IMPLEMENTATION OF DIGITAL TECHNOLOGIES IN PREPARATION OF FUTURE EDUCATION PROFESSIONAL EDUCATION PROFESSIONALS
Abstract
The article presents the results of the analysis of experience of implementation of digital technologies in vocational education. It is found out that the rapid development of artificial intelligence in all spheres of human activity causes the use of digital technologies in the educational process of higher education institutions and institutions of vocational (vocational) education. The presented digital technologies fully realize the tasks that contribute to the training of professionals of vocational education competitive in the labor market. It has been found that the digital technologies we offer, namely synchronous and asynchronous learning, mobile learning, cloud learning and blended learning are effective modern digital technologies that create sufficient conditions for the continued formation and development of digital competence of future VET educators . The results of the introduction of digital technologies indicate their advantages: accessibility, clarity and visualization of tools, multifunctionality of tools, availability of a management system of learning for both individual student and group of students, creating conditions for forming the ability to communicate between students and educators, continuous support .
In the course of the experiment, there were differences between the level of digital competence at the initial stage (ascertainment stage) and the current level – the control assessment of changes in the level of digital competence (formative stage). The effectiveness of changes in the levels of digital competence of future teachers of university and college vocational training in terms of the developed environment was evaluated by the following basic criteria: knowledge of theoretical material (use of digital technologies in professional activities), ability to solve professional problems in electronic format (development of electronic teaching methods) tools, their use in the educational process; developing electronic tests, adding homework, filling e-journal; conducting electronic lessons during practice, etc.), applying the acquired knowledge in the conditions of the traditional educational environment (full-time, distance or mixed form of study) and in the electronic environment. Based on these criteria, the digital competence levels of future university and college art teacher educators were evaluated at the following levels: high, medium, and low.
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