TEACHERS’ DIGITAL LITERACY AS A KEY REQUIREMENT OF THE «NEW UKRAINIAN SCHOOL»

Abstract

The article demonstrates that information and digital competence is recognized as one of the key competencies outlined in recommendations from various European institutions. Based on a study of domestic and foreign scientific sources, as well as state regulatory and legal documents, an analysis of the information and digital competence of modern teachers was conducted. It has been established that the definition of a teacher's information and digital competence is based on a general understanding of competence and is considered as a dynamic combination of knowledge, skills, abilities, ways of thinking, views, values, and other personal qualities in the field of digital technologies, and determines the teacher's ability to successfully socialize and conduct professional and/or educational activities using such technologies. The article shows that the developed information and digital competence will allow teachers to use digital technologies for professional interaction with colleagues, students, their parents, and their personal professional development, ensuring student-centered learning strategies, focused on students, their assessment, and improving the effectiveness of feedback in the learning process. It has been established that the quality of young people’s preparation for life in a rapidly developing digital society depends on the level of digital literacy of teachers and their effective use of digital technologies in educational activities.