In this paper, we raise the discussion on the use of digital learning tools by teachers of Ukrainian secondary schools for the organization of distance learning. In order to collect data we have used the survey instruments (Google questionnaire) and involved 1463 respondents who revealed the state of the use of digital learning tools for the organization of distance learning in the quarantine period caused by COVID-19 pandemic. The study was conducted in all regions of Ukraine. The results show that teachers have a need to master their knowledge and practical skills on digital instruments for the organization of distance learning with students. On the other hand the paper presents the experience on how the problem of the mastering of teachers’ digital competencies can be organized and what are the steps to the organization of special distance learning courses for teachers in Ukraine. The experience of the creation of Web portal of Ukrainian Open University of Postgraduate Education is presented. We propose on how the needs and requirements of teachers regarding the implementation of the distance learning in schools and the development of their digital competencies should be resolved.

Methodical recommendations reveal the organizational and methodological principles of using tools for self-assessment of the digital competence of teachers. Specific recommendations for creating online questionnaires, and conducting and analyzing the data on the level of digital competence of teachers are given. The description of the content of the tool of self-assessment of digital competence of a teacher in the context of European approaches is given. A description of the procedure for providing support for the implementation of tools for self-assessment of digital competence of teachers. Examples of tools for self-assessment of digitalization of educational institutions are given. The guidelines can be useful for educators and heads of educational institutions that implement digital technologies and distance learning.

The article deals whih the results of the experimental verification of the methodology of use the information and digital learning environment as a tool for the development of teachers’ civic competence. The experimental verification was carried out during a comprehensive study in 2018-2019. The authors of this study diagnosed the level of developing teachers’ civic competence by questionnaires (incoming and outgoing) in the control (122 people) and experimental (129 people) groups. The description of criteria, levels and descriptors of assessment of civic competence of a teacher in an information and digital learning environment is given. Particular attention is paid to the attitude of teachers, school principals, methodologists and in-service teacher training specialists to the use of information and communication technologies (ICT) to create and develop an information and digital learning environment in educational institutions, and the use of digital tools in in-service teacher training institutions for civic education in schools. The purpose of the article is to prove the effectiveness of the methodology of using the information and digital learning environment as a tool for increasing teachers’ level of civic competence and to highlight the process of the implementation of civic education in Ukrainian schools. In this study we have developed the main components of the methodology of using the information and digital learning environment as a means of developing teachers’ civic competence, which constitutes the novelty of the study. The information and digital learning environment is an effective tool for raising the level of teachers’ civic competence and a tool for implementing civic education in secondary school, which is the practical significance of the study.

У статті подано аналіз теоретико-методологічних основ впровадження інформаційних і комунікаційних технології (ІКТ) у загальну середню освіту, і зокрема, у предмети суспільствознавчої галузі у країнах Західної Європи, США та Україні на сучасному етапі. Досліджено матеріали і документи ПРООН, Ради Європи, Організації європейського співробітництва та розвитку (ОЕСР) та ін., а також документи нормативно-законодавчої бази освіти, шкільні навчальні плани та програми зарубіжних країн і України. Окреслено загальні підходи застосування ІКТ у предметах суспільствознавчого циклу загальноосвітньої школи, визначено напрямки національних стратегій освіти щодо використання ІКТ у країнах Західної Європи, США та України та перспективи розвитку.

У статті висвітлено досвід міжнародних організацій: Міжнародної асоціації оцінювання навчальних досягнень (The International Association for the Evaluation of Educational Achievement - IEA) та Організації з економічного спiвробiтництва та розвитку ОЕСР (Organisation for Economic Cooperation and Development – ОEСD) щодо моніторингових досліджень інформаційно-комунікаційної компетентності (ІК-компетентності) учнів загальноосвітніх навчальних закладів; подано аналіз загальних підходів до моніторингових досліджень ІК-компетентності учнів у країнах Європи на сучасному етапі. Визначено особливості, загальні тенденції та перспективні шляхи розвитку.