What is communication technology in education. What is information and communication technology. CORs are divided into two groups

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Educational information and communication technologies

Introduction

Information and communication technologies (ICT) every day more and more penetrate into various areas of educational activity. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of specialists, as well as internal factors associated with the spread of modern computer equipment and software in educational institutions, the adoption of state and interstate education informatization programs, the emergence of the necessary experience of informatization in 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 tools for their implementation.

1. The concept of information and communication technology (ICT)

Before proceeding to the study of information and communication technologies, it is necessary to find out the essence of the key concept. To do this, consider the concepts of information, information technology, 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 features. Consider some of the definitions of information that exist today.

Information - information transmitted by some people to other people 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 incompleteness of knowledge about them. [Astakhova, p. four].

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 imaginary number or point without linear dimensions. That is, these and a number of other specialists expressed the opinion that "information" is an abstract concept, and it does not exist in nature.

Information (from Latin informatio, explanation, presentation, awareness) - information about something, regardless of the form of their presentation (Wikipedia).

So, most often the concept of information is defined through information, knowledge, messages, signals that have novelty, value for the recipient.

Information technology (IT, from the English information technology, IT) is a wide class of disciplines and fields of activity related to technologies for creating, storing, managing and processing data, including using 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, engineering disciplines that study methods for the effective organization of the work of people involved in the processing and storage of 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 set of knowledge about the 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 under study.

It should be noted that information technologies, unlike production ones, 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 tools, methods, methods for automated collection, processing, storage, transmission, 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 information technology to "the practical part of the scientific field of computer science."

Another component of our concept is the concept of communication. Communication is understood as the exchange of information between living organisms (communication). In informatics, telecommunications technologies are considered. Telecommunications in international practice is understood as “the transmission of arbitrary information over a distance using technical means (telephone, telegraph, radio, television, etc.)” by Jerry Wellington. Education For Employment. The Place of Information Technology. - London, 1989. - P. 19.

In education, speaking of telecommunications, they often mean the transmission, reception, processing and storage of information by computer means (using a modem), either via traditional telephone lines or via satellite communications.

Combining the key characteristics of the concepts of information, information technology, communication, it is possible to define the concept of information and communication technology (ICT).

Astakhova E.V. uses the term “infocommunication” close to ICT in meaning. By infocommunication, 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 disseminate information and provide services (computer equipment, software, telephone lines, cellular communications, e-mail, cellular and satellite technologies, wireless and cable networks, multimedia tools , as well as the Internet)” [Klokov, p. 100].

Taking into account the considered concepts, 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.

2. Goals of using ICT in education

The goals of using information and communication technologies in education correspond to the needs of society in obtaining quality and affordable education.

The use of information and communication technologies in education, according to I.V. Zakharova, traditionally comes down to two main areas. The first is to use the possibilities of these technologies to increase the accessibility of education, which is carried out by including in the education system those individuals for whom another method may not be available at all. This is a form of distance learning.

The second direction involves the use of information technology to change what is taught and how to teach, that is, the content and methods of teaching within the traditional face-to-face form.

In accordance with this, two main goals of using ICT in education can be formulated:

1) improving the quality of education;

2) increasing the accessibility of education.

Pointing out the existing contradictions in the simultaneous achievement of the quality and accessibility of education by means of ICT, Zakharova I.V. offers a number of principles to resolve this contradiction.

In a simplified, but, unfortunately, widespread view, it is argued that everything is decided simply by the widespread introduction of information and telecommunication technologies, to which truly magical power is attributed. And in this case, society is offered a very simple solution - it is enough to provide educational institutions with computers and telecommunications, and education, as if by magic, will become better, more accessible and cheaper. But even the best and most advanced technologies, adopted by teachers and students, without an adequate reorganization of the educational process, have a demoralizing effect and are simply wasteful. In essence, this is the same as bringing an illiterate person to the library and waiting until he learns to read fluently and navigate books.

3. Types of educational information and communication technologies

Systematic research in the field of application of information technologies in education has been conducted for more than forty years. The education system has always been very open to the introduction of information technologies into the educational process, based on software products of the most general purpose. Various software systems are successfully used in educational institutions - both relatively affordable (text and graphic editors, tools for working with tables and preparing computer presentations), and complex, sometimes highly specialized (programming and database management systems, packages of symbolic mathematics and statistical processing) .

At the same time, these software tools have never provided all the needs of educators. Since the 1960s, a large number of specialized computer systems have been developed in scientific centers and educational institutions in the USA, Canada, Western Europe, Australia, Japan, Russia (formerly the USSR) and a number of other countries specifically for the needs of education, focused on supporting different aspects of the educational process.

We list the main types of educational information and communication technologies allocated abroad today:

This list does not purport to be classified as different types of information and communication technologies intersect. To demonstrate this, we will decipher each type.

Computer programmed learning is a technology that provides the implementation of the mechanism of programmed learning with the help of appropriate computer programs.

Studying with the help of a computer involves the independent work of the student to study new material using various means, including a computer. The nature of learning activity is not regulated here, learning can also be carried out with the support of instruction sets, which is the essence of the programmed learning method underlying CAI technology.

Computer-based learning differs from the previous technology in that if it is possible to use a wide variety of technological means (including traditional ones - textbooks, audio and video recordings, etc.), then here it is supposed to use mainly software tools that provide effective independent work of trainees.

Computer-based learning implies all kinds of forms of knowledge transfer to the student (with and without the participation of a teacher) and, in essence, intersects with the above.

Computer-assisted assessment can also be an independent learning technology, but in practice it is an integral element in others, since knowledge transfer technologies are also required to have a special system for assessing the quality of knowledge assimilation. Such a system cannot be independent of the content of the discipline being studied and the methods used by the teacher in traditional teaching or implemented in the training program.

Computer communications, providing both the process of knowledge transfer and feedback, are obviously an integral part of all the above technologies when it comes to the use of local, regional and other computer networks. Computer communications determine the possibilities of the information educational environment of a particular educational institution, city, region, country.

Astakhova E.V. uses the term "new information technology" in the meaning corresponding to the concept of information and communication technology we have considered - information technology that uses computers and telecommunications. The author distinguishes the following types of new information technologies:

1. Technology of databases and DBMS.

2. Technology of knowledge bases (accumulation, structuring and storage of knowledge from various fields).

3. Technologies of e-mail and telecommunications access to information remote from the user or its carrier.

4. Technology of a computerized teamwork office.

5. Technologies for using integrated application packages (MathCAD, AutoCAD).

6. Hypertext technologies.

7. Technologies of multimedia and hypermedia.

8. Technology of computer graphics and visualization (3D-Studio, Flash).

4. Software educational information and communication technologies

information communication technology education

Systematic research in the field of application of information and communication technologies in education has been conducted for more than forty years. The education system has always been very open to the introduction of information and communication technologies into the educational process, based on software products of the widest range. Various software systems are successfully used in educational institutions - both relatively affordable (text and graphic editors, tools for working with tables and preparing computer presentations), and complex, sometimes highly specialized (programming and database management systems, packages of symbolic mathematics and statistical processing) .

Zakharova I.V. identifies the following categories of educational information technology software for learning:

* teaching, controlling and training systems,

* systems for information retrieval,

* modeling programs,

* microworlds,

* cognitive tools,

* tools of a universal nature,

* tools for communication. Tools are understood as programs that provide the ability to create new electronic resources: files of various formats, databases, program modules, individual programs and software systems. Such tools can be subject-oriented, or they can be practically independent of the specifics of specific tasks and areas of application.

Let us consider in more detail those types of software that will be used primarily for the implementation of educational information and communication technologies.

1) Systems for information retrieval. Systems for information retrieval, or information retrieval systems, have long been used in various fields of activity. But for education, this is still a fairly new kind of software. At the same time, modern requirements for information competence require a high level of knowledge in the field of searching, structuring and storing information. Teachers can use themselves, as well as offer students various information retrieval systems: reference legal systems (“Garant”, “Code”, “Consultant Plus”), electronic catalogs of libraries, search engines on the Internet (Yandex, Google, Yahoo), information -search systems of scientific and technical information centers, etc. Finally, electronic dictionaries and encyclopedias, hypertext and hypermedia systems are also systems for information retrieval, while simultaneously performing the functions of an automated learning system.

2) Tools for communication. A new impetus to the informatization of education is given by the development of information telecommunication networks. The global Internet provides access to gigantic volumes of information stored in various parts of our planet. Many experts view Internet technology as a revolutionary breakthrough, surpassing in its significance the appearance of a personal computer.

Computer communication tools include several forms: e-mail, electronic conferencing, videoconferencing, Internet. These tools allow educators and students to share information, collaborate on common problems, post ideas or comments, and participate in problem solving and discussion.

Electronic mail (e-mail) is an asynchronous communication medium, which means that in order to receive a message, it is not necessary to agree on the time and place of receipt with the sender, and vice versa. E-mail can be used both for communication between two subscribers, and for connecting one or many recipients. It is advisable to use these features of her work to establish feedback between teachers or training programs and one or more students, regardless of their physical location. E-mail is also widely used for coordination and feedback in distance and open learning.

It should be noted that the educational opportunities of electronic mail (e-mail) are the most accessible of all information and telecommunication technologies and at the same time the most underestimated. Special mail programs are based on similar principles, and, accordingly, no serious professional training is required to use e-mail. E-mail has very wide possibilities for improving the quality of the educational process. This is both a means of additional support for educational and cognitive activity, which provides excellent opportunities for students to communicate with the teacher and with each other (moreover, confidential communication), and a means of managing the educational process.

If possible, it is desirable to integrate access to e-mail into training programs so that the student has the opportunity, if not to receive advice, then at least to ask his teacher a question in case of difficulties or express his opinion about the work of the program.

The use of e-mail allows you to increase the efficiency of teachers. In work with a large flow of trainees, this can manifest itself to a greater extent if discussion of questions sent by e-mail, in virtual seminars or working groups specially organized for this purpose, is organized. Here it is necessary to take into account the fact that not every student will voluntarily engage in this type of educational work and, accordingly, a specific incentive system is required.

In conclusion, we note that of the listed types of resources, it is e-mail that should become an indispensable tool for every teacher. In an educational institution, it can be provided without access to the Internet, within the local network. Its simplicity, "harmlessness" in comparison with other resources, the highest opportunities for both individualization of work with students and the organization of their collective activities, allow us to call this technology a mandatory IT for a modern educational institution.

Electronic conferencing is an asynchronous communication environment that, like e-mail, can be used for fruitful cooperation between students and teachers, being users of a kind of structured forum where you can express your opinion in writing, ask a question and read the remarks of other participants. Participation in thematic electronic conferences of the Internet is very fruitful for the self-education of teachers and students. Electronic conferences can also be organized within the local network of a particular educational institution for seminars, long discussions, etc. sound, animations) make these virtual workshops very effective.

Video conferencing - unlike the previous form, it is synchronous in nature, when participants interact in real time. Here, one-on-one communication (consultation), one-to-many (lecture), many-to-many (teleconference) communication is possible.

This communication technology is currently used mainly in higher education institutions with an extensive network of branches. The main obstacle to widespread use is expensive equipment, which is not always available in local training centers (branches) of the parent educational institution.

Internet technologies. The following Internet technologies are usually referred to as basic ones:

WWW (Eng. World Wide Web - World Wide Web) - technology for working on a network with hypertexts;

FTP (English File Transfer Protocol - file transfer protocol) - technology for transferring files of arbitrary format over a network;

IRC (Internet Relay Chat - turn-by-turn network conversation, chat) is a real-time negotiation technology that makes it possible to talk with other people over the network in a direct dialogue mode;

ICQ (eng. I seek you - I'm looking for you, can be written with the three indicated letters) is a one-on-one negotiation technology in synchronous mode.

The specificity of Internet technologies lies in the fact that they provide both students and teachers with a huge opportunity to choose the sources of information needed in the educational process:

* basic information posted on the Web and FTP servers of the network;

* operational information systematically sent to the customer by e-mail in accordance with the selected mailing list;

* various databases of leading libraries, information, scientific and educational centers, museums;

* information about CDs, video and audio cassettes, books and magazines distributed through Internet-shops.

Telecommunications, including e-mail, global, regional and local communication and data exchange networks, open up the widest possibilities for students and teachers: prompt transmission of information of any volume and type over any distance; interactivity and prompt feedback; access to various sources of information; organization of joint telecommunication projects; request for information on any issue of interest through the system of electronic conferences.

The main requirement that must be observed for software tools focused on the use in the educational process is the ease and naturalness with which the student can interact with educational materials. The corresponding characteristics and requirements for programs are usually denoted by the abbreviation HCI (English Human - Computer Interface - human-computer interface). This literal translation can be understood as "computer programs, the dialogue with which is human-oriented".

Information and communication technologies allow collecting, processing, storing, distributing, displaying various kinds of information and using electronic means of communication to interact with people who are geographically distant from each other. For the professional interaction of teachers in the network, knowledge, skills and abilities of using ICT in teaching activities are necessary. However, the professional training of teaching staff should not be limited only to teaching information and communication technologies, but also to teaching modern pedagogical technologies (learner-centered learning, project method, learning in small groups, etc.). These technologies complement each other: through modern pedagogical technologies to modern teaching aids - ICT and vice versa.

Questions and tasks

1. What concepts are based on the concept of information and communication technology? What are its key characteristics?

2. What are the main goals of using information and communication technologies in education?

3. Give examples of information and communication technologies used in education. Give a brief description of each type.

4. What are the pros and cons of participating in a virtual workshop compared to taking part in a traditional session?

5. What software tools of information and communication technologies are responsible for the "communication" component?

6. Why is email said to create an asynchronous learning environment?

7. How can the use of ICT change the nature of the educational process?

8. How can the use of ICT enable each student to implement an individual educational trajectory?

Bibliography

1. Astakhova, E. V. Information and communication technologies: a textbook in 3 hours / E. V. Astakhova; Alt. state tech. un-t im. I. I. Polzunova. - Barnaul, 2010. - Part 1. Information security. - 82 p.

2. Vladimirova, L.P., Modern information - communication and pedagogical technologies in education,

3. Klokov, E. V., Denisov, A. V. Technology of project-based learning // School. - 2006. - No. 2. - With. 29-36

4. Kuznetsova T.Ya. Descriptor [Electronic resource]//RSL, 2004. Access mode: http://www.rsl.ru/pub.asp?bib=1&ch=4&n=3.

5. New pedagogical and information technologies in the education system / Ed. E. S. Polat. - Moscow, 2010.

6. Polat E.S., Bukharkina M.Yu., Moiseeva M.V., Petrov A.E. New pedagogical and information technologies in the education system: Proc. allowance. - M., 2001.

7. Robert I. V. Modern information technologies in education. - M., 1994.

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Definition and methods of informatization of the learning process.

The task of accumulating, processing and exchanging information faced humanity at all stages of its development and in all areas of activity, in particular, in the learning process. Naturally, in connection with this, information support for the learning process is created - a system of forms and methods for displaying it on some kind of information carrier.

For quite a long time, the main carrier of this provision and the main tool for solving the problems of accumulating, processing and disseminating the information received were the human brain, language and hearing.

The situation has changed radically with the advent of computers. True, at first they were used mainly as large automatic adding machines.

A fundamentally new step was taken when they switched from using computers to solve individual problems to using them for the system automation of certain complete areas of human activity in information processing.

Of decisive importance for the effectiveness of systems of this kind is the fact that they rely on automated information bases. This means that the information needed to solve the tasks for which the system is designed is constantly stored in the computer's memory.

We will distinguish between the processes of computerization and informatization of the learning process.

Computerization learning is the process of equipping relevant institutions with modern computer technology.

Informatization learning is a process aimed at the optimal use of information support for learning with the help of a computer. It is pedagogical in the sense that pedagogical tasks are solved in it. The list of these tasks, the optimality criterion, the input data and the required results - all this is determined by the learning process.

Computerization is a necessary condition for informatization, but not a sufficient one. The computer is a tool, the use of which should lead to fundamental changes in the learning process.

Since learning is the transfer of information to the student, then, following the definition of academician B.N. Glushkov (information technologies are processes associated with the processing of information), information technologies have always been used, that is, any pedagogical technology is informational. When computers began to be widely used in education, the term "new information technology of education" appeared.

In education, "pedagogical technology" and "information technology" are, in a certain sense, synonymous.

It is possible to speak about a new information technology of education only if it:

satisfies the basic principles of pedagogical technology (preliminary design, reproducibility, goal setting, integrity);
solves problems that were not previously theoretically or practically solved in didactics.

At the same time, a computer is a means of preparing and transmitting information to a student.

Information support of the learning process should holistically, systematically describe all its components, make it possible in each of its links to optimally solve the necessary didactic tasks based on new information technologies.

The vast majority of guidelines on the use of computers and new information technologies in the learning process one to one correspond to well-known guidelines for the use of TCO in the classroom. The teacher himself determines what, where and when to apply, based on these instructions and personal experience.

Informatization of the learning process is designed to ensure that the teacher, when planning his activities, based on the patterns, principles of learning and computer recommendations, will choose the best option for it.

Therefore, we should not talk about individual methods of informatization, but about a system of methods that, in their totality, cover all the characteristics of the learning process.

We will call the method of informatization of the learning process such an interconnected activity of the entire school team (administration, teachers, psychologists, medical workers, etc.), which is oriented in advance to the optimal use of information support for the learning process using a computer.

Consider a group of ways to informatize the learning process.

Building an optimal school curriculum.
Construction of electronic models of school textbooks.
Building a complete intra-school pedagogical monitoring.
Construction and implementation of a complete intra-school psychological monitoring.
Building and conducting a complete intra-school monitoring of the health and physical development of students.
Predicting the learning outcomes of students and the class as a whole.
Optimization of the distribution of study time within the subject and in the class as a whole.
Differentiated and individual approach to students.
Optimal selection of forms and methods of work in the lesson.
Building an optimal system of lessons and each lesson on the topic.
The optimal combination of management and self-management of educational and cognitive activities in the classroom.
Current analysis, introspection and operational regulation of the learning process.
Thematic analysis, introspection and strategic regulation of the learning process.

Today in pedagogy there is a situation where it is impossible in the old way, but it is not possible in the new way. Despite attempts to change the content and the education system itself, there are still many unclear and contradictory things in pedagogical theory and practice. Scholars characterize the modern period in different ways. I.A. Kolesnikova calls it the era of change in pedagogy (from classical to non-classical). E.A.Yamburg speaks about the “paradigm conflict”. A.G. Asmolov, M.A. Gusakovsky, V.V. Kraevsky, V.V. Serikov, V.I. Slobodchikov and others write about the crisis of humanitarianism, which is interpreted as a crisis of rationality and integrity.

Thus, in the conditions of informatization of education, information technologies play an important role, allowing the modern teacher to modernize the educational process.

Psychophysiological features of younger students

Primary school age is the beginning of school life. Entering it, the child acquires the internal position of the student, educational motivation. Educational activity becomes the leading one for him. Throughout the entire period, the child develops theoretical thinking; he receives knowledge, skills, skills - creates the necessary basis for all subsequent training. But the significance of educational activity is not exhausted by this: the development of the personality of a junior schoolchild directly depends on its effectiveness.

School performance is a criterion for evaluating a child as a person by adults and peers. The status of an excellent student or underachiever is reflected in the child's self-esteem, self-respect and self-acceptance. Successful study, awareness of one's abilities, skills to perform various tasks qualitatively lead to the formation of a sense of competence - a new aspect of self-knowledge, which is called theoretical reflective thinking, can be considered the central neoplasm of primary school age. If a sense of competence in educational activities is not formed, the child's self-esteem decreases, a feeling of inferiority arises, and compensatory self-esteem and motivation may develop.

At primary school age, the following psychological neoplasms are formed:

Memory acquires a pronounced arbitrary character. Changes in the field of memory are connected with the fact that the child first begins to realize a special mnemonic task. Secondly, there is an intensive formation of memorization techniques. From the most primitive methods (repetition, careful long-term consideration of the material) at an older age, the child moves to grouping, comprehending the connections of different parts of the material.
In the field of perception, there is a transition from the involuntary perception of a preschooler to purposeful voluntary observation of an object that is subject to a specific task.
Also at this age, children develop the ability to focus on little interesting things. This contributes to the development of the will. Teaching always requires a certain inner discipline.
The student's thinking begins to acquire an abstract and generalized character. In the learning process, not only the assimilation of individual knowledge and skills takes place, but also their generalization and, at the same time, the formation of intellectual operations (analysis, synthesis, reasoning, comparison, etc.)
Prerequisites for the development of a sense of competence and skill are being formed.

Knowledge of the psychophysiology of children of primary school age is important for the teacher, since the purposeful pedagogical influence of teachers is the determining factor in the development of students during this period.

Orientation to the properties of the individual, its formation, its development in accordance with natural abilities is the modern paradigm of education. In the context of economic and technological growth in the country, the vision of the result of education is also changing, which can only be achieved using modern approaches, technologies, and methods. Younger students should master the information culture already at the initial stages of education in order to achieve positive results at the II and III levels in the conditions of modern requirements.

The concept and general characteristics of information technology

To understand the role of information technology in education, it is necessary to understand the essence of this concept.

“Information technology is a set of knowledge about the ways and means of working with information resources, and a way of collecting, processing and transmitting information to obtain new information about the object under study” (I.G. Zakharova).

Information technology is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video tools, computers) to work with information.

Computer technology is an aid in the learning process, since the transfer of information is not the transfer of knowledge.

In foreign practice, the following classification of computer learning technologies has been adopted:

Computer software training - provides the implementation of the mechanism with the help of appropriate computer programs;
Studying with the help of a computer - independent work on the study of new material using various means, including a computer;
Computer-based learning - the use of software tools that ensure effective independent work of students;
Computer-based learning is a variety of forms of transferring knowledge to trainees.
Assessment using a computer - knowledge transfer, in the presence of a special system for assessing the quality of knowledge assimilation;
Computer communications - software of information technologies of training and educational technologies are built as subsystems.

The main potential of modern computers is, firstly, the huge possibilities of the global Internet, and secondly, the application software included in the Microsoft Office package.

Internet properties:

A source of various kinds of information (knowledge), contributing to the expansion of the information field. It provides an opportunity for self-education and the acquisition of new information.
The ability to quickly and efficiently exchange information between colleagues using e-mail.

Functions of Microsoft Office applications:

Microsoft Word is a program designed for printing and editing any text. What gives Word? Firstly, the production of handouts (control, independent work, tests, etc.); those. a personal task increases the perception and understanding of the task by students; secondly, it is an opportunity to qualitatively engage in the design of creative works (reports, projects, abstracts, etc.).
Microsoft Excel - this program is the best assistant for teachers of the educational field "Mathematics", as well as those who present information in the form of tables.
Microsoft Access is a program designed to create databases.
Microsoft Publisher is a program designed for making diplomas, business cards, invitations, calendars, etc.
Paint is a drawing program.
Microsoft PowerPoint is a presentation program.

Thus, the use of new information technologies in education has two main aspects: a computer as a subject of study and a computer as a learning tool. These aspects are closely interrelated in the learning process, because any communication with a computer involves both.

The use of computer technologies is justified when they are effective, i.e. allow: at the same costs of the subjects of the educational process to obtain a higher educational result, or to obtain the same result at lower costs of the subjects of the educational process.

The information culture of primary school students is an integral part of the result of education

Information is knowledge. A person can do the following with information: store, process and transmit. These are the basic information processes.

Under information culture is understood as the ability to purposefully work with information (search, selection, creation and replication) and use it to receive, process and transmit by means of informatization and information technology.

The same is required by the Federal component of the state standard of primary education and the national-regional component of primary general education in the Sverdlovsk region.

From the FC GS “As a result of mastering the subject content of primary general education, students get the opportunity to acquire general educational skills, skills, master methods of activity, including working with information.”

“The priority of primary general education is the formation general educationskills, the level of development of which largely determines the success of all subsequent training.

Highlighting interdisciplinary connections in the standard contributes to the integration of subjects, the prevention of subject disunity and overload of students.

The development of personal qualities and abilities of younger students is based on the acquisition of experience in various activities: educational, cognitive, practical, social. Therefore, in the standard, a special place is given to the activity, practical content of education, specific methods of activity, the application of acquired knowledge and skills in real life situations.

The regional component of primary education in the Sverdlovsk region states that primary school graduates must have the following competencies:

Readiness for constant work on oneself to master the culture of educational and labor activity.
Demonstration of interest in the knowledge of the surrounding world, natural, socio-cultural characteristics of the region.
The ability to concentrate the will and patience in overcoming the difficulties that arise in educational activities and in relationships with different people.
Conscious and safe use of basic technical means in everyday life.

Thus, the information culture of primary school students is an integral part of the result of their education, but a number of students have special abilities, which will be discussed in more detail below.

The influence of information technology on the development and learning of younger students

At present, forms of human-computer interaction have become an integral part of education.

The computer can be used at all stages of the learning process: when explaining (introducing) new material, consolidating, repeating, controlling ZUN.

At the same time, for the child, he performs various functions: a teacher, a working tool, an object of study, a collaborating team, a leisure (play) environment.

In the function of a teacher computer presents:

a source of educational information (partially or completely replacing the teacher and the book);
visual aid (a qualitatively new level with multimedia and telecommunication capabilities);
individual information space;
training apparatus;
means of diagnostics and control.

In the function of the working tool computer appears as:

a means of preparing texts, their storage;
text editor;
plotter, graphic editor;
a computer of great potential (with the presentation of the results in various forms);
modeling tool.

Learning object function the computer performs at:

programming, teaching a computer to given processes;
creation of software products;
application of various information environments.

collaborating team is recreated by a computer as a result of communication with a wide audience (computer networks), telecommunications in the INTERNET.

LeisureWednesday organized with:

game programs;
computer games over the network;
computer video.

The work of a teacher in computer technology includes the following functions:

Organization of the educational process at the level of the class as a whole, the subject as a whole (schedule of the educational process, external diagnostics, final control).
Organization of intra-class activation and coordination (arrangement of jobs, briefing, management of the intra-class network, etc.).
Individual observation of students, provision of individual assistance, individual contact with the child. With the help of a computer, ideal variants of individual learning are achieved using visual and auditory images.
Preparation of components of the information environment (various types of educational, demonstration equipment, software and systems, educational visual aids, etc.), their connection with the subject content of a particular training course.

Attachment 1 project "The use of information technology in the educational process of elementary school"

Annex 2 multimedia presentation for the project "The use of information technologies in the educational process of elementary school"

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.

Information and communication technologies (ICT) - a set of technologies that ensure the recording of information, its processing and information exchanges (transmission, distribution, disclosure).

Information technologies are methods and means of obtaining, transforming, transmitting, storing and using information.

At the end of XX - beginning of XXI centuries. In the world around us, there have been positive trends in the spread of information and communication technologies. The rapid development of information technology, the convergence of computer systems, various types of communications, the entertainment industry, and the production of consumer electronics lead to the need to reconsider ideas about the information industry, its role and place in society. Many countries are now adopting new laws, restructuring the activities of state bodies responsible for the formation and implementation of information and telecommunications policy. State information policy refers to the regulatory activities of state bodies aimed at developing the information sphere of society, which covers not only telecommunications, information systems or the media, but the entire set of industries and relations associated with the creation, storage, processing, demonstration, transmission information in all its forms - business, entertainment, scientific and educational, news, etc. Such an extensive interpretation of information policy seems to be justified today, since digital information and the latest telecommunications and computer technologies are intensively blurring the barriers between various sectors of the information industry.

Information and communication technologies (ICT) include all types of technologies used to process information. From the end of the 70s, they began to be identified, first of all, with computer technology for processing information. ICT makes it possible to represent any kind of information - numbers, texts, sound, images - in a digital format suitable for storage and processing on a computer. The ability to transfer information from computer to computer using Internet technologies provides access for any user to the global information space. Information technologies are used for large data processing systems, personal computer computing, science and education, management, computer-aided design and creation of artificial intelligence systems. Information technologies are modern technological systems of great strategic importance (political, defense, economic, social and cultural).

Many modern philosophers recognize the need to expand the scope of philosophical concepts, taking into account, recognizing, and including in the sphere of philosophical worldview the impact on society and a person of modern computer technologies. The terms that are used in our modern life and require understanding from the standpoint of philosophy are informatization, computerization, "virtual reality" and "social virtual reality". It is necessary to expand the scope of the concepts of "communications", "network", "network organization" on the basis of newly emerging features of world development.

ICT refers not only to the field of high-tech processes and biotechnology, but also to the field of linguistics, economics, education, thus influencing our life in general.

The problem of informatization of society is often considered mainly as a technological one. Indeed, its material basis is the widespread transition to paperless informatics, when the bulk of the data circulating in society will be stored and processed in computer systems and transmitted via automated satellite or cable communication channels, connecting individual computers and workstations into information networks, providing access to databases located almost anywhere in the world.

This approach is based on a number of fundamental inventions and discoveries: personal computers, optical disks of tens and hundreds of gigabytes, which make it possible to store the contents of entire libraries in a compact form, fiber-optic communication channels, video text communication systems, data and knowledge representation methods. All this technology provides the possibility of creating in the near future a highly automated information environment that allows access to any knowledge provided in the form of information. In fact, this means that the information environment provides a global solution to the problem of access to knowledge obtained at any time in any place. Already from this it follows that the problem of informatization is not purely technical, but to a large extent socio-cultural.

It is changing radically, and the flow of information will continue to change. Thinking, consciousness, activity, interpersonal and group relations, which are formed in the conditions of an information-rich environment, are qualitatively transformed. The generation that grows up in close contact with computers, electronic games, mobile communications differs in worldview in psychological, moral and spiritual terms. It is not only about computer skills, but also about changes in fundamental spiritual and cultural structures, concepts and ideas. The outside world is organized differently, intellectual abilities develop not only faster and more diversified, but also in a different socio-temporal dimension. But the following should be noted: modern technologies bring into the world ever-growing volumes of information, and many intellectual achievements practically do not depend on information. Here, again, the problem of the relationship between information and knowledge arises.

The development of an automated information environment leads to radical changes in the socio-economic structure of society. As a result of these changes, the economic activity associated with the receipt and processing of information now plays an important role more than ever in the economy of large Western cities and countries, allowing them to be characterized as "informational". Corresponding changes have taken place in the labor market: according to experts, 60-70% of new jobs in developed countries today are associated with one form or another of information processing. Information and communication technologies are now central to the renewal and restructuring of all activities that together form the essence of the city and the country: production, transport, buyer-seller systems and their support services, as well as the entertainment and entertainment industry, mass media information, education, city management, public services, utilities, political, social and cultural life.

Computerization refers to the process of informatization based on the use of modern computer technologies. The concept of "informatization" is undoubtedly wider than the concept of "computerization". The concept of "computerization" is derived from the concept of "informatization".

The computerization of all spheres of social activity and everyday life of a person is the most impressive phenomenon of the last quarter of the 20th century. In the most economically developed countries - the USA, Germany, Great Britain, Japan, the number of computers per thousand inhabitants reached by the 90s. 20th century level 250-400 units. This level, of course, is inferior to the indicators of such equipment of the 20th century as a car (1.5 times on average) and a TV set (2 times), but the rate of distribution of computers is much higher. Approximately 25 years have passed since the appearance of the personal computer on the mass market. To reach the same level of prevalence that the computer has today, it took the TV about forty years, and the car about seventy. information communication economic society

In addition to quantitative growth, any analyst is greatly impressed by the growth in the number of functions - ways of using computer technology. From a computer, now called a half-forgotten abbreviation of the computer, the computer has become a universal device that can equally well serve as a professional tool for a scientist, engineer, businessman, lawyer, doctor, etc., or a means of education, everyday communication, entertainment. The exchange of information has been simplified and accelerated many times over, and on an international scale.

The task of presenting information in computer systems is solved at three levels. The first level is conditionally called technical. At this level, a complex functional architecture is implemented, speed, memory, etc. are provided, that is, everything that ensures operability and the ability to solve various complex problems. The second level is considered software. At this level, the creation of programs, a link between computer circuits and a person, is ensured. The third level is called conceptual, and, according to A. I. Rakitov, from the point of view of philosophy, it is the most important. At this level, the main theoretical concepts and scenarios are developed, a system of value orientations and ideals is provided, and, ultimately, the strategic line of behavior of users and programmers, the direction of their activities, is manifested. Software developers act as ideologists at this hierarchical level, the main influence on the development of information representation is exerted by operating system developers.

Personal computers, workstations and various network equipment are the main means of access to information and telecommunications services. The main requirement for the mass user to the means of access is the flexibility and the possibility of hardware and software upgrades. It is these indicators that are the main characteristics of computers used to access the information and communication infrastructure.

The computer is in many ways a unique invention, because if all previous devices and mechanisms made it possible to replace or enhance the work of a person’s arms or legs, then the computer greatly facilitates, and, according to Yu. V. Shishkov, partly replaces the work of the brain. Computing power has doubled every 18 months since 1980, and as can be foreseen, this trend will continue until 2010, when the physical limits of silicon miniaturization will be reached, but even this will not be the end of this line of development, as other materials and developments appear. . In practice, this means that in 10 years the computing power of today's personal computer will be concentrated in the mobile phone and wristwatch. By 2020, computers will be ten times more powerful than they are today and will be able to efficiently process 3D images as well as recognize voice.

An important result of the development of computer technology is not only the characteristics of the speed of computers (for 2002, the limit of this indicator drifts towards the speed of calculation - 10 arithmetic operations per second), but the digitization of gigantic arrays of analog information previously accumulated by mankind. The total amount of information translated into digital over the past half century is estimated at 10 terabytes (1 terabyte is 10 bytes; for comparison: the information capacity of the legendary Library of Alexandria, which contained 532,800 scrolls (books), was approximately 10 bits; 1 byte = 8 bits ). In other words, a digital copy of the real world of a sufficiently high degree of accuracy is possible. And if the purely technological aspects of such a total digitization of information are more or less obvious to specialists, then its social and psychological consequences are less studied.

Let us consider only some examples of the professional use of ICT.

Document preparation technologies. Any business area is associated with the preparation of various documentation: reporting, scientific, reference, accompanying, financial, etc. Today, the preparation of a document of any complexity is unthinkable without the use of a computer.

To prepare text documents, word processors are used, which have gone the way of development from the simplest editors that do not even allow formatting text to word processors that allow you to create documents that include not only text, but also tables and figures. Information technologies related to the creation of text documents are widely used in the printing industry. Publishing systems (for example, Page Maker) have become widespread there, allowing you to create layouts for printed publications (newspapers, magazines, books).

Spreadsheets have played an important role in automating the preparation of financial documents. The first spreadsheet, called VisiCalc (Visible Calculator - “visible calculator”), created by Daniel Bricklin, appeared in 1979. In fact, in the 1980s, spreadsheets were the leading category of software. And now they are widely used.

Currently, accounting systems (1C-accounting, etc.) are increasingly used in the financial sector. Their widespread use is explained by the fact that with the help of such a system it is possible not only to make financial calculations, but also to obtain paper and electronic copies of documents such as financial statements, payroll, etc. Electronic copies can be sent using network technologies to an auditing organization such as the tax office.

For the preparation of scientific documents containing mathematical calculations, mathematical software packages (MathCAD, Marle, etc.) are used. Modern mathematical packages allow you to create documents that combine text with mathematical calculations and drawings. With the help of such a document, you can get the results of calculations for different initial data by changing them directly in the text of the document. Most of the mathematical systems used today were created back in the mid-80s of the last century, that is, along with the advent of personal computers. New versions of these systems include new features, such as the use of network technologies: organizing access to Internet resources while working in a mathematical package environment.

ICT in enterprise management. The efficiency of the company (production, trade, financial, etc.) depends on how the storage, collection, exchange, processing and protection of information is organized. To solve these problems, more than twenty years ago, automated control systems (ACS) began to be introduced.

At present, there have been big changes in this area. The classical ACS includes an information collection system, a database, a system for processing and analyzing information, and a system for generating output information. The information processing and analysis block is central. His work is based on the economic and mathematical model of the enterprise. It solves the problems of predicting the company's activities on the basis of financial and accounting calculations, responding to unforeseen situations, i.e., assists in making management decisions.

As a rule, automated control systems operate on the basis of the local network of the enterprise, which ensures efficiency and flexibility in decision-making. With the development of global networks, the Intranet communication technology appeared, which is called the corporate web. Intranet provides information interaction between individual employees and divisions of the company, as well as its distant external partners. Intranet helps to maintain operational communication between the central office and commercial representative offices of the company, which are usually located far from each other.

ICT in project activities. Informatization has produced another important technology - computer-aided design (CAD) systems.

Design includes the creation of sketches, drawings, the production of economic and technical calculations, work with documentation.

There are two types of CAD systems: drawing and specialized. Drawing CAD systems are universal and allow you to perform complex drawings in any field of technical design (AutoCad). Specialized CAD, for example, for the design of residential buildings, contains in the database all the necessary information about building materials, standard building structures, foundations. The design engineer creates drawings, makes technical and economic calculations using such systems. This increases the productivity of the designer, the quality of drawings and design work.

Geoinformation systems. Geographic information systems (GIS) store data linked to a geographical map of the area (district, city, country). For example, a municipal GIS contains in its databases the information necessary for all services that support the life of the city: city authorities, power engineers, signalmen, medical services, police, fire service, etc. All this heterogeneous information is linked to the city map. The use of GIS helps the relevant services respond quickly to emergency situations: natural disasters, environmental disasters, technological accidents, etc.

ICT in education. In our time, the level of development of the country, the quality of life of its population significantly depends on the level of education of people. Requirements for the quality of education are constantly growing. The old, traditional teaching methods no longer keep up with these demands. There is an obvious contradiction. The use of ICT in education can help to resolve this contradiction.

Learning technologies have changed little over the past 100 years. For the time being, the method of collective learning is mainly used. Not always this way of teaching gives good results. The reason lies in the different levels of ability of different students. Teachers are well aware of the need for an individual approach in working with students. The solution to this problem can be helped by the use of special programs in the learning process (training, control, training, etc.) that are part of the electronic textbook.

Learning is the process of gaining knowledge. The traditional source of knowledge - the textbook is limited in its information capabilities. Students at any level of education have always needed additional sources of information: libraries, museums, archives, etc. In this respect, residents of large cities are in more favorable conditions than rural residents. Here we can talk about the existence of information inequality. The widespread use of Internet information resources in teaching will help to solve this problem. In particular, specialized portals of educational information.

Another problem of the education system is associated with unequal opportunities to receive quality education due to geographical remoteness from educational centers. For example, it is problematic for a resident of Yakutia to obtain a diploma from a prestigious Moscow university. In solving this problem, a new form of education comes to the rescue - distance education, the implementation of which became possible thanks to the development of computer networks.

Distance education is replacing the old form of correspondence education, in which all information exchange took place in writing through the postal service. Online distance education allows real-time learning. Trainees can not only read educational material, but also see and hear lectures by prominent scientists, take exams in direct contact with the examiner.

quantitative growth information elements in various industries, sub-sectors and sectors of the economy outgrows into a new quality moves to a higher stage of its development.

Information begins to play a decisive role and affects the entire process of reproduction (see Fig. 14).

In the context of informatization the technological basis of the economy is changing. At present, the 5th technological order dominates in developed countries, the defining components of which are the achievements of microelectronics, software, computer technology and information processing, automation of processes in production and management, space and fiber optic communications. From the 20-30s of the XXI century. the 6th technological mode will dominate, which is characterized by the use of biotechnology, artificial intelligence systems, global type information networks, integrated high-speed transport systems. The technological basis of the information economy is more dynamic than the industrial one, since in the context of the globalization of the economy it functions as an open system. In addition, the pace of innovation is accelerating.

New ways of life not only provide a constant increase in labor productivity, but also lead to the emergence of new forms of social and economic activity (distance education, telework, telemedicine, e-commerce, e-democracy, etc.).

In the information economy, information and technological actions are closely intertwined into a single process that tends to self-accelerate, resulting in the continuous development of information and communication technologies (ICT) and a qualitative renewal of the technological basis.

Information technology is changing the relationship between power-headquarters, automation and flexibility. Mass production is no longer relevant to automation, and as a result, barriers to entry are shattered in a significant number of industries. Mass production is pushed to the periphery economic life, and even generally taken out of the developed countries.

* TAI - transaction costs of production
customization - adaptation of the company to the requirements of a particular client

Rice. fourteen. Modification of reproduction under the influence of informatization

Information and communication technologies (ICT), according to American experts, have caused more significant changes in the world than all previous technological revolutions, therefore this phenomenon is called modern information revolution.(Rod industrial revolution was the production and distribution of energy.) ICT is the core of the transformation of the economy, around which there are major technological breakthroughs in the field of new materials, energy sources, and production equipment. The consequence of the introduction of ICT is qualitative renewal of the technological basis of the country's economy.

The concept of "technology" was formed in the first half of the 18th century. The first part of the word - techne - translates as art, skill; the second - logos - as a science, knowledge. Technology is the result of the practical implementation of scientific knowledge 1 . With regard to the industrial stage of economic development, it is generally accepted that technology is a way of converting the applied production resources into finished products, or a set of methods and means for processing raw materials, materials, semi-finished products, products, etc. in material production.

Recently, technology has been defined as a set of management, research, development and engineering processes, which also includes human potential, which is the foundation of the productive activity of society.

Information economics theorists M. Castells, Harvey Brooks and Daniel Bell understand technology as “the use of scientific knowledge to determine how things are made in reproducible manner." At the same time, it is emphasized that the ability or inability of a society to manage technology to a large extent shapes its fate and, although it does not determine historical evolution and social changes, “embodies the ability of societies to transform themselves and determines the directions in which society ... decides to apply its technological potential” .

American economist Paul Pilzer notes that “wealth is not only a product of natural resources, but also technology.

Rice. fifteen.

And of these two components, technology is immeasurably more important” 1 . Mathematically, P. Pilzer expressed this with a simple formula:

where: - wealth; P - natural resources (land, labor,

minerals, etc.); T - technology; n is the degree of influence of technical achievements on them. Technology multiplies itself as each technological advance creates the foundation for the next.

Under information (IT) and communication technology (CT), According to the definition of the State Statistics Committee of the Russian Federation, technologies are understood that use microelectronics for collecting, storing, processing, searching, transmitting and presenting data, texts, images and sound (see Fig. 15).

The information and communication technology market has 2 segments: the IT market, which includes computer hardware, office hardware, software, and IT services; and the CT market, which includes communication services, end-user communications equipment, and communications and networking equipment.

ICT technologies provide the transformation of information into the most accessible and convenient forms for use.

By the beginning of the 21st century, the commercial demand for information has sharply increased, which largely determined the most effective directions for using information and communication technologies.

Industry technologies at the stage of the industrial development of society were the main generator of its progress. With the introduction of ICT technologies, the need for industry technologies still remains, since the sphere of material production does not disappear in the information society. These technologies provide computer support for the intellectual activity of industry technology specialists in creating added value 1 .

The information economy and industrial production will coexist. As in the case of the positive impact of industry on agriculture, thanks to ICT technologies, the production of industrial goods will increase. Developed industrial technologies based on uncompensated consumption of natural resources, in the conditions of the 20th century, are moving to a new quality, which is characterized by the creation unified macrotechnological system, gradually becoming international . In this system, there is a contradiction between the technologically developed “center” (the highly developed countries of the West), which consumes the bulk of natural resources, and the “periphery” (countries dominated by industrial, early and pre-industrial technologies), which supplies these resources to the “center”. In the second half of the 20th century, "dirty" industrial production was moved to developing countries.

In the information society material production is modified: there is a transition from predominantly mechanical technologies to technologies that use new forms of the movement of matter (physical, chemical, biological and microbiological) and their gradual development. The productive forces, which have an industrial basis, are gradually becoming global productive forces. At the same time, material production in the post-industrial economy should be aimed at reducing the use of natural and human resources, as absolutely limited resources. It aims at satisfying utilitarian needs by changing its technological parameters. There is an individualization, miniaturization of production, the emergence of network enterprises. Material production creates for the information society the means of material support, creation, distribution and use of information. Qualitative changes in the technologies of material production cause significant shifts in the structure of the social reproduction process.

Comparative characteristics of industrial

and ICT technologies

Table 9

industrial technologies	Information and communication technology
Technologies predominantly machine	Technologies are predominantly intelligent
Strong dependence on resource constraints of a material nature	Information is the main resource constraint
Technologies with both high and low capital intensity	Low capital intensity, relative ease of mastering mass ICT
New technology is spreading gradually in a limited area	New technologies are almost instantly cover the space of the entire planet 1
Enterprises, firms in their activities are limited by territorial boundaries	Enterprises, firms are much less limited by spatial boundaries due to the presence of a corporate network

1 ICT technologies are improving 3-6 times faster than energy technologies. Information dissemination via the Internet is on average 720 times faster and 355 times cheaper than by mail or facsimile // Ko-syrev D. Will the Internet help Africa // Dipkurier-NG. 2000. May 4. No. 8. P. 11.

Reducing the company's production costs and improving product quality	A significant reduction in the company's production costs and the cost of information and knowledge-intensive products themselves; significant product quality improvement 2
Complication of interaction producers and consumers; rising transaction costs	Simplifying the interaction between producers and consumers thanks to the Network; reduction of transaction costs. Rising switching costs 2
The growth of fixed capital and the slowdown in its circulation	Accelerating the movement of all types of capital
New technologies are a powerful monopoly barrier that hinders market competition.	The rapid change of new ICT technologies makes markets more transparent, which dramatically increases competition and cardinally changing the way it is managed
The growth of the social division of labor both within a single country and between countries	Much accelerate the division of labor within the country and especially - between countries leading to increased economic and information globalization
The emergence of new industries, mainly material production	The emergence of new industries, mainly services
Impact mainly on the economy and social sphere	Impact on the economy, culture, politics, society as a whole
The growth of quantitative and qualitative indicators of produced material goods	They lead to mass customization of production, that is, the adaptation of companies to the requirements of a particular customer
The emergence of new professions and specialties related mainly to the sphere of material production	The emergence of new professions related to the collection, processing and use of information; a radical modification of traditional professions and specialties

2 If the automotive industry had been cutting costs as fast as the computer industry over the past 30 years, then the latest Lexus model would cost no more than $2 today, and Rolls-Royce about $2.50, yes and then in the event that these cars consumed one and a half liters of fuel per million kilometers. See: Naisbitt J. Global Paradox. N.Y., 1995. P. 99.
3 Switching costs - ego costs for the costs of changing providers, connecting new equipment, reinstalling the operating system.

Information and communication technologies constitute a potential basis for the creation, transformation, use and change of the product range and production growth, and serve as a prerequisite for the development of e-commerce.

There are certain differences between industrial and ICT technologies (see Table 9).

For the first time, ICT technologies appeared in the military sector of the economy and subsequently began to spread to the entire economy. New information technologies in the 1970s were concentrated mainly in the United States. The technological impulse of the 1960s, stimulated by military orders, prepared American technology for a leap forward. This was facilitated by the oil crisis of 1973-1974, which prompted highly developed countries to radically restructure their economies. In addition, the development of new information technologies was a way to ensure military superiority over the USSR in response to the latter's challenge in the space race and nuclear weapons. The next major American technological breakthrough was launched in 1983 in connection with the Star Wars program. In fact, technologies developed in the previous decade 1 were used and promoted. Military contracts and technology initiatives by the US Department of Defense played a critical role in the early stages of the information technology revolution in the 1940s and 1960s. In the United States, the set of ICTs in the national economy was formed by the mid-1990s. due to the widespread use of military scientific and technical developments for civilian purposes.

The avalanche of progress in ICT technologies in the world was also driven by the needs of rapidly growing financial capital and the industries that serve it.

In Russia, at first, ICT was used for commercial and business purposes, their use began in banks and factories. Then many corporations began to use the means of communication, but only in recent years, the true potential of ICT has manifested itself in all aspects of our lives: in education, healthcare, communication between people. The use of ICT in all areas of society - this is the revolutionary changes in the Russian economy.

The ICT industry belongs to the service sector and depends on the development of the economy as a whole, on investments in it and on the demand of other industries for the products of the ICT industry.

ICT services have a peculiarity: a critical mass is needed for a powerful qualitative leap forward. When it is accumulated, the market begins to develop rapidly, as self-sufficient and autonomous factors come into play: the more users join the services, the more popular the service itself becomes and the more significant word of mouth plays a role. The more users connect to the services, the more attractive this market for application developers, and the more applications, the higher the attractiveness of the service itself; The principle of diminishing marginal utility does not apply. Once a critical mass is reached, the investment risks for operators are reduced, which in turn leads to faster and more efficient deployment of the Network and services.

In modern conditions technologies are capitalized, that is, when they are present on the financial market, which means they can be evaluated by a mass investor in terms of expected returns

Rice. 16. Penetration of ICT technologies in the value chain 1

and risk. An information breakthrough, the entire latest technological order becomes possible due to the presence of a highly developed financial market.

At the stage of industrial development, scientific and technical inventions (railroads, electricity, automobiles, and others) contributed to the quantitative and qualitative growth of manufactured goods. material wealth. Modern information technologies contribute to the growth of scale and diversification information services, among which telemedicine, telework, entertainment services (online music stores, online games, etc.), electronic education, commerce, libraries, insurance, consulting services, government and others are widely used.

In the conditions of the information economy spiral of technological development looks like this: information - increased competition in the markets - innovations in production - improved ICT technologies - new knowledge and new information.

ICT technologies allow companies to coordinate activities that are dispersed across geographic regions (for example, Boeing engineers work on the same project with suppliers online). Information and communication technologies enable many new business relationships, expanding the number of possible industries in which a company can gain a competitive advantage.

Today, ICT technologies have spread to the entire value chain, optimize it and perform control and executive functions, the number of which is constantly increasing (see Fig. 16).

The development of ICT technologies is the foundation for the informatization of other sectors of the economy and society. That's why the advanced development of the information technology industry is a necessary prerequisite for the informatization of all other spheres of life and activity of society.

However, it should be noted that the mere use of ICT technologies in the work of an industry or trade does not turn it into a branch of the information economy. It is necessary to change the structure of companies in accordance with the model of information networks, that is, the transformation of industrial companies into network enterprises.

ICT technology generates more and more data as a company performs its activities, or allows you to receive and collect information that was previously inaccessible. This enables firms to evaluate more alternative development strategies than before.

ICT technologies expand the company's ability to use the links between individual lines of business and, accordingly, better coordinate their efforts with the actions of suppliers and consumers. These technologies have a powerful impact on the realm of competition.

The computer industry is considered environmentally friendly. At the same time, IT companies often act as major environmental destroyers. The use of IT equipment involves the consumption of electricity, and its improvement leads to an increase in this consumption. With the miniaturization of electronic equipment, the threat of huge quantities of electronic equipment being thrown into landfills after use has increased. IT equipment contains hazardous chemicals such as chromium, cadmium and halogenated organic compounds. The EU adopted a special Directive on electronic and electrical waste (2002), and in the same year an agreement was reached according to which the use of four heavy metals (lead, cadmium, mercury and chromium), as well as bromide and poly-bromide connections in the production of electronic and electrical equipment should be terminated on July 1, 2006 1 .