DEVELOPMENT OF INFORMATION AND DIGITAL COMPETENCE OF EDUCATIONAL PROCESS PARTICIPANTS (AUTHOR’S METHODOLOGY)

Introduction. The question of development the information and digital competence of educational process participants in general secondary education institutions is currently one of the priority issues in education. This is not surprising: digitalization, computerization, and information technologies at could not bypass the educational sphere. The development of humanity has always been reflected in the educational process. The world events of the past five years (the coronavirus pandemic, and full-scale war in Ukraine, caused by the invasion of the russians) could not fail to leave an imprint on education at all levels, starting with kindergartens. Teachers became hostages of the situation and were forced to switch to remote or mixed forms of education. Both involve direct contact with computer technology for conducting a high-quality educational process. Therefore, on the basis of institutions of general secondary education, we tested our own author's methodology of forming the information and digital competence of participants in the educational process. Purpose. The article aims to reveal the features of the step-by-step formation of information and digital competence of participants in the educational process in institutions of general secondary education at the expense of the author's own methodology. Methods. Both theoretical and empirical methods are used in the research. In particular, methods of analysis, synthesis, systematization, comparative method, and method of survey. Results. Within the framework of the tested methodology for the development of information and digital competence, the participants of the educational process were offered a number of measures to increase the level of computer literacy and the formation of information and digital competence for teachers (multimedia presentations, methodological recommendations, action algorithms, a marathon for improving PC skills, checklists, etc.). Among the methodological developments within the methodology, we focus special attention on the mini-advisor for the teacher «Distance learning during the pandemic», «Methodical recommendations for creating and maintaining a teacher's personal blog», 10-day marathon «Google in 10 days: from a beginner to a professional user». Originality. Since our research is of an applied nature and is based on the author's own development and methodology of its implementation, no similar publications were found in the pedagogical literature. That is why our study is the first attempt in the pedagogical literature to show the author's methodology of forming the information and digital competence of participants in the educational process. Conclusion. Technologization of the educational process is impossible without proper material and technological support (availability of digital devices, high-speed Internet). Significant differences after the completion of the implementation of the methodology for the better are observed in the use of electronic textbooks. A significant increase in the percentage of teachers who have started to keep personal blogs/websites is noticeable. At the same time, the technology of forming work with graphic materials, video editing, and software installation skills need improvement and further development. The placement of the authors' profiles on web resources requires further analysis due to the low indicator according to the final surveys. We also observe a big increase in the level of teachers' awareness of state documents regarding ICT in the field of education. External factors like the Covid- 19 pandemic and the forced transition to distance and mixed forms of education acted as an accomplice to the mastery of computer technologies by opponents of the informatization of the educational process.