Information and communication technologies in the professional activities of a teacher in the context of the implementation of the Federal State Educational Standard. Information and communication technology. ICT technologies Dictionary of concepts and terms
Mariam Papikyants
Use of ICT in professional activities
Use of ICT in professional activities
Modern society lives in a world of constant multiplication of information flow, which practically doubles every few years. A computer helps a person not to drown in this sea of information, but to accurately navigate solving practical problems. "Tomorrow" our children are an information society. Every year modern information Technology are becoming more and more intimate in our lives. Therefore, a preschool educational institution, as a carrier of culture and knowledge, also cannot remain on the sidelines. Therefore, information and communication technologies (ICT) are used by me to increase efficiency educational process.
Throughout the pedagogical activities in my work regularly I use information and communication technologies. Information and communication technologies contribute to better assimilation of material, help to study in a playful, fairy-tale form required material. In addition, information and communication technologies help to increase cognitive interest, activate thinking children's activities.
In preparation for classes, when searching for material regularly I use boarding school resources, where a variety of pedagogical technologies, teachers’ work experience, and a wide variety of visual, musical and video materials are presented.
Use of ICT, in the process of carrying out class: --- “I’ll collect a bouquet for my dear mother for the holiday”, allow students to examine concepts and definitions in a bright, interesting way, to see lesson objects in videos and photographs, to consolidate the material in an interesting form, which contributes to a clear perception of the material on a particular topic.
I held open screenings for teachers of MBDOU No. 1 from using ICT: "Balloons for the Clown"; "Moms and their children", "Vegetables", “Wonderful bag of Granny-Fun” in which modern information and communication technologies were fully used. At the round table I presented a presentation in which I showed my professional activities on the topic“Child’s adaptation to kindergarten”.
I created my own page on the website of educators http://nsportal.ru/lmariam-oganesovna/, where I exhibited materials and photographs of my professional activity. Here I have found many associates with whom I communicate. The large material presented on the website of educators helps me in my work, my horizons expand.
I periodically participate in the work of the network professional communities: a site where I post notes from classes.
Information and communication technologies I use and in working with parents. In everyday life activities I regularly make video recordings from which I edit thematic videos presented at parent meetings on the topic ---, This allows parents to look into the world of their child and not miss important moments in his development due to being busy at work.
Usage modern information and communication technologies in teaching preschoolers is advisable. This allows, in a short time allotted for direct educational activities, cover the material more widely, present it more interesting and relevant. In addition, children perceive animated and video materials with pleasure, and knowledge is acquired in a relaxed manner.
In my work I I use information and communication technologies:
In the selection of illustrative material for classes (scanning, Internet, printer, presentations);
In the selection of additional material from various sources for educational activities, familiarization with the scenarios of holidays and other events;
In the exchange of experience, acquaintance with periodicals, the developments of other teachers;
In creating presentations in Power program Point to improve the effectiveness of educational activities with children;
IN use digital photography equipment and photo editing programs that allow you to manage, edit and display your photos;
IN use Internet in pedagogical activities, for the purpose of informational and scientific-methodological support of the educational process in a preschool institution, such as searching for additional information for classes, broadening the horizons of children.
In the design of booklets.
Creating an email, maintaining your page on the website of educators.
Usage ICT contributes to the activation of cognitive activities of pupils, stimulates and develops mental processes, the development of thinking, perception, memory. The use of information and computer technologies in game classes not only facilitates the assimilation of educational material, but also provides new opportunities for the development of creative abilities children:
Increases students' motivation to learn new material;
Activates cognitive activity;
Develops the child’s thinking and creativity;
Forms an active life position in modern society.
ANO VPO
"European University "Business Triangle"
FINAL SUMMARY
according to the advanced training program (PC)
“Updating the activities of the life safety teacher-organizer
in accordance with the requirements of the Federal State Educational Standard"
Subject:
« Information and communication technologies in the professional activities of life safety teachers »
Abstract prepared by:
Emelyanova Irina Valentinovna
Job title:
life safety teacher
Place of work:
MBOU "School No. 21" Angarsk
Contract number and date:
2016/01-6866-12 dated 12/06/2016
4 January 2016
Angarsk, Irkutsk region
Russian Federation
Introduction
Education in the 21st century is built on principles that differ in many ways from previous centuries. Thus, the fundamental categories in the learning process were the development of the student’s personality, the formation of general abilities and erudition in accordance with the individual capabilities and characteristics of each, the formation of an elementary culture of activity, mastery of the main components of educational activity, and the formation of readiness for self-education. A natural step to achieve new learning outcomes was the search for new pedagogical tools that would suit the modern generation of students. Modern innovative education at school provides for a significant expansion of the role of information technology as an effective means of self-development, self-improvement, self-education and self-control of students in the educational process
In this regard, information technologies are currently widely used in education. The most popular areas of use of information technology in the practice of Russian educational institutions are:
Computer programs and educational systems (computer textbooks, diagnostic and test systems, simulators and simulation programs, laboratory complexes, expert systems, databases and knowledge bases in various fields, applied and instrumental software).
Information environments based on databases and knowledge bases.
Telecommunication systems that implement email, teleconferences and allowing access to global communication networks.
Electronic desktop printing houses that allow individual, high-speed production of textbooks and documents on various media.
Electronic libraries of both a distributed and centralized nature, allowing for a new way of providing students with access to global information resources.
Today it is necessary that every teacher in any school discipline can prepare and teach a lesson using ICT. Such a lesson is visual, colorful, informative, interactive, and saves time for the teacher and student. It allows the student to work at his own pace, and gives the teacher the opportunity to quickly monitor and evaluate learning results.
1. Advantages of using ICT in life safety lessons
The specifics of each academic subject dictate its own requirements for working with information. Life safety lessons are more specific, unlike other school subjects, both in methodological, didactic, and technological aspects. The possibilities of using the Internet in life safety lessons are as follows:
Free search of Internet resources on a given topic;
Studying a specific Internet resource as a didactic tool in life safety lessons.
Thus, the Internet has enormous information and didactic capabilities in preparing and conducting life safety lessons.
Information technologies make it possible to implement the principles of a differentiated and individual approach to learning. During classes, the teacher gives each student the opportunity to independently work with educational information, which allows him to analyze the new material in detail according to his own scheme.
The use of computer technologies makes it possible to increase the level of self-education and motivation for educational activities; provides completely new opportunities for creativity, acquisition and consolidation of various professional skills, and of course, corresponds to the social order that the state imposes on the school.
Multimedia technologies open up opportunities for teachers to abandon the routine teaching activities inherent in traditional teaching, giving him the opportunity to use intellectual forms of work, freeing him from presenting a significant part of the educational material and routine operations associated with the development of skills.
The main goal of a teacher who uses information and computer technologies in teaching life safety is an effective method of overcoming the complexity of studying the material by relying on the activation of the formation of students’ skills and abilities, the development of mental thinking and imagination.
Using information and computer technologies in life safety lessons, the teacher implements a productive model of teaching, that is, the study of the material occurs not for the sake of getting to know the material itself (with a possible subsequent assessment of the depth of this acquaintance through answers to questions), as in the productive model, but for the sake of solving a specific problem . Interactive learning promotes the involvement of all students in the learning process, provides the opportunity to understand and reflect on what they know and think. This creates conditions under which the student feels successful, intellectually competent and, which makes the learning process itself productive.
In the practice of teaching life safety to schoolchildren, both knowledge-oriented and personality-oriented approaches are observed. The life safety course provides not only for the acquisition of theoretical knowledge, but also for the formation of certain skills and behavior habits of the student in emergency situations of a natural, social, or man-made nature. With the first of these approaches, there is an academicism in the teaching content, a predominance of the teacher’s activity over the student’s activity, and the presence of negative stimulation. If a person-centered approach is implemented, the practical aspect of the material being studied and the priority of positive stimulation are ensured. Practical work during the life safety lesson in the future will help students overcome stress when danger arises in real conditions, make the only correct decision that will minimize injuries and deaths, material losses, and protect themselves.
Conducting lessons using information technology is a powerful incentive for learning. Through such lessons, students’ mental processes are activated: perception, attention, memory, thinking; the arousal of cognitive interest occurs much more actively and quickly. A person by nature trusts his eyes more, and more than 80% of information is perceived and remembered through the visual analyzer. The didactic advantages of lessons using information technology are the creation of an effect of presence (“I saw it!”), students develop interest, a desire to learn and see more.
Currently, computer support for the course of any subject, including life safety, has been developed. Without replacing a textbook or other teaching aids, electronic publications have their own didactic functions. They are not strictly tied to any specific textbook; they present the most significant issues in the content of education for basic and high school. In addition to using these textbooks, I make presentations in which I include the necessary diagrams, tables, drawings and videos.
Some people think that the use of information communication technologies allows the teacher to relax during the lesson, because the computer does everything for him installed program. However, developing lessons and using information technology requires a lot of personal time. And this work is almost impossible at school, so video digitization, scanning, Internet searches are most often carried out using home computer. But all these costs are justified when you see the results of the fruits of your labor in the classroom.
2. Use of ICT in life safety lessons
Preparing printed handouts
The use of ICT allows you to create handouts faster and more efficiently compared to standard “hand drawing” and subsequent rewriting (or photocopying). Documents created on a computer can be easily edited and printed again and again. You can enter, edit and format text, and insert pictures, tables and charts into it. You can create various documents, prepare handouts for lessons, test texts, tests, and help schoolchildren prepare explanatory notes for creative projects. And also quickly and efficiently produce the required number of cards for each topic.
The specificity of the subject of life safety makes it necessary to use many photographs, drawings, and diagrams as visual material. You can get all this at your disposal as follows:
Take photographs yourself or use ready-made ones from various multimedia sources;
Make drawings and diagrams using graphic editors or use them from books, newspapers, magazines and multimedia sources.
The easiest way is to scan an image. This is a simple process and children know it well after the first year of studying computer science.
Multimedia support for life safety lessons
When studying the material, the life safety teacher needs illustrated posters, diagrams, graphs, and videos. Modern information technologies make it possible to fully and interestingly illustrate the content of educational material using computer presentations (slide films). Distinctive feature Such benefits are entertaining, and not just informative.
The use of multimedia technology, on the one hand, makes the teacher’s work easier, on the other hand, it obliges not only to master the computer, but also to plan lessons more carefully for more effective teaching.
The lessons use the main forms of interaction between teacher and students.
Passive method – interaction between students and teacher, in which the teacher is the main actor and controls the course of the lesson, and students act as passive listeners. From the point of view of modern pedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is considered the most ineffective. When choosing this method The presentation is mainly illustrative.
Active method -teacher and students interact with each other during the lesson. Students are not passive listeners, but active participants.
The interactive method - in contrast to active methods, is focused on broader interaction of students not only with the teacher, but also with each other, on the dominance of student activity in the learning process. The teacher’s place in an interactive lesson is the direction of student interaction with each other to achieve the goal of the lesson. As practice has shown, the use of presentations in any case increases the cognitive value of the lesson and its effectiveness, regardless of the teaching method.
The structure of a combined lesson using multimedia technology has significant advantages. With the help of presentation, I try to make each stage of the lesson more dense, visual and informational. However, excessive use of presentations in the classroom can lead not only to a decrease in its effectiveness, but also to a decrease in students’ interest in the subject as such. Therefore, when designing a lesson using a presentation, it is necessary to take into account the child’s age and the characteristics of his perception. For example, the use of graphs and diagrams is inappropriate for younger students; on the contrary, vivid images contribute to a more complete perception of new material. In addition, I always follow the rules for using presentations and vary from 25 to several minutes in accordance with the percentage distribution of lesson time proposed by D. Kolb. Of course, presentation cannot completely replace traditional methods of working in the classroom, such as oral response, written work and others.
For each stage of the lesson using a presentation in my work, I follow certain rules.
At the initial stage of the lesson (organizational and content setting or motivation)designed to concentrate students' attention on the topic, interest them, show the need and benefits of studying new material, I use slides to create a problem situation with subsequent formulation of the topic by the students themselves. This is facilitated by the number of slides, certain animation effects, and the information content of the image (drawings, photographs, graphs, diagrams). It is worth noting that the use of statistical tables on a slide is inappropriate, since they are difficult to perceive and analyze by schoolchildren of any age.
When creating such slides, I use: speech, music, visual (illustrations with captions) accompaniment, depending on the topic of the lesson. At the same time, the main directions of my work are:
Formation of skills to analyze, compare, highlight the main thing, generalize, draw conclusions;
- development of associative thinking.
In this case, together with the children, I identify the problem and ways to solve it.
At the next stage of the lesson - checking the depth of understanding and strength of students’ knowledge,I use a presentation to display at any time on the screen the information that is the basis for testing knowledge and updating it. I have the opportunity to return to previously covered topics, directly restore notes, the course of the previous lesson, use visual cues, which contributes to the development of long-term memory, strengthening intra-subject and inter-subject connections. I sometimes put this part of the lesson before the goal-setting stage, especially if the lesson is a continuation of learning new things or generalizing previously covered material.
At the stage of studying the main material, I select tasks that, when completed, ensure that students acquire new knowledge, skills and abilities. Thus, when creating this part of the educational presentation, I adhere to the basic requirement - the slide should contain only helpful information, reflecting the goals and objectives of the lesson. I pay special attention to the selection of information and illustrative material indicating authors, titles, events, dates.
When working interactively, the process of acquiring new knowledge occurs in the interaction of students with each other, as well as with the teacher. Working with a presentation allows me to visually fill out pre-prepared forms (lesson notes). At the same time, I teach children to formulate the main thoughts and express them specifically and concisely. When designing slides, I plan to gradually fill out cause-and-effect diagrams using knowledge on new material or other subjects. Presentations have a certain advantage in developing practical skills when, using slide changes or animation, I consistently demonstrate each step of action. In this case, not only does their illustration become more vivid, but the time for individual work with the child also increases.
Slides can also be of an instructive nature in anticipation of any actions, fixing the order of their sequence.
When consolidating the studied material, diagnosing the strength of knowledge acquisition, and assessing work in the lesson, I create presentations based on the principles of flexibility, clarity, and impartiality. When choosing this approach, I allow each student to evaluate their successes, identify mistakes, and correct them. In this case, the advantage of the presentation is that, with the correct design, it allows not only to give the correct answer, but also to illustrate it with a fragment of the lesson.
Using a presentation winning during reflection, instruction on homework,summing up the lesson, since it allows you to quickly restore the entire course of the lesson, focusing on what is important to complete homework parts. At the same time, students are forced to become active participants, remember their own reasoning and restate the main ideas.
In the final part of the lesson, the presentation allows me to return to the beginning and build a dialogue about achieving the goals and objectives. As a result of finishing the lesson this way, I already have information about the success of learning the new material.
In addition, I use the following presentation in my work:
as an element of health-saving technology - eye gymnastics (relaxation, motor).
for the development of cognitive processes;
patriotic education;
formation of a culture and skills of independent design and research activities.
The use of multimedia technology in modern lesson expands the possibilities of creativity of the teacher and his participation in the process of updating education, forms competencies at various levels of both teacher and student.
Monitoring the level of knowledge using test tasks
Tests in the modern educational process are widely introduced into the practice of studying many subjects, including in teaching the discipline “Fundamentals of Life Safety.”
If we talk about the methodology for using tests, it is very diverse. Using tests you can perform many functions. This way, during training, you can inform students, present numbers and facts, and support the material presented with data from tests. A heuristic option is possible, when we give a test and possible answers. The student must find the correct answer and explain why it is correct and the others are wrong.
Computer control, which includes materials for diagnosing the level of sensitization, has a number of advantages:
saves time on identifying errors;
computer control is carried out in a differentiated manner, taking into account the individual capabilities of students;
Statistical processing of the results makes it possible to assess the quality of learning the material on the topic studied.
Working with tests develops students' independent work skills. As a result of the use of test tasks, student activity increases and the quality of knowledge increases.
Conclusion
Under modern conditions of schooling, it is impossible to do without modern information and communication technologies. Their use increases students' motivation to learn. The teacher must have computer skills and be able to use the computer as a convenient tool in his daily activities.
The computer facilitates the work of a life safety teacher at school, storing a lot of data and programs needed in work, helping to quickly prepare plans, reports, reports and draft orders; in essence, it is a whole working complex that provides quick search necessary information and its presentation in a user-friendly form.
The use of ICT in teaching contributes to the discovery, preservation and development of individual abilities in schoolchildren, a unique combination of personal qualities inherent in each person; formation of students’ cognitive abilities, desire for improvement; ensuring the complexity of the study of the phenomena of reality, the inextricability of the relationship between natural science, technology, humanities and art; constant dynamic updating of the content, forms and methods of the teaching and upbringing process.
The main results of using ICT in life safety lessons:
Increasing the level of independence and initiative of students in the classroom;
Positive attitude of students towards the subject of life safety, towards the teacher, towards each other;
Designation of the objective focus of students’ activities on the development of their personality;
The emergence and growth of cognitive interest among students;
Educational and developmental progress of the personality that arose during the lesson.
From all of the above, one single conclusion can be drawn: the use of information and communication technologies in teaching life safety is one of the essential means of realizing the goals and objectives of the learning process.
Bibliography
Polat, E.S. New pedagogical and information technologies in the education system: textbook. aid for students pedagogical universities and higher education systems. qualified ped. personnel / E.S. Polat, M.Yu. Bukharkina, M.V. Moiseeva, A.V. Petrov. – M.: Academy, 1999.
Innovative pedagogical technologies: Active learning [Text]: textbook. aid for students higher professional institutions education / A. P. Panfilova. - 2nd ed., erased. - M.: Academy, 2011. - 192 p.
Zakharova, I. G. Information technologies in education [Text]: textbook. aid for students universities studying pedagogical specialist. / I. G. Zakharova. - 6th ed., erased. - M.: Academy, 2010. - 189 p.
Stavrova O.B. The use of computers in the professional activities of teachers / O.B. Stavrova. – Moscow: Intellect-Center, 2007. – 144 p.
UDC 37.0+371+378
Strekalova Natalya Borisovna
Candidate of Pedagogical Sciences, Associate Professor of the Department of Theory and Methodology of Professional Education, Samara State University, [email protected], Samara
information and communication technologies in higher professional education
Abstract: Information and communication technologies, which are actively being introduced into higher professional education, act simultaneously as an area professional knowledge, both as basic technologies of the educational process, and as a tool for transforming education. However, the question of the effectiveness of their use in the educational process still remains open, which requires further pedagogical research.
Key words: information and communication technologies, efficiency of information and communication technologies, independent work of students.
Strekalova Natalya Borisovna
Candidate of pedagogical sciences, Associate professor of department of theory and methodology of professional education Samara State University, [email protected], Samara
information and communication technology in higher professional education
Abstract: Actively introduced in higher professional education information and communication technologies act as both the area of expertise, and how the underlying technologies of the educational process and as a tool for transformation of education. However, the question of their effectiveness in the learning process is still open, which requires further educational research.
Keywords: information and communication technologies, the effectiveness of information and communication technologies, self-dependent work of students.
In accordance with the Federal Education Development Program for 2011-2015. In carrying out all activities for the development of education, the priority importance of modern educational and information and communication technologies has been established. The relevance of the use of information and communication technologies in the system of higher professional education is due to a number of objective reasons.
Firstly, the orientation of professional education towards training specialists capable of successful professional activities in the conditions of global informatization of society. In this case, information and communication technologies act as a mastered area of professional knowledge.
Secondly, the ability of these technologies to support almost everything
types of activities of any educational institution: organization, management and monitoring of the educational process; automated training and its information and methodological support; providing access to global information resources; provision of modern information processing technologies; remote interaction of participants in the educational process. In this situation, information and communication technologies can be considered as basic educational technologies that require the presence of an information culture among faculty and students.
As a result of the widespread introduction of information and communication technologies into the educational process in higher education, the following trends have developed: actualization of continuous professional education as a condition for successful
labor activity; development of distance learning technologies and a unified educational space as the main means of lifelong education; increasing the importance of students’ independent work as a way to develop personal self-organization and a condition for further self-education. Here, information and communication technologies are already acting as a tool for transforming higher professional education.
At the same time, the question of the effectiveness of using information and communication technologies in the educational process still remains open. On the one hand, an analysis of scientific articles and the extensive accumulated pedagogical experience in this area allows us to conclude that the teaching community as a whole has a positive assessment of the capabilities of these technologies for education. The fact is stated that information and communication technologies create conditions for the full implementation of traditional didactic principles, act as a powerful means of pedagogical and information support for the student and a tool that reveals his personal potential, provide personification of the educational process, contribute to more successful achievement of cognitive and professionally oriented goals, lead to the growth of academic and scientific mobility of graduates and their competitiveness in the labor market.
However, opinions are increasingly being expressed that the use of information and communication technologies in the educational process does not always lead to an improvement in the quality of learning, and in certain situations may even have negative consequences. Analysis and generalization of these statements allowed us to formulate them in the following theses:
Limiting the channels of information perception and reducing live human communication between a student and a teacher deprives the student of psychological adaptation to the perception of educational material, ambiguity of explanations and an individual approach;
The range of acquired educational skills is narrowing in favor of technical skills.
tions, reducing the skills of analysis, dialogic communication and interaction, missing the opportunity to shape students’ thinking, complicating the process of systematizing their knowledge;
Excessive enthusiasm for Internet resources in the educational process leads to increased information pressure on the individual, to psychological information dependence and desocialization of the individual;
Exceeding the optimal information capacity of educational material inevitably leads to student disorientation in the educational material and to a decrease in the quality of its assimilation.
Thus, a contradiction has been revealed: while increasing the efficiency of the educational process in some aspects (information support, automated learning, modularity, personification, etc.), information and communication technologies reduce its effectiveness in other aspects. Resolving this contradiction required conducting pilot studies that could provide answers to the questions: what types of information and communication technologies used in the educational process are most popular among teachers and students? which of them are most effective for the educational process and under what conditions of use? what requirements should be met for electronic educational resources so that they are more useful for the educational process? what negative consequences of using information and communication technologies are possible in the educational process?
Pilot studies were carried out at the Togliatti Academy of Management (TAU), which has more than 10 years of experience in informatization: in the period from 1998 to 2003, an information system for managing the educational process and a test-training system were developed and implemented in the educational process. Teachers and students of 1st, 2nd and 5th years of study took part in the study. The sample consisted of more than 70 students from different fields of study and 30 teachers (computer science, philology, cultural studies, foreigners). In the study, information and communication technologies were understood as: personal computers with a set of hardware
teaching and/or testing programs; multimedia projector with interactive whiteboard; multimedia presentation; open educational web courses.
Analysis of the results showed that at TAU information and communication technologies are used in almost all or almost all courses and disciplines (this answer was chosen by 88% of students and 100% of teachers). Absolutely all students have a positive attitude towards the use of information and communication technologies in the educational process, of which 44% noted that their use in the educational process is the norm. Thus, the high level of informatization of the educational institution under study is confirmed.
The most popular form of use of information and communication technologies in the educational process among teaching staff (see Fig. 1) is presentation (55% use constantly, 45% - as needed) and specialized programs (53% - constantly, 15% - as needed). The use of open educational web-based computers is extremely rare (less than 10% of surveyed teachers). In our opinion, this situation may arise due to the fact that presentation is the most accessible and accessible technology for teachers, while the use of distant forms of conducting the educational process requires not only a high level
informatization of the educational institution, but also to improve the qualifications of teachers in this area.
At the same time, almost all teachers (95%) note the high effectiveness of the presentation for the educational process due to the clarity of the materials being studied and, as a result, a deeper assimilation of the educational material by students. The effectiveness of the presentation in this aspect was confirmed by 56% of the students surveyed, while the rest view the presentation as an opportunity to relax and unwind during class and mind their own business. Thus, the study identified the task of searching for special pedagogical techniques and methods for using presentations in the classroom in order to more deeply involve students in this process, identifying conditions, the observance of which will make the presentation more effective.
Despite the fact that the effectiveness of the presentation was confirmed by 56% of the students surveyed, the majority of students (88%) still noted that for them the most effective way to master educational material is to discuss it with the teacher in dialogue mode (in the questionnaire students could choose several effective ways to master the educational material). Thus, informatization of the educational process does not reduce the importance of live communication between a student and a teacher within the framework of the educational process. Such methods of mastering new material are also independent study
Figure a - Frequency of use of RKLease types of information and communication
technologies in the educational process
with the help of a specialized program or from educational literature did not choose a large number of students (25% and 12%, respectively). Perhaps independent forms of studying the material are not attractive for students because of their labor intensity, as well as the low motivation of students to do independent work.
According to teachers, the most effective use of information and communication technologies (see Fig. 2) is when consolidating knowledge (9 points on a 10-point scale), explaining new material (7.5 points) and conducting control tests (7.5 points ). Teachers consider the use of information and communication technologies to do homework/independent work less effective (3.2 points). A survey of students confirmed the high popularity of electronic tests among students - 100% of students prefer to take tests on a computer rather than in written form, which can be explained, in our opinion, by the presence of an instantaneous mechanism in the tests. feedback, which reduces the waiting time for results and reduces psychological stress. However, a large number of students (75%) prefer to work with published educational materials, and not their electronic versions.
As conditions influencing the effectiveness of the use of information and communication technologies in the educational process, the vast majority of
Most noted the high-quality preparation of the material being studied (70% of teachers and 81% of students) and the level of information culture of the teacher (70% and 56%, respectively). Regarding other conditions, opinions were divided: teachers are more concerned about the quality of the equipment and the complexity of the material being studied (55%), and students are more concerned about the time they use information technology, at the beginning or end of the lesson (38%). Thus, the importance of the psychological and pedagogical conditions for the use of information and communication technologies in the educational process and the need to include relevant knowledge in the information culture of the teacher are confirmed.
The presence of negative consequences of the use of information and communication technologies in the educational process is confirmed by half of the surveyed teachers (52%), but the nature of the consequences is different: violation of the spelling of the Russian language, decreased ability to work with texts and printed publications (26%), impact on health, vision and general condition of students (21%), decrease in face-to-face contact (10%), “consignment to oblivion” of effective traditional forms of education (10%). However, students themselves assess the negative consequences for their body more radically: 38% of respondents get tired of working on a PC during classes and a large amount of educational information; every second person gets tired sometimes, depending on
Figure 2 - Assessing the effectiveness of the use of information and communication technologies
V different types educational works
duration of work (50%). Moreover, the reaction to such fatigue can be different: you want to be distracted and do other things (87%), it is difficult to think logically and complete tasks (50%), a headache or pain in the eyes appears (37%), increased irritability and aggression (25 %). It is interesting to note that even those students who noted that they did not get tired from working on a PC identified certain forms of fatigue. Thus, the existence of a problem of the negative impact of information and communication technologies on the human body and, to some extent, on the educational process is confirmed.
So, as a result of pilot studies, the following results were obtained: the most popular types of information and communication technologies for the educational process among teachers are multimedia presentation and special software; information and communication technologies are most effective in such types of educational work as consolidating knowledge, learning new material, and testing; the conditions for the effective use of these technologies in the educational process are the high-quality preparation of electronic materials, the level of information culture of the teacher, the quality of equipment operation; the use of information and communication technologies in the educational process can have negative consequences for both health and the educational process.
A comparative analysis of the results of a survey of teachers and students made it possible to identify a number of problems and outline ways for further research, the results of which will improve the efficiency of the use of information and communication technologies in the educational process and the quality of higher education in general. Directions for further research are: identifying psychological and pedagogical conditions for the effective use of information and communication technologies
ologies in the educational process, taking into account the problems of the negative impact of information and communication technologies on the quality of the educational process and the health of students; identifying ways to develop mechanisms for students’ self-organization and increase motivation to perform independent work, including through information and communication technologies; search for effective means of managing students’ independent work in a unified educational space and avalanche-like information flows.
Bibliography
1. Voevoda E.V. Internet technologies in teaching foreign languages // Higher education in Russia. - 2009. - No. 9. - P. 110-114.
2. Kolesnikova I. A. Open education: prospects, challenges, risks // Higher education in Russia. - 2009. - No. 7. - P. 12-23.
3. Kostyaev A. E. Didactic principles of using technical teaching aids in the educational process of school // Problems and prospects for the development of education in Russia: collection of materials of the XII International Scientific and Practical Conference. - Novosibirsk: NSTU Publishing House, 2011. - P. 147-151.
4. Motunova L.N. Information technologies as a means of pedagogical support for students // Higher education in Russia. - 2010. -No. 8-9. - pp. 151-155.
6. On the Concept of the Federal Target Program for the Development of Education for 2011-2015: Order of the Government of the Russian Federation dated 07.02. 011 N 163-r // Collection of legislation of the Russian Federation. - 02.28.2011. - No. 9, art. 1255. [Electronic resource] Access mode: http://www. base. consultant gshStart work^^opNpe. cgi?req=doc... (accessed January 5, 2013).
7. Sazonova Z. S., Matveeva E. V. Information and educational space of new pedagogy // Higher education in Russia. - 2011. -№2. - pp. 103-108.
8 Smushkevich L. N., Cherepanova M. N., Mocha-lina T. Ya. The influence of computer technologies on the modern educational space // Information technologies in education and science: materials of the International Scientific and Practical Conference IT0-Samara-2011. - Samara, M.: Samara branch of Moscow State Pedagogical University, 2011. -S. 166-169.
1The current stage of development of society is characterized by a number of features, which should, first of all, include: the increased importance of intellectual work focused on the use of a global information resource; the need for accessible and prompt communication between individual specialists and creative teams to solve joint research problems and work on common projects; integrative nature of processes covering science, technology, education.
These features of modern society are characterized by the process of informatization, the essence of which is the continuous increase in the level of both professional and information competence every specialist. The main characteristics of information and communication technologies (ICT), as a new area of scientific and technological progress, which significantly distinguish them from scientific and industrial ones, are:
The dynamism of improving generations of technical, software and hardware tools (changes in generations of computer technology, information and communications are occurring at an accelerating pace);
The need for continuous training of developers and users information systems due to the ever-increasing level of technical and technological complexity of the components that make up ICT tools;
The impact of the use of modern ICT on the development of productive forces and significant changes in industrial relations;
High potential efficiency of realizing the capabilities of modern ICT in the areas of automation of information activities, information interaction and organizational management.
ICT tools have certain didactic capabilities, the implementation of which creates the prerequisites for intensifying the educational process, as well as creating methods aimed at developing the student’s intelligence, enhancing cognitive activity, and independently generating knowledge and producing information. The main ones include /2/:
An interactive dialogue between the user and ICT tools, which is characterized by the fact that each user request causes a response from the system and, conversely, the latter’s response requires a user reaction;
Computer visualization of educational information about the object or process being studied (visual representation on the screen of: the object, its components or their models; the process or its model, including hidden in the real world; graphic interpretation of the studied pattern of the process being studied);
Computer modeling of studied or researched objects, their relationships, processes, phenomena, both real and “virtual” (representation on the screen of a mathematical, information-descriptive, visual model is adequate to the original);
Audio accompaniment of information, synchronous and asynchronous in relation to the presented material;
Presentation of information based on hypermedia - technologies for combining and presenting audio, animation, graphic, text information using hypertext links;
Archiving, storing large volumes of information with the ability to easily access it, transfer it, and replicate it;
Automation of computing, information and retrieval processes;
Processing the results of the experiment with the possibility of repeated educational repetition of a fragment or the experiment itself;
Automation of processes of information and methodological support, organizational management of educational activities and monitoring of learning results.
In domestic scientific developments, the implementation of the capabilities of ICT tools in the field of education, including vocational education, is carried out by the branch of pedagogical science - informatization of education , which is considered as a purposefully organized process of providing the education sector with methodology, technology and practice of development and optimal use of ICT tools used in comfortable and health-saving conditions, focused on the implementation of learning goals, individual development, including subsystems of training and education /3/.
Despite the fact that nowadays no one is surprised by the presence computer equipment in an educational institution or the opportunity to access the global information network, methodologically, the traditional approach dominates in education with all the ensuing contradictions due to the unrealization of the capabilities of ICT tools in order to improve the education system, adequately to the needs of our time. It is also important that the speed of changes occurring in areas related to the improvement and development of ICT has no analogues in the past, and education, in turn, uses these technologies in a lagging mode and, moreover, not in the most active way, “ ... the knowledge acquired in educational institutions increasingly becomes obsolete before graduates have time to receive diplomas and certificates” /4/.
At the same time, it is well known that the educational process, like no other, for its effective passage requires the implementation of the principles of scientificity, accessibility, systematicity, a certain structuring of the presentation of educational information, and professionally significant information intended for assimilation by a modern student is strictly expanded in content and structure, becomes more complicated, which undoubtedly creates certain difficulties for its presentation, extraction, assimilation and use. All this entails the need to create a new education strategy, including scientific research in the field of informatization of vocational education, based on a revision of the paradigm of professional training of a highly qualified specialist in the context of the use of ICT tools.
The main fundamental studies of pedagogical science in the field of scientific foundations for the development of informatization of vocational education in the conditions of mass communication and globalization of modern society include the following: conceptual - philosophical, scientific - pedagogical, physiological and hygienic, engineering - programming, ergonomic, socio - economic, normative legal. Currently, research is also being conducted on the general patterns and features of vocational education in connection with the use of ICT tools, conceptual models are being developed and research prototypes are being designed software and systems that ensure the implementation of the capabilities of ICT tools in professional activities and in the process of preparation for its implementation.
Informatization of education is currently considered as a new area of pedagogical knowledge, which is focused on providing the education sector with methodology, technology and practice for solving the following problems and tasks /1/:
Scientific, pedagogical, methodological, normative, technological and technical prerequisites for the development of education in the conditions of mass communication and globalization of the modern information society;
Creation of a methodological basis for selecting the content of education, developing methods and organizational forms of training and education that correspond to the tasks of developing the student’s personality in modern conditions of the information society of mass communication and globalization;
Methodological justification and development of innovative models and development of existing pedagogical technologies for the use of ICT tools in various levels of education, including forms, methods, and teaching aids;
Creation of methodological training systems focused on the development of the student’s intellectual potential, on the formation of skills to independently acquire knowledge, carry out activities for collecting, processing, transferring, storing information resources, and producing information;
Development of research and demonstration prototypes of electronic educational tools, including software tools and systems;
Use of the distributed information resource Internet and development of technologies for information interaction for educational purposes based on global telecommunications;
Production of pedagogical applications in networks based on the potential of a distributed information resource of open educational systems of telecommunication access;
Development of tools and systems for automating the processing of educational research, demonstration, laboratory experiments, both real and “virtual”;
Creation and application of automation tools for psychological and pedagogical testing, diagnostic methods for monitoring and assessing the level of knowledge of students, their advancement in learning, establishing the intellectual potential of the student;
Implementation of pedagogical and ergonomic assessment of computer technology, information and communication technologies used in the field of education;
Improving the mechanisms for managing the education system through the use of automated databases and data banks of scientific and pedagogical information, information and methodological materials, telecommunication networks, as well as improving the processes of informatization of management of an educational institution (system of educational institutions).
So, the field of activity has been determined, I want to believe that scientists and teachers will adequately cope with the assigned tasks and offer a universal concept for the modernization of vocational education based on ICT.
BIBLIOGRAPHY
1. Robert I.V., Polyakov V.A. Main directions of scientific research in the field of informatization of vocational education. M.: “Education and Informatics”, 2004. - 68 p.
2. Semenova N.G. Creation and practical implementation of multimedia lecture courses. Orenburg: OSU, 2004. - 128 p.
3. Robert I.V. Scientific and pedagogical research in the field of informatization of vocational education // Scientific notes. Vol. 14. - M.: IIO RAO, 2004.
4. Turchenko V.P. Paradigms of education strategy // Educator. - 1998. - No. 4.
Bibliographic link
Semenova N.G., Vakulyuk V.M. INFORMATION AND COMMUNICATION TECHNOLOGIES IN PROFESSIONAL EDUCATION // Modern problems of science and education. – 2006. – No. 6.;URL: http://science-education.ru/ru/article/view?id=659 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
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 whole 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 global network Internet (electronic version of methodological recommendations, manuals, servers distance learning, providing interactive communication with students via the Internet, including in real time),
2) technologies focused on local computers(training programs, computer models of real processes, demo 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 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 events social change. 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 preface to the report CEO UNESCO 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 and 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 efficient use 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 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 practically unlimited possibilities 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 quickly updated: new, more efficient and complex ones appear, based on artificial intelligence, virtual reality, multilingual interface, 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 in the use of 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; digital 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 ITO 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 " necessary condition 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, improvement of the quality of education, development of the ability to independently obtain new knowledge, and implementation of 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 necessary knowledge and accumulate personal experience 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 November meeting in Moscow international conference devoted to the problems of introducing information technology 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 with care and at the same time boldly personal computer
· Intellectually developed, erudite, able to evaluate teaching opportunities computer programs
· Methodologically flexible
· Disciplined, precise, possesses ordered, logical thinking.
The first step that a teacher takes when turning to computer teaching technology is to study pedagogical software in his subject and evaluate their advantages and disadvantages. Unfortunately, we have not yet encountered a single multimedia teaching aid in mathematics, which would be fully consistent with 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 accept optimal solution from possible options, 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
Loading...