ICT competence of a teacher in the context of digital transformation of education

Abstract

The transition to digital education is an inevitable trend in modern ed-ucation. The digital transformation of education is primarily aimed at achieving the required educational results, increasing the availability and quality of educa-tion at all its levels. The features of digital education are management of educa-tional results; designing individual educational trajectories; an abundance of ed-ucational materials; correct use of new technologies: "mobile learning, virtual and augmented reality; learning in cooperation, involvement in learning based on gamification and storytelling (educational games), etc.". The teacher needs to un-derstand the possibilities of ICT both for expanding and improving the educa-tional process and for using digital technologies to enhance and introduce inno-vations in the field of education. In the context of distance learning, in which the whole world found itself as a result of the announced pandemic, it was the teach-er's mastering of the components of ICT competence to solve emerging issues in the professional activity that became a necessary condition for his professional growth, ensuring a high-quality learning process and promoting the skills of the 21st century. Requirements for the teacher's ICT competence include the pres-ence of an information culture; IT readiness; digital literacy. The article presents the results of a study on mastering the ICT competence of the teaching staff of the Belgorod State National Research University in dynamics, which are based on the requirements for the ICT competence of the teacher and include 3 levels of digital literacy: the basic level, the level of proficiency in working in a digital educational environment and level of proficiency in digital educational technol-ogies