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The article considers the problem of the practicability of using multimedia presentations in the process of organizing the educational process in higher education institutions in modern conditions of switchover to the postindustrial stage of development of Russian society. The authors are convinced, that the use of digital technologies in education helps to increase its effectiveness, the introduction of a personality-oriented approach to learning. This position is shared by many practicing teachers, as evidenced by a small review of previously published researches. The objective of the work is to assess the educational potential of multimedia presentations in the process of forming universal, general professional and professional competencies, provided by the new editions of the federal state standard 3 ++ for future teachers. The research methodology was based on an analysis of the answers of students of the Ural State Pedagogical University to questionnaire questions, that related to the respondents' assessment of the use of multimedia presentations, both in lectures and practices, and in the process of self-education. Results of the research. A sample student questioning, conducted by the authors of the article, allowed to identify the positive components of digital technology, as well as shortcomings. Conclusions. The authors of the article came to a number of conclusions. With the help of presentations, the systematization of the studied material, control of the formation level of competencies is carried out, independent work is organized. However, teachers may be tempted to ignore the educational effect of presentations, preferring their emotional-entertaining component. In this sense, we call to adhere to a golden mean.

Multimedia presentations in the educational process: innovation or vulgarization of education?