The specifics of digital educational resources in the preparation of geography teachers

Abstract

The article describes the types of work performed by the university in preparing future specialists for the widespread use of digital resources, since all spheres of society, the labor market require specialists with wide access to digital resources. In education and training of digital technologies create a new context, training future teachers with the types of resources that are currently being developed by research centers for information delivery. Preparing students for daily lectures, seminars using digital resources. The use of digital resources during classes expands the possibilities of using new innovative technologies. Currently, mobility in the field of education is very high, electronic portfolios, loans, an online magazine, a podcast require extensive use of digital resources. Assessment of the need for digital resources in education, providing students with the opportunity to choose a group, collective form of education, independent organization of educational activities, analysis of the nature of independent work, creative works that allow students to change the content, method, means and forms of work. It is necessary to take into account the features of digital education: clarity for the student, the availability of specific data, the choice of a specific type when planning a lecture, providing students with skills, knowledge based on the skills of types of educational activities, the possibility of level differentiation, individualization of education, ensuring modern high interactivity, multimedia in education. The main goal of a university teacher is aimed at studying the design of training that creates conditions for achieving high-quality learning outcomes and based on digital technologies. The article describes the need to use associative, cognitive, situational positions to determine the quality education of geography teachers, to develop a set of principles offering quality education, and to describe the key elements of learning design that have the potential to ensure high quality education in high education: taking into account the involvement of students in the assimilation of knowledge, knowledge previously acquired by students and preferences and, on the basis of this, to offer knowledge at the level they expect, to attach importance to the learning context, to consider the implementation of educational design and its place within the framework of the broader training program offered to the student. In digital education, the task that students face is to be critical of their learning, analyze approaches to stimulating active participation and increasing motivation to support intellectual skills, encourage students to demonstrate and share the knowledge being studied and formed to themselves and their classmates.