THE POTENTIAL OF THE APPLICATION OF DIGITAL TECHNOLOGIES IN THE EDUCATIONAL ENVIRONMENT OF THE INSTITUTION OF HIGHER EDUCATION IN THE TRAINING OF THE FUTURE TEACHER

The article considers the potential of using a range of digital technologies in the educational environment of a higher education institution in the preparation of a future teacher. The authors determined the modernity and importance of the adaptation of modern specialists to the conditions of digitization of the educational services market, which was caused by the pandemic, and later by the state of war in Ukraine. It is emphasized that modern teachers must adapt to the requirements of the modern educational space, where the mastery of digital technologies is a strategic task of the education system in the conditions of digital transformation (which is determined by a number of regulatory and legal documents). The authors summarized that the content of the professional and pedagogical training of future teachers should form not only fundamental but also special (professional) knowledge, which will allow mastering the methodology of using digital technologies, tools, devices with the possibility of adaptation to market transformations based on their own qualifications and professional competence in conditions of formal, informal and informal education. One of the promising competencies is information-digital. This competence includes understanding the nature of information, the ability to effectively find, evaluate, process, create and communicate it using information and communication technologies, and have innovative thinking. It is noted that the authors use a range of digital technologies in their personal practice to create virtual and physical content (Moodle, Google Class, Google Drive, LearningApps.org, Wordwall.net, Kahoot, MindMeister, Coggle, Miro, Padlet, MentiMeters, Worditout.com, Canva). The mentioned digital technologies, as noted by the authors, are used at various stages of activity – from lectures, seminars, practical, laboratory classes to the organization of independent and research work of students and are able to ensure the development of professional competence in future teachers, as well as develop meta-skills, which makes it possible to design the content of educational activities and the use of various technologies within the framework of an open educational environment in professional and pedagogical activities.本文探讨了在高等教育机构的教育环境中，运用一系列数字技术培养未来教师的潜力。作者论证了，在由新冠疫情及后续乌克兰战事催生的教育服务市场数字化转型背景下，现代从业者适配该环境的必要性与重要性。研究强调，现代教师必须适配现代教育空间的要求，而在数字化转型背景下（该转型由多项法律法规文件确立），掌握数字技术已成为教育系统的战略性任务。作者总结指出，未来教师的职业与师范教育内容，不仅应涵盖基础性知识，还需设置专门（专业）知识模块；此类知识体系可使学习者掌握数字技术、工具与设备的使用方法，使其能够结合自身资质与职业能力，在正规、非正规及非正式教育场景下适配市场变革。信息数字素养是极具发展前景的核心素养之一。该素养包含对信息本质的理解、借助信息通信技术高效检索、评估、处理、创造与传播信息的能力，以及创新思维能力。研究指出，作者在个人教学实践中运用了一系列数字技术来创建虚拟与实体教学内容，包括魔灯（Moodle）、谷歌课堂（Google Class）、谷歌云端硬盘（Google Drive）、LearningApps.org、Wordwall.net、Kahoot、MindMeister、Coggle、Miro、Padlet、MentiMeters、Worditout.com以及可画（Canva）。如作者所述，上述数字技术可应用于教学活动的全流程：从讲座、研讨课、实践与实验课，到组织学生的自主学习与科研工作；此类技术既能助力未来教师职业能力的养成，亦可培养元技能，使其能够在师范教育活动的开放教育环境框架内，设计教学活动内容并灵活运用各类技术。