The article deals with the need for the formation of internal motivation as one of the most important components of pedagogical activity in teaching piano, which is based on the development of creative individuality of the student and provides a constant need to share emotional experience. Establishing such communication, mediated by a work of art, the "sensory fabric" of which is unfolded in time, concerns the immediate environment and circulation of the experience of previous generations with the constantly updated impressions of a student-musician who is faced with the world of classical piano music. On the basis of a deep inner interest, which can develop into a passion for the process of mastering the instrument, a special language of auto-communication is built, a sensitive attitude to one's own feelings, which is later reflected with the help of the musical language. This contributes to an increase in the general level of reflexivity and awareness, and therefore there is a natural shift in focus on the development of the student's personality in the context of solving urgent problems of mastering playing the instrument. The focus on getting pleasure from playing music arises as a guarantee of high-quality mastery of the skills necessary for creative self-expression. The work analyzes the research of domestic and foreign scientists. The authors give recommendations for increasing the level of intrinsic motivation in the process of learning to play the piano. The paper concludes that the main factors that affect the increase in the level of intrinsic motivation are the building of harmonious relationships in the learning process. To do this, the authors propose to expand the range of psychological and pedagogical training of teachers of musical art on the basis of studying the current state of psychology and behavior of student, introducing digital teaching tools in the process of mastering the piano as a condition for rapprochement between different generations

У статті проведено науковий аналіз суті понять «цифрова підготовка майбутнього педагога», «цифрова компетентність», «гейміфікація освіти». Доведено, що одним із чинників, які сприяють ефективному розвитку освітнього процесу сучасного закладу вищої освіти, є формування цифрової компетентності майбутніх учителів засобами гейміфікації, оскільки в освіті переважає нова ідеологія, заснована на «гейміфікації» та «діджіталізаціі» освіти, де на зміну традиційним педагогам приходять «ігропедагоги», «координатори онлайн-платформ і освітніх траєкторій». Визначено, що результатом формування цифрової підготовки майбутніх учителів є сформована цифрова компетентність, складником якої є мотиваційно-ціннісний, когнітивний, операційний компоненти. Для перевірки сформованості цифрової компетентності майбутніх учителів засобами гейміфікації за визначеними критеріями (мотиваційний, когнітивний, рефлексивно-коригувальний) описано методи дослідження. Результати проведеного анкетування, тестування й опитування дали підстави констатувати переважно середній та низький рівні сформованості цифрової компетентності майбутніх учителів засобами гейміфікації. На основі отриманих результатів теоретично обґрунтовано та розроблено технологію формування цифрової компетентності майбутніх учителів засобами гейміфікації, яку реалізовано на таких етапах: професійно-мотиваційний, змістово-діяльнісний, рефлексійно-корегувальний. Розроблену технологію було реалізовано за таких умов: інтеграція засобів гейміфікації в процес підготовки майбутніх учителів під час опрацювання навчальної інформації; застосування організаційно-технічних заходів і методів забезпечення інформаційної безпеки при роботі з цифровими освітніми технологіями; відбір найбільш ефективних цифрових освітніх технологій; застосування освітніх платформ для розроблення цифрових навчальних проэктів. У статті засобами гейміфікації, які були спрямовані на формування цифрової компетентності майбутніх учителів, було обрано такі мобільні додатки, які використовуються в освітньому процесі: DuoLingo, ClassDojo, Coursera, Brainscape, Socrative 101. Експериментальне впровадження розробленої технології вказує на позитивні результати сформованості цифрової компетентності майбутніх учителів засобами гейміфікації.

The article deals with the issues of modernization of the educational process and outlines one of the most effective ways of implementing modern methods and techniques of language learning that are crucial for a successful person today. It is determined that despite the fact that in Ukraine there is an educational program for primary, secondary and higher education institutions, it is considered rather outdated and, unfortunately, negatively affects not only the knowledge base, but also the attitude of people to the educational process. The article analyzes the works of domestic and foreign scientists who have studied the process of introduction of digital technologies and mobile applications in the educational process. The research is a confirmation of previous scientific research and is aimed directly at the question of learning foreign languages, especially English, using personal computer (PCs) programs, tablets, smartphones and other gadgets. The study focuses on exploring the benefits and weaknesses of the Drops mobile app and analyzing its impact on users' level of knowledge and prospects for future interactions with users and mobile apps to successfully learn foreign languages. The article demonstrates the functionalities of the Drops mobile application and identifies the ability to apply it among three different age groups of users with different levels of English, as well as make predictions about the further progress of users in learning the language if the Drops mobile application is used regularly. The experiment analyzes the conditions, which determined: download the Drops application; to study a specific block of vocabulary of the British English language "City & Shops" within one week, the recipients of the experiment were "users" of different age and level of language proficiency. The main problems faced by language learners are highlighted, which confirms the benefits and highlights more of the program's disadvantages that the creators of the Drops mobile application should work on. It was noted that the success in learning a foreign language by using the Drops mobile application was improved, and the effectiveness of using modern technologies in the process of acquiring new knowledge of English was demonstrated. The widespread introduction of mobile applications in English language education programs is recommended.

The paper discusses the main issues of organizing the learning process based on the gamification. The publication analyzes the main provisions of the application of elements of gamification in the process of teaching students. The study proposes to consider gamification as a new format of the project method in the context of blended learning in the study of disciplines of the pedagogical cycle by students of humanitarian and natural specialties. We analyzed the main didactic Classcraft platform capabilities. Developed by students within the framework of the “Pedagogy” discipline a brief structure of the “Adventurers” quest was present. The algorithm of the students' work included following steps: choosing a project theme (name of the game); composition of the game (stages); development of the game as a digital product (elements); analysis of the implementation of the game as a digital product (difficulties and prospects); analysis of the results of joint digital project activities of students, indicating positive and negative aspects. We considered the positive aspects of using digital applications and platforms to improve teacher skills. The conclusions provide consolidated proposals for the use of gamification, such as: its implementation in the educational process is aimed at the development of intellectual, social, emotional, technological segments of the personal development of students; the use of gamification has a positive impact on the development of students and teachers soft skills and helps to improve their professional skills.

The article discusses the theoretical aspects of the organization of blended foreign language learning caused COVID-19 under the conditions of the quarantine. We analyzed different points of view on the process of using mobile applications in the study of foreign languages. We considered the possibilities of four mobile applications Duolingo, Simpler, Hello Talk, EWA with their main advantages and disadvantages. In the context of the research topic, conducted a survey of first and fifth-year students, in which 100 students took part from Karazin and Berdyansk universities. The survey was conducted among students of philological specialties in order to determine the most acceptable conditions for using mobile applications in the process of learning foreign languages. The survey results showed that students, in general, positively perceive the use of mobile applications in the educational process, taking into account the possibility of teachers’ support. The study showed the need to use mobile applications in the process of learning foreign languages in the context of the introduction of quarantine and blended learning as a forceful way to organize effective work with students.