Keyword: «subject area «technology»»

In modern education, the effectiveness of learning is directly related to the quality of educational content, methods and teaching aids. Watching educational videos at technology lessons enlivens the learning process, allows us to see the final result of the actions performed in practical classes, and makes it possible to replay those actions that are difficult to understand and reproduce. The issue of selecting educational video content that meets the new standards of education, understandable and available to a certain category of students, has acquired particular importance recently, particularly with the introduction of distance learning. The relevance of this issue is confirmed by the results of a survey conducted among teachers, the purpose of which was to identify difficulties in the selection of educational video content for technology lessons, the level of knowledge about the types of educational video, the necessary skills to make their own video; digital educational resources used by teachers in their work. The purpose of this article is to analyze the didactic opportunities of using educational video in technology lessons to study the topic «Technology of processing textile materials». The main methods for studying the problem are a survey and a pedagogical experiment, the essence of which is the introduction of new techniques and methods of pedagogical influence on the formation of students' skills and abilities in mastering the technology of processing textile materials with the help of educational video. The theoretical significance of the work is in the analysis of the literature on the issue. In addition, the system of requirements for educational video was theoretically substantiated and developed. The practical significance of the article lies in the proposed methodological material on the use of educational video in technology lessons to study the topic « Technology of processing textile materials».

The relevance of the article is due to the challenges facing technological education, which consist in the fact that modern schoolchildren should study innovative technologies related to additive manufacturing, robotics, computer-aided design and the digitalization of the economy as a whole along with traditional material technologies in the lessons of technology. In light of the current shortage of highly qualified professionals to teach the following modules: "Computer Graphics. Drawing", "Robotics", and "3D Modeling, Prototyping", the importance of a system for advanced training for pedagogical professionals in the field of technology is significant. The aim of the study is to identify the problem of the lack of knowledge and skills for teaching newly introduced invariant modules, provide theoretical justification, and develop a model for the continuous professional development of digital competences among technology teachers. The research used general scientific theoretical methods such as analysis, synthesis, comparison and generalization of scientific information, as well as empirical methods such as questionnaires, testing, observation, studying the products of the technology teachers' project-based activities, expert assessment, experimental work, statistical methods of processing experimental data. The model of continuous professional development of digital competences among technology teachers proposed by the author is a combination of various forms and methods of professional development, including advanced training courses; project–based teaching activities; large-scale educational events and competitions; self-diagnosis, self-education and communication for the exchange of innovative experience in the online professional community. A layered approach to organizing training based on an input diagnosis of digital competences creates conditions for systematic and consistent professional development of teachers in the digital environment of technology education. The theoretical significance and novelty of the research lies in the developed diagnostic tools for determining the level of digital competences of technology teachers. The practical significance of the research lies in the flexibility and versatility of the model structure, which makes it possible to adapt and replicate the content and forms of professional development, taking into account the specifics, equipment of educational organizations and regional peculiarities.