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Abstract: Within the framework of solving the pedagogical problem of the formation (development) of methodological knowledge of students of pedagogical specialties, the need to develop a methodology for teaching students the skills to identify and substantiate the didactic potential of information and communication technologies (ICT) and their means is formulated. Based on the essence of the activity-based and competence-based approaches, the authors consider the detailing (decomposition) of learning outcomes, their differentiation, and the allocation of the activity components of the ICT tools used as a necessary condition for constructing a teaching methodology. Based on the establishment of the correspondence between the operational composition of actions, the components of universal educational actions (or professional competencies) and the activities implemented in specific ICT tools, a three-level gradation of the didactic potential of ICT tools is proposed. The content-activity components of the teaching methodology are presented in the format of a summary table. The proposed methodology for identifying and substantiating the didactic potential is universal and can be used to identify it with a different modern target orientation.