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Abstract
This article analyzes the pedagogical and psychological aspects of the use of digital educational technologies in the professional activities of computer science teachers. The purpose of the study is to identify the digital competence of computer science teachers, their attitude to the use of modern technologies in the educational process, psychological barriers and pedagogical opportunities that arise in this process. The article uses theoretical analysis, questionnaires, pedagogical observation and statistical data processing methods. The results show that the effectiveness of computer science teachers in using digital technologies is directly related to their technological knowledge, psychological readiness and openness to innovative approaches. Also, the age characteristics and professional experience of teachers have a significant impact on the process of mastering digital tools. In conclusion, in order for computer science teachers to effectively use digital technologies, it is necessary to systematically develop their pedagogical and psychological readiness, provide continuous professional support and strengthen motivational factors.
References
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