| Annotation |
In the article, based on the analysis of dissertation researches, normative documents, results of the research, conducted by the authors, the significance of the problem of ICT competence formation of future teachers of pre-school educational organizations through the use of special didactic tools is substantiated. The characteristics of the four-component structure of ICT competence proposed by the authors, including motivational-value, general user, general pedagogical, subject-pedagogical components are given. The authors describe the interdisciplinary course “Theory and methods of using information and communication technologies in preschool educational organizations” (the optional part of the FGOS SPO specialty “Pre-school education”), implemented in the educational process of the Chita Pedagogical College. The authors’ models of complexes of tasks (educational, educational and methodical, educational and professional) as special didactic tools for the formation of ICT competence of the future teacher of preschool children taking into account the requirements of modern standards are presented and substantiated. The basis of each model is the unity of the fundamental and professionally oriented components of the tasks. The presented complexes of tasks are proposed to include in the laboratory and practical work of the authors’ interdisciplinary course. The component-wise formation of ICT competence of future teachers in this course is substantiated. The examples of authors’ educational, educational and methodical, educational and professional tasks are given. Based on the analysis of the results of the study, it is concluded that the complexes of tasks as special didactic tools are one of the effective ways of developing ICT competence of future teachers of preschool children.
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| References |
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