The coronavirus (COVID-19) pandemic has affected all areas of public life, including the education system. The introduction of restrictive measures (social self-isolation) to contain COVID-19 has led to changes in the work of educational organizations. All subjects of education: teachers, students, and their parents have to adapt technically and psychologically to new learning conditions, mastering various forms of distance interaction on the Internet. Special programs and applications allow you to exchange information and files. Each of them has its own advantages and disadvantages, their use is fraught with certain threats, as is the case with any other services on the Internet. The article actualizes the problem of the effectiveness of the teacher's pedagogical technique in the context of the massive use of distance educational technologies. This article analyzes the risk and threats factors of the modern information society, which rise the need to improve the qualifications of all subjects of the educational process to ensure the information security of the educational environment. The idea of the need for the design, development, and implementation of advanced training courses for teachers of educational organizations, dedicated to information security and the use of distance learning technologies in the system of additional education, is substantiated. Information and communication competence is considered as a category component of a teacher's pedagogical technique. The results of surveys of teachers, children, and their parents are presented, based on which the relevance and content of individual modules of advanced training courses for teachers as a condition for increasing the effectiveness of their pedagogical technique are defined and characterized.
Reforming the education system in Russia detected the need for a qualitative renewal of teacher training methods. In connection with the active use of IT technologies in the study process, it is necessary to revise the main approaches to the formation of teachers competence in the development of their pedagogical techniques, such as abilities and readiness for interaction with students. When organizing interaction, it is essential to provide a comfortable environment, as a set of favorable conditions for the actualization of the potential of all participants in the study process. Traditionally, the formation and subsequent development of the teacher's pedagogical technique is creative, on an intuitive level. It is difficult to foresee the result in such conditions. The pedagogical system, aimed at the development of the teacher's pedagogical technique, should solve this problem, as well as increase the efficiency of the pedagogical technique in the modern conditions of informatization of the study process.
The article deals with various organizational issues of distance learning in vocational education. The authors applied the theory of distance learning to vocational education in Russia. The research featured teachers of more than 40 educational institutions, who mentioned such problems as the lack of equipment, personal computers, software, and Internet access. Most respondents believed that the quality of vocational education deteriorated during distance learning mostly as a result of poor technical support. Another problem is the absence of personal contact between teaching staff and students. The authors analyzed the current situation and propose various means of improvement, e.g. asynchronous teaching methods.
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