Digital Tools Use in the Teacher's Work as a Mean of Education Quality Improving

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Digital tools in education are a subgroup of digital technologies that are developed to develop the quality, speed and attractiveness of information transfer in teaching and learning [3]. These include electronic educational systems, social networks, video services, services for working with graphics and creating gaming educational materials, etc. The purpose of creating such resources is to simplify the process of monitoring educational results and progress, increasing the interest and involvement of children in the educational process for through the variety of forms of obtaining, reproducing, analyzing and applying knowledge, which makes education open and accessible. The main goal of using digital tools in education is to make it better.
To effectively use digital tools, teachers need to know their functional and pedagogical capabilities and be able to use them correctly in the learning process. Let's take a closer look at the main capabilities of digital tools:
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Today, there are a huge number of digital tools for organizing joint activities, providing feedback, creating a digital educational environment, and organizing online lessons. The most popular of them are Padlet, Mentimeter, Google Form, Plickers, Kahoot, Quizizz, Google Classroom, Learning Apps, Microsoft Teams, Zoom, Skype. That is why there is a need to distinguish them according to certain criteria. Below we present the classification of digital tools for teachers that we have developed. The following groups of instruments were identified:
1. Tools for organizing joint activities: Padlet, Mentimeter, Google services (Google Docs, Google Sheets, Google Slides, etc.).
2. Tools for providing feedback: Google Form, Kahoot, Quizizz.
3. Tools for creating a digital educational environment: Google Classroom, Learning Apps.
4. Tools for organizing online lessons: Microsoft Teams, Zoom, Skype.
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Analysis of the results of research into the content of a teacher’s digital competencies, existing experience in assessing them, the scientific position and practical experience of the authors made it possible to identify and propose the following provisions for the development of the stated tools.
The toolkit is designed in the form of a test. The test consists of a set of test tasks presented in the form of practical cases describing real educational and professional situations that a teacher has to solve in the modern digital space. The test can be characterized as a case meter that most adequately corresponds to assessment procedures with a competency-based approach.
The test includes tasks for assessing competency areas, each of which is represented by a set of.
To simplify the process of assessing digital competencies and ensure the opportunity to cover a significant contingent of the teaching corps, it was decided to use a unified format of tasks - choosing one solution option out of three proposed.
Conclusion. We believe that the use of the developed tools will facilitate a fairly adequate assessment of the state of teachers’ digital competencies, and the results obtained will indicate the state of teachers’ readiness to work in a digital educational environment. This information is necessary to build a roadmap for the motivated involvement of teachers in the process of digital transformation of education, as well as to stimulate them for further development.
This concludes the report, thank you for your attention!












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