SELECTION AND USE OF DIGITAL TOOLS IN THE EDUCATION PROCESS OF VOCATIONAL EDUCATIONAL AND TRAINING INSTITUTIONS

Abstract

In the article the author discusses the problem of using digital tools in the education process of vocational educational and training institutions. The author assumes that digital technologies and tools provide VET institutions teachers with new educational opportunities, but at the same time encourage teachers to search for new approaches to implement education process tasks that cannot be achieved without a high level of digital tools mastering and developing their own digital competence and culture.

It was defined during the study that VET institution teacher’s digital culture is an integral phenomenon, which can be found in each of the professional competency components.

The article focuses on the problem of defining the level of digital technologies usage in the VET institutions education process. The author concludes that this problem should be solved taking into account R. Puentedura’s SAMR model, which consists of four ascending levels from substitution to redefinition, creation of new tasks, previously inconceivable. It is emphasized that the biggest difficulty in the process of VET institution teacher’s digital culture development becomes the absence of analogues in the real world.

The number of digital tools and applications is constantly growing, so the author proposes to use A. Carrington’s “The Padagogy Wheel”, which was created to on the basis of B. Bloom’s Taxonomy of Educational Objectives. and the SAMR model for their correct and reasonable selection. However, the Padagogy Wheel, according to the author, is an auxiliary information reference tool, not a holistic methodological system.

Key words: vocational education, education digitalization, digital culture, digital tools, teachers.