Technologies In Professional Activities Research Articles

Creating a model of a training task set for a multitask practical training in the courses “Informatics” and “Information technologies in professional activity”

According to the federal state educational standards, the curriculum for socio-economic and humanitarian students of secondary vocational education (SVE) and higher education (HE) includes disciplines that provide mastery of competencies in the field of information and communication technologies. Along with the course of informatics, they include disciplines of the block “Information technologies in professional activity”: “Information Technologies in Court Activity” (SVE), “Information Technologies in Professional Activity” (for several specialties of SVE), “Information and Communication Technologies in Judicial Activity” (HE), “Information Technologies in Management” (HE), “Information Technologies in Translation Studies” (HE) and several other disciplines.Based on the analysis of scientific literature and an array of manuals — workshops provided to students and teachers by leading Russian electronic library systems (ELS), as well as own pedagogical work in teaching informatics and the block of academic courses “Information Technologies in Professional Activity”, the author proposes a model of training tasks set to be solved during the study of these courses. The relevance of the article subject is conditioned by the necessity to effectively use the time allocated by the curricula of socio-economic and humanitarian training areas of vocational education and higher education for the study of informatics and information technologies in professional activities. The novelty of the results presented by the author is confirmed by the absence of articles and reports on the topic in the Russian Science Citation Index (RSCI) database

Methodical system of teaching students computer science: competence-based approach

Relevance. This study investigates the relevant issue of training specialists with knowledge and ability to apply information technologies in professional activities. The relevance of this study is conditioned upon the national programmes and regulatory documents adopted in recent years in the field of education and the importance of being capable of using and studying computer science in modern times. Purpose. The purpose of this study lies in developing a methodological system for teaching students in a competency-based approach, which would maximise the impact on the quality of education and the level of proficiency in computer science. Methodology. The following general scientific methods were used in this study: logical-historical, pedagogical observation, analysis, synthesis, systematisation and generalisation, methods of mathematical statistics, as well as the Help&Manual programme. The use of the created methodological system was carried out involving students of Nasirdin Isanov Kyrgyz State University of Construction, Transport and Architecture, Kazakh University of Transport Communications, Almaty University of Power Engineering and Telecommunications named after Gumarbek Daukeyev in 2018-2019. Results. The result of this study is the motivation-target, content, activity-based, and evaluative-reflexive components of the methodological system highlighted by the authors, each of which is characterised quite succinctly and accessibly. The authors of this study covered the role of the course of computer science in the development of students’ skills in using the possibilities of information technology in the professional sphere, the development of instrumental competencies. Conclusions. During the study, a model of the methodological system of teaching students was created, which was based on factors, conditions, principles, and criteria of methodology, competencies, and the level of their development, forms and methods of teaching. The results obtained can be used in the methodological work of university teachers and in advanced training courses for schoolteachers.

Professional self-determination of future dentists in the modern realities of Ukraine.

Aim: To research how the future dentists' professional self-determination (reflects the cognitive-reflexive component of higher medical education applicants' readiness to use digital technologies in their professional activities) develops within the formation of information technology competence in the modern realities of Ukraine. Materials and Methods: The author's questionnaire consisted of 15 questions. The questionnaire surveys covered 98 future dentists who studied 'Medical Informatics' and 'Information Technology in Dentistry' at the Ivano-Frankivsk National Medical University in the September-December 2017-2018 and September- December 2022-2023 academic years. The research results were assessed according to the algorithm described. The research used such methods as analysis, synthesis, comparison, concretisation, systematisation, and generalisation, as well as methods of mathematical statistics for evaluating data, namely correlation analysis, Kolmogorov-Smirnov test, Cronbach's alpha, Fisher's test (F-test of equality of variances), Student's t-test and ranking. Results: The research found positive dynamics of the professional self-determination levels (in 2022 compared to 2017, the low level decreased by 20.5%, the satisfactory level - by 19.0%, the average level increased by 20.6%, the high level - by 18.9%) and their quality, which within the research increased by 39.5%. Conclusions: By forming information technology competence, future dentists changing the priorities of professional self-determination in the modern realities of Ukraine and acquiring readiness (within the cognitive-reflexive component) to use digital technologies in professional activities.

INFORMATION CULTURE AS A KEY ASPECT OF PROFESSIONAL COMPETENCE OF FUTURE TRANSLATORS

The article deals with the place and importance of information culture in the acquisition of professional competence of future translators. The concept of «professional competence of a translator» is also revealed, and its structure is analyzed, indicating that in order to acquire all components of professional competence, a future specialist in the field of translation needs to master the ability to receive, systematize and use different bits of information, as well as to evaluate and determine its reliability and expediency in the context of professional activity, which requires him/her to have a high level of information culture.
 In the process of writing the publication, we also analyzed different views of domestic and foreign researchers regarding the concept of «information culture» and given own definition of the term «translator's information culture». It was proved that information culture can be interpreted as a professional and personal characteristic, which includes the knowledge, skills, and abilities of the future translator to apply information and communication technologies in professional activities, as well as part of his professional culture, which means compliance with all norms and requirements (moral, legal, etc.) when working with information.
 The formation of the information culture of a future specialist in the field of translation takes place in three stages: the first is designed to form an idea of the spectrum, content and operational forms of information processes and the basic skills of their implementation; the second is related to the acquisition of skills of effective application of all components of information technologies in translation activities; the third one consists in the formation of a system developed information culture of the individual. All these stages are interconnected and mutually dependent.
 In addition, we named the main functions of information culture, among which cognitive, communicative, valuable, educational, creative, worldview and regulatory functions are distinguished.

Artificial Intelligence in Education: Awareness, Readiness and Practice of Using Artificial Intelligence Technologies in Professional Activities by University Faculty

Daily artificial intelligence (AI) technologies are being implemented deeper and deeper in all spheres of human life, including education. At the same time, the degree of integration of AI tools into the pedagogical process largely depends on the awareness, readiness and practice of using the entire AI arsenal by teachers in their professional activities. The purpose of this study is to identify the awareness of university faculty in the use of AI tools in teaching activities, as well as to determine the degree of their readiness and practice of using AI technology in the educational process. The survey participants were 426 teachers from 18 universities of the Russian Federation. The results of the survey showed that the integration of AI tools in education is currently at an early stage. In general, university faculty lack a systematic understanding of the organizational, teaching and learning potential of AI tools. Many educators have segmental knowledge, related to a greater extent directly to their professional activities in teaching specific disciplines, and are not able to create a complete picture of the possibilities of AI in education. At the same time, most university professors express a neutral attitude or readiness to use AI tools in teaching activities. The experience of practical application of AI tools in the pedagogical process is limited to a few cases of using specific technologies in teaching specific aspects of disciplines.

Improving the Theoretical Preparation of trainers who Specialize in Martial Arts for the use of Modern Fitness-technologies in Professional activities

According to the results of the analysis of scientific-methodical literature, the members of the scientific research group found that the topical issue of the application of modern high-functioning systems, as well as fitness technologies in the professional activity of trainers who specialize in martial arts – is devoted to an insufficient number of scientific works. This emphasizes the relevance, timeliness and practical component of the chosen direction of scientific research.
 The main goal of the study is to develop a program for the formation of theoretical knowledge of trainers who specialize in martial arts in the direction of their application of modern fitness technologies in professional activities.
 As a result of the study, the members of the research group developed an experimental program for the formation of theoretical knowledge of trainers who specialize in martial arts in the direction of their application of modern fitness technologies in professional activities. The "experimental program" proposed by us is planned to be implemented during 2 main stages: "Formative" and "Basic", with appropriate educational and methodological support and an algorithm for organizing the system of self-education (improvement of qualifications) of representatives of the studied category.
 Prospects for further research in the chosen field of scientific research include the approbation of an experimental program for the formation of theoretical knowledge of trainers who specialize in martial arts in the direction of their application of modern fitness technologies in professional activities.

USE OF ELECTRONIC RESOURCES AND WEB SERVICES IN TEACHING FOREIGN LANGUAGES

The article raises the question of the need to use network electronic resources and web services in teaching professionally oriented foreign language communication in non-linguistic institutions of higher education. The need to use a communicative approach is noted, as the introduction of new technologies involves active communication with foreign colleagues. That is why foreign language teaching in a non- linguistic educational institution is considered as an integral part of professional training for a specialist. It is noted that information and communication technologies provide information content for communication. Various Internet applications, network resources, platforms that help in foreign language learning are described in detail. The benefits of each network resource and program are revealed. It is emphasized that the application of modern computer technologies in the learning process is considered as one of the main tasks of increasing the educational efficiency at the university. It has been proven that information and communication technologies can be applied in different types of educational activities: independent information search, self-education, in classes, in extracurricular/extramural time, in distance courses. The need to create a catalog of educational resources of the Internet is considered, which introduces teachers to the possibilities of using information technologies in professional activities. The author emphasizes that the use of Internet applications, electronic and technical means stimulates language activity, communicative readiness and creativity, which is especially important when teaching professionally oriented foreign language communication. It is emphasized that Internet resources can include reference literature, educational, scientific, methodological, historical, cultural and technical information as well.a

Formation of the Operational Skills of Using Information and Communication Technologies in the Professional Activity of a Future Pedagogue

This article highlights the issue of forming future preschool teachers’ competence in using information and communication technologies in their professional activity, particularly creating their operational skills. This paper presents the results of diagnosing the peculiarities of developing functional skills to use information and communication technologies in the professional activity of the future preschool education teacher. The article aimed to highlight the process and results of the research on the formation of operational skills in the use of information and communication technologies in the professional activity of future preschool education teachers in higher educational institutions. The analysis was carried out before and after classes on the subject “Information and communication technologies in preschool education.” The authors described the levels of developing operational skills of using information and communication technologies in professional activity of the future preschool education teacher as sufficient, intermediate, and low. They also offered and introduced the methods of forming operational skills using information and communication technologies in professional activity of the future preschool education teacher. Implementing these methods facilitated the formation of the operational component of future preschool education teachers’ competence in using information and communication technologies in the professional activity. A statistical study based on the multifunctional criterion of agreement χ2 – Pearson proved that the indicators of the formation of future preschool education teachers’ functional skills of using information and communication technologies in professional activity before and after classes on “Information and communication technologies in preschool education” differ significantly.

Approbation of the Program of Occupational Therapy of Athletes who specialize in Sambo wrestling category "Masters" (veterans) after treatment of knee joint injuries

According to the results of the analysis of the scientific-methodical and special literature, it was established, that the topical issue of making changes to the existing occupational therapy programs of veteran athletes who specialize in martial arts at the stage of recovery after injuries of the musculoskeletal system with an emphasis on the use of kinesiological taping and modern fitness technologies is devoted to an insufficient number of scientific works. This emphasizes the relevance and practical component of the chosen direction of scientific research.
 The main goal of the study is to adjust and test the experimental program of occupational therapy of veteran athletes ("Masters") who specialize in sambo wrestling after treatment of knee joint injuries.
 As a result of the empirical study, the members of the research group adjusted and tested the experimental program of occupational therapy of veteran sportsmen ("Masters") who specialize in sambo wrestling after treatment of knee joint injuries. The experimental program developed and tested by us ensured a balanced and phased recovery of representatives of the studied category after treatment of injuries, diseases of the knee joint, which contributed to an increase in the indicators of their participation in competitions of various ranks.
 Prospects for further research in the chosen field of scientific research include the development of an experimental program to improve the theoretical knowledge of trainers who specialize in wrestling sports to the use of modern fitness technologies in professional activities.

Sustainable development of the system of formal cyber education: reflection of modern concepts

The article defines the conceptual framework for sustainable development of the formal cyberworld system. An analysis of contemporary regulatory, legal, and scientific sources on the preparation of cyber specialists for the security and defense sector has been conducted. The main research methods identified are synthesis, comparative analysis, focusing method, and cause-and-effect method. The new U.S. Cybersecurity Strategy addressing cyber education issues has been analyzed, which sets new requirements for cyber professionals in the context of the transformation of the global and national security environment. The use of analysis data from EU cybersecurity educational programs revealed the characteristic variability of the cybersecurity educational landscape in the EU and helped identify key gaps in the preparation of future professionals. It has been demonstrated that the integration of Ukrainian cyber education into the Euro-Atlantic educational space should occur through the updating of cybersecurity curricula based on the best international practices, the establishment of a unified system for accreditation, certification, and the development of cyber e-learning platforms for formal education. The competency-based approach in the preparation of cyber specialists is identified as a priority direction in research across various fields of knowledge. It has been revealed that there is a hysteresis of skills within the knowledge-ability-skill triad, acquired during education, in relation to the demands of advanced technologies in professional activities.

DEVELOPMENT OF DIGITAL COMPETENCE UNDER THE CONDITIONS OF DIGITALIZATION OF EDUCATION

The development of the digital environment covers almost all spheres of life. Today, every person needs a wide range of digital knowledge, abilities, and skills in the intelligent use of the latest technologies for education, professional activities, and participation in society. Special attention is paid to providing the educational process of institutions of higher military education with appropriate digital technologies that would meet modern challenges and ensure the support and development of modern digital competencies of teachers. The article presents the results of an empirical study of the peculiarities of the development of digital competences among scientific and scientific-pedagogical employees of institutions of higher military education. It was established that in the conditions of digital challenges, the role of a teacher of a higher military education institution as a provider of digital transformations and the formation of his digital competence becomes important. It was noted that the majority of scientific and scientific-pedagogical workers paid due attention to the issue of systematic application of information technologies in professional activities. It was established that teachers need the development of digital competence related to the work of gamification tools, content visualization for solving practical, professional and general educational goals. It was determined that the digital competence of scientific and scientific-pedagogical workers of institutions of higher military education should be considered as the newest type of literacy, which is associated with special knowledge, skills, and practical skills for activities in a digital educational environment. Mandatory structural components of a teacher's digital competence are computer literacy, information literacy, communicative literacy, and safety in the digital environment. The development of digital competences of teachers will contribute to the establishment of interaction with students, overcoming the digital gap between participants in the educational process, the development of digital literacy of students, and their conscious use of digital technologies for their own realization in the conditions of a digital society.

УМОВИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПЕДАГОГІЧНИХ КОЛЕДЖІВ ДО ФОРМУВАННЯ ОСНОВ ФІЗИЧНОЇ КУЛЬТУРИ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

The article substantiates a set of conditions for the training of future teachers of pedagogical colleges for the formation of the basics of physical culture of primary school students. A survey of expert groups was used: applicants, primary school teachers, teachers of the pedagogical college. A number of conditions are distinguished, including organizational and pedagogical, pedagogical and didactic. There are four dominant conditions in each group, which play a decisive role in shaping the readiness of applicants to use physical culture and health technologies in their professional activities. Organizational and pedagogical conditions are proposed (sufficient funding and availability of material and technical base, professional and personal improvement of applicants, state of health of applicants and teachers, rationalization of pedagogical activity); pedagogical conditions (motivation to use physical culture and health technologies in professional activities, integrativeness of the pedagogical education system, dialogic approach to professional training, ability of future primary school teachers to reflective activity); didactic conditions (organizational, substantive, active, psychological, managerial). The essence of each condition of each block is revealed. It is proved that the justified conditions form a dynamic system based on a personal and active approach, which ensures the formation of methodological and theoretical knowledge, professional skills, personal qualities and individual methods of professional training among the applicants, one of the aspects of which is the formation of the readiness of the applicants to use physical culture and health technologies. It has been established that the conditions for training future teachers of pedagogical colleges to form the basics of physical culture of primary school students show the degree of readiness of future primary school teachers to use physical culture and health technologies in their professional activities.

Mastering of subject-oriented technologies by undergraduate students

Currently, due to the processes of development and modernization of education that are taking place in Russian society, the requirements for a graduate of a pedagogical university are increasing, new guidelines in pedagogical activity are being determined. The organization of training sessions at the university should first of all involve the construction of an educational process that takes into account the educational needs and capabilities of students, and the teaching of disciplines is carried out based on the existing subjective experience. The results of the survey of students and teachers show that currently there is no holistic system in the activities of universities to prepare students for the use of subject-oriented technologies in professional activities. In this regard, an urgent problem is the development of a comprehensive and purposeful preparation of students for the use of subject-oriented technologies at the university. The article describes the experience of studying the course “Technologies of educational activityˮ, during which students master subject-oriented technologies. The logic of studying the discipline as a whole and individual classes using subject-oriented technologies is presented. This work was carried out in undergraduate student groups of the Faculty of Natural Geography of the Yaroslavl State Pedagogical University named after K.D. Ushinsky (Russia, Yaroslavl). The obtained research results confirm the dynamics of students' readiness to use subject-oriented technologies in professional activities. The conducted research touches upon modern aspects of higher and secondary vocational education.

Formation of the Operational Skills of Using Information and Communication Technologies in the Professional Activity of a Future Pedagogue

This article highlights the issue of forming future preschool teachers’ competence in using information and communication technologies in their professional activity, particularly creating their operational skills. This paper presents the results of diagnosing the peculiarities of developing functional skills to use information and communication technologies in the professional activity of the future preschool education teacher. The article aimed to highlight the process and results of the research on the formation of operational skills in the use of information and communication technologies in the professional activity of future preschool education teachers in higher educational institutions. The analysis was carried out before and after classes on the subject “Information and communication technologies in preschool education.” The authors described the levels of developing operational skills of using information and communication technologies in professional activity of the future preschool education teacher as sufficient, intermediate, and low. They also offered and introduced the methods of forming operational skills using information and communication technologies in professional activity of the future preschool education teacher. Implementing these methods facilitated the formation of the operational component of future preschool education teachers’ competence in using information and communication technologies in the professional activity. A statistical study based on the multifunctional criterion of agreement χ2 – Pearson proved that the indicators of the formation of future preschool education teachers’ functional skills of using information and communication technologies in professional activity before and after classes on “Information and communication technologies in preschool education” differ significantly.

Methods and directions of practical training of social workers (on the example of Oles Honchar Dniprov National University)

The scientific article reveals the experience of practical training of social workers in the United States of America, France, England, Scandinavia, Poland, Germany, Czech Republic, Ukraine. Practical training of social workers is carried out taking into account and in compliance with the Global Standards of Education and Training in Social Work. Training of specialists in the social sphere involves close connection with development of communication skills, mastering and application of social work technologies in professional activities with different categories of clients. The scheme-model of practical training created to systematize the experience of practical training. With the help of this model it is possible to analyze the directions, problematic issues and methods of practical training. This scheme allows identifying the main demands and effective methods that will be successfully implemented in the practical activities of social workers. The main skills and traits that are necessary for social workers (empathy, active listening, advocacy, etc.) are revealed. The need for a value-oriented approach and a combination of classical and innovative methods of social work, theory and practice is emphasized. The experience of implementation in the educational process of teaching practical skills in such disciplines as: "Social policy", "Social work with different groups of clients" for students - future social workers of Oles Honchar Dnipro National University. The methods of practical training are implemented: case-studies, trainings, literary social clubs, and presentation of the experience of practitioners. The use of practical training methods requires professional experience and constant self-education and professional development. The scientific article systematizes the experience implemented in the educational process.

TYPES OF READINESS OF SPECIALISTS IN PHYSICAL THERAPY

The article considers the types of readiness of specialists in physical therapy and occupational therapy to use health-preserving technologies in professional activities, which are determined by: scientific knowledge about the nature, patterns, features, principles, purpose, objectives and content of work to restore public health and implement such technologies. The main indicator of the effectiveness of specialist training is the psychological, pedagogical, professional, practical, social, personal and physical readiness of a specialist in physical therapy and occupational therapy to work to restore the health of the socio-component of our society. It is shown that the main property of a specialist in physical therapy and occupational therapy is a generalized ability to think pedagogically, which implies that the teacher has analytical, prognostic, design and reflexive skills. Features of both practical and professional readiness of the specialist are external (subject) skills, which include organizational and communication skills. The main types of readiness (professional, personal, psychological, physical, social, pedagogical and practical) of specialists in physical therapy and occupational therapy to use health technology in professional activities are described; the peculiarities of use in working with patients when compiling rehabilitation programs based on the International Classification are indicated. functioning, limitation of life and health, which aims to define a unified and standardized language and schemes for describing health and health-related conditions, which introduces the definition of the components of health and some related to health, components of well-being (in particular, such as education and work). This classification has moved away from the classification of "disease consequences" and has become a classification of "health components".

Trends and features of the informatization of higher education modern stage

Problem statement. Nowadays, people are increasingly talking not about the progressive development of higher education in the context of the use of digital technologies, but about its more drastic digital transformation. The problem of identifying and systematizing patterns characterizing the development of universities in the context of the mass introduction of new digital technologies, as well as changes in external influences on student training systems, is urgent. The solution of this problem is significant for determining further scientific and pedagogical research, as well as ways to develop teacher training systems. The purpose of the study is to identify on the basis of domestic and foreign analytical data (OECD, UNESCO and others) directions, characteristics, problems and prospects of informatization of higher education. Methodology. The analysis of scientific publications on the development of didactics and the use of modern teaching tools in universities is based on the study of the species composition and specifics of existing digital resources, the use of mathematical methods for processing numerical data and technologies for their visualization. Results. It is shown that modern informatization of higher education is characterized by the spread of online courses, collections of digital resources, a decrease in the number of computer equipment in universities, the penetration of technologies of the new industrial revolution and many other factors. The development of a fundamental component of higher education that is invariant with respect to the development of technologies, the preparation of students for the use of promising technologies in professional activities, the pooling of resources into a single digital educational environment are significant. Conclusion. Research should be continued to ensure and evaluate the quality of all types of learning tools, to identify theoretical and practical approaches to the integration and unification of disparate information systems. There is a need for a scientifically based substantive and methodological update of the systems of training and retraining of all specialists working in the conditions of digital transformation of higher education.

ГОТОВНІСТЬ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНОЇ СФЕРИ ДО ВИКОРИСТАННЯ ЦИФРОВИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

The article emphasizes the problem of developing the conceptual bases of training specialists for application of digital technologies in professional activities, and the urgent need to review the content and means of building the graduates’ professional competencies in terms of digital technology mastering for professional self-development. The aim of the article is to consider modern approaches to the interpretation of the phenomenon of a specialist’s readiness for professional activity, to study the features, content and structure of the readiness of future specialists in the socionomic area for application of digital technologies in professional activities, as well as to highlight the stages of building this complex personal formation in the professional training of students of socionomic specialities. In the study, the set of theoretical research methods has been used, in particular, semantic and content analysis of the main categories, generalization and systematization of existing approaches to the interpretation of the “readiness for professional activity: concept, modelling of the structure of readiness of future specialists in the socionomic area to application of digital technologies in professional activities. Based on the analysis of existing definitions within the framework of person-oriented, phenomenological, cultural and competence approaches, it was found out that this kind of readiness is a holistic characteristic of future specialists, which encompasses the unity of knowledge, abilities, and skills of the creative use of digital technologies in the humanitarian field in the future professional activity. This phenomenon is defined as a complex of types of readiness, which in their interconnection and interdependence ensure building crucial competencies of the Industry 4:0 era in future specialists of the socionomic area including digital competence, social competence and soft skills. The components of the studied readiness and their features are described in view of the specificity of socionomic professions. The personal-motivational component covers the general professional orientation of future specialists in the socionomic area in their life self-realization context, as well as specific characteristics causing a positive attitude towards the use of digital technologies for personal self-development and optimization of all professional activities. The content-procedural component focuses on the creation, adaptation and application of means and tools of the electronic information environment used for the purpose of personal and professional self-development and career advancement. The creative-communicative component emphasizes the productive, creative and effective organization of professional interaction and communication via modern ICT. The stages of creating this complex personal quality in the professional training process of students of socionomic specialities have been highlighted. Such stages are, first and foremost, the formation of readiness to choose a profession, then readiness for study and professional activities to master the profession, and finally - readiness to perform professional activities with the use of digital technologies and tools. The prospects for further research are the search for factors and the modelling of the methodology of training future specialists in the socionomic area for application of digital technologies in professional activities.

Effectiveness of the Pedagogical System of Training Future Primary School Teachers to Use Innovative Technologies: Research Results

The purpose of the article is to theoretically substantiate the peculiarities of forming the readiness of future primary school teachers to use innovative technologies. Among the research methods used, the following were decisive: analysis, generalization, experiment, questionnaires, expert evaluation, and observation. Results. In today's conditions, the driving force in the field of education is the use of innovative pedagogical technologies of learning and education, which satisfy the didactic requirements for ensuring the educational process. The training of a new generation of primary school teachers, who are able to depart from traditional forms and methods of working with students and at the same time perceive and extrapolate new pedagogical experience, new technologies, forms and methods of work in their professional activities, is aimed at realizing the need to create a positive educational environment by activating intellectual and sensory and emotional resources of each student. That is why there is a need to use appropriate pedagogical technologies in professional education. This, in turn, actualizes the need to include appropriate content in the subject-methodical training of future primary school teachers, requires rethinking and searching for new organizational forms and methods of training that would improve its quality and effectiveness, expand and deepen the content of professional training. This is due to the latest trends in the development of social, interstate, and cultural relations in the field of professional and pedagogical training of specialists and is the subject of special attention of the state, which is reflected in the main documents that determine the priorities of the educational policy of Ukraine: the laws of Ukraine «On Education», «On Higher Education» , «On the national informatization program», state programs «Information and communication technologies in education and science» for 2006-2010, Concept of implementation of state policy in the field of general secondary education reform «New Ukrainian school» for the period until 2029, Concept of media implementation of education in Ukraine (2010), Strategy for the development of the information society in Ukraine (2013), etc. So, the result of professional training of future teachers is the readiness to use pedagogical technologies in professional activities, which is determined by the actual problem of pedagogical science and practice. Conclusions. The author formulates general conclusions and recommendations for the implementation of theoretical and practical results of the study in the educational process of pedagogical universities, and identifies prospects for further research in the field of the problem under study.

ПІДХОДИ ДО ВДОСКОНАЛЕННЯ ЗМІСТУ ДИСЦИПЛІНИ «ЦИФРОВІ ТЕХНОЛОГІЇ В ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ» В УМОВАХ ВИМУШЕНОГО ДИСТАНЦІЙНОГО НАВЧАННЯ

The article examines the problem of improving the educational process of studying ICT in the preparation of masters in the educational and professional program «Professional Education. Computer technologies» at Berdyansk State Pedagogical University. The improvement and clarification of the content of the discipline «Digital technologies in professional activity» was considered, which should be based on the consideration in the educational process of professional education of today's challenges of ICT application by future specialists. The application of six main categories of ICT, which are actively used in the educational process, has been analyzed. Training ICT, which have been designed to consolidate knowledge, skills and abilities. Cognitive ICT are focused on mastering concepts that serve to ensure the organization of the educational process in accordance with programmed learning systems. ICT for problem-based learning are focused on the implementation of educational and cognitive tasks and the principles of indirect management of the educational process. Simulating and modeling ICT, which are intended for simulating and modeling various processes, phenomena, situations of human social life, etc. Game ICT are used as a form and method to achieve certain educational goals. Reference and information ICTs provide access to knowledge bases, dictionaries, encyclopedias, information and search systems, etc. These categories are the basis for improving the content of the «Digital technologies in professional activity» discipline. A confirmatory study was conducted among stakeholders, owing to which specific ICTs have been determined that should be included in the content of the educational component «Digital technologies in the professional activity». The resulting list of ICT is quite broad, but it should be noted that a significant part of ICT can be used to achieve various educational goals and solve various didactic tasks, including: Google Keep, LearningApps, MindMeister, Nearpod, OneNote Web Clipper, Pear Deck, Popplet and TheBrain. A separate group is ICT that represent a whole range of tools and technologies and are system ICT, such as: Canvas, Google Classrom and LMS Moodle. Key words: information and communication technologies, content of education, distance education, professional education, stakeholders.