DIDACTIC POSSIBILITIES OF DIGITAL EDUCATIONAL RESOURCES IN THE PROFESSIONAL TRAINING OF FUTURE TECHNOLOGY TEACHERS

The education system and pedagogical science are to respond promptly to any transformational changes in society. Implementing many tasks facing the education system at the present stage is impossible without the widespread use of digital technologies and digital educational resources developed on their basis. The systematic implementation of digital educational resources is defined as one of the priority conditions for the proper functioning of the education system and the modernization of the domestic education sector. The article aims to identify and research the didactic capabilities of modern digital educational resources in the professional training of future technology teachers. The goal is achieved by analyzing the scientific works of domestic and foreign researchers and by studying, systematizing, and generalizing the didactic capabilities of modern digital educational resources. The result of the study was the presentation of the author's formulation of the content of the concept of «digital educational resource», providing a classification of digital educational resources and outlining their didactic capabilities in the process of professional training of future technology teachers. According to the author's definition, digital educational resources are a set of specially organized electronic materials of a didactic nature, presented in various formats (test, graphic, audio, and video formats, etc.), as well as digital tools for their creation and management, which provide information support for the educational process and increase its interactivity. Digital educational resources should be classified into the following categories: 1) educational platforms; 2) information sources; 3) digital learning environments; 4) tools and services for learning; 5) digital interactive learning tools; 6) automated educational process management systems. The systematic use of digital educational resources provides significant didactic opportunities in the process of professional training of future teachers of technology (interactivity of educational materials, personalized learning, accessibility of educational information, multimedia educational materials, virtual collaboration and exchange of ideas, etc.), which contributes to increasing the degree of motivation of students to study, strengthening feedback in learning, systematization of educational information, expanding the methods of dynamic visualization of processes, phenomena, and objects of study, strengthening the individualization of the learning process, expanding opportunities for students' educational reflection, increasing the efficiency of educational process management, strengthening students' scientific and research work.