Problem and goal. The article describes and substantiates the ways of solving the problem of the lack of approaches to the integration of methodical systems for training future teachers for International Baccalaureate programs based on the use of cloud technologies. The need for such integration is due to the fact that the training of teachers for International Baccalaureate schools involves professionals from various fields and organizations, including foreign speakers. The purpose of the described study was to confirm the effectiveness of the developed model of approaches to informatization of the system of training for future teachers of International Baccalaureate schools. Methodology. A pilot study consisting of two stages was conducted. At the first stage, we worked with professors of the pedagogical university who are training future teachers for International Baccalaureate schools. The second stage was carried out based on the formation of two groups of students of the pedagogical university: control group (19 people) and experimental group (17 people). In the experimental group, students were trained in the conditions of integrated methodical systems of disciplines based on a specially developed model of approaches to informatization of training for future teachers of International Baccalaureate schools. Results. The study found that the integration of methodical systems using cloud technology to organize joint work on training future teachers for International Baccalaureate schools contributes to the effectiveness of the formation of professional competence of such teachers. Conclusion. The effectiveness of the developed model of approaches to the integration of methodical disciplines that form the basis for training future teachers for International Baccalaureate schools is experimentally proved.

Problem statement . Every year, immersive equipment becomes more accessible, and the material and technical base of educational organizations is filled with new innovative devices. An urgent scientific task is the development of methods and tools for the implementation and usage of immersive devices in the educational process. Methodology. The authors describe approaches to the informatization of education based on the model of the center of immersive technologies (CIT), which contributes to the solution of managerial, methodical, pedagogical and technical problems associated with the application of immersive technologies in the educational and career guidance processes of educational organizations. The main functions of the CIT model are divided into three components: training students of secondary vocational education (SVE) in working professions, the realization of short programs for advanced training and assessment of qualifications, career guidance of schoolchildren. The key users of the CIT model are SVE students, schoolchildren and their parents, the management team of the educational organizations, teachers. The CIT model can be implemented in any organization that has immersive equipment (VR/AR) and human resources. Results. The implementation of immersive simulators in teaching students in professional programs, educational practice, as well as in organizing and conducting professional excellence championships demonstrates approximately equal effectiveness in comparison with traditional teaching methods, except for the cases in which it is important to develop tactile skills in working with certain equipment. Using the example of the execution of VR simulators in the teaching of the subject “Technology” in the school course, the advantage of learning on real machines is demonstrated. It was discovered that the maximum pedagogical effect is achieved by adding VR simulators to the training course and by using a combined approach. VR simulators are necessary for work in the absence of workshops and serve as an important didactic propaedeutic tool when they are available. Conclusion. The domestic and foreign experience of using immersive technologies in educational and outreach activities is analyzed, the development projects of the Russian Federation in the field of immersive technologies are considered. The relevance, theoretical and practical significance of the development and implementation of the CIT model are substantiated. The results of approbation in educational institutions of secondary vocational and basic general education are presented.

Problem statement. The authors describe approaches to the integration of assignments for students of a pedagogical university on the usage of information and telecommunication technologies in the professional activity of a teacher. This study is a continuation of the authors’ recent research of issues related to modeling approaches to the integration of methodical systems for the training of future teachers based on cloud technologies (on the example of International Baccalaureate schools). The purpose of the study is to obtain a practical confirmation of the effectiveness of the proposed approaches to the integration of the content of academic disciplines through practical tasks. Methodology. A pilot study consisting of several stages was conducted. The goals, objectives and content of practical works offered to students of a pedagogical university within the framework of studying a number of disciplines were analyzed, opportunities for their integration were identified. Control and experimental groups (16 people each) of pedagogical university students were formed. The participants of the experimental group were offered to perform specially designed practical assignments, which required knowledge and skills of disciplines integrated into the content. Results. The study found that the integration of assignments for students of a pedagogical university on the usage of information and telecommunication technologies in teaching schoolchildren contributes to the effectiveness of the formation of professional competence of such teachers. Conclusion. The effectiveness of the integration of assignments for students of a pedagogical university on the usage of information and telecommunication technologies in the professional activity of a teacher has been experimentally proved, positive aspects of such integration have been identified.