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Abstract. The article says about the features of the nurturing activities in the information society. Electronic educational resources should be directed towards new educational results. Information technology claims new features, modifies the flow of the mental processes of cognitive activity of students, rebuilds the structure and function and thereby changes the whole structure of the training activities. The essence of the manifestations of education can be determined only after understanding of the essence of the phenomenon of "educational activity". Highlighting its basic features, it is possible to relate them to the presence or absence of specific e-learning resources.The information society is an essential and natural product of the rise of the post-industrial society. According to D. Bell, what distinguishes the postindustrial society is that information (its acquisition, processing, transfer, distribution, dataflow management) becomes the main object of human activities in it [1]. However, the information society is also a result of the production system globalization, of distribution and use of information. This means that only based on globalization processes and in their wake the information society gets established on a global scale, turns into a world-wide human community. Consequently, the construction of the information society just as the current globalization processes moulding post-industrial business activities in the world stem from the same foundation. They have common goals and objectives set and achieved, they face difficulties and inconsistencies of the same type. However, as the predicate of these processes the information society is generated and regenerated due to expanding communicationsaccelerated dissemination of information, its understanding and use. What distinguishes the information society is the continuous impact of communications upon each other, and in this sense the transformation of relevant information and messages relayed from one subject to another. After all, it is actually the processes of communication between various entities (the degree of their comprehension of the received information and the quality of its delivery to others) that both the progress of globalization and the development of the post-industrial society largely depend upon now.Thus, the information society is not so much determined by the knowledge boost in all areas of human life, but mainly by increased communication, i.e. by human interaction based on circulation of this knowledge and on the arisen opportunity to obtain it fairly quickly (merely by pressing a computer key).Naturally, the availability of a most varied range of readily obtainable information promotes a wider choice of human behaviours, thus increasing the chances of various activities to be designed and effectively implemented.Focused on developing the creative potential of a personality the information society is able to determine not only the prospects of man's intellectual improvement but also further development of the knowle...

Information technologies have become part and parcel of our lives and education. These technologies have conventionally been mastered as part of the general informatics curriculum and used in studying a broad gamut of subjects both in the middle and higher schools. However, the sphere of technology has recently been going through substantial changes affecting the field of education as well. Smart education and e-learning is the most critical focus area for development, with its potential under intensive study globally. The technological platform for this focus area is made up of information-and-cognitive technologies, which are converged cognitive and information technologies. The process of cognition always implies introduction of sign systems and giving those a certain meaning (activities involving signs and symbols, semiosis effect). It is information-and-cognitive technologies and information-and-cognitive tools (such as mental maps) that are turning into the main subject on the general informatics curriculum.The authors suggest a model of cognitive information technologies involved in the learning process as a part of the informatics curriculum.

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The article analyses the survey of the finalists in the first All-Russian Artificial Intelligence Olympiad for school students of the 8–11 grades of general education institutions. Artificial Intelligence is a strategically important area; it is designated as one of the end-to-end digital technologies in the national program “The Digital Economy of the Russian Federation”. Such technologies ensure accelerated development of priority sectors of the economy and the social sphere. In 2021 within the framework of achieving result 1.7 of the Federal Project “Artificial Intelligence” of the National Program “The Digital Economy of the Russian Federation’, the Ministry of Education of the Russian Federation organized and held an Artificial Intelligence Olympiad for school students of the 8–11 grades of general education institutions. The following objectives were pursued during the research: to obtain the Olympiad finalists’ “portrait” focusing on certain characteristic features; to examine the finalists’ attitude to the concept of “artificial intelligence”; to identify the pedagogical conditions enabling the finalists to succeed in the Olympiad; to provide an update on several modern trends in the development of general education. The systematization of the winners’ answers made it possible to develop an algorithm for achieving success that guaranteed the finalists the excellent results in the Artificial Intelligence Olympiad. This algorithm serves as a pedagogical condition for updating modern trends in general education. The implementation of correctly chosen pedagogical conditions can ensure the development and efficiency of the pedagogical system to achieve good results in the Artificial Intelligence Olympiad.