What does a two-level assessment of a teacher’s digital literacy include? Digital literacy of a teacher as the basis for creating a unified information and educational space

1. Digital literacy serves as a catalyst for development, promotes self-education and the acquisition of other important life and professional skills.

Digital literacy of a teacher combines important groups of skills: computer literacy includes both user and special technical skills in the field of computers, ICT literacy (a set of user skills for using services and cultural offers), information component (the ability to find optimal solutions, obtain, select, process, transmit, create and use digital information), which teachers most often use in their professional activity.

Digital literacy allows the teacher to continue learning remotely, to devote time not only to routine, often monotonous study of the material, but also to independent, more flexible, integrated learning.

2. Assessing the digital literacy of our teaching staff educational institution is at a fairly high level.

I work at MBOU secondary school No. 14 in Pushkino, Moscow region. In close cooperation with the Moscow regional library, which is located next to the school and since the opening of the new school was carried out in November 2014, in which all classes are equipped with computers and multimedia boards, which contributes to the successful learning of students.

Learners can more easily access information as the volume of digital storage databases grows, making them easier to access than traditional, paper-based learning resources. A component of digital literacy is the management information provided to learners and used by them in their daily lives as they enter into online communities and work with various networks.

On the other hand, integrated and evaluative information becomes part of the skills taught in the classroom when the teacher acts as an information evaluator, showing students the differences between reliable and useless digital resources. The most difficult task is to teach students to synthesize, summarize, compare and identify contradictions in information received from a variety of sources.

3. Characterizing the principles of the formation of a new school, we can identify several main vectors of change in teacher-student relations.

• increasing the independence and responsibility of students for the results of educational activities;
• expanding the range of sources of knowledge and educational information;
• individual labor turns into a joint activity;
• the educational space expands and goes beyond the classroom;
• the teacher does not and should not know all the answers;
• Teacher assessment is increasingly being replaced by student self-assessment, their mutual assessment, and automated assessment.
• traditional instruments are becoming a thing of the past academic work;
• teachers begin to link their professional growth not with deepening and expanding knowledge in a school subject, but with improving general pedagogical skills, knowledge and abilities.

4. Factors hindering the development of teacher digital literacy (in comparison).

Advantages: the systematic nature of the impact on students; knowledge psychological-pedagogical characteristics of the age groups of students, knowledge of a wide range of modern forms and teaching methods; mastery of innovative pedagogical technologies.

Flaws: lack of understanding of the diversity of information resources; poor knowledge of information retrieval algorithms; ignorance of methods of analytical and synthetic processing of information; poor knowledge of technology for preparing information products.

An article about what a modern teacher should be. Good material to prepare for certification. The main purpose of the new generation standards is the formation of a modern person. This means the ability to search, analyze, transform, apply information to solve problems (information competence); ability to cooperate with people (communicative competence); the ability to set goals, plan, use personal resources (self-organization); readiness to design and implement one’s own educational trajectory throughout one’s life, ensuring success and competitiveness (self-education). But for this, the teacher himself must be very competent in many issues of education. Therefore, increasing and improving the ICT competence of teachers is one of the most important tasks facing the education system.

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Municipal budgetary educational institution

"Average comprehensive school No. 13"

urban district Oktyabrsky city of the Republic of Bashkortostan

Information and communication

teacher competence

Ismagilova Liliya Magsumovna teacher of mathematics and computer science MBOU "Secondary School No. 13"

Oktyabrsky RB

year 2012

1. Introduction……………………………………………………………3
2. Main aspects of ICT competence of a teacher in the context of the transition to new standards……………………………………………………………..4
3. The activity level of ICT competence of a teacher in

conditions of transition to new standards……………………………………7

1. The influence of ICT on the educational results of students......13
2. Formation of an information educational environment as a condition for the implementation of the new generation Federal State Educational Standards…………………………………………………….17
3. Does a teacher need a website?................................................. .......................19
4. School of the future……………………………………………………..20
5. Conclusion………………………………………………………...23
6. Literature………………………………………………………24

INTRODUCTION

What should a modern teacher be like? A modern teacher must act not only as a carrier of knowledge, but also as an organizer of educational-cognitive, educational-search, project activities using information and communication technologies.

The main purpose of the new generation standards is the formation of a modern person. This means the ability to search, analyze, transform, apply information to solve problems (information competence); ability to cooperate with people (communicative competence); the ability to set goals, plan, use personal resources (self-organization); readiness to design and implement one’s own educational trajectory throughout one’s life, ensuring success and competitiveness (self-education). But for this, the teacher himself must be very competent in many issues of education. Therefore, increasing and improving the ICT competence of teachers is one of the most important tasks facing the education system

The integration of modern educational and information and communication technologies is becoming an important condition for improving the learning process. A necessary condition This integration is the formation of ICT competence of the teacher. There are two levels in pedagogical ICT competence: knowledge, the so-called level of functional literacy, and activity, the level of application of ICT. That's why purpose My work is a study of a two-level model of ICT - teacher competence in the context of the transition to new standards.

In accordance with the purpose of the study, the following task : to study a two-level model of ICT competence of a teacher in the context of the transition to new standards and highlight the main ways of implementation in practice.

Main aspects of ICT competence of a teacher

in the context of transition to new standards

The information and communication competence of a modern teacher includes three main aspects - the presence of a sufficient level of functional literacy in the field of ICT; effective and justified use of ICT in activities to solve professional, social and personal problems; understanding of ICT as a basis new paradigm in education, aimed at developing students as subjects of the information society, capable of creating knowledge, able to operate with arrays of information to obtain a new intellectual and/or activity result. In pedagogical practice, a two-level model of teacher ICT competence is proposed:

1) knowledge level (preparedness for activity);

2) activity level ( implemented activities).

Functional literacy levelteacher in the field of ICT assumes:

1. possession computer programs processing of text, numeric, graphic, audio information;
2. ability to work on the Internet, use its services such as forums, e-mail, websites;
3. Ability to use equipment such as scanners and printers.

It is obvious that the functional literacy of a teacher in itself cannot lead to qualitative changes in the results of the education system.

Activity levelinvolves the effective and systematic use of functional literacy in the field of ICT in educational activities to achieve high results. The activity level can be divided into sublevels:

implementation – inclusion in educational activities of specialized media resources developed in accordance with the requirements for the content and methodology of a particular educational subject;

 creative – development of our own electronic means educational purpose.

ICTs are used not only directly in the learning process, where they work with educational centers, present presentations, use tests, work to search for information on the Internet, but also when organizing educational activities for:

creating and maintaining network forms of implementation educational process, for example, creating and maintaining a pedagogical website;

implementation of a knowledge monitoring system (Test-Symbol System);

work in online educational communities, for example, “Open Class” (http://www.openclass.ru) or “Network creative teachers» (http://it-n.ru), which are built and developed by teachers and for teachers;

carrying out continuous self-education, for example, the Eidos Center for Distance Education (http://www.eidos.ru), Publishing House“September 1” (http://1september.ru).

The use of information and communication technologies gives the teacher the opportunity to:

implement training based on individual educational trajectories and individual curricula;

implement new types of educational activities such as problem-solving and design methods training;

form critical thinking of students;

use interactive teaching methods;

apply modern means communication;

use computer modeling of the processes being studied.

All of the above is included in the concept of a system-activity approach to teaching.

From the explanatory note of the draft Federal State Educational Standard of General Education (Basic General Education): “... distinctive feature of the new Standard is its focus on ensuring a transition in education to strategy social design and design, from simple relaying of knowledge to the development of students’ creative abilities, revealing their capabilities, preparing for life in modern conditions based on a systematic-activity approach and giving the educational process an educational function.”

A modern teacher must act not only as a carrier of knowledge, but also as an organizer of educational-cognitive, educational-search, project, productive activity using information and communication technologies.

activity level of ICT competence of a teacher in the context of transition to new standards

It is the activity level (implemented activities) that can lead to qualitative changes in the results of the education system in the context of the transition to new standards.

Currently, teachers have a knowledge level of ICT competence, but the activity level leaves much to be desired.

Education is now at a crossroads: we are moving to new standards, but the old ones are still working. The Internet and IT technologies have actively entered our lives, but, unfortunately, they are quite problematic in entering schools: not even because the level of IT competence among teachers is low, but because our education is usually divorced from those practical problems that we decide in everyday life.

What difficulties are encountered on the way to implementing the activity level in the context of the transition to new standards?

Teachers use the Internet mainly to search for information when preparing for classes. Meanwhile, the prospects for using information and communication technologies are much broader. The majority of teachers - 78% - claim that they use information and communication technologies in their work. At the same time, 80% of students say that the computer and the Internet are not used in lessons or are used very little.

How to explain this paradox? Very simple. Teachers use ICT mainly in professional activities: when preparing for classes, they look for Additional information on the Internet, work in online professional communities, but use very little ICT in the educational process.

According to statistics, almost all teachers in Russia have completed courses in computer literacy and basic operations in computer skills, word processing, spreadsheets, everyone was taught how to search for information on the Internet. We introduced them to the electronic educational resources developed within the framework of federal programs and projects and showed how they can be used in the educational process. Teachers have learned to use ICT, but not everyone at school has their own automated workplace, in many schools there are not even computers in teachers’ rooms and libraries, and computer classes are used for the educational process. Most teachers were able to consolidate the skills they learned because they had a computer at home. But many, even after taking courses, do not use the knowledge gained, simply because the application information technologies and electronic educational resources require (especially at first) additional time expenditure from the teacher.

What prevents teachers from using new technologies, including information and communication technologies, more widely and more intensively?

Many teachers with access to a computer and the Internet regularly use Internet resources in their work. Unfortunately, not all schools yet have high speed access to the Internet, and this, of course, is a big deterrent to the implementation modern technologies into the learning process. Another reason is the insufficient qualifications of teachers in the field of application of information and communication technologies and lack of knowledge about the capabilities of the Internet and new emerging services.

What other problems arise in the process of informatization of Russian education?

There have been cases of unusual complaints. The child prepared a beautiful presentation, presented it in class and expects to get an A. At the same time, he did not answer a single question on the topic, because he could make a presentation by mindlessly copying something from websites and pasting it into a template. What grade should the child receive? Opinions vary. The teacher believes - and justifiably! - that, in addition to a beautiful presentation, the child must demonstrate to us an understanding of the topic, knowledge, and the ability to operate with them. And the parent says: “Excuse me, do you have any questions for the presentation? No. Give it five points!” So the introduction of information technology even affected the topic of knowledge assessment. A professional teacher, of course, continues to evaluate understanding of the material, and not external effectiveness. But it is very difficult: to explain why he gives not five points, but three, for a brilliant presentation.

The material and software base for information technology actually becomes outdated every three years, and teachers do not have time to learn so quickly. I think there needs to be more time for teacher training. Today it is only 72 hours every five years; for primary school teachers a little more: in connection with the introduction of digital technologies in the new primary school standard. But still, this is absolutely not enough for a teacher to be modern and truly remain at the forefront of information technology. Maybe we need to find opportunities for remote boost qualifications, because otherwise it is difficult to organize it without losses for the educational process. And most importantly, the state must increase funding specifically for teacher training.

Now that new state educational standards are being introduced into schools, some people think that they need to buy expensive equipment: canteen complexes, interactive whiteboards... But what does all this have to do with the new standards, with the competency-based approach? Many people are not interested in this: the school has something to show - that’s good.

Some schools buy interactive whiteboards and multi-dimensional cinemas, while others spend allocated funds on the purchase of mobile classrooms and organize work according to the “one student - one computer” model. This is a new level of learning. After all, the main task of today's teacher is to develop children's critical thinking, teach them to think and be ready for active work.

Does a modern teacher really need to be proficient in Internet technologies - or is this just a tribute to fashion?

Owning is necessary. But the attitude towards this in the educational society as a “fashionable trend” needs to be overcome. Today, a moment has come in education when teachers are experiencing a certain “fatigue” from the endless demands of higher officials. A huge number of paper reports along with filling them out electronically, the obligation to create presentations, websites, blogs, implementation electronic journal along with filling out paperwork, which in some cases begins to become a “duty” - at the request of management, and so on and so forth. All this in most cases results in yet another lie. They conduct demonstration lessons “using ICT”, and demonstrate, in fact, exclusively presentations. They are developing a school website in which the same information is “frozen” for many years. Teachers in all kinds of courses are taught the same things they taught ten years ago - that is, the “basics”: searching for information on the Internet, editors, tables.

Almost all census participants have a computer and access to the Internet at home; at school - almost 90%. However, the full use of the Internet in educational activities will begin when there is one computer per student.

Other difficulties that prevent teachers from using the Internet in their work include lack of time (more than 40%) and paid educational Internet resources (almost 30%). A quarter of participants feel a lack of information about “useful new products.” Many complain about the lack of the necessary license software, obsolete computer at the teacher’s workplace, lack of home computers for the majority of students in rural schools. Most teachers cannot use a computer and access the Internet during class. Interfering low speed connections, limited traffic, content filters that do not allow access to the necessary educational and information portals, as well as an insufficient number of student computers at school. This is evidenced by the data of the All-Russian Internet Census of Teachers

From October 5 to December 5, 2011, it took place All-Russian Internet- a census of teachers organized by RIA Novosti as part of the “Social Navigator” project. The purpose of this Internet census is to create an objective picture of the use of information and communication technologies by teachers and the use of educational resources by school teachers.

At the same time, to the question “should a modern Russian teacher use the Internet in his professional activities?” 78% of respondents said yes, and 21% said “rather yes.” Less than one percent of respondents answered this question in the negative.

About 73% of participants consider their level of knowledge of information and communication technologies to be sufficient. Others believe that the level needs to be increased, and absolutely insufficient for pedagogical activity Almost 5% of teachers consider it to be at a qualitative level.

Teachers rated their personal online activity quite highly: an average of 6.8 points on a 10-point scale.

According to the Internet census, the activities of teachers on the world wide web are most often aimed at searching for information and getting acquainted with new methodological and other materials and developments. Less often, teachers use the Internet to communicate and even less often to organize educational and extracurricular activities for their students (http://ria.ru/teacher/)

Teachers have now begun to use ICT, but the use of technology in most schools has not led to the emergence of innovative teaching practices that actually change the educational outcomes of students. And this barrier must be crossed.

The Internet as an information environment is changing the nature of education in our country before our eyes. Information technologies are rapidly penetrating the educational environment. This is obvious: a school cannot exist today without information technology. After all, what is the main task of the school? To form an adequate picture of the world in the child. And today, when the whole world already lives within information technologies, it would be simply professionally illiterate to take and conservatively leave a school without them.

We often hear that today students understand computer technology better than teachers. Children quickly learn everything new, but adults, as a rule, need more time. But today, the problem that existed eight to ten years ago, when teachers, especially older ones, were worried, afraid and did not want to move in this direction, no longer exists. The teachers have gradually mastered the computer and are working quite calmly. e-mail, many independently make presentations for their lessons, use digital educational resources - for example, the “Open Collection”, which is based on state money. This is a great help because it makes it easier to find interesting material when preparing for lessons. Now digital educational resources are developing - it becomes possible not only to see some additional material, but also to make laboratory work and much more - and are becoming even more in demand. The Russian Academy of Education conducted a study and found that teachers use digital open educational resources much more actively than their students. We see that the barrier of fear has long been passed, and now we are not talking about mastering, but about building up real competencies in the field of information technology. Today it is not enough to be able to use Excel spreadsheets: you need to work in other environments, be able to work in online communities, with big amount software products.

The influence of teacher ICT competence on the quality of education in the context of the implementation of the Federal State Educational Standard

Of course, a teacher’s use of modern Internet technologies significantly changes his approach to teaching. An open educational environment gives the teacher the opportunity to use a variety of Internet resources in the learning process and apply various forms of teaching. This is, for example, distance learning. In addition, he gets the opportunity to use new services and technologies in organizing extracurricular and extracurricular activities for students. This corresponds to the federal state educational standards of the new generation and undoubtedly affects the quality of education.

The Internet greatly expands the possibilities for personal and professional growth teacher As an example, we can cite the “1 student: 1 computer” teaching model that is now gaining popularity.

There is already a lot going on virtual lessons, they help children who, for various reasons, do not have the opportunity to attend school, gain knowledge. However, in my opinion, real lessons are much more effective than virtual ones. And technology is just a means that allows you to take the learning process to a new level. In any case, I am confident that the important role of the teacher will continue in the future. But now we see that this role is changing. Previously, the teacher was the main provider of knowledge. Now he turns into an ally and comrade who guides the student in the learning process.

So far, according to statistics, the use of ICT does not have much effect on the educational results of students, and this is sad. Nowadays, even if computers are used, it is in computer science lessons to study programming languages, and subject teachers who work with electronic educational resources usually use traditional models: they use a screen or an interactive whiteboard when presenting a topic. Much less often, teachers organize group work in the classroom, using several computers or individual student work in various modeling environments. Unfortunately, it is clear that not all teachers in schools have enough computers to organize such work; some schools have poor Internet bandwidth to actively work with Internet resources online. It is necessary that computer and Internet technologies be truly integrated into the educational process and improve educational results, form meta-subject competencies, new interpersonal interaction skills, and increase motivation for the subject. This requires not only computers, but also many peripheral devices: microscopes, musical keyboards, light and location sensors.

Now the advanced teacher begins to create his own resources: multimedia presentations, embed video fragments, interactive tables, drawings and even flash animations into them. And it is believed that this aerobatics use of ICT. From my point of view, a public school teacher should not develop electronic educational resources himself. He should know about the resources that are posted on federal and regional educational portals, he must be able to use them competently, producing new active pedagogical practices. The teacher’s task is to correctly integrate the capabilities of ICT into his educational process, so that the student thinks and acts independently during classes as much as possible. That is, he would not only read the textbook, where there is a statement of certain laws of nature, not only listen to the teacher, but that he himself would empirically, in the process of a correctly structured educational experiment, derive formulas and discover laws. This is exactly what a computer allows you to do. With the help of peripheral devices we can conduct various experiments, and with the help of computers we can process the data obtained. The computer allows you to simulate situations that a teacher cannot always show in real life. real life due to a lack of reagents or instruments. By properly integrating a computer into educational activities, you can greatly enhance the creative component of learning.

To do this, it is necessary for mass school teachers to learn to truly integrate ICT into the educational process, moving from reproductive to active learning, forming meta-subject and personal competencies. Now, according to various sources, from 12 to 18 percent of teachers can do this.

Does the Internet in professional activities affect the quality of education it provides to students? The Internet is just a tool, and it all depends on how the teacher uses it and for what. It should be taken into account that IT technology in school is a vague concept: it includes, say, the use of an interactive whiteboard. What can you achieve with an interactive whiteboard? Never mind. This is a means for frontal work: the teacher shows something, the child watches something. This is also like a demonstration of educational 4D cinemas: everything in them is three-dimensional, beautiful, moving and Lego-designed by the children themselves. In the first case, the child has a passive position: he only looks and listens, this is the perception of information. What does a child do with a construction set? There is already an activity approach: he produces something, his thinking and motor skills develop.

Today, teachers are most often looking for simply information on their subject, communication with colleagues, Lately, especially in connection with the development of blogs - self-expression and self-realization. Much less often, teachers on the Internet are busy searching for new forms, techniques and methods for actually teaching students online, although this is precisely what is becoming most in demand for education today. Parents want their student children to succeed beyond their formal education, so schooling practices must reflect the growing importance innovation activity and creativity - as professional skills. In fact, this means that the Network should be accepted as an educational space where, through distance consultations, projects and independent educational research Students acquire and consolidate skills in the systematic application of technological innovation and creativity.

The Internet is not only and not so much a source of information as a medium for communication and interaction. And if we perceive the learning process as a process of communication between teacher and student, then the Internet allows us to make this communication convenient. There is a stereotype that there is nothing better than full-time education, when the teacher and student are “eye to eye.” But if there are 50 students in front of the lecturer, then there will be no “eye to eye”, and students will not be able to ask questions to the lecturer during a face-to-face lecture. If the teacher works with them remotely, then there will always be an opportunity to communicate both in personal correspondence and in a group, and the teacher will hear everyone. This kind of education is more personally oriented. Today, you can invite the best teachers in Russia to distance courses - and this is very simple, because there is no dependence on the geographical location of the teacher.

Required information in global network children find it themselves. What is the role of the teacher here? It is important not just to find, but to learn how to search and use the necessary information. This is the teacher’s task: to organize the activities of students, to develop in children the skills of effectively searching for information, evaluating and analyzing it for further use.

Digital “equality” - possession of technical skills, information literacy and culture - is no longer only a factor in learning, but also as a factor in the upbringing and further growth of a person. This means that those who are able to acquire technological skills are in a better position to obtain and use technology than those who do not. Information literacy and human culture influence the evolution of professions, careers and the higher mobility of a person's own contribution to this trend.

FORMATION OF AN INFORMATION EDUCATIONAL ENVIRONMENT AS A CONDITION FOR IMPLEMENTING THE NEW GENERATION GEF

When we talk about the information and educational learning environment for modern schoolchildren, one of the key questions is the question of practical ways integration of Internet information resources into this environment. The Internet is a dynamic information space that reflects the realities of a changing society. Today it is difficult to imagine the formation of social competence of an individual without mastering the methods of orientation in this space. Consequently, working in a dynamically changing Internet environment in the context of the transition to new educational standards should become an integral part of the education of schoolchildren. Let me emphasize: this is not just about borrowing information and “pictures” from the Internet to write essays and prepare presentations, but about developing the ability to access diverse, constantly updated and sometimes contradictory Internet materials as a source of information about current issues. public life. And here before educational institution and an individual teacher, at least two problems arise: 1) How (with the help of what methods, educational technologies) IN PRACTICE, and not at the level of general judgments, to ensure the effective inclusion of this activity in everyday life educational activities? 2) How to neutralize the negative features of the Internet associated with the uncontrolled posting of contradictory, unverified and extremist information on it? I think that training teachers in the use of ICT in today’s conditions should be aimed, first of all, at preparing to solve these very issues.

Why know if you don’t know how, why know if you don’t do it?

“Why do we, teachers, need Internet services, an Internet educational environment, what can they give us?!”, “I already have a lot of work, notebooks, Classroom hour....”, “What will Internet services give me?”, This “change of places” will not result in a new quality, because the essence of the work will remain the same. There is no new quality of the process to be seen here. It has become easier and more interesting for the student to work with the text because the activity has been transferred to the Internet. This also did not make it easier for the teacher to read and edit texts or assess the degree of independence in completing a task.

So how can you intensify the promotion of new knowledge among teachers and students?

Secondly, these are thematic blogs, master classes, competitions, as they provide an opportunity to master new knowledge in gaming activities, and new things are easier to master, since everything becomes transparent, visible, and tangible on the Internet.

The next aspect is the teamwork of work - “together it’s more fun and easier.”

And finally - this is communication. On the Internet, communication between people increasingly occurs not in the form of a direct exchange of statements, but in the form of mutual observation of network activities. Communication through the development of new “virtual signs” that they exchange. These new virtual signs include articles, bookmarks, edits, tags, photographs and notes in the margins. New network services create a new communication environment.

So “Why do we, teachers, need Internet services, what can they give us?!” - this is an opportunity to climb a step up the ladder of self-education through communication and exchange of experience in a new professional environment, this is an acquaintance with new tools of professional communication, this is a way of self-expression and recognition.

DOES A TEACHER NEED A WEBSITE?

We need a website! Both the school and the teacher. And to the student. This is a reality, since informatization, despite all the obstacles, continues its triumphant march around the world. We are all witnesses to how in a matter of years cellular has transformed from an attribute of luxury into an everyday necessity. No one expected that this would happen, but it did. The same will happen with informatization and education as well.

But what is a website for a teacher? This is a communication center that allows you to transform, store, broadcast, including interactively, information aimed at solving educational problems on the scale of a class, school or district, region, country, world. Target audience is initially determined by the site developer, but the site is never limited to these boundaries, since its address is available on the Internet to the whole world, and educational problems are relevant for all of humanity. In addition, the site can act as a media outlet, as a means of distance education, and as an online store. educational literature and didactic materials, as a place for discussing current issues - a forum - with an unlimited number of participants, as a bulletin board, as a file sharing service and much more useful. And only lastly - business card creator. It is precisely this last function that the vast majority of teachers, whether it is their personal site or their school, implements on the Internet. Because it’s simple: do it and forget it, but according to reports it exists and brings a certain dividend: how significant it is to hear in a description - “a teacher (school) has his own website!” How significant it is to feel like the owner of a piece of the Internet! A timeless business card suits many people.

SCHOOL OF THE FUTURE

How should information technologies be used when introducing the Federal State Educational Standard?

The school must create an information and educational environment in which all the necessary information and software for current work, including educational materials and resources, digital diaries and portfolios of schoolchildren’s educational achievements. It provides all participants in the educational process with secure access to the Internet and information resources schools, the ability to compose, store and use the necessary electronic educational resources, accumulate data on the results of educational work, and generate the necessary reference and reporting forms. At the same time, the use of distance learning technologies in school allows the use of full-time and online forms of educational work on an equal basis.

School may become completely different. Maybe we will forget about paper textbooks - they will be interactive, multimedia. Maybe we'll forget about 45 minutes of class time. But we should never forget about socialization, about face-to-face communication, and the fact that for proper self-organization of a child, the help of a mentor, a teacher who is authoritative for students is needed. It is he who sets the motivation for learning and correctly organizes the educational process; it is he who must instill in children the skills of self-learning. Only then can we prepare students for life in a rapidly changing technological and social environment.

Will traditional lessons become a thing of the past with the advent of Internet technologies? The learning environment today has changed a lot. Traditionally, it has been viewed as a physical space - in a classroom, the teacher is “at the lectern”, the student is “at the desk”. Today, the “space” where students learn is expanding into interdisciplinary communities, supported by technology, where they study, communicate, and collaborate with each other and with educators virtually. This reconceptualization of the learning environment has clear implications for schools. Most likely, today high school students and college students most of all “learn” on the global network. More and more the concept of school as a place educational practice changes as students receive opportunities to learn from other sources.

We are all becoming participants in the growing pace of the next stage of the digital revolution. Personal communicators and global public information networks are once again changing our environment, just as radio, television, computers and mobile phones once changed it telephone communications. These processes have already taken over schools in developed countries of the world. They determine changes in the content of education, the movement towards individualization of educational work, the requirement for its demonstrable effectiveness, and an objective assessment of the educational results obtained. To teach students to learn throughout their lives, to teach them to acquire knowledge, produce it, and not just accept and appropriate it - this is the main task of the school of the future. The school can become international and interterritorial. But it will remain a school: an institution with a unified information educational space.

Will traditional lessons remain in the future - or will children learn via the Internet? They will stay and primary school their share will be large, but on average it will decrease. In the older age it will shrink even more, because the volume will increase independent work and design and research activities. But in general, the possibilities of learning via the Internet need to be developed. In this way, a talented child from a rural school can be provided with access to quality educational resources, even if he does not want or does not have the opportunity to leave the village, and there is simply no teacher there for some subject. Educational modules become available to him via the Internet, and he receives a state-guaranteed amount of education. Another situation is when children need advanced educational modules. Nowadays there is a lot of talk about nanotechnology, but you won’t learn about it from school textbooks. We need modules that will tell children both at the fundamental and popular science levels about new trends in science and new discoveries. It is much easier to post this information in the “electronic gymnasium” than to change the standard, print textbooks, send them to all cities and train all teachers.

In fact, the “electronic gymnasium” modernizes the educational process and makes it flexible. And this is precisely the main vector along which education should move.

CONCLUSION

Thus, only by mastering the activity level of ICT competence of a teacher will we achieve a qualitative transition to a new level of education. After all, the main task of today's teacher is to develop children's critical thinking, teach them to think and be ready for active work.

Literature

1. Khutorskoy A.V. Key competencies as a component of personal-

oriented paradigm of education [Text] / A.V. Khutorskoy // Student in a renewing school. - M.: ISOSO RAO, 2002. - P.135-157.

2. http://standart.edu.ru/ - Federal state educational standards.

3. Kuznetsov A.A., Henner E.K., Imakaev V.R. and others. “Information-

communication competence of a modern teacher.” - Computer science and education. 2010. No. 4.

4. Materials from the website of the ECCOR central repository

Course Information

The course “Electronic portfolio as an effective tool for assessing a teacher’s digital literacy” is an explanation of how digital technologies and Internet resources can change the principles of organizing monitoring and accounting individual achievements.

Purpose of the course- formation of professional skills in developing an electronic portfolio as the main tool for assessing individual and professional achievements of teachers, based on the competent use of the basic potential of information technology to solve practice-oriented problems of professional activity.

Orienting teachers to the development of ICT competence, we describe in detail the capabilities of computer technologies while taking into account individual achievements and pedagogical developments.

The course will help students develop skills competent organization electronic portfolio, including technologies for recording and monitoring individual achievements and organizing an online repository of educational content.

Mass open online courses(MOOC) is a living tool for communication, learning and improving the professionalism of teachers, so we invite participants of the teaching community to take this course and take part in its further development.

Additional learning path, including more full use online interaction tools will allow listeners who have higher education, receive a certificate of advanced training.

The course was developed with the support of UDPO Tolyatti State University.

Format

The course is implemented on the Canvas massive open online courses platform.

Course materials are automatically opened by the system as scheduled tasks are completed. To pass the subsequent material, you need to complete the study of the previous one. The student completes tasks freely (at any free time).

The course contains a large number of illustrative and video material, practical tasks that are completed optionally and do not affect the final grade for the course.

Topics are accompanied by test and creative tasks to process the acquired knowledge.

At the end of the course, students take a final test, which includes questions on all topics studied.

Informational resources

1. Online platform “Canvas canvas.instructure.com

2. Pedagogical online community UchPortfolio.ru www.uchportfolio.ru

Course program

Module 1. Digital literacy of a modern teacher

• Digital literacy of a teacher and its components.
• Digital consumption for teachers.
• Digital competence and its types.
• Digital security and its structure.
• Teacher Digital Literacy Roadmap.
• Tools for assessing teacher digital literacy.

Module 2. Electronic portfolio as a way to reflect the individuality and professional achievements of a teacher

• Electronic portfolio for a teacher.
• Who needs a teacher's portfolio and why?
• Structure of the electronic portfolio.
• Tools for creating an electronic portfolio for a teacher.
• Technology for creating an electronic portfolio for a teacher.
• Evaluation of a teacher’s electronic portfolio.
• Advantages and disadvantages of a teacher’s electronic portfolio.
• Digital literacy in creating an electronic teacher portfolio.

Learning outcomes

As a result of training in the course “Electronic Portfolio as an Effective Tool for Assessing a Teacher’s Digital Literacy,” the student will gain the following skills and experience:

Skills:

• navigate the variety of digital technologies and Internet resources for the professional activities of a teacher;
• use digital technologies and Internet resources to organize a record of individual achievements;
• use tools for creating an electronic portfolio to organize monitoring and evaluation of a teacher’s rating.

Experience:

• working with electronic and Internet resources of educational content;
• creating elements of a teacher’s electronic portfolio for monitoring and evaluating ratings using digital technology tools.

Formed competencies (result)

• readiness to apply the conceptual foundations of developing digital literacy in the professional activities of a teacher;
• ability to develop an electronic portfolio using tools.