Use of information and communication technologies in educational activities. Modern problems of science and education Information and communication technologies related to computers
The article discusses the theoretical and practical basis for the introduction of information and communication technologies into the educational process. An analysis of theoretical and methodological approaches to the implementation of information and communication technologies was carried out, on the basis of which expert and constructive problems were solved. The expert task describes the initial prerequisites for the use of new information and communication technologies. Solving the design problem, a descriptive model was proposed. The descriptive model presents the learning process using technical means created on the basis of information and communication technologies, examines the principles of its functioning, trends in the development of the global educational process, and types of programs used in the educational process. The tasks arising from the requirements of information training are formulated. A model for the use of modern technical teaching aids is described, in which direct (teacher-student) and reverse (student-teacher) connections are established. The advantages and disadvantages of introducing information and communication technologies are shown.
distance learning process
means of education
information and communication technologies
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Today, the processes of change in the education system are associated with the introduction of new educational technologies. Along with the traditional education system, a new form of education - distance learning - is also successfully developing. Distance learning, while preserving educational technologies, methods, forms and means of traditional teaching, makes extensive use of educational arrays on the Internet, information and communication technologies.
Equipping the educational system with information and communication technologies is one of the tasks of modernizing the Russian education system. The education system is being integrated into the networked world and is approaching the growing needs of the country's economic development. The processes of creating a single economic space of European countries have strengthened the processes of globalization and modernization of the education system in Russia; Evidence of this is the Bologna process, the development of which has gained a certain strength in the Russian educational space.
Variability of content, organizational forms, teaching methods depending on the cognitive needs, interests and abilities of students is important at all stages of education. Therefore, to achieve the quality of education, it is necessary to introduce new forms of education in primary, secondary and higher schools. In this regard, distance learning and its technologies are of particular relevance.
Information and communication technologies are technologies designed for the joint implementation of information and communication processes.
Information technology is a set of processes and methods for searching, collecting, storing, processing, presenting, distributing information and methods for implementing such processes and methods.
Communication technologies are processes and methods of transmitting information and methods of their implementation.
The use of modern information and communication technologies makes it possible to organize optimal interaction between the student and the teacher in order to achieve learning outcomes and involves the simultaneous use of:
- means of visualizing problematic content,
- means of programmed training and control.
A means of visualizing problematic content is the establishment of a direct teaching connection between teacher and student (Fig. 1). Means of programmed training and control - establishing feedback control communication student-teacher (Fig. 2).
Rice. 1. Means of visualization of problematic content.
Rice. 2. Programmed training and control tools
When introducing information and communication technologies, the following problems arise:
Organization of the educational process using a computer;
By what means and how to monitor knowledge, assess the level of consolidation of skills and abilities;
What information and communication technologies should be used to implement the assigned pedagogical and didactic tasks.
To transform a training course into information and communication technology in a distance learning environment, the teacher must have an understanding of the subject area, be able to systematize knowledge, competently use teaching methods, be well informed about the capabilities of information and communication technologies, know computer tools with which to achieve one or another didactic technique. In addition, the teacher must have an idea of the hardware and software that he will use to create an educational and methodological complex (EMC), and with the help of which hardware and software he will support the educational process as a whole.
The use of modern information and communication technologies meets the most important trends in the development of the global educational process. To meet educational needs, the teacher is required not only to have knowledge and ability to apply modern pedagogical technologies, but also to possess advanced methods and means of modern science. Therefore, to increase the efficiency of the learning process, it is necessary to master modern information and communication technologies not only for students, but also for teachers.
The teacher carries out the educational process with the help of materials that are commonly called teaching aids. Teaching aids include technical, communication, information teaching aids, didactic material, etc. Due to the widespread introduction of broadband Internet, teaching aids have changed significantly. The modern learning process is unthinkable without such technical means as: educational electronic publications; computer training systems; educational audio, video materials, virtual laboratory and practical work and much more.
In the conditions of an avalanche-like information flow that pours into a person, it is necessary to make maximum use of all channels of perception of students. To do this, more attention should be paid to the visual component of the theoretical and practical course, and the auditory component (the lecturer's voice) is of secondary importance.
Electronic textbooks help present the material being studied in the most detail and detail, dividing it into small blocks that have optimal information richness and clarity, and also combine this division into small blocks with structuring. In addition, electronic teaching aids allow you to use features that are not available to conventional posters - this is the animation of individual elements, the use of audio and video elements.
With the integrated application and use of information and communication technologies in the distance education environment, an important aspect is the use of information and communication tools for the development of educational materials and complexes on all course topics. Educational and methodological materials and complexes created in this way make it possible to help students correctly understand the essence of the problem and find ways to solve it, and not just be a means of transmitting educational information.
The introduction of electronic educational, methodological and video materials into the educational process contributes to the emergence of new educational methods and forms of classes based on electronic means of processing and transmitting information. But, despite the variety of technical means and technologies used in the educational process, it should be noted that the quality of education depends, first of all, on the perfection of educational material, the form of its presentation and the organization of the educational process.
For example, when developing a model of electronic educational materials, it is necessary to take into account:
1) the textbook must set the rhythm of the material and have special audiovisual means of controlling the perception of the material;
2) the dynamics of text presentation are set by the teacher (this happens either in advance during the development of educational material, or during the demonstration);
Currently, several types of computer programs are used in teaching:
Test programs;
Training programs;
Testing and training programs;
Multimedia textbooks;
Multimedia encyclopedias.
The use of computer programs allows for the creation of interactive teaching aids that are highly visual, such as the use of audible markers to indicate fundamental learning points. This helps to strengthen the emotional background of education, expand the potential for individualization of education, provide a wide area of contacts with students, and provide a wide field for active independent activity of students. Practice shows that the use of such teaching aids helps to increase student motivation.
We have formulated some tasks that follow from the requirement for informatization of education.
1. The student must master a set of knowledge, skills and abilities, develop such personal qualities that will ensure the successful completion of professional tasks and comfortable functioning in the information society, in which information is a decisive factor in labor efficiency.
2. Increasing the level of training of specialists by improving training technologies and widespread introduction of electronic learning tools and technologies into the educational process.
Learning with the help of technical means created on the basis of information and communication technologies allows you to visualize educational material, increase the interactivity of learning, provide access to new sources of knowledge and conduct operational monitoring of the student’s mastery of the material.
A new situation arises when the student himself selects the most ergonomic characteristics of the material being studied for him personally. He has the ability to independently recreate any text obtained from a database of electronic educational video materials, illustrating it, selecting the necessary arguments, arranging them into a certain logic of evidence, reflecting his own point of view, his way of thinking.
Today, modern education can no longer be imagined without information technologies such as electronic courses, electronic libraries, the latest teaching aids and knowledge transfer technologies.
Our empirical experience shows that the diversity of the educational environment helps to increase the efficiency of the learning process, taking into account the individual capabilities of each student, his interests, inclinations, subjective experience accumulated in the process of life and learning. Highlighting two main ideas: the need for diversity in the learning environment; the requirement to individualize learning, adapt it to the cognitive needs and interests of students - it becomes clear that both the first and second ideas can be effectively solved with the help of information and communication technologies (ICT).
It should be remembered that the introduction of information and communication technologies in education has its drawbacks (Table 1), the solution of which requires a special approach to minimize psychological and physiological factors.
Despite the shortcomings described in the table, I would still like to note that computer teaching aids create an environment that motivates students to more intensively analyze the subject being studied, putting forward their ideas and offering their vision of the problems under consideration. In addition, computer-based learning tools are tools that help students not only form their own ideas, but also transform them. Educational environments based on computer-based learning tools initiate activities in which students themselves construct their knowledge, rather than perceive the world as the textbook and teacher interpret it for them.
To develop these areas, modern information technologies are used, with the help of which information and educational environments are created, on the basis of which the distance learning process and education management in general are carried out. The information and educational environment created on the basis of information and communication technologies (ICT), including training systems, has a number of advantages over traditional means:
The ability to organize the educational process based on an individually oriented approach;
It is possible to implement both level (basic, professional, advanced levels of mastering educational programs) and profile differentiation;
Table 1. Advantages and disadvantages of introducing information and communication technologies
|
Advantages |
Flaws |
|
1. Use of computers to intensify the educational process |
Deterioration in the health of students (impaired vision, cardiovascular diseases, scoliosis, etc.) |
|
2. Solving the problem of employment of children and youth (computer games, Internet) |
Internet addiction, which has consequences in the form of deteriorating health and mental disorders |
|
3. The opportunity to communicate with peers and with residents of the whole planet (websites “VKontakte”, “Odnoklassniki”, “My World”, etc.) |
The possibility of finding yourself in a dysfunctional Internet environment (dangerous blogs, dating sites, etc.) |
|
4. Unlimited communications over the Internet |
The problem of social infantilism in the native society, inadaptability to life, social immaturity |
|
5. More democratic, open, “clean” forms and technologies of training and knowledge control (testing, online training, etc.) |
One-sidedness of control and limited possibilities for identifying personal qualities and level of knowledge in the learning process |
|
6. The need for widespread introduction of distance learning technologies |
Inadequacy of the regulatory framework for distance learning. Distance learning is based on the following regulations, many of which are now outdated. 1. Order of the State Committee for Higher Education of the Russian Federation dated June 17, 1996 No. 1062 “On the creation of a center for information and analytical support of the distance education system.” 2. Order of the Ministry of Education of Russia dated August 26, 2003 No. 985-24 “On calculating the maximum number of students using distance learning technologies” (outdated). 3. Order of the Ministry of Education and Science of Russia dated May 6, 2005 No. 137 “On the procedure for using distance educational technologies” (registered by the Ministry of Justice of Russia on August 2, 2005 No. 6862). |
The use of information and communication technologies in a distance learning environment for the professional training of future specialists allows us to improve the quality of education, develop the creative abilities of students, and also teach them to think independently and work with educational material, which contributes to their further continuous improvement throughout their lives.
The student ceases to be a passive listener and becomes involved in active cognitive activity, and the teacher becomes the coordinator of the educational process.
Thus, didactic assessments of these new and unusual means of teaching are contradictory - from enthusiastic statements about a revolution in education to sad statements of low effectiveness and uselessness. It can be expected that video textbooks will be useful where figurative, emotional presentation of factual material is required, but with their help it is difficult to develop skills and abilities, so it is advisable to use them in combination with traditional material.
Reviewers:
Pomelov V.B., Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy of the Vyatka State Humanitarian University, Kirov.
Aleksandrova N.S., Doctor of Pedagogical Sciences, Professor, Head. Department of Pedagogy, National Educational Institution of Higher Professional Education "Vyatka Socio-Economic Institute", Kirov.
Bibliographic link
Yamenko O.P. INFORMATION AND COMMUNICATION TECHNOLOGIES IN A DISTANCE EDUCATION ENVIRONMENT // Modern problems of science and education. – 2013. – No. 4.;URL: http://science-education.ru/ru/article/view?id=9791 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Introduction
Information and communication technologies (ICT) are increasingly penetrating various areas of educational activity every day. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of specialists, and internal factors associated with the dissemination of modern computer equipment and software in educational institutions, the adoption of state and interstate programs for informatization of education, and the emergence of the necessary experience in informatization among all more teachers.
Let's consider what the concept of information and communication technology includes, how it was formed, what opportunities the use of information and communication technologies in education provides, the main types of information and communication technologies and software for their implementation.
Concept of information and communication technology (ICT)
Before you begin to study information and communication technologies, you need to find out the essence of the key concept. To do this, we will consider the concepts of information, information technology, and communication technology, which are of decisive importance in the formation of the concept of information and communication technology.
Currently, there is no single definition of information as a scientific term. From the point of view of various fields of knowledge, this concept is described by its specific set of characteristics. Let's consider some definitions of information that exist today.
Information is information transmitted by one person to another person orally, in writing or in some other way [Kuznetsova];
Information is information about objects and phenomena of the environment, their parameters, properties and state, which reduce the degree of uncertainty and incomplete knowledge about them. [Astakhova, p. 4].
In information theory, the concept of information is defined as communication, communication, in the process of which uncertainty is eliminated (Shannon).
In the works of logicians (Carnap, Bar-Hillel) and mathematicians (A.N. Kolmogorov), the concept of information is not associated with either the form or the content of messages transmitted through communication channels, and is defined as an abstract quantity that does not exist in physical reality, also just as there is no such thing as an imaginary number or a point that has no linear dimensions. That is, these and a number of other experts expressed the opinion that “information” is an abstract concept and does not exist in nature.
Information (from the Latin informatio, explanation, presentation, awareness) - information about something, regardless of the form of its presentation (Wikipedia).
So, most often the concept of information is defined through information, knowledge, messages, signals that have novelty and value for the recipient.
Information technology (IT, from the English information technology, IT) is a wide class of disciplines and areas of activity related to technologies for creating, storing, managing and processing data, including the use of computer technology. Recently, information technology is most often understood as computer technology. In particular, information technology deals with the use of computers and software to create, store, process, limit the transmission and receipt of information.
According to the definition adopted by UNESCO, information technology is a complex of interrelated scientific, technological, and engineering disciplines that study methods for effectively organizing the work of people involved in processing and storing information; computer technology and methods of organizing and interacting with people and production equipment, their practical applications, as well as the social, economic and cultural problems associated with all this.
I.G. Zakharova identifies two main approaches to considering the concept of information technology: in some cases they imply a certain scientific direction, in others - a specific way of working with information. That is, information technology is a body of knowledge about methods and means of working with information resources, as well as methods and means of collecting, processing and transmitting information to obtain new information about the object being studied.
It should be noted that information technologies, unlike production technologies, have a number of functions that reflect their information essence. These properties are reflected in the interpretation given by I.V. Robert: “Information technology is a practical part of the scientific field of computer science, which is a set of means, methods, methods of automated collection, processing, storage, transfer, use, production of information to obtain certain, obviously expected, results” [Robert I.V., S 25]. As can be seen from the definition given by I.V. Robert, she refers to information technology as “the practical part of the scientific field of computer science.”
Another component of our concept is the concept of communication. Communication refers to the exchange of information between living organisms (communication). In computer science, telecommunication technologies are considered. Telecommunications in international practice mean “transfer of arbitrary information over a distance using technical means (telephone, telegraph, radio, television, etc.)” Jerry Wellington. Education For Employment. The Place of Information Technology. -- London, 1989. -- P. 19.
In education, when talking about telecommunications, they often mean the transmission, reception, processing and storage of information by computer means (using a modem), either through traditional telephone lines, or using satellite communications.
By combining the key characteristics of the concepts of information, information technology, and communication, we can define the concept of information and communication technology (ICT).
Astakhova E.V. uses the term “infocommunication”, which is close in meaning to ICT. By infocommunications, she understands information, computer and telecommunication technologies designed to provide organizations and the public with information and communication products and services.
Information and communication technologies (ICT) include three components (Fig. 1).
Rice. 1 Components of ICT
Klokov E.V. uses the term "information and communication technology (ICT)". By ICT he understands “a wide range of digital technologies used to create, transmit and distribute information and provide services (computer equipment, software, telephone lines, cellular communications, e-mail, cellular and satellite technologies, wireless and cable communication networks, multimedia , as well as the Internet)" [Klokov, p. 100].
Taking into account the concepts discussed, information and communication technology can be understood as a set of tools for ensuring information processes for receiving, processing and transmitting information that consistently lead to a given result.
The use of ICT technologies in the educational process in the context of the introduction of the Federal State Educational Standard of Preschool Educational Institution
Buzmakova Svetlana Vladimirovna, teacher of MADOU "Kindergarten No. 88" in Berezniki, Perm TerritoryDescription: the work will be of interest to teachers who use ICT technologies when organizing work in preschool educational institutions, the work contains a description of the experience of introducing ICT technologies, the work identifies problems and prospects for using ICT technologies in preschool educational institutions.
Target:
Creating conditions for increasing the level of ICT competence of teachers of preschool educational institutions for the successful implementation of the Federal State Educational Standards of preschool educational institutions
Social and economic changes in Russia have led to the need to modernize many social institutions, and primarily the education system. New tasks set for education today are formulated and presented in the law “On Education of the Russian Federation” and the educational standard of the new generation.
Informatization of education in Russia is one of the most important mechanisms affecting all main directions of modernization of the educational system. Its main task is the effective use of the following major advantages of information and communication technologies:
- The ability to organize a cognition process that supports an activity-based approach to the educational process;
- Individualization of the educational process while maintaining its integrity;
- Creation of an effective management system for information and methodological support of education.
Key directions process of informatization of preschool educational institutions are:
1. Organizational:
- Modernization of methodological service;
- Improving the material and technical base;
- Creation of a certain information environment.
2. Pedagogical:
- Increasing ICT - competence of preschool teachers;
- Introduction of ICT into the educational space.
In accordance with the Law “On Education in the Russian Federation,” preschool education is one of the levels of general education. Therefore, informatization of kindergarten has become a necessary reality of modern society. Computerization of school education has a fairly long history (about 20 years), but such a widespread use of computers in kindergarten has not yet been observed. At the same time, it is impossible to imagine the work of a teacher (including a preschool teacher) without the use of information resources. The use of ICT makes it possible to enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.
What is ICT?
Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.
Information and communication technologies in education (ICT) is a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their use to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children.
Areas of application of ICT by preschool teachers
1.Records management.
In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, conducts diagnostics and presents the results both in printed and electronic form. Diagnostics should be considered not as a one-time carrying out of the necessary research, but also as maintaining an individual diary of the child, in which various data about the child, test results are recorded, charts are drawn up, and the dynamics of the child’s development are generally monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable.
An important aspect of the use of ICT is the preparation of teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.
2. Methodological work, teacher training.
In the information society, networked electronic resources are the most convenient, fastest and most modern way to disseminate new methodological ideas and teaching aids, available to methodologists and teachers regardless of their place of residence. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes, to study new techniques, and when selecting visual aids for classes.
Online communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share their teaching experience in preparing and conducting events, and using various methods and technologies.
The modern educational environment requires special flexibility from the teacher when preparing and conducting pedagogical events. A teacher needs to regularly improve his qualifications. The ability to implement modern teacher requests is also possible using remote technologies. When choosing such courses, you need to pay attention to the availability of a license on the basis of which educational activities are carried out. Distance training courses allow you to choose the direction of interest to the teacher and study without interrupting your main educational activities.
An important aspect of a teacher’s work is participation in various pedagogical projects, distance competitions, quizzes, and Olympiads, which increases the level of self-esteem of both the teacher and students. In-person participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. And remote participation is available to everyone. In this case, it is necessary to pay attention to the reliability of the resource and the number of registered users.
It is undeniably important to use ICT technologies both for maintaining documentation and for more effectively conducting methodological work and for improving the level of qualifications of a teacher, but the main thing in the work of a preschool teacher is the conduct of the educational process.
3.Educational – educational process.
The educational process includes:
- organization of direct educational activities of the student,
- organization of joint developmental activities of teachers and children,
- implementation of projects,
- creation of a developmental environment (games, manuals, teaching materials).
In preschool children, visual-figurative thinking predominates. The main principle when organizing the activities of children of this age is the principle of clarity. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes it possible to make the educational process information-intensive, entertaining and comfortable.
Types of activities with ICT
1. Lesson with multimedia support.
In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, electronic and information resources are analyzed and the necessary material for the lesson is selected. Sometimes it can be very difficult to find the necessary materials to explain the topic of a lesson, so presentation materials are created using PowerPoint or other multimedia programs.
To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen.
The use of multimedia presentations allows you to make the lesson emotionally charged, interesting, they are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.
With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue.
Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also associative form in the memory of children.
The purpose of this presentation of developmental and educational information is to form a system of mental images in children. Presenting material in the form of a multimedia presentation reduces learning time and frees up children's health resources.
The use of multimedia presentations in the classroom makes it possible to build the educational process on the basis of psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of learning and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.
The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of use of a presentation in a lesson depend on the content of this lesson and the goal set by the teacher.
The use of computer slide presentations in the process of teaching children has the following advantages:
- Implementation of polysensory perception of material;
- Possibility of demonstrating various objects using a multimedia projector and projection screen in a many times enlarged form;
- Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;
- The ability to demonstrate objects that are more accessible to the intact sensory system;
- Activation of visual functions, visual abilities of the child;
- Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.
The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson. For example, the use of presentations in classes in mathematics, music, familiarization with the outside world ensures the activity of children when examining, examining and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative and spatio-temporal features in the objective world are formed. and properties, visual attention and visual memory develop.
2. Computer assisted lesson
Most often, such classes are conducted using game-based training programs.
In this lesson, several computers are used, on which several students work simultaneously. The use of an electronic textbook (and a gaming educational game for children is an electronic textbook) is a method of programmable learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, completes the necessary tasks and then passes a competency test on this topic.
The computer's capabilities make it possible to increase the volume of material offered for review. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, and as a result, tension is relieved. But today, unfortunately, there is an insufficient number of good computer programs that are intended for children of this age.
Experts identify a number of requirements that developmental programs for children must meet:
- research character,
- ease for a child to study independently,
- development of a wide range of skills and understandings,
- high technical level,
- age suitability,
- entertaining.
Types of educational programs for preschool children
1. Games for developing memory, imagination, thinking, etc.
2. "Talking" dictionaries of foreign languages with good animation.
3. ART studios, simple graphic editors with libraries of drawings.
4. Travel games, “action games”.
5. The simplest programs for teaching reading, mathematics, etc.
The use of such programs allows not only to enrich knowledge, to use the computer for a more complete acquaintance with objects and phenomena that are outside the child’s own experience, but also to increase the child’s creativity; the ability to operate with symbols on a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative and director's games creates additional motivation in the formation of educational activities; Individual work with a computer increases the number of situations that a child can solve independently.
When organizing classes of this type, it is necessary to have a stationary or mobile computer class that complies with SANPiN standards and licensed software.
Today, many kindergartens are equipped with computer classes. But still missing:
- Methodology for using ICT in the educational process of preschool educational institutions;
- Systematization of computer development programs;
- Unified software and methodological requirements for computer classes.
Today, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.
The use of ICT does not provide for teaching children the basics of computer science and computer technology.
An important rule when organizing such classes is their frequency. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct activity at the PC.
3.Diagnostic lesson.
To conduct such classes, special programs are required, which is rare or does not exist in some general education programs. But the development of such computer programs is a matter of time. Using application software, you can develop test tasks and use them for diagnostics. In the process of conducting traditional diagnostic classes, the teacher needs to record the level of problem solving by each child according to certain indicators. The use of special computer programs will not only make the teacher’s work easier and reduce time costs (use several computers at the same time), but will also allow you to save diagnostic results, considering them over time.
Thus, in contrast to conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge.
The use of computers in educational and extracurricular activities looks very natural from the child’s point of view and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. indicate the possibility of mastering a computer by children aged 3-6 years. As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking.
The introduction of information technologies has advantages before traditional means of teaching:
1. ICT makes it possible to expand the use of electronic learning tools, as they transmit information faster;
2. Movements, sound, animation attract children's attention for a long time and help increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children;
3. Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children. In this case, three types of memory are included: visual, auditory, motor;
4. Slideshows and video clips allow you to show those moments from the surrounding world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, it’s raining;
5. You can also simulate such life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.);
6. The use of information technology encourages children to search for research activities, including searching the Internet independently or together with their parents;
7. ICT is an additional opportunity to work with children with disabilities.
With all the constant advantages of using ICT in preschool education, the following arise: Problems:
1. Material base of the preschool educational institution.
As noted above, to organize classes you must have a minimum set of equipment: a PC, projector, speakers, screen or mobile classroom. Not all kindergartens today can afford to create such classes.
2. Protecting the child's health.
Recognizing that the computer is a new powerful tool for the development of children, it is necessary to remember the commandment “DO NO HARM!” The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules.
When computers and interactive equipment operate indoors, specific conditions are created: humidity decreases, air temperature rises, the number of heavy ions increases, and electrostatic voltage in the area of children's hands increases. The intensity of the electrostatic field increases when finishing the cabinet with polymer materials. The floor must have an antistatic coating, and the use of carpets and rugs is not permitted.
To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary to: ventilate the office before and after classes, wet cleaning before and after classes. We conduct classes with older preschoolers once a week in subgroups. In his work, a teacher must necessarily use a set of eye exercises.
3. Insufficient ICT – teacher competence.
The teacher must not only perfectly know the content of all computer programs, their operational characteristics, the user interface of each program (the specific technical rules for operating with each of them), but also understand the technical characteristics of the equipment, be able to work in basic application programs, multimedia programs and the network Internet.
If the preschool educational institution team manages to solve these problems, then ICT technologies will become a great help.
The use of information technology will help the teacher increase the motivation of children’s learning and will lead to a number of positive consequences:
- enriching children with knowledge in their figurative-conceptual integrity and emotional coloring;
- facilitating the process of learning material by preschoolers;
- arousing keen interest in the subject of knowledge;
- expanding the general horizons of children;
- increasing the level of use of visual aids in the classroom;
- increasing teacher productivity.
It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.
So, the use of information technology tools will make the process of learning and development of children quite simple and effective, free them from routine manual work, and open up new opportunities for early education.
Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas in educational, educational and correctional processes. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work.
Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in preschool childhood - the ability to independently acquire new knowledge.
The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.
Svetlana Durakova
We present to your attention the dissemination of work experience.
« Use of information and communication technologies in educational activities»
Informatization society has significantly changed the practice of everyday life. In kindergarten, the same changes are reflected as in a mirror.
Therefore, the goal of our work is the use of information and communication technologies in educational activities is, quality improvement education through active implementation in educational educational process of information technology.
At use ICT solves such problems How:
Activation of cognitive, creative activities;
Achieving the goals of training and education with the help of modern electronic educational materials;
Skill development self-education and self-control;
Increasing the comfort level of preschoolers;
Reducing didactic difficulties in children;
Increasing the activity and initiative of children both during educational activities and in free activities
Acquiring computer skills.
How relevant is the topic? use of information and communication technologies in the field of education.
Our children now come to kindergarten, one might say, with the initial skills of mastering new technologies. Many of them know how to use gadgets better than you and I, teachers.
But, if computerization of the school education In our country, it already has a history of almost twenty years, but in kindergarten the computer has not yet turned into a well-mastered tool for teachers. However, every year modern information Technology they are becoming increasingly integral to our lives. Accordingly, we must keep up with the times, become guides for the child into this world of new technologies.
What is ICT?
The combination of ICT is associated with two types technologies: information and communication.
Information technology - a set of methods, methods and means ensuring storage, processing, transmission and information display and aimed at increasing labor efficiency and productivity. At the present stage, methods, methods and means are directly interconnected with the computer (computer technologies) .
Communication technologies determine methods, ways and means of human interaction with the external environment (communication, communication).
The computer also has its place in these communications. It provides comfortable, individual, diverse, interaction of communication objects.
Connecting information and communication technologies, projecting them onto educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in information society.
Information Technology, this is not only and not so much computers and their software.
ICT means using a computer, Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.
Where can ICT help a modern teacher in his work?
This is working with children, working with parents and working with teachers.
By creating a unified database of methodological and demonstration materials, the teacher has more free time.
Today, many kindergartens are equipped with computer labs. But still none:
Methodology use of ICT in the educational process,
Systematization of computer development programs,
Unified program and methodological requirements for computer classes.
Today this is the only type activities, not regulated by special educational program. Teachers have to independently study the approach and implement it in their activity.
However usage ICT does not provide for teaching children the basics Informatics and Computer Science.
For us this is before Total:
transformation subject-development environment
Creation of new means for the comprehensive development of children
use of new visibility
So way, use of information technology in the educational process not only expedient, but will also allow one to achieve one of the goals that he sets for teachers "The concept of modernization education» – preparation of a versatile, developed personality.
So how do I do my work? I use information and communication technologies:
In his activities I have highlighted the following directions use of ICT, which are available to work with preschoolers:
Creation of presentations;
Working with Internet resources;
usage ready-made training programs;
For this I I use a variety of equipment:
TVs with DVD set-top boxes,
Computer
Multimedia projector
Printer
Record player
Video and photo camera
Working with parents I use presentations for leisure, theatrical performances, children's parties and parenting meetings.
Working with children: organization of direct educational activities, joint activities of a teacher with children, viewing multimedia.
Selection of illustrative material for classes, design of parent corners, transformation subject-developmental environment of the group, informational material for the design of stands, moving folders.
Selection of additional educational material for classes, familiarization with scenarios for holidays and other events.
Exchange of experience, acquaintance with periodicals, the developments of other teachers.
In preparation for classes, when searching for material regularly I use Internet resources, where many pedagogical technologies, work experience of teachers, the most varied visual, music and video material.
preparation of group documentation (lists of children, information about parents, diagnostics of children's development, monitoring of program implementation, etc., reports. I use a digital version of writing calendar and thematic plans. Planning is carried out in accordance with the Federal State Educational Standard.
The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.
Create presentations in Power Point to increase efficiency educational classes with children and pedagogical competence of parents in the process of conducting parental meetings.
Design of booklets, group business cards, materials in various areas activities.
Creating an email, maintaining your own section on the preschool educational institution website.
Let's not forget that when organizing a child's work on a computer, it is necessary to take into account many factors. The computer develops many intellectual skills, but we must not forget about the norm.
Sanitary standards:
Continuous duration of work with a computer in educational game classes
For children 5 years old should not exceed 10 minutes
For children 6-7 years old - 15 minutes
For children with chronic pathology, who are often ill (more than 4 times a year, after suffering illnesses for 2 weeks, the duration of computer classes should be reduced:
For children 5 years old up to 7 minutes,
For children 6 years old - up to 10 minutes.
To reduce the tediousness of computer classes, it is necessary to ensure a hygienically rational organization of the worker places: furniture suits the child’s height, sufficient level of illumination.
The video monitor screen should be at eye level or slightly lower, at a distance of no closer than 50 cm.
A child wearing glasses must use them while using the computer. Unacceptable usage one computer for simultaneous activities of two or more children.
Computer classes for children are carried out in the presence of a teacher or parent.
So way, I come to the conclusion that they contribute to better assimilation of the material, help to study the necessary material in a playful, fairy-tale form. Besides information and communication technologies contribute to increasing cognitive interest, activate thinking children's activities. Use of information technology helps the teacher increase children's learning motivation.
I believe, that use of modern information and communication technologies in teaching preschoolers expedient. This allows, in the short time allotted for direct educational activities, cover the material more widely, present it more interesting and relevant. In addition, children perceive animated and video materials with pleasure, and knowledge is acquired in a relaxed manner.
Thank you for your attention!
The role of information and communication technologies in the general educational process is defined in documents of the Government of the Russian Federation and the Ministry of Education of the Russian Federation related to the strategy of modernization of education.
Information and communication competence – one of the main priorities for the purposes of general education, and this is not only due to intra-educational reasons. The whole character of life is changing, the role of information activity is growing unusually, and within it - active, independent processing of information by a person, making fundamentally new decisions in unforeseen situations using technological means.
Systematic, effective formation of information and communication competence for the majority of students today is possible only through the use of ICT. Which means success reforms planned in the school largely depend on their application. In other words, informatization is the most important direction in the modernization of the education system.
Computer teaching technologies - a set of methods, techniques, ways, means of creating pedagogical conditions based on computer technology, telecommunications and interactive software products that model part of the teacher’s functions in presenting, transmitting and collecting information, organizing control and management of cognitive activity.
The use of computer teaching technologies makes it possible to modify the entire teaching process, implement a model of student-centered learning, intensify classes, and most importantly, improve students’ self-training. Of course, a modern computer and interactive software and methodological support require a change in the form of communication between teacher and student, turning training into business cooperation, and this strengthens the motivation of learning, leads to the need to search for new models of classes, conduct final control (reports, reports, public defense of group project projects). works), increases individuality and intensity of learning.
Computer teaching technologies provide great opportunities for the development of creativity, both for teachers and students.
Multimedia technologies
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a method of preparing electronic documents, including visual and audio effects, multiprogramming of various situations. The use of multimedia technologies opens up a promising direction for the development of modern computer teaching technologies. How to use these tools when developing sets of educational materials? Where and in what proportion is it possible to include various multimedia effects compared to plain text? Where is the limit of applicability of multimedia inserts into a document? Serious research into this issue is needed, since a violation of harmony, the appropriateness of using bright inserts and effects can lead to a decrease in performance, increased fatigue of students, and a decrease in work efficiency. These are serious questions, the answers to which will allow you to avoid fireworks in teaching and make educational material not just spectacular, but effective.
Modern information and communication technologies of education
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a set of modern computer equipment, telecommunications, and software tools that provide interactive software and methodological support for modern teaching technologies.
The main task of modern educational information technologies
are the development of interactive environments for managing the process of cognitive activity, access to modern information and educational resources (multimedia textbooks, various databases, educational sites and other sources).
Information technologies most often used in the educational process can be divided into two groups:
1) network technologies using local networks and the global Internet (electronic version of methodological recommendations, manuals, distance learning servers that provide interactive communication with students via the Internet, including in real time),
2) technologies aimed at local computers (training programs, computer models of real processes, demonstration programs, electronic problem books, monitoring programs, didactic materials).
In mathematics lessons, a computer can be used for a variety of functions and, therefore, purposes: as a way to diagnose students’ learning capabilities, a teaching tool, a source of information, a training device, or a means of monitoring and assessing the quality of teaching. The capabilities of a modern computer are enormous, which determines its place in the educational process. It can be connected at any stage of the lesson, to solve many didactic problems, both in a collective and individual mode.
Nowadays, with the help of a multimedia projector, it is possible to use a computer even for frontal work, for example, when organizing oral calculations, or when checking independent work. The use of teaching aids and presentations created in the Power Point program made it possible to abandon almost all old-generation TSOs and raise visibility to a higher level (use of sound, show a slide “in motion”)
Computer components can be introduced into lessons of any subject. It's all about expediency, the availability of appropriate quality programs, and conditions of use.
Creation and development of the information society(IO) involves the widespread use of information and communication technologies (ICT) in education, which is determined a number of factors.
Firstly, the introduction of ICT in education significantly accelerates the transfer of knowledge and accumulated technological and social experience of humanity not only from generation to generation, but also from one person to another.
Secondly, modern ICT, improving the quality of training and education, allows a person to more successfully and quickly adapt to the environment and ongoing social changes. This gives every person the opportunity to obtain the necessary knowledge both today and in the future post-industrial society.
Third, the active and effective implementation of these technologies in education is an important factor in creating an education system that meets the requirements of educational institutions and the process of reforming the traditional education system in the light of the requirements of modern industrial society.
The importance and necessity of introducing ICT into the learning process is noted by international experts in the World Report on Communication and Information 1999–2000, prepared by UNESCO and published at the end of the last millennium by the Business Press agency. In the foreword to the report, UNESCO Director-General Federico Mayor writes that new technologies should contribute to “creating a better world in which every person benefits from the achievements of education, science, culture and communication.” ICTs affect all of these areas, but perhaps they have the strongest positive impact on education, as they “open up the possibility of completely new methods of teaching and learning.” The relevance and need for the introduction of ICT in education is discussed in more detail in the second chapter of the same report, “New Directions in Education,” written by Craig Blurton, Associate Professor at the University of Hong Kong, and in Chapter VII, “Information Services, Libraries, Archives,” authored by - Professor Ole Garbo at the Royal College of Librarianship in Copenhagen.
In addition, the same report summarizes and analyzes the global processes of convergence of the media, electronics industry and telecommunications and their impact on the development of the information society, as well as planetary problems of the use of ICT in education.
The use of ICT contributes to changing the goals and content of training, including control, which entails the emergence of new methods, means and organizational forms of training and control.
The introduction of information technology in education provides an opportunity to create automated control systems for students’ knowledge in various disciplines, including computer science.
The capabilities of ICT as a tool of human activity and a fundamentally new means of teaching leads to the emergence of new methods, means, organizational forms of control and their more intensive implementation in the educational process.
The advantages of computer technology are discussed in works on the intensification and activation of learning (I.V. Alyokhina, G.V. Rubina), individualization (V.F. Gorbenko, N.V. Karchevskaya) and humanization of the educational process (T.V. Gabay, M.E. Kalashnikov, L.F. Pleukhova, V.K. Tsoneva), implementation of the creative, developmental nature of learning (V.A. Andreev, V.G. Afanasyev, G.M. Kleiman, T.A. Sergeeva and etc.).
Stages of ICT implementation on the path to the information society
The global introduction of computer technologies in all areas of activity, the formation of new communications and a highly automated information environment have become not only the beginning of the transformation of the traditional education system, but also the first step towards the formation of an information society.
The main factor determining the importance and feasibility of reforming the existing education system, including the Russian one, is the need to respond to the main challenges that the 21st century has presented to humanity:
the need for society to transition to a new development strategy based on knowledge and highly efficient information and telecommunication technologies;
the fundamental dependence of our civilization on those abilities and personality traits that are formed by education;
the possibility of successful development of society only based on genuine education and effective use of ICT;
the closest connection between the level of well-being of the nation, the national security of the state and the state of education, the use of ICT.
improving the quality of education by fundamentalizing it, informing the student about modern scientific achievements in a larger volume and at a faster rate;
ensuring that training is focused on new technologies of information technology and, first of all, on ICT;
ensuring greater access to education for all groups of the population;
increasing creativity in education.
A new stage in the global technologization of advanced countries was the emergence of modern telecommunication networks and their convergence with information technologies, that is, the emergence of ICT. They became the basis for the creation of the infosphere, since the unification of computer systems and global telecommunication networks made it possible to create and develop a planetary infrastructure connecting all of humanity.
An example of the successful implementation of ICT was the emergence of the Internet - a global computer network with its almost unlimited capabilities for collecting and storing information, transmitting it individually to each user.
Difficulty of implementation modern ICT is also determined by the fact that the traditional practice of their development and implementation is based on the ideology of creating and using information and telecommunication systems in completely different areas: communications, the military-industrial complex, aviation and astronautics. Adaptation of ICT to a specific field of application is carried out here by specialists from design bureaus and research institutes who have extensive experience in developing such equipment and, therefore, have a good understanding of the purpose of the systems and the conditions of their operation. In modern education there are no such specialized research structures; they are just beginning to be created. For this reason, a “gap” arises between the capabilities of educational technologies and their actual application. An example is the still existing practice of using a computer only as a typewriter. This gap is often exacerbated by the fact that the majority of school teachers and professors at humanities universities do not have the modern knowledge necessary for the effective use of ICT. The situation is complicated by the fact that information technologies are rapidly being updated: new, more efficient and complex ones are appearing, based on artificial intelligence, virtual reality, multilingual interfaces, geographic information systems, etc. A way out of this contradiction can be the integration of technologies, that is, their combination that will allow the teacher to use in lessons and lectures technical means that he understands, certified and adapted to the learning process. The integration of ICT and educational technologies should become a new stage in their more effective implementation in the Russian education system.
In implementation of ICT in education we can highlight three stages:
elementary associated with the individual use of computers, mainly for organizing the education system, its administration and storing information about the management process;
modern, associated with the creation of computer systems, the Internet and the convergence of information and telecommunications technologies;
future, based on the integration of new ICTs with educational technologies (ET).
The relevance and importance of developing a set of appropriate educational tools based on the integration of ICT and OT for creating an education system in the information society makes it necessary to conduct a comprehensive study of this process and consider it from a systemic perspective.
3. System basicsintegration
ICT and OT
A systematic approach to the integration of ICT and technology is based on identifying all the essential factors that establish the connection between elements and form the integral properties of the system that performs a coordinated set of actions, united by a common design and a single goal.
The choice of rational and optimal solutions when integrating information and educational technologies from a systemic perspective is, first of all, based on an analysis of the effectiveness of training or education based on a new integrated technology, i.e. based on assessing the effectiveness of interaction between teacher and students. A feature of this interaction is the creative activity of the teacher and students both in the learning process and in the educational process, which largely depends not only on the professionalism of the teacher and the knowledge of the students, but also on the emotional mood created in the learning process, as well as on the availability of appropriate incentives , on training conditions and many other factors. All this complicates the formal description of the learning process and makes it difficult to determine quantitative assessments of effectiveness.
In fact, integrated training technologies based on ICT are intelligent human-machine systems, and therefore one of the directions for forming indicators of their effectiveness can be the methodology used in simulator training of pilots, cosmonauts, and operators in nuclear energy. It consists in the use of complex indicators, the components of which are specific assessments of technical efficiency, cost, training time, as well as data from medical and biological research, subjective opinions of the teacher and students.
Therefore, the first and fundamentally important task of integrating ICT and OT (in the future, for brevity, the abbreviation ITO will be used, adopted by a number of authors) is to clearly identify the goals of their creation and develop a system of indicators of their effectiveness. Formalization of the goals of educational technologies is a rather complex problem, which still remains unresolved and is actively discussed both in monographs, articles, and at seminars and conferences. At the same time, when solving problems of learning, monitoring knowledge and managing the educational process, experience has already been accumulated in assessing goals in the form of specific indicators. As an example, consider the points system. This, of course, does not exclude the use of other indicators for assessing the effectiveness of ITO.
Based on a systems approach, it is necessary to build a model or diagram of the operation, which includes the following main elements: OT, ICT, teachers, trainees, specialists and administration.
Educational technologies or, otherwise, educational technologies (ET) are one of the main elements of the education system, since they are directly aimed at achieving its main goals: training and education. Technical training is understood as both the implementation of curricula and training programs, and the transfer to the learner of a knowledge system, as well as methods and means for creating, collecting, transmitting, storing and processing information in a specific area. Science has accumulated vast experience in transferring knowledge from teacher to student, creating education and training technologies, as well as building their models.
ICTs have an active influence on the process of training and education of the student, as they change the pattern of knowledge transfer and teaching methods. At the same time, the introduction of ICT into the education system not only affects educational technologies, but also introduces new ones into the educational process. They are associated with the use of computers and telecommunications, special equipment, software and hardware, and information processing systems. They are also associated with the creation of new means of teaching and storing knowledge, which include electronic textbooks and multimedia; electronic libraries and archives, global and local educational networks; information retrieval and information reference systems, etc. ICT models are currently being developed, and some of them are successfully used in the study of education systems.
Considering the elements of a complex ITS system, it should be noted that in education an important condition successful integration of technology is the professional training of teachers and specialists operating systems and means of new integrated learning technology. Each participant in ITS-based training, including the administration of educational institutions, must have the necessary information literacy and understanding of the technologies used. In some countries, you even need to have the appropriate certificate for this. For example, such a requirement exists in the UK. The introduction of certificates for participants in the learning process makes it possible to simplify the implementation of information technology and increase the adequacy of assessments of the effectiveness of technologies.
When implementing information technology, it is necessary to understand that this process is complex and costly.
As the experience of introducing ITO in the world and in Russia shows, the specific type of educational institution (school or university, educational center or virtual college, etc.) and the form and type of education (full-time or correspondence, distance learning) have a significant impact on the effectiveness of ICT-based education or stationary, basic or additional), etc.
A program that ensures the active implementation of ICT in the educational industry, is comprehensive and involves solving a number of important problems in the development of education:
development of the regulatory framework;
creation of new organizational, methodological and scientific-methodological support in the field of educational systems and technologies;
creation of ICT material base;
creation of a system for training and retraining of educational personnel.
A new direction for increasing the efficiency of ICT implementation is integration of information and communication technologies and learning technologies. As the first and necessary steps to facilitate the accelerated implementation of this process in the education system, we can recommend:
organization of seminars and training courses for administration and staff of universities, teachers of schools and training centers on the use of new ITO in teaching;
creating conditions to stimulate the development of Internet services related to the use of new information technology;
intensification of work on the creation of a thematic system “ITO” within the framework of the international information network on IT;
preparation of an appropriate set of measures for inclusion in the “Program for Moscow’s movement into the information society”;
development of methodological and methodological foundations for system analysis and synthesis of information technology, methods for assessing training and education based on them;
development of proposals for financing the introduction of integrated information and communication technologies in education at the expense of the international community.
In improving the quality of professional training of specialists, including future teachers, in the system of higher pedagogical education, a significant role belongs to control, which is considered extremely important by modern pedagogical theory and practice.
Currently, using the capabilities of modern information technologies to ensure the didactic process is one of the pressing problems. The role of new information and communication technologies (ICT) in teaching practice is determined by E.S. Polat as “a necessary condition for the intellectual, creative and moral development of students” [3].
In the conditions of the information society, the volume and content of knowledge, skills and abilities that a modern specialist must possess sharply and constantly increases and changes. The integration of computer technologies and the educational process contributes to its intensification, modernization of the training system for future specialists, improvement of the quality of education, development of the ability to independently obtain new knowledge, and implementation of the idea of developmental and lifelong learning. Computer technologies contribute to the disclosure, preservation and development of students’ personal qualities, the use of which in the educational process will be effective only if future specialists have a correct understanding of the place and role of these technologies in the educational process.
For future specialists it is necessary to have appropriate training in the knowledge and application of information and communication technologies in the rapidly changing conditions of the information society; possess the basics of the necessary knowledge and accumulate personal experience in the practical use of computer technologies in their professional activities. In addition, in the context of the development of distance education, it is necessary to master modern computer teaching aids, including control.
As noted in the materials of the international conference held in November in Moscow, dedicated to the problems of introducing information technologies into education, a lesson using a computer will be more effective for the teacher who
· Maintains human priorities in learning.
· Has a kind, trusting attitude towards the machine and its teaching capabilities
· Able to handle a personal computer carefully and at the same time safely
· Intellectually developed, erudite, able to evaluate the pedagogical capabilities of computer programs
· Methodologically flexible
· Disciplined, precise, possesses ordered, logical thinking.
The first step that a teacher takes when turning to computer teaching technology is to study pedagogical software in his subject and evaluate their advantages and disadvantages. Unfortunately, there has not yet been a single multimedia textbook in mathematics that would fully correspond to the school curriculum: atypical terminology is used, others. Axiom systems different from school, or a cumbersome information input system (a very “twisted” formula editor, which does not speed up, but rather slows down the solution process). Therefore, we can only agree with N. Rozov, Dean of the Faculty of Pedagogical Education of Moscow State University, who in one of his speeches noted: “We all perfectly understand how far e-learning products are still from the ideal. There is a long way to go in understanding, searching and accumulating pedagogical experience, before how the computer component of the educational process will become an equal partner to the textbook.”
It is advisable to begin familiarization with software products by studying the tools that create the so-called. computer environment. These programs include program instructions, advice, and recommendations on a wide range of issues. With them, the teacher can conduct both classroom and extracurricular activities, freeing himself from repeated repetition of the same truisms to students, from the touch of subjectivity in assessing the educational success of students, helping them master self-learning technology.
The computer environment is also created by reference and information materials. Their purpose is to provide greater clarity and evidence in the lesson, to use these programs for making various kinds of inquiries and for self-testing, to provide a sample of completing any task on specific subject material.
Reference and information materials are designed to make it easier for many children to master the school curriculum; they are supportive and accompanying, and often motivating.
That. the computer, as it were, combines a number of traditional TSOs, which have always been used mainly to enhance clarity. This activates the cognitive process of students, develops thinking (visual-effective, visual-figurative), and increases the effectiveness of the educational process. The use of ICT makes it possible to realize such developmental learning goals as the development of thinking (spatial, algorithmic, intuitive, creative, theoretical), the formation of skills to make the optimal decision from possible options, the development of skills to carry out experimental research activities (for example, through the implementation of computer modeling capabilities) , formation of information culture, skills to process information. This leads to an acceleration of the pace of learning, frees up time, and therefore intensifies the learning process.
One of the requirements dictated by the social order of society for modern education and presented today to university students - future specialists - is the ability to use modern ICT tools in the professional activities of a teacher, exactly the rapidly developing means of distance educational technologies both in the educational process and and in its integral component – the control system.
ICT in the control system
The use of computer technologies in the educational process is a completely natural phenomenon in the era of informatization of society. However, the effectiveness of their use in teaching depends on a clear understanding of the place they should occupy in the complex set of relationships that arise in the teacher-student interaction system.
The role of control in the learning process is of priority importance, therefore, all of the above about the introduction of information and communication technologies into the learning process also contributes to the penetration of ICT into the control process, as an important and integral element of the learning process.
Control tasks implemented using ICT can be aimed at identifying the following knowledge:
Knowledge of definitions, fundamental concepts of the course, section, topic (module), ideas about the scope and content of concepts;
Knowledge of the applied (practical) application of definitions;
Knowledge of rules, algorithms, laws, formulas;
Knowledge related to solving problems on the topic;
Knowledge of facts, fundamentals, principles, practical applications.
Supervisory tasks implemented using ICT can be of varying levels of complexity:
Simple recognition tasks;
Reproduction tasks;
Tasks performed according to a formula, algorithm, rule, pattern;
Tasks of a problematic nature (the algorithm for solving the problem is unknown in advance).
Let us highlight the advantages of using ICT in the process of knowledge control:
A high degree of visibility during control, which helps to increase interest in the very subject of study, control, and evaluation;
Automation of carrying out, evaluating results, summing up control procedures;
The ability to repeatedly perform monitoring tasks in order to internalize (assimilate) knowledge;
The ability to conduct self-control of students at any time convenient for the student without the participation of a teacher.
Literature
World UNESCO report on communication and information, 1999-2000. – M. – 2000.
Kurdyukov, G.I. . To the question of the role of information and communication technologies in the system of monitoring the knowledge of students of pedagogical universities in computer science disciplines / G.I. Kurdyukov /access address: http:// www. rusedu. info/ Article915. html
New Pedagogical and information technologies in the education system: Proc. aid for students ped. universities and higher education systems qualified ped. personnel / E.S. Polat, M.Yu. Buharkina and others; Ed. E.S. Polat. – 2nd ed., erased. – M.: Publishing Center “Academy”, 2005. – 272 p.; S. 3
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