К вопросу о цифровой компетенции преподавателя

В учебных заведениях по всему миру предпринимаются меры для повышения квалификации преподавателей в сфере новейших образовательных технологий. Однако, несмотря на предпринимаемые усилия, уровень цифровой компетенции педагогов по-прежнему остаётся невысоким. Одной из причин этой ситуации, на наш взгляд, является отсутствие чёткого определения понятия “цифровая компетенция” и, как следствие, понятия “педагогическая цифровая компетенция”. С этой проблемой тесно связана задача создания модели цифровых навыков преподавателя. Есть потребность в универсальных моделях, которые бы включали как можно более обширный список цифровых навыков педагога. К числу таких моделей, охватывающих различные аспекты педагогической практики, можно отнести рассматриваемые в данной статье модели DigiCompEdu, ICT CFT, TETCs. Однако также ощущается недостаток моделей, которые бы структурировали работу с цифровыми технологиями на микроуровне, т.е. на уровне использования того или иного инструмента для осуществления образовательного процесса. Требуется такая модель, которая бы, с одной стороны, описывала ограниченный набор первостепенных навыков, необходимых преподавателю (в особенности на начальном уровне цифровой грамотности), а с другой – была бы применима к процессу освоения любого цифрового инструмента. В статье предложен вариант такой модели.

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