SPECIFIC FEATURES OF AN ONLINE TECHNOLOGY LESSON

Abstract

The article examines the specific features of designing and delivering an online technology lesson in general secondary education institutions. The relevance of the issue is substantiated in the context of contemporary educational challenges, and the difficulties of implementing the practical component of technology education in an online format are analyzed. Effective approaches to organizing distance learning in technology are identified, in particular the use of «flipped classroom» and microlearning models, interactive digital tools, and specially designed didactic materials. Requirements for the structure of an online lesson, the selection of content for distance technology education, the organization of students’ independent work, and the provision of feedback are outlined.

The aim of the article is to determine the specific features of designing and delivering an online technology lesson.

The research methodology is based on general scientific methods, such as the analysis and systematization of scientific publications, educational and methodological materials, and pedagogical experience on the research topic, as well as interpretation and generalization of results.

The scientific novelty lies in substantiating effective approaches to organizing students’ learning activities during an online technology lesson, taking into account its practice-oriented nature.

Conclusions. The pedagogical effectiveness of distance technology education is determined by its practice-oriented nature and the adaptation of technology teaching methods to the conditions of the online environment. It has been demonstrated that the effectiveness of distance technology learning is ensured through the combination of synchronous and asynchronous forms of instruction; extensive use of digital resources and interactive tools; careful selection of content that is appropriate for practical implementation; the use of online demonstrations of technological operations by the teacher and video-based master classes; and the methodologically sound organization of students’ independent work with clear instructions and feedback in the form of individual guidance and consultations. The appropriateness of applying flipped classroom and microlearning models in online lessons has been substantiated.