АКТУАЛЬНОЕ СОСТОЯНИЕ И ПРОБЛЕМЫ ФОРМИРОВАНИЯ ИКТ-КОМПЕТЕНТНОСТИ ПРЕПОДАВАТЕЛЯ СОВРЕМЕННОГО ВУЗА

Abstract

The article actualizes the issue of developing ICT competence of a modern university teacher in the context of an exponential increase in the influence of digital technologies on the construction of a digital state and society in Russia. The results of the study of didactic preferences and difficulties of university teachers when using digital tools in the educational process are presented. The purpose of the study was to determine the level of development of ICT competence of teachers at modern universities. The research tools, along with theoretical methods (analysis, generalization, systematization), included empirical methods (questionnaires, quantitative and qualitative analysis). The opinions of 169 teachers from five Russian universities in the Northwestern, Central and North Caucasus Federal Districts were analyzed. The novelty of the study lies in the study of the level of ICT competence of teachers in order to determine further steps to improve the professional training of higher education teachers. The data obtained during the study indicate that for the effective functioning of a modern university teachers need to strive to master ICT competence at a high level. The results of the study will be useful to methodologists, teaching methods specialists, teachers, students and graduate students of Russian universities in order to study and develop the educational potential of digital technologies in relation to various profiles of training future specialists.