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DIDACTIC ASPECTS OF USING SERVICES FOR CREATING VIRTUAL BOARDS IN THE EDUCATIONAL PROCESS

Purpose of the article is to summarize the functionality of services for creating virtual boards and identify their didactic capabilities in the educational process. Methodology. The methods of analysis of scientific pedagogical literature of the problem of using virtual boards in the educational process; generalization and systematization of information of the didactic potential of Padlet, Jamboard, Miro, Stormboard, IDroo, Classroomscreen services; comparison of their advantages and disadvantages are used in the article. Results. It is shown that the in the context of the rapid development of information and communication technologies the use of virtual boards in the educational process is becoming increasingly popular. This is partly due to the fact that these visualization tools do not require a significant change in the pedagogical paradigm – the presentation of information is familiar, but adapted to the virtual environment. The virtual board should be considered as a new, promising and multifunctional service – a workspace, a "white sheet" for collaboration on creating and editing images and documents in real-time communication. In most cases, the functionality of services for creating virtual boards is similar, but there are really unique solutions. When choosing a service, educators should take into account the planned goal, the pedagogical position of successfully solving problems arising during distance learning, the peculiarities of the individual style of professional activity, their own preferences and experience in using information and communication technologies. Visual, informative and interactive are the main functions of using virtual boards. The didactic possibilities of using virtual boards are specified (summarizing the effectiveness of their functionality) in the article. Practical value. The theoretical and practical achievements presented in the article can be used by scientists who work upon the problems of pedagogical education; by pedagogical staff of postgraduate pedagogical education institutions, and by the teachers and methodologists in educational practice especially in the process of distance learning.