UDC 377.1

Rezer T.M.¹ (Yekaterinburg, Russian Federation) t.m.rezer@urfu.ru; Gorodetskaya D.M.¹ (Yekaterinburg, Russian Federation); Budkina A.V.¹ (Yekaterinburg, Russian Federation)

¹Ural Federal University named after the first President of Russia B.N. Yeltsin

Abstract. The modern period of society’s development is characterized by changes in all spheres of life related to informatization and digitalization. Currently, issues related to the digitalization of education are relevant. The process of digitalization of society is making changes in the field of professional competence of a teacher, and therefore the traditional functions of a teacher are changing, acquiring new characteristics. One of the requirements is the mandatory use of digital technologies by teachers in their professional activities. The purpose of the study is to identify the functions of a teacher as a subject of the educational process and to consider the necessary digital competencies for the implementation of these functions when working in a digital educational environment. Materials and methods. Among the theoretical methods, the method of analysis was applied. The paper reveals the essence of the concept of digital educational environment, key features. Various levels of interaction in the digital educational environment are considered. The main functions of the teacher as a subject of the educational process in the digital educational environment are given. The concept of digital competence is considered and the criteria for its achievement are highlighted. The groups of digital competencies of the teacher have been studied: information competencies, media competencies, information security competencies and technological competencies. In the practical part, an online lesson is presented, which is analyzed from the point of view of the teacher’s function in the digital educational environment and the required competencies. In conclusion, conclusions are drawn about the importance of the teacher’s role in the digital educational environment and its functions. Studying the function of a teacher in a digital educational environment is necessary for the effective organization of the educational process and classes in this environment.

Keywords: digitalization of education, digital educational environment, digital technologies, digital competence, digital competence of a teacher.

References:

1. Vaughan P., Cox P., Deed C. et al. Personalised learning: lessons to be learnt. British Educational Research Journal, 2012, no. 39, pp. 654-676. DOI: 10.1080/01411926.2012.669747
2. Prirodova O.F., Danilova A.V., Morgun A.N. The structure of the digital educational environment: regulatory and methodological aspects. Pedagogy and Psychology of Education, 2020, no. 1, pp. 9-30. (In Russian). DOI: 10.31862/2500-297X-2020-1-9-30
3. Lapin V.G. Digital educational environment as a condition for ensuring the quality of student training in secondary vocational education. Innovative Development of Vocational Education, 2019, no.  1 (21) pp. 55-59. (In Russian).
4. Lodge J., Kennedy G., Lockyer L. Digital learning environments, the science of learning, and the relationship between the teacher and the learner. Abingdon, Routledge Publ., 2020. pp. 154-168. DOI: 10.4324/9780429027833-11
5. Mironenko E.S. Digital educational environment: concept and structure. Social space, 2019, no. 4 (21), pp. 6. (In Russian). DOI: 10.15838/sa.2019.4.21.6
6. Lesher O.V., Grigorenko L.A. Digital educational environment of the university as a resource for the formation of students’ cognitive needs. Proc. “Problems of Modern Pedagogical Education”. Simferopol, Crimean Federal University named after V.I. Vernadsky Publ., 2022, no. 75-4. pp. 166-169. (In Russian).
7. Grigorieva I.V., Bolkunov G.A. Digital educational environment (DSE): challenges and opportunities. Bulletin of the University of the Russian Academy of Education, 2023, no. 2, pp. 64–71. (In Russian). DOI: 10.24412/2072-5833-2023-2-64-71
8. Klyuyashkina I.N. Digital educational environment of the university. Proc. “Modernization of culture: knowledge as a tool for development”.  Samara, Samara State Institute of Culture Publ., 2019. pp. 51-54. (In Russian).
9. Turaeva D.D. Functions of the teacher in distance education. Economy and society. 2021, no. 5, pp. 1-7. (In Russian).
10. Borovkova M.V. The role of the teacher in the organization of distance learning. International Research Journal, 2022, no. 5. (In Russian). DOI: h10.23670/IRJ.2022.119.5.077  
11. Ilaltdinova E.Yu., Frolova S.V. The role of the teacher in the digital world of education. Nizhny Novgorod education, 2019, no. 2, pp. 34-39. (In Russian).URL: https://www.elibrary.ru/algjoi
12. Soldatova G.U., Shlyapnikov V.N. Digital competence of Russian teachers. Psychological Science and Education,  2015, no. 4, pp. 5-18. (In Russian). DOI: 10.17759/pse.2015200401
13. Sharikov A.V. On the four-component model of digital literacy. Journal of Social Policy Studies, 2016, no. 12, pp. 87-98. (In Russian).URL: https://www.elibrary.ru/vsdbpb
14. Ilomäki L., Lakkala M., Kantosalo A. What is digital competence? European Schoolnet, 2011. pp. 1-12.
15. Petrosyan S.B. Possibilities of forming digital competence of university students. Scholarly Notes of Transbaikal State University, 2022,no. 4, pp. 24-35. (In Russian). DOI: 10.21209/2658-7114-2022-17-4-24-35

For citation: Rezer T.M., Gorodetskaya D.M., Budkina A.V. Digital competence and features of the functions of a teacher as a subject the educational process at work in the digital educational environment. CITISE, 2024, no. 4, pp. 651-661.