SELF-ESTIMATION OF AN EDUCATIONAL INSTITUTION'S DIGITALIZATION LEVEL UNDER THE CONDITIONS OF SECONDARY EDUCATION TRANSFORMATION

Nowadays digital technologies are tools that open new possibilities for implementation of modern education tasks: learning at any convenient time, introduction of competence-based and inquiry-based approaches, project, student-centred and adaptive learning, lifelong learning, learning without borders, etc.Digital technologies promote transformation of society, economics, business, political processes, that formulates a request for creating conditions and infrastructure development for acquiring and enlargement of population’s digital skills as a result. Therefore, these changes also influence education which is the base for any social and economical processes. The article is dedicated to description of notions, components, ways and methods of secondary school digital transformation implementation, outline of main educational tendencies; it shows the peculiarities of digitalization process of a secondary education institution, describes importance of an educational institution learning policy development in the sphere of digital technologies and their components utilization. The necessity to organise and carry out self-estimation of real state of digital technologies effective utilization in the learning process by all its participants (managers, teachers and pupils) is justified; the ways and methods of implementation of European tool SELFIE for carrying out such introspection are described as well as the possibilities of implementation of received in the process of self-estimation recommendations for design of reasonable educational policy in the sphere of digitalization which allows taking concrete steps on the way to digital transformation of education in a secondary educational institution.