CRITERIA AND INDICATORS OF FORMATION OF SECONDARY SCHOOL TEACHERS' READINESS TO APPLY INTERNET TECHNOLOGIES IN THEIR WORK
The article substantiates the criteria and indicators of formation of secondary school teachers’ readiness to use Internet technologies in their professional activity. Modern education reform and the introduction of new educational content encourage teachers to use innovative methods and e-learning text-books, which requires new approaches to teacher training and self-education in the inter-certification period. Pedagogical conditions of development of teachers’ readiness to use Internet technologies are considered and pedagogical expediency of using Internet technologies in teachers’ work is revealed, taking into account the content and specifics of teachers’ pedagogical activity in educational institutions. The use of traditional teaching aids along with Internet technologies allows teachers to improve teaching significantly as well as make the learning process more interesting, diverse and intensive. Internet-technologies are an effective means of communication between all participants of the educational process, which is realized through various chats and Internet conferences. Taking into account the specificity of secondary school teachers’ professional activity, appropriate criteria and indicators were chosen, namely, motivational, integrative, work-relevant and other criteria. We defined gnostic, project, constructive, organizational, communicative, didactic, managerial, intellectual, research and professional skills, which are crucial for teachers’ professional readiness. It is emphasized that the content of motivational, integrative and work-relevant criteria determines the strategy of teachers’ professional behavior. On the basis of the above-mentioned criteria and indicators of their manifestation, low, average, sufficient and high levels of secondary school teachers’ readiness for the use of Internet technologies in their work are distinguished. It is shown that these criteria and their indicators provide an opportunity to obtain empirical data required for experimental research and to gain pedagogical insights for creating an original technology of formation of secondary school teachers’ readiness to use Internet technologies in their professional activity.
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