The article discusses the problems of using web technologies in the development of self-sufficiency of University students. We hypothesize that real professional situations in which he/she is obliged to work independently on the basis of web technologies contribute to the development of students' self-sufficiency. It is shown that the activity approach to learning, based on the use of project learning technologies in the process of preparing for lessons by learners and interactive technologies of blended learning, promotes the development of independence and self-reliance of students on the basis of web technologies. This article contains a matrix of integration of interactive technologies in the process of independent work of students. This will allow the teacher to select the tools for Moodle Leaning Management System in order to successfully implement the interactive forms and education methods in independent work of students in the conditions of turning down the monologue-based oral presentation of training material by the teacher. For assessment of the effectiveness results of research we carried out a survey of Bachelors of pedagogical education. The article presents the results of the survey of four-year students confirming the results of the study.
The chapter deals with the model of the trajectory of training teachers and a new approach to constructing a smart learning environment. The authors present a scheme of the smart trajectory, which outlines new approaches towards teaching students. The role of using interactive activity-based smart components is shown. The chapter depicts the results of the approbation of the model. The approbation revealed that the use of the smart trajectory allows to develop analytical competences, the skills of problem solving, creativity, the capacity to communicate with teams, groups, and individuals. The result of building up the smart trajectory consists in the creation of multi-format and personified educational space in an interactive environment enabling a person to study at any time and anywhere getting free access to content around the world.
<p style="text-align: justify;">The article discusses the topical issue of a model of digital competencies for a future teacher. The analysis of the composition and structure of the most relevant models of digital competencies of a citizen and a modern teacher is carried out. In addition, the article reveals approaches to the formation of the content of digital competence, and provides the results of an empirical study, which consists in analyzing the results of a survey of practicing teachers and teacher-training students in order to identify the most demanded digital competencies of a future teacher. The article substantiates the authors’ content of the competence of a future teacher, a university student. The purpose of this article is to develop a theoretical model of digital competence of a future teacher, taking into account the dynamic technologisation of the modern world and the peculiarities of Russian education, based on an analysis of approaches to determining the content of its digital competencies. According to the analysis of studies, the issue of teachers’ digital competence is not sufficiently disclosed. Numerous studies on digital competencies of a person, teacher, etc. do not fully solve the problem of assessing the digital competence of future teachers.</p>
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