Development of digital literacy of a future teacher during the first year of university studies

Abstract

Introduction. During the last few years, technology and the possibilities of the digital world have been actively entering our lives. It is especially important for a student to master the skills of working in the digital environment during the first year of study at university. During this period students get acquainted with the electronic information environment of the university, develop skills of information retrieval and presentation in various forms; create the basis for creating educational content for students and the ability to work with the already created educational resources. Materials and methods. The method of analyzing the products of activity was used in the practical part of the work to assess the components of students' digital literacy on the basis of their practical work. A total of 230 students of the South Ural State Humanitarian and Pedagogical University (Russia, Chelyabinsk) took part in the approbation of the developed model and practice program. Results. The model of students' digital literacy development during the first year of higher education has been developed, which includes three stages: introductory (immersing the student in the digital educational system of the university, gaining access to internal resources and electronic libraries necessary for obtaining information in the process of further education), propaedeutic (assisting the future teacher in practicing the skills of working with text and table editors, information visualization tools and online services) and action (technological support for the future teacher in mastering the tools for developing his/her own educational content). The program of training practice for students, the content of 16 classes aimed at the development of digital literacy. The average value of the coefficient of formation of digital literacy among first-year students is 0.81. This indicates that most of them are generally ready to work in the digital educational environment. Conclusion. The important points of the development of digital literacy of students – future teachers include: 1) determination of the stages of development of digital literacy of students during the educational practice in the first year of study at the university (introductory, propaedeutic, activity); 2) determination of the content of practical lessons, reflecting the specifics of the selected stages; 3) development and implementation of practice-oriented educational products that promote immersion in future professional activity.