General information about ICT used in the educational process. The concept of information and communication technology (ICT) Information communication technologies in the education system
Nowadays, the most valuable resource is information, and the most irreplaceable is time, which modern people are sorely lacking. Of course, the increased pace of life, the quickened pulse of time has a tremendous impact on the upbringing and education of the younger generation. A modern teacher needs to clearly understand that the children he has to teach were born and came to school in the 21st century, which means they grew up and were formed in a completely different information space than the generations of children of the 80s - 90s. It is clear that a computer becomes a favorite pastime, an integral part of a student’s life, and sometimes, unfortunately, a best friend.The age of computer technology is gaining momentum and, perhaps, there is not a single area of human activity where they would not find their application. For a modern teacher, it is unthinkable to fall behind his students, so he constantly has to study hard, keep up with the times, and master new technologies, methods and forms of teaching. Pedagogical technologies have not remained aloof from the general process of computerization. Therefore, since 2005, I have been working on the problem of the integrated use of information and communication technologies in teaching the Russian language and literature.
The Education Modernization Strategy emphasizes the need to change teaching methods and technologies at all levels, increasing the weight of those that develop practical skills in information analysis, self-study, stimulate independent work of students, and form the experience of responsible choice and responsible activity. There is a need for one, built on the basis of modern information technologies, implementing the principles of personality-oriented education.
This problem did not arise on its own. The condition for its occurrence was the low level of development of information and communication competence of schoolchildren, a huge flow of negative information that negatively affects the formation of the student’s personality, as well as the inability to find, process and use necessary, useful information. In this regard, I set a goal - the development of information and communicative competence of students in Russian language and literature lessons.
The relevance of this goal is due to the widespread demand for entire areas of professional activity based on the development of basic ICT competencies. Of course, the responsibility for their formation lies with the modern school. This is one of the conditions for the successful socialization of our future graduates. But in this regard, another problem arises - the problem of the morality and humanity of information, the preservation of the originality of the human personality. The lessons of the Russian language and literature are the best way to shape the new thinking of schoolchildren, in which the problems of ethics, morality and law would not be overshadowed by a powerful flow of negative information.
The work system of a modern teacher, in my opinion, should be determined by the requirements for the conditions for the implementation of educational programs in accordance with federal state educational standards.
According to “Strategies for the development of education in the Russian Federation until 2020” The main strategic goal of the development of education is to create conditions for the formation of an individual capable of ensuring a sustainable increase in the quality of life by maintaining.
ICT in the modern educational process
The introduction of modern technologies into the educational process is an additional opportunity to improve the quality of student learning.New information technologies and software can help teachers more effectively solve the following tasks:
- stimulating the independence and performance of students, promoting the development of their personality;
- organization of individual training for schoolchildren;
- the most complete satisfaction of the educational needs of both capable and motivated students and insufficiently prepared ones.
Which tasks to achieve the goal:
- increasing the efficiency of the process of forming independent acquisition and transfer of knowledge, cooperation and communication, problem solving and self-organization, reflection and value-semantic orientations;
- formation and assessment of ICT competence of students;
- improving ICT competence and methodological training of teachers;
- improving technologies for using ICT in the educational process;
- systematization of software and methodological materials of Internet resources and their synchronization with the school basic course of the Russian language;
- creation of new computer software products;
- inclusion of the school in the all-Russian educational environment by generalizing and disseminating the experience of the school.
In my classes I use various. I'll make a reservation that ICT has not replaced the textbook from the educational environment. A textbook is the most familiar tool and assistant for a child and a teacher, which can be leafed through, felt, and communicated with as with a person, but ICT technologies provide additional learning opportunities. That's why ICT and textbook - one whole. With the help of ICT, information interaction between subjects of the information and communication subject environment is intensified, the result is the formation of a more effective learning model. The use of ICT technologies in the classroom is necessary - this is a requirement of the time, which diversifies the lesson, allows you to increase its density, and intensify the work of students.
ICT in Russian language and literature lessons
What ICT technologies are available to a modern teacher of Russian language and literature that help make the process of teaching and raising children more effective?Firstly, this telecommunications technology- a set of techniques, methods, methods of processing, information exchange, transportation, broadcasting of information presented in any form (symbolic, text, graphic, audio-video information) using modern means of communication that ensure information interaction between users. For example, students email files to the teacher for review. This is especially convenient at the stage of project preparation, when you have to edit student work, give recommendations, etc. It is also possible to communicate with student-parents via Skype. This technology is complemented by remote control technology. For example, students take screenshots of online tests completed at home and email them to the teacher. Telecommunications technology has made it possible for the teacher to show his students at the national and international levels. Thus, in the first half of the 2012-2013 academic year, 30 of my students took part in four All-Russian essay competitions (“Our pride”, “Russia is famous for its teachers”, “The sky was already breathing in autumn”, “Three wishes”), as well as in the III All-Russian Internet Olympiad in Russian language. The results of the event were encouraging: 18 diplomas for the winners and certificates of participation for everyone else. This type of work significantly increases interest in the subject, stimulates students, and increases their motivation.
Secondly, this computer visualization technology educational information about the object being studied. I can’t imagine literature lessons without visual accompaniment. A modern schoolchild, who is so far from Russian classical literature, simply needs to watch excerpts from talented film adaptations of the works of A.S. Pushkin, N.V. Gogol, M.Yu. Lermontov, I.S. Turgeneva, L.N. Tolstoy, F.M. Dostoevsky, etc. This allows you to feel the spirit of the era being studied, see the costume, hear live speech, which helps expand the student’s ideas and cultivate the reading talent of the student. It’s no secret that modern students often don’t have time to read or don’t feel like reading at all. And here modern technologies come to the rescue. I remember how, after an introductory lesson on the novel by I.A. Goncharov's "Oblomov" and watching key scenes from the film "A Few Days in the Life of I.I. Oblomov", 10th grade, fascinated by Oblomov performed by Oleg Tabakov, enthusiastically read the novel, although at first the book seemed boring to the children. There are many such examples. The child not only sees and perceives, he experiences emotions. , wrote: “It is emotional reactions that should form the basis of the educational process. Before communicating this or that knowledge, the teacher must evoke the corresponding emotion of the student and make sure that this emotion is associated with new knowledge. Only that knowledge can be instilled that has passed through feeling student." And visualization technology is indispensable here.
Third, interactive dialogue technology. This is the interaction of a user with a software system, characterized (in contrast to dialogue, which involves the exchange of text commands, requests and responses, invitations) by the implementation of more developed means of dialogue. At the same time, it is possible to select options for the content of educational material and the mode of working with it. The interactive mode of user interaction with a software system is characterized by the fact that each of his requests causes a response from the system and, conversely, the latter’s response requires a user reaction. Work in a mobile computer lab. Each computer has a training program installed. Students individually solve spelling problems based on different rules. For example, the Russian language training program “Phrase” is an indispensable assistant for a language arts teacher in developing spelling and punctuation skills. Interactivity, increasing interest in spelling work, instant assessment of all students, development of subject, ICT, communicative competencies, saving time - these are just some of the advantages of using this technology in the Russian language lesson.
Indispensable in lessons for consolidation and control technology of test pedagogical control. A huge number of electronic educational resources have appeared on the Internet, which represent an extensive system of online tests on each topic being studied. This ICT technology is an excellent tool for implementing multi-level learning technology. The teacher has the opportunity to help the weak, pay attention to the strong, and the desire of strong students to advance faster and deeper in education is realized. Strong students are confirmed in their abilities, weak students get the opportunity to experience academic success, and the level of learning motivation increases. Weak students can be offered a traditional test. The material in it is presented less voluminous, structured, and uniform. Strong students can navigate multi-level tests, complete several types of work during a lesson, and receive several grades. Of course, such lessons require additional technical equipment. So, we work in a mobile computer lab with Internet access via school wi-fi. The undoubted advantages of this technology is a situation of success when the volume and level of complexity of the material corresponds to the individual characteristics of each student, the accumulation of grades increases, and a personality-oriented approach is implemented.
Explanation of new material or repetition allows you to diversify lessons technology for working with hypertext. This is an information processing technology that has a method of organizing data, which is characterized by the following: sections of plain text (objects) with possible illustrations are placed in a hierarchical database; named connections are established between objects, which are pointers; a section of text is placed on the computer screen where the object corresponds to a visual mark, which can be specially highlighted words and windows in the text containing all or part of the information about this object; this information, in turn, may contain text that contains words related to certain objects and pointers to other objects. Wonderful educational material is presented on the portal “Unified Collection of Digital Educational Resources”, where each topic has hypertext definitions, interactive tables and diagrams. This technology allows you to fully implement the general didactic principles of clarity and consistency, as well as establish a close connection with previous educational material and meta-subject connections.
CSR technology (collective learning method). This technology includes all four forms: collective, group, pair and individual. The advantage of CSR is its organization in which learning is carried out through communication in dynamic pairs, when everyone teaches everyone. I like to use this technology not only in lessons explaining new material or consolidating it, but also in lessons analyzing test papers, dictations, concise and detailed presentations, essays, when the class must quickly and efficiently work on mistakes, make notes in notebooks in accordance with uniform requirements. Students work not only frontally or individually with the teacher, but also in pairs. Technical training tools also help me organize successful work. An image of one or two works made with a document camera is displayed on the board using a projector. The teacher demonstrates examples of highlighting spelling grammars and punctograms right in the work. The advantages of this technology are visualization, quality of work on errors, and time saving. Usually, students work with great interest as editors of their test papers and their partner’s papers, and willingly submit their notebook for general review and analysis. The document camera becomes an integral tool that helps organize collective forms of work in the Russian language lesson.
There is no doubt that project-based learning technology has long taken its place in the teaching system of many teachers and is not new. Nevertheless, its advantages are obvious: working using this method makes it possible to develop the individual creative abilities of students and to take a more conscious approach to professional and social self-determination. I also use design technologies, but always with ICT support. The output product of any such project should be a digital educational resource, which can then be used by any participant in the educational process not only in St. Petersburg, but throughout Russia. Therefore, we publish the results of our project activities online. I will dwell in more detail on the latest successfully implemented projects.
In March 2012, our school hosted student conference “Etymology - the origin of words”, dedicated to the Day of Science and Creativity. 7th grade students prepared scientific presentations on etymology. An educational project for tenth graders was also successfully implemented “The participle is like...”, which is published on my website. Using the materials of this site, in Russian language lessons on the topic “Participation” you can organize diagnostics, explain new material in the key of problem-based learning technology, carry out intermediate and final control of knowledge, as well as develop and implement your own educational project based on this.
Interesting project “Dostoevsky’s Petersburg: in the footsteps of the heroes of the novel “Crime and Punishment” we implemented it with tenth graders in April 2012. We read the novel right on the streets of the central part of St. Petersburg, in the area of Sennaya Square and the Griboedov Canal, traditionally called Dostoevsky’s Petersburg, and tried to trace the paths along which the main characters walked, counting the steps along the route from Raskolnikov’s house to the place where he committed the murder of the old woman. pawnbrokers, entered well-yards, etc. The result was a large album of digital photographs, from which the guys made a correspondence tour on social networks. Under each photograph appeared either an excerpt from the novel or information about the place depicted in the photo. Now everyone will be able to walk around Dostoevsky’s St. Petersburg. I know that my colleagues from other cities actively used the material from this virtual photo excursion during their lessons on the novel “Crime and Punishment.”
In October-November 2012, two large-scale projects were implemented: "Summer garden" And "Tsarskoye Selo Imperial Lyceum in Literature and Culture." I will dwell on the second one in more detail. The goal of the project: the formation and development of skills in independent search, selection, analysis and presentation of information by students within the framework of the project. At the preparatory stage, teacher of Russian language and literature Vokhin D.N. and teacher of history and culture of St. Petersburg Eroshenko O.L. We conducted lessons in 8th grade according to calendar and thematic planning on the topics “A.S. Pushkin. Life and Creativity" and "St. Petersburg - the center of Russian education at the beginning of the 19th century." At these lessons, goal-setting was built: the schoolchildren themselves carried out the formulation of an educational task, namely, the creation of a digital product that would become a visual demonstration material for display in a lesson in the lower grades. Deadlines were set, the project evaluation system was communicated, and thus the children were motivated to actively participate in the project.
Since the project is meta-subject, the students received grades in several subjects at once: literature, history and culture of St. Petersburg, history, Russian language, geography, computer science.
During the work on the project, teachers acted as facilitators, i.e. They only helped the children solve the problems assigned to them. Students themselves are interested in ultimately preparing a lesson with ICT support.
At the same time, the central problem of the entire project was formulated: “What influence did the Tsarskoye Selo Lyceum have on Russian culture?” The educational value of the project lies in the formation of a moral and ethical assessment of the acquired content: the education of patriotism, respect for the history of one’s country, one’s city, one’s people.
Then we traveled to the city of Pushkin to visit the Tsarskoye Selo Lyceum. During the excursion, students wrote down the necessary information and took photographs and videos.
Upon returning from the excursion, the collected material was processed, audio files were transcribed, and a photo report was created (the best photographs were selected in a separate folder). Then the schoolchildren looked for additional information, as well as musical accompaniment, which would be necessary when creating their own virtual excursion to Tsarskoe Selo.
At the same time, I trained consultants (3 people) to work with the Windows Movie Maker program, and they, in turn, helped the rest of the guys master this program.
The product of the search stage was video tours created by several creative groups of students. These video tours present information collected while working on the project in an accessible and interesting way.
Then, under the guidance of teachers, eighth-graders prepared an integrated lesson for sharing experiences on a given topic for the lower grades.
While working on this project, the guys learned:
1. Record images and sounds during the excursion to Tsarskoe Selo.
2. Select ICT technical means for capturing images and sounds in accordance with the intended purpose.
3. Process digital photographs using the capabilities of special computer tools.
4. Carry out video shooting and edit the footage.
5. Edit, format and structure the text.
6. Create text based on transcripts of audio recordings.
7. Create your own information space: create folder systems and place the necessary information sources in them.
8. Use various methods of searching for information and analyze its results.
9. Create video presentations in Windows Movie Maker.
In December, a vote was held on the Internet, on the YOUTUBE portal, for the best video tour. Then the winners were awarded at the ceremony at the end of the 2nd quarter. You can also view the project materials on the school website.
Benefits of ICT
This, of course, is not the entire list of ICT technologies, but this is quite enough to realize how great their positive role is in modern education. Why is ICT technology so good for teachers? They provide time savings in the lesson, depth of immersion in the material, increased motivation for learning, an integrative approach to learning, the ability to simultaneously use audio, video, and multimedia materials; the possibility of developing the communicative competence of students, because students become active participants in the lesson not only at the stage of its implementation, but also during preparation, at the stage of forming the structure of the lesson or project; involving various types of activities designed for the active position of students who have received a sufficient level of knowledge in the subject to independently think, argue, reason, who have learned to learn, and independently obtain the necessary information.Why is ICT technology so useful for students? They acquire the skills to purposefully find information and organize it according to given criteria; see information as a whole, and not fragmentarily, highlight the main thing in the information message. ICT makes classes interesting and develops motivation; provides more opportunities to participate in teamwork and develop personal and social skills; Students begin to understand more complex material as a result of clearer, more effective and dynamic presentation of the material; allows for different learning styles, teachers can access a variety of resources, adapting to specific needs. Students become more creative and confident. Modern technologies help to increase cognitive interest in the subject, contribute to the growth of students’ performance in the subject; allow students to express themselves in a new role; develop skills for independent productive activity; contribute to creating a situation of success for each student.
ICT works for a specific child. The student takes as much as he can learn, works at a pace and with the loads that are optimal for him. Undoubtedly ICT is an emerging technology and should be more widely introduced into the learning process.
All this helped to involve students in working on the subject, making learning interesting and productive. I know that the guys choose Russian language and literature as their favorite subjects. In the 4th quarter of the 2011/2012 school year, a survey was conducted among students in grades 5, 8, 9 and 10 regarding satisfaction with the educational process and relationships with teachers. Students were given a questionnaire containing 10 statements. It was necessary to note the statements with which they agreed. The results of the survey were presented in the form of diagrams for each teacher.
Of course, such work requires additional training and does not end at school. A modern teacher has to prepare a lot at home, independently master the new things that ICTs constantly bring to education, but the time spent is worth it. It’s so nice to hear from the children after the bell that they didn’t notice how the lesson time flew by, which means they were interested, which means the lesson will be remembered for a long time, and everything that happened during it will be firmly etched in their memory. The main thing is the teacher’s desire, the internal need to improve his professional level. For me, a modern professional teacher is a person who is ready to independently master various software tools and resources; able to create his own educational resources and projects, willingly sharing his teaching experience.
My pedagogical credo: “Teaching means doubly learning.” Joseph Jaubert. I'm constantly learning. My students are my faithful assistants. I was very lucky in this.
“The most important thing is not that the student uses new technologies,
but how this use contributes to the enhancement of his education.”
S. Ehrmann
Educational information technologies - These are all technologies that use special technical means (computer, audio, cinema, video), i.e. computer and information technology.
Information and Communication Technologies (ICT) - is “a wide range of digital technologies used to create, transmit and disseminate information and provide services (computer hardware, software, telephone lines, cellular communications, e-mail, cellular and satellite technologies, wireless and cable networks, multimedia, and Internet)"
In the modern education system, the process of introducing information and communication technologies (ICT), providing educational institutions with computer equipment, developing telecommunications, global and local educational networks is rapidly gaining speed. This is due to the fact that information literacy and culture have become the key to a person’s successful professional activity. Information technologies are becoming an integral part of the life of a modern person. Possession of them is put on a par with such qualities as the ability to read and write. A person who skillfully and effectively masters technology and information has a new style of thinking and has a fundamentally different approach to assessing the problem that has arisen and to organizing his activities.
Teaching a child to work with information and teach him to learn is an important task of a modern school. ICT expands the teacher’s ability to introduce students to a fascinating world where they will independently obtain, analyze and transmit information to others. The sooner students learn about the capabilities of ICT, the faster they will be able to take advantage of the latest methods of obtaining information and converting it into knowledge. Informatization of primary school plays an important role in achieving modern quality of education and forming the information culture of a child of the 21st century.
Purpose of using ICT: improving the quality of education
Objectives of using ICT:
increase learning motivation;
increase the efficiency of the learning process;
contribute to the activation of the cognitive sphere of students;
improve teaching methods;
timely monitor the results of training and education;
plan and systematize your work;
use as a means of self-education;
prepare a lesson (event) efficiently and quickly.
At preparation And carrying out lessons on various steps both values I use various forms ICT :
Ready-made electronic products that allow you to intensify the activities of the teacher and student, improve the quality of teaching subjects, bringing to life the principle of clarity.
Multimedia presentations allow you to present educational material as a system of vivid supporting images. In this case, various channels of perception are involved, which makes it possible to store information not only in factual, but also in associative form in the long-term memory of students.
Internet resources carry enormous potential for educational services (e-mail, search engines, electronic conferences, distance learning, competitions) and are becoming an integral part of modern education. By receiving educationally significant information from the network, students learn to purposefully find information and systematize it according to given criteria; see information as a whole, and not fragmentarily, highlight the main thing in the information message.
Using an interactive whiteboard and SMART Board software allows teachers and students to fully present and thoroughly understand the material being studied.
XXI century - century high computer technologies
The 21st century is the century of high computer technology. Therefore, at present there is a need to organize the learning process based on modern information and communication technologies.
For primary schools, this means a change in priorities in setting educational goals: one of the results of training and education in a first-level school should be the readiness of children to master modern computer technologies and the ability to update the information obtained with their help for further self-education. To achieve these goals, there is a need to apply different strategies for teaching primary school students in the practice of primary school teachers and, first of all, the use of information and communication technologies in the teaching and educational process.
The use of ICT in primary school lessons allows students to develop their ability to navigate the information flows of the world around them, master practical ways of working with information, and develop skills that allow them to exchange information using modern technical means. This promotes conscious learning by students.
The use of ICT in primary school allows for an individual approach to the student, using multi-level tasks; involve each student in an active cognitive process; teach the student to find, select and use information to solve the problems facing him; develop basic computer skills; teach students to present their point of view and defend it based on the material received.
Lessons using information technology have a number of advantages over traditional lessons
A lesson using information technology becomes more interesting for students, which, as a rule, results in more effective learning; The level of clarity in the lesson improves.
The use of some computer programs makes it possible to facilitate the teacher’s work: selecting assignments, tests, checking and assessing the quality of knowledge, thereby freeing up time in the lesson for additional tasks (due to the fact that the materials are prepared in advance in electronic form).
Increasing the effectiveness of the lesson through clarity. Of course, this can be achieved by other methods (posters, maps, tables, notes on the board), but computer technology undoubtedly creates a much higher level of visibility.
The ability to demonstrate phenomena that are impossible to see in reality. Modern personal computers and programs make it possible to simulate various educational situations using animation, sound, photographic accuracy, and have the ability to present unique information materials (paintings, manuscripts, video clips) in multimedia form; visualization of the studied phenomena, processes and relationships between objects.
Information technologies provide ample opportunities for individualization and differentiation of learning, not only through multi-level tasks, but also through student self-education.
Means of achieving the effectiveness of the educational process using ICT
Information technology in a modern school should be considered as one of the teaching methods. Any inclusion of ICT in the educational environment must be justified.
It must be taken into account that a lesson using information technology is somewhat different from a traditional lesson. It is difficult to identify a single structure of such a lesson, since each lesson is individual, which is determined by a number of reasons: the specifics of the subject area, the content of a particular lesson, the connection to information technology hardware, the didactic capabilities of software, the type and quality of electronic resources, ICT - the competence of the teacher.
Developing a lesson using information technology is possible only if there is an electronic resource.
Educational electronic resources can be divided into three groups, depending on the function performed.
Illustration of educational material (tables, diagrams, experiments,
video clips);
2. Support for educational material (assignments, tests, etc.)
3. Source of educational material (electronic textbook, assignment development
According to the method of development, they can belong to one of the following types:
Internet resources (can be used not only directly on
lesson, but also for preparation).
Special (this includes all electronic resources produced by
various publishers).
Universal (Word, Excel, Power Point, etc. - designed for
creation by teachers of their own educational resources).
In my opinion, the most interesting and effective lessons are those using educational resources, developed by the teacher taking into account the characteristics of a specific student group and for specific students. In the process of creating such a lesson, a unique educational resource arises, into which not only the knowledge, skills and experience of the teacher-developer are invested, but also a piece of his soul.
Typically, preparing such a lesson is a labor-intensive process for the teacher, which takes a lot of time and requires certain knowledge and skills.
It is necessary to consider the following factors influencing the construction of the lesson:
The methodological goal of the lesson and the type of lesson it determines (explanation of new material, consolidation, generalization of the topic covered, intermediate control, etc.) must be interconnected.
Students' readiness for a new type of learning activity.
The use of ICT in the classroom allowed us to fully implement the main principles of enhancing cognitive activity:
1. The principle of equality of positions
2. The principle of trust
3. Feedback principle
4. The principle of taking a research position.
The implementation of these principles is visible in all lessons where ICT is used.
The use of ICT allows you to conduct lessons:
. at a high aesthetic and emotional level (animation, music)
. provides visibility;
. attracts a large amount of didactic material;
. increases the amount of work performed in the lesson by 1.5-2 times;
. provides a high degree of differentiation of learning (an individual approach to the student, using multi-level tasks).
Application of ICT:
. expands the possibility of independent activity;
. develops research skills;
. provides access to various reference systems, electronic libraries, and other information resources;
. and in general, IT CONTRIBUTES TO INCREASED QUALITY OF EDUCATION.
The following stages of preparing a lesson using ICT are distinguished:
I. Conceptual
The need to use ICT tools is argued: shortage of sources of educational material; the ability to present unique information materials (paintings, manuscripts, video clips) in multimedia form; visualization of the studied phenomena, processes and relationships between objects; the need for objective assessment in a shorter period of time, etc.
Formulation of educational goals with a focus on achieving results (formation, consolidation, generalization of knowledge, control of assimilation, etc.);
Selecting the type of educational electronic resources.
II. Technological
Choosing a methodology for conducting classes and designing the main activities of the teacher and students;
Choosing the method of interaction between teacher and student.
III. Operational
Step-by-step lesson planning and preparation of educational materials are carried out.
For each stage, the following are determined: goal formulation with a focus on a specific result; duration of the stage; form of organizing students' activities with ICT tools; functions of the teacher and the main types of his activities at this stage; form of intermediate control.
IV. Pedagogical implementation
The role of the teacher in a lesson using ICT is changing, the teacher is now not only a source of knowledge, but also a manager of the learning process, the main tasks of the teacher become: managing the cognitive activity of the student.
Search engines and tools for searching electronic resources on the Internet
The purpose of Internet search engines is to collect data about network information resources and provide users with the ability to quickly find the necessary information. Using online search engines, you can search and find electronic resources, software, information about organizations, various events, people, and much more. For teachers, search engines can help in finding information resources that could improve the efficiency of the learning process and the system for preparing schoolchildren.
There are a large number of catalogs and portals on the Internet that collect electronic educational resources, the use of which would be appropriate in the education system. Information educational resources are used:
to promptly provide teachers, students and parents with relevant, timely and reliable information that corresponds to the goals and content of education;
to optimize the organization of students’ activities related to independent acquisition of knowledge;
to introduce modern information and telecommunication technologies into the educational process;
for objective measurement, assessment and forecast of learning effectiveness, comparison of the results of schoolchildren’s educational activities with the requirements of the state educational standard;
to individualize the management of a student’s educational activities, adequately to his level of knowledge, skills, and abilities, as well as the characteristics of his motivation to learn;
to create favorable, pedagogically and psychologically comfortable conditions for teaching schoolchildren;
to organize the effective activities of general education institutions in accordance with the regulations and substantive concepts adopted in the country.
With the help of modern search engines, you can search for a wide variety of electronic resources on the Internet, the use of which would improve the effectiveness of learning. Among such resources we can highlight educational Internet portals, which themselves are catalogs of resources, service and instrumental computer software, electronic presentations of paper publications, electronic educational tools and means of measuring learning outcomes, resources containing news, announcements and means for communication of participants educational process.
Working with search engines is easy. In the search engine query line, you need to type in the desired language the keywords or phrase corresponding to the electronic resource or Internet resources that you want to find and click “Search”. The search results will appear in the working browser window.
Search engines of the Russian segment of the Internet
Search engine "Yandex" http://www.yandex.ru
Google search engine (Russia) http://www.google.ru
Search engine "Rambler" http://www.rambler.ru
Search system "[email protected]" http://go.mail.ru
Intelligent search system Nigma http://www.nigma.ru
Russian directories of general purpose Internet resources
Catalog of Internet resources "Yandex.Catalog" http://yaca.yandex.ru
Catalog of Internet resources “[email protected]” http://list.mail.ru
Catalog of Internet resources “Aport” http://www.aport.ru
Educational resource directories
Catalog of the information system “Single window of access to educational resources” http://window.edu.ru/window/catalog
Catalog of the Russian general education portal http://www.school.edu.ru
Catalog “Educational resources on the Internet for general education” http://catalog.iot.ru
Catalog of children's resources "Internet for children" http://www.kinder.ru
Collections of electronic educational resources and searching for resources in them
Information resources originally designed to improve educational effectiveness can be found through collections of digital educational resources. There are several such collections.
Federal Center for Information and Educational Resourceshttp://fcior.edu.ru http://eor.edu.ru - central repository of electronic educational resources of the education system. The portal storage contains resources of various types: electronic educational modules of open multimedia systems and virtual collective environments, electronic educational resources on local media, text-graphic network electronic educational resources, resources created using modern Flash and Java technologies.
Information system “Single window of access to educational resources”http://window.edu.ru - contains information about electronic educational and scientific resources of Russian universities, libraries, museums, publishing houses, schools, electronic collections of all levels of education for a wide range of users.
Unified Collection of Digital Educational Resourceshttp://school-collection.edu.ru - This is the largest online repository of Russian-language electronic resources intended for free distribution and use in the educational process as teaching aids or their components. The collection is in the stage of active filling and testing; it currently contains more than 50 thousand storage units, including electronic educational resources in all subjects of secondary school, electronic teaching materials, thematic collections, software tools to support educational activities and organization educational process.
Internet - resources For teachers initial classes :
Http://akademius.narod.ru/vibor-rus.html Welcome to the Russian language class. The tests are designed for students in grades 1-5 of secondary school.
Http://ito.edu.ru/2001/ito/I/2/I-2-83.html Some issues of using the Internet in elementary school, report at the conference "Information Technologies in Education."
Http://www.ug.ru/02.26/po4.htm Issues of using a computer in elementary school: from psychological and pedagogical aspects to a selection of various exercises for the eyes when working with a machine.
Http://www.iro.yar.ru/resource/distant/earlyschool_education/gr/okurs.htm - Computer science in games and tasks. (Computer-free course)
Http://www.nhm.ac.uk/interactive/sounds/main.html At this address you will find an interactive game made in flash technology. In this game you can independently compose the sounds of the forest, sea, jungle from the voices of animals, the noise of trees, and the sea surf.
Http://www.funbrain.com/kidscenter.html For those who already know the language well, there is a site called “Fun exercise for the mind.” On it you will find educational, logical, mathematical games, tests for children, plans and teaching materials for teachers, tips and recommendations.
Http://zerkalenok.ru/cgi-bin/zerk.cgi/7/9/2 This resource is useful not only for children, but also for class teachers, biology and ecology teachers, and club leaders.
Http://www.ug.ru/02.26/po4.htm At the address of the Teacher's Newspaper website you can find a letter from the Ministry of Education, which contains recommendations for the use of computers in elementary schools. The author's program of the information culture course for grades 1-4.
http://center.fio.ru/som/getblob.asp?id=10001519 This program specifies the requirements for the minimum content of education, requirements for the level of training, and basic concepts that must be formed. The website of the conference "Information Technologies in Education" contains a large number of abstracts, including reports on the study of computer science in elementary grades.
Http://www.openworld.ru/school/m.cgi Monthly scientific and methodological magazine "Primary School". The archive of this magazine begins in 1998. To view the magazine, Adobe Acrobat Reader must be installed on your computer. (By the way, you can download this free program at http://www.adobe.com/products/acrobat/readstep2.html) On the same site you can write a letter to the editor and take part in the forum.
Http://nsc.1september.ru/ Weekly magazine of the publishing house "First of September" "Elementary school". His archive includes issues since 1997. Considering that the newspaper is published every week, this is a huge material for primary school teachers. If you cannot find this newspaper at your school or library, the Internet will always help you.
Http://suhin.narod.ru/zag1.htm Riddles and crosswords for children. Selected riddles and entertaining tasks from the book by I.G. Sukhina "New 500 riddles - 70 crosswords." Sections of the book: joke riddles in crossword puzzles, entertaining tasks in crossword puzzles, literary crosswords, riddles in crossword puzzles, Russian folk riddles in crossword puzzles, answers. The book is intended for children 5-12 years old, kindergarten teachers, teachers, counselors, librarians, and parents.
Http://suhin.narod.ru/log1.htm Entertaining and methodological materials from the books of Igor Sukhin: from literary inventions to chess. Speech material for working with children with pronunciation deficiencies: an explanation of the methodology, a collection of exercises and tasks. Entertaining mathematics and chess for preschool and primary school children.
http://psi.lib.ru/statyi/sbornik/umuch.htm Psychological aspects of managing the process of acquiring knowledge and methods of student activity in the classroom.
Http://www.advise.ru/articles/80 Advice for parents of first-graders.
Http://www.education.rekom.ru/4_2000/aldoshina.htm Club activities for junior schoolchildren. Social and methodological aspects of working with children aged 7-10 years in leisure activities.
Http://www.edu.rin.ru/cgi-bin/article.pl?idp=1099 Preparing first-graders: problems, advice, tests, etc. Memo to parents of first-graders.
Http://www.voron.boxmail.biz Children's fairy tales. Author's collection of children's fairy tales in verse, poems, dictionaries, encyclopedias, etc.
Http://www.ed.gov.ru Website of the Ministry of Education and Science of the Russian Federation.
Http://www.rfh.ru Russian Humanitarian Scientific Foundation
Http://www.int-edu.ru Website of the Institute of New Technologies.
Http://www.rsl.ru Russian State Library.
Http://www.gnpbu.ru State Scientific Pedagogical Library named after. K. D. Ushinsky.
Http://www.pedlib.ru Pedagogical library.
Http://dic.academic.ru Dictionaries and encyclopedias on-line.
Http://ditionary.fio.ru Pedagogical encyclopedic dictionary.
Http://www.km.ru Portal of the company "Cyril and Methodius"
Http://vschool.km.ru Virtual School of Cyril and Methodius.
Http://www.kinder.ru Internet for children. Catalog of children's resources.
Http://www.ug.ru Website of the Teacher's Newspaper.
Http://www.cofe.ru/read-ka Children's fairy tale magazine “Read it.”
Http://www.cofe.ru/read-kas Electronic version of the magazine “Koster”.
Http://skazochki.narod.ru Website "Children's World". Children's songs, cartoons, fairy tales, riddles, etc.
Http://www.solnyshko.ee Children's portal “Sun”.
Http://vkids.km.ru Website for children and parents “Virtual Kids”.
Http://www.freepuzzles.com A site containing mathematical puzzles.
Http://suhin.narod.ru Website “Entertaining and methodological materials from the books of Igor Sukhin: from literary inventions to chess.”
Http://library.thinkguest.org A site about origami for children and parents.
Http://www.uroki.net/ free lesson development, scenarios, planning.
Http://school-collection.edu.ru/ Unified collection of digital educational resources
Http://www.kidsunity.org Website about special children
Results of practical work on the use of ICT technologies to improve the efficiency of the educational process in primary school
ICT technologies can be used:
To announce the topic, goals and objectives of the lesson, pose a problematic question
(The topic of the lesson is presented on slides that briefly outline the key points of the issue being discussed.)
As an accompaniment to the teacher's explanation
(In my practice, I use multimedia presentation notes created specifically for specific lessons, containing short text, basic formulas, diagrams, drawings, video clips. When using multimedia presentations in the process of explaining a new topic, a linear sequence of frames is sufficient, in which the most winning moments of the topic may also appear on the screen, definitions, diagrams, which the children copy into their notebooks, while the teacher, without wasting time on repetition, manages to tell more.)
As an information and training manual
In education today, special emphasis is placed on the child’s own activities in searching, comprehending and processing new knowledge. The teacher in this case acts as the organizer of the learning process, the leader of the independent activities of students, providing them with the necessary help and support.
Like an interactive laboratory
The presence of multimedia software makes it possible to compensate for the insufficient laboratory facilities, thanks to the ability to simulate processes and natural phenomena, which is especially important for conducting lessons on the surrounding world, etc.
To control knowledge
The use of computer testing increases the efficiency of the educational process and activates the cognitive activity of schoolchildren. Tests can be variants of cards with questions, the answers to which the student writes down in a notebook or on a special answer form; at the request of the teacher, the change of slides can be configured to automatically transition after a certain time interval.
When creating a test with a choice of answers on a computer, you can organize a reaction output about the correctness (incorrectness) of the choice made or without indicating the correctness of the choice made. It is possible to provide the possibility of reselecting an answer. Such tests should provide results on the number of correct and incorrect answers. Based on the results of such tests, one can judge the degree of readiness and desire of students to study this section.
For stress relief, relaxation
To relieve tension and redirect attention, especially when the lesson takes place at the end of the school day, we use presentations that can entertain and relieve stress. For example, physical education minutes.
Students can also prepare presentations to accompany their own report.
To summarize the lesson: conclusions, answer to the question, reflection.
For training (vocabulary work, mental arithmetic)
To accompany interactive games
For individual and distance learning
I use educational electronic resources as:
Illustrations of educational material (tables, diagrams, experiments, video clips,
musical works);
2. Support for educational material (assignments, tests, presentation texts, etc.)
3. Source of educational material (electronic textbook, assignment development
for student’s independent work).
Usage ICT V initial classes on various ur okah
Mathematics.
In mathematics lessons, with the help of slides created in PowerPoint, examples, tasks, chains for mental calculation can be demonstrated, mathematical warm-ups and self-tests can be organized, etc. I use presentations for mathematical warm-up tasks from the collection of games and exercises for mental calculation. Animated presentation when learning new things. When fixing the multiplication table, I use simulators in a playful way.
The world
In general, the presentation is a godsend for these lessons. Pictures of the nature around us, animals, seas, oceans, natural areas, the water cycle, food chains - everything can be reflected on slides. And it’s easier to test your knowledge: tests, crosswords, puzzles, charades - everything makes the lesson exciting, and therefore memorable. In an entertaining way, they get acquainted with the external and internal structure of the human body, learn about preventive measures and proper balanced nutrition. Presentations, video materials, and electronic textbooks provide invaluable assistance when getting to know different cities and countries.
Literacy training
A child's first days at school are the most difficult. Play is necessary to maintain continuity between kindergarten and school, and to reduce mental and physical stress. With the help of presentations, there are great opportunities to introduce elements of play and entertainment into literacy lessons.
They lie in the picturesqueness of textual and illustrated material and give impetus to children's imagination and the work of creative imagination. It should be noted that a huge role in the presentation is played not just by demonstrating an image, but by animation, i.e. movement pictures, letters, words.
The Integrated Teaching and Learning Center provides me with great assistance in preparing such lessons. school 1-4 grades Cyril and Methodius. Russian language.
Russian language
Probably, many will agree that children find Russian language lessons boring and uninteresting. Psychologists have proven that knowledge acquired without interest, not colored by one’s own positive attitude and emotions, does not become useful - it is dead weight. How to make students listen in class, by what means and methods to ignite the inquisitive spark of thirst for knowledge in their eyes? You can always find something interesting, exciting and entertaining in the Russian language (word formation, spelling of sibilants, vocabulary, etc.). It is very convenient to use presentations when working on presentation and essay: the plan, questions, difficult words, the picture itself - all this is before the eyes of the children. And the school does not always have a painting that is required by the program, so multimedia is very convenient.
Literary reading
Reading lessons can be made especially interesting with the help of presentations. Portraits of writers, places where they lived and worked, dramatizations of individual episodes from works, drawing up an outline, vocabulary work, tongue twisters, tongue twisters, literary quizzes - everything becomes interesting if you use these modern methods.
Along with the presentation in literary reading lessons, you can watch videos on the topic and accompany the lesson with music. For example, when reading the story “Basket with Fir Cones” by K. Paustovsky, I invite the children to listen to the works of E. Grieg. This always evokes a lively emotional response and increases interest in the text read.
Fine arts, technology.
The presentation can also be used in fine arts lessons: portraits of artists, reproductions, diagrams, sequence of drawing, etc. Samples of products and stages of work on project activities in technology lessons, etc.
The computer is also a powerful stimulus for the creativity of children, including the most infantile or disinhibited. The screen attracts attention, which we sometimes cannot achieve when working with the class from the front. The impact of educational material on students largely depends on the degree and level of illustrativeness of the material. The visual richness of educational material makes it bright, convincing, and promotes better assimilation and memorization.
In elementary school, I use presentations at all stages of the lesson: when explaining new material, consolidating, repeating, monitoring, etc. The child becomes searching, thirsty for knowledge, tireless, creative, persistent and hardworking.
Analysis of classes using presentations showed that cognitive motivation increases and mastery of complex material becomes easier.
In addition, fragments of lessons in which presentations are used reflect one of the main principles of creating a modern lesson - the principle of attractiveness. Thanks to the presentations, children who were usually not very active in the classroom began to actively express their opinions and reason.
Thus, the work spent on managing cognitive activity using ICT tools is justified in all respects:
Improves the quality of knowledge
Promotes the child's overall development
Helps overcome difficulties
Brings joy into a child's life
Allows learning in the zone of proximal development
Creates favorable conditions for better mutual understanding between teachers and students and their cooperation in the educational process.
Computers and information technology in general are a convenient tool that, when used wisely, can bring an element of novelty to a school lesson, increase students’ interest in acquiring knowledge, and make it easier for the teacher to prepare for classes.
The use of a computer at different stages of learning allows students to increase their active work time in the lesson to 75-80% of the lesson time, instead of the usual 15-20%. Modern schoolchildren learn information faster and with greater interest from a computer screen than from the words of a teacher.
Result use ICT
The results of using computer technology are as follows:
Increasing the effectiveness of teaching (development of students’ intelligence and independent work skills in searching for information; variety of forms of children’s educational activities in the classroom);
Implementation of an individual approach to learning (work independently at an optimal speed for yourself);
Expanding the volume of educational information presented;
Ensuring flexibility in managing the educational process (tracking the process and results of your work);
Improving the organization of the lesson (didactic material is always available in sufficient quantity);
Improving the quality of monitoring students’ knowledge and diversifying its form;
Inclusion of children in collective activities in pairs and groups;
Increasing the child’s interest in studying the subject and learning in general, improving the quality of education, activating the creative potential of the student and teacher;
Inclusion of schoolchildren and teachers in the modern space of the information society, self-realization and self-development of the student’s personality.
The results of the use of ICT are the comprehensive development of students and teachers, the organization of the learning process at a higher methodological level, and increased efficiency and quality of education. The use of modern technical teaching aids allows you to achieve the desired result. The use of modern information technologies in the classroom makes learning bright, memorable, interesting for students of any age, and forms an emotionally positive attitude towards the subject. The widespread use of computers makes learning more visual, understandable and memorable. Not only can the teacher test the student’s knowledge using the testing system, but the child himself can control the degree of mastery of the material.
ABSTRACT
Subject : Classification of ICT tools
Content
Introduction 3
Main part
1. ICT tools used in education. 4
2. Classification of ICT tools by area of methodological purpose. 6
Conclusion 7
List of used literature 8
Introduction
The processes of informatization of modern society and the closely related processes of informatization of all forms of educational activity are characterized by processes of improvement and mass distribution of modern information and communication technologies (ICT). Such technologies are actively used to transmit information and ensure interaction between teacher and student in modern open and distance education systems. A modern teacher must not only have knowledge in the field of ICT, but also be a specialist in their application in their professional activities.
Word "technology "has Greek roots and translated means science, a set of methods and techniques for processing or processing raw materials, materials, semi-finished products, products and converting them into consumer goods. The modern understanding of this word includes the application of scientific and engineering knowledge to solve practical problems. In this case Information and telecommunication technologies can be considered technologies that are aimed at processing and converting information.
Information and Communication Technologies (ICT) is a general concept that describes various devices, mechanisms, methods, and algorithms for processing information. The most important modern ICT devices are a computer equipped with appropriate software and telecommunications tools along with the information stored on them.
Main part
1. ICT tools used in education.
The main ICT tool for the information environment of any education system is a personal computer, the capabilities of which are determined by the software installed on it. The main categories of software are system programs, application programs, and software development tools. System programs, first of all, include operating systems that ensure the interaction of all other programs with the equipment and the interaction of the user of a personal computer with the programs. This category also includes utility or service programs. Application programs include software that is an information technology toolkit - technologies for working with texts, graphics, tabular data, etc.
In modern education systems, universal office application programs and ICT tools have become widespread: word processors, spreadsheets, presentation preparation programs, database management systems, organizers, graphics packages, etc.
With the advent of computer networks and other similar ICT means, education acquired a new quality, associated primarily with the ability to quickly receive information from anywhere in the world. Through the global computer network Internet, instant access to the world's information resources (electronic libraries, databases, file storages, etc.) is possible. About two billion multimedia documents have been published on the most popular Internet resource, the World Wide Web WWW.
Other common ICT tools available online include email, mailing lists, newsgroups, and chat. Special programs have been developed for communication in real time, allowing, after establishing a connection, to transmit text entered from the keyboard, as well as sound, image and any files. These programs allow you to organize collaboration between remote users and a program running on the local computer.
With the advent of new data compression algorithms, the sound quality available for transmission over a computer network has increased significantly and has begun to approach the sound quality in conventional telephone networks. As a result, a relatively new ICT tool, Internet telephony, began to develop very actively. Using special equipment and software, you can conduct audio and video conferences via the Internet.
To ensure effective search for information in telecommunication networks, there are automated search tools, the purpose of which is to collect data about the information resources of the global computer network and provide users with a quick search service. Using search engines, you can search for World Wide Web documents, multimedia files and software, and address information about organizations and people.
With the help of ICT network tools, it becomes possible to have wide access to educational, methodological and scientific information, organize operational consulting assistance, simulate research activities, and conduct virtual training sessions (seminars, lectures) in real time.
There are several main classes of information and telecommunication technologies that are significant from the point of view of open and distance education systems. Some of these technologies are video recordings and television. Videotapes and associated ICT tools allow large numbers of students to listen to lectures from top teachers. Videotapes with lectures can be used both in special video classes and at home. It is noteworthy that in American and European training courses the main material is presented in printed publications and on video cassettes.
Television, as one of the most common ICTs, plays a very important role in people's lives: almost every family has at least one TV. Educational television programs are widely used throughout the world and are a prime example of distance learning. Thanks to television, it becomes possible to broadcast lectures to a wide audience in order to increase the overall development of this audience without subsequent monitoring of knowledge acquisition, as well as the opportunity to subsequently test knowledge using special tests and exams.
A powerful technology that allows storing and transmitting the bulk of the material being studied is educational electronic publications, both distributed on computer networks and recorded on CD-ROM. Individual work with them gives a deep assimilation and understanding of the material. These technologies make it possible, with appropriate modification, to adapt existing courses for individual use and provide opportunities for self-learning and self-testing of acquired knowledge. Unlike a traditional book, educational electronic publications allow you to present material in a dynamic graphic form.
2. Classification of ICT tools by area of methodological purpose.
Information and communication technologies in education are classified into the following categories:
Educational ICT tools - with their help, students are provided with knowledge, develop skills, educational or practical skills, providing the necessary level of training);
Exercise equipment – are intended for practicing various kinds of skills and abilities, repeating or consolidating the material covered. the simulator must be aimed at some knowledge, questions and correction (the program checks, provides analysis and again trains the necessary areas of knowledge). When creating simulators, it is important to take into account the algorithm for assessing the resulting testing, providing only that information that is poorly understood with the possible clarification of this information;
Information retrieval and reference ICT tools provide information, develop knowledge and skills for systematizing information;
Demonstration ICT tools visualize the objects, phenomena, processes being studied for the purpose of their research and study;
Imitation ICT tools represent a certain aspect of reality to study its structural or functional characteristics;
Laboratory ICT tools make it possible to conduct remote experiments on real equipment;
Modeling ICT tools allow you to model objects, phenomena, processes for the purpose of their research and study;
Calculated ICT tools automate various calculations and other routine operations;
Educational and game ICT tools are designed to create learning situations in which students’ activities are implemented in a playful way.
Conclusion
The use of modern means of information and communication technologies in education significantly facilitates the work of a teacher in the process of teaching schoolchildren at all stages. ICT tools help withimprove the organization of teaching, increase the individualization of learning, and also increase the productivity of students’ self-training. Thanks to ICT tools, motivation for learning increases and the ability to attract students to creative, search and research activities is activated.
List of used literature
Electronic resourcehttp://school2100.com/uroki/elementary/inform.php. A.V. Goryachev,Program "Informatics and ICT (information and communication technologies)"
Information and communication technologies (ICT)-- a set of technologies that ensure recording of information, its processing and information exchanges (transmission, distribution, disclosure).
Information technology is a set of methods and software and hardware designed to reduce the complexity of the process of using information.
Information technologies are methods and means of obtaining, transforming, transmitting, storing and using information.
Information technologies also mean software, hardware and devices operating on the basis of microprocessor and computer technology, as well as modern means and information exchange systems that provide operations for collecting, producing, accumulating, storing, processing and transmitting information.
The emergence of information technologies is associated with the following achievements: the emergence of new means of storing information, the development of communications, the possibility of automated processing of information using a computer.
A better term for computer-assisted learning technologies is computer technology. Computer (new information) teaching technologies are the process of preparing and transmitting information to the learner, the means of which is the computer.
ICT includes computers, software and electronic communications. ICT often also includes technologies for management consulting and design of business and administrative processes, since design results usually involve the use of computers and electronic communications.
Information technologies are divided into three groups: saving, rationalizing and creating (creative) information technologies save labor, time and material resources (printer, scanner, copier).
Rationalizing information technologies are automatic search and order systems (book search systems in libraries).
Creative information technologies include a person in the process of working with information (text editor).
Information technologies can be classified according to their functional purpose. A. V. Dvoretskaya identifies the following types of information technologies: presentations, educational games and developmental programs, didactic materials, simulator programs, virtual experiment systems, electronic textbooks, electronic encyclopedias.
Presentations are the most common type of presentation of demonstration materials. Presentations are electronic filmstrips, but, unlike conventional filmstrips, they can include animation, audio and video fragments, elements of interactivity, that is, a reaction to user actions can be provided. Presentations are especially interesting because they can be created by any teacher who has access to a computer with minimal time. They are actively used to present student projects.
Educational games and developmental programs are aimed at preschoolers and primary schoolchildren. This type includes interactive programs with a game scenario. By performing various tasks during the game, students develop fine motor skills, spatial imagination, logical thinking and, possibly, gain additional skills when working on the keyboard.
Didactic materials - collections of tasks, dictations, exercises, as well as examples of abstracts and essays presented in electronic form, in the form of a simple set of file texts.
Simulator programs perform the function of didactic materials. Modern simulator programs can track the progress of the solution and report errors.
Virtual experiment systems are software systems that allow a student to conduct experiments that would be impossible for safety or financial reasons.
Electronic textbooks and training courses combine all or several of the types of training programs described above into a single software package.
Electronic encyclopedias combine the functions of demonstration and reference materials. In accordance with their name, they are an electronic analogue of conventional reference and information publications. Unlike their paper counterparts, such encyclopedias have additional properties and capabilities: they support a convenient search system by keywords and concepts, a convenient navigation system based on hyperlinks, and the ability to include audio and video fragments.
In the elementary grades, a teaching tool such as visualization is used. Visualization is the leading tool in learning. Visual aids ensure the complete formation of any image or concept and thereby contribute to a more solid assimilation of knowledge and understanding of the connection between scientific knowledge and life. Visibility helps students develop an emotional and evaluative attitude towards the knowledge being communicated, increases interest in knowledge, makes the process of assimilation easier, and maintains the child’s attention. There are the following types of visualizations.
*pictorial and pictorial-dynamic clarity - these are paintings, drawings, photographs, transparencies, films. The function is to introduce facts, objects, phenomena through their display.
*Sound clarity (recordings, tape recordings, radio); function - reproduction of sound images.
*mixed visualization - educational, sound film; function - recreating the most complete live representation of the action.
*Educational films and film fragments - they serve to systematize and generalize knowledge. Demonstration of the film is an organic part of the lesson and is combined with other teaching methods and independent work of students.
*Educational filmstrips are static images on film, united by a single storyline and, therefore, having a certain sequence in presenting the topic material. Filmstrips can be used at all stages of the learning process.
*Training transparencies are a photographic positive image on film placed in a special cardboard or plastic frame. They serve as material for testing students' knowledge and for conducting oral and written essays.
*Recordings are used to record excerpts and plastics from musical works. You can perform morning exercises using special recordings.
*Television is a television program that is used in the educational process. They constitute learning processes tailored to the curriculum; They are used in lessons and used in extracurricular activities.
Currently, our country has begun to use technical teaching aids. G.M. Kojaspirova understands technical means as devices and instruments that serve to improve the pedagogical process, increase the efficiency and quality of teaching by demonstrating audiovisual means.
Let us list the main classifications of technical teaching aids identified by Kodzhaspirova:
By functional purpose;
According to the principle of design and operation;
By type of training;
According to the logic of work;
By the nature of the effect on the senses;
By the nature of the presentation of information.
According to their functional purpose, technical means of training are divided into technical means of transmitting educational information (overhead projectors, tape recorders, televisions, players, etc.), knowledge control (special programs, video recorders), training (keyboard on the simulator), training and self-study (TV and curriculum), auxiliary (electronic board, electrorecorders) and combined (language devices, closed-circuit television systems, computer systems). According to the principle of design and operation, technical teaching aids can be mechanical (clock model), electromechanical (sewing machine), optical (telescopes), sound (player), electronic (multimedia TV) and combined (tape recorder). By the type of training, technical devices are distinguished: individual (presentation), group (TV), and continuous. According to the logic of operation, technical teaching aids can have a linear program, that is, they do not depend on feedback (educational presentations, television, television programs); and with an extensive program that provides various operating modes (electronic textbooks).
Based on the nature of the impact on the senses, visual (pictures), audio (projector) and audiovisual (TV) technical teaching aids are distinguished. Based on the nature of information presentation, technical teaching aids can be divided into screen (pictures), sound (recording, projector), screen-sound (video recording). Educational personal computers are becoming widespread in schools and can be used in teaching any subject. These programs are adapted to the age and individual characteristics of students. Personal training computers are equipped with a clock and can operate in tutor and examiner mode, independently identify and analyze errors, and offer training exercises to practice skills. However, many computers are mounted on cathode ray tubes, which negatively affect vision, so schoolchildren are not recommended to work with them for more than one lesson a day. Before using educational technology, students must be taught how to use it. Teaching aids act as the subject of learning. During the initial introduction, students often pay great attention to studying the display and other technology. To increase the effectiveness of the first lesson, according to Bazhenova, it is necessary to specifically teach students to work with new tools, prepare them to perceive and remember information, provide instructions, give cognitive tasks, check readiness for work and clearly define the goals of work, objects of assessment and control. One of the brightest components of the environment in which a modern child grows up is the so-called information technology. This word is used as an analogue of the term media - a means of mass communication (computer systems, television, radio, print, etc.). And no matter how small the child is, all these means are present almost every day in his life, they play a great role in the formation of his ideas about the world, and develop him morally and aesthetically. Our research in this area indicates that the study of modern media by children can not only form their ideas about the functioning and role of mass media in our lives, but, above all, provide a unique means of development for the child himself. In the process of working with a media text (film, TV show), many skills and abilities acquired by children in classes in other types of art are activated, emotional responsiveness, attention, the ability to analyze, and correctly express their emotions through words are developed. All this gives us the right to conclude that media education of students allows not only to use new technologies in the educational process, but also to systematize, synthesize knowledge and skills, and form the media culture of students. Bazhenova also emphasizes in her article that a person, entering the computerized world, must know the theoretical foundations of computer science and be able to use a computer in his professional activities. The school is obliged to prepare children for life in modern society, therefore, the problem of computerization of education should become a leading one in the educational process. The student must overcome the mental barrier of computer illness. To solve this problem, it becomes necessary to introduce children to computers early, not at the level of excursions and games, but in the form of regular classes. The programs used must be rational, effective and compatible with the core curriculum. The computer will not only affect all areas of the child’s personal development when he has a program that corresponds to the methods and techniques of each specific teacher. Consequently, the teacher himself must take part in the development of the software tools he needs. According to Pavlova, one of the important conditions for improving the quality of the auxiliary process in general, and the lesson in particular, the successful acquisition of knowledge by children, the formation of their skills and abilities, is the use of information technology teaching aids, which contribute, first of all, to a better implementation of the principle of clarity in teaching. At the same time, information technology teaching aids (ITSO) make it possible to collectively influence the senses, develop thinking, activate creative abilities, cultivate interest in classes, and, in general, educate and form educated citizens of our society. The most effective and most emotionally affecting means of visualization is cinema. Educational films and videos serve to systematize and generalize knowledge, highlight individual issues of the topic, and contain factual material for the formation of ideas. Educational films - videos should not be considered as a method of visual illustration; they carry educational information. A computer is a powerful means of influencing the human psyche. Thanks to modern technology, the creation of various visual illustrations and sound accompaniment, fascinating children's encyclopedias appear on the computer today, allowing the child to “travel” around the world, etc.
All types of teaching aids carry a different didactic load, helping students create a holistic picture of the historical past, deepen and systematize knowledge, develop skills, and optimize the educational process. The use of a variety of teaching tools, both traditional and new technologies, can provide significant support to the teaching process in primary school and will improve the quality of student learning.
Technical teaching aids have been included in our educational institutions for quite some time and during the second half of the 19th century they became widespread. Thematic electronic publications on history, encyclopedias, albums, textbooks, and sets of multimedia presentations are published. Such materials are based on electronic media and are projected onto a screen using a multimedia projector. Multimedia is a modern computer technology that allows you to combine text, sound, video, graphics and animation in a computer system.
Modern humanity has become involved in a general historical process called information. In this period of development of society, the production of information becomes the main activity, and computerization acts as part of this process. Information is becoming the main resource of scientific and technological development and socio-economic development of the world community, significantly influencing the acceleration of the development of science. New information technology teaching aids (ITTE) in the field of education are one of the leading factors in personality formation.
The concept of information is fundamental in this process. With the advent of modern computer technology, information began to act as one of the most important resources of the scientific and technical process. The concept of information is used in all areas: science, technology, culture, sociology and everyday life.
New information and technical means, based on the principles formulated by B.E. Paton, V.I. Gritsenko and B.I. Panshin are defined as a set of fundamentally new systems and methods of data processing implemented in the system of organizational management of education and in the training system, which represent integral training systems and display of information products at the lowest cost and in accordance with the laws of the environments in which they develop. [Cit. from 13.110s.]
The following areas of new information technology teaching aids are currently being developed:
1) universal information technologies (text editors, graphic packages, database management systems, spreadsheet processors, modeling systems, expert systems, etc.);
2) computer telecommunications;
3) computer training and monitoring programs, computer textbooks;
4) multimedia software products.
There are computer and e-learning. According to Kodzhaspirova’s definition, computer training is a training system in which a computer is one of the technical means of teaching. E-learning is learning using systems and devices of modern electronics.
All developmental education programs are aimed at activating the subject of educational activities. We want to see the elementary school student independent and proactive, striving to develop his habits, diverse needs, and inclinations. When you start talking about the possibility of using new information technologies (NIT) in this regard, in other words, computer technology.
According to Molokova, the use of new information technologies can transform the teaching of traditional academic subjects, rationalizing child labor, optimizing the processes of understanding and memorizing educational material, and most importantly, raising children’s learning to an immeasurably higher level. The computer is able to quickly and effectively teach children to independently work with large texts, which is what secondary schools require from primary schools when issues of continuity are discussed. The computer is also a powerful stimulus for the creativity of children, including the most infantile or disinhibited.
With the help of information technology, it is possible not only to provide information, but also to receive it from the user. Information technology can enable learning anywhere and anytime, making it a powerful tool for learning learning materials in education. According to many experts, new information technologies can make a revolution in learning very likely. They, information technologies, help children become more active and independent students, allow them to learn from each other and have access to the widest range of information.
Information technology is seen as a possible means that allows for the greatest accessibility to educational resources. The rapid process of informatization of the education system makes it possible to use information technologies in most lessons, including the “World around us” lessons. The use of information technology provides support for the educational process, makes it possible to realize the educational, developmental and educational goals of education, taking into account the learning conditions and the specifics of the subject area, allows you to fill in the content and evaluative-controlling side of the learning process.
The specific features of information technologies make it possible to assess their role in achieving the goals of education for primary schoolchildren. Firstly, information technologies complement the content and methodology of studying material, which increases the possibility of enriching and systematizing students’ sensory experience. Especially in cases where in a real learning situation this perception is impossible or difficult. For example, a demonstration of the dynamics of development of such a natural object as a frog (observation of individual, hidden moments).
Secondly, information technology provides the conditions for an individualized learning process for both students with learning difficulties and successful students. For example, each topic offers tasks of different difficulty levels.
Thirdly, the level of clarity is much higher than in printed textbooks. Moreover, the visibility is of a higher level, since it is realized with the help of animation, sound, and video clips.
In addition, information technologies ensure that the teacher creates a favorable intellectual background for learning, which is especially necessary for high-achieving students.
Information technologies perform a number of didactic functions: educational, developmental, educational. The educational function is focused on the formation of knowledge, skills and abilities that ensure the readiness of younger schoolchildren for further education, for the conscious assimilation of knowledge of natural science and social science content.
The developmental function is focused on the formation of the most important components of educational activity in the process of studying the surrounding world. As a result of schoolchildren’s work using information technology, the developmental effect of learning is enhanced: the formation of qualitative characteristics of perception, imagination, attention, memory and especially thinking.
The educational function determines the possibility of forming correct relationships with the outside world. Its aesthetic, moral, ethical and legal standards. The possibility of individual work with information technologies creates a favorable condition for the development of educational and cognitive motivation, conscious personal acceptance of norms in the natural and social environment.
Using information technology, the teacher pursues the following goals: firstly, providing content and technological support for the basic means of teaching, strengthening the visual basis for the formation of natural science and social science knowledge in younger schoolchildren. Secondly, the formation of a general culture and erudition of younger schoolchildren, ensuring the creation of a prosperous intellectual background for learning. Thirdly, the formation of the information culture of students, familiarizing them with self-education. And, fourthly, the development of students’ cognitive interests, deepening their interest in studying the “World around us.”
There are various forms of organizing training using information technologies.
The classroom-lesson system, with a focus on teacher guidance in the process of acquiring new knowledge, remains today the main task of organizing education.
It is necessary that information technologies fit organically into the existing system of organizational forms and means of training, expanding the capabilities of traditional ones and laying the preconditions for the development of new forms of training.
Depending on the characteristics of the communicative interaction between the teacher and students, there are individual and frontal forms of organizing learning. The frontal form of teaching involves the whole class working on the implementation of a specific didactic task, the achievement of which becomes possible with the active interaction of students with each other. With this form of learning organization, students complete a task common to all at the same pace. This feature should be taken into account when using demonstrations and when conducting group games. Collective and group work differ, firstly, in the number of participants, and secondly, in the style of their interaction. In the collective form of educational organization, the class is considered as a single educational team, united by a common goal and a common result of activity, with strict adherence to the rules of cooperation between management and subordination. In elementary school, the leader is often the teacher. He “conducts” a dialogue, asks questions, sets tasks, helps find a way to solve them, and takes on the function of control and evaluation.
It is this form of organization that is appropriate when working with demonstration material. The teacher displays demonstration material on a common screen or on computer screens and conducts a conversation based on it. The group type of frontal work offers an equal distribution of roles between students. The contribution of each student to solving the task constitutes the overall result of joint activity. This form can be used when working with story games.
When building an individual form of training, the teacher can use any existing, modified, or developed exercises based on special templates. An individual task may contain several exercises, the total duration of which cannot exceed 15-20 minutes. The number of exercises is set by the teacher depending on the purpose of the lesson, the student’s level of preparation, and his ability to work on a computer. The teacher can prepare a fragment of the lesson. The purpose of this fragment can be different: it can be used at the beginning of studying a topic, and then working with it precedes working with a textbook and other printed media. A fragment of the computer version of the topic can be used at the stage of consolidating the material after working with printed teaching aids. In this case, it performs the function of supplementing and expanding students’ knowledge, helping to develop the ability to use it in various situations, both reproductive and creative.
A training fragment can be built to solve other problems of the educational process, for example, organizing collective and individual training in the classroom; conducting tests; preparation of differentiated tasks; building an individual form of training.
When organizing an individual form of training, the teacher must select tasks taking into account the real knowledge and skills of a particular student, his psychological characteristics and the pace of learning, the gradual complication of the tasks presented, the presentation of tasks of different types, the success of the child’s activities, reliance on his positive achievements, the opportunity to receive real result, providing the opportunity to work in the “zone of near development”, that is, allowing attempts to complete difficult tasks with the help of a teacher, giving the student the right to choose the types of tasks and an activity partner.
Verification and assessment of the achievements of junior schoolchildren is an essential component of the educational process. When using information technology, the results of students completing textual and training exercises are provided in a form convenient for subsequent analysis, which allows us to talk about improving the technology for recording progress and the quality of education.
Based on the specific successes or failures of the student, the teacher develops a plan for further presenting the student with a system of tasks. Thus, a clear definition of learning outcomes makes it possible to predict the direction of each student’s progress in the educational material, adjust the existing methodological system of the teacher’s work, and determine trends in the development of the education system.
Control and assessment in primary school is considered as one of the means of developing positive motives for learning and students’ readiness for self-control. In the process of using information technology, the objectivity of the assessment increases, which can help reduce anxiety and develop the qualities of students' control activities. Sometimes the negative side of a teacher’s activity is his egocentricity, which manifests itself in the bias of assessing not the result, the process of activity, in summing up the results of control based on the “average score”, therefore, transferring the assessment function from the teacher to the computer can contribute to the formation of adequate self-esteem and self-confidence in students , in one's strengths and optimism.
Any control, including that organized within the framework of the use of information technology, creates a certain emotional background and causes a corresponding emotional reaction in the student. Therefore, when using information technology, it is necessary to include carefully thought-out remarks assessing the degree of success of students’ activities. It is especially important that there is no need to provide assessments of the pace of work, the personal qualities of students or the characteristics of their mental processes. Thus, the organization of control and evaluation using information technology is considered as one of the important tasks of improving teaching activities, which must meet modern requirements for the work of a teacher and implement the principles of humanization of individualization of teaching.
Currently, an electronic textbook “Nature. Human. Society”, which can be used in teaching practice with different computer equipment. The most optimal way is to conduct natural science classes in a computer science classroom, that is, in a classroom where students have individual workstations at computers; the teacher also has a similar workplace. In this case, it is possible to make maximum use of the resources of the electronic textbook when organizing various forms of training. Under such conditions, classes using a computer are held once a week with half the class in the class for 15 minutes, the rest of the lesson takes place without the use of a computer. Division into subgroups can take into account the level of mastery of computer skills, for example, students with a high level of computer skills are combined into one group. They may be given work with tasks of high complexity. Another group includes students with an average or low level of computer skills. They are given tasks that match their computer skills.
Thus, it is possible to organize the activities of students using various forms of work.
The role of information and communication technologies in the general educational process is defined in documents of the Government of the Russian Federation and the Ministry of Education of the Russian Federation related to the strategy of modernization of education.
Information and communication competence – one of the main priorities for the purposes of general education, and this is not only due to intra-educational reasons. The entire character of life is changing, the role of information activity is growing unusually, and within it - active, independent processing of information by a person, making fundamentally new decisions in unforeseen situations using technological means.
Systematic, effective formation of information and communication competence for the majority of students today is possible only through the use of ICT. Which means success reforms planned in the school largely depend on their application. In other words, informatization is the most important direction in the modernization of the education system.
Computer teaching technologies - a set of methods, techniques, ways, means of creating pedagogical conditions based on computer technology, telecommunications and interactive software products that model part of the teacher’s functions in presenting, transmitting and collecting information, organizing control and management of cognitive activity.
The use of computer teaching technologies makes it possible to modify the entire teaching process, implement a model of student-centered learning, intensify classes, and most importantly, improve students’ self-training. Of course, a modern computer and interactive software and methodological support require a change in the form of communication between teacher and student, turning training into business cooperation, and this strengthens the motivation of learning, leads to the need to search for new models of classes, conduct final control (reports, reports, public defense of group project projects). works), increases individuality and intensity of learning.
Computer teaching technologies provide great opportunities for the development of creativity, both for teachers and students.
Multimedia technologies
-
a method of preparing electronic documents, including visual and audio effects, multiprogramming of various situations. The use of multimedia technologies opens up a promising direction for the development of modern computer teaching technologies. How to use these tools when developing sets of educational materials? Where and in what proportion is it possible to include various multimedia effects compared to plain text? Where is the limit of applicability of multimedia inserts into a document? Serious research into this issue is needed, since a violation of harmony, the appropriateness of using bright inserts and effects can lead to a decrease in performance, increased fatigue of students, and a decrease in work efficiency. These are serious questions, the answers to which will allow you to avoid fireworks in teaching and make educational material not just spectacular, but effective.
Modern information and communication technologies of education
-
a set of modern computer equipment, telecommunications, and software tools that provide interactive software and methodological support for modern teaching technologies.
The main task of modern educational information technologies
are the development of interactive environments for managing the process of cognitive activity, access to modern information and educational resources (multimedia textbooks, various databases, educational sites and other sources).
Information technologies most often used in the educational process can be divided into two groups:
1) network technologies using local networks and the global Internet (electronic version of methodological recommendations, manuals, distance learning servers that provide interactive communication with students via the Internet, including in real time),
2) technologies aimed at local computers (training programs, computer models of real processes, demonstration programs, electronic problem books, monitoring programs, didactic materials).
In mathematics lessons, a computer can be used for a variety of functions and, therefore, purposes: as a way to diagnose students’ learning capabilities, a teaching tool, a source of information, a training device, or a means of monitoring and assessing the quality of teaching. The capabilities of a modern computer are enormous, which determines its place in the educational process. It can be connected at any stage of the lesson, to solve many didactic problems, both in a collective and individual mode.
Nowadays, with the help of a multimedia projector, it is possible to use a computer even for frontal work, for example, when organizing oral calculations, or when checking independent work. The use of teaching aids and presentations created in the Power Point program made it possible to abandon almost all old-generation TSOs and raise visibility to a higher level (use of sound, show a slide “in motion”)
Computer components can be introduced into lessons of any subject. It's all about expediency, the availability of appropriate quality programs, and conditions of use.
Creation and development of the information society(IO) involves the widespread use of information and communication technologies (ICT) in education, which is determined a number of factors.
Firstly, the introduction of ICT in education significantly accelerates the transfer of knowledge and accumulated technological and social experience of humanity not only from generation to generation, but also from one person to another.
Secondly, modern ICT, improving the quality of training and education, allows a person to more successfully and quickly adapt to the environment and ongoing social changes. This gives every person the opportunity to obtain the necessary knowledge both today and in the future post-industrial society.
Third, the active and effective implementation of these technologies in education is an important factor in creating an education system that meets the requirements of educational institutions and the process of reforming the traditional education system in the light of the requirements of modern industrial society.
The importance and necessity of introducing ICT into the learning process is noted by international experts in the World Report on Communication and Information 1999–2000, prepared by UNESCO and published at the end of the last millennium by the Business Press agency. In the foreword to the report, UNESCO Director-General Federico Mayor writes that new technologies should contribute to “creating a better world in which every person benefits from the achievements of education, science, culture and communication.” ICTs affect all of these areas, but perhaps they have the strongest positive impact on education, as they “open up the possibility of completely new methods of teaching and learning.” The relevance and need for the introduction of ICT in education is discussed in more detail in the second chapter of the same report, “New Directions in Education,” written by Craig Blurton, Associate Professor at the University of Hong Kong, and in Chapter VII, “Information Services, Libraries, Archives,” authored by - Professor Ole Garbo at the Royal College of Librarianship in Copenhagen.
In addition, the same report summarizes and analyzes the global processes of convergence of the media, electronics industry and telecommunications and their impact on the development of the information society, as well as planetary problems of the use of ICT in education.
The use of ICT contributes to changing the goals and content of training, including control, which entails the emergence of new methods, means and organizational forms of training and control.
The introduction of information technology in education provides an opportunity to create automated control systems for students’ knowledge in various disciplines, including computer science.
The capabilities of ICT as a tool of human activity and a fundamentally new means of teaching leads to the emergence of new methods, means, organizational forms of control and their more intensive implementation in the educational process.
The advantages of computer technology are discussed in works on the intensification and activation of learning (I.V. Alyokhina, G.V. Rubina), individualization (V.F. Gorbenko, N.V. Karchevskaya) and humanization of the educational process (T.V. Gabay, M.E. Kalashnikov, L.F. Pleukhova, V.K. Tsoneva), implementation of the creative, developmental nature of education (V.A. Andreev, V.G. Afanasyev, G.M. Kleiman, T.A. Sergeeva etc.).
Stages of ICT implementation on the path to the information society
The global introduction of computer technologies in all areas of activity, the formation of new communications and a highly automated information environment have become not only the beginning of the transformation of the traditional education system, but also the first step towards the formation of an information society.
The main factor determining the importance and feasibility of reforming the existing education system, including the Russian one, is the need to respond to the main challenges that the 21st century has presented to humanity:
the need for society to transition to a new development strategy based on knowledge and highly efficient information and telecommunication technologies;
the fundamental dependence of our civilization on those abilities and personality traits that are formed by education;
the possibility of successful development of society only based on genuine education and effective use of ICT;
the closest connection between the level of well-being of the nation, the national security of the state and the state of education, the use of ICT.
improving the quality of education by fundamentalizing it, informing the student about modern scientific achievements in a larger volume and at a faster rate;
ensuring that training is focused on new technologies of information technology and, first of all, on ICT;
ensuring greater access to education for all groups of the population;
increasing creativity in education.
A new stage in the global technologization of advanced countries was the emergence of modern telecommunication networks and their convergence with information technologies, that is, the emergence of ICT. They became the basis for the creation of the infosphere, since the unification of computer systems and global telecommunication networks made it possible to create and develop a planetary infrastructure connecting all of humanity.
An example of the successful implementation of ICT was the emergence of the Internet - a global computer network with its almost unlimited capabilities for collecting and storing information, transmitting it individually to each user.
Difficulty of implementation modern ICT is also determined by the fact that the traditional practice of their development and implementation is based on the ideology of creating and using information and telecommunication systems in completely different areas: communications, the military-industrial complex, aviation and astronautics. Adaptation of ICT to a specific field of application is carried out here by specialists from design bureaus and research institutes who have extensive experience in developing such equipment and, therefore, have a good understanding of the purpose of the systems and the conditions of their operation. In modern education there are no such specialized research structures; they are just beginning to be created. For this reason, a “gap” arises between the capabilities of educational technologies and their actual application. An example is the still existing practice of using a computer only as a typewriter. This gap is often exacerbated by the fact that the majority of school teachers and professors at humanities universities do not have the modern knowledge necessary for the effective use of ICT. The situation is complicated by the fact that information technologies are rapidly being updated: new, more efficient and complex ones are appearing, based on artificial intelligence, virtual reality, multilingual interfaces, geographic information systems, etc. A way out of this contradiction can be the integration of technologies, that is, their combination that will allow the teacher to use in lessons and lectures technical means that he understands, certified and adapted to the learning process. The integration of ICT and educational technologies should become a new stage in their more effective implementation in the Russian education system.
In implementation of ICT in education we can highlight three stages:
elementary associated with the individual use of computers, mainly for organizing the education system, its administration and storing information about the management process;
modern, associated with the creation of computer systems, the Internet and the convergence of information and telecommunications technologies;
future, based on the integration of new ICTs with educational technologies (ET).
The relevance and importance of developing a set of appropriate educational tools based on the integration of ICT and OT for creating an education system in the information society makes it necessary to conduct a comprehensive study of this process and consider it from a systemic perspective.
3. System basicsintegration
ICT and OT
A systematic approach to the integration of ICT and technology is based on identifying all the essential factors that establish the connection between elements and form the integral properties of the system that performs a coordinated set of actions united by a common design and a single goal.
The choice of rational and optimal solutions when integrating information and educational technologies from a systemic perspective is, first of all, based on an analysis of the effectiveness of training or education based on a new integrated technology, i.e. based on assessing the effectiveness of interaction between teacher and students. A feature of this interaction is the creative activity of the teacher and students both in the learning process and in the educational process, which largely depends not only on the professionalism of the teacher and the knowledge of the students, but also on the emotional mood created in the learning process, as well as on the availability of appropriate incentives , on training conditions and many other factors. All this complicates the formal description of the learning process and makes it difficult to determine quantitative assessments of effectiveness.
In fact, integrated training technologies based on ICT are intelligent human-machine systems, and therefore one of the directions for forming indicators of their effectiveness can be the methodology used in simulator training of pilots, cosmonauts, and operators in nuclear energy. It consists of using complex indicators, the components of which are specific assessments of technical efficiency, cost, training time, as well as data from medical and biological research, subjective opinions of the teacher and students.
Therefore, the first and fundamentally important task of integrating ICT and OT (in the future, for brevity, the abbreviation ITO will be used, adopted by a number of authors) is to clearly identify the goals of their creation and develop a system of indicators of their effectiveness. Formalization of the goals of educational technologies is a rather complex problem, which still remains unresolved and is actively discussed both in monographs, articles, and at seminars and conferences. At the same time, when solving problems of learning, monitoring knowledge and managing the educational process, experience has already been accumulated in assessing goals in the form of specific indicators. As an example, consider the points system. This, of course, does not exclude the use of other indicators for assessing the effectiveness of ITO.
Based on a systems approach, it is necessary to build a model or diagram of the operation, which includes the following main elements: OT, ICT, teachers, trainees, specialists and administration.
Educational technologies or, otherwise, educational technologies (ET) are one of the main elements of the education system, since they are directly aimed at achieving its main goals: training and education. Technical training is understood as both the implementation of curricula and training programs, and the transfer to the learner of a knowledge system, as well as methods and means for creating, collecting, transmitting, storing and processing information in a specific area. Science has accumulated vast experience in transferring knowledge from teacher to student, creating education and training technologies, as well as building their models.
ICTs have an active influence on the process of training and education of the student, as they change the pattern of knowledge transfer and teaching methods. At the same time, the introduction of ICT into the education system not only affects educational technologies, but also introduces new ones into the educational process. They are associated with the use of computers and telecommunications, special equipment, software and hardware, and information processing systems. They are also associated with the creation of new means of teaching and storing knowledge, which include electronic textbooks and multimedia; electronic libraries and archives, global and local educational networks; information retrieval and information reference systems, etc. ICT models are currently being developed, and some of them are successfully used in the study of education systems.
Considering the elements of a complex ITS system, it should be noted that in education an important condition successful integration of technology is the professional training of teachers and specialists operating systems and means of new integrated learning technology. Each participant in ITS-based training, including the administration of educational institutions, must have the necessary information literacy and understanding of the technologies used. In some countries, you even need to have the appropriate certificate for this. For example, such a requirement exists in the UK. The introduction of certificates for participants in the learning process makes it possible to simplify the implementation of information technology and increase the adequacy of assessments of the effectiveness of technologies.
When implementing information technology, it is necessary to understand that this process is complex and costly.
As the experience of introducing ITO in the world and in Russia shows, the specific type of educational institution (school or university, educational center or virtual college, etc.) and the form and type of education (full-time or correspondence, distance learning) have a significant impact on the effectiveness of ICT-based education or stationary, basic or additional), etc.
A program that ensures the active implementation of ICT in the educational industry, is comprehensive and involves solving a number of important problems in the development of education:
development of the regulatory framework;
creation of new organizational, methodological and scientific-methodological support in the field of educational systems and technologies;
creation of ICT material base;
creation of a system for training and retraining of educational personnel.
A new direction for increasing the efficiency of ICT implementation is integration of information and communication technologies and learning technologies. As the first and necessary steps to facilitate the accelerated implementation of this process in the education system, we can recommend:
organization of seminars and training courses for administration and staff of universities, teachers of schools and training centers on the use of new information technologies in teaching;
creating conditions to stimulate the development of Internet services related to the use of new information technology;
intensification of work on the creation of a thematic system “ITO” within the framework of the international information network on IT;
preparation of an appropriate set of measures for inclusion in the “Program for Moscow’s movement into the information society”;
development of methodological and methodological foundations for system analysis and synthesis of information technology, methods for assessing training and education based on them;
development of proposals for financing the introduction of integrated information and communication technologies in education at the expense of the international community.
In improving the quality of professional training of specialists, including future teachers, in the system of higher pedagogical education, a significant role belongs to control, which is considered extremely important by modern pedagogical theory and practice.
Currently, using the capabilities of modern information technologies to ensure the didactic process is one of the pressing problems. The role of new information and communication technologies (ICT) in teaching practice is determined by E.S. Polat as “a necessary condition for the intellectual, creative and moral development of students” [3].
In the conditions of the information society, the volume and content of knowledge, skills and abilities that a modern specialist must possess sharply and constantly increases and changes. The integration of computer technologies and the educational process contributes to its intensification, modernization of the training system for future specialists, improving the quality of education, developing the ability to independently obtain new knowledge, and implementing the idea of developmental and lifelong learning. Computer technologies contribute to the disclosure, preservation and development of students’ personal qualities, the use of which in the educational process will be effective only if future specialists have a correct understanding of the place and role of these technologies in the educational process.
For future specialists it is necessary to have appropriate training in the knowledge and application of information and communication technologies in the rapidly changing conditions of the information society; possess the basics of the necessary knowledge and accumulate personal experience in the practical use of computer technologies in their professional activities. In addition, in the context of the development of distance education, it is necessary to master modern computer teaching aids, including control.
As noted in the materials of the international conference held in November in Moscow, dedicated to the problems of introducing information technologies into education, a lesson using a computer will be more effective for the teacher who
· Maintains human priorities in learning.
· Has a kind, trusting attitude towards the machine and its teaching capabilities
· Able to handle a personal computer carefully and at the same time safely
· Intellectually developed, erudite, able to evaluate the pedagogical capabilities of computer programs
· Methodologically flexible
· Disciplined, precise, possesses ordered, logical thinking.
The first step a teacher takes when turning to computer teaching technology is to study pedagogical software in their subject and evaluate their advantages and disadvantages. Unfortunately, there has not yet been a single multimedia textbook in mathematics that would fully correspond to the school curriculum: atypical terminology is used, others. Axiom systems different from school, or a cumbersome information input system (a very “twisted” formula editor, which does not speed up, but rather slows down the solution process). Therefore, we can only agree with N. Rozov, Dean of the Faculty of Pedagogical Education of Moscow State University, who in one of his speeches noted: “We all perfectly understand how far e-learning products are still from the ideal. There is a long way to go in understanding, searching and accumulating pedagogical experience, before how the computer component of the educational process will become an equal partner to the textbook."
It is advisable to begin familiarization with software products by studying the tools that create the so-called. computer environment. These programs include program instructions, advice, and recommendations on a wide range of issues. With them, the teacher can conduct both classroom and extracurricular activities, freeing himself from repeated repetition of the same truisms to students, from the touch of subjectivity in assessing the educational success of students, helping them master self-learning technology.
The computer environment is also created by reference and information materials. Their purpose is to provide greater clarity and evidence in the lesson, to use these programs for making various kinds of inquiries and for self-testing, to provide a sample of completing any task on specific subject material.
Reference and information materials are designed to make it easier for many children to master the school curriculum; they are supportive and accompanying, and often motivating.
That. the computer, as it were, combines a number of traditional TSOs, which have always been used mainly to enhance clarity. This activates the cognitive process of students, develops thinking (visual-effective, visual-figurative), and increases the effectiveness of the educational process. The use of ICT makes it possible to realize such developmental learning goals as the development of thinking (spatial, algorithmic, intuitive, creative, theoretical), the formation of skills to make the optimal decision from possible options, the development of skills to carry out experimental research activities (for example, through the implementation of computer modeling capabilities) , formation of information culture, skills to process information. This leads to an acceleration of the pace of learning, frees up time, and therefore intensifies the learning process.
One of the requirements dictated by the social order of society for modern education and presented today to university students - future specialists - is the ability to use modern ICT tools in the professional activities of a teacher, exactly the rapidly developing means of distance educational technologies both in the educational process and and in its integral component – the control system.
ICT in the control system
The use of computer technologies in the educational process is a completely natural phenomenon in the era of informatization of society. However, the effectiveness of their use in teaching depends on a clear understanding of the place they should occupy in the complex set of relationships that arise in the teacher-student interaction system.
The role of control in the learning process is of priority importance, therefore, all of the above about the introduction of information and communication technologies into the learning process also contributes to the penetration of ICT into the control process, as an important and integral element of the learning process.
Control tasks implemented using ICT can be aimed at identifying the following knowledge:
Knowledge of definitions, fundamental concepts of the course, section, topic (module), ideas about the scope and content of concepts;
Knowledge of the applied (practical) application of definitions;
Knowledge of rules, algorithms, laws, formulas;
Knowledge related to solving problems on the topic;
Knowledge of facts, fundamentals, principles, practical applications.
Supervisory tasks implemented using ICT can be of varying levels of complexity:
Simple recognition tasks;
Reproduction tasks;
Tasks performed according to a formula, algorithm, rule, pattern;
Tasks of a problematic nature (the algorithm for solving the problem is unknown in advance).
Let us highlight the advantages of using ICT in the process of knowledge control:
A high degree of visibility during control, which helps to increase interest in the very subject of study, control, and evaluation;
Automation of carrying out, evaluating results, summing up control procedures;
The ability to repeatedly perform monitoring tasks in order to internalize (assimilate) knowledge;
The ability to conduct self-control of students at any time convenient for the student without the participation of a teacher.
Literature
World UNESCO report on communication and information, 1999-2000. – M. – 2000.
Kurdyukov, G.I. . To the question of the role of information and communication technologies in the system of monitoring the knowledge of students of pedagogical universities in computer science disciplines / G.I. Kurdyukov /access address: http:// www. rusedu. info/ Article915. html
New Pedagogical and information technologies in the education system: Proc. aid for students ped. universities and higher education systems qualified ped. personnel / E.S. Polat, M.Yu. Buharkina and others; Ed. E.S. Polat. – 2nd ed., erased. – M.: Publishing Center “Academy”, 2005. – 272 p.; S. 3
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