New information communication technologies in education. Pluses and minuses of using information and communication technologies in education. Educational materials of a new generation, developed in the project "Informatization of the education system"

In the conditions of a developed information society, when there is a constant increase in the use of information technologies in various spheres of human life, the use of "virtuality" (virtual environments and spaces) becomes relevant both in the scientific fields of human activity and in education. Currently, the development of existing educational systems of various levels in an information-rich educational environment within the framework of the traditional form of education is becoming increasingly relevant. Informatization of education brings significant changes to this process. It affects not only the content of the subjects studied and the tools of the educational process, but also significantly affects the dissemination and deepening of the content of the concept of "information and communication technologies of the teacher's professional activity". The appearance of new tools for working with information among teachers changes the idea of new pedagogical practices, stimulates the development of new forms and methods of the educational process. Among them: online learning, automated control, means of individualization of educational work, and the like.

Consider the concept of information and communication technologies (ICT).

The term "information technology" as a technology for collecting, processing, storing and distributing information using computer and telecommunication means was first used in 1958 in an article by H. Leavitt and T. Whisler "Management in the 80s", which was published in Harvard magazine business review.

The international organizations ISO and IEC, creating a joint technical committee for the standardization of information technology JTC1 (Joint Technical Committee), in the statutory documents of the JTC1 committee, gave the following definition to the concept of information technology: “methods, tools and systems associated with the collection, production, processing, transmission, distribution, storage, operation, presentation, use, protection of various types of information.

Subsequently, next to the word "information" technologies, the word "communication" appeared. The clarification of this term was necessary in order to emphasize the importance of the spread in society of global and local computer networks, which provide new opportunities for searching, transmitting, exchanging information, which, together with powerful information storage devices, contribute to the creation in society of a global information distributed resource accessible to any person.

With the advent of modern personal computers, the term "new ICT" has appeared, which is understood as the introduction of new approaches to the educational process, focused on the development of a person's intellectual and creative abilities in order to increase their efficiency, thanks to the use of modern technical means. Modern information technologies are characterized by the presence of the worldwide Internet, its services such as e-mail, telecommunications, which creates ample opportunities. Live communication is inseparable from information technology, therefore, at the present stage, the development of hardware and software is called information and communication technologies.

The concept of "information and communication technologies" (ICT) is not unambiguous. In general, ICT can be defined as a set of various technological tools and resources that are used to ensure the process of communication and the creation, dissemination, storage and management of information. These technologies include computers, the Internet, radio and television broadcasts, and telephone communications.

ICT can be viewed in terms of its creation or its use.

From the point of view of creating ICT, it is an independent scientific and applied discipline, which is an alloy of scientific knowledge, technical solutions, models of production processes, socio-economic and humanitarian aspects aimed at developing new methods and technologies for processing data and knowledge.

From the point of view of the user, ICT can be viewed as a technology for designing and creating an information product. An information product is understood as an artificial information object of a specific purpose, created with the help of a computer and computer communications according to certain requirements (standards) and certain rules (technologies). Information products according to their use can be divided into:

Information products that are used without the participation of a computer (texts, calculations, images);

Information products that require a computer to use (computer models, animations, videos, web albums, web magazines, websites, web encyclopedias, etc.);

Professional computer products (system and application software).

Information and communication technology tools (ICT tools) are divided into software, software, hardware and hardware and devices that operate on the basis of microprocessor, computer technology, as well as modern means and systems for broadcasting information, information exchange, providing operations for the collection, production, accumulation , storage, processing, transmission of information and the ability to access information resources of local and global computer networks. ICT tools include:

3. sets of terminal equipment for computers of all classes;

4. information networks;

5. information input-output devices;

6. means and devices for manipulating textual, graphic, audiovisual information;

7. means of archival storage of large volumes of information;

8. devices for converting data from textual, graphic or audio forms of data representation to digital and vice versa;

9. artificial intelligence systems;

10. computer graphics systems;

11. software systems (programming languages, translators, compilers, operating systems, application software packages, etc.);

12. modern means of communication that provide information interaction of users both at the local level (for example, within one organization or several organizations), and at the global level (within the World Wide Web);

13. electronic means of educational purposes, implemented on the basis of multimedia technologies, hypertext, hypermedia, telecommunications.

In modern education systems, universal office applications and ICT tools are widely used:

1. word processors,

2. spreadsheets,

3. presentation preparation programs,

4. database management systems,

5. organizers,

6. graphics packages, etc. .

Also, ICT tools are classified according to the area of methodical purpose (Fig. 1.1).

Fig.1.1.

S.G. Grigoriev understands ICT as a specific way of working with information: it is also a body of knowledge about the ways and means of working with information resources, a way and means of collecting, processing and transmitting information to obtain new information about the object under study.

According to most researchers, it is necessary to harmoniously combine and supplement traditional and information and communication teaching aids.

ICT training is the process of preparing and transmitting information to the student, the means of implementation of which is a computer. Computer technologies are based on the formalization of knowledge, the involvement of artificial intelligence tools in the learning process and the use of special application packages, including those aimed at a teacher who is not a programmer.

I.G. Zakharova understands information and communication technologies as a set of methods and technical means for collecting, organizing, storing, processing, transmitting and presenting information that expand people's knowledge and develop their ability to manage technical and social processes.

V.A. Trainev considers as part of ICT a set of methods and software and hardware tools combined in a technological chain that provides the collection, processing, storage and display of information in order to reduce the complexity of its use, as well as to increase its reliability and efficiency.

According to T.N. Lungworts ICT are technologies that use technical information tools (computers, audio, film, video).

A.Yu. Uvarov believes that ICT is the process of preparing and transmitting information using a computer. A scientist distinguishes ICT by:

Levels of use - general pedagogical;

The concepts of assimilation are associative-reflex;

By organizational forms - individual and group;

By approach - personality-oriented;

by methods of use - informational and operational, dialogical.

ICT training S.Yu. Soboleva calls interactive, because they react to the actions of both the teacher and the student. The main ICT tool, as the researcher notes, is a personal computer, the capabilities of which are determined by its technical characteristics and installed software. A computer is a source of information and a visual aid, an individual information space and a simulator; means of diagnostics, control and modeling.

I.I. Dovgopol and T. A. Ivkova identifies several important types of ICT multimedia, which are the basis of ICT. In a broad sense, this is a combination of various software and hardware tools used to effectively influence the user, who simultaneously becomes a reader, listener and viewer: the Internet with its ever-growing capabilities; television - provides leisure, orientation in social processes, has great opportunities for expanding the horizons of a person; video recordings, which are distributed mainly on digital media and, in combination with appropriate ICT tools, can provide both leisure and distance learning for students. The author also notes that multimedia is the most important technology for the education system among all ICTs. The educational effectiveness of multimedia is explained by the possibility of combined presentation of information in various forms: text, sound, video, two- and three-dimensional graphics, and others. Multimedia provide an opportunity to intensify learning and increase learning motivation through the use of modern methods of processing audiovisual information.

The effective use of ICT is possible if the following conditions are met:

Material base (computers, programs, printer, scanner, etc.);

High level of information culture of the teacher (level of the average user);

Information culture of students (the success of the teacher's work depends on this);

Required pedagogical experience (the teacher must own the entire arsenal of traditional and modern methods).

I.G. Zakharova in her work calls the following components of ICT:

1. Theoretical foundations.

2. Methods for solving problems.

3. Means for solving problems:

hardware;

Software.

ICT methods include modeling, system analysis, system design, methods of transmission, collection, generation, accumulation, storage, processing, transmission and protection of information. ICT tools are divided into:

Hardware: personal computer and its main components, local and global networks, modern peripheral equipment;

Software: system, applied, instrumental.

The use of ICT in education, medicine, military affairs and many other areas of human activity.

Information and communication technologies of education should provide answers to the question: how to organize the educational process in a computer environment, taking into account the specifics of a particular academic discipline, educational and practical goals, ICT tools and how to use them, what content to fill them with, how to control their quality.

A.A. Dzyubenko defines information communication technologies of education as a set of software, hardware, computer and communication tools, as well as ways and innovative methods of their application to ensure high efficiency and informatization of the educational process. The degree of use of information and communication technologies in education is determined in each case depending on the specifics of the content of the subject under study, the individual characteristics of students, the degree of preparedness of teachers in this area and the level of provision of the educational process with modern teaching aids. ICT is one of the means of education, contributes to the implementation of the pedagogical idea. Any learning tool has specific didactic capabilities, which, in accordance with the educational tasks, determine its didactic functions.

ICT in the work of I.I. Dovgopol are characterized as a new dimension in the learning space. This is a necessary assistant to the teacher, a tool for achieving his pedagogical goals, but not a panacea for everything traditional. In no case can a computer replace live communication with a teacher, the influence of the teacher's personality. A computer is a tool that improves the work of a teacher, but first the teacher needs to make a lot of efforts to master the tool, it is necessary to creatively select material for lessons, reconsider teaching methods from the point of view of using ICT in the classroom.

So, we believe that ICT in education is, first of all, a pedagogical technology aimed at improving the effectiveness of education when using an information product of pedagogical purpose in the educational process.

Thus, having defined the concept of information and communication technologies and their components, it can be argued that the use of ICT in the educational process makes it possible to study all disciplines at a qualitatively new level. But it should be emphasized that the integration of ICT into the educational process should be based on their pedagogically sound combination with traditional methodological systems of education and with the obligatory justification of the pedagogical expediency of such use, that is, education at the present stage should meet new needs and at the same time preserve its traditional strengths.

ESSAY

Topic : Classification of ICT facilities

Content

Introduction 3

Main part

1. ICT tools used in education. four

2. Classification of ICT tools by area of methodological purpose. 6

Conclusion 7

References 8

Introduction

The processes of informatization of modern society and the processes of informatization of all forms of educational activity closely related to them are characterized by the processes of improvement and mass dissemination of modern information and communication technologies (ICT). Such technologies are actively used to transfer information and ensure interaction between the teacher and the student in modern systems of open and distance education. A modern teacher should not only have knowledge in the field of ICT, but also be a specialist in their application in their professional activities.

Word "technology "has Greek roots and in translation means science, a set of methods and techniques for processing or processing raw materials, materials, semi-finished products, products and converting them into consumer goods. The modern understanding of this word includes the use of scientific and engineering knowledge to solve practical problems. In this case information and telecommunication technologies can be considered as technologies that are aimed at processing and transforming information.

Information and Communication Technology (ICT) - This is a general concept that describes various devices, mechanisms, methods, algorithms for processing information. The most important modern ICT devices are a computer equipped with appropriate software and telecommunications facilities along with the information placed on them.

Main part

1. ICT tools used in education.

The main ICT tool for the information environment of any education system is a personal computer, the capabilities of which are determined by the software installed on it. The main categories of software are system programs, application programs and software development tools. System programs, first of all, include operating systems that ensure the interaction of all other programs with equipment and the interaction of a personal computer user with programs. This category also includes utilities or utility programs. Application programs include software that is an information technology toolkit - technologies for working with texts, graphics, tabular data, etc.

In modern education systems, universal office applications and ICT tools have become widespread: word processors, spreadsheets, presentation preparation programs, database management systems, organizers, graphics packages, etc.

With the advent of computer networks and other similar ICT tools, education has acquired a new quality, associated primarily with the ability to quickly receive information from anywhere in the world. Through the global computer network Internet, instant access to world information resources (electronic libraries, databases, file storages, etc.) is possible. About two billion multimedia documents have been published on the most popular Internet resource, the World Wide Web (WWW).

Other common ICT tools are also available online, including email, mailing lists, newsgroups, and chat. Special programs have been developed for real-time communication, allowing, after establishing a connection, to transmit text entered from the keyboard, as well as sound, image and any files. These programs allow remote users to work together with a program running on a local computer.

With the advent of new data compression algorithms, the sound quality available for transmission over a computer network has increased significantly and has begun to approach the sound quality in conventional telephone networks. As a result, a relatively new ICT tool, Internet telephony, began to develop very actively. With the help of special equipment and software, audio and video conferences can be held via the Internet.

To ensure efficient search for information in telecommunication networks, there are automated search tools, the purpose of which is to collect data on information resources of the global computer network and provide users with a quick search service. With the help of search engines, you can search for documents on the World Wide Web, multimedia files and software, address information about organizations and people.

With the help of ICT network tools, it becomes possible to have wide access to educational, methodological and scientific information, organize operational consulting assistance, simulate research activities, and conduct virtual training sessions (seminars, lectures) in real time.

There are several main classes of information and telecommunication technologies that are significant from the point of view of open and distance education systems. One such technology is video recording and television. Videotapes and related ICT tools allow a huge number of students to listen to the lectures of the best teachers. Video cassettes with lectures can be used both in special video classes and at home. It is noteworthy that in American and European training courses, the main material is presented in printed editions and on video cassettes.

Television, as one of the most widespread ICTs, plays a very important role in people's lives: almost every family has at least one TV set. Educational TV programs are widely used around the world and are a prime example of distance learning. Thanks to television, it becomes possible to broadcast lectures to a wide audience in order to increase the general development of this audience without the subsequent control of the assimilation of knowledge, as well as the ability to subsequently test knowledge with the help of special tests and exams.

A powerful technology that allows storing and transmitting the bulk of the studied material is educational electronic publications, both distributed on computer networks and recorded on CD-ROM. Individual work with them gives a deep assimilation and understanding of the material. These technologies allow, with appropriate refinement, to adapt existing courses to individual use, provide opportunities for self-learning and self-testing of acquired knowledge. Unlike a traditional book, educational electronic publications allow you to present material in a dynamic graphic form.

2. Classification of ICT tools by area of methodological purpose.

The means of information and communication technologies in education are classified into the following categories:

Educational ICT means - with their help, students are given knowledge, form skills, educational or practical activities, providing the necessary level of education);

simulators - designed to develop various kinds of skills, repetition or consolidation of the material covered. the simulator must necessarily be aimed at some kind of knowledge, questions and correction (the program checks, gives an analysis and again trains the necessary areas of knowledge). It is important, when forming simulators, to take into account the algorithm for evaluating the resulting testing with the provision of only the information that is poorly assimilated with the possible refinement of this information;

Information retrieval and reference ICT tools provide information, form knowledge and skills to systematize information;

Demo ICT tools visualize the studied objects, phenomena, processes for the purpose of their research and study;

simulation ICT tools represent a certain aspect of reality to study its structural or functional characteristics;

Laboratory ICT tools allow for remote experiments on real equipment;

Modeling ICT tools make it possible to model objects, phenomena, processes for the purpose of their research and study;

Estimated ICT tools automate various calculations and other routine operations;

Educational and gaming ICT tools are designed to create learning situations in which the activities of students are implemented in a playful way.

Conclusion

The use of modern means of information and communication technologies in education significantly facilitates the work of a teacher in the process of teaching schoolchildren at all its stages. ICT tools help withimprove the organization of teaching, increase the individualization of learning, and also increase the productivity of students' self-training. thanks to the means of ICT, motivation for learning increases, the possibility of attracting students to creative, search and research activities is activated.

List of used literature

Electronic resourcehttp://school2100.com/uroki/elementary/inform.php. A.V. Goryachev,Program "Informatics and ICT (information and communication technologies)"

The role of information and communication technologies in the general educational process is defined in the documents of the Government of the Russian Federation, 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 general education, and this is due not only to intra-educational reasons. The whole character of life is changing, the role of information activity is unusually increasing, 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 if ICT is used. And that means success changes 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 technologies of education - a set of methods, techniques, methods, tools for creating pedagogical conditions based on computer technology, telecommunication means and an interactive software product that simulates part of the functions of a teacher in presenting, transmitting and collecting information, organizing control and management of cognitive activity.

The use of computer learning 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 a teacher and a student, turning learning into business cooperation, and this increases the motivation for 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 the individuality and intensity of learning.

Computer learning technologies provide great opportunities in the development of creativity, both 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 in the development of modern computer learning technologies. How to use these tools in the development of complexes of educational and methodological materials? Where and in what ratio is it possible to include various multimedia effects compared to plain text? Where is the limit of applicability of multimedia inserts in a document? Serious studies of this issue are needed, since the violation of harmony, the measure of the expediency of using bright inserts and effects can lead to a decrease in working capacity, increased fatigue of students, and a decrease in work efficiency. These are serious questions, the answers to which will make it possible to avoid fireworks in training, to make educational and methodological material not just spectacular, but effective.
Modern information and communication technologies of education - a set of modern computer equipment, telecommunication means, software tools that provide interactive software and methodological support for modern learning technologies.
The main task of modern information technology education are the development of interactive environments for managing the process of cognitive activity, access to modern information and educational resources (multimedia textbooks, various databases, training sites and other sources).
Information technologies most often used in the educational process can be divided into two groups:

1) network technologies using local networks and the global Internet (electronic version of methodological recommendations, manuals, distance learning servers that provide interactive communication with students via the Internet, including in real time),

2) technologies focused on local computers (training programs, computer models of real processes, demonstration programs, electronic task books, control programs, didactic materials).

In mathematics lessons, a computer can be used with a variety of functions and, therefore, goals: as a way to diagnose students' learning abilities, a learning tool, a source of information, a training device, or a means of monitoring and evaluating the quality of learning. 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 the solution of many didactic tasks, both in a collective and in an individual mode.

At present, with the help of a multimedia projector, it is possible to use a computer even for frontal work, for example, when organizing an oral account, or when checking independent work. The use of teaching aids-presentations created in the Power Point program made it possible to abandon almost all TCO of the old generation, to raise visibility to a higher level (using sound, showing a slide "in motion")

You can introduce computer components into the lessons of any subjects. The whole point lies in the expediency, the availability of appropriate quality programs, the 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 by a number of factors.

Firstly, the introduction of ICT in education significantly accelerates the transfer of knowledge and the accumulated technological and social experience of mankind, not only from generation to generation, but also from one person to another.

Secondly, modern ICT, improving the quality of training and education, allow a person to more successfully and quickly adapt to the environment and ongoing social changes. This gives every person the opportunity to receive the necessary knowledge both today and in the future post-industrial society.

Thirdly, the active and effective implementation of these technologies in education is an important factor in creating an education system that meets the requirements of the IO and the process of reforming the traditional education system in the light of the requirements of a modern industrial society.

The importance and necessity of introducing ICT into the learning process are 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, UNESCO Director-General Federico Mayor writes that new technologies should help “create 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 the most positive impact they have on education, as they “open up completely new ways of teaching and learning”. More details on the relevance and need for the introduction of ICT in education are discussed in the second chapter of the same report - "New Directions in Education", written by Craig Blairton, Associate Professor at the University of Hong Kong, and in Chapter VII "Information Services, Libraries, Archives", the author of which Ole Garbo, Professor at the Royal College of Librarianship in Copenhagen.

In addition, the same report summarizes and analyzes the global processes of convergence of the media, the electronics industry and telecommunications and their impact on the development of the information society, as well as the planetary problems of using ICT in education.

The use of ICT contributes to changing the goals, content of training, including control, which entails the emergence of new methods, tools and organizational forms of training and control.

The introduction of information technologies in education provides an opportunity to create systems for automated control of students' knowledge in various disciplines, including computer science.

The possibilities of ICT as a tool of human activity and a fundamentally new means of teaching lead to the emergence of new methods, tools, organizational forms of control and their more intensive implementation in the educational process.

The advantages of computer technology are considered in works on the intensification and activation of learning (I.V. Alekhina, 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), the implementation of the creative, developmental nature of education (V.A. Andreev, V.G. Afanasiev, G.M. Kleiman, T.A. Sergeeva and etc.).
Stages of ICT implementation on the way 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 expediency of reforming the existing education system, including the Russian one, is the need to respond to the main challenges that the 21st century has made for humanity:

the need for the transition of society to a new development strategy based on knowledge and highly efficient information and telecommunication technologies;
the fundamental dependence of our civilization on those abilities and personality traits that are formed by education;
the possibility of successful development of society only based on genuine education and effective use of ICT;
the closest connection between the level of well-being of the nation, the national security of the state and the state of education, the use of ICT.

As shown in a number of works, the main directions for the formation of a promising education system, which are of fundamental importance for Russia, which is at the stage of complex economic transformations, are the following:

improving the quality of education through its fundamentalization, informing the student about modern achievements in science to a greater extent and at a greater speed;
ensuring that training is focused on new IO technologies and, first of all, on ICT;
ensuring greater accessibility of education for all groups of the population;
increasing creativity in education.

The use of computers in education has led to the emergence of a new generation of information educational technologies, which have made it possible to improve the quality of education, create new means of educational influence, and more effectively interact with computers for teachers and students. According to many experts, new information educational technologies based on computer tools can increase the efficiency of classes by 20-30%. The introduction of a computer in the field of education was the beginning of a revolutionary transformation of traditional teaching methods and technologies and the entire education industry. An important role at this stage was played by communication technologies: telephone means of communication, television, space communications, which were mainly used in the management of the learning process and systems of additional education.

A new stage in the global technologization of advanced countries was the emergence of modern telecommunications networks and their convergence with information technology, that is, the emergence of ICT. They became the basis for the creation of the infosphere, since the unification of computer systems and global telecommunications networks made it possible to create and develop a planetary infrastructure that connects 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 possibilities for collecting and storing information, transmitting it individually to each user.
Complexity 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. The adaptation of ICT to a specific field of application is carried out by specialists from design bureaus and research institutes who have extensive experience in the development of such equipment and, therefore, well understand the purpose of systems and their operating conditions. In modern education, there are no such specialized research structures, they are just beginning to be created. For this reason, there is a "gap" between the possibilities of educational technologies and their real 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 bulk of school teachers and professors of liberal arts universities do not have the modern knowledge necessary for the effective use of ICT. The situation is complicated by the fact that information technologies are rapidly updating: new, more efficient and complex ones appear, based on artificial intelligence, virtual reality, multilingual interface, geographic information systems, etc. The way out of the created contradiction can be the integration of technologies, that is, such a combination of them that will allow the teacher to use in the lessons and lectures that he understands, certified and adapted to the learning process, technical means. 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 can be distinguished three stages:

elementary associated with the individual use of computers, mainly for the organization of the education system, its administrative management and storage of information about the management process;
modern, associated with the creation of computer systems, the Internet and the convergence of information and telecommunication technologies;
future, based on the integration of new ICTs with educational technologies (ET).

The process of developing new education technologies based on the integration of ICT and OT is already underway in a number of firms actively participating in the educational services market.

The relevance and importance for the creation of an information society education system 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 standpoint.

3. System fundamentalsintegration ICT and OT
A systematic approach to the integration of ICT and IT is based on the identification of all essential factors that establish a connection between elements and form the integral properties of a system that performs a coordinated set of actions united by a common idea and a single goal.

The choice of rational and optimal solutions for the integration of information and educational technologies from a systemic point of view is primarily based on an analysis of the effectiveness of training or education based on a new integrated technology, i.e. based on the assessment of the effectiveness of the interaction between the 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 process of education, which largely depends not only on the professionalism of the teacher and the knowledge of students, but also on the emotional mood created in the learning process, as well as on the availability of appropriate incentives. , the conditions of employment and many other factors. All this complicates the formalized description of the learning process and makes it difficult to determine quantitative assessments of effectiveness.

In fact, integrated learning technologies based on ICT are intelligent human-machine systems and therefore one of the directions for the formation of indicators of their effectiveness can be the methodology used in simulator training of pilots, cosmonauts, operators in the nuclear power industry. It consists in the use of complex indicators, the components of which are specific assessments of technical efficiency, cost, training time, as well as biomedical research data, subjective opinions of the teacher and students.

Therefore, the first and fundamentally important task of integrating ICT and OT (hereinafter, for brevity, the abbreviation ITO adopted by a number of authors will be used) is a clear identification of the goals of their creation and the development of a system of indicators of their effectiveness. Formalization of the goals of educational technologies is a rather complex problem that is still unresolved and is actively discussed both in monographs, articles, and at seminars and conferences. At the same time, when solving the problems of learning, controlling knowledge and managing the educational process, experience has already been gained in evaluating goals in the form of specific indicators. As an example, consider the scoring system. This, of course, does not exclude the use of other indicators for assessing the effectiveness of IT.

Based on a systems approach, it is necessary to build a model or scheme of operation, which includes the following main elements: OT, ICT, teachers, trainees, specialists and administration.

Educational technologies or, in other words, 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. TO is understood as the implementation of curricula and curricula, as well as the transfer to the student 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 the transfer of knowledge from teacher to student, the creation of education and training technologies, as well as the construction of their models.

ICTs have an active influence on the process of education and upbringing of the student, as they change the scheme 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 education process. They are associated with the use of computers and telecommunications, special equipment, software and hardware, information processing systems. They are also associated with the creation of new means of learning and knowledge storage, which include electronic textbooks and multimedia; electronic libraries and archives, global and local educational networks; information retrieval and information reference systems, etc. ICT models are currently being developed, and some of them have been successfully applied in the study of education systems.

Considering the elements of a complex IT system, it should be noted that in education an important condition successful integration of technologies is the training of teachers and specialists operating the systems and tools of the new integrated learning technology. Each participant in ITO-based training, including the administration of educational institutions, must have the necessary information literacy and understanding of the technologies used. In some countries, it is even necessary to have an 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 ITO and increase the adequacy of assessments of the effectiveness of technologies.

When introducing IT, it is necessary to understand that this process is complex and costly.

As the experience of IT implementation in the world and Russia shows, the effectiveness of ICT-based learning is significantly affected by a specific type of educational institution (school or university, educational center or virtual college, etc.) and the form and type of education (full-time or part-time, distance or stationary, basic or additional), etc.

A program that ensures the active introduction of ICT in the educational industry, is complex and involves the solution of a number of important problems in the development of education:

development of the regulatory framework;
creation of new organizational, methodological and scientific and methodological support in the field of educational systems and technologies;
creation of the material base of ICT;
creation of a system of training and retraining of educational personnel.

A new direction for improving 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 introduction of this process into the education system, we can recommend:

organization of seminars and training courses for the administration and staff of universities, teachers of schools and training centers on the use of new IT in teaching;
creation of conditions for stimulating the development of Internet services related to the use of new IT;
intensification of work on the creation of the thematic system "IT" within the international information network on IT;
preparation of an appropriate set of measures for their inclusion in the "Program of 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.

At present, the use of the possibilities of modern information technologies to ensure the conduct of the didactic process is one of the urgent problems. The role of new information and communication technologies (ICT) in the practice of teaching is determined by E.S. Polat as "a necessary condition for the intellectual, creative and moral development of students" [3].

In the conditions of the information society, the volume and content of knowledge, skills and abilities that a modern specialist should possess sharply and constantly increase and change. The integration of computer technology and the educational process contributes to its intensification, modernization of the system for training a future specialist, improving the quality of education, developing the ability to independently acquire new knowledge, and implementing the idea of developing and lifelong learning. Computer technologies contribute to the disclosure, preservation and development of personal qualities of students, the use of which in the educational process will be effective only if future specialists have a correct idea of the place and role of these technologies in the educational process.

For future specialists it is necessary to have appropriate training in the field of knowledge and application of information and communication technologies in the rapidly changing conditions of the information society; possess the basics of the necessary knowledge and accumulate personal experience in the practical use of computer technology in their professional activities. In addition, in the context of the formation of distance education, it is necessary to master modern computer learning tools, including control.

As noted in the materials of the international conference held in November in Moscow, dedicated to the problems of introducing information technologies in 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 pedagogical capabilities
· Able to carefully and at the same time safely handle a personal computer
Intellectually developed, erudite, able to evaluate the pedagogical capabilities of computer programs
· Methodically flexible
· Disciplined, accurate, owns an orderly logical thinking.

Thus, professional growth in the development of information and communication technologies is indispensable.

The first step that a teacher takes when turning to computer technology for teaching is to study pedagogical software in his subject and evaluate their advantages and disadvantages. Unfortunately, there has not yet been a single multimedia teaching aid in mathematics that would fully correspond to the school curriculum: atypical terminology is used, others. Axiom systems different from the school, or a cumbersome information entry system (a very "twisted" formula editor, which does not speed up, but, on the contrary, slows down the solution process). Therefore, it remains to agree with N. Rozov, Dean of the Faculty of Pedagogical Education of Moscow State University, who noted in one of his speeches: “We all perfectly understand how far e-learning products are from the ideal. than the computer component of the educational process will become an equal partner of the textbook.

Familiarization with software products is advisable to start with the study of tools that create the so-called. computer environment. These programs include program instructions, tips, 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 common truths by students, from a touch of subjectivity in assessing students' academic success, helping them master the technology of self-learning.

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-examination, to provide a sample of the performance of any task on a 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, often motivating.

That. the computer, as it were, combines a number of traditional TCOs, which have always been used, mainly to enhance visibility. This activates the cognitive process in students, develops thinking (visual-effective, visual-figurative), increases the effectiveness of the educational process. The use of information and communication technologies makes it possible to implement such developmental learning goals as the development of thinking (spatial, algorithmic, intuitive, creative, theoretical), the formation of skills to make the best decision from possible options, the development of skills to carry out experimental research activities (for example, through the implementation of computer modeling capabilities) , the formation of information culture, the ability 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 learning technologies today, 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 idea of the place they should occupy in the most complex set of relationships that arise in the teacher-student interaction system.

The role of control in the learning process is of paramount importance, therefore, all of the above about the introduction of information and communication technologies in 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 with the help of 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 about applied (practical) application of definitions;

Knowledge of rules, algorithms, laws, formulas;

Knowledge related to solving problems on the topic;

Knowledge of facts, basic provisions, principles, practical applications.

Control tasks implemented with the help of ICT can be of different levels of complexity:

Simple tasks for recognition;

tasks for reproduction;

Tasks performed according to a formula, algorithm, rule, pattern;

Tasks of a problematic nature (the algorithm for solving the problem is not known in advance).
Let's highlight the advantages of using ICT in the process of knowledge control:

A high degree of visibility during control, which contributes to an increase in interest in the very subject of study, control, evaluation;

Automation of conducting, evaluating the results, summing up the results of control procedures;

Possibility of multiple performance of control tasks in order to internalize (assimilate) knowledge;

The possibility of 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. . On the issue of the role of information and communication technologies in the system of monitoring the knowledge of students of pedagogical universities in informatic disciplines / G.I. Kurdyukov / access address: http:// www. rusedu. info/ article915. html
New pedagogical and information technologies in the education system: Proc. allowance for students. ped. universities and systems of higher education. qualified ped. personnel / E.S. Polat, M.Yu. Bukharkin and others; Ed. E.S. Polat. - 2nd ed., erased. - M.: Publishing Center "Academy", 2005. - 272 p.; S. 3

At present, whether we like it or not, we all live in an information society. At the same time, those opportunities that are now opening up are used very poorly. Our task is to “deploy” the information society to meet the needs that people who live in our country have. First of all, among young people receiving education, scientists, researchers, teachers, educators. We must teach people from childhood and at all stages of the educational process not to be afraid of this information, teach them how to use it, work with it and properly dispose of it.

Informatization of education and science is part of a global process. Information and communication technologies are recognized throughout the world as the key technologies of the 21st century, which for the coming decades will be the key to the economic growth of the state and the main engine of scientific and technological progress.

In early 2009, the Kremlin hosted the first meeting of the Council for the Development of the Information Society under the President of Russia. The decree on its creation was signed in November 2008. Opening the meeting, Dmitry Medvedev stressed that no progress and modernization are possible without IT: "this applies to the scientific and technical sphere, and to the issues of management itself, and even to issues of strengthening democracy in the country." Speaking about the development of information technologies in the social sphere, Medvedev D.A. emphasized his own: “... it is very important to learn how to use all the new technologies. This is the number one task not only for students, but also for teachers – all retraining should be focused on the use of modern technologies.”

What can be projects based on ICT

Distance learning;
Virtual communication;
Network economy and education;
Wide opportunities for self-education;
Lots of easily accessible information.

The Russian education system faces a number of important problems, among which are:

the need to improve the quality and ensure equal opportunities for access to educational resources and services for all categories of citizens, regardless of their place of residence, ethnicity and religious beliefs;
creation of an information environment that satisfies the needs of all sectors of society in obtaining a wide range of educational services, as well as the formation of mechanisms and necessary conditions for the introduction of information technology achievements into everyday educational and scientific practice;
mass introduction of ICT in the field of education and science, the use of new educational content and new educational technologies, including distance education technologies.

The prerequisites for the development and implementation of information and communication technologies in the field of education and science are:

The Federal Target Program "Development of a Unified Educational Information Environment", the most important result of which was a breakthrough in equipping educational institutions with computers, as well as the launch and development of regional education informatization programs;
The project "Informatization of the education system", the main goal of which was to create conditions for supporting the systemic implementation and active use of information and communication technologies in the work of educational institutions;
Priority national project "Education", the implementation of activities of which was aimed at ensuring accessibility, creating equal conditions for obtaining education, including by providing access for all schools to global information resources posted on the Internet;
On the basis of the priority directions for the development of the educational system of the Russian Federation, in 2006, the implementation of the Federal Target Program for the Development of Education for 2006-2010 (FTsPRO) began, which is a set of activities interconnected in terms of resources and timing, covering changes in the structure, content and technologies of education, including including the large-scale use in the Russian Federation of information and communication technologies for all levels of education. As part of the program, new electronic educational content was developed, and a specialized Federal Center for Information Educational Resources (FCIOR) was put into commercial operation.

On the website of the Federal Center for Information and Educational Resources, you can already download more than 10,000 new-generation EERs.

DER - digital educational resource

Digital educational resources (DER) refers to any educational information stored on digital media.

CORs are divided into two groups:

information sources, which refers to the whole set of different materials in digital format used in educational work - texts, static and dynamic images, animation models, etc.
information tools that provide work with information sources.

Functional focus:

illustrative function;
research function;
training function;
control function.

EERs are a self-sufficient educational product, they are able to teach the student themselves. This is no longer just a set of pictures or an audio recording that needs a teacher's explanation. EORs also have a voice-over, but he explains the sequence of actions and, most importantly, points out the mistakes made during the task.

Educational materials of a new generation, developed in the project "Informatization of the education system"

Within the framework of the project “Informatization of the education system”, implemented by the National Foundation for Personnel Training on the order of the Ministry of Education and Science of the Russian Federation, educational materials of a new generation are being developed.

Educational materials of a new generation are designed to orient teachers to the use of modern teaching methods and educational technologies that fundamentally change the educational environment, to the active use of ICT in the educational process. Competence-based approach is the basis for the development of new teaching aids.

IKtechnologies in teaching English

second life
(Second life) - a world that you create yourself or your students, fill with seas, forests, cities and villages, real people (and contact them via Skype or email) or fictional ones. There you have houses and libraries, video halls and restaurants, the opportunity to work and travel. Tempting, isn't it? Learn how to create and use it in teaching English.

Skype

With this program you can talk to millions of people around the world absolutely free! First download the latest version of Skype, then install it by selecting the Russian version in the settings. And that's it, learn English by talking to native speakers.

Blogs

A blog is a network diary of one or more authors, consisting of entries in reverse chronological order, or in other words, it is a site in the form of a journal, sorted by date.

The word comes from the English weblog - "web magazine".

Blogs are sites built on the principle of chronological diaries with simple and convenient administration tools that do not require special knowledge and are available to everyone.

Wiki

A wiki is a collection of related records. (Ward Cunningham, the creator of the technology, called the application a medium for fast hypertext interaction.) WikiWiki implements a radical model of collective hypertext, when the ability to create and edit any record is presented to each member of the network community...

Hot Potatoes is a universal shell program that allows teachers to create interactive training and control exercises in HTML format on their own, without the help of programmers. The program is widely used around the world to create assignments in various languages in various disciplines.
Exercises are created using 5 program blocks (each block can be considered as an independent program):

JQuiz - Quiz - multiple choice questions (4 types of tasks). The teacher has the opportunity to put comments on all the answer options in the exercise.
JCloze - Fill in the blanks. Students can ask for a hint and see the first letters of the missing word. There is also automatic scoring. You can “skip” certain words, or you can, for example, every fifth.
JMatch - Matching (3 types of tasks).
JCross - Crossword.
JMix - Sequence Recovery.

New information technologies and

In recent years, universities around the world have paid attention to the possibility of using computer telecommunication technologies to organize distance learning. Computer telecommunications provide effective feedback, which is provided both in the organization of educational material and communication with the teacher who teaches this course. Such learning at a distance has received in recent years the name of distance learning, in contrast to the distance learning familiar to everyone.

This problem is especially relevant for Russia, with its vast territories and the concentration of scientific centers in large cities. Currently, the Ministry of Education of the Russian Federation is concerned about the creation of a unified educational telecommunications network. The problem of continuous education, professional reorientation is relevant today as never before, and its importance will increase over the years

The Internet portal of the School of Distance Education of Moscow State University was created as part of the project Formation of the system of innovative education at Moscow State University named after M.V. Lomonosov in 2007.

I. Efremov

In practice, information technologies of education are called all technologies that use special technical information tools (computers, audio, cinema, video).

When computers began to be widely used in education, the term "new information technology of education" appeared.

Computer technologies develop the ideas of programmed learning, open up completely new, not yet explored technological options for learning, associated with the unique capabilities of modern computers and telecommunications. Computer (new information) learning technologies are the processes of preparing and transmitting information to the student, the means of implementation of which is the computer.

The use of information technology increases the effectiveness of the lesson, developing learning motivation, which makes the learning process more successful.

Information technologies not only open up possibilities for the variability of educational activities, its individualization and differentiation, but also allow organizing the interaction of all subjects of education in a new way, building an educational system in which the student would be an active and equal participant in educational activities.

Information technologies significantly expand the possibilities of presenting educational information, involve students in the educational process, contributing to the widest disclosure of their abilities, enhancing mental activity.

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Information and Communication Technologies

Requirements for the level of training of participants in the educational process for the use of information and communication technologies.

Pedagogical lesson design using ICT.The main directions of using computer technology in the classroom

The power of the mind is limitless.

I. Efremov

In practice, information technologies of education are called all technologies that use special technical information tools (computers, audio, cinema, video).

When computers began to be widely used in education, the term "new information technology of education" appeared.

The use of information technology increases the effectiveness of the lesson, developing learning motivation, which makes the learning process more successful.

Teachers of the Russian language and literature are especially cautious about the use of ICT in the classroom for obvious reasons.

The tasks facing the language teacher differ in many respects from the goals and objectives of other subject teachers. We more often than other subject teachers turn to questions of morality, we are more responsible for the formation and development of the child's inner world, and more often we turn to the soul. By and large, our main goal is the formation of language competence as the main means of socialization of the individual, and at the same time the development of a creative personality.

All this, of course, presupposes, first of all, work with a text, with a literary word, with a book. Therefore, before the teacher-philosopher who is going to use the possibilities of ICT in his lessons, the question always arises about the advisability of using them in the lessons of the Russian language and literature.

Using ICT in your lessons, it is necessary, first of all, to be guided by the principle of expediency.

It is advisable to use ICT in the classroom, firstly, in order to solve special practical problems:

Secondly, it is advisable to use ICT to organize independent work of students on the formation of fundamental knowledge of the school course, to correct and take into account the knowledge of students.

Students are interested in working with simulator programs, working out the topics studied in the lessons, with control programs, tests.

Each student works at an individual pace and with an individual program, here the principle of differentiation can be easily applied. A weak student can, if desired, repeat the material as many times as required, and he does this with more desire than in ordinary lessons of working on mistakes. Strong students receive more difficult assignments or advise weak ones.

Test control and the formation of skills and abilities with the help of ICT implies the ability to quickly and more objectively than with the traditional method, to identify the degree of assimilation of the material and the ability to apply it in practice. This method of organizing the educational process is convenient and easy to evaluate in a modern information processing system.

Thirdly, the use of information technology, in particular multimedia,enhances visibility. Recall the well-known phrase of K. D. Ushinsky: “Children's nature clearly requires visibility. Teach a child some five words unknown to him, and he will long and vainly suffer over them; but connect twenty such words with pictures - and the child will learn them on the fly. You are explaining a very simple thought to a child and he does not understand you; you explain a complex picture to the same child, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we cannot look for such classes), start showing pictures, and the class will speak, and most importantly, will speak free…".

The use of ICT in the preparation and conduct of lessons allows you to increase students' interest in the subject, academic performance and quality of knowledge, save time on the survey, allows students to study independently not only in the classroom, but also at home, and helps the teacher to improve their knowledge.

Another aspect should also be touched upon: the conduct of the lesson itself using ICT. No matter how well a lesson is designed, much depends on how the teacher prepares for it. The virtuoso conduct of such a lesson is akin to the work of a showman of some TV show. The teacher should not only, and not so much (!), confidently use a computer, know the content of the lesson, but conduct it at a good pace, at ease, constantly involving students in the cognitive process. It is necessary to think over the change of rhythm, diversify the forms of educational activity, think about how to withstand a pause if necessary, how to ensure a positiveemotional background lesson.

Practice shows that, thanks to the use of ICT, the teacher saves up to 30% of teaching time than when working at the blackboard. He should not think that he does not have enough space on the board, do not worry about the quality of the chalk, whether everything written is understandable. Saving time, the teacher can increase the density of the lesson, enrich it with new content.

Didactic material, presented in a computer version, solves several problems:

increases the productivity of teachers and students in the classroom;

increases the amount of use of visualization in the lesson;

saves the teacher's time when preparing for the lesson.

Extremely interesting work using PowerPoint programs. It leads to a number of positive effects:

enriches the lesson with clarity;
psychologically facilitates the process of assimilation;
excites a keen interest in the subject of knowledge;
expands the general horizons of students;
increases the productivity of teachers and students in the classroom.

The abundance of additional material on the network Internet allows you to create a bank of visual and didactic materials, essays, critical articles, abstracts, etc.

Listening to artisticliterature in electronic formserves to demonstrate the professional performance of various kinds of literary works in order to demonstrate the beauty of the sounding word in order to instill love for the native language and literature.

Electronic dictionaries and encyclopediasallow mobile to gain additional knowledge and use it in the classroom.

Every teacher knows how to enliven a lessonuse of video materials.

The use of ICT in literature lessons leads to a number of positive results:

the creation by the teacher and students of a media library, which includes presentations on biographies and works of writers;
improves the quality of education;
increases learning motivation and motivation for success;
makes it possible to rationally distribute the time of the lesson;
helps to explain the material intelligibly, to make it interesting.

The use of ICT is effective in preparing and conducting various forms of a lesson by a teacher: a multimedia school lecture, a lesson-observation, a lesson-seminar, a lesson-workshop, a lesson-virtual excursion. The organization of such excursions is possible to nature, to the museum, to the homeland of the writer.

The use of computer technology allows:

fill the lessons with new content;
to develop a creative approach to the material being studied and the world around, the curiosity of students;
to form elements of information culture and information competence;
to instill skills of rational work with computer programs;
maintain independence in the development of computer technology.

Requirements for the level of training of participants in the educational process for the use of information and communication technologies

Knowledge of ICT greatly facilitates the preparation for the lesson, makes the lessons non-traditional, memorable, interesting, more dynamic. The integration of ICT and modern pedagogical technologies can stimulate cognitive interest in the Russian language and literature, creating conditions for motivation to study these subjects. This is a rational way to increase the efficiency and intensify learning and self-learning, improve the quality of education.

When using multimedia technologies, knowledge is acquired through different channels of perception (visual, auditory), therefore, it is better absorbed and remembered for a longer period. Even K. Ushinsky noted that knowledge will be the stronger and more complete, the more senses it is perceived.

Today, with the minimum equipment of classrooms, it is quite difficult to keep the constant interest of students. Often, the classroom equipment is texts, a textbook, a notebook, reproductions, which we clearly lack, and their appearance leaves much to be desired. ICT can provide significant assistance in solving this problem, which make it possible to revive the lesson and arouse interest in subjects. And what is very important: lessons using multimedia technologies are a process of conscious assimilation of the material.

Practice shows that students today are ready for lessons of various disciplines using information and communication technologies. For them, neither work with various editors (for example, MS Word, MS Excel, Paint, MS Power Point), nor the use of Internet resources, nor computer testing is new and unknown. Most students have both an idea of the possibilities of certain information and communication technologies, and specific practical skills. Therefore, the application of this knowledge and skills is advisable to ensure a unified approach to solving the problems presented to the school.

But in order to implement a unified approach, it is necessary that the subject teacher be able to:

1. process textual, digital, graphic and audio information for the preparation of didactic materials (task options, tables, drawings, diagrams, drawings) in order to work with them in the classroom;

2. create slides on this educational material using the MS Power Point presentation editor and demonstrate the presentation in the lesson;

3. use the available ready-made software products in their discipline;

4. apply educational software (training, reinforcing, controlling);

5. to search for the necessary information on the Internet in the process of preparing for lessons and extracurricular activities;

6. organize work with students to find the necessary information on the Internet;

7. independently develop tests or use ready-made shell programs, conduct computer testing.

In the course of mastering information and communication technologies, the teacher improves his professional level and masters (sometimes simultaneously with the students) new tools for gaining knowledge.

Based on the existing skills of the children, the teacher can and should gradually introduce the following forms of using ICT into their lessons:

Starting from grade 5, it is possible to use forms that do not require special knowledge of ICT from students, for example, computer forms of control (tests). During this period, the teacher can also conduct lessons based on presentations created by him or by high school students.

Then you can practice working with multimedia teaching aids on the subject at different stages of preparing and conducting a lesson. During this period, EER in subjects and electronic encyclopedias are perceived by students mainly as sources of information. It is advisable to use various kinds of ICT in preparation for tests and exams.

A lesson using computer forms of control implies the possibility of testing students' knowledge (at different stages of the lesson, with different goals) in the form of testing using a computer program, which allows you to quickly and effectively fix the level of knowledge on the topic, objectively assessing their depth (the mark is set by the computer).

In high school, even an exam in a subject can be held in the form of defending a project, research, creative work with mandatory multimedia support.

Working with multimedia aids makes it possible to diversify the forms of work in the classroom through the simultaneous use of illustrative, statistical, methodological, as well as audio and video material.

Such work can be carried out at different stages of the lesson:

As a form of checking homework;

As a way to create a problem situation;

As a way of explaining new material;

As a form of consolidation of the studied;

As a way to test knowledge during the lesson.

Lessons using a computer presentation include lessons explaining new material in an interactive mode, a lecture lesson, a generalization lesson, a scientific conference lesson, a project defense lesson, an integrated lesson, a presentation lesson, and a lesson- discussion in the Internet conference mode.

The project defense lesson is a unique way to realize the creative potential of students, a way of creative interpretation of their knowledge and skills in practice. The use of ICT in lessons of this type is one of the forms of presentation of the material, a way to activate the audience, a reflection of the structure of the speech.

In all cases, ICTs perform the function of an “intermediary”, “which makes significant changes in a person’s communication with the outside world”. As a result, the teacher and student not only master information technology, but also learn to select, evaluate and apply the most valuable educational resources, as well as create their own media texts.

Pedagogical lesson design using ICT

In the scientific and pedagogical literature and in specialized periodicals, articles and entire brochures about the use of multimedia technologies in the educational process appear more and more often. The lists of electronic textbooks and other school aids already number in the hundreds. There are undeniable advantages. Really,multimedia technologies are the practical implementation of the methodological and theoretical foundations for the formation of a teacher's information culture.It is more and more difficult for a modern teacher to see himself in the educational process without the help of a computer.

Most teachers prefer to use one computer and a multimedia projector in order to maximize the visualization of the teaching process. This path is in many ways more advantageous: the problem is solvedhealth saving(large screen removes the problem of limiting the student's work in front of the monitor screen); the use of a projector also allows you to more effectively manage the educational process.

However, the analysis of a significant number of multimedia lessons-presentations, made, as a rule, in the PowerPoint program, as well as fragments torn from electronic teaching aids, shows their extremely low educational effect.The developers of such lessons are not familiar with the featuresa completely new form of teaching.

pedagogical design – systemized use of knowledge (principles) about effective academic work (teaching and learning) in the process of designing, developing, evaluating and using educational materials.

Meanwhile, the lesson, as a direct tool for implementing the basic ideas of information and communication technologies, requires the most careful development. It is the lessons that are the litmus test that show the effectiveness of a particular development. This is both the final result and the last stage of design, implementation of the ideas laid down by the developers of certain technologies.

The preparation of such lessons requires even more thorough preparation than in the usual mode. Concepts such as lesson script, directing lesson - in this case, not just newfangled terms, but an important part of the preparation for the lesson. When designing a future multimedia lesson, the teacher should consider the sequence of technological operations, forms and ways of presenting information on a large screen. It is worth immediately thinking about how the teacher will manage the educational process, how pedagogical communication will be provided in the classroom, constant feedback from students, developing the learning effect.

Let's define a few more terms.

"Lesson with multimedia support". It is quite obvious that this is the name of the lesson, wheremultimedia is used to enhance the learning effect.

In such a lesson, the teacher remains one of the main participants in the educational process, often the main source of information, and
multimedia technologies are used by him to enhance visibility, to connect several channels of information presentation at the same time, for a more accessible explanation of educational material.
For example, the technology of supporting notes by V. F. Shatalov acquires a completely new quality when fragments of a “support” appear on the screen in a given mode. At any time, the teacher can use hyperlinks to go to the details of information, "revive" the material being studied with the help of animation, etc.

It is quite obvious that the degree and time of multimedia support for a lesson can be different: from a few minutes to a full cycle.

When designing a future multimedia lesson, the developer should think about what goals he pursues, what role this lesson plays in the system of lessons on the topic under study or the entire course. What is the multimedia lesson for?

to study new material, present new information;
to consolidate the past, to develop training skills and abilities;
for repetition, practical application of acquired knowledge, skills;
for generalization, systematization of knowledge.

It should be immediately determined: thanks to which the teaching and educating effect of the lesson will be enhanced so that the multimedia lesson does not become just a tribute to newfangled hobbies. Based on this, the teacher selects the necessaryforms and methods of conducting a lesson, educational technologies, pedagogical techniques.

A multimedia lesson can achieve the maximum learning effect if it appears as a meaningful whole product, and not as a random set of slides. A certain list of oral, visual, textual information turns the slide into training episode . The developer should strive to turn each of the episodes into a standalonedidactic unit.

Cooking slide tutorial episodeand treating it likedidactic unit, the developer must be clear about

what educational tasks does he pursue with this episode,
by what means he will achieve their realization.

One of the obvious advantages of a multimedia lesson isincreased visibility. Recall the famous phrase of K. D. Ushinsky: “Children's nature clearly requires visibility. Teach a child some five words unknown to him, and he will long and vainly suffer over them; but connect twenty such words with pictures - and the child will learn them on the fly. You are explaining a very simple thought to a child and he does not understand you; you explain a complex picture to the same child, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we cannot look for such classes), start showing pictures, and the class will speak, and most importantly, will speak free…".

The use of visualization is all the more relevant because schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, and illustrations. In this case, the projector can be of invaluable assistance. However, the expected effect can be achieved if certain requirements for the presentation of visibility are met.

recognition visibility, which must correspond to the presented written or oral information
Dynamics visual presentation. The time of the demonstration should be optimal, and correspond to the educational information being studied at the moment. It is very important not to overdo the effects.
Thoughtful algorithm video sequence images. Let us recall the lessons where the teacher closed (turned over) the prepared visual aids in order to present them at the necessary moment. It was extremely inconvenient, it took the teacher's time, the pace of the lesson was lost. Multimedia tools provide the teacher with the opportunity to present the necessary image with an accuracy of an instant. It is enough for the teacher to think over in detail the sequence of presentation of images on the screen so that the learning effect is as large as possible.
Optimal sizevisibility. Moreover, this applies not only to the minimum, but also to the maximum sizes, which can also have a negative impact on the educational process, contribute to faster fatigue of students. The teacher should remember that the optimal image size on the monitor screen in no case corresponds to the optimal image size of the large projector screen.
Optimal quantity presented images on the screen. You should not get carried away by the number of slides, photos, etc., which distract students, do not allow them to focus on the main thing.

When preparing a training episode, the teacher will definitely face the problem of presenting a printed text . It is necessary to pay attention to the following requirements for the text:

structure;
volume;
format.

Text from the screen should act as a unit of communication. He wears or

subordinate character, helping the teacher to strengthen the semantic load,
or is an independent unit of information that the teacher deliberately does not voice.
It's only natural when definitions appear on the screen. terms, key phrases . Often on the screen we see a kind of thesis lesson plan. In this case, the main thing is not to overdo it, not to clutter up the screen with text.

It has long been obvious that a large amount of writing is poorly perceived from the screen. The teacher should strive to replace the printed text with visuals whenever possible. In fact, this is also a text, but presented in a different language. Recall the definition text in encyclopedic reference booksa sequence of graphic or sound language signs, limited to a single purpose(lat . Textus - connection ...).

It is also important how the printed text from the screen will be presented. As well as visualization, the text should appear at the time predetermined by the teacher. The teacher either comments on the presented text, or reinforces the oral information presented to them. It is very important that the teacher never duplicate text from the screen. Then the students will not have the illusion of an extra link of incoming information.

Although there may be cases when duplication of printed text by a teacher or studentdidactically justified. This technique is used in elementary school, when the teacher achieves an integrated approach to teaching, connecting various channels of perception. Reading skills, oral counting, etc. are being improved.

Duplication of printed text is also mandatory at any age when conducting multimedia didactic games. By this, the teacher achieves equal conditions for all students: both those who perceive oral information more easily, and those who more easily absorb information from printed text.

When preparing a multimedia lesson, the developer must have at least a basic understanding of color, color scheme , which can successfully affect the designcolor scripttraining episode. You should not neglect the recommendations of psychologists, designers on the effect of color on the cognitive activity of students, on the combination of colors, the optimal number of colors on the screen, etc. You should also pay attention to the fact that the color perception on the monitor screen and on the big screen is significantly different, and a multimedia lesson must be prepared first of all with the expectation of a projector screen.

Equally important is the use in the classroom. sound . Sound can play a role

noise effect;
sound illustration;
sound accompaniment.

As noise effectsound can be used to attract the attention of students, switch to another type of learning activity. The presence of a multimedia collection of Microsoft Office sound effects does not mean that they must be used. The noise effect must be didactically justified. For example, in the case of a multimedia educational game, a jerky noise effect can become a signal to start discussing the question or, conversely, a signal to end the discussion and the need to present an answer. It is very important that students are accustomed to this, so that the sound does not cause them excessive excitement.

Plays an important rolesound illustrationas an additional channel of information. For example, a visual representation of animals or birds may be accompanied by their growling, singing, etc. A drawing or photograph of a historical figure may be accompanied by his recorded speech.

Finally, sound can play the role of an educationalsound accompanimentvisual image, animation, video. In this case, the teacher should carefully consider how rational it will be to use sound accompaniment in the lesson. What will be the role of the teacher during the soundtrack? It would be more acceptable to use sound like educational text in the course of self-preparation for the lesson. In the lesson itself, it is recommended to reduce the sound accompaniment to a minimum.

Modern technologies, as you know, make it possible to successfully use fragments of video films in a multimedia lesson.Use of video information and animationcan greatly enhance the learning effect. It is the film, or rather a small educational fragment, that most contributes to the visualization of the educational process, the presentation of animation results, and the simulation of various processes in real time learning. Where a fixed illustration, a table does not help in learning, a multidimensional moving figure, animation, frame plan, video and much more can help. However, when using video information, one should not forget about saving pace lesson. The video fragment should be extremely short in time, and the teacher needs to take care of providing feedback with students. That is, video information should be accompanied by a number of developmental questions that cause the guys to have a dialogue, comment on what is happening. In no case should students be allowed to become passive contemplators. It is preferable to replace the sound accompaniment of the video clip with the live speech of the teacher and students.

Another aspect should also be touched upon: the conduct of the multimedia lesson itself. However the lesson is designed, much depends on how the teacher prepares for it. The virtuoso conduct of such a lesson is akin to the work of a showman of some TV show. The teacher should not only, and not so much (!), confidently use a computer, know the content of the lesson, but conduct it at a good pace, at ease, constantly involving students in the cognitive process. It is necessary to think over the change of rhythm, diversify the forms of educational activity, think about how to withstand a pause if necessary, how to ensure a positiveemotional background lesson.

Practice shows that, thanks to the multimedia support of classes, the teacher saves up to 30% of teaching time than when working at the blackboard. He should not think that he does not have enough space on the board, do not worry about the quality of the chalk, whether everything written is understandable. Saving time, the teacher can increase the density of the lesson, enrich it with new content.

There is also another problem. When the teacher turns to the blackboard, he involuntarily loses contact with the class. Sometimes he even hears a noise behind him. In the multimedia support mode, the teacher has the opportunity to constantly "keep abreast", see the reaction of students, respond in time to a changing situation.

One of the most significant changes in the structure of education can be characterized as a shift in the center of gravity from education to doctrine . This is not an ordinary "training" of students, not an extensive increase in knowledge, but a creative approach to teaching all participants in the educational process, and, above all, its main traditional tandem: teacher - student . Cooperation between trainees and teachers, their mutual understanding is the most important condition for education. Need to create an environment interactions and mutual responsibility. Only if there is a high motivation all participants in the educational interaction, a positive result of the lesson is possible.

Information and communication technologies in the lessons of the Russian language and literature

The main directions of using computer technology in the classroom

Visual information (illustrative, visual material)
Interactive demonstration material (exercises, reference diagrams, tables, concepts)
Training apparatus
Testing

Basically, all these areas are based on the use of the program MS PowerPoint. What does it allow you to achieve in the classroom?

Stimulation of the cognitive activity of schoolchildren, which is achieved through the participation of the child in creating presentations on new material, preparing reports, independently studying additional material and making presentations - supporting notes, while consolidating the material in the lesson;
Promoting a deep understanding of the material being studied through the modeling of basic learning situations;
Visualization of educational material;
Integration with related disciplines: history, world art culture, music
Increasing the motivation of the teaching of schoolchildren and securing interest in the subject being studied;
A variety of forms of presentation of educational material, homework, assignments for independent work;
Stimulating the imagination of schoolchildren;
Promoting the development of a creative approach in the performance of educational tasks.

Possibilities of media resources at the stage of preparation for the lesson

Consider specific examples of the use of media resources on lessons .

A modern lesson in literature is impossible without a comparison of literary works with other types of art. This organic synthesis helps the teacher to control the flow of associations, to awaken the imagination of students, to stimulate their creative activity. The concrete visual basis of the lesson makes it bright, spectacular and therefore memorable. In the methodological literature, a lot of experience has been accumulated in working with illustrations, reproductions, portraits and photographic materials, but the teacher always faces the problem of handouts.

Computer information technologies can help us solve this problem, which make it possible to prepare a presentation of illustrative and informational material (a set of illustration slides with the necessary comments for working in the lesson), create a website and thus summarize the material on the topic. Within the framework of this program, it is possible to organize a comparison of illustrations, comparing the works of different artists to the same work at the lessons of literature, the Moscow Art Theater, the development of speech. For the lesson, students can not only get acquainted with portraits, photographs, illustrations, but also watch excerpts from films, listen to audio recordings, musical excerpts, and even go on excursions to the museum.

Preparation for such a lesson becomes a creative process, and the entertainment, brightness, novelty of the computer elements of the lesson, in combination with other teaching methods, make the lesson unusual, exciting and memorable.

The computer, of course, cannot replace the living word of the teacher in the lesson, the study of a work of art, creative communication, but it can become a good helper.

Educational computer programs in the Russian language allow solving a number of problems:

increase students' interest in the subject;
improve student achievement and quality of knowledge;
save time on student surveys;
enable students to study independently not only in the classroom, but also at home;
help teachers improve their knowledge.

Owning information and communication technologies, the teacher has the ability to create, replicate and store didactic materials for the lesson (tests, handouts and illustrations). Depending on the level of the class, the tasks assigned to the lesson, the once typed version of the tasks can be quickly modified (supplemented, compressed). In addition, printed didactic materials look more aesthetically pleasing.

Information and communication technologies significantly expand the range of search for additional information in preparation for the lesson. Through Internet search engines, one can find both artistic and literary texts, biographical materials, photographic documents, and illustrations. Of course, many works require verification, editorial revision. We do not encourage them to be used in full, but some fragments of the articles may be useful in the development of didactic materials for the lesson, and suggest the form of the lesson.

The most effective form of work is working with a training presentation.

Presentation is a form of presentation of material in the form of slides, on which tables, diagrams, figures, illustrations, audio and video materials can be presented.

In order to create a presentation, it is necessary to formulate the topic and concept of the lesson; determine the place of the presentation in the lesson.

If the presentation becomes the basis of the lesson, its "skeleton", then it is necessary to single out the stages of the lesson, clearly building the logic of reasoning from goal setting to conclusion. In accordance with the stages of the lesson, we determine the content of textual and multimedia material (diagrams, tables, texts, illustrations, audio and video fragments). And only after that we create slides in accordance with the lesson plan. For greater clarity, you can enter the presentation demonstration settings. You can also create slide notes that reflect transitions, comments, questions and tasks for slides and materials on them, i.e. methodological equipment of the presentation, the "score" of the lesson.

If the presentation is only a part of the lesson, one of its stages, then it is necessary to clearly formulate the purpose of using the presentation and, based on it, select, structure and arrange the material. In this case, you need to clearly limit the time for showing the presentation, consider options for working with the presentation in the lesson: questions and assignments for students

If the presentation is the creative work of a student or a group of students, then it is necessary to formulate the purpose of the work as accurately as possible, determine the context of the work in the structure of the lesson, discuss the content and form of the presentation, and the time to defend it. It is better if you familiarize yourself with the presentation created by the student in advance, especially if it plays a conceptual role in the lesson.

Typology of literature lessons with multimedia support

The specifics of preparing a lesson using ICT is certainly determined by the type of lesson. In our practice we use:

Lessons-lectures

Information and communication technologies make the lecture more effective and intensify the work of the class. The presentation allows you to streamline the visual material, to attract other types of art. On the big screen, you can show the illustration in fragments, highlighting the main thing, enlarging individual parts, introducing animation, color. An illustration can be accompanied by text, shown against the background of music. The child not only sees and perceives, he experiences emotions. L. S. Vygotsky, the founder of developmental education, wrote: “It is the emotional reactions that should form the basis of the educational process. Before communicating this or that knowledge, the teacher must evoke the corresponding emotion of the student and

make sure that this emotion is associated with new knowledge. Only that knowledge can be instilled, which has passed through the feeling of the student.

At the middle level, the presentation allows you to teach how to create reference diagrams and notes in a more comfortable communicative mode (theses are drawn up on slides, there is an example of creating lecture reference points for students). The problematic nature of the lecture may not be asked by the teacher himself (a problematic question), but independently realized by the children in the course of working with different materials: a portrait, a caricature, polar critical assessments, etc. The presentation form allows you to aesthetically arrange the material and accompany the teacher's word with clarity throughout the lesson.

A presentation for a lesson-lecture can be created by the teacher himself or based on small student presentations illustrating their reports and messages.

During this lesson, the children must keep notes in their workbooks. That is, ICT does not cancel the traditional method of preparing and conducting this type of lesson, but in a sense facilitates and updates (makes it practically meaningful for students) the technology of its creation.

A well-designed presentation allows you to implement an integrative approach to learning. When interpreting a literary text, the student can and should see a variety of interpretations of images and themes. The involvement of fragments of performances, films, operas, various illustrations, supplemented by excerpts from literary works, allows you to create a problem situation, which can be solved by working together in the classroom. Problem-based research training becomes the leading one in such lessons. The slides contain not only additional material, but also tasks are formulated, intermediate and final conclusions are fixed.

Unlike lessons-lectures, the presentation does not just accompany the teacher's word, but is in some way an interpretation of the literary text. The visual images of the presentation are essentially designed to develop the reader's co-creation. Comparing video or audio illustrations, the student is already analyzing the text (hidden text analysis technique).

Choosing from a number of proposed illustrations that most adequately reflects the author's point of view is another technique aimed at developing a recreative imagination (both in the middle and in the senior level). The presentation can use children's illustrations and traditional ways of working with them (title, comparison with text, description from illustration, protection of illustrations).

The design of the presentation for the text analysis lesson should be more thorough.

It must be remembered that in the lesson of text analysis, work with the text always remains the main one, and ICT only diversifies the methods, techniques and forms of work that develop different aspects of the student's personality, help to achieve the integrity of the consideration of the work in the unity of content and form, to see the richness, semantic significance of each element forms.

General lessons

With the help of the presentation, you can also prepare generalizing lessons. The task of this type of lesson is to collect all the observations made in the process of analysis into a single system of holistic perception of the work, but at the level of a deeper understanding; go beyond the problems already touched upon, emotionally embrace the entire work. To solve these problems and allow ICT, creating a kind of visual metaphor of the work, connecting the emotional-artistic and logical types of creative activity of students in the classroom. Schemes, tables, thesis arrangement of the material allow you to save time and, most importantly, to better understand the work. In addition, conclusions and schemes may appear gradually, after discussion or questioning of students. Thanks to the presentation, the teacher can control the work of the class all the time.

In these types of lessons, the presentations are created by the teacher, however, as mentioned above, the student can also participate in the creation of the presentation.

In high school, the student himself can be the author of the presentation, which becomes his final work on a topic or course, a creative report on the results of research work.

Thus, students develop key competencies required by the State Education Standards:

Ability to summarize, analyze, systematize information on a topic of interest;

Ability to work in a group;

Ability to find information in various sources;

Communicative competence;

Awareness of the usefulness of the acquired knowledge and skills.

In working with presentations, an individual approach to learning is carried out, the process of socialization, self-assertion of the individual is going on more actively, historical, scientific and natural thinking is developing.

Solving the problems of integrative and problem-based learning with the help of information and communication technologies

In my practice, student presentations are used at one of the stages of the lesson. The preparation of such a lesson is based on the method of projects, which is based on the pedagogy of cooperation.

A literature lesson organized in the mode of two technologies requires a lot of preliminary preparation. The form of its organization is as follows: the class is divided into several groups of 4-5 people, each of them includes students with different levels of learning. The same composition of the group can work from one lesson to several months. Groups receive specific tasks. Each student must, using various sources, prepare information-answer to his question. Representatives of the group are preparing a presentation in order to visually, emotionally present their task in the lesson, connecting fiction and fantasy.

Of course, a lesson from the beginning of creation to its logical end is created under the guidance of a teacher who, if necessary, helps students start working in groups, observes how cooperation between children is going on without interfering in the discussion, and at the end evaluates the work of students and cooperation in groups. It can be one "award" for all in the form of points, a certificate, a badge of distinction.

What gives the students themselves learning in cooperation?

1. Awareness of personal participation and responsibility for the success of joint work.

2. Awareness of the creative interdependence of group members.

3. The ability to conduct a dialogue, compromise, respect the opinions of others.

4. Intensive creative communication between students.

Regular discussion by the whole group of the intermediate results of the work increases its effectiveness.

And therefore, the methodology for creating design works is actively used in the practice of teaching literature.

This method allows students to achieve a high degree of independence of students in the interpretation of literary material: the selection of facts, the form of presentation, the method of registration and protection. Project work is a good way of personal adaptation of the material. This technique can be used at different stages of studying the material - both at the stage of obtaining information, and at the stage of consolidating and testing knowledge, skills, and can even be a form of an exam.

ICT allows for an integrative approach to learning.

Often, during the preparation of a literature lesson, materials are found that contribute to the establishment of integrative links.

All school disciplines have a kind of integration potential, but their ability to combine, the effectiveness of an integrative course depends on many conditions. Therefore, before creating an integration program, teachers need to take into account a number of circumstances.

The deepest basis of unification takes place when teachers reveal in the teaching of their subjects such fields of interaction that bring together promising learning goals.

Thanks to integration, a more objective and comprehensive picture of the world is formed in the minds of students, they begin to actively apply their knowledge in practice, because knowledge more easily reveals its applied nature. The teacher sees and reveals his subject in a new way, more clearly realizing its relationship with other sciences. The integration of academic subjects leads to a more interested, personally significant and meaningful perception of knowledge, which enhances motivation, allows you to more effectively use study time by eliminating repetitions that are inevitable when teaching a variety of subjects. Literature is most closely integrated with history. This is due to the fact that literature is a written monument that reflects the main milestones in the historical development of society.

An integrative approach to teaching can further expand the boundaries of mutual cooperation between the subjects of the school course.

When such work also becomes a reason for using ICT - to realize the creative and intellectual potential of the participants in the educational process, to familiarize them with modern methods of obtaining and "processing" information - this contributes to greater mutual enrichment of the teacher and student.

Independent search, creative work of students

Computer technologies provide the widest opportunities for the development of the creative potential of schoolchildren. A teacher can teach a child to use a computer correctly, show that it is not only a toy and a means of communicating with friends. With the skillful mentoring of a teacher, a teenager learns among the abundance of information on the Internet to find the right one, learns to process this information, which is the most important task. All of us are already faced with the fact that our students bring essays carefully copied from sites, thoughtlessly and completely effortlessly reprinted reports and abstracts. Is there any benefit in such a "work"? Minimal: still found what he was looking for, and managed to get out of the problem. What can a teacher do to make such work still beneficial? Create the need to process the information found, transforming it, for example, in the form of a reference diagram, presentation, test tasks, questions on the topic, etc.

The most elementary use of a computer by children is editing texts, typing texts of their creative works, their poems, compiling collections, creating computer drawings. High school students draw up their reports, abstracts using a computer, make drawings, diagrams themselves, help to do tests, manuals on literature, didactic material. It should be noted that the guys like to do tasks on the computer. This is the case when the pleasant is combined with the useful. In addition, the use of computer and information technologies in our lessons allows us to integrate with informatics, to implement the skills acquired in this lesson in practical activities. This union is also pleasant for teachers of computer science and information technology.

Thus, the use of ICT in the classroom significantly increases not only the effectiveness of teaching, but also helps to create a more productive atmosphere in the classroom, students' interest in the material being studied. In addition, owning and using ICT is a good way to keep up with the times and with your students.

Literature

Agatova, N. V. Information technologies in school education / N. V. Agatova M., 2006
Alekseeva, M. B., Balan, S. N. Technologies for the use of multimedia. M., 2002
Zaitseva, L. A. The use of information computer technologies in the educational process / L. A. Zaitseva. M., 2004
Kuznetsov E. V. The use of new information technologies in the educational process / E. V. Kuznetsov. M., 2003
Nikiforova, G. V. The use of information technology in the study of the Russian language in the 7th grade // Implementation of the educational initiative "Our New School" in the process of teaching philological disciplines. Materials of the first regional scientific-practical conference / Comp. G. M. Vyalkova, T. A. Chernova; edited by L. N. Savina. M.: Planeta, 2010 - p. 106-111
Selevko, G.K. Encyclopedia of Educational Technologies: in 2 volumes - T. 1. M .: Research Institute of School Technologies -2006-p. 150-228

MBOU ASOSH them. A. N. Kosygin, Krasnogorsk district, Moscow region

Galina Sergeevna Nikulina, teacher of Russian language and literature Page

New information communication technologies in education. Pluses and minuses of using information and communication technologies in education. Educational materials of a new generation, developed in the project "Informatization of the education system"

Electronic resourcehttp://school2100.com/uroki/elementary/inform.php. A.V. Goryachev,Program "Informatics and ICT (information and communication technologies)"

Educational materials of a new generation, developed in the project "Informatization of the education system"

IKtechnologies in teaching English

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