Artificial intelligence technologies are one of the priority areas that contribute to the progress of society. This necessitates the study of such technologies already at the level of secondary education. At the same time, there is an obvious shortage of teachers trained in this field, which leads to the need to include relevant elements in the content of professional training of students of pedagogical specialties in order to develop their skills in working with modern artificial intelligence technologies. The article describes the experience of distance learning of students in the discipline “Artificial Intelligence Technologiesˮ at the Novosibirsk State Pedagogical University. The organization of the educational process for the study of artificial intelligence technologies involves the use of distance learning technologies that provide the opportunity for students to complete practical tasks at their own pace, quickly update outdated information, and integrate with cloud services. Two different approaches to the professional training of future teachers in the field of artificial intelligence are described. Elements of the content of the training course on artificial intelligence are presented.

The goal of this paper is to summarize and sort out the key elements that determine the effectiveness and efficiency of educational interactive content in mathematics in the context of the digitalization of the educational process. On the basis of many years of research and practical activity in the field of studying and developing electronic educational resources in mathematics, characterizing school mathematics education from the standpoint of innovative processes, key elements of the concept of constructing interactive educational content in mathematics were formulated, which make it possible to determine the right vectors for applying efforts and using the capabilities of ICT in developing such content. The author’s result of this work is the foundation for creating interactive educational resources in mathematics that correspond to modern trends and achievements in the field of digitalization of children’s education, and is based on a combination of the achievements of traditional psychological and pedagogical science and best practices based on the analysis of big data for building user scenarios with digital systems and services.