization options and, possibly, their active use in the future. The purpose of the article is to describe the impact of digitalization of professional training at a university on the attitude of students to distance and face-to-face learning (based on the experience of the Institute of Childhood of Novosibirsk State Pedagogical University). To achieve it, a theoretical analysis of publications on problems close to the topic of the article was used; an empirical study was carried out, in which a questionnaire survey of students was used and their progress was analyzed. As a result of theoretical comprehension of scientific publications devoted to the current aspects of the education digitalization, it was concluded that domestic researchers are striving for a more accurate definition of the fundamental concepts that describe this process. In addition, they summarize the positive experience of education digitalization and the development of digital education during the period of the pandemic. Foreign authors, describing the digitalization process, present options for the requirements for the activities of teachers in the digital educational environment in the implementation of professional training with an emphasis on creative disciplines. The attention of researchers is also focused on the analysis of the attitude of students to digitalization. The main results of the empirical research include: the perception of students as positive - the transition to distance learning opened opportunities to save time due to the absence of the need to travel to the place of study, the option to work with electronic versions of the materials of all training courses, independently plan their workload during the day; perception by students as difficulties - the weak technical equipment available to them, not sufficient to participate in distance learning. The analysis of students' academic results showed that the transition to fully distance learning influenced more the progress of those students who, by the time it began, had studied full-time for only one semester. It influenced less senior students of full-time form of education. In a theoretical context, the material of the article may be useful for conducting further research on the impact of digitalization on the professional training of students. The presented results of the experimental work can serve as guidelines for the scientifically grounded building of digitalization practice in educational organizations.

The relevance of the research topic is related to the real condition of methodological readiness of teachers for a forced change of professional activity in the context of a sharp transition to distance and blended forms of education. The problem of the content of the professional, in particular methodological, readiness of the teacher for professional activity in the conditions of modern realities requires a more thorough study. It is necessary to pay attention first of all to the qualities that a modern teacher of the digital world should possess. The relevance of this study determined its goal – to define the essence and content of the methodological competence of a teacher who meets the challenges of modernity. In accordance with the goal, the following tasks were set: based on the analysis of various approaches to the understanding of the concepts “competence”, “competency” and “teacher’s methodological competence”, to clarify the concept of “teacher’s methodological competence”; to identify and substantiate the content of the methodological competence of a primary school teacher, taking into account the requirements of the modern world to the level of his/her professionalism. To solve these tasks, theoretical research methods were used (analysis, synthesis, comparison when studying the literature on the research problem; analysis of legal documents). This study may be valuable for the theory and methodology of higher education in terms of scientific substantiation and selection of the content of the methodological competence of a primary school teacher. Clarification of the content of the "teacher's methodological competence" and "teacher's methodological competency" concepts complements the theoretical foundations of pedagogical science. Based on the analysis of scientific and pedagogical literature on the topic of the study, the following structural components of the methodological competency of a primary school teacher were identified: a personal component, and a cognitive-activity component. In addition, the content of each of the selected components is defined. The practical significance of the study is determined by the fact that the results of this study can be used in the system of university and postgraduate teachers’ training.

The article covers some questions of development, which are connected with combined imaginative and logical thinking of pupils at Maths lessons in the context of digitalization of education. The features of the practical method , as well as the of problem solving, are distinguished. Examples are considered.

In this article, the issue of continuity of the preschool education system and the initial stage of general education through gaming technologies is subject to consideration. The article highlights the importance of the use of information and communication technologies.

The article considers one of the innovative approaches to learning foreign languages – the multifunctional Internet-application named Quizlet. This app is an effective tool for the mastering of the structure of any language, particularly German. It’s adapted to any modern gadget and can be considered both as an additional tool for learning any language, and as the main one in case of distance education. The special attention is paid to revealing of the features of the app, its structure and practical application.