The Use of Digital Tools for Training and Retraining of Education Professionals in the Context of the COVID-19 Pandemic

ABSTRACT

European Higher Education Area development, challenges of information civilization and the COVID-19 pandemic have highlighted the importance of digital tools for training and retraining of education professionals. Introducing these tools in educational process of formal and non-formal educational institutions served as an indicator of ICT problems for both educators and their students. It necessitated pedagogical research to identify attitude of educators and their experience in using digital tools in professional activities. The article presents the results of empirical study of this problem and suggests recommendations for improving the use of digital tools for teaching and learning. The empirical research involved conducting an e-survey of education professionals and analyzing educational activities of NGOs. The developed three questionnaires covered 37 questions in such areas as general information about the respondent, particular features of one's use of digital tools, types of digital tools implemented in educational institutions. The obtained data revealed the respondents' experience on the use of digital tools in distance learning;their assessment of prospects for digitalization of formal and non-formal education;readiness to master digital learning tools. The analysis of educational organizations activities included Internet access of educational process participants at workplace;use of digital tools in educational activities and professional development;introducing e-management systems for educational process arrangements;self-assessment of educators' digital competence level;their attitude to the use of digital tools for professional development and common educational activities. Based on the research results methodological recommendations for professionals of formal and non-formal educational institutions are suggested. © 2020 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).