Innovative Development of the Modern School in the Conditions of Digitalization of Education

The effective use of digital technologies in the organization of distance education plays an important role in the rapid assimilation of new information introduced into science. It will also be possible to quickly enter additional information within the virtual subject being studied. Therefore, the study of methods for introducing digital technologies and their effective use in distance learning processes, the creation of distance learning courses belongs to the group of topical scientific and technical problems. At present, the importance of using digital technologies in improving the quality of education is very high. The purpose of the research work is the effective use of digital technologies in distance education and the theoretical basis for testing its effectiveness. The article mentions the possibilities of the Moodle system, the advantages of course elements, effective methods of teaching science. The use of modern digital technologies and means of communication in distance education will also be discussed. The article outlines the stages of development of digital technologies, defines the meaning and content of the concepts “Digital technologies”, “Digital educational technologies”. Description of information about the Kahoot and Quizizz software platforms for an interesting organization of the educational process. The advantages of this platform in developing the intellectual and creative abilities of students and increasing their enthusiasm for learning are emphasized. Regardless of whether the educational process is traditional or distance learning, it is necessary to increase students’ interest in the lesson, encourage them to work on themselves, and form independent learning skills. Organization of the educational process on gaming platforms, creation of a set of electronic tests and its use in teaching, increasing the effectiveness of the lesson and increasing the independence of thinking of students, interest in the lesson, and a high level of mastery of the subject being taught. It is advisable to use digital technologies in the educational process to develop students’ interest, to develop the skills and abilities to use additional literature outside the textbook, to direct students to scientific research, as well as to constantly transfer knowledge to students.

Digital health technology use among people aged 55years and over: Findings from the 45 and up study.

Introduction. The relevance of the study is determined by the fact that the digital transformation of the educational space has led to the emergence of a new problem area associated with the willingness of teachers to use modern digital tools that are an integral part of the digital transformation of the educational space. The purpose of the article is to analyze and summarize the monitoring of the existing professional deficits of teachers in the field of ICT competencies, manifested in the conditions of digital transformation of education. Materials and methods. The survey was attended by 2,451 people: 707 math teachers, 1,110 Russian language teachers and 634 social studies teachers from 7 regions of the Russian Federation. The survey took into account the characteristics of respondents: the subject taught; the amount of workload; place of work; age; teaching experience. The results of the study. The study showed that there are the following professional deficits of teachers in the field of ICT competencies, manifested in the conditions of digital transformation of education: insufficient level of proficiency of teachers with digital technologies and tools, the level of equipment of schools with computer and communication equipment, the quality of Internet connection as an important factor in the use of modern digital technologies. A potentially problematic area is the ability of teachers to organize the effective use of digital technologies in the educational process and to prepare students for the use of digital tools in educational activities. The study showed that 92% of the teachers surveyed possess basic digital literacy skills, about 30% of respondents possess professional ICT competencies, 75% contribute to students' understanding of the risks and threats of the digital environment. Сonclusion. Based on the results of the survey of teachers, recommendations are given in the following areas: it is necessary to organize a process of continuous training of teachers in the field of digital technologies, which should include such activities as advanced training courses in the field of digital technologies; organize work on conducting methodological seminars (webinars) on the use of digital technologies to solve specific pedagogical tasks; to introduce the practice of conducting master classes with the best solutions in the field of using digital technologies in the educational process into the work of methodological associations of teachers; organize assistance to teachers in the development of digital technologies by digital volunteers; it is necessary to create conditions for self–training of teachers in the field of ICT competencies.

The article discusses the current problem of integration of subjects and the use of digital technologies in education. Particular attention is paid to the role of the digital teacher in a modern school and the opportunities that open up through the integration of various subjects through the use of digital tools. The author describes the advantages and challenges of modern education associated with the integration of subjects and the use of digital technologies, and offers practical recommendations for teachers and educational institutions. Included the following key points: 1. Introduction to the issue: Discussion of the relevance of integrating subject content and digital technologies in modern education. 2. Goals and objectives: Definition of the main goals of integration and tasks that must be solved for the effective combination of subjects and digital tools. 3. Methods and approaches: Analysis of various methods and approaches to integration, including interdisciplinary connections and the use of digital platforms for learning. 4. The role of the digital teacher: Consideration of the new role of the teacher in the context of digitalization of education and the necessary competencies for working in an integrated educational environment. 5. Examples and practices: Description of successful examples of integration of subjects using digital technologies in practice. 6. Problems and prospects: Identification of possible difficulties and problems faced by teachers and students, as well as prospects for the development of integration in the future. 7. Conclusion: Summing up the research, conclusions about the significance and effectiveness of the integration of subjects and digital technologies in the educational process. This abstract provides a summary of the main points of the article and can serve as a starting point for a more in-depth study of the topic.

The article presents a study of the current state of the use of digital technologies in the agro-industrial complex. The development of the agro-industrial complex in the conditions of the digital economy involves the use of innovative, digital, cluster, information and computer technologies, as well as new managerial, economic, organizational methods, with fundamentally new properties, which are aimed at increasing the efficiency of production, management and implementation for all areas of the agro-industrial complex. Based on the analysis of foreign experience, the regulatory framework of the Russian Federation, digital standards, types of digital technologies, the paper considers the types of digital technologies in the agro-industrial complex and the possibility of their use for future development. The methodological basis of the study was the works of domestic scientists-economists on the development of innovations and digital technologies in the agro-industrial complex; general scientific research methods (abstract-logical, economic-statistical, etc.) were used, as well as open analytical materials on the development of digital technologies, the use of artificial intelligence and neural networks in the agro-industrial complex, etc. The article reveals that the range of digital technologies currently being created for the agro-industrial complex is diverse and it is aimed at solving a set of problems: growth of output and the efficiency of the agricultural enterprise, introduction of artificial intelligence; creation of insight based on images; determination of the optimal mixture for agronomic products; monitoring the state of crops; methods of automating irrigation and stimulating farmers, etc. As world best practices show, the use of digital technologies in agriculture makes it possible to achieve economic growth in the industry. However, the main problem of introducing digital technologies in agriculture is the high cost of their implementation.

This paper investigated the perception of Nigerian lecturers on usefulness, ease of use and adequacy of use of digital technologies for research based on university ownership. The use of digital technologies for research in the 21st century for ease and access of information cannot be underscored irrespective of lecturers’ university ownership. The study was descriptive of survey type using structured questionnaire to elicit response from the respondents. A total of 742 respondents were drawn purposively from 13 public comprising state and federal universities in South-west, Nigeria. The research instrument was validated by 3 educational technologists and the reliability indices of r=0.92, 0.85 and 0.83 using Cronbach Alpha was attained on perceived usefulness, ease of use and adequacy of use of digital technologies respectively for research at 0.05 level of significance. Frequency counts, means and percentages were used to answer research questions 1-3, while 3 research hypotheses were tested using independent t-test statistical instrument. The finding revealed that lecturers in the federal government owned universities exemplified high perception on the usefulness and ease of use of digital technologies. However, lecturers from state government owned universities perceived adequacy of use of digital technologies for accomplishing research task effectively with minimum error. The study among others provision of institutional support, procurement of needed digital technologies and internet facilities, seminars, workshops and trainings to all university lecturers on usefulness, ease of use of newer digital technologies and skills to possess in accomplishing research task effectively with minimum error; irrespective of university ownership.

The article highlights the ways of the use of digital technologies in the higher education system of Ukraine in the professional training of future teachers in the context of modern social challenges. The importance of digital resources in the organization of distance and blended learning under martial law is substantiated. It is emphasized that the informatization of society and the activities of educational institutions significantly affects the formation of content, organizational forms, teaching and management methods. It is emphasized that the digital culture of a teacher implies a high level of digital competencies, i.e. the ability to work with modern digital technology and master modern information and communication technologies. The article presents the results of an experimental study on “Use of digital technologies in the educational process of a higher education institution” conducted at the Vasyl Stefanyk Precarpathian National University. It was conducted with the aim of identifying the level of students’ awareness of the possibilities of using modern digital tools in the course of bachelor’s education, substantiating and developing methods for using digital resources in the process of distance and blended learning, promoting the formation of digital competence of future teachers and improving the preparation of students for professional activities. It is emphasized that the experimental study made it possible to identify and specify the didactic and practical prospects for the use of digital technologies in the process of students’ professional development. It is concluded that in the process of digitalizing the professional training of future teachers, special attention should be paid to the creation of interactive educational environments, the use of digital methods and innovative pedagogical teaching technologies, the formation of digital competence of students, as well as the development of networking between participants in the educational process in the context of global challenges.

As digitalization is progressively permeating all aspects of society, how can be it employed to sustain the public health goals of quality, accessibility, efficiency and equity in health care and prevention now and beyond the COVID-19 pandemic? In this session jointly presented by WHO and EUPHA, we examine the extent to which technology is contributing positively or negatively to strengthening the resilience of health systems and empowering individuals and communities. Prior to the onset of the COVID-19 pandemic the WHO Regional Office for Europe had already identified the empowerment of people and transformation of health services through digital technologies as one of its four flagship areas in the European Programme of Work 2020-2025. Digital technologies can enable progress towards universal health coverage by improving access to quality person-centred services and complementing the efforts of the health workforce. Resilience of individuals and communities to prepare and respond to emergencies can be enhanced through the effective use of data and digital technologies. Empowerment of people to lead healthier lives and prevent disease through the appropriate use of digital technologies can transform our approach to health. In 2019 EUPHA published its manifesto for Public health digitalization in Europe, premised on the ability for digital technologies to support a transition from curative care to prevention, to support the empowerment of people and patients in taking ownership for their health and to render health care delivery more efficient, safer and cheaper. Prior to the global COVID-19 outbreak WHO Euro and EUPHA had already joined efforts towards shaping the debate around the ‘Beautiful Marriage’ where the digital health and public health communities work to co-create a healthy and fair future COVID-19 has brought a new impetus for the use of digital technologies, both for disease control as well as to support access to care in times of emergency. This presents an opportunity for critical reflections as we transition into a post-pandemic crisis future. The session which will be organised as a round table discussion will open by taking a candid look at how digital technologies have been harnessed to support the public-health response to COVID-19. Panellists will critically discuss how applications have been used in population surveillance, testing, tracking and tracing, in rolling out vaccinations as well as the controversial uses of smart vaccination certificates. They will be asked to reflect on infodemics and how these have hindered an optimal global pandemic response. In a second round, following a brief overview showing how the use of digital technologies has accelerated to support continuity of essential health services in a safe way at the peak of the pandemic, panellists will be asked to discuss and debate what this means for the sustained transformation of health services delivery and health systems in the future. They will be asked to discuss barriers to digital health implementation, including legal, ethical and privacy barriers, as well as organizational and workforce barriers Finally, panellists will be requested to respond to the criticism that the global health community is still using analogue tools in a fragmented manner to combat health threats in a digital era by proposing one key action that needs to be undertaken at supra-national level to ensure pan-European interoperability of health data that provides timely information on health and disease distribution within populations in Europe. Speakers: Iveta Nagyova EUPHA Naomi Lee The Lancet Ran Balicer Clalit Health Services, Israel

The paper contains research based on the course of English as a foreign language with 1st year students. It studies the formative assessment through written tasks, oral presentations and performance of students in the classroom as it is given in the curriculum of 1st semester. However, the curriculum for 2 semester involved major changes – switch to the formative assessment using digital technologies, including UIB EngApp, Kahoot and Moodle as an indispensable part of learning process. The aim of the paper was to study performance of the students in In 1st semester and in 2nd semester, find the differences in teaching process and define the efficiency of formative assessment with use of digital technologies. The researcher questions if formative assessment which applies digital technologies shows more positive influence to the result/ performance of a student. Digital technologies assessment involves online apps such as UIB EngApp, Kahoot, and learning platform Moodle. The researcher investigates how indirect feedback through digital technologies affects student’s performance; how delayed and instant feedback influences to overall refection of a student. The author held an experiment involving 1st year students students to collect data. Quantitative and qualitative methods were used to analyze the collected information to provide data on the results of formative assessment and performance of students. The findings provide results of students on final exams as well as results of formative assessment, which includes 4 major midterm tests and weekly tests on online apps and learning platforms. The study contains the results of 50 students, who during the experiment had formative assessment through digital technologies as well as traditional one. As we see formative assessment through online learning platforms and apps is very efficient for students performance. The ability to integrate digital technologies in and outside the classroom benefits students and learning process. Key words: formative assessment; higher education; digital education; online applications; learning platform.

In the period of rapid development of the information society and the spread of modern ways of obtaining educational information by students, the future teacher must quickly respond to today's demands and introduce various digital technologies. The article outlines the range of objectively existing contradictions between society's requirements for general secondary education institutions and the results of students' general arts education. The work aims to highlight various aspects of using digital technologies in art lessons. Their advantages are analyzed under the conditions of methodologically competent and expedient application of forms and methods of education that correspond to the age characteristics of students and provide for their performance of various creative tasks. To solve the goal, the following tasks are defined: to consider the interpretation of the concept of «digital technologies», and to analyze and classify digital technologies in arts education, in particular, those used in art lessons in general secondary education institutions. The classification of digital technologies in art lessons is proposed: educational (methodical) and specialized (applied). The first group includes those used in the educational process and aimed at supporting the professional activity of the art teacher. The authors interpret digital educational technologies as ICT technologies used in various types of education to solve specific educational tasks with the help of digital content. A classification of types of digital educational technologies that can be used in art education to solve certain didactic stages of professional activity by their orientation is proposed. The second group includes digital technologies that help in solving complex specialized tasks and practical problems in the field of art. Didactic conditions for the use of digital technologies in art lessons in general secondary education institutions, as well as their features, are listed. Pupil examples of completed tasks using ThingLink interactive poster creation services and WordArt word cloud in art lessons are given. Key words: digital technologies, arts education, educational process, art lessons, educational (methodical) digital technologies, specialized (applied) digital technologies.

The content of the article presents an analysis of the problems and trends in the development of modern digital technologies of inclusive education in the field of professional education, taking into account the development of relevant guidelines for customers of educational services. Current problems of digital inclusion in vocational education institutions are considered, namely: high-quality digital Ukrainian-language content that is accessible to various nosologies of education seekers with special educational needs, and the problem of training pedagogical workers in educational institutions to implement the concept of digital inclusion. It was determined that the use of digital technologies means a paradigm shift in approaches to teaching and learning, which is a potential for the transformation of professional education and an opportunity for customers of educational services to succeed in the global economy, ensuring the personalization of the educational process and overcoming the distance between the academic environment and production. At the same time, realizing this potential requires concerted action to address issues such as the digital divide, technology obsolescence, and quality and trust issues. In the context of inclusive educational innovation, digital accessibility is an important aspect of ensuring that all people, including persons with disabilities, have equal access to digital technologies and services. During the study of trends in the development of modern learning technologies in the field of professional and technical education, the staff of the department conducted an analysis of the interaction of inclusive learning technologies and modern digital technologies, focused on understanding how these two elements can interact to create an inclusive educational environment. The ways and possibilities of using digital technologies in the process of inclusive education are determined. The implementation and integration of digital technologies requires significant investment in infrastructure and ongoing support to ensure their sustainability and effectiveness. A successful example of such an infrastructural solution is the single educational-digital ecosystem of the Bilotserk Institute of Continuing Professional Education, which combines the intellectual, scientific, professional, educational, and technological potential of the subjects of the network educational-digital environment, provides for the use of digital, andragogic and interactive technologies in virtual space. The findings of the study indicate that although digital technologies have the potential to significantly improve the quality of vocational education, their successful implementation depends on addressing the associated challenges. It is important to constantly evaluate, study and introduce new initiatives in the field of digital learning and digital inclusion into the educational process, constantly update the educational process through the integration of digital technologies, ensure the appropriate quality of educational programs and resources.

This article discusses the main types of digital educational technologies and their use in the educational process. Digital technologies play an important role in improving the educational process, increasing students' interest in education and developing their cognitive abilities. The article analyzes the classification of digital educational tools, such as interactive platforms, virtual laboratories, online courses and simulations. In addition, teaching methods aimed at increasing students' cognitive activity are described. Effective use of digital technologies encourages students to quickly absorb information, deeply understand it and learn independently. The final part discusses the benefits of introducing digital technologies into the educational process and the difficulties that arise when using them, and identifies the main directions for the formation of students' cognitive abilities. Using software intelligence, it is possible to develop software technologies that can reach the level of human cognition. It provides several aspects of its abilities that allow you to change your thinking, make different decisions and create new programs. With the help of biometric technologies, new opportunities can be discovered that allow human cognition to reach a new level. One of the most important needs is to find ways to reach a new level of knowledge through the use of digital technologies. By using these technologies correctly and effectively, such a level of knowledge can be achieved. Бұл мақалада цифрлық білім беру технологияларының негізгі түрлері мен оларды оқу процесінде қолдану жолдары қарастырылады. Цифрлық технологиялар білім беру процесін жетілдіруде, студенттердің білімге деген қызығушылығын арттыруда және олардың танымдық қабілеттерін дамытуда маңызды рөл атқарады. Мақалада цифрлық білім беру құралдарының жіктелуі, мысалы, интерактивті платформалар, виртуалды зертханалар, онлайн-курстар және симуляциялар сияқты құралдар талданады. Сонымен қатар, студенттердің танымдық белсенділігін арттыруға бағытталған оқыту әдістері сипатталады. Цифрлық технологияларды тиімді қолдану студенттерге ақпаратты тез қабылдап, оны терең түсінуге және өз бетінше білім алуға ынталандырады. Қорытынды бөлімде цифрлық технологияларды оқу процесіне енгізудің артықшылықтары мен оларды қолдану барысында туындайтын қиындықтар талқыланып, студенттердің танымдық қабілеттерін қалыптастырудағы негізгі бағыттар анықталған. Бағдарламалық интеллект қолдану арқылы, адамдардың танымының деңгейіне жетуге болатын бағдарламалық технологияларды дамыту мүмкін. Өзінің қабілетінде бірнеше аспектілерді қамтамасыз етеді, мұнда ол танымды өзгертуге, қорытынды түрлі шешімдер қабылдауға, және жаңа бағдарламаларды жасауға мүмкіндік береді. Биометриялық технологиялар арқылы, адамдардың танымы жаңа деңгейлерге жетуге болатын жаңа мүмкіндіктерді ашу мүмкін. Цифрлық технологияларды қолдану арқылы танымның жаңа деңгейіне өсу жолдарын анықтау үшін ең басты қажеттіліктерден бірі. Бұл технологияларды мақсатқа сәйкес және эффективті қолдану арқылы, танымның деңгейін жеткізуге болады. В данной статье рассматриваются основные виды цифровых образовательных технологий и их использование в образовательном процессе. Цифровые технологии играют важную роль в совершенствовании образовательного процесса, повышении интереса учащихся к образованию и развитии их познавательных способностей. В статье анализируется классификация цифровых образовательных инструментов, таких как интерактивные платформы, виртуальные лаборатории, онлайн-курсы и симуляции. Кроме того, описаны методы обучения, направленные на повышение познавательной активности учащихся. Эффективное использование цифровых технологий побуждает студентов быстро усваивать информацию, глубоко ее понимать и учиться самостоятельно. В заключительной части обсуждаются преимущества внедрения цифровых технологий в учебный процесс и трудности, возникающие при их использовании, а также определяются основные направления формирования познавательных способностей учащихся. Используя программный интеллект, можно разрабатывать программные технологии, которые могут достичь уровня человеческого познания. Он предоставляет несколько аспектов своих способностей, позволяющих изменять мышление, принимать разные решения и создавать новые программы. С помощью биометрических технологий можно открыть новые возможности, позволяющие познанию людей выйти на новый уровень. Одна из важнейших потребностей – найти пути выхода на новый уровень знаний за счет использования цифровых технологий. Путем правильного и эффективного использования этих технологий можно достичь такого уровня знаний.

The relevance of the topic lies in the fact that in the conditions of scientific and technical progress, continuous informatization and computerization of society, reassessment of values, there is an urgent need to informatize the national education system. There is growing interest in the possibilities of wide implementation of computerized management of the educational process. This work examines the issue of improving the educational process, preparing the young generation for life in the information society, involving higher education students in physical exercises and a healthy lifestyle, mastering various types of motor activity in practical and independent classes on special physical and psychophysiological training with the help of implementing digital technologies. It is theoretically substantiated that the use of new digital technologies as a means of teaching, creative development of higher education students, automation of control processes, correction, testing of their physical development, functionality and performance as a whole allows higher education students to independently perform physical exercises, control the load and condition of their health, qualitatively evaluate their skills. Complex application of digital learning technologies at the current stage is the main condition for educating student youth who are able to orient themselves in changing circumstances, act adequately in the environment, analyze problematic situations that arise and find rational means of orientation in them. Digital technologies make it possible to organize the educational process at a new, higher level, to ensure a more complete assimilation of educational material. These technologies make it possible to solve the problem of finding and storing information, planning, controlling and managing physical training classes, diagnosing the state of health and the level of physical fitness of students of higher education. The use of digital technologies in the educational process stimulates cognitive interest in physical training, creating conditions for motivation to study this discipline, encourages the improvement of the quality of education, and promotes a healthy lifestyle. Кеy words: e-learning, network technologies, multimedia technologies, project activity, healthy lifestyle.

In the context of the digitalization of the economy, fundamentally new approaches are required in the training of engineers based on the capabilities of both modern digital technologies and the digital environment. The modern volume and quality of digital technologies create conditions for the development of new ways of their use in education, as well as the application of world experience in innovative solutions in the field of digitalization of education. One of the key peculiarities of open education is the widespread use of modern digital technologies in the learning process, open educational resources (OER), massive open online courses (MOOCs). There are two trends in the implementation of the concept of open education. The first trend is to use the advantages of OER and MOOCs to maximize access to the world’s highest quality educational services. To solve this problem, it is necessary to develop methods for the use of OER materials in education. The second trend is to create conditions for the design and constant updating of the personal educational environment of teachers and students based on modern digital tools. The use of OER and online learning technologies in the educational process have not become widespread yet. In fact, there is not enough attention which is paid to methodological support for the integration of both educational and digital technologies. These problems can be solved using blended learning technology, which allows combining the advantages of digital and pedagogical technologies, overcoming their disadvantages. Thus depending on the tools used in the digital educational environment, the nature of their application in the educational process, as well as on the degree of restructuring of the educational process, various options for the design and organization of blended learning can be developed. The obtained results of the study allowed us to propose the following recommendations: conducting an information campaign to reveal the prospects, advantages, strategies in the use of OER and MOOCs in higher education; creation of conditions for the development of innovative approaches to the use of digital technologies, the creation of methodological support for blended learning models, the processes of integrating both educational and digital technologies; for the continuous development and renewal of the competencies of teachers and students in the field of using digital resources.KeywordsIntegration of digital and pedagogical technologiesBlended learningOnline trainingMassive open online-courses

<p>The article presents an overview of various digital technologies used in the educational process; the problem of their perception and application by teachers and students is investigated. The purpose of the article is to identify the level of readiness of direct participants of the educational process to use digital technologies in their activities. The study was conducted on the basis of analysis and generalization of domestic and foreign scientific publications devoted to the problem of the use of digital technologies by participants of educational institutions. A sociological study was conducted by online questionnaire of students. The research methods are comparison, concretization, system and comparative analysis. The authors have revealed that the teachers' perception of the use of digital educational technologies in their activities depends on various factors, such as: age, gender, availability and degree of development of organizational and communicative abilities of a person, on the degree of motivation, as well as on the level of creativity of the teacher's personality. It is revealed that there are various barriers to the use of TSOT by teachers. Regarding the readiness of students to use TSC, it was found that students are not fully ready to use TSC in teaching, in particular, they are not aware of the essence of the concept of immersive technologies and do not identify them with virtual or augmented reality technologies. A significant part of students uses digital services that are quite similar in functionality. The actual digital technologies used in teaching in the world practice are revealed. The necessity of using digital services in virtual educational environments, including metaverses, is substantiated. In order to increase the ability of teachers to use TSOT, it is necessary that the curricula include courses on the use of TSOT in education in the context of vocational training. It is also proposed to encourage teachers to use technology in the educational process by allocating additional funding. Universities need to create conditions for students to use digital technologies.</p>