Description of ICT technology. Use of information and communication technologies. Collections of electronic educational resources and searching for resources in them
ICT (information and communication technologies) are processes and methods of interaction with information that are carried out using computer devices, as well as telecommunications.
The role of ICT in modern society
Currently, one can observe a constant increase in the influence of media technologies on humans. They have a particularly strong impact on children: twenty years ago, a child would rather watch a movie than read a book. However, today, under the powerful pressure of information, advertising, computer technology, electronic toys, game consoles, etc., people are becoming increasingly disconnected from reality. Now, if a student cannot avoid reading a book, he no longer goes to the library, but downloads it to his tablet. Very often you can observe the following picture: a group of young people is sitting in a park, square or shopping and entertainment complex, they do not communicate with each other, all their attention is focused on smartphones, tablets, laptops. If this phenomenon continues to be observed, then soon children will completely forget how to communicate. And so the ministries of education of many countries on our planet, instead of developing schoolchildren’s interest in live communication and learning in general, decided to follow the path of least resistance and give children what they want. According to some experts, a child’s brain perceives new information better if it is presented in an entertaining form, which is why they easily perceive the data presented in the lesson with the help of media (in connection with this, the use of information and communication technologies in education is constantly growing today). It’s hard to argue with this, but the other side of the coin of such an educational process is that children stop communicating with the teacher, which means their ability to think decreases. It is much better to restructure the educational process so that it is not boring and always maintains the child’s thirst for new knowledge. But this issue will have to be left to the conscience of officials.
Concept of communication and information technology
The processes of informatization in modern society, as well as the closely related reform of educational activities, are characterized by the improvement and mass distribution of modern ICT. They are actively used to transmit data and ensure interaction between teacher and student in the modern system of distance and open education. Today, a teacher is required to possess skills not only in the field of ICT, but also to be responsible for the professional use of information and communication technologies in his immediate activities.
The term “technology” comes to us from the Greek language, and translated it means “science”. The modern understanding of this word includes the application of engineering and scientific knowledge to solve specific practical problems. Then information and communication technology is a technology that is aimed at transforming and processing information. But that's not all. In essence, information and communication technology is a general concept that describes various mechanisms, devices, algorithms, and methods of data processing. The most important modern device ICT is a computer equipped with the necessary software. The second, but no less important, equipment is the means of communication with information posted on them.
ICT tools used in the modern education system
The main means of ICT technology for the information environment of the education system is a personal computer equipped with the necessary software (of a systemic and applied nature, as well as tools). System software primarily includes operating software. It ensures the interaction of all PC programs with the equipment and PC user. This category also includes service and utility software. Application programs include software, which is a set of tools information technologies- work with texts, graphics, tables, etc. The modern education system widely uses universal applied office software and ICT tools, such as word processors, presentation preparation, spreadsheets, graphic packages, organizers, databases, etc.
Development of information and communication technologies
With the organization of computer networks and similar means, the education process has moved to a new quality. First of all, this is due to the ability to quickly receive information from anywhere in the world. Thanks to global computer network The Internet now allows instant access to the planet (electronic libraries, file storage, databases, etc.). This popular resource has published more than two billion different multimedia documents. The network allows access to and use of other common ICT technologies, including Email, chat, lists, mailings. In addition, special software has been developed for online communication (in real time), which allows, after establishing a session, to transfer text (entered from the keyboard), as well as sound, image and various files. Such software makes it possible to organize joint communication between remote users and software running on a local personal computer.
7. Ensuring learning flexibility.
Negative impact of ICT tools on students
Information and communication technology, introduced into everything, leads to a number of negative consequences, including a number of negative psychological and pedagogical factors influencing the health and physiological state of the student. As already mentioned at the beginning of the article, ITC leads to the individualization of the educational process. However, this is a serious disadvantage associated with total individualization. Such a program entails the curtailment of the already scarce live dialogical communication of the participants in the educational process: students and teachers, students among themselves. It essentially offers them a surrogate of communication - a dialogue with a computer. Indeed, even a verbally active student becomes silent for a long time when working with ICT tools. This is especially typical for students of distance and open forms of education.
Why is this so dangerous?
As a result of this form of learning, throughout the entire lesson the student is busy silently consuming the material. This leads to the fact that the part of the brain responsible for the objectification of a person’s thinking turns out to be turned off, essentially immobilized during many years of study. It is necessary to understand that the student already does not have the necessary practice of forming, formulating thoughts, as well as dialogical communication in a professional language. As psychological studies have shown, without developed communication, the student’s monological communication with himself, precisely what is commonly called independent thinking, will not be formed at the proper level. Agree that asking yourself a question is the most accurate indicator of the presence of independent thinking. As a result, if you follow the path of individualization of learning, you may miss the very opportunity to form a creative process in a person, the origin of which is built on dialogue.
Finally
To summarize, we can note another significant drawback of information and communication technologies, which stems from the main advantage - the general availability of information resources published on the Internet. This often leads to the student following the path of least resistance and borrowing ready-made essays, problem solutions, projects, reports, etc. from the Internet. Today, this already familiar fact confirms the low effectiveness of this form of learning. Of course, the prospects for the development of information and communication technologies are high, but they must be implemented thoughtfully, without manic totalization.
1. Information and communication technologies in the learning process and stages of their development. Classification of software pedagogical tools.
Educational technologies should not be confused with the equipment that is used.
In the process of introducing and using computer facilities and computer technologies in the educational process, we can distinguish three stages of informatization of education.
First stage - the widespread introduction of electronic means and computer technology into the process of training students, first in technical specialties (late 50s - early 60s), and then in the humanities (60s - early 70s). Students were taught the basics of algorithmization and programming, mathematical modeling on a computer.
Second phase(mid-70s) - the appearance of more powerful computers, software that has a user-friendly interface, using interactive human-computer interaction. Computer technologies have made it possible to study physical, chemical, biological, social processes and phenomena based on modeling. Computer technology has begun to act as a powerful teaching tool as part of automated systems.
Third, modern stage- use of powerful personal computers, high-speed high-capacity storage devices (CD and DVD-Rom, flash), telecommunication technologies (Internet, Intranet), multimedia technologies and virtual reality.
The most important tasks of informatization of education at the present stage:
- 1) development and improvement of packages software educational purposes for teaching various educational subjects;
- 2) adaptation of ICT to the individual characteristics of the student (including the child’s various educational special needs);
- 3) the use of interactive computer-based teaching methods;
- 4) integration of various types of educational activities (educational, technical, research, etc.);
- 5) development of distance learning technologies;
- 6) creation, based on network technologies, of a unified information educational space of an educational institution, region, country, group of countries;
- 7) the use of ICT in psychological and pedagogical research.
Classification of ICT.
I. For educational purposes:
- 1. Training programs are used when studying material that is well structured into small portions that can be controlled by assimilation. Each student is offered a portion of educational information with subsequent control of knowledge.
- 2. Control programs are used to determine the level of knowledge and skills of students. The student answers the proposed questions or solves problems. The results of the survey and problem solving are analyzed and evaluated using a built-in algorithm.
A special type of control programs are testing programs, working with which, the student selects the correct answer or answers from the proposed list of answers, or constructs an answer from known elements.
- 3. Training programs are intended for the formation and consolidation of skills and abilities, as well as for self-training of students. The construction of such programs is based on the principle of reinforcement of the correct answer. The personal computer generates educational tasks in a random sequence, the level of difficulty of which is determined by the teacher. If the student gives the correct solution, he is informed about this. Otherwise, the student is presented with the correct answer or given the opportunity to request help.
- 4. Demo programs are intended for illustrative purposes educational material descriptive in nature. In the demo program, the computer plays the role of a visual aid when explaining new material.
- 5. Information and reference programs are used to display the necessary information. Using a computer, the student accesses various data banks that provide centralized storage and collective use of information.
- 6. Simulation programs designed to “simulate” objects and phenomena. It is advisable to use them when a particular phenomenon in an educational environment is impossible or difficult to implement “live.” On the basis of such programs, didactic and educational computer games are created that are of particular interest to children, and even entire microworlds (like the famous “Simpsons”).
- 7. Simulation programs. For example, creating three-dimensional objects using graphic editors (used when teaching geometry).
- 8. Calculation programs.
- 9. Laboratory programs.
- 10. Educational and game programs.
- 11. Programs for problem-based learning ? built on the ideas and principles of cognitive psychology, they allow for indirect control of the student’s activities, who are offered a variety of analytical tasks and problems to solve.
II. By class of technological operations being implemented:
- 1. Used for text processing word processors (editors), desktop publishing systems. To automate the entry of text information, we use scanning systems And speech text input. Their main functions are input and presentation of text information, its storage, editing, viewing and printing. Example of a word processor - MS Word from the group MS Office.
- 2. Processing graphic information carried out using GPUs(editors). Examples: Photoshop, Corel DraW.
- 3. Database management technologies - These are technologies for entering, organizing, storing, searching and providing information using computer equipment. Databases can include various statistical, text, graphic, bibliographies, statistical data, abstracts, reviews, etc. in the information array. Most of the public document flow consists of tabular documents (for example, spreadsheet processors MS Excel , MS Access ). Statistical processing systems make it possible to carry out statistical calculations in various fields: sociology, economics, ecology, etc. Example - package SPSS.
- 4. Hypermedia technologies (HIPERMEDIA, “super environment”) are technologies for working with information structured as hypertext, that is, in such a way that each element of educational material contains links to other logically related elements from their common set. Following the indicated connections, you can read or master the material in any order. The use of software modules (scripts) allows you to make working with a document interactive. The text loses its isolation, becomes fundamentally open, new fragments can be inserted into it, indicating their connections with existing ones. Examples of hypertexts: electronic encyclopedias and dictionaries, where articles contain links to other articles in the same publication.
- 5. Multimedia technologies (MULTIMEDIA, “multi-option environment”) are interactive technologies for the software and hardware organization of exchange of text, graphic, audio and video information with a computer. This technology is created by special software that has built-in multimedia support and allows its use in educational and popular science fields. When using this technology in the educational process, real prospects open up for using a computer to sound images, as well as for it to understand human speech, and conduct a computer dialogue with students and teachers in their native language.
The advent of multimedia systems has revolutionized education. They allow you to combine text and graphic information with sound, video and film fragments, and animation. Video encyclopedias have been created on many school subjects, museums, cities, etc. Game situational simulators have been created, which reduces training time. Multimedia opens up special prospects for distance learning.
6. Network information technologies - these are technologies for collecting, storing, transmitting and processing information on a computer using communication technology. This local networks (provide access to local resources), global networks (access to world information resources), Email And internet pagers (a special software package for storing and sending paperless messages between computer users), technologies for distributed data processing between remote users.
Through hypertext and multimedia technologies, network and interactive ICT, interactive training , when a student gets the opportunity to dialogue with a computer and a virtual teacher, independently organizes and complements the acquired knowledge, combines it into new combinations, which contributes to the development of systems thinking.
There is currently a trend towards consolidation various types ICT into one computer technology complex, or integrated package.
2. The concept of distance learning. Types of distance learning.
One of the leading trends in the informatization of education at the present stage is the globalization of information technologies as a result of the use of satellite communications and the World Wide Web . An important means of development global education stands for distance learning.
The term “distance learning” is translated as “learning at a distance.”
Distance learning, due to its specificity, places increased demands on the teacher’s qualifications. In the conditions of distance learning, the teacher not only manages the independent work of students, but also carries out many functions of educational and support (technical) personnel (conducting correspondence, monitoring the implementation of the educational process schedule, organizing consultations with other teachers). A teacher working in the distance learning system must be a universal specialist, competent:
- a) in your subject area;
- b) in modern active teaching methods;
- c) in the technology of communication on the Internet;
- d) in Internet technologies used in distance learning;
- e) in matters of organization, management and monitoring of distance courses.
Thus, all the diversity The responsibilities of a teacher can be reduced to the following functions:
- 1) supportive (supporting students, assisting them in mastering Internet information resources within the framework of their subject specialization);
- 2) administrative and organizational (organization of distance courses, establishing contacts);
- 3) educational;
- 4) research;
- 5) control and evaluation.
Teachers who conduct various distance courses are called tutors.
By “distance education” we mean a system in which, on the basis of distance learning, students achieve a certain educational level and are able to confirm their educational qualifications. It is believed that distance education is cheaper compared to traditional education (20-40%). Distance education has a great future for the adult working population who are dissatisfied with their social and professional situation, people with special needs of psychophysical development who are not able to study full-time.
3. Risks and prospects of using information and communication technologies in the educational process.
At the same time, teachers see a number of problems (unsolved problems) in the use of ICT:
- 1. Multimedia and hypertext technologies encourage superficial sliding through the information flow, in which students do not comprehend the very texture of knowledge and do not penetrate into the essence of phenomena and laws. Perhaps interactive reading is an effective means of immersing oneself in the context of a variety of information, but not a means of comprehensive analysis of it.
- 2. The tendency to multivariate any information inherent in ICT borders on a dangerous form of relativism (the student gets used to thinking that “everything in the world is relative,” he transfers this relativity from scientific concepts to moral values).
- 3. Information when using ICT is acquired in fragments, without revealing cause-and-effect relationships between different objects and elements of the system being studied.
- 4. The enormous speed of transition from one information to another offered by ICT contradicts the natural capabilities of human logical-dialectical processing of this information.
The tasks of developing interpersonal communication, intercultural dialogue and creative self-expression remain outside the scope of the information and communication technologies used.
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, methods, means of creating pedagogical conditions based on computer technology, telecommunications and interactive software product, modeling part of the teacher’s functions in presenting, transmitting and collecting information, organizing control and managing 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
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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
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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, distance learning servers that provide interactive communication with students via the Internet, including in real time),
2) technologies focused on local computers(training programs, computer models 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. Possibilities modern computer are huge, 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 Power program Point made it possible to abandon almost all TSOs of the old generation, 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 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 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 for the creation of an education system in the information society of developing a set of appropriate educational tools based on the integration of ICT and OT 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 Russia shows, a specific type of training has a significant impact on the effectiveness of ICT-based training. educational institution(school or university, educational center or virtual college, etc.) and the form and type of education (full-time or correspondence, distance 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 activity. 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, 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 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
The article discusses the theoretical and practical basis for the introduction of information and communication technologies into the educational process. An analysis of theoretical and methodological approaches to the implementation of information and communication technologies was carried out, on the basis of which expert and constructive problems were solved. IN expert task the initial prerequisites for the use of new information and communication technologies are described. Solving the design problem, a descriptive model was proposed. The descriptive model presents the learning process using technical means created on the basis of information and communication technologies, examines the principles of its functioning, trends in the development of the global educational process, and types of programs used in the educational process. The tasks arising from the requirements of information training are formulated. A model for the use of modern technical teaching aids is described, in which direct (teacher-student) and reverse (student-teacher) connections are established. The advantages and disadvantages of introducing information and communication technologies are shown.
distance learning process
means of education
information and communication technologies
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2. Parkhomenko E.I. Application of modern information technologies in teaching students technical disciplines: Ph.D. ped. Sciences // Problems and prospects for the development of education (II): materials of the International. in absentia scientific conf. (Perm, May 2012). – Perm: Mercury, 2012. – 190 p.
3. Prikhodko V. Training of teachers of technical disciplines in accordance with international requirements / V. Prikhodko, A. Solovyov // Higher education in Russia. – 2008. - No. 10. – P. 43–49.
5. Kholodkova I.V. Didactic conditions for the integration of full-time and distance learning: dis. ...cand. ped. Sciences: 13.00.01 / State Educational Institution of Higher Professional Education Moscow. state region univ. – M., 2009. – 169 p.
Today, the processes of change in the education system are associated with the introduction of new educational technologies. Along with the traditional education system, the new form training - distance learning. Distance learning, while preserving educational technologies, methods, forms and means of traditional teaching, makes extensive use of educational arrays on the Internet, information and communication technologies.
Equipping the educational system with information and communication technologies is one of the tasks of modernizing the Russian education system. The education system is being integrated into the networked world and is approaching the growing needs of the country's economic development. The processes of creating a single economic space of European countries have strengthened the processes of globalization and modernization of the education system in Russia; Evidence of this is the Bologna process, the development of which has gained a certain strength in the Russian educational space.
Variability of content, organizational forms, teaching methods depending on the cognitive needs, interests and abilities of students is important at all stages of education. Therefore, to achieve the quality of education, it is necessary to introduce new forms of education in primary, secondary and higher schools. In this regard, distance learning and its technologies are of particular relevance.
Information and communication technologies are technologies designed for the joint implementation of information and communication processes.
Information technology is a set of processes and methods for searching, collecting, storing, processing, presenting, distributing information and methods for implementing such processes and methods.
Communication technologies are processes and methods of transmitting information and methods of their implementation.
The use of modern information and communication technologies makes it possible to organize optimal interaction between the student and the teacher in order to achieve learning outcomes and involves the simultaneous use of:
- means of visualizing problematic content,
- means of programmed training and control.
A means of visualizing problematic content is the establishment of a direct teaching connection between teacher and student (Fig. 1). Means of programmed training and control - establishing feedback control communication student-teacher (Fig. 2).
Rice. 1. Means of visualization of problematic content.
Rice. 2. Programmed training and control tools
When introducing information and communication technologies, the following problems arise:
Organization of the educational process using a computer;
By what means and how to monitor knowledge, assess the level of consolidation of skills and abilities;
What information and communication technologies should be used to implement the assigned pedagogical and didactic tasks.
To transform a training course into information and communication technology in a distance learning environment, the teacher must have an understanding of the subject area, be able to systematize knowledge, competently use teaching methods, be well informed about the capabilities of information and communication technologies, know computer tools with which to achieve one or another didactic technique. In addition, the teacher must have an idea of the hardware and software that he will use to create an educational and methodological complex (EMC), and with the help of which hardware and software he will support the educational process as a whole.
The use of modern information and communication technologies meets the most important trends in the development of the global educational process. To meet educational needs, the teacher is required not only to have knowledge and ability to apply modern pedagogical technologies, but also to possess advanced methods and means of modern science. Therefore, to increase the efficiency of the learning process, it is necessary to master modern information and communication technologies not only for students, but also for teachers.
The teacher carries out the educational process with the help of materials that are commonly called teaching aids. The means of training include technical, communication, information media training, didactic material, etc. Due to the widespread introduction of broadband Internet, teaching tools have changed significantly. The modern learning process is unthinkable without such technical means as: educational electronic publications; computer training systems; educational audio, video materials, virtual laboratory and practical work and much more.
In the conditions of an avalanche-like information flow that pours into a person, it is necessary to make maximum use of all channels of perception of students. To do this, more attention should be paid to the visual component of the theoretical and practical course, and the auditory component (the lecturer's voice) is of secondary importance.
Electronic textbooks help present the material being studied in the most detail and detail, dividing it into small blocks that have optimal information richness and clarity, and also combine this division into small blocks with structuring. In addition, electronic teaching aids allow you to use features that are not available to conventional posters - this is the animation of individual elements, the use of audio and video elements.
With the integrated application and use of information and communication technologies in the distance education environment, an important aspect is the use of information and communication tools for the development of educational materials and complexes on all course topics. Educational and methodological materials and complexes created in this way make it possible to help students correctly understand the essence of the problem and find ways to solve it, and not just be a means of transmitting educational information.
The introduction of electronic educational, methodological and video materials into the educational process contributes to the emergence of new educational methods and forms of classes based on electronic means of processing and transmitting information. But, despite the variety of technical means and technologies used in the educational process, it should be noted that the quality of education depends, first of all, on the perfection of educational material, the form of its presentation and the organization of the educational process.
For example, when developing a model of electronic educational materials, it is necessary to take into account:
1) tutorial must set the rhythm of the passage of the material and have special audiovisual means of controlling the perception of the material;
2) the dynamics of text presentation are set by the teacher (this happens either in advance during the development of educational material, or during the demonstration);
Currently, several types of computer programs are used in teaching:
Test programs;
Training programs;
Testing and training programs;
Multimedia textbooks;
Multimedia encyclopedias.
The use of computer programs allows for the creation of interactive teaching aids that are highly visual, such as the use of audible markers to indicate fundamental learning points. This helps to strengthen the emotional background of education, expand the potential for individualization of education, provide a wide area of contacts with students, and provide a wide field for active independent activity of students. Practice shows that the use of such teaching aids helps to increase student motivation.
We have formulated some tasks that follow from the requirement for informatization of education.
1. The student must master a set of knowledge, skills and abilities, develop such personal qualities that will ensure the successful completion of professional tasks and comfortable functioning in the information society, in which information is a decisive factor in labor efficiency.
2. Increasing the level of training of specialists by improving training technologies and widespread introduction of electronic learning tools and technologies into the educational process.
Learning with the help of technical means created on the basis of information and communication technologies allows you to visualize educational material, increase the interactivity of learning, provide access to new sources of knowledge and conduct operational monitoring of the student’s mastery of the material.
A new situation arises when the student himself selects the most ergonomic characteristics of the material being studied for him personally. He has the ability to independently recreate any text obtained from a database of electronic educational video materials, illustrating it, selecting the necessary arguments, arranging them into a certain logic of evidence, reflecting his own point of view, his way of thinking.
Today, modern education can no longer be imagined without information technologies such as electronic courses, electronic libraries, the latest teaching aids and knowledge transfer technologies.
Our empirical experience shows that the diversity of the educational environment helps to increase the efficiency of the learning process, taking into account the individual capabilities of each student, his interests, inclinations, subjective experience accumulated in the process of life and learning. Highlighting two main ideas: the need for diversity in the learning environment; the requirement to individualize learning, adapt it to the cognitive needs and interests of students - it becomes clear that both the first and second ideas can be effectively solved with the help of information and communication technologies (ICT).
It should be remembered that the introduction of information and communication technologies in education has its drawbacks (Table 1), the solution of which requires a special approach to minimize psychological and physiological factors.
Despite the shortcomings described in the table, I would still like to note that computer teaching aids create an environment that motivates students to more intensively analyze the subject being studied, putting forward their ideas and offering their vision of the problems under consideration. In addition, computer-based learning tools are tools that help students not only form their own ideas, but also transform them. Educational environments based on computer-based learning tools initiate activities in which students themselves construct their knowledge, rather than perceive the world as the textbook and teacher interpret it for them.
To develop these areas, modern information technologies are used, with the help of which information and educational environments are created, on the basis of which the distance learning process and education management in general are carried out. The information and educational environment created on the basis of information and communication technologies (ICT), including training systems, has a number of advantages over traditional means:
The ability to organize the educational process based on an individually oriented approach;
It is possible to implement both level (basic, professional, advanced levels of mastering educational programs) and profile differentiation;
Table 1. Advantages and disadvantages of introducing information and communication technologies
|
Advantages |
Flaws |
|
1. Use of computers to intensify the educational process |
Deterioration in the health of students (impaired vision, cardiovascular diseases, scoliosis, etc.) |
|
2. Solving the problem of employment of children and youth (computer games, Internet) |
Internet addiction, which has consequences in the form of deteriorating health and mental disorders |
|
3. The opportunity to communicate with peers and with residents of the whole planet (websites “VKontakte”, “Odnoklassniki”, “My World”, etc.) |
The possibility of finding yourself in a dysfunctional Internet environment (dangerous blogs, dating sites, etc.) |
|
4. Unlimited communications over the Internet |
The problem of social infantilism in the native society, inadaptability to life, social immaturity |
|
5. More democratic, open, “clean” forms and technologies of training and knowledge control (testing, online training, etc.) |
One-sidedness of control and limited possibilities for identifying personal qualities and level of knowledge in the learning process |
|
6. The need for widespread introduction of distance learning technologies |
Inadequacy of the regulatory framework for distance learning. Distance learning is based on the following regulations, many of which are now outdated. 1. Order of the State Committee for Higher Education of the Russian Federation dated June 17, 1996 No. 1062 “On the creation of a center for information and analytical support of the distance education system.” 2. Order of the Ministry of Education of Russia dated August 26, 2003 No. 985-24 “On calculating the maximum number of students using distance learning technologies” (outdated). 3. Order of the Ministry of Education and Science of Russia dated May 6, 2005 No. 137 “On the procedure for using distance educational technologies” (registered by the Ministry of Justice of Russia on August 2, 2005 No. 6862). |
The use of information and communication technologies in a distance learning environment for the professional training of future specialists allows us to improve the quality of education, develop the creative abilities of students, and also teach them to think independently and work with educational material, which contributes to their further continuous improvement throughout their lives.
The student ceases to be a passive listener and becomes involved in active cognitive activity, and the teacher becomes the coordinator of the educational process.
Thus, didactic assessments of these new and unusual means of teaching are contradictory - from enthusiastic statements about a revolution in education to sad statements of low effectiveness and uselessness. It can be expected that video textbooks will be useful where figurative, emotional presentation of factual material is required, but with their help it is difficult to develop skills and abilities, so it is advisable to use them in combination with traditional material.
Reviewers:
Pomelov V.B., Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy of the Vyatka State Humanitarian University, Kirov.
Aleksandrova N.S., Doctor of Pedagogical Sciences, Professor, Head. Department of Pedagogy, National Educational Institution of Higher Professional Education "Vyatka Socio-Economic Institute", Kirov.
Bibliographic link
Yamenko O.P. INFORMATION AND COMMUNICATION TECHNOLOGIES IN A DISTANCE EDUCATION ENVIRONMENT // Modern problems of science and education. – 2013. – No. 4.;URL: http://science-education.ru/ru/article/view?id=9791 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Brief description of some pedagogical technologies. What is ICT technology. Possibilities for teachers to use modern Internet computer technologies in preparing and conducting lessons and in developing students’ abilities.
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Slide captions:
Modern pedagogical technologies. Speech by mathematics teacher Galina Rafailovna Repp Scientific and theoretical seminar on the topic:
What is “educational technology”? the concept of “pedagogical technology” correlates in domestic pedagogy with the processes of teaching and upbringing, a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; organizational and methodological tools of the pedagogical process. (B.T. Likhachev) systemic set and order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Clarin)
a) conceptual framework; b) content of training: learning objectives - general and specific; content of educational material; c) procedural part - technological process: organization of the educational process; methods and forms of educational activities of schoolchildren; methods and forms of teacher work; the teacher’s activities in managing the process of mastering the material; diagnostics of the educational process. The main structural components of pedagogical technology:
Classification of educational technologies
Any pedagogical technology is information technology, since the basis technological process learning is the receipt and transformation of information. Computer (new information) teaching technologies are the process of preparing and transmitting information to the learner, the means of which is the computer. Information and communication technologies
teachers: source of educational information; visual material; training apparatus; diagnostic and control tool. working tool: a means of preparing texts, storing them; graphics editor; speech preparation tool; computer with great capabilities. The computer performs the following functions:
individualization of training; intensification of students’ independent work; increase in the volume of tasks completed in class; expansion of information flows with using the Internet. increasing motivation and cognitive activity due to a variety of forms of work. Benefits of using ICT
1. Many students and teachers do not have a computer at home. 2. Teachers do not have enough time to prepare for a lesson in which computers are used. 3. Insufficient computer literacy of the teacher. 4. Teachers’ work schedules do not allow time for researching the possibilities of the Internet. 5. It is difficult to integrate a computer into the lesson structure of classes. 6. There is not enough computer time for everyone. 7. With insufficient motivation to work, students are often distracted by games, music, checking PC performance, etc. 8. There is a possibility that, having become interested in the use of ICT in the classroom, the teacher will move from developmental teaching to visual and illustrative methods. Existing shortcomings and problems in the use of ICT
A combination of traditional teaching methods and modern information technologies can help the teacher in solving this difficult problem. It is necessary to teach a child to master, transform and use huge amounts of information in practical activities. It is very important to organize the learning process so that the child actively, with interest and enthusiasm works in class, sees the fruits of his labor and can appreciate them.
On the topic: methodological developments, presentations and notes
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