Keyword: «video conferencing»

Participation in the hearing through videoconferencing is becoming increasingly accessible for individuals seeking judicial protection of the right. However, the procedural rules for organizing hearings in such a way have some drawbacks. The author of this article analyzes articles about video conferencing from various procedural codes and pays special attention to the solution of this problem in the Code on Administrative Offenses. There are some notes about disadvantages of current regulation in this article, as well as some recommendations for improving the situation.

The relevance of the article is due to the need to analyze the problem of the formation of the XXI century key competencies in future teachers, as well as the general trends that have developed in the education system in recent years. In Russia, the accelerated implementation of digital technologies in all areas of activity is regulated by Decree of the President of the Russian Federation No. 204 of May 7, 2018 "About national goals and strategic objectives for the development of the Russian Federation for the period up to 2024". The problem of the research is determined by the contradictions: between the capabilities of modern digital technologies and the training model and technical capabilities implemented by educational organizations; between the need to provide resources for solving socio-economic problems in the conditions of the fourth industrial revolution and the insufficient level of information literacy of future teachers. The purpose of the study is to describe and justify the information platforms that a modern teacher who has the necessary level of competence in the field of digital technologies in education needs to know. To do this, a comparative analysis of the platforms proposed for study is carried out, and their potentials for use in the professional sphere are identified. The structure of the key competences of the XXI century is presented, and they are considered in the context of studying the discipline "Digital Technologies in Education". In order for future teachers to develop the necessary competences, the article offers and describes a number of resources that can be used in their work. The results of the study include recommendations for studying the resources and platforms used in the educational process. Following methods were used: theoretical – analysis of methodological literature and normative documents, forecasting results; practical - pedagogical observation, testing, modeling of the online learning process – they help to bring up the main problems and find the most effective ways to solve them when organizing student training. The materials of the article can be used in the preparation of practical classes in this discipline in universities, as well as for the organization of upgrade training courses for teachers.

The relevance of the article is due to the need to analyze the problem of the formation of key competencies of the XXI century in teaching at any stage of education, as well as the general trends of digitalization of all spheres of our society in recent years. In addition, the issues of finding and justifying new training formats in the conditions of digitalization are considered. In Russia, the provision of accelerated implementation of digital technologies in all spheres of activity is regulated by the decree of the President of the Russian Federation of May 7, 2018. No. 204 "On national goals and strategic objectives of the development of the Russian Federation for the period up to 2024"). The research problem is determined by contradictions: between the capabilities of modern digital technologies and the training model implemented by educational organizations and technical capabilities; between the need to provide resources for solving socio-economic problems in the conditions of the fourth industrial revolution and the insufficient level of information literacy. The results of the study include recommendations for the study of resources and platforms used in the educational process. The methods used: theoretical-analysis of methodological literature and normative documents, forecasting of results; practical-pedagogical observation, analysis, testing, modeling of the online learning process-help to reveal the main problems and find the most effective ways to solve them when organizing students ' training. The materials of the article can be used in the preparation of practical classes at universities, as well as for the organization of advanced training of teachers.

The article discusses the relevance of the introduction at the stage of preliminary investigation of the institute of interrogation using video conferencing. The foreign experience of the existence of this institution is analyzed, the material costs for its implementation are estimated, and the basic requirements for the normative regulation are formulated, which secures the possibility of its implementation.

The relevance of the article is due to the processes that have been taking place in Russian society over the past few years. For a long time, digitalization of education has been considered as an inevitable process of transformation of the educational process, changes in methods, forms and content of the system of education in Russia. At the same time, the education system had to take into account the goals that our society faces for socio-economic development, the formation of the digital economy in the conditions of the fourth industrial revolution. The purpose of the study is to describe the main digital tools that a modern teacher needs to know. For this purpose, a description of these tools is carried out, their possibilities for use in the professional sphere are identified. The results of the study include recommendations for the study of resources and platforms used in the educational process. Methods used: theoretical – analysis of methodological literature and normative documents, forecasting of results; practical – pedagogical observation, testing, modeling of the learning process. The materials of the article can be used in the preparation of practical classes at universities, as well as for the organization of advanced training of teachers.