No abstract

Formation of skills of youth of the XXI century dictates certain conditions for the organization of educational space. The article proposes as one of the conditions — the implementation of network design and research activities of students, during which the formation of skills of the XXI century takes place. The concept of “educational network project” is explained, and the tools and tools that allow it to be implemented are described.

The research problem is determined from the need to implement the didactic capabilities of gamification tools to support the study of various aspects of information security and information protection. The study purpose is to identify opportunities for the effective use of digital gamification resources to form learners’ information security competencies that will allow to successfully socialize in a modern digital society in the future. The work methodology includes an analysis of the literature of foreign and domestic authors on the use of gamification resources in cognition, training; the method of systematization and generalization of facts about the problems of individual information security, the concepts of the formation of special digital literacy in the space of new software tools and devices. The potential of digital technologies regarding the development of free orientation skills in the modern information environment, the organization of search activities, the use of various cognition strategies is explored. The revealed opportunities are shown on the example of the organization of information interaction of the didactic process participants in the Class Craft gaming environment. The conclusion summarizes the possibilities for the effective use of digital gamification resources for solving cognitive, communicative and organizational tasks in compliance with information security standards.

The process of ubiquitous digitalization inevitably changes the requirements for a modern teacher. For successful professional activities in the digital educational space, the teacher needs knowledge and skills in the field of information and digital technologies. The article substantiates the need for the formation of digital skills of teachers of educational organizations, provides a program and detailed thematic content of the continuing education course “Information and Technological Activities of a Teacher in the Context of Digitalization of Education”. The course aimed at solving the problem of bridging the digital divide in the training of teachers was implemented in the online learning mode. The content of the online course is based on an analysis of the changes taking place in society and Russian education in the context of the forced widespread transfer of education to a distance format and digitalization of the country's economy. The introduction of an online course helps to solve the problem of advanced training and training of new generation personnel, professionals who effectively meet the requirements of a modern digital society and are ready to adapt to the changes taking place in it.

Problem and goal. The training of future teachers in the field of education involves the formation of competencies in the development of software for various purposes, the design of automated control systems for real objects. The development of relevant qualities in the conditions of higher education is complicated by a number of problems of various nature. The authors suggest to improve the training of future specialists to organize project activities of students to create dialogue programs (training bots). Methodology. Project-based training is used for the formation of competencies in the field for informatization of education, obtaining in-demand soft skills, team building. The construction of a chatbot takes place in teamwork. The experiment involved 43 students of the North Caucasus Federal University in the direction of training 44.03.05 “Pedagogical Education with Two Training Profiles.” The assessment of the quality of educational results was carried out using the author's testing of 10 tasks (“credited”/“not credited”). Fischer's criterion was used to establish statistically significant differences. Results. Students studied the services for creating chatbots, the didactic potential and functionality of the received programs, used them to solve problems. Statistically significant differences were revealed in the changes that occurred in the system in terms of the quality of vocational training. The features of the presented variant of the organization of educational activities for the creation of chatbots are described: teamwork, the use of templates and scripts, and the choice of project topics. Conclusion. Problematic questions are formulated, the answers to which allow us to determine the directions of work on the construction of chatbots: discussion of the development goal and didactic goal, the use of blocks and actions, modeling interaction scenarios, etc.