DIGITAL LITERACY OF TEACHERS
نویسندگان
چکیده
Отмечается, что переход на дистанционный формат обучения в период пандемии выявил низкий уровень цифровой грамотности педагогов, препятствует эффективной организации учебного процесса инструментами онлайн. Акцентируется внимание недостаточности разработки критериев и индикаторов среди отсутствии ее мониторинга организациях общего образования. Анализируются подходы зарубежных российских исследователей к определению содержания понятия как ориентира трансформации системы На основе самооценки педагогов определяются дефициты их подготовке условиях дистанционного системе образования базе анализа ситуации Сибирском федеральном округе. Предлагается предварительная сравнительная оценка структуры уровня учителей, полученная самоанализа адаптационных образовательных практик пандемического кризиса. It is noted that the transition to a distance learning format during pandemic revealed low level of digital literacy teachers, which hinders effective organization educational process with online tools. Attention focused on lack development criteria and indicators among its monitoring in general education organizations. The approaches foreign Russian researchers definition content concept as benchmark for transformation system are analyzed. authors adhered an expanded interpretation element mastering culture age, implies presence broad competencies field search, production, communication distribution information, well conversion skills into pedagogical technologies. In order identify understanding structure by teachers context limited remote interaction using means, used focus group method conduct study. Based self-assessment deficits training determined organizing based analysis situation Siberian Federal District. A preliminary comparative assessment students, obtained basis self-analysis adaptive practices crisis, proposed.
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ژورنال
عنوان ژورنال: Nau?no-pedagogi?eskoe obozrenie
سال: 2022
ISSN: ['2307-6127']
DOI: https://doi.org/10.23951/2307-6127-2022-5-39-47