No abstract

In this article, the concept of "technological readiness of teachers" is considered in the context of research by our foreign colleagues. As a result of the theoretical analysis of the review of English-language publications of recent years, it becomes obvious that the successful implementation of technologies depends not so much on software as on the skills and beliefs of teachers. In addition, it was revealed that the technological readiness of teachers depends on such factors as the readiness of the teacher and the readiness of the school to assist the teacher, the experience of pedagogue with information and communication technologies, technical support of the teacher in the workplace, the availability of specialist teachers in information and communication technologies (digital curators), access to information resources, optimism and the innovativeness of teachers, as well as the opportunity to present their educational and methodological developments with the help of information and communication technologies, etc.). The studied interrelations allow outlining the prospect of further research on the technological readiness of Russian teachers and outlining a number of important tasks in improving the implementation of information and communication technologies in the learning process in the Russian secondary school.