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Interacción y Perspectiva Dep. Legal pp 201002Z43506
Revista de Trabajo Social ISSN 2244-808X
Vol. 14 N
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3 605-619 pp. Copyright © 2024
Octubre-diciembre
ARTÍCULO DE INVESTIGACIÓN
Alfabetización digital de profesores y alumnos: estrategias y métodos de
desarrollo
DOI: https://doi.org/10.5281/zenodo.11154605
Volodymyr Mykolaiko *, Viktoriia Soloshchenko **, Tetiana Korshevniuk ***,
Ganna Taran **** y Yurii Pavlov *****
Resumen
Este artículo examina detalladamente el problema de la preparación de los licenciados
para la enseñanza profesional, tanto desde la perspectiva de la literatura científica como
de la práctica pedagógica. En particular, se enfoca en explicar el concepto de
"preparación de los licenciados para las actividades profesionales y pedagógicas" en
instituciones educativas que ofrecen programas de formación profesional secundaria. El
artículo establece las condiciones pedagógicas necesarias para desarrollar la preparación
de los licenciados en este tipo de actividades. Se presenta un modelo metodológico
fundamentado en teoría para el desarrollo de la preparación de los licenciados en la
enseñanza profesional en instituciones de formación profesional. Además, los autores
describen el desarrollo y la implementación de un sistema metodológico para preparar
a los licenciados en la enseñanza profesional, el cual incluye una serie de medidas
destinadas a mejorar el nivel de preparación de los futuros profesores. En la parte final
del artículo se ofrecen recomendaciones metodológicas para el desarrollo de la
preparación de los licenciados en la enseñanza profesional, con un enfoque práctico en
el proceso educativo. En resumen, este artículo representa una valiosa contribución al
campo de la ciencia y la práctica pedagógicas al proporcionar un enfoque integral para
preparar a los licenciados para una labor efectiva en el ámbito educativo. Este estudio
será de utilidad tanto para profesores, metodólogos y directores de instituciones
educativas, como para investigadores interesados en temas de educación profesional y
formación docente.
Palabras clave: sistema educativo, condiciones de enseñanza, competencia docente,
competencia en TIC.
Abstract
Digital literacy of teachers and students: strategies and methods of
development
This article focuses on the study and development of a model for the formation of general
pedagogical ICT competence among future teachers, taking into account the current
trends of digitization and informatization of education. The research reveals the essence
and structure of this competence, as well as discusses the effective pedagogical
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conditions and methodical support necessary for its formation. First, the theoretical
aspects of ICT competence are analyzed, including its key components and significance
in the modern educational paradigm. The main attention is paid to the development of
the model, which is based on the system-activity approach, and is defined as an effective
tool for achieving the set goals in the process of forming ICT competence. Next, the
article describes the developed methodological approaches and pedagogical conditions
that contribute to the effective formation of ICT competence among future teachers. The
authors provide a detailed description of the developed methodology, as well as describe
its practical application in higher educational institutions. The last section of the article
is devoted to the experimental verification of the effectiveness of the proposed model.
This part presents the results of an experimental study that was conducted in the
educational environment of a higher school, and discusses how the implementation of a
system-activity approach affects the formation of ICT competence of future teachers.
This article will make a significant contribution to the understanding of the process of
forming ICT competence in the educational environment and will offer practical
recommendations for teachers and educational institutions.
Keywords: educational system, pedagogical conditions, pedagogical competence, ICT
competence.
Recibido: 29/02/2024 Aceptado: 22/04/2024
* Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine. ORCID ID: https://orcid.org/0000-0002-
0515-1241. E-mail: Mykolaiko@gmail.com
** Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine. ORCID ID:
https://orcid.org/0000-0002-5888-3796 . E-mail: Soloshchenko@gmail.com
*** Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine. ORCID
ID: https://orcid.org/0000-0003-0430-5808 . E-mail: Korshevniuk@ukr.net
**** Kyiv National University of Construction and Architecture, Kyiv, Ukraine. ORCID ID:
https://orcid.org/0000-0003-3311-0321 . E-mail: Taran@gmail.com
***** Taras Shevchenko National University of Kyiv, Kyiv, Ukraine. ORCID ID: https://orcid.org/0000-0002-
8390-785X . E-mail: Pavlov@gmail.com
1. Introduction
The development of the digital society makes us wonder whether teachers are
ready to work in educational institutions with modern digital technologies, whether
they are capable of to use digital technologies at a high level in the educational
process, or at one whether they are with students, whether they can contribute to
the development of students' digital competence.
Modern models of professional training of teachers require solving the problems
associated with the combination of analog and digital media, with the displacement
of all other technologies by digital ones, with the widespread distribution of digital
services. They also need to take into account the constant and intensive process of
digitization, especially when this process is accelerated due to circumstances beyond
the control of teachers themselves (for example, the coronavirus pandemic, which
forced education to go online; the accelerated development of digital services, the
creation of a new educational policy, digitalization state and education, etc.).
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The formation of a teacher's digital literacy begins with the formation of digital
literacy of the individual, which can begin from childhood. Born teachers at the
beginning of the XXI century. Entered the world of digital technologies almost from
childhood, etc. Time of study in information, communication and digital institutions of
higher education technologies were widely implemented in the process of professional
training of teachers. Teachers middle-aged entered the world of digital technologies
while studying in higher education institutions education and were able to improve
their qualifications in the field of digital literacy technologies in the postgraduate
education system. Older teachers had the opportunity enter the digital world only in
the process of retraining in the postgraduate education system.
It should be noted that even young teachers, despite their early familiarization
with digital technologies, will also have to be upgraded over time qualifications to
improve your digital skills. So, the system postgraduate education plays an important
role in the formation and development of digital teacher's literacy.
Digital literacy is important for teachers because it can facilitate increasing the
efficiency of the educational process, teaching students to effectively use digital tools
for educational purposes and in various spheres of life.
Digital literacy in the learning process means knowledge and ability to use a wide
range of digital tools such as smartphones, tablets, computers, etc. for various
educational purposes. In class, students can use these tools to explore content for
different subject areas, communicate with other students about learning topics, and
create their own digital content related to the curriculum they are studying. In order
for the students to do this, the teacher must also have all these technologies in order
to be able to help the students in case of problems. Therefore, digital literacy is
important in the educational process for both teachers and students.
Thus, this problem is currently particularly relevant, since the modern education
system, which has long been focused on traditional reproductive technologies, does
not yet fully have developed mechanisms for developing the ICT competence of future
teachers in the context of informatization of education.
Among the fundamental foundational works that determined the main directions
of development of the field of informatization of education are the works: (Casas,
Jennifer P., 2020) explores strategies for integrating digital technologies in the
classroom and methods that promote the development of digital literacy among
teachers and students, (Gardner, Howard, 2013) analyzes how digital technologies
influence the way young people think and behave, including their learning and
socialization.
Thus, modern requirements for a new quality of innovative information technology,
communicative training of teachers and the dominance of a narrowly focused
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approach to the formation of general pedagogical ICT competence of students - future
teachers in educational organizations of higher education; the existing practice of
forming general pedagogical ICT competence of future teachers as a system-forming
component of the integral structure of professional ICT competence and the need to
improve the theoretical and methodological basis for the formation of ICT competence
of students in educational organizations of higher education.
2. Methodology
The methodological basis of the study was:
– A systematic approach that allows for a comprehensive study of the process of
developing the readiness of bachelors for professional and pedagogical activities as an
integral system;
– A competency-based approach, focused on mastering the system of professional
competencies of bachelors necessary for organizing and managing the educational
process in professional educational organizations;
– A synergetic approach aimed at the process of self-organization of the student’s
personality through self-determination, considered as an adaptation of the individual’s
internal needs to the conditions of the real situation, methods of various types of
activities;
– An activity-based approach that ensures the orderly action of a vocational training
teacher in organizing and managing various types of activities of students in the learning
process;
– A personality-oriented approach aimed at the development of each subject of the
educational process based on the creation of certain conditions, taking into account the
individual qualities of the student’s personality.
Object of the article: vocational pedagogical training students in an educational
organization of higher education.
Subject of research: the formation of general pedagogical ICT competence in
students based on a system-activity approach.
The purpose of the article is a theoretical and methodological substantiation of the
process of developing general pedagogical ICT competence among students, pedagogical
conditions for its implementation and an experimental test of their effectiveness based
on a system-activity approach.
To achieve the goal, solve the assigned tasks and check based on the hypothesis,
the following methods were used research:
1) Theoretical (study and theoretical analysis of psychological and pedagogical
literature, synthesis, modeling, comparison and generalization);
2) Empirical (pedagogical observation, questioning, expert assessment, study of
activity products, pedagogical experiment);
3) Mathematical (Wilcoxon test, Fisher test, method Saaty's hierarchies).
The purpose of the article is to reveal the concept of "teacher's digital literacy" and
the means of its formation in the post-graduate education system of Ukraine.
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Digital literacy is one of the many new forms of literacy that have been introduced
and discussed in various disciplinary contexts over the past few decades. Several
researchers, including D. Bawden (2001) and A. Martin, have attempted to bring
analytical order to the discourse by writing comprehensive reviews of the concept of
digital literacy and its relationship to other concepts such as information literacy,
library literacy, media literacy and computer literacy. Literacy (Lau, 2006). D. Bawden
(2008) notes that there is an observable continuum from early mentions of computer
literacy and the subsequent emergence of new forms of literacy from information
literacy to internet, web and digital literacy.
Proliferation of competing definitions and inconsistent references to different types
digital literacy is problematic. The roots of a variety of interpretations are possible
trace from the very concept of literacy. P. Gilster's idea about literacy is possible seen
as a relatively straightforward extension of the traditional idea of literacy as an ability
reading and writing – dealing with information using a traditional set of modern
technologies (Bawden, 2008). Contrasted with this understanding is the sociocultural
understanding of literacy as a set of social practices represented in concepts related
to digital literacy, based on concentration of attention (Rheingold, 2020) or
participatory literacy (Giger, 2006). H. Rheingold (2020) also highlights, in addition
to attention, other 4 areas of literacy (participation, collaboration, network
awareness, critical consumption), but believes that attention is fundamental for all
other forms of literacy, the one that unites all others. He emphasizes that if to talk
about the critical use of digital media, one needs to learn be smart about directing
your attention online. After all, attention is the main building factor a building block
of how people think, how they create tools, and how they teach each other use them,
how groups socialize, and how people transform civilizations.
P. Giger (2006) notes that participatory literacy means learning to share and
participate in the native world of the Internet, where participation and sharing will
become an important feature of our lives. It also means being equally adept at sharing
your knowledge and allowing others to share their knowledge with you, which also
includes knowing when it is safe to share and when it is not. Everything between
these polarities requires a certain amount of knowledge about how to share and
participate in the web environment. This knowledge along with firewalls, spyware
detectors and antivirus software will henceforth become necessary components of our
lives.
Participatory literacy requires certain knowledge of ironic communication, hybrid
identity and a sense of belonging to the contextual environment, it is learning live in
the Web 2.0 / Native Web environment, which are participatory networks.
Various aspects of the development of information and communication competence
are presented in the authors’ studies: (Prensky, Marc, 2001, 2010) proposes specific
methods and strategies for implementation in the context of digital literacy.
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The study of the conceptual apparatus, structure and content, composition and
technology of formation of ICT competence is reflected in scientific works: (Tapscott,
Don,2008) explores how "Net Generation" uses technology for learning,
communication and development, (Turkle, Sherry, 2011) looks at the influx of digital
technologies into mutually exclusive and special developments, (Mills, Kathy A.,
2016) the book takes a theoretical view of digital literacy, discussing a variety of
approaches to understanding how people consume and consume digital content.,
(Thomas, Douglas, and John Seely Brown, 2011) the authors look at how the rise of
digital technologies and open source information is creating new opportunities for
advancement., (Warschauer, Mark, 2004) the book focuses on the role of technology
in changing social dynamics, through the increased availability of lighting and
information, (Lankshear, Colin, and Michele Knobel, 2008) the authors discuss the
concept of digital literacy in the context of current social and cultural practices.,
(Jenkins, Henry, et al., 2009) the book explores how digital culture is shaping new
kinds of literacies that are necessary for effective interactions in the modern world.
At the same time, there is still a need to clarify a number of aspects at the
methodological, theoretical, methodological and technological levels for the formation
of information and communication competence (Tsilmak, O., Iasechko, S., Poplavska,
M., Motlyakh, O., & Kabanets, O., 2022).
An analysis of the requirements of regulatory documents on education reveals the
need to revise the program currently being implemented at the level of ICT training
for teachers and move from the study of single, often archaic, tools and technologies
to the acquisition of skills to construct an individual educational space, using and
mastering the optimal means.
Thus, the introduction of a system-activity approach as a priority methodological
principle in the field of teacher training in an educational organization of higher education
provides for a combination of the following types of student activities: educational,
research, extracurricular, etc., which are purposefully organized and coordinated for the
formation of general pedagogical ICT competence.
3. Results
The article defines:
1) the concept of general pedagogical ICT competence of a teacher is clarified as a
personal formation, characterized by mobilization readiness and the subject’s ability to
freely use special system knowledge, skills, and abilities in the educational process
(competencies) in the field of information technology;
2) the process of formation of general pedagogical ICT competence of students is
substantiated as a specially organized mastery by students of creative reflective
subjective experience of designing and implementing professional pedagogical activities
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using modern ICT and digital resources in a systemic set of subject-content,
organizational, methodological and technological aspects;
3) Pedagogical conditions for the formation of general pedagogical ICT competence
among future teachers have been identified and justified (dynamic personal
representation in the educational environment, variable organization of educational
activities, self-development of ICT competence among future teachers);
4) A model has been developed for the formation of general pedagogical ICT
competence based on modern electronic information and learning environments to
improve the motivational, cognitive, reflective and other components of the competence
of the future teacher.
4. Discussion
Formation of digital literacy of the teacher: European experience. Scientists from
Great Britain (Gruszczynska, Merchant, Pountney, 2013) developed the project "Digital
Futures in Teacher Education" (Digital Futures in Teacher Education) based on the
statement about the urgent need for the development of digital literacy of teachers
throughout their professional activities. The project is aimed at clarifying the possibility
and problem of creative and innovative use of digital literacy of teachers at school.
The project team worked with primary and secondary school teachers in Yorkshire to
develop case studies of digital practices in schools which included the use of mobile
devices, digital video, Web2.0 applications and school intranets. There were course
teachers and students of the Faculty of Pedagogy involved in the testing and
development of open digital resources that contain resources supporting effective digital
literacy practice for teachers at at all stages of their careers. Two key results of the
project released by under the Creative Commons license, were:
1. The open textbook is an open resource on digital literacy for educators, of teachers
and schools, which explores the challenges of engaging digitally literate students;
includes two main elements: digital literacy in a professional context development and
digital literacy for creative students. A textbook of 100,000 words, consists of 6 chapters
and contains 2 "alternative" contents: key questions and digital literacy for teachers. It
also has a unique Thinking Space feature,
Which allows users to like, tag, annotate and export content to a personalized open
playbook.
2. Digital Bloom – in the project, it became a focus for researching intersections of
digital literacy and creativity. Participants were asked to reflect on the connection
between creativity and the practice of digital literacy both in formal education institutions
and outside them. The central metaphor for these events was "digital flowering": an
abstract concept represented by a field of flowers, where each flower represents
individual understanding of digital literacy, and the field symbolizes the social layer. On
in this clearing, the project team and partners reflected on digital literacy.
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This project's emphasis on practice – and in particular on digital practices and the
social aspects of digital literacy – was realized through a methodology that aimed to
enrich practice by empowering teachers and teacher educators to reflect and critically
engage with their own practice and their own communities. This has increased the
potential for sharing and developing practice and experience through a system of open
textbooks and learning resources packages Regarding teacher competencies, this project
was about the skills of the former level (teaching) and second level skills (learning about
teaching). One of key outcomes were the development of new teacher training courses
on digital literacy and the use of open digital resources for learning and teaching in
formal and informal settings (Gruszczynska, Merchant, Pountney, 2013).
An interesting example is the experience of the Norwegian University of Science and
Technology, where the teacher training program is an integrated postgraduate study
program (Røkenes et al., 2016). Approximately 270 student teachers each year enroll
in a five-year integrated teaching program or a one-year practical teaching course that
qualifies them to teach. The institution has a modern technological infrastructure with
wireless Internet on the campus, a learning management system for posting information
about classes and assignments, as well as lecture halls equipped with projectors and
television screens.
Student teachers have access to computer labs, but most of them bring their
personal digital devices. The institution does not have a general technology plan, but
teacher educators integrate ICT into their subject disciplines. Therefore, formal teacher
training and ICT learning experiences are mainly through pre-service training, didactic
(methodological) courses and during school practice (Røkenes et al., 2016).
Based on the analysis of the digital competence of teachers in Turkey, scientists İ.
Keskin, T. Yazar (2015) developed the following suggestions: 1) teachers, especially
older teachers, should participate in in-service training according to the teacher profile
required by the 21st century; 2) universities must update their programs in accordance
with the needs of the era and must teach, especially future teachers, to "learn"; 3) in
this area, more detailed, more diverse studies should be conducted on larger samples,
and the results should be presented, in particular, for the information of politicians.
E. O. S. Espinosa, J. A. C. Ruiz, M. T. C. Mercado (2021) describe the basic digital
competencies that need to be developed at the postgraduate level based on the
characteristics established by the knowledge economy. The priority is assessment,
analysis and synthesis information gained in addition to creative and innovative
communication in a networked environment. They developed a postgraduate course in
digital of competence was created as a social community that develops innovative,
scientific and technological projects as an essential activity in which information is the
main thing a resource in the development of the generation of new knowledge. In
research, digital competence is defined as a set of capabilities aimed at using ICT to
obtain, store, organize, present and exchange information.
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L. Markauskaite, L. Carvalho, T. Fawns (2023) note that a fundamental teaching
ability is teachers' awareness of how digital technologies intertwine with human practice
within and across different levels of the educational ecosystem. Teachers need to
overcome the separation between areas of knowledge and ways of knowing, as well as
learn to navigate complex contexts. They need to be attuned not only to themselves,
but also to others, and to co-configure hybrid environments in ways that enable shared
distributed activity. This requires a fundamental shift in how teachers' digital
competencies are conceptualized, moving from person-centered views to more holistic
models.
These models recognize the importance of personal knowledge, skills, dispositions
and others personal resources of teachers. Therefore, digital technologies and
competences cannot understood in isolation from a larger mix of tools, practices, goals,
people, etc.
Analyzing the issue of digital literacy formation in the Scandinavian countries, S.
Lisborg et al. (2021) state very different degrees of prescription regarding the content
of digital competences. The most detailed descriptions of them are present in the
Norwegian system of pedagogical education. Digital competence, skills and knowledge
are described in all subjects of the national curriculum, and professional digital
competence is outlined in the framework of digital competences for teachers. The Danish
national curriculum for teacher education includes various digital competences from
different subjects, while in Sweden digital competence in the national curriculum the
program is described in general terms. In Finland, responsibility for content, including
digital competences entrusted to local teacher training programmes. In Norway and
Denmark, the two countries with the most detailed national regulations regarding digital
competences, three types of digital programs can be identified in policy documents. The
first concerns the use of digital tools for learning purposes, where digital competences
are understood as the mastery of digital tools. The second concerns more critical,
exploratory and creative ways of using digital technologies. The third is the development
of computational thinking, where attention is paid to the creative aspects of
programming, not only creating a script and algorithm, but also thinking about logic and
eliminating errors. Computational thinking has recently become part of mathematics,
science, arts and crafts, and music in the Norwegian national curriculum. The second
and third types of programs are responses to the growing demands for the level of digital
competences in teacher education. The second form of digital expansion of competencies
applies to all subject areas, while a third emerges only as the content of individual
subjects at the national level in Norway.
The organization of the educational process in the competency-based paradigm
should ensure the formation of skills of self-education and self-realization of the
individual. Along with this, modern education should focus on shaping the needs of
teachers for a permanent increase in volumes and rethinking of knowledge,
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modernization of skills and abilities, their strengthening and transition to a competency
level.
Informatization has become a large-scale process affecting all spheres of public life,
which is aimed at creating the best conditions for meeting the information needs of
people.
Informatization of education is aimed at achieving goals in the field of training,
education and development with a special emphasis on the use of ICT for collecting,
storing, processing and disseminating information. The use of ICT in education expands
the types of learning activities that can be implemented: this and information activities
(search, collection, processing, analysis, archiving, broadcasting, replication), and
network interaction, and modeling of objects or processes being studied, and
formalization of the received educational information, as well as the creation of one’s
own electronic educational resource (Gardner, Howard, 2013).
Taking into account the specifics of the analyzed personal education, in the structure
of general pedagogical ICT competence can be divided into the following components:
motivational-value, cognitive, activity-based, communicative and reflexive-corrective.
These components of general pedagogical ICT competence are closely interrelated and
interdependent.
The formation of general pedagogical ICT competence among future teachers is an
urgent problem that has not yet received a systematic solution in the field of higher
pedagogical education. This requires a certain organizational and methodological
optimization of the educational process, the direction of which is determined by a number
of methodological approaches, the leading of which is the systemic activity approach.
This approach is considered in this study as a defining, strategically significant basis
for building the process of developing general pedagogical ICT competence among future
teachers in an educational organization of higher education (Prensky, Marc, 2001, 2010).
This presupposes specially organized mastery by students of reflexive subjective
experience of designing and implementing professional pedagogical activities in a
systemic combination of subject content, organizational, methodological and
technological aspects.
Based on the study of the essence, internal structure and dynamics of the process of
developing general pedagogical ICT competence among students of pedagogical areas
of training, a model was developed, the purpose of which was to increase the efficiency
of this process and bring it into line with modern requirements information society.
To most effectively achieve your goal based on the modeled process, a set of
pedagogical conditions for the formation of general pedagogical ICT competence in
future teachers has been developed.
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The first condition is the systematization, at the personal level, of the individual value
system of students. The implementation of this pedagogical condition can be interpreted
as a dynamic personal representation in the educational environment of the Internet for
future teachers.
The demands for activity, independence and creativity associated with higher-level
productive skills are particularly challenging because they involve generating one's own
ideas, sharing achievements and results, and using a range of hypertext and interactive
tools, participation in educational experiments and innovations (Iasechko S.,
Pereiaslavska S., Smahina O., Lupei N., Mamchur L. and Tkachova O., 2022). This also
requires developed abilities and skills to analyze, generalize, classify, exercise self-
control, reflection, evaluate the process and results of one’s own activities, etc.
The second condition is the variable organization of educational activities to ensure
a multidimensional process of developing ICT competence among future teachers in the
educational process of higher education. Full-fledged variable use of e-learning,
multimedia, distance learning and cloud technologies in the educational process of an
educational organization of higher education (Warschauer, Mark, 2004). These
technologies and tools help create a modern electronic information educational
environment, which is achieved in reality, and not at the declaration level, only when
they are fully integrated into the pedagogical process of an educational organization of
higher education, becoming the basis for preparing future teachers for professional
activities and encouraging students to actively participate in it.
The successful implementation of the above conditions in combination with the
optimal configuration of approaches, principles, teaching methods, organizational and
methodological support and subject-subject interaction between students and teachers
will ensure the effective preparation of future teachers for professional teaching
activities, as well as the productive formation of their general pedagogical ICT
competence as a solid basis for further development of the subject-pedagogical
component of a teacher’s professional ICT competence.
The constructed model of the process of developing general pedagogical ICT
competence in future teachers based on the system-activity approach is a set of blocks
that are in close interaction and interpenetration: goal; methodological and
methodological principles; pedagogical conditions underlying developing the process of
developing general pedagogical ICT competence of students; the content of the
educational process, focused on the comprehensive improvement of all components of
the competence being formed; as well as a criterion-level complex that allows
monitoring, evaluation and timely correction on the way to the projected result: future
teachers mastering an adequate (basic or advanced) level of general pedagogical ICT
competence (Tapscott, Don,2008).
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The results of activities to study indicators of the development of general pedagogical
ICT competence among future teachers, identified during the ascertaining experiment,
indicate that:
The motivational and value component is formed on insufficient level, which requires
special work in this direction;
Knowledge and understanding of the basics of computer science and information
technology among most of the participants in the experiment is at a low level;
The activity component also requires further improvement, since the use of
information and communication technologies and the capabilities of Internet resources
in the educational process in most cases is disordered (unstructured) in nature;
Low indicators of the communicative component of general pedagogical ICT
competence. At the same time, one of the most disappointing indicators was the
variability in the use of e-learning elements. In addition, the ascertaining experiment
revealed that students have an insufficient level of proficiency in IT such as multimedia
and cloud computing;
The reflective-corrective component, along with the communicative one, had the
lowest values among the presented components.
The next stage of experimental work (formative) was aimed at developing and
implementing a model aimed at developing general pedagogical ICT competence in the
context of the professional culture of the future teacher.
We identify three stages in the implementation of the formation model general
pedagogical ICT competence of the future teacher based on a system-activity approach.
5. Conclusion
Therefore, in the post-graduate education system of Ukraine, various ways of
forming digital literacy can be introduced, namely: programs and courses aimed at
forming digital literacy of teachers. The main directions of such programs may include:
a) Mastering basic digital tools: teachers master the skills of working with simple
digital technologies necessary for daily use in the educational process: skills of
mastering computer, multimedia and projection equipment, operating systems,
text, table and graphic editors, presentation programs, test programs , web
browsers, Internet services (information search systems, e-mail, file storage,
video hosting, messengers, etc.).
b) Use of educational platforms and tools: teachers must learn use e-learning
platforms, web conferencing systems, video recording programs, interactive
tools, online testing tools and other digital tools to support the learning process.
c) Digital resources for learning: teachers must be able to find, evaluate and use
digital resources such as websites, video lessons, electronic textbooks, programs
for self-study of students and for self-study non-formal education and
improvement of own qualifications.
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d) Internet Safety: Teachers should be aware of the basic principles of cyber security
and rules of conduct on the Internet to protect themselves and students from
potential threats.
e) 5. Integration of digital technologies into the educational process: teachers must
learn to use digital tools and resources to improve educational process,
development of interactive tasks, and promotion of collaborative learning,
collective work and individualization of learning.
f) Use of artificial intelligence technology: teachers should be aware of the
capabilities of artificial intelligence and learn how to use them to improve the
effectiveness of their professional activities and to prevent the use of this
technology by students for an unscrupulous purpose.
The successful formation of a teacher's digital literacy can be carried out through a
combination of lectures, practical classes, the use of modern digital technologies in the
learning process and the acquisition of specific digital skills in real pedagogical situations.
An important element is the constant updating of postgraduate education programs,
taking into account modern trends in the field of digital technologies and ensuring
teachers' access to relevant resources and support. Therefore, the formation of digital
literacy teacher in the post-graduate education system of Ukraine is an urgent task that
contributes improving the quality of education and training teachers to work in the
modern digital world environment.
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