Keyword: «digital tools»

Artificial intelligence technologies open up new prospects for the education system, however, limited understanding of the diversity of neural networks and insufficient training of teachers to use them slow down this process. In the context of the digital educational environment, visualization of educational information is of particular importance due to the increase in the volume of educational material and the peculiarities of perception, memorization and reproduction of information by modern schoolchildren. Understanding the capabilities of neural network services for developing visual content is also important in order to offer teachers an additional tool when designing a lesson based on them. An electronic lesson constructor can be such a tool. The aim of the study is a comparative analysis of the use of neural networks contained in the electronic lesson constructor "Best Digital Lesson" to create educational visualization. The main method is a survey of teachers of the Udmurt Republic, which provided data on the real practice of using neural networks for educational visualization. The article reveals the potential of practical application of the electronic lesson constructor "The Best Digital Lesson", in particular the section "Digital Wheel", which contains a list of neural networks designed to create educational visualization. The listed resources are distributed according to three levels of students' mental activity: memorization (Kandinsky, Shedevroom, Ideogram AI), understanding (yandex GPT, GigaChat, ChatGPT, Rytr, litmaps, perplexity.ai, beta.diffit.me, chefdroyd) and analysis (app.yoodli.ai, app.songr.ai, gliglish.com, murf.ai). A review of the listed tools is provided, their target systematization is proposed. During the analysis, all the considered neural networks are assessed from the point of view of their applicability for creating visual materials in the process of designing a lesson. The theoretical significance of the work consists in generalizing the results of domestic and foreign studies on the issue of using neural networks in education, in in-depth understanding of the potentials of their application for creating visualization in educational purposes. The practical significance is determined by the development of methodological recommendations for the use of neural networks in the process of designing and conducting classes with elements of visualization based on the work of teachers with an electronic lesson constructor.

The article is devoted to the study of the specifics of the organization and implementation of the technology of project activities in the context of distance learning. Special attention is paid to the use of digital tools and platforms that facilitate effective communication, collaboration and evaluation of results. The article also analyzes the difficulties faced by teachers and students when implementing project activities in a remote format, and offers practical recommendations for overcoming them.

In the modern world, the remote work of specialists, including speech therapists, is becoming increasingly relevant. The article is devoted to the analysis of the possibilities, challenges and features of the work of a speech therapist using remote technologies. The advantages of the online format are considered, such as accessibility, individualization of the approach and the use of modern digital tools. Special attention is paid to the challenges associated with technical limitations, the need to build effective communication with the child and his parents, as well as to maintain the child's involvement in the process of speech correction. Creative approaches that help speech therapists adapt effective traditional methods to the remote format and maintain high quality of services are discussed.

The relevance of the research is due to technological changes and the rapid development of digital artificial intelligence (AI) tools in teaching foreign languages. Digital didactics is becoming a reality and a necessity today, however, in the light of the global transition to digital tools, a revision of the content of some pedagogical tools is required, in particular, a revision of the content of such an instrument as an individual educational trajectory. Digital AI tools make it possible to personalize learning, however, consideration of the concept of personalization shows that it requires a high level of subjectivity development. The purpose of the study was to substantiate the need to re-examine the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The study was based on the prerequisites of learner-centered approach in terms of e-learning. In the course of the research, an algorithm for individual work with digital artificial intelligence tools in English language teaching was developed and tested. The testing involved secondary school students in grades 9-11, undergraduate university students, and adults studying at a language school. The total number of participants was 119 people. The results of the study showed that despite the fact that 84% of students used AI for various purposes at the initial stage of the study, only 18% used AI to learn a foreign language, and after the conducted pedagogical experiment, this number rose to 93%. At the same time, the study revealed a correlation between the age of students and the difficulties they face when working with AI to learn a foreign language. The theoretical significance of the research lies in substantiating the need to review the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The results of the study are significant in practice, because they can be used to further develop a more holistic methodology for teaching foreign languages using digital AI tools.

In the context of digital transformation in education and the increasing volume of scientific information in foreign languages, the development of critical reading skills among students of technical training programmes has become particularly relevant. Modern graduates should not only be proficient in a foreign language but also be able to analyse scientific texts, identify methodological limitations and implicit meanings. Traditional methods often do not take into account the potential of digital technologies, which creates a gap between technological capabilities and their methodological application. The aim of the study is to analyse the methodological foundations of using digital tools in teaching critical reading in a foreign language. The methodological framework includes a systematic analysis of scientific literature on digital didactics and critical reading, as well as a comparative review of the effectiveness of digital tools. Theoretical methods such as analysis, systematization, and data synthesis were employed to develop recommendations for integrating digital tools into critical reading instruction. As a result of the research, a system of criteria for selecting digital tools for teaching critical reading has been developed, a typology of digital tools has been proposed, and strategies for integrating digital technologies at all stages of working with a text in the process of teaching critical reading in a foreign language have been identified. The theoretical significance of the research lies in substantiating the role of digital tools as cognitive enhancers, facilitating a shift from passive information consumption to active text analysis. The practical value consists of methodological guidelines for using digital tools to develop critical reading skills in a foreign language. The findings indicate that the systematic use of digital tools optimizes the learning process while fostering students' independent engagement with scientific texts, critical thinking, and academic literacy.