The article is devoted to the problem of determining the factors of the effectiveness of digitalization of education, which is motivated by the unprecedented rapid transition of educational organizations to e-learning using distance educational technologies not only in Russia but also in most countries of the world. One of these factors is the level of digital socialization of all the participants of the educational process. Digital socialization is considered to be a feature of a new form of socialization of a modern person. The novelty of the research is in the determination of a set of key characteristics of educational media content that forms and develops digital competence, as well as increases the level of digital socialization of all the participants of the educational process. The study identifies the main ideas of an educational media project that has the following characteristics: it is “cognitive” and “congruent” (aimed at forming the information and media competence); it is “conative”, “constructive”, “conformal”, and “comic” (aimed at forming the communication competence); it is “creative” and “constructive” (aimed at forming the technical competence); finally, it is “conformal” (aimed at forming the consumer competence). Distance educational projects, which in practice acquire the identified characteristics, expand the functionality of educational media and their ability to influence children’s educational results.

The article presents an in-depth model of professionally oriented practice undergraduates in the conditions of network interaction in the direction of preparation “Pedagogical education” (Teacher secondary education), implemented by the Moscow city pedagogical University in the context of the strategies of modernization of pedagogical education. In accordance with the developed design scheme in proposed model reveals the methodological approaches, principles, modalities of implementation and the structural and functional components: motivational value, target, content, technology and assessment-effective. Special attention is paid to the specificity of certain types of in-depth professionally-oriented practice of undergraduates in higher education institutions, providing training for senior secondary General education, ensuring the realization of the ideas of a modular approach and conditions of network interaction. It is suggested to consider at least two factors determine educational outcomes of students of a magistracy: the content characteristics of qualification levels; the complexity of evaluation of the quality of training. Formulated own optics on understanding of essence of pedagogical supervision. Presents the design scheme of selecting the content of different practices.

The paper brings to the fore the need for developing entrepreneurial competences in school students. It describes the concept of entrepreneurial competence as an ability to put forward original ideas and innovate along with communication, organisation, project management, action planning, and risk-taking competences, receptivity, and also knowledge and skills required for starting a new business and implementing practical ideas to proceed successfully. The case is made for developing courses in entrepreneurship and the criteria of efficiency are determined as follows: clearly set objectives, balanced theoretical and practical content, focus on learning by doing, voluntary approach and motivation, social partnership involving businessmen, financial institutions, and municipal government bodies, openness of the educational environment, availability of training for teachers and contacts with businessmen, and opportunity to present the outcomes. A description is provided of the model and algorithm of creating a school business incubator using the resources of social partnership with businessmen, financial institutions, and municipal governance bodies. The outcomes in entrepreneurship education in the context of a business incubator include the defence of a business project under the supervision of a mentor conducted in a competitive form in two stages, namely, the defence of the business idea and the project itself. Various procedures are used to assess business incubator performance, such as questionnaires for students, teachers, and mentors and expert assessment of students’ entrepreneurial competence acquisition levels by teachers and mentors.