The article updates the importance of using modern information systems and technologies of public administration and administration in the context of European integration processes. It has been substantiated that the efficiency of the work of authorities at all levels is largely determined by the quality and efficiency of their information and analytical services. The essential-meaningful characteristic of the information system of public administration and administration has been determined by generalizing the views of domestic and foreign scientists. The structure of the information system was defined through the allocation of four main components: means of fixing and collecting information; means of transmitting the relevant data and messages; information storage means; means of analysis, processing and presentation of information. The directions of the functioning of interconnected information systems that ensure electronic interaction of public authorities of different countries in the context of digitalization and globalization of socio-economic relations with representatives of business structures and civil society, allowing to form elements of the "virtual community" and "digital power" as transformed forms of public administration were characterized. Among them are: free movement of information data; expansion of forms of audiovisual communication through the development of modern computer technology; interactivity of modern media tools used in the public administration system; anonymity of collective and individual communication on the Internet; the rapid dissemination of information using modern communications; modern means of forming and transmitting information. The technology of information exchange in the information system of public management and administration in the context of globalization and eurointegration has been formalized. The advantages of information technologies in public administration for the implementation of socio-economic cooperation projects is highlighted, including: creating conditions for the availability of information on significant economic and social issues; strengthening the level of mutual trust in society; strengthening feedback between state and public subjects of public administration relations; creation of innovative forms of public participation in public administration; the formation of sources of transparency in the actions of interacting institutions; ensuring productivity growth of e-government while reducing time and labor costs in information processing and decision-making.

At the present stage, lecture is both organizational form of studying, "a specific way of lecturer and listeners' (students') interaction during which various content and different methods of teaching are used" and a teaching method as "monologue statement of study material in systematic and consecutive form, mainly concentrated on fundamental scientific problems" [1].At the same time, scholars are of different opinions concerning lecture as a form of classes. Yu. Krasnov is sure that mastering practical abilities with the help of lecture-seminar study technology is extremely unreal task for implementing at higher educational establishments and confirms his viewpoint with the following arguments: inertia of study "activity";  verbalism, too many words, talk, not obligatory speaking, little conceptual and in general, any thinking (operating with figurative and symbolic idealizations). Compulsion to memorize empty sign, word forms of knowledge-information and retell it at pass-fail test or examination. transmission and compulsion to mastering ready knowledge (scientific or quasi-scientific) without understanding its genesis; monologue characterstudent still has no questions, but answers are ready for him (her), he (she) has practically no time to understand answers, so he (she) has to reconcile and cram, learn lecturers' words not understanding their essence.; formation of specialist's personality by the example of manufacturing machinery; as a result of monologue and technocratic character of education student becomes the object of pedagogic activity, and studying turns into conveyer. Not having time to understand and being pressed with "score" form of knowledge evaluation at pass-fail tests and examinations, student has to (!) cram, memorize barely sensible, incomprehensible information;  methods, methodological fetishism, instructive technological essence and corresponding description of pedagogic work rule (what, when, and how to talk). It deprives pedagogic activity of sense and content, maximally reduces it to preliminary planned verbal texts-remarks (both on the part of the pedagogue and students) [2].