Methodical bases of management of development of digital competence of heads of establishments of general secondary education
The article highlights the methodological principles of managing the development of digital competence and analyzes the components, criteria, indicators and levels of digital competence of heads of general secondary education. It is established that today digital competence as a component of professional pedagogical competence, including heads of general secondary education institutions, is grounded in the UNESCO standard "ICES Competency Framework for Teachers. VERSION 3" (ICT CFT), developed in 2018. This document provides a complete set of competencies that teachers need to integrate into their professional practice to help students achieve the goals of the curriculum.
Carrying out scientific research on the problem of managing the development of digital competence of heads of general secondary education institutions, we have identified four main components. Each component corresponds to a certain criterion, which allows to assess the main feature, the development of the phenomenon under study; is an ideal sample, which, compared with the real phenomenon, makes it possible to establish the degree of conformity, approximation to the ideal. Since the criterion must be expanded, covering the smallest units of measurement that allow to assess the reality in comparison with the ideal, such units of measurement are indicators. Accordingly, it is advisable to consider in detail the components, criteria and indicators of digital competence of heads of general secondary education institutions.
In this regard, based on the analysis of the considered components of information competence, in the framework of this study, the structure of information competence of heads of general secondary education institutions is determined, including components: motivational and value; information technology; communicative; reflexive.
Key words: digital competence, digitalization, heads of general secondary education institutions, digital technologies, components, information competence.