ASPECTS OF ELEMENTARY SCHOOL TEACHERS' MOTIVATION FOR APPLYING EDUCATIONAL TECHNOLOGIESSummary: The purpose of the study is to analyze the particular characteristics of elementary school teachers' motivation to implement modern educational technologies in their practice. In order to achieve the goal, the survey of teachers and content analysis were applied. 107 elementary school teachers having secondary professional education and different length of service were involved in a survey. The authors emphasize the most significant extrinsic and intrinsic motives and anti-motives for implementing the modern educational technologies in examinees; the prevalence of extrinsic motives is indicated. The research presents the optimization approaches devised and implemented to encourage the elementary school teachers who get a higher education at Kozma Minin Nizhny Novgorod State Pedagogical University in the form of extramural studies to use modern educational technologies. The resurvey results proved the efficiency of the areas of study, the growth of the intrinsic motives of examinees and the mitigation of their anti-motives to apply modern educational technologies.

Summary:The article analyses challenges and constraints while applying the project method that are specified in the modern psychological and pedagogical literature of foreign authors. The relevance of the study is due to the common practice of project activities in which Russian schoolchildren are involved as well as the necessity of considering the international experience to optimize the realization of projects by school students within the national teaching practice. In order to achieve this goal, the comparative analysis of foreign pedagogical literature along with the interpretative approach has been used. The article reflects modern understanding of the project method in foreign sources. Based on the generalization of the project-based learning constraints described in foreign literature, it was determined that the main challenges are related to the organizational aspects of the project activities, the competence and experience of a teacher, and the developing opportunities to implement projects. The paper presents some proposals of foreign authors to overcome project-based learning difficulties. Keywords: project, project method, project-based learning, project activities, evaluation of project activities.Ускорение темпов развития современного общества, его стремительная информатизация во многом определяют требования к образованию во всем мире. В условиях активного внедрения новых информационных технологий в повседневную жизнь становится настоятельной необходи-мость обеспечения уже на этапе школьного образования развития креативности и мобильности ребенка, способности к самостоятельному получению и применению знаний, активному воспри-ятию и принятию нового. Решению этой стратегической задачи во многом способствует исполь-зование в образовательной практике эффективного инструментария -личностно ориентирован-ных технологий и методов. Одним из таких методов по признанию мировой педагогической об-щественности является проектный (отметим, что в российской психолого-педагогической лите-ратуре в последние годы он чаще называется проектной технологией). Для оптимизации органи-зации проектной деятельности российских школьников необходимо знать и учитывать опыт за-рубежных учителей, однако публикаций, отражающих его, крайне мало. Целью настоящей статьи является анализ проблем и трудностей в применении проектного метода, выделяемых в совре-менной зарубежной психолого-педагогической литературе.