Technologies In Professional Activities Research Articles

The trends for modern libraries and building the strategy of library and information education in the Republic of Kazakhstan

The modern trends for the libraries to update library and information education in the Republic of Kazakhstan are examined. The state and the society offer challenges: meeting the expanding information demands in science, education, economics and industries; contributing to the information society. The human resources in the information industry makes the most important factor of increasing the efficiency of libraries. In 2018, the Congress of Kazakhstan librarians adopted the concept of human capital assets which required advanced training, expanding professional competencies and recruiting young professionals. Today, the university library departments focus on increasing scientific and creative potential of the faculty, engaging students in projects and creative activities; educating creative thinking and skills of applying innovative technologies in professional activities. The educational process and curricula are improved as a result of the feedback obtained from graduates and employers. Among the modernization trends in library education in the Republic of Kazakhstan are the country’s integration into the single information space and implementation of the main educational content within the context of trilingual educational policy.

RESEARCH OF CREATIVE-ACTIVITY COMPONENT READINESS OF FUTURE PHARMACISTS FOR USE DIGITAL TECHNOLOGIES IN PROFESSIONAL ACTIVITIES

Тhe emphasis was on creative abilities (as a creative-activity component of the readiness of future professionals to use digital technologies in professional activities) in the context of its development in the formation of information technology competence of future pharmacists in the process of teaching the disciplines of natural science training "Information technology in pharmacy" and "Computer modeling in pharmacy" was emphasized. Within the framework of the developed methodology, a questionnaire survey of future specialists was carried out, and its results were evaluated according to a specific algorithm using the appropriate methods of mathematical statistics. During the formation of information technology competence in the process of teaching the discipline of natural science training "Information technology in pharmacy", it was found that the positive dynamics of the levels of creative abilities of future specialists takes place. It was proved that the formation of IT competence in the process of teaching the discipline of natural science training "Information Technology in Pharmacy", in particular with the use of developed manuals, effectively affects the creative abilities of future pharmacists, namely ensures the development of a creative-activity component of their readiness to use digital technologies in professional activities.

Barriers of teacher training in the implementation of distance learning technologies in modern education

The article is devoted to the problems of using distance educational technologies, which are barriers in the educational process. The authors investigate the possibilities of taking into account the technical features of the functioning of distance learning technologies and e-learning in the legislation, as well the conditions and problems of using distance learning technologies and e-learning in the educational process. The relevance of the problem is in improving the training of teachers for professional activities in the context of modern tendency in the informatization of education. Professional training is based on the inclusion of innovative activities in the educational process of a pedagogical university aimed at organizing creative informational interaction of students and teachers in the process of mastering e-learning technologies. In accordance with the new amendments in the Federal Law “About Education” the problem of including distance educational technologies in schools actualizes. In the article the directions of teachers’ professional training for distance learning are defined, the main forms of teachers' professional training in the field of distance educational technologies at the stage of training at a pedagogical university and advanced training are listed as well. But there are barriers that impede the use of distance learning technologies and e-learning in the educational process. The difference between distance educational technologies and electronic education is whether there is a direct cooperation between the teacher and the student or not. If it is carried out and with using information technology, technical means, we are talking about e-learning. If the interaction is mediated - through the Internet, then this is distance learning. An educational organization has the right to use one or both forms of educational program implementation. It is important to prepare future teachers for the use of distance learning technologies in professional activities in the global process of informatization and digitalization of education.

САМОМАРКЕТИНГ В ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПРЕПОДАВАТЕЛЯ ВУЗА

The article reveals modern approaches to the definition of selfmarketing. It focuses specifics in implementing the self-marketing strategies in the professional activities of university teachers. Self-marketing is a process of continuous professional development and self-improvement of teachers, formation and promotion of their personal brand. For university teachers the purpose of active self-marketing is an increase in the competitiveness and market value of oneself and ensuring the stability of their positions in the conditions of instability of the professional intra-university and inter-university labor market. Self-marketing is closely related to the selfdevelopment of the teacher and is realized in the objective need to constantly improve knowledge and perfect professional competencies in accordance with the current requirements of educational programs. The article reveals the factors of the internal and external environment that determine the main directions of self-marketing as a competitive strategy of behavior for a university teacher. The practice of using marketing tools in professional promotion and self-development of a teacher is analyzed in three positions: "teacher as a researcher", "teacher as a teacher", "teacher as an expert". The main functions of self-marketing of a university teacher are highlighted: evaluative, information-analytical, corrective, stimulating, image-building. The development and implementation of marketing technologies in professional activities makes it possible to improve the quality of the educational process and ensure more stable positions of teachers in the professional labor market.

REVISITING THE USE OF HEALTH TECHNOLOGIES IN A MODERN EDUCATIONAL INSTITUTION

The problem of organizing the educational process in the context of children’s health saving in a modern educational institution is considered. Health and education have been shown to be interrelated and interdependent. Successful mastering of school programs, children’s spiritual life, world outlook, mental development, level of educational achievements, belief in their forces depend on health, well-being and cheerfulness of children. It is emphasized that the most important aspect of the implementation of health objectives in the educational institution is the use of appropriate health education technologies. The content of the concept of “health educational technologies” has been clarified as favorable conditions for children’s education at school (absence of stressful situations, adequacy of requirements, methods of teaching and education); optimal organization of the educational process (according to age, gender, individual characteristics and hygienic norms); full and rationally organized motor mode. A modern classification of health technologies based on the work of scientists is presented. It is proved that the use of health technologies in a general secondary educational institution is a condition for the development of a health educational environment aimed at strengthening the health of participants in the educational process; a positive psychological atmosphere at training sessions; teachers’ and students’ awareness of ways to maintain health and their health behavior; developing a valued attitude by teachers to their own health and the health of students; disease prevention, negative attitude towards bad habits, etc. The need for qualified specialists ready to use health technologies in professional activities is substantiated. Here are some examples of the introduction of health technologies in the educational process of educational institutions in Volyn.

CURRENT STATE OF FORMATION OF READYNESS OF PRIMARY PRIMARY SCHOOL TEACHERS FOR INTRODUCTION OF TECHNOLOGIES OF INTERACTIVE LEARNING IN THE PROFESSIONAL PROFESSIONAL

The article considers topical issues of the current state of readiness of future primary school teachers to implement interactive learning technologies in professional activities at the present stage of reforming the education system, which is interpreted as: readiness to develop plans and goals, development of professional qualities of teachers, expanding the mobilization of psychological point of view, increasing the level of independence and responsibility to society. The essence of the concept of "readiness" for future primary school teachers is revealed. The place of such scientists is shown: A. Aleksyuk, N. Boltenkov, V. Bondar, O. Voloshenko, S. Garkusha, M. Dyachenko, I. Zyazyuna, N. Kichuk, O. Kiyashko, L. Krasyuk, N. Kuzmina, Z. Kurland, I. Kushakova, A. Linenko, O. Moroz, S. Nikitchina, S. Sysoeva, V. Slastyonina, S. Smirnova, L. Khomich, V. Chaika, I. Shaposhnikova, O. Yaroshenko, who studied the problems readiness of teachers in professional activity. The essence of the concept of readiness as a set of properties and qualities of the teacher's personality, which determines the adaptation of a graduate of a higher education institution to the conditions of pedagogical work, is revealed. The development of research of scientists of readiness of primary school teachers for introduction of technologies of interactive training in professional activity is shown. The study analyzes the results of a survey of primary school teachers in Lviv, Lviv and Volyn regions on the use of interactive learning technologies. The level of use of interactive exercises at different stages of the lesson is shown, the sufficient level of use of technologies of interactive training of teachers of SZSh№ 68, Lviv. The best level of equipment of the technical base of schools in the conditions of development of the new Ukrainian school is determined. The place of a modern specialist who promotes the expansion of a positive level of learning with a willingness to implement technologies of interactive learning in professional activities is described.

The technology of formation of future teachers’ information culture

The article describes features of the formation of future teachers’ information culture. The relevance of the development, implementation and maintenance of the technology of forming process of information culture of future teachers is substantiated. Different views of scientists on the definitions of “information culture of a person”, “technology” are considered. The main components of information culture are highlighted: computer literacy, information competence, information reflection, information culture creation. The constituent elements of pedagogical technology are listed, which is represented by a set of goals and methods aimed at implementing the projected learning process and is presented by a phased implementation plan. The main characteristics of a technology for the formation of information culture of a future educator are revealed and disclosed. The article describes the results of experimental work to identify the current level of formation of information culture of future teachers. Comparative results of the data obtained during the control experiment testify to the effectiveness of the probed technology and the readiness to use information technologies in professional activities.

ФОРМУВАННЯ ЕСТЕТИЧНОЇ КУЛЬТУРИ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА З ВИКОРИСТАННЯМ ЦИФРОВИХ ТЕХНОЛОГІЙ

The paper considers one of the relevant issues of introducing and using digital technologies by a future music teacher. It is proven that the realm of aesthetic culture of a future music teacher requires the introduction of innovative forms of education and their active application. It is substantiated that digital technologies are a means of professional development of future music teachers in the process of professional training and become an integral part of society at all levels and centers, and digital competence is recognized as one of the priorities in educational activities. The paper emphasizes that modern education is the mastery of electronic, multimedia textbooks and guides, e-courses, interactive complexes, therefore learning with the use of digital technologies is not a novelty but a requirement of the time. The structural components of aesthetic culture such as aesthetic consciousness, aesthetic activity, aesthetic self-organization are analyzed and singled out, and the author believes that such components are designed to implement strategic ideas in the field of education and culture into public life, to develop values, to apply and use modern technologies in professional activities, and this requires active skills in using ICT, as well as information, music and technological competencies, critical thinking, behavioral strategies, response to changing needs and interests of society. In this paper, the author considers digital, music and computer technologies as a means of professional development of a future music teacher in the process of professional training, because the use of such technologies increases motivation for professional activity and develops positive beliefs in selected music disciplines and areas of music research. The paper studies the SAMR approach that allows assessing the level of digital technologies use in educational institutions for teaching and learning. A review of current trends in digital technologies organization and application has identified their most common forms in the training of future music teachers and proven the effectiveness of their use, which affects the development of pedagogical mastery of music teachers.

Digital teacher competencies and their indicators

The implementation of the national program “Digital Economy of the Russian Federation”, the use of distance technologies in the educational process require teachers to have digital competencies. At the moment in the Russian Federation, there are no formulations of digital competencies of a teacher. Although different models of digital competencies and skills have been created, they are rather complementary to each other. An organization can integrate a ready-made model, but it may not fully meet all the characteristics of the organization, its architecture and internal structure. In Russia, in the field of education, the formulation of digital competencies is spontaneous. In Russian science, digital competence refers to the use of digital technologies in professional activities, training, and social communications. Digital competencies are skills for effectively solving problems of a professional, social, personal nature using various types of information and communication technologies. Using the Delphi peer review method, the authors developed the teachers digital competencies and their indicators. The value of the results obtained lies in the fact that when conducting competitive procedures for filling vacant teacher positions, it is possible to assess the level of formation of digital competencies.

THE ROLE OF INFORMATION AND COMMUNICATIVE COMPETENCE IN THE ORGANIZATION OF RESEARCH ACTIVITY OF INFORMATION, LIBRARY, AND ARCHIVAL AFFAIRS SPECIALISTS

In order to improve professional and personal information and communication competence qualities, a specialist in information, library and archival affairs are to acquire a high level of knowledge, skills and abilities as well as to demonstrate ability to apply effectively modern information and communication technologies in the professional activities. Scholars define information and communication competence as one of the basic competencies of specialists in this specialty. This is due to the intensification of computerization and informatization processes and the use of the latest information technologies to optimize library and information processes. The purpose of the paper is to analyze the essence of the concept of «information and communication competence», to determine its role in the organization of research activities of specialists on information, library and archival affairs. Methods used: analysis and synthesis, comparison and generalization, study of scientific literature, periodicals in the electronic database Google Scholar. The «information and communication competence» is defined as knowledge of sources of information resources; practice-oriented skills in the field of information and communication technologies; ability to work with different types of information; worldview of digital technologies; understanding and awareness of the importance of information and communication technologies in professional activities; generation of new ideas in the field of these technologies for training and professional and personal development. We established that the research activities of future specialists on information, library and archival affairs involve obtaining, collecting and analyzing of information; formulation of conclusions and registration scientific results obtained. The formation of information and communication competence of specialists on information, library and archival affairs is more effective under the condition of their active participation in student scientific and practical conferences; development of multimedia presentations as individual research tasks; preparation of information messages, term papers and graduate thesis.

ЗМІСТ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ В СИСТЕМІ ФАХОВОЇ ПІДГОТОВКИ МАЙБУТНІХ ЛІКАРІВ

The article examines the problem of using information technology in the training of future doctors. The expediency of their introduction is substantiated for the integration of natural and professional knowledge. It is demonstrated that the use of these technologies in education increases the motivation of students to the chosen profession and promotes the formation of professional thinking and creativity in practice. The possibility of using information technologies in the medical university for effective distance learning and independent work of students is analyzed. The main tasks of studying the discipline are: formation and development of knowledge, skills and knowledge bases necessary for effective use of modern general-purpose applications in educational and cognitive activities and everyday life; acquainting students with the role of new information technologies in professional activities, with the prospects for the development of computer technology and the importance of continuous self-improvement; development of the ability to independently master various software tools and update and integrate the acquired knowledge. At the present stage of development of higher medical school there is a tendency to use fundamentally new integrated technologies of educational activities, which allow teachers to effectively manage the learning process. Thus, on the example of the considered disciplines it can be argued that the integration of scientific knowledge and professional skills by means of modern IT ensures the development of professionalism of the future doctor and creates favorable conditions for continuous self- development and self-improvement throughout practice.

Checking the Pedagogical Conditions for the Formation of the Readiness of Future Primary School Teachers to use Cloud Technologies in Professional Activity

The article considers experimental testing of pedagogical conditions for the formation of the readiness of future primary school teachers to use cloud technologies in their professional activity. The concept of the study was that training future primary school teachers becomes effective under certain pedagogical conditions, namely: motivation of future teachers to acquire theoretical knowledge by means of cloud technologies; organization of training, using the capabilities of cloud technologies; introduction of forms, methods and means of training that contribute to the formation of the readiness to use cloud technologies in professional activities; mastering the method of application of cloud technologies. Experimental verification was carried out in four stages. The results of the preparatory stage were the clarification of the main definitions, defining the goals and objectives of the study, the selection of cloud technologies to create an educational environment, based on the studied psychological and pedagogical literature on the subject. The ascertaining stage gave us the opportunity to clarify the methodology of the pedagogical experiment, to identify the levels of formation of the readiness to use cloud technologies in professional activity and to conduct the initial control of knowledge, skills and abilities. At the formative stage of the experiment, the developed methodology was tested and changes in the level of the readiness for using cloud technologies in professional activities in the experimental and control groups were revealed. The result of the control phase of our study was the final check of the level of readiness for the use of cloud technologies in the professional activities of control and experimental groups, which showed a change in the distribution of higher education in accordance with all components of readiness. The introduced pedagogical experiment allowed to determine the effectiveness of pedagogical conditions for the formation of the readiness of future primary school teachers to use cloud technologies in their professional activity.

ПРОЄКТУВАННЯ МОДЕЛІ ОСВІТНЬО-КОМУНІКАТИВНОГО СЕРЕДОВИЩА ПРОФЕСІЙНОЇ ПІДГОТОВКИ УЧИТЕЛІВ-ФІЛОЛОГІВ ЗВО

he article is devoted to the design of a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions and substantiation of the essence of functions used in the study of the application of innovative technologies in professional activities. The aim of the article is to characterize the semantic principles of designing the model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. Achieving the goal involved the use of a number of methods: general – analysis, synthesis, abstraction and generalization, which made it possible to design a model of educational and communicative environment for the training of teachers of philology of higher education institutions; structural-logical analysis – allowed to outline the functions of the model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. In addition, the article outlines and analyzes the main scientific sources on this issue. The article characterizes the content principles of designing a model of educational and communicative environment of professional training of teachersphilologists of higher education institutions, formation of professional competence, readiness of future teachers-philologists for professional activity, professional self-improvement and development, formation of integration knowledge and prognostic skills. The practical significance of the research lies in the development and design of a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. As a result of the research, we came to the following conclusions that designing a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions involves creation of the optimal conditions for teaching language and literature; stimulation of speech and mental activity of students; development of their critical thinking, language personality, multiple intelligence and cross-cultural communication; ability to conceptually model information; expansion of knowledge space taking into account individual styles and learning strategies. We see prospects for further development of this thematic area in the implementation of internal and external system communication, coordination of communicative and pedagogical actions, recording and adjusting learning outcomes.

Readiness of Socionomics Specialists for Using Information Technologies in Future Professional Activity

The article considers the problem of the readiness of future specialists in the field of socionomics who will use information technologies in their professional activity. The analysis of references in the field of our research revealed that the effecient intoduction of information technologies in the sphere of socionomics depends on the readiness of specialists for innovation activity, as such activity is one of important components of their professional readiness. We determined the components of readiness of the specialists in the field of socionomics (psychologists, teachers) for applying information technologies in their future professional work. Such components are motivational, cognitive, reflective, communication and creative components. In order to investigate the level of formaton of each component by the future specialists in socionomics we conducted testing and suggested quiestionnaires for the students of psychology at Khmenytskyi National University and pedagogical students at Khmelnytskyi Humanitarian-Pedagogical Academy. The diagnostic results demonstrate that the motivational component of readiness of the students in the field of socionomics to use information technologies in their future professional activity has been formed at a sufficiently high level. However, the diagnostic results of all other components of readiness for using innovations by students of socionomics revealed only sufficient and low levels of formation. Such results necessitate the research effective psychological and pedagogical conditions for increasing the level of development of the motivational, cognitive, reflexive, communicative and creative components of readiness to use information technologies in professional activity by future specialists in the sphere of socionomics.

THE ESSENCE AND CONTENT OF THE CONCEPT "READINESS OF FUTURE PHYSICAL THERAPY SPECIALISTS TO IMPLEMENTATION OF PHYSICAL AND HEALTH TECHNOLOGIES IN PROFESSIONAL ACTIVITY"

The leading role in addressing public health belongs to physical therapy specialists, the purpose of professional activity of which is the comprehensive restoration of the functional state of the person by means of physical and health technologies. Mastering such technologies is one of the components of the professional training of these specialists in the process of educational activity. The article is devoted to the theoretical substantiation of the content of the "readiness of future physical therapy specialists for professional activity" concept as a whole and the application of fitness and health technologies in their professional activity, in particular, which is to acquire relevant vocational and professional knowledge of psychological, pedagogical and medical-biological direction, as well as the skills needed to perform successfully the functions and solving problems in the process of implementation of physical and health activities working with different age and nosological groups; the essence of physical and health technologies is revealed and their role in the professional activity of the future physical therapy specialist is determined. It has been found out that physical exercises and their complexes, which are used in various forms of physical and health technologies, are the main means of influencing the body’s functional capabilities in order to prevent malfunctions, improve health and maximize the recovery of impaired functions of the human body. Formation of professional readiness is an integral part of the comprehensive training of the future specialist. Formation of professional readiness is an integral part of the comprehensive training of the future specialist. In our study the essence of the concept "readiness of future physical therapy specialist to implementation of physical and health technologies in professional activity" is interpreted as a "complex dynamic personal formation that provides ongoing implementation of physical and health professional activity and includes mastery of special education and related physical means, techniques and methods of their use", thus, we assume that the psychological qualities required by a physical therapy specialist are the basis of professional self-improvement. According to the results of the survey, the training of the future physical therapy specialist to implementation of physical and health professional activity should be carried out using the latest technologies, methods, educational innovations, the domestic and foreign experience. Prospects for further research are to substantiate the structure of the formation of future physical therapy specialists to implementationof physical and health technologies in professional activity.

The content of primary school teachers’ training in the context of providing information and communication technologies into the inclusive educational environment

The features of preparing future primary school teachers to work with a computer as a means of managing information as well as one on global computer networks, and mastering digital competencies to design and apply informational technologies that underpin electronic educational resources are analyzed in the article.The basic directions of improvement of preparation of future primary school teachers for the usage of informational and communicational technologies in professional activity in the conditions of inclusive educational environment are considered and substantiated.The purpose of the article is analysis of the status and substantiation of the directions of preparation of future teachers, regarding the peculiarities and possibilities of using informational and communicational technologies in the inclusive primary school educational environment.At the same time, the peculiarities of the functioning of the informational-educational inclusive environment, which provides informational interaction between users (educators, specialists, parents, students, etc.) are characterized.The program of the educational discipline Informational technologies in inclusive education of children with complications of processes of development and socialization is offered.It is proved, that the offered methodical principles and directions of improvement of the content of preparation of future teachers for the usage of informational technologies in professional activity in the conditions of inclusive educational environment provide for certain practically oriented organization of work. Implementation of a training program, within a specially organized course is focused on improving the knowledge and skills in the usage of these technologies in professional activities in an inclusive environment. Therefore, a teacher in the information society as a skilled specialist of intellectual work, with a high level of education, becomes the main resource for improving its quality, which will contribute to the formation of demotivation indicators among participants in the educational process of labor migration

МОРАЛЬНО-ЕТИЧНІ АСПЕКТИ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ

В статті розглядаються питання морально-етичних аспектів інформаційно-комунікаційних технологій в діяльності вчителя інформатики; наголошується, що сучасний учитель повинен не лише давати знання, а й формувати цінності, світогляд молодого покоління. Знання інформаційної безпеки, уміння ефективно використовувати засоби інформаційно-комунікаційних технологій у житті і професійній діяльності мають стати для учнів, студентів – майбутнього нашої держави – засобом формування нового типу мислення й природним ефективним інструментом освітньо-пізнавальної, творчої, самостійної діяльності. Для формування технологічно обізнаної, культурно-розвиненої особистості запропоновано спецкурс «Морально-етичні аспекти інформаційно-комунікаційних технологій у професійній діяльності вчителя інформатики», представлений такими змістовими модулями, як «Соціальні та етичні питання інформаційно-комунікаційних технологій» та «Морально-етичні норми комп’ютерної етики» з відповідними темами, які розкривають особливості комп'ютерної етики, конфіденційність персональної інформації в базах даних; етичні проблеми і норми при формуванні інформаційного суспільства, зокрема віртуальна (інформаційна) етика, етика міжособистісного спілкування в інформаційному просторі. Все це забезпечує розуміння вчителями інформатики соціальних аспектів розробки інформаційних технологій, урахування можливих негативних наслідків і реальних цінностей, також знання етичних кодексів в сфері інформаційних технологій.

ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ ЯК КОМПОНЕНТ ПІДГОТОВКИ МАЙБУТНІХ ЖУРНАЛІСТІВ

У статті зроблено спробу дослідити проблему формування інформаційно-комунікаційної компетентності майбутніх журналістів як важливого показника професійної підготовки висококваліфікованих фахівців. Розкрито сутність поняття «інформаційно-комунікаційна компетентність журналіста», його актуальність у сучасному інформаційному суспільстві; висвітлено наукові погляди на означену проблему; доведено важливість і необхідність формування інформаційно-комунікаційної компетентності в процесі професійної освіти майбутніх працівників мас-медіа. Визначено ІК-компетентність журналіста як здатність використовувати інформаційно-комунікаційні технології в професійній діяльності; уміння з різних джерел здобувати інформацію, критично її оцінювати, аналізувати, відтворювати й передавати іншим; здатність на основі здобутих знань вирішувати будь-яку інформаційну проблему, що стосується професійної діяльності; уміння успішно працювати в інформаційному середовищі й брати активну участь у житті суспільства. Розроблено на основі аналізу науково-методичних праць і власного досвіду педагогічної роботи модель формування інформаційно-комунікаційної компетентності студентів-журналістів, де виокремлено мету, основні цільові напрями, засоби та способи навчання, результат, а також виділено структурні компоненти ІК-компетентності, а саме: мотиваційно-ціннісний, когнітивно-діяльнісний, функціонально-цільовий, поведінковий, рефлексивно-проєктувальний та оцінний компоненти. Наголошено, що основним завданням у процесі формування інформаційно-комунікаційної компетентності майбутніх медійників є підготовка до професійної діяльності в умовах інформаційного суспільства, до активної участі в суспільному житті, що передбачає розвиток їхніх креативних здібностей, здатність до самореалізації та творчого самовираження.

STRUCTURAL AND FUNCTIONAL MODEL OF THE METHODOLOGY FOR PREPARING FUTURE CHEMISTRY TEACHERS FOR THE USE OF CLOUD TECHNOLOGIES IN PROFESSIONAL ACTIVITIES

The relevance of the study is due to the specifics of perception and assimilation of information by schoolchildren (the young generation's penchant for clip thinking) and the insufficient number of studies that reveal the theoretical and substantive-procedural features of the formation of preparedness of future chemistry teachers for the use of cloud technologies in professional activities. The purpose of the article is to develop a structural-functional model of the methodology for preparing future chemistry teachers for the use of cloud technologies in professional activities and its testing. The leading method for studying this problem is the modeling method, which allows to consider the problem under study as a focused, organized process of improving the professional competence of future chemistry teachers and the formation of ICT competency, reflecting the ability and willingness of a future chemistry teacher to use cloud technologies in professional activities. The developed model allows not only to form students' knowledge about the functions of cloud technologies but also aims to prepare future chemistry teachers for new conditions of professional activity. Analysis of the results of the study showed the effectiveness of the proposed model of the methodology for preparing future chemistry teachers for the use of cloud technologies in professional activities, which were confirmed by the positive dynamics of the levels of readiness formation among students of the experimental group. Article materials may be useful for teachers and students of higher educational institutions, teachers of institutions of general secondary education, specialists in the field of education.

Learning free software using cloud services

The article deals with the use of cloud technology services in the study of free software. Free software is a social phenomenon based on the philosophy of freedom and the right to intellectual creative activity. To date, a significant number of software products have been created that are licensed under free software and not used in educational activities. The conducted research revealed the factors promoting and hindering the use of free software in educational activities. Conducted questionnaires, analysis of open data, research of scientists made it possible to conclude on the expediency of using free software in educational activities. Cloud technology is not only a modern trend of effective use of information and communication technologies in professional activity, but also a proven tool for educational activities. To get acquainted with the free software, the use of cloud technologies has been helpful, which is the goal of our research.