ПАРАМЕТРИ НА ИНФОРМАЦИОННА ГРАМОТНОСТ В ОБУЧЕНИЕТО ПО ТЕХНОЛОГИИ И ПРЕДПРИЕМАЧЕСТВО
PARAMETERS OF THE INFORMATION LITERACY IN THE TECHNOLOGY AND ENTREPRENEURSHIP EDUCATION

Summary/Abstract: In dynamically changing modern social economic reality, learning and functional use of technology occupies a specific place. Information activity and information culture are essential components of modern technological culture. Teaching in Technologies and Entrepreneurship school subject, aims at building technological literacy, acquiring of key competencies, initiative and enterprise offers significant meaningful and instrumental tools for enhancing digital competences of students. The analysis of the State Educational Standards and the curriculum of school subjects, identifies elements of the curriculum reflecting the global public informatization and requires learning and effective use of various information and communication technology. The educational content in Technology and Entrepreneurship synthesizes scientific knowledge in different aspects of science. Focussed knowledge and skills on digital information activity should be established. ICT are represented as an object of study - directly or indirectly by learning about various technical and technological objects, applications, services. Practical application orientation of the curriculum process creates conditions and prerequisites for the effective use of digital tools. Implementation of the methodological approaches recommended in the curriculum for the formation of technological culture and economic literacy, such as action learning and project-based learning, stimulates digital activity of students with heterogeneous products and services. In an information overload and a large number of digital technologies, teachers in Technology and Entrepreneurship have to select appropriate digital tools and manage complex interactions in specific subject information educational environment. The dynamics of technological development determines the need for dynamic optimization of the content of the studied information knowledge, skills and attitudes. Options for updating, especially in the functional aspect, are sought both by changing the selected learning content for study and in the didactic tools used. Essential opportunities for expanding information literacy of students are provided by application of innovative computer-based learning and teaching methods. Prerequisites for improving information literacy are created by the training in a technologically provided educational environment. The extent to which the educational potential of ICT will be achieved depends on lots of different direct and indirect factors. Resource provision of educational process and digital pedagogical competencies of educators is of a fundamental significance

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