The relevance of the research topic stems from the fact that an accelerated development of information and communication technologies is currently evidenced and play an integral role in all social spheres. Institutions of primary education need specialists who will be able to organize both hybrid (blended) and distance learning, to diversify the educational process with modern information and communication technologies, to implement and create information products, to design and integrate the acquired knowledge for achieving goals set, to find solutions to pedagogical problems in the surrounding contexts, to engage in self-improvement and self-development at all stages of professional activity. Given this, there is a necessity to train professionals in the field of education, who possess a high level of the information and communication culture. The scientific novelty is as follows: for the first time it was developed and substantiated the model of formation of information and communication culture of future primary school educators in the process of their professional training, the components of which are goals, objectives, methodological approaches, elements of the information and communication culture of future primary school educators; stages, general didactic and specific methodological principles, forms, technologies, methods, teaching tools; levels of formation of the information and communication culture, criteria and pedagogical conditions. Pedagogical conditions of formation of the information and communication culture of future primary school educators in the process of their professional training were defined and justified, namely the motivation of students to form the information and communication culture; material and technical resources of higher education institutions; integrated interaction of educators teaching normative and elective school subjects; organizational and didactic support of school subjects. The classification of information and communication technologies according to the way they are used in the educational process in primary schools was proposed. The meaning of such key research concepts as «information technology»; «Web technology»; «information and communication technology»; «information and communication culture»; «information and communication tasks»; «pedagogical conditions»; «formation of information and communication culture» were clarified and expanded. The practical significance of research results consists in the integration of the developed model into the system of professional training of future primary school educators in order to form a high level of the information and communication culture. The developed methodological materials can be used by teachers, heads of educational centres, graduate students, educators, and students. In particular, the designed specific course for future primary school educators titled “Information and communication technologies in education: an integrated approach” promotes the formation of professional readiness of future specialists to the requirements and orders of the modern society. Also, we have prepared an electronic course to advance the information and communication culture of primary school educators named «Digital technologies in education» that can be used by educational training centres, institutions of professional development for elementary school educators. The developed information and communication tasks can be used by educators at higher educational institutions as didactic tools to organize quests, business games, project work, independent work of students in teaching normative and elective courses.
