“…It complies with the requirements of the curriculum and syllabus and are aimed at students' acquisition of some societal practices in accordance with the learning objectives of vocational training (Anatolii M. Aleksiuk [1], Ivan M. Benderа [3], Nataliia I. Boiko [4], Volodymyr I. Bondar [6], Volodymyr K. Buriak [51], Vitalii A. Kozakov [22], Serhii M. Kustovskyi [24], Anatolii I. Kuzminskyi [25], Oleksandr V. Malykhin [28], Aleksandr G. Molibog [33], Pavel I. Pidkasistyi [38], Iia M. Shymko [44], Mykola M. Soldatenko [46], Oleh O. Tsys [52], Svitlana H. Zaskalieta [58], etc.). By virtue of the content analysis of initial categories, such as "information technologies", "computer based technologies", "communication technologies", as well as existing numerous researches, in the context of the investigated problem of organizing students' independent study activities we consider the ICTs as a systematic range of techniques and forms of knowledge acquisition and ways of learning on the basis of lecturer-student and ICT tools interaction aimed at the achievement of expected accomplishments of the educational process (Svitlana M. Hryshchenko [34], Yevhenii O. Modlo [31], Yurii L. Novikov [50], Polina A. Novikova [50], Ivan O. Petrytsyn [37], Tatiana V. Rudenko [41], Andrii M. Striuk [29], Valentyn M. Tomashevskyi [50], Ivan M. Tsidylo [8], Serhii M. Yashanov [56], Elena V. Zakharova [57], etc. ).…”