Background and Aim of Study: The article deals with ICT concepts in the educational theory and practice of Ukraine. It is noted that scientists are exploring different aspects such as a concept, a strategy for implementing the concept, real experience, etc. The analysis of ICT concepts in education which were created during the independence period, has highlighted a number of contradictions that accompany this process. The aim of the study: to consider ICT concepts which were created in the system of education in Ukraine during the independence period. Material and Methods: In the study, the following general scientific methods were used: analysis (historical and pedagogical), synthesis, comparison, generalization. Results: ICT concepts implemented in Ukraine’s education, not only attest to the emergence of innovative information and technological realities in the field of science and education, but also are considered to be new realities, and therefore need to be researched by scholars of different branches – philosophers, educators, sociologists, psychologists, etc. – both in terms of methodology and trends of changes in the reference field of educational informatization. Conclusions: ICT concepts in Ukraine’s education, created during the independence period, reflect the course of a controversial process of a state formation. Being innovative by design, concepts, laws, strategies, programs, etc. have been based on traditional, or even outdated, principles of state development. A legislative approval of the National Program of Informatization and periodic changes in innovative nature of its content in relation to ICT in education, showed progressive trends of conceptual importance.

Cartographiccompetence has been determined as a very important one in the list of subject geographical competencies recorded in the State Standard of Secondary Basic Education of Ukraine. Since a geographic map is a system of landmarks with specific information based on field studies, aerial photographs and satellite images, and other cartographic sources, statistics and literature, the task of a geography teacher is to instil in pupils the necessary skills, which will result in cartographic competencies. Since it is impossible to study geography without a geographic map as a forming factor for spatial thinking, the authors of the article conducted an empirical research. The research and comparative analysis were conducted among the pupils, their parents and geography teachers in order to identify their cartographic knowledge, concepts and cartographic skills of the pupils. The aim of the article was to determine the role of the geography teacher as a consultant who forms the cartographic competence, the content of which consists of cartographic knowledge and map reading skills. The objectives of the paper includes evaluation of the pupils’ levels of cartographic competence, and determination of the correlation between the levels of the pupils’ cartographic competence and factors influencing its development. The theoretical analysis and empirical study resulted in developing the updated methodology for working with the maps on geography classes, and determining the role of a teacher who guarantees the formation of subject competence in cartography among pupils with the use of proper and relevant methodological instruments for teaching pupils’ cartographic competence. The results of the correlations that we received highlighted the important role of a geography teacher in forming the average and high level of the pupils’ cartographic competence.

Посібник містить інформацію про особливості географії усіх материків та океанів, про їхні визначні природні, історичні та культурні пам’ятки. Питання географії розкрито коротко й зорієнтовано на власний пошук відповідей та виконання завдань, що потребують застосування здобутих на уроках знань і вмінь. У туристичних частинах яскраво та повно описано найцікавіші об’єкти та місця, особливості клімату, живого світу та людей, які населяють відповідні місцевості. Виклад матеріалу супроводжується численними яскравими ілюстраціями. Книга призначена для учнівства 7 класу та учительства закладів загальної середньої освіти як джерело додаткової інформації, завдань та для розширення світогляду всіх, хто цікавиться нашою планетою та мандрами.