The progress to "cloud-based learning" and transition to "personalized learning" occur within digital transformation of education. Within this context, the authors analyse regulatory documents and recommendations outlined by the professional, teaching, and psychological communities and making the research relevant. The research question put up in the paper is: how to plot maps for developing the information competency of students in conditions of digital transformation. Theoretical substantiation is presented for the following phenomena under study: digital transformation, mapping, individual educational path, the information competency of students. It is pointed out that mapping is the process of creating maps for reducing the unpredictability effect and solving the problem of choice, a way of visualization of the future, and a strategy of one's self-development. It is highlighted that the individual educational route is the authors' approach to self-fulfilment in the real and virtual world. They describe the approach to understanding the student information competency as the key meta-subject educational one. This competency consists of the cognitive, motivational, and activity-based components which are provided with details by students via "understanding", generating their own meanings, and enriching their subject experience. In the paper, the stages of pedagogical support and fulfilment of maps for developing the said competency are described, too: the ascertaining one, transforming, and analytical ones. The pedagogical experience of mapping is summed up which is associated with the students' plotting and fulfilling various types of maps outlined by the authors: subject maps, meta-subject (mental) maps, portfolio maps as the digital footprint, start-up maps. The total of various maps represents the databases and analytical methods of their research. For studying the former, the authors used the expert appraisal method and applied some psychological techniques. The principal research results can be summarized by the statement: in the period of digital transformation and the pandemic, maps have to be plotted for settling emotions in conditions of lockdown and uncertainty, for supporting the relevant student initiatives, and for shaping their profound unmistakable "digital footprint", which characterizes the students' high information competency development level.

В статье рассмотрена возможность внедрения элективного курса по изучению приложений дополненной реальности в учебный процесс. Авторами показано, что после проведения элективного курса по изучению приложений дополненной реальности у учащихся повышается интерес к изучению этих технологий, они получают первоначальные представления о системах дополненной реальности и навыки создания объектов дополненной реальности. В статье проводится анализ полученных результатов анкетирования о готовности педагогов применять технологии дополненной реальности на уроках. Показано, что внедрение дополненной реальности на уроке информатики имеет достаточный потенциал и может принести значительный вклад в более глубокое понимание изучаемого предмета. Статья будет полезна педагогическим работникам и руководителям общеобразовательных учреждений, педагогам дополнительного образования, студентам педагогических направлений. The article considers the possibility of introducing an elective course on the study of augmented reality applications in the educational process. The authors show that after conducting an elective course on the study of augmented reality applications, students' interest to the study of these technologies increases, they get an initial understanding of augmented reality systems and skills in creating augmented reality objects. The article analyzes the results of a survey on the readiness of teachers to use augmented reality technologies in the classroom. It is shown that the introduction of augmented reality in computer science lessons has sufficient potential and can make a significant contribution to a deeper understanding of the subject being studied. The article will be useful for teaching staff and heads of general education institutions, teachers of additional education, students of pedagogical directions.

b), Lyudmila V. Lagunova (c)*, Vitalii A. Lavrentev (d), Natalia V. Sofronova (e) *Corresponding author (a) Ryazan State University named for S. Yesenin, 46 Freedom str, Ryazan, Russia, e.arkhipova@365.rsu.edu.ru (b) Ryazan Higher Airborne Command School named after General of the Army V.F. Margelov, 1 The area of Army General V.F. Margelova, Ryazan, Russia, dg108@mail.ru (c) Ryazan Institute of Educational Development, 2a Uritskogo str, Ryazan, Russia, logunova_l@mail.ru, +7(4912) 95-59-25 (d) Ryazan State University named for S. Yesenin, 46 Freedom str, Ryazan, Russia, vitalij37@yandex.ru (e) Ryazan Higher Airborne Command School named after General of the Army V.F. Margelov, 1 The area of Army AbstractThe term graduality has been specified in accordance with Elena Arkhipova's (2014) theory of speech development as a progression from the zone of actual speech development to that of proximal one under the guidance of teaching, which eventually provides the condition for all the elements of the didactical system to manifest themselves with ever increasing intensity. Graduality in language teaching and speech development methodologies presupposes the partition of the system into several sections, each with a set of means, methods, forms and techniques of the same kind, devised for different stages of language teaching, with a gradual increase of the content volume, a growing complexity of the methods and forms of its presentation depending on the stage and the students' level of speech development. Graduality as a cognitive phenomenon represents an interdisciplinary category of linguistics and linguodidactics. This principle allows us to specify the content minimum to be studied, to determine the correlation of methods, forms and means at every stage of the process of teaching, allows to develop a system of exercises and becomes the theoretical basis for the language learning progress. It is necessary for creation of a system of exercises with gradual complication, gradation of speech tasks. In general, it represents the theoretical basis, on which the developing system of teaching native language and speech is built, as it marks the milestones for personal, meta-subject and subject results.

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