The article attempts to investigate the content and structure of the technology teacher’s readiness to use digital educational resources in professional and pedagogical activities. The implementation of the model of formation of students’ readiness to use digital educational resources in the conditions of professional activity is carried out through the content of training and means of pedagogical communications. This approach ensures the connection of all educational disciplines into a single professional training system and promotes the organization of appropriate psychological and pedagogical conditions to achieve the specified goal. Therefore, there is a need to familiarize students with the features of the use of digital technology in future professional and pedagogical activities, which includes: the formation of the need to work with digital educational tools at various stages of professional training in higher education institutions; deepening of basic knowledge of students in the field of informatics, information and communication technologies, computer graphics, automated design, etc.; promoting the development of systemic thinking, scientific potential and creativity of students as future specialists in the field of general secondary education. The content of the teacher’s readiness to use digital educational resources is formed in the process of studying a complex of educational disciplines of the informatics cycle (“Informatics”, “Information Technologies in Education”, “Protection of Information Resources”, etc.), as well as computer-oriented educational courses of professional direction (“Computer graphics”, “Computer-aided design”, etc.). The structure of a technology teacher’s readiness to use digital educational resources in professional and pedagogical activities consists of the following interrelated components: 1) information and technical competence, which requires a sufficient level of knowledge and skills to use modern digital devices and relevant software; 2) pedagogical competence, which involves the teacher's understanding of the specifics of using digital technologies to achieve the set didactic goals and support different styles of students’ educational activities; 3) motivation and openness to innovations – the teacher must be motivated and open to using the latest digital tools in his professional and pedagogical practice; 4) strategic thinking, which involves the teacher’s ability to predict the result of using digital technologies as a strategic element of improving the quality of education.

У статті зроблено спробу дослідити зміст та структуру готовності вчителя технологій до використання цифрових освітніх ресурсів (ЦОР) у професійно-педагогічній діяльності. Зміст готовності педагога до використання ЦОР формується у процесі вивчення комплексу навчальних дисциплін інформатичного циклу (“Інформатика”, “Інформаційні технології в освіті”, “Захист інформаційних ресурсів” та ін.), а також комп’ютерно-орієнтованих навчальних курсів професійного спрямування (“Комп’ютерна графіка”, “Системи автоматизованого проектування” та ін.). Структуру готовності вчителя технологій до використання цифрових освітніх ресурсів у професійно-педагогічній діяльності складають такі взаємопов’язані компоненти: інформаційно-технічна компетентність, педагогічна компетентність, мотивація та відкритість до новацій, стратегічне мислення.