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The purpose of this research is to determine the proficiency levels of teachers giving computer education in high schools regarding blended learning. In this study, the competencies of teachers who give computer education in high schools regarding blended learning were handled in accordance with the survey model, which is one of the quantitative research methods. The study group of the research consists of 345 computer teachers who teach in high schools in the city of Almaty, Kazakhstan in the 2021-2022 academic year. The data of the study were collected with the blended learning proficiency scale developed by the researchers. As a result of the research, it was seen that the teachers giving computer education in high schools were high in the motivation sub-dimension of blended learning and moderate in the application sub-dimension. It has been determined that the blended learning competencies of the teachers are at a moderate level throughout the scale. Teachers' competencies in blended learning show a significant difference according to the gender variable. As a result of the research, it was determined that the blended learning competencies of female teachers were higher than male teachers. It was concluded that teachers' blended learning competencies did not show a significant difference according to the seniority variable. In-service training courses should be organised to increase the blended learning competencies of teachers giving computer education in high schools.

This article is devoted to the experience of applying the Blended Project-Based Learning Approach Using Visualization Technology in teaching mobile application development for IT-students. This technology is based on a project-based method, pair programming, teamwork and using of digital educational resources as a visual learning content. The authors describe the impact of the used teaching methods and digital educational resources on the student's cognitive skills during the mobile application development in the workshop where the students gained hands-on experience on mobile application development through «active doing» method, interactive tasks and creating different types of mobile application projects. The workshop's curriculum is developed in terms of the scaffolding. So, the students improve the skills develop projects starting from simple «Hi, Kazakhstan!» to a complete software with the functions of search and update from the Internet. The well-designed project topics on development mobile application arise the interest and provide the high motivation of the learners. The impact of Blended Project-Based Learning Approach is evaluated through the questionnaire, testing and evaluation of mobile application projects developed by students. The effectiveness of such an approach for teaching mobile application development is confirmed by the empirical data. [ABSTRACT FROM AUTHOR]