Professional deficits of teachers in the field of ICT competencies, manifested in the conditions of digital transformation of education
Authors:   Armavir State Pedagogical University, Golodov Evgeny A. , Gerlach Irina V. ,   Armavir State Pedagogical University, Kopchenko Inna E. ,   Armavir State Pedagogical University, Spirina Olga N. ,   Armavir State Pedagogical University, Khlopkova Victoria M. ,   Armavir State Pedagogical University, Chiyanova Elvira V. ,   Armavir State Pedagogical University
Published: September 2022

Introduction. The relevance of the study is determined by the fact that the digital transformation of the educational space has led to the emergence of a new problem area associated with the willingness of teachers to use modern digital tools that are an integral part of the digital transformation of the educational space. The purpose of the article is to analyze and summarize the monitoring of the existing professional deficits of teachers in the field of ICT competencies, manifested in the conditions of digital transformation of education. Materials and methods. The survey was attended by 2,451 people: 707 math teachers, 1,110 Russian language teachers and 634 social studies teachers from 7 regions of the Russian Federation. The survey took into account the characteristics of respondents: the subject taught; the amount of workload; place of work; age; teaching experience. The results of the study. The study showed that there are the following professional deficits of teachers in the field of ICT competencies, manifested in the conditions of digital transformation of education: insufficient level of proficiency of teachers with digital technologies and tools, the level of equipment of schools with computer and communication equipment, the quality of Internet connection as an important factor in the use of modern digital technologies. A potentially problematic area is the ability of teachers to organize the effective use of digital technologies in the educational process and to prepare students for the use of digital tools in educational activities. The study showed that 92% of the teachers surveyed possess basic digital literacy skills, about 30% of respondents possess professional ICT competencies, 75% contribute to students' understanding of the risks and threats of the digital environment. Сonclusion. Based on the results of the survey of teachers, recommendations are given in the following areas: it is necessary to organize a process of continuous training of teachers in the field of digital technologies, which should include such activities as advanced training courses in the field of digital technologies; organize work on conducting methodological seminars (webinars) on the use of digital technologies to solve specific pedagogical tasks; to introduce the practice of conducting master classes with the best solutions in the field of using digital technologies in the educational process into the work of methodological associations of teachers; organize assistance to teachers in the development of digital technologies by digital volunteers; it is necessary to create conditions for self–training of teachers in the field of ICT competencies.