DIGITAL TECHNOLOGIES IN THE EDUCATION SYSTEM

In the era of digitalization and technological advancement, technology has become an integral part of our life. Technology is a major factor in shaping the new global economy and producing rapid changes in society. In the past decade, new technology has fundamentally changed the way people communicate and work. In the field of education teachers are using new technology for making teaching-learning process; easy and interesting. A competent teacher should have several skills and techniques for providing successful teaching. And to develop and increase the skills and competencies of teacher knowledge of newer technology is required. In modern technologically advanced societies, education requires a teacher to be synced with latest technologies. In this regard, attitude of teachers towards use of technology is quite a serious issue. Now the very important part of digitalization is technology. Almost all of our daily activities are performed with the help of technologies. Technological education is considered to be an essential ingredient of education. But some of us hold an unknown fear for using new technologies. Even traditional traditionalists have not adapted to the use of technologies. Teacher is an important factor in determining his progress and also his/her students with the help of new techniques. The aim of the research is to study digital education and its various components which make learning process highly interesting and permanent. It also tries to explore its advantages, scope and challenges in the digital education. This study highlights the necessity for developing positive attitude towards the digital education among the teachers so that they can keep themselves abreast of the latest technologies and adopt it later their teaching careers.

PEDAGOGY AND EDUCATION MANAGEMENT REVIEW

An important task of education in the XXI century is the formation of digital competence of the teacher of the institution of higher education, directly due to the rapid development of an information oriented society. Teacher for successful professional educational activities It is necessary to master the latest computer information technology. Free possession of them provides a high level of professional culture of the teacher of the institution of higher education, makes it possible to apply them for a full-time or remote day or absentee educational process. The article proposes the following definition of the concept of «digital competence»: the component of the professional culture of the teacher, based on personal abilities and acquired in the process of professional development of skills and skills aimed at the effective and high-quality organization of the educational process with the free and competent use of innovative computer, mobile and telecommunication technologies To prepare specialists in accordance with the requirements of digital society. Also identified the leading place of digital competence in the professional culture of the teacher and its components. Significant work on the creation of framework documents in the field of education and employment is carried out by international organizations, including the European Research Center of the European Commission, which organized the Working Group, developed and presented a framework for a citizen's digital competence. In the process of continuing this design, a frame of digital competence for teachers is presented. She identified the main forms and methods of developing the digital competence of the teacher and applicants for higher educational institutions, as well as the principles of creating a digital educational environment in such establishments. Frame of digital competence for society and the Digital Competence Frame for teachers use most European countries to view and create appropriate training programs, continuously improve the digital competence of teachers and supporting employment opportunities for future specialists.

International Journal of Cognitive Research in Science Engineering and Education, 2018

Theoretical & Applied Science, 2020

ISRA (India) = 4.971 ISI (Dubai, UAE) = 0.829 GIF (Australia) = 0.564 JIF = 1.500 SIS (USA) = 0.912 РИНЦ (Russia) = 0.126 ESJI (KZ) = 8.716 SJIF (Morocco) = 5.667 ICV (Poland) = 6.630 PIF (India) = 1.940 IBI (India) = 4.260 OAJI (USA) =

International and Multidisciplinary Journal of Social Sciences

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results show a positive perception of the students about their digital teaching competence with contrasts with a deficient evaluation in relation to the digital teaching training of their teaching staff. Based on these results, the need to apply an improvement in the manipulative and didactic technological training of university teachers is corroborated as well as an adaptation of the teaching skills to the needs of the ICS in order to be able to carry out the correct preparation of the teaching staff in training.

Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences.

This article describes the advanced pedagogical experiences of developed countries in organizing and developing the educational process based on digital technologies. You can also familiarize yourself with the results of research conducted on the organization and development of the educational process based on digital technologies in developed countries such as Germany and Russia. Moreover, by studying the successful experiences of these developed countries, you can get information about the aspects that we can apply to the development of the quality of education in our country based on digital technologies.

NGO «Research and Educational Innovation Center of Social Transformations» eBooks, 2022

The introduction of cloud computing into the modern world is a necessary condition for the progressive development of the society. The results of the research, conducted in 2018 by Gartner, IDG and Right Scale, prove that cloud-computing use has become a widespread practice around the world. According to the Right Scale survey, publicly available cloud infrastructures are in the lead in terms of implementation: 81% of companies choose a multi-cloud strategy that uses up to five clouds on average. The hybrid strategy, which is a combination of public and private cloud infrastructures, is followed by 51% of respondents, and 75% of organizations use private clouds. Increasing competition between cloud service providers promotes greater availability of services and helps to expand the capabilities of analytics and integration of cloud computing into various areas of public practice. Global changes in social interaction and communication, growing need for social isolation, caused by the COVID-19 pandemic conditions, actualize the search for optimal ways of indirect interaction, communication, and learning. Piece intelligence, cyber-army, and chat-bots for the collection of information-only a few innovative tools, to which the Ukrainian order is pushed into the cyberspace at the hour of the russian war. In this war, information has become out of control, but ahead of it-innovative technologies for combat action can be unsafe.

Revista Inclusiones, 2021

The big changes that are occurring today in the field of digital technologies and digitalization affect all spheres of life, including higher education. People's knowledge and competencies are built from an early age, and university professors enrich and reinforce this. Changes affecting every aspect of life, including those related to "Covid 19" lead to the acceleration of the digitalization process in education. This in turn creates the need to improve existing skills, knowledge and competences. The changes in the technologies and economic situation of Bulgaria place new requirements in terms of the skills and individual competencies of teachers in higher education. The main objective of this development is aimed at identifying the specificities of the digitalization process in higher education and the necessary competences of teachers. The main research methods used in the development are contingent analysis, method of comparison, method of analysis and synthesis, intuitive and systematic approach.

PROCEEDINGS OF THE II INTERNATIONAL SCIENTIFIC CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING AND DIGITAL EDUCATION: (ASEDU-II 2021)

The article focuses on the need to create a new educational theory taking into account new reality of teaching languages particularly. Both traditional and innovative educational theories are analyzed, as well as their effectiveness are discussed. Based on the research of the axiomatic method the authors studied the postulate that we need new ways of teaching and currently, learning takes place in various ways: both in the traditional way and digital education i.e. through communities of practitioners, social networks, as well as through the performance of professional tasks. Traditional training and electronic work activities are no longer separate. In many situations, one is not separable from the other. We need the theory which would explain communication between an individual and organized training, a learner and the content of education. Many processes that were previously explained by traditional theories of learning (especially in the processing of cognitive information) can now be supported by technology. In turn, the educational technologies should rest on a theoretical basis. In our case, this is a new educational theory of digital education.

The objective of the review paper is to understand and elaborate the relationship between teaching and technology in general and digital technology in particular. The paper tries to explore the relationship between pedagogy and digital technologies, why digital technology is significant for pedagogy and what types of digital tools can be integrated in the existing teaching methodologies that can take the teacher-learner relationship to a new level. The paper commences with the human instincts of inquisitiveness and how gradually the instrument of teaching has evolved to quench the thirst of knowledge and how technology has played a crucial and mutual correlation with teaching and how the application of the digital technologies can take this relationship to the next level.