ICT (information and communication technologies) are the processes and methods of interaction with information that are carried out using computer technology devices, as well as telecommunications.
The role of ICT in modern society
Currently, one can observe a constant increase in the influence of media technologies on a person. They have a particularly strong impact on children: even twenty years ago, a child would rather watch a movie than read a book. However, today, under the powerful pressure of information, advertising, computer technology, electronic toys, game consoles, etc., it is increasingly detached from reality. Now, if a student cannot avoid reading a book, he no longer goes to the library, but downloads it to his tablet. Very often one can observe the following picture: a group of young people are sitting in a park, square or shopping and entertainment complex, they do not communicate with each other, all their attention is riveted to smartphones, tablets, laptops. If this phenomenon continues to be observed, then soon the children will completely forget how to communicate. And so the ministries of education in many countries on our planet, instead of developing an interest in students in live communication and learning in general, decided to take the path of least resistance and give children what they want. According to some experts, the child's brain perceives new information better if it is presented in an entertaining form, which is why they easily perceive the data offered in the lesson using media (in this regard, the use of information and communication technologies in education is constantly growing today). It’s hard to argue with this, but the other side of the medal of such an educational process is that children stop communicating with the teacher, which means that the ability to think is reduced. It is much better to restructure the educational process so that it is not boring and always keeps the child thirsty for new knowledge. But this question left to the discretion of the officials.
The concept of communication and information technology
Informatization processes in modern society, as well as a closely related reform educational activities are characterized by the improvement and mass dissemination of modern ICT. They are actively used to transfer data and ensure interaction between the teacher and the student in the modern system of distance and open education. Today, a teacher must have skills not only in the field of ICT, but also be responsible for the professional use of information and communication technologies in their direct activities.
The term "technology" came to us from the Greek language, and in translation it means "science". Modern understanding given word includes the application of engineering and scientific knowledge to solve specific practical problems. Then information and communication technology is a technology that is aimed at transforming and processing information. But that's not all. In fact, information and communication technology is a general concept that describes various mechanisms, devices, algorithms, methods of data processing. The most important modern ICT device is a computer equipped with the necessary software. The second in a row, but no less important equipment, are the means of communication with the information placed on them.
ICT tools used in the modern education system
The main means of ICT technology for the information environment of the education system is a personal computer equipped with the necessary software (of a systemic and applied nature, as well as tools). Operating software is primarily referred to as system software. It provides interaction of all PC programs with equipment and PC user. This category also includes service and service software. Application programs include software, which is a toolkit information technologies- work with texts, graphics, tables, etc. The modern education system widely uses universal applied office software and ICT tools, such as word processors, presentations, spreadsheets, graphics packages, organizers, databases, etc.
Development of information and communication technologies
With the organization of computer networks and similar means, the process of education has moved to a new quality. First of all, this is due to the possibility of promptly obtaining information from anywhere in the world. Thanks to the global computer network Internet, instant access to the planet (electronic libraries, file storages, databases, etc.) is now possible. More than two billion different multimedia documents have been published in this popular resource. The network opens up access to and makes use of other common ICT technologies, such as Email, chat, lists, mailings. In addition, special software has been developed for online communication (in real time), which allows, after establishing a session, to transmit text (entered from the keyboard), as well as sound, images and various files. Such software makes it possible to organize a joint connection of remote users with software running on a local personal computer.
7. Providing training flexibility.
Negative impact of ICT tools on the learner
Information and communication technology introduced into everything leads to a number of negative consequences, among which a number of negative psychological and pedagogical factors influencing the health and physiological state of the student should be noted. As mentioned at the beginning of the article, ITC leads to the individualization of the educational process. However, this has a serious drawback associated with total individualization. Such a program entails the curtailment of the already deficient in the educational process of live dialogic communication of participants: students and teachers, students among themselves. She offers them, in fact, a surrogate for communication - a dialogue with a computer. And in fact, even a student who is active in terms of speech falls silent for a long time when working with ICT tools. This is especially true for students of distance and open forms of education.
Why is it so dangerous?
As a result of this form of learning, during the entire lesson, the student is busy consuming the material silently. This leads to the fact that the part of the brain responsible for the objectification of human thinking turns out to be turned off, in fact, immobilized for many years of study. It must be understood that the trainee does not already have the necessary practice of forming, formulating thoughts, as well as dialogic communication in a professional language. As psychological studies have shown, without developed communication, the student’s monologue communication with himself will not be formed at the proper level, exactly what is commonly called independent thinking. Agree that asking yourself a question is the most accurate indicator of the presence of independent thinking. As a result, if we follow the path of individualization of education, we can miss the very possibility of forming a creative process in a person, the origin of which is built on dialogue.
Finally
Summing up, we can note another significant drawback of information and communication technologies, which follows from the main advantage - the general availability of information resources published on the network. Often this leads to the fact that the student follows the path of least resistance and borrows ready-made essays, problem solutions, projects, reports, etc. on the Internet. Today, this already familiar fact confirms the low effectiveness of this form of education. Of course, the prospects for the development of information and communication technologies are high, but they must be implemented deliberately, without maniacal totalization.
LECTURE COURSE
Information and communication technologies in education
1. The role of ICT in education
Until the mid-1950s, in world pedagogy, attempts to "technologize" the educational process were mainly focused on the use of various technical teaching aids (TUT). Significant attention in pedagogical technology has been and continues to be given to the development and maximum use of the educational opportunities of TCO: coverage of student audiences, increase in information capacity and bandwidth technical means, individualization of the presentation of educational information.
To date, there has been a transition from such traditional mass media as educational radio and television to NIT (PCs, computer data banks, electronic information networks, etc.). A lesson using IT in relation to the main (organized) educational process can be held as an additional (included) or independent. Additional - this is the use of TCO for illustrative purposes or as a means of auxiliary submission of information in the very course of the educational process at certain stages (for example, submission of information, testing and assessment of knowledge). Independent - is the use of training courses based on automated training programs outside the organized educational process in training centers or in self-study on a PC.
In recent years, the question has arisen: how to use computer technology in education and whether they are needed. It is not advisable to refuse new implementations, because modern ICTs provide great opportunities for the development of the educational process. For example, they:
They allow to implement the principles of a differentiated and individual approach to learning.
Can be used for both full-time and distance learning (DL); both urban and rural schools.
They provide an opportunity to implement world trends in education, the opportunity to enter a single global information space.
Allows you to increase the level of self-education, motivation learning activities;
They give completely new opportunities for creativity, acquisition and consolidation of various professional skills.
They give the teacher the opportunity to choose the optimal set of technologies for organizing the educational process, taking into account the individual qualities of the students and the specific features of specific subject areas.
They allow teachers to exchange experiences at a high speed, thanks to distance communication, as well as improve their skills and learn new teaching methods.
Using multimedia systems, it became possible to create electronic textbooks that will explain the material to the student more clearly, colorfully and with mobile access to information.
Multimedia technologies open up opportunities for teachers to abandon the routine activities of teaching inherent in traditional learning, giving them the opportunity to use intellectual forms of work, freeing them from presenting a significant part of the educational material and routine operations related to the development of skills and abilities.
Thanks to new multimedia technologies, it has become possible to use computer programs as illustrative material, conduct tests and tests, solve creative problems, participate in remote lessons, combine traditional homework with tasks that use computers, create game lessons for each student and others
In addition, the introduction of NIT in the educational process enables the student not only to better learn the school subject, but also to learn how to be fluent in the computer.
When working with multimedia technologies, students are involved in active cognitive activity from the very beginning. In the course of such training, they learn not only to acquire and apply knowledge, but also to find the necessary training tools and sources of information for them, and be able to work with this information.
2. Tasks of informatization of education
1. Improving the quality of training of specialists based on the use of modern IT in the educational process;
2. The use of active teaching methods, increasing the creative and intellectual components of educational activities;
3. Integration of various types of educational activities (educational, research, etc.);
4. Adaptation of ITO to the individual characteristics of the student;
5. Development of NIT training, contributing to the activation of the cognitive activity of the student and increasing motivation for the development of means and methods of informatics for effective use in professional activity;
6. Ensuring continuity and continuity in education;
7. Development of IT distance learning;
8. Improvement of the software and methodological support of the educational process;
9. Implementation of ITO in the process of special professional training of specialists in various fields.
One of the most important tasks of informatization of education is the formation information culture a specialist, the level of formation of which is determined, firstly, by knowledge of information, information processes, models and technologies; secondly, the skills and abilities to apply the means and methods of processing and analyzing information in various activities; thirdly, the ability to use modern information technologies in professional (educational) activities; fourthly, the ideological vision of the surrounding world as an open information system.
3. Main pedagogical goals of using ICT in education
1) Intensification of all levels of the educational process through the use of modern IT tools:
Improving the efficiency and quality of the learning process;
Increasing the activity of cognitive activity;
Deepening interdisciplinary connections;
Increasing the volume and optimization of the search for the necessary information.
2) The development of the personality of the student, the preparation of the individual for a comfortable life in the information society:
Development of different types of thinking;
Development of communication skills;
Formation of skills to make the best decision or offer solutions in a difficult situation;
Aesthetic education through the use of computer graphics, multimedia technology;
Formation of information culture, skills to process information;
Development of skills to model a task or situation;
Formation of skills to carry out experimental research activities.
3) Work to fulfill the social order of society:
Preparation of an information literate person;
User training by computer means;
Implementation of career guidance in the field of informatics.
4. Benefits of using ICT in education over traditional teaching
1. Information technologies significantly expand the possibilities of presenting educational information. Application of color, graphics, sound, all
modern means video technology allows you to recreate the real environment of the activity
2. A computer can significantly increase students' motivation for learning, for example, through the use of adequate encouragement for correct problem solving.
3. ICT involve students in the learning process, contributing to the widest disclosure of their abilities, enhancing mental activity.
4. The use of ICT in the educational process increases the possibility of setting educational tasks and managing the process of their solution. Computers make it possible to build and analyze models of various objects, situations, and phenomena.
5. ICTs make it possible to qualitatively control the activities of students, while ensuring the flexibility of managing the educational process.
6. The computer contributes to the formation of reflective thinking in students. The training program allows students to visualize the result of their actions, determine the stage in solving the problem at which the mistake was made, and correct it.
ICT hardware
A computer- universal information processing device
Printer- allows you to record on paper information found and created by students or a teacher for students.
Projector- radically increases: the level of visibility in the work of the teacher, the ability of students to present the results of their work to the whole class.
Telecommunication facilities - give access to Russian and world information resources, allow distance learning, correspondence with other schools.
Devices for entering textual information and manipulating screen objects ( keyboard, mouse, etc.), as well as handwriting input devices. These devices play a special role for students with motor problems, for example, with cerebral palsy.
Devices for recording visual and audio information(scanner, camera, video camera, etc.) - make it possible to directly include information images of the world around in the educational process. Audio-video means provide an effective communicative environment for educational work.
Data logging devices(sensors with interfaces) - significantly expand the class of physical, chemical, biological, environmental processes included in education to reduce the training time spent on routine data processing
Computer controlled devices- enable students of various levels of ability to master the principles and technologies of automatic control
Intraschool networks- allow more efficient use of available information, technical and time resources, provide general access to the global information network
ICT software
General purpose and related hardware ( drivers, etc.) - make it possible to work with all kinds of information.
Information sources- organized information arrays specialized for educational applications (encyclopedias, information sites, Internet search engines).
Virtual Constructors- allow you to create visual and symbolic models of mathematical and physical reality and conduct experiments with these models.
simulators- allow you to work out automatic skills of working with information objects of written and oral communication in a language environment (text input, operating with graphic objects on the screen, etc.).
Test environments- allow you to design and conduct automated tests, in which the student receives the task in whole or in part through a computer and the result of the task is also fully or partially evaluated by the computer.
Comprehensive training packages(electronic textbooks) - a combination of the software tools listed above - to the greatest extent automate the educational process in its traditional forms, the most time-consuming to create and most limiting the independence of the teacher and student.
Management Information Systems- ensure the passage of information flows between all participants in the educational process - students, teachers, administration, parents, the public.
Expert systems- a software system that uses the knowledge of an expert to effectively solve problems in any subject area.
Distance learning
The concept of distance learning (DL).
One of the promising and innovative ways of getting education in our time is distance learning, using the opportunities provided by modern telecommunication technologies and, in particular, the Internet.
The DL system has been developed in Russia since 1995. It does not replace, but complements full-time and part-time forms of education. LMS is a flexible adaptive modular learning technology. It is consumer-oriented and relies on modern ICT and is considered cost-effective.
The system of open education is designed to provide an equal opportunity to receive education for all categories of citizens without exception. This opportunity is valuable for people who cannot physically get to the place of study. This category includes, for example, persons who have restrictions on movement due to health reasons; persons working on a rotational basis, residents of settlements remote from administrative centers; persons receiving a second education in parallel. Freedom in choosing the time, place and pace of learning attracts great amount persons whose educational needs cannot be met due to the impossibility of interrupting the main activity (for example, this is work or caring for a child or the sick).
Open education implies a free choice of an educational institution by an applicant and non-competitive admission to it. Today's applicant, without leaving home, can enter and successfully study, for example, in the leading American California Virtual University, receiving as a result a diploma that is quoted on the world market.
To strengthen Russia's competitiveness in the international market educational services our country is developing a global international program"Open educational system of the XXI century" (Order of the Ministry of Education of the Russian Federation 32925 dated 12.10.2000). The open education program of the Russian Federation includes two basic projects: "World Technological University" and "Distance Education in the New Information Environment" (Descop).
One of the more obstacles rapid development network of this type of educational services is the low degree of awareness of the Russian population about the possibilities of modern IT in the field of education. However, despite this, DO based on computer telecommunications is becoming more and more popular. Forecasts for the future indicate that already in the foreseeable future, about 40-50% of the study time not only in universities, but also in schools (as the appropriate conditions for this appear) will fall to the share of distance education.
Principles of functioning of distance learning
Distance learning (DL) is a distance learning technology in which the teacher and students are physically located in different places. Previously, DL meant distance learning. However, this is not quite true. When we are talking about the DL process, it is assumed that there is a teacher and students in this process, their constant communication. This is the fundamental difference and conceptual difference between distance learning and other forms of education.
DL is not so much a form of education as a way of thinking, universities offering this form of education are open to everyone, even those who do not have basic training, and provide the right to choose disciplines from various courses.
The concept of DL is applicable to the form of education in which the teacher and students are separated by a distance, which introduces specific means and forms of interaction into the educational process. Now the following are used as teaching aids in DL:
Case technologies- technologies based on the acquisition of sets (cases) of textual educational and methodological materials and their distribution to students for independent study (with consultations from consultant teachers in regional centers).
TV technologies- technologies based on the use of terrestrial, cable and space television systems.
Network technologies- technologies based on the use of the Internet as to provide students with teaching materials and for interactive interaction between teachers and students. Network technologies are the most popular and promising form of interaction at the moment.
Developing DL courses is a more time-consuming task than creating a new textbook or study guide, since in this case a detailed study of the actions of the teacher and students in the new information-subject environment is necessary. The success of distance education largely depends on the organization of educational material. If the course is really intended for distance learning, i.e., for the interaction of a teacher and a student, then, accordingly, the requirements for organizing such a course, the principles for selecting content and its organization, and structuring the material will be determined by the characteristics of this interaction. If the course is intended for self-education (the vast majority of such courses are on Internet servers), then the selection of material and its structuring, organization will be significantly different.
Based on the objectives of training, there are several directions distance training:
Vocational training and retraining of personnel, for example, teaching staff in relevant specialties);
Raising the qualifications of teaching staff in certain specialties;
Preparation of schoolchildren in individual academic subjects for external exams;
Preparing students for admission to educational establishments a specific profile;
An in-depth study of a topic, a section from the school curriculum or outside the school course;
Elimination of gaps in knowledge, skills of schoolchildren in certain subjects of the school cycle;
Preparation of the basic course of the school curriculum for students who, for various reasons, are unable to attend school at all or for some period of time;
Additional education on interests.
By academic disciplines it is possible to single out as many courses as there are such disciplines provided by this or that educational institution.
In DL, to a much greater extent than in full-time, the problem of differentiation becomes relevant, since the contingent of students united in one group can be extremely heterogeneous. That is why each such course begins with getting to know the students, whoever they are, and with testing to determine the level of preparedness in this area of study. Taking into account the test results, the teacher builds the whole tactics of teaching each student, using personality-oriented technologies that allow each student to be involved in an active cognitive process with a priority on independent thinking, intellectual and creative skills of students (teaching in collaboration, project method, multi-level learning, student portfolio).
When developing courses, it is necessary to take into account a clear orientation to the age of potential trainees. The style of presentation, illustration of the course, selection of content, tasks, the entire organization of the learning process are determined by the age characteristics of the trainees.
Features of the technological base on which it is planned to use a particular course also have a direct impact on the content and structuring of all educational material. If the course designer assumes that the course will function entirely in networks, without reliance on other means of computer and other IT, there may be one solution. If it is planned to use, in addition to purely network resources, some additional sources of information (printed, video, sound, multimedia, mass media) as components of the course, then the structure of the course and its content, as well as the organization of the learning process itself, will be somewhat different.
DO is characterized by a number of principles.
1. The most significant and voluminous is principle of humanization . The very process of learning in the DL system is humanistic to the individual, since studying is not limited to rigid time limits, the student develops his own learning technology, based on the potential of various universities and choosing various disciplines for study. The student can combine study with production activities. In addition, the very procedure for admission to the DL system is “open” with free access.
2. Feature principle of interactivity LMS is that it reflects the regularity of not only contacts between students and teachers, mediated by means of NIT, but also students among themselves. Usually, in the process of DL, the intensity of information exchange between students is greater than between a student and a teacher. Therefore, in order to implement this principle in DL practice, for example, when conducting computer teleconferencing, it is necessary to provide e-mail addresses to all participants in the educational process.
3. In order to effectively study in LMS, some initial level of training of potential consumers of educational services in DL and hardware and hardware is required ( principle of starting knowledge ). For example, when learning using the network model, it is necessary not only to have a computer with Internet access, but also to have minimal networking skills. Therefore, in order to effectively learn, preliminary computer training is necessary.
4. For implementation the principle of individualization in the real educational process in the LMS, input and current control is carried out. Entrance control allows you to further draw up an individual study plan, conduct, if necessary, additional training of the consumer of educational services in order to fill in the missing initial knowledge and skills that allow you to successfully study at the LMS. Current control allows you to adjust the educational trajectory.
5. Identification principle lies in the need to control the independence of teaching, since DL provides more opportunities for falsifying training than, for example, full-time or part-time forms. For example, you can identify the person taking the exam using video conferencing.
6. The experience of practical distance learning shows that there should be strict control and planning, especially for schoolchildren and undergraduate students ( the principle of regularity of training ).
7. Principle pedagogical expediency the use of NIT tools is the leading pedagogical principle and requires a pedagogical assessment of each step in the design, creation and organization of the LMS. Most educational institutions Those who begin to implement DL technologies are inherently passionate about modern IT tools, especially the Internet. This is caused, first of all, by their attractive didactic properties and sometimes leads to an incorrect primary focus on some kind of teaching tool. When making such decisions, it is necessary to take into account the world experience of online learning.
8. The principle of ensuring openness and flexibility of education expressed in the "softness" of age restrictions, initial educational qualification, introductory control measures for the possibility of studying in an educational institution in the form of interviews, exams, testing, etc. The experience of foreign educational institutions of distance education (British, Spanish open universities, etc.), as well as domestic ones, suggests that this fact does not reduce the quality of education, but requires additional efforts in the subsequent individual education of the accepted student. An important indicator of flexibility is the absence of a rigid binding of the educational process to the distance, the time schedule for the implementation of the educational process and a specific educational institution.
The information-subject environment of the basic DL usually includes:
DL, ES courses posted on domestic educational sites;
Virtual Libraries;
Databases of educational resources;
Web quests intended for learning purposes;
Telecommunication projects;
Virtual methodical associations of teachers;
Teleconferences, forums for teachers and students;
Consulting virtual centers (for teachers, schoolchildren, parents);
Scientific associations of schoolchildren.
Teaching technology in the system of distance education (DL)
Most experts came to the conclusion that it is expedient to organize distance learning in small groups (three or four people each). In this case, the heterogeneity of groups must be observed (one strong, one medium and one weak). The task is given the same way, but the members of the group have the opportunity to independently distribute roles to complete this task. Discussion in the DO is conducted either in the forum mode or by e-mail. When a single task is completed, all members of the group agree with its decision, the task is sent to the tutor (teacher). Any questions the members of the group first try to solve on their own within the group, helping each other. If there are difficult situations which they cannot solve on their own, they turn to the teacher. The most frequently asked questions are posted along with the answers on the bulletin board, so that any trainee can, if necessary, get an answer in case of difficulty.
Monitoring the activities of students in a remote form is carried out in the form of initial, intermediate, final tests, control works, abstracts, reports, project defenses. The choice of the type of testing, the type of control is dictated by the specifics of the cognitive task, academic subject or cognitive area, the age characteristics of the trainees.
Thus, the described possibilities of distance learning allow each teacher to choose their own path and technology for their application. At the same time, the widespread introduction of IT contributes to the formation of a single educational space in which the teacher himself can be included as a subject of education.
Education - IO - IE.
In relation to ITS, IS is a system of intellectual control, development and self-development of its knowledge, "learning" and "self-learning" of ITS as a base of educational knowledge. At the same time, IEE in the context of relations education - IE - IEE expands the boundaries of the "pedagogical" aspect of IE:
- IO resources become not only a means of learning, cognition, but also independent objects of learning, being introduced into subject-based learning.
- IO itself, as well as the informatization of society, their aspects, problems, trends, principles, becomes the subject of training.
In addition to the technological and pedagogical aspects, IE is characterized in many other aspects: socio-cultural, socio-legal, metasystem, personal (interpersonal), etc. This adds its imprint to the characterization of IE in these aspects and the description of its informational impact on education.
Informatization has not only radically changed the world, it has qualitatively changed the productive forces and production relations of society. Modern society is entering a new phase - a state of information society. In our country, the formation and development of the information society is also named as a priority - "The Strategy for the Development of the Information Society in Russia". In this context of the development of society, its “informational” state is a consequence of informatization. But in modern research, the causal sequence has begun to change.
A new aspect of informatization of education is connected with the definition HELL. Ursula informatization of society as a means of its transition to the state of information:
Informatization is “a system-activity process of mastering information as a resource for management and development with the help of informatics in order to create an information society and, on this basis, to continue the progress of civilization” 3 .
Following this definition, the informatization of education should be understood as a universal means of its modernization, development, improvement in order to transform it into a state corresponding to information society. This level of education is often referred to as noospheric.
Since the education system functions in the context of relations with the informatization of education and IEE, their general strategic goal is to ensure the transition of society to the state of information, and education itself - to the state of noospheric.
Information society as defined by A.D. Ursula appears as an independent phenomenon in the development of society, characterized by many conceptual features:
- high industry of industrial production and no less high IT industry, or the informatization industry (technology, resources). Today these two industries presuppose the presence of each other, they cannot develop separately, without mutual dependence;
- a high degree of legal regulation, management of the social and information sphere, informatization. Availability of a complete system of information laws, their knowledge and adherence to them;
- a qualitative change in industrial relations, expressed in the presence of many exclusive and non-exclusive rights to information and information activities.
Informatization is only a source, a necessary means of this transition, but not sufficient.
The information society is often (in the "West" and in our country) characterized as a "knowledge society", noting the special importance of knowledge, knowledge carriers, knowledge production. However, this is not an independent sign of it, but a consequence of the above signs. On the other hand, it is a sign "knowledge" is the resultant, uniting all the main features. Only now this sign means not just the high importance of knowledge, but a high degree knowledge industries – production and consumption of knowledge, operating on the principles of efficiency, productivity, legitimacy and safety.
The information society is characterized not only as a “knowledge society”, but, above all, as knowledge society, producing and consuming knowledge. In this state of society, there is a “merge into a single whole of labor processes, the acquisition of new knowledge to solve production problems and the production of new knowledge, ... the cognitive activity of a person becomes a decisive factor in development ... A person becomes the bearer of a unique “set” of knowledge, skills and abilities ".
Consequently, noospheric education is also an independent entity, a new qualitative level of education. IO and IOS are the necessary means and conditions for achieving this level, expressing the “quantity” of development, turning into “quality” at a certain stage.
If the production of new knowledge is, first of all, the business of science and the GG-industry, then the consumption of knowledge is carried out mainly in education. Consumption, perception of knowledge by students entails the "production" of their personal knowledge. Of course, education is not limited to the industry of knowledge and knowledge, but the reflection of the characteristics of this industry in it means a high degree:
- organization, information saturation, logical completeness of the ITS, the presence of the information technology industry of the ITS;
- development of the educational process and its interaction with the IEE;
- self-knowledge, self-development of subjects of education, the presence of their motivation for this.
Carrying out the "production" of personal knowledge and, consequently, the reproduction of knowledge carriers and the production of new knowledge, noospheric education itself is one of the main features information society.
Noospheric education, while remaining predominantly fundamental, should become more universal. It is obliged to provide the student not only with the possibility of adaptation in a wide field of activity, but also, if necessary, the ability to work in a related field of activity, advanced training, retraining. Therefore, the content of subject education should change in the direction of universality, metasubjectivity, and general educational significance.
For example. One newspaper article quotes a foreigner who claims that he has a "correctly organized head": it contains a minimum of knowledge and the necessary connections, i.e. his personal knowledge is ordered and structured. Less important information is stored in the "archives" of long-term memory. To solve a particular problem, basic knowledge is connected, a system of links (links), a search and “unzipping of files” are carried out, external sources of information are connected (also using a link system).
There is, of course, some exaggeration here. Firstly, with a "minimum of knowledge" you can reach the point of absurdity. We know examples when an "educated" person confuses Austria with Australia, Sweden with Switzerland. Secondly, the “minimum” should be enough to understand the problem that arises and how to eliminate it, to understand what information is needed, and to understand (correctly interpret) this information itself. But there is also reason here. It is impossible to know all the information in the world, even the most necessary, it is impossible to remember. So, there must be reasonable restrictions in its knowledge. All missing information can be easily found in external sources. You just need to always know what to look for, where and how to find. That is, you need a balanced combination of basic knowledge, "minimum", the necessary connections and skills to work with the environment.
There is a good saying: “A modern specialist should know much about little and little about much. The following diagram illustrates the links between the goals of the ISE, society and education:
Rice. 2.2. Relationship between the goals of the ISE, society and education
There are additional requirements for IOS: orderliness, orderliness, organization, the presence of formalized identification systems, addresses and links available to subjects of education in form and content. Specialized, professional, thematic, universal information portals, uniting a large open set of information and cognitive resources, homogeneous in certain respects, and themselves acting on the rights of integrated information resources.
In modern IOS, there are already many network portals. The culture of working with information implies the ability of the subject of education to have a constructive dialogue with them. In turn, IEE should build "guides" in its multidimensional space of resources so that an inexperienced subject of education can navigate in this space, do not get lost and "do not drown in a sea of information".
Electronic training course (EUK) is an educational electronic publication or resource to support the educational process in institutions of general, special, vocational education, as well as for self-education within the framework of curricula, including those aimed at continuing education. EUK allows you to perform all the main methodological functions electronic publications:
Reference and information;
Controlling;
Functions of the simulator;
simulation;
Modeling;
Demo.
From the point of view of information and communication technologies, EUK is an information system (software implementation) of complex purpose, which provides, through a single computer program, without recourse to paper media, the implementation of the didactic capabilities of ICT tools in all parts of the didactic cycle of the learning process:
Setting a cognitive task;
Presentation of the content of educational material;
Organization of the application of initially acquired knowledge (organization of activities for the implementation of individual tasks, as a result of
“The most important thing is not that the student uses new technologies,
but how this use contributes to the enhancement of his education.
S. Ermann
Information Technology Education - these are all technologies using special technical means (computer, audio, cinema, video), i.e. computer and information technology.
Information and Communication Technology (ICT) - it is “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 communication networks, multimedia tools, as well as Internet)"
In the modern education system, the process of introducing information and communication technologies (ICT), providing educational institutions with computer equipment, developing telecommunications, global and local educational networks is rapidly gaining speed. This is due to the fact that information literacy and culture have become the key to successful human professional activity. Information technology is becoming an integral part of life modern man. Possession of them is put on a par with such qualities as the ability to read and write. A person who skillfully and effectively masters technologies and information has a new style of thinking, approaches the assessment of the problem that has arisen, and the organization of his activities in a fundamentally different way.
To teach a child to work with information, to teach to learn is an important task of a modern school. ICT expands the teacher's ability to introduce students to a fascinating world where they have to independently extract, analyze and transmit information to others. The sooner students learn about the possibilities of ICT, the sooner they will be able to take advantage of the latest methods of obtaining information and transforming it into knowledge. Informatization of primary school plays an important role in achieving the modern quality of education and the formation of the information culture of the child of the XXI century.
Purpose of using ICT: improving the quality of education
Tasks of using ICT:
increase learning motivation;
improve the efficiency of the learning process;
to promote the activation of the cognitive sphere of students;
improve teaching methods;
monitor the results of training and education in a timely manner;
plan and organize your work;
use as a means of self-education;
qualitatively and quickly prepare a lesson (event).
At preparing and carrying out lessons on the various steps obu cheniya use various forms ICT :
Ready-made electronic products that allow you to intensify the activities of a teacher and a student, improve the quality of teaching subjects, bringing to life the principle of visibility.
Multimedia presentations allow presenting educational material as a system of bright reference images. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the long-term memory of students.
The resources of the Internet carry a huge potential for educational services (e-mail, search engines, electronic conferences, distance learning, competitions) and become an integral part of modern education. Receiving educationally significant information from the network, students learn to purposefully find information and systematize it according to given criteria; to see the information as a whole, and not in fragments, to highlight the main thing in the information message.
The use of an interactive whiteboard and SMART Board software allows teachers and students to fully present and understand the material being studied quite well.
XXI century - century high computer technologies
The 21st century is the century of high computer technologies. Therefore, at present, there is a need to organize the learning process based on modern information and communication technologies.
For an elementary school, this means a change in priorities in setting the goals of education: one of the results of education and upbringing in a first-stage school should be the readiness of children to master modern computer technologies and the ability to update the information obtained with their help for further self-education. To achieve these goals, it becomes necessary to apply the work of a teacher in practice. primary school different strategies for teaching younger students and, first of all, the use of information and communication technologies in the educational process.
The use of ICT in primary school classes allows students to develop the ability to navigate the information flows of the world around them, master practical ways of working with information, and develop skills that allow them to exchange information using modern technical means. This contributes to the conscious assimilation of knowledge by students.
The use of ICT in elementary school allows you to individually approach the student, using multi-level tasks; involve each student in an active cognitive process; to teach the student to find, select and use information to solve the problems facing him; to form primary computer skills; to teach students to present their point of view and defend it on the basis of the material received.
Lessons using information technology have a number of advantages over traditional lessons.
A lesson using information technology becomes more interesting for students, which, as a rule, results in more effective assimilation of knowledge; improving the level of clarity in the classroom.
The use of some computer programs makes it possible to facilitate the work of the teacher: the selection of tasks, tests, checking and assessing the quality of knowledge, thereby freeing up time for additional tasks in the lesson (due to the fact that the materials are pre-prepared in electronic form).
Improving the effectiveness of the lesson through visibility. Of course, this can be achieved by other methods (posters, maps, tables, writing on the board), but computer technology, no doubt, creates a much higher level of visibility.
The ability to demonstrate phenomena that are impossible to see in reality. Modern personal computers and programs allow using animation, sound, photographic accuracy to simulate various educational situations, have the ability to present unique information materials (pictures, manuscripts, video clips) in a multimedia form; visualization of the studied phenomena, processes and relationships between objects.
Information technologies provide ample opportunities for individualization and differentiation of learning, not only through multi-level tasks, but also through self-education of the student.
Means to achieve the effectiveness of the educational process using ICT
Information technology in a modern school should be considered as one of the teaching methods. Any inclusion of ICT in the educational environment must be justified.
It should be borne in mind that a lesson using information technology is somewhat different from a traditional lesson. It is difficult to single out a single structure of such a lesson, since each lesson is individual, which is determined by a number of reasons: the specifics of the subject area, the content of a particular lesson, binding to information technology hardware, didactic capabilities of software, the type and quality of electronic resources, ICT - the teacher's competence.
The development of a lesson using information technology is possible only if an electronic resource is available.
Educational electronic resources can be divided into three groups, depending on the function being performed.
Illustration of educational material (tables, diagrams, experiments,
video clips);
2. Support for educational material (assignments, tests, etc.)
3. Source of educational material (electronic textbook, task development
According to the method of development, they can belong to one of the following types:
Internet resources (can be used not only directly on
lesson, but also for preparation).
Special (this includes all electronic resources produced by
various publishers).
Universal (Word, Excel, Power Point, etc. - designed for
creation by teachers of their own educational resources).
In my opinion, the most interesting and effective lessons are the lessons using educational resources, developed by the teacher, taking into account the characteristics of a particular student team and for specific students. In the process of creating such a lesson, a unique educational resource arises, in which not only the knowledge, skills and experience of the teacher-developer are invested, but also a part of his soul.
Usually, the preparation of such a lesson is a time-consuming process for a teacher, which takes a lot of time and requires certain knowledge and skills.
The following factors should be taken into account when designing a lesson:
The methodological goal of the lesson and the type of lesson determined by it (explanation of new material, consolidation, generalization of the topic covered, intermediate control, etc.) should be interconnected.
Readiness of students for a new type of educational activity.
The use of ICT in the classroom made it possible to fully implement the main principles of activation of cognitive activity:
1. The principle of equality of positions
2. The principle of trust
3. Feedback principle
4. The principle of taking a research position.
The implementation of these principles is seen in all lessons where ICT is used.
The use of ICT makes it possible to conduct lessons:
. on a high aesthetic and emotional level(animation, music)
. provides visibility;
. attracts a large amount of didactic material;
. increases the volume of work performed in the lesson by 1.5-2 times;
. provides a high degree of differentiation of training (individually approach the student, using multi-level tasks).
Application of ICT:
. expands the possibility of independent activity;
. forms a skill research activities;
. provides access to various reference systems, electronic libraries, other information resources;
. and in general, CONTRIBUTS TO IMPROVING THE QUALITY OF EDUCATION.
There are the following stages of preparing a lesson using ICT:
I. Conceptual
The need to use ICT tools is argued: lack of sources of educational material; the possibility of presenting unique information materials (pictures, manuscripts, video clips) in a multimedia form; visualization of the studied phenomena, processes and relationships between objects; the need for an objective assessment in a shorter time, etc.
Formulation of educational goals with a focus on achieving results (formation, consolidation, generalization of knowledge, control of assimilation, etc.);
Selecting the type of educational electronic resources.
II. Technological
The choice of methods for conducting classes and designing the main activities of the teacher and students;
The choice of the method of interaction between the teacher and the student.
III. Operational
Stage-by-stage planning of the lesson, preparation of teaching materials.
For each stage, the following are determined: the formulation of the goal with a focus on a specific result; stage duration; the form of organizing the activities of students with ICT tools; the functions of the teacher and the main types of his activities at this stage; form of intermediate control.
IV. Pedagogical implementation
The role of the teacher in the classroom with the use of ICT is changing, the teacher is now not only a source of knowledge, but also a manager of the learning process, the main tasks of the teacher are: managing the cognitive activity of the student.
Search engines and means of searching for electronic resources on the Internet
The purpose of Internet search engines is to collect data about the information resources of the network and provide users with the opportunity to quick search necessary information. With the help of search engines on the web, you can search and find electronic resources, software, information about organizations, various events, people, and much more. For educators, search engines can help in finding such information resources that could increase the effectiveness of the learning process and the system of training schoolchildren.
There are a large number of catalogs and portals on the Internet that collect electronic educational resources, the use of which would be appropriate in the education system. Information educational resources are used:
to promptly provide teachers, students and parents with relevant, timely and reliable information that meets the goals and content of education;
to optimize the organization of students' activities related to self-acquisition of knowledge;
for the introduction of modern information and telecommunication technologies in the educational process;
for objective measurement, evaluation and forecasting of the effectiveness of education, comparison of the results of educational activities of schoolchildren with the requirements of the state educational standard;
to individualize the management of the student's educational activities, adequately to his level of knowledge, skills and abilities, as well as to the peculiarities of his motivation for learning;
to create favorable, pedagogically and psychologically comfortable conditions for the education of schoolchildren;
to organize the effective operation of general education institutions in accordance with the regulations and content concepts adopted in the country.
With the help of modern search engines, you can search for a variety of electronic resources on the Internet, the use of which would improve the effectiveness of training. Among such resources, one can single out educational Internet portals, which themselves are catalogs of resources, service and tool computer software, electronic representations of paper publications, electronic learning tools and tools for measuring learning outcomes, resources containing news, announcements and means for participants to communicate. educational process.
Working with search engines is easy. In the query line of the search engine, you must type in the desired language the keywords or phrase corresponding to the electronic resource or Internet resources that you want to find and click "Search". The search results will appear in the working browser window.
Search engines of the Russian segment of the Internet
Yandex search engine http://www.yandex.ru
search engine Google systems(Russia) http://www.google.ru
Rambler search engine http://www.rambler.ru
Search engine "[email protected]" http://go.mail.ru
Intelligent search engine Nigma http://www.nigma.ru
Russian catalogs of Internet resources of general purpose
Directory of Internet resources "Yandex.Catalog" http://yaca.yandex.ru
Catalog of Internet resources "[email protected]" http://list.mail.ru
Catalog of Internet resources "Aport" http://www.aport.ru
Education resource directories
Catalog of the information system "Single Window for Access to Educational Resources" http://window.edu.ru/window/catalog
Catalog of the Russian educational portal http://www.school.edu.ru
Catalog "Educational resources of the Internet for general education" http://catalog.iot.ru
Catalog of children's resources "Internet for children" http://www.kinder.ru
Collections of electronic educational resources and search for resources in them
Searching for information resources originally designed to improve the effectiveness of education can be done using collections of digital educational resources. There are several such collections.
Federal Center for Information and Educational Resourceshttp://fcior.edu.ru http://eor.edu.ru - central repository of electronic educational resources of the education system. The portal storage hosts resources of various types: electronic learning modules of open multimedia systems and virtual collective environments, electronic educational resources on local media, text-graphic network electronic educational resources, resources created using modern technologies Flash and Java.
Information system "Single window of access to educational resources"http://window.edu.ru - contains information about electronic educational and scientific resources of Russian universities, libraries, museums, publishing houses, schools, electronic collections of all levels of education for a wide range of users.
Unified Collection of Digital Educational Resourceshttp://school-collection.edu.ru - this is the largest online repository of Russian-language electronic resources intended for free distribution and use in the educational process as teaching aids or their components. The collection is under active filling and testing, currently it contains more than 50 thousand storage units, including electronic educational resources in all subjects of secondary school, electronic methodological materials, thematic collections, software tools to support educational activities and organization educational process.
Internet - resources for teachers primary classes :
Http://akademius.narod.ru/vibor-rus.html Welcome to the Russian language class. The tests are designed for students in grades 1-5 of high school.
Http://ito.edu.ru/2001/ito/I/2/I-2-83.html Some issues of using the Internet in elementary school, report at the conference "Information Technologies in Education".
Http://www.ug.ru/02.26/po4.htm Issues of using a computer in elementary school: from psychological and pedagogical aspects to a selection of various exercises for the eyes when working with a machine.
Http://www.iro.yar.ru/resource/distant/earlyschool_education/gr/okurs.htm - Informatics in games and tasks. (Non-computer course)
Http://www.nhm.ac.uk/interactive/sounds/main.html At this address you will find an interactive game made in flash technology. In this game, you can independently compose the sounds of the forest, the sea, the jungle from the voices of animals, the noise of trees, the surf.
Http://www.funbrain.com/kidscenter.html For those who already know the language well, there is a site called Fun Brain Exercise. On it you will find educational, logical, mathematical games, tests for children, plans and methodological materials for teachers, tips and recommendations.
Http://zerkalenok.ru/cgi-bin/zerk.cgi/7/9/2 This resource is useful not only for children, but also for class teachers, teachers of biology, ecology, and circle leaders.
Http://www.ug.ru/02.26/po4.htm At the address of the Uchitelskaya Gazeta website, you can find a letter from the Ministry of Education, which contains recommendations on the use of computers in elementary schools. The author's program of the course of information culture for grades 1-4.
http://center.fio.ru/som/getblob.asp?id=10001519 This program specifies the requirements for the minimum content of education, the requirements for the level of training, the basic concepts that must be formed. The website of the conference "Information Technologies in Education" contains a large number of theses of reports, among which there are reports devoted to the study of computer science in elementary grades.
Http://www.openworld.ru/school/m.cgi Monthly scientific and methodical journal "Primary School". The archive of this magazine starts from 1998. To view the log, Adobe Acrobat Reader must be installed on your computer. (By the way, you can download this free program at http://www.adobe.com/products/acrobat/readstep2.html) On the same site you can write a letter to the editor and take part in the forum.
Http://nsc.1september.ru/ Weekly of the publishing house "First of September" "Primary school". His archive includes numbers from 1997. Given that the newspaper comes out every week, this is a huge resource for teachers. lower grades. If you cannot find this newspaper in your school or library, the Internet will always help you.
Http://suhin.narod.ru/zag1.htm Riddles and crosswords for children. Selected riddles and entertaining tasks from the book of I.G. Sukhin "New 500 riddles - 70 crossword puzzles". Sections of the book: riddles-jokes in crosswords, entertaining tasks in crosswords, literary crosswords, riddles in crosswords, Russian folk riddles in crosswords, answers. The book is intended for children 5-12 years old, educators kindergarten, teachers, counselors, librarians, parents.
Http://suhin.narod.ru/log1.htm Entertaining and methodical materials from Igor Sukhin's books: from literary inventions to chess. speech material for working with children with impaired pronunciation: an explanation of the methodology, a collection of exercises and tasks. Entertaining mathematics and chess for children of preschool and primary school age.
http://psi.lib.ru/statyi/sbornik/umuch.htm Psychological aspects of managing the process of mastering knowledge and ways of students' activities in the classroom.
Http://www.advise.ru/articles/80 Tips for parents of first graders.
Http://www.education.rekom.ru/4_2000/aldoshina.htm Club activities for younger students. Social and methodological aspects of working with children 7-10 years old in leisure activities.
Http://www.edu.rin.ru/cgi-bin/article.pl?idp=1099 Preparing first-graders: problems, advice, tests, etc. Memo to parents of first-graders.
Http://www.voron.boxmail.biz Children's fairy tales. The author's collection of children's fairy tales in verse, poems, dictionaries, encyclopedias, etc.
Http://www.ed.gov.ru Website of the Ministry of Education and Science of the Russian Federation.
Http://www.rfh.ru Russian Humanitarian Science Foundation
Http://www.int-edu.ru Website of the Institute of New Technologies.
Http://www.rsl.ru Russian State Library.
Http://www.gnpbu.ru State Scientific Pedagogical Library. K. D. Ushinsky.
Http://www.pedlib.ru Pedagogical library.
Http://dic.academic.ru Dictionaries and encyclopedias on-line.
Http://ditionary.fio.ru Pedagogical encyclopedic dictionary.
Http://www.km.ru Portal of the company "Cyril and Methodius"
Http://vschool.km.ru Cyril and Methodius Virtual School.
Http://www.kinder.ru Internet for children. Catalog of children's resources.
Http://www.ug.ru Website of the Teacher's Newspaper.
Http://www.cofe.ru/read-ka Read-ka children's fairy-tale magazine.
Http://www.cofe.ru/read-kas Electronic version of the Koster magazine.
Http://skazochki.narod.ru Site « Child's world". Children's songs, cartoons, fairy tales, riddles, etc.
Http://www.solnyshko.ee Children's portal "Sunshine".
Http://vkids.km.ru Site for children and parents "Virtual Kids".
Http://www.freepuzzles.com Website containing math puzzles.
Http://suhin.narod.ru The site "Entertaining and methodical materials from Igor Sukhin's books: from literary inventions to chess".
Http://library.thinkguest.org Origami site for kids and parents.
Http://www.uroki.net/ free lesson development, scenarios, planning.
Http://school-collection.edu.ru/ Unified collection of digital educational resources
Http://www.kidsunity.org Website about special children
The results of practical work on the use ICT technologies to improve the efficiency of the educational process in primary school
ICT technologies can be used:
To announce the topic, goals and objectives of the lesson, posing a problematic issue
(The topic of the lesson is presented on slides that summarize the key points of the issue under consideration.)
As an accompaniment to the teacher's explanation
(In my practice, I use multimedia presentation notes created specifically for specific lessons, containing a short text, basic formulas, diagrams, drawings, video clips. When using multimedia presentations in the process of explaining a new topic, a linear sequence of frames is sufficient, in which the most winning moments of the topic.Definitions and diagrams may also appear on the screen, which the children write off in a notebook, while the teacher, without wasting time on repetition, manages to tell more.)
As an information and training aid
In teaching, a special emphasis is placed today on the child's own activity in search, awareness and processing of new knowledge. The teacher in this case acts as the organizer of the learning process, the leader of the independent activity of students, providing them help you need and support.
Like an interactive lab
The presence of multimedia software makes it possible to compensate for the insufficiency of the laboratory base, thanks to the possibility of modeling processes and natural phenomena, which is especially important for conducting lessons on the outside world, etc.
For knowledge control
The use of computer testing increases the efficiency of the educational process, activates the cognitive activity of schoolchildren. Tests can be variants of cards with questions, the answers to which the student writes down in a notebook or on a special answer sheet, at the request of the teacher, the change of slides can be set to automatically transition after a certain time interval.
When creating a test with a choice of answers on a computer, you can organize a reaction output about the correctness (not correctness) of the choice made or without indicating the correctness of the choice made. You can provide for the possibility of re-selecting the answer. Such tests should include the output of results on the number of correct and incorrect answers. Based on the results of such tests, one can judge the degree of readiness and desire of students to study this section.
For stress relief, relaxation
To relieve tension, switch attention, especially when the lesson takes place at the end of the school day, we use presentations that can entertain and relieve tension. For example, physical education.
Students can also prepare presentations to accompany their own report.
To summarize the lesson: conclusions, answer to the question, reflection.
For training ( vocabulary work, verbal counting)
To accompany interactive games
For individual and distance learning
I use educational electronic resources as:
Illustrations of educational material (tables, diagrams, experiments, video clips,
musical works);
2. Support for educational material (assignments, tests, texts of presentations, etc.)
3. Source of educational material (electronic textbook, task development
for independent work student).
Usage ICT in primary classes on the various ur okah
Mathematics.
In mathematics lessons, with the help of slides created in the PowerPoint program, examples, tasks, chains for oral counting can be demonstrated, mathematical warm-ups and self-tests, etc. can be organized. I use presentations for math warm-up tasks from the collection of games and exercises for mental counting. Animated presentation when learning new things. When fixing the multiplication table, I use simulators in a playful way.
In general, for these lessons, the presentation is just a godsend. Pictures of the nature around us, animals, seas, oceans, natural areas, the water cycle, food chains - everything can be reflected on slides. And it's easier to check knowledge: tests, crossword puzzles, puzzles, charades - everything makes the lesson exciting, and therefore memorable. In an entertaining way, they get acquainted with the external and internal structure of the human body, learn about preventive measures and proper balanced nutrition. Presentations, video materials, electronic textbooks provide invaluable assistance when getting to know different cities and countries.
Literacy education
The first days of a child at school are the most difficult. The game is necessary to maintain continuity between kindergarten and school, and to reduce mental and physical overload. With the help of presentations, great opportunities open up for involving elements of play and entertainment in literacy classes.
They lie in the picturesqueness of textual and illustrated material and give impetus to children's imagination, the work of creative imagination. It should be noted that a huge role in the presentation is played not just by the demonstration of the image, but by animation, i.e. movement pictures, letters, words.
I am greatly assisted in the preparation of such lessons by the Integrated Teaching Methods beginning. school 1-4 cells Cyril and Methodius. Russian language.
Russian language
Probably, many will agree that children consider Russian language lessons boring and uninteresting. Psychologists have proven that knowledge acquired without interest, not colored by one's own positive attitude, emotions, does not become useful - this is a dead weight. How to make students listen in the lesson, with the help of what means and methods to light an inquisitive light of a thirst for knowledge in their eyes? You can always find something interesting, fascinating and entertaining in the Russian language (word formation, hissing spelling, vocabulary, etc.). It is very convenient to use presentations when working on presentation and writing: plan, questions, difficult words, the picture itself - all this is before the eyes of the children. And not always at school there is a picture that is necessary according to the program, so multimedia is very convenient.
Literary reading
Reading lessons can be made especially interesting with the help of a presentation. Portraits of writers, places where they lived and worked, staging individual episodes from works, drawing up a plan, vocabulary work, tongue twisters, tongue twisters, literary quizzes - everything becomes interesting if you use these modern methods.
Along with the presentation at the lessons of literary reading, you can watch videos on the topic, accompany the lesson with music. For example, when reading the story of K. Paustovsky "Basket with fir cones", I suggest that the children listen to the works of E. Grieg. This always causes a lively emotional response, increases interest in the read text.
Visual arts, technology.
The presentation can also be used in art lessons: portraits of artists, reproductions, diagrams, sequence of drawing, etc. Samples of products and stages of work on project activities at technology lessons, etc.
The computer is also a powerful stimulus for the creativity of children, including the most infantile or disinhibited. The screen attracts attention, which we sometimes cannot achieve when working frontally with the class. The impact of educational material on students largely depends on the degree and level of illustration of the material. The visual saturation of the educational material makes it bright, convincing, contributes to its better assimilation and memorization.
In elementary school, I use presentations at all stages of the lesson: when explaining new material, consolidating, repeating, controlling, etc. The child becomes a seeker, thirsty for knowledge, tireless, creative, persistent and hardworking.
The analysis of classes with the use of presentations showed that cognitive motivation increases, mastering complex material is facilitated.
In addition, fragments of lessons that use presentations reflect one of the main principles for creating a modern lesson - the principle of attractiveness. Thanks to the presentations, the children, who usually were not very active in the classroom, began to actively express their opinions and reason.
Thus, the work spent on managing cognitive activity with the help of ICT tools justifies itself in all respects:
Increases the quality of knowledge
Promotes the child general development
Helps overcome difficulties
Brings joy into a child's life
Allows training in the zone of proximal development
It creates favorable conditions for a better mutual understanding of the teacher and students and their cooperation in the educational process.
Computers and information technology in general are a convenient tool that, when used wisely, can bring an element of novelty to a school lesson, increase students' interest in acquiring knowledge, and make it easier for a teacher to prepare for classes.
The use of a computer at different stages of learning allows you to bring the time of active work of students in the lesson to 75-80% of the lesson time, instead of the usual 15-20%. Modern schoolchildren learn information from a computer screen faster and with great interest than from the words of a teacher.
Result use ICT
The results of using computer technologies are as follows:
Increasing the effectiveness of teaching (development of the intellect of schoolchildren and the skills of independent work to find information; a variety of forms of educational activity of children in the classroom);
Implementation of an individual approach to learning (work independently at an optimal speed for yourself);
Expansion of the amount of educational information presented;
Ensuring the flexibility of managing the educational process (tracking the process and the result of one's work);
Improving the organization of the lesson ( didactic material always available in sufficient quantity).
Improving the quality of control of students' knowledge and the diversity of its form;
Inclusion of children in collective activities in pairs, in groups;
Increasing the child's interest in studying the subject and learning in general, improving the quality of education, activating creativity student and teacher;
The inclusion of schoolchildren and teachers in the modern space of the information society, self-realization and self-development of the student's personality.
The results of the use of ICT are the comprehensive development of students and teachers, the organization of the learning process at a higher methodological level, and an increase in the efficiency and quality of education. The use of modern technical teaching aids allows you to achieve the desired result. The use of modern information technologies in the classroom makes learning bright, memorable, interesting for a student of any age, forms an emotionally positive attitude towards the subject. The widespread use of the computer makes learning more visual, understandable and memorable. Not only the teacher can check the knowledge of the student using the testing system, but the child himself can control the degree of assimilation of the material.
- Identification of the possibility of effective use of ICT in pedagogical activity.
- Creation of real information conditions for the development of creative activity of students and teachers.
The plan of the teachers' council:
- The relevance and significance of the use of ICT-technologies in the work of teachers.
- Types of educational technologies.
- ICT tools.
- Practical application of ICT-technologies in work.
- Findings.
- Draft decision of the teachers' council based on the study of literature, the results of interviews, speeches.
Responsible: creative group preparing the teachers' council.
Expected result: Positive activity of the teaching staff on the possibility of using modern technologies in their work.
Standard conditions: methodical office
Preparation for the pedagogical council
The course of the pedagogical council
| Stage | Content | Responsible |
| 1 | Announcement of the topic, agenda of the pedagogical council. | Director |
| 2 | Election of the secretary of the pedagogical council. | Pedagogical team |
| 3 | 1. The relevance and significance of the use of ICT - technologies in the work of teachers. 2. Types of educational technologies. 3. ICT tools. 4. Practical application of ICT-technologies in work. 5. Conclusions. 6. Draft decision of the teachers' council based on the study of literature, the results of interviews, speeches. |
Deputy Director. teachers |
| 4 | Summing up the results of the work of the teachers' council. | Pedagogical team |
Pedagogical Council
"Application of ICT-technologies in work"
1. Introduction
“... With the development of progressive ideas in education, with the promotion of ideas and principles of personal oriented learning, teachers' attempts to find the tools that would ensure the stability of the achievement of the necessary educational outcomes by the majority of students are intensified. When it comes to universal learning mechanisms, we inevitably turn to the concept of "pedagogical technologies".
The effective use of information and communication technologies (ICT) in the educational process is an urgent problem. Today, a teacher in any discipline should be able to prepare and conduct a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves the time of the teacher and the teacher, allows the teacher to work at his own pace, allows the teacher to work with students in a differentiated and individual way, and makes it possible to quickly monitor and evaluate learning outcomes.
Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev);
- this is a description of the process of achieving the planned learning outcomes (I.P. Volkov);
- a set of knowledge, skills and abilities necessary for a teacher in order to effectively apply in practice the methods of pedagogical influence chosen by him both on individual pupils and on the children's team as a whole.
Educational technology is a system that includes some representation of the planned learning outcomes, diagnostic tools for the current state of students, a set of learning models and criteria for choosing the optimal learning model for given specific conditions (V.V. Guzeev).
Educational technology includes training, development and education of students.
From the definitions it follows that the technology in maximum degree associated with the educational process - the activities of the teacher and student, its structure, means, methods and forms.
ICT - electronic presentation of information, its processing and storage, but not necessarily its transmission.
Today, computer technology can be considered a new way of transferring knowledge that corresponds to a qualitatively new content of learning and child development. This method allows the child to study with interest, find sources of information, foster independence and responsibility in obtaining new knowledge, develop the discipline of intellectual activity.
ICT tools:
A computer is a universal information processing device.
Printer - allows you to record on paper information found and created by students or a teacher for students. For many school applications, a color printer is necessary or desirable.
Projector - radically increases: the level of visibility in the work of the teacher, the ability of students to present the results of their work to the whole class.
Screen for projecting an image from a computer.
An interactive whiteboard is a touch screen connected to a computer, from which a projector transmits an image to the board. Just touch the surface of the board to start working on the computer. Special software for interactive whiteboards allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes directly on top of open documents and save information.
Devices for recording (inputting) visual and audio information (scanner, camera, camcorder) - make it possible to directly include information images of the world around in the educational process.
The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development of creative abilities, the creation of opportunities for realizing the potential of the individual. ICT is used not as a goal, but as another pedagogical tool that contributes to the achievement of the goal of the lesson.
Practical application of ICT in the classroom.
The main goal is to help children learn about the surrounding reality, develop their powers of observation, teach them to see the world around them in a wider and more versatile way, instill in them a sense of beauty, and develop personal abilities.
The main objectives of the classes of ecological and biological orientation is to familiarize students with the breadth and diversity of the field of activity. The study of different materials and means depicting nature.
How to make each lesson joyful, interesting, and most importantly - aimed at the development of each child?
Today, one cannot be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies. And it is necessary to navigate a wide range of modern innovations. From the abundance of concepts, theories, technologies and methods that could help create a system of work that would take into account the characteristics of classes, in accordance with the characteristics of children and the realities of modern society.
A powerful flow of new information, advertising, the use of computer technology on television and cinema, the distribution of game consoles, electronic toys have a great influence on the upbringing of the student and his perception of the world around him. The nature of his favorite activity - games - also changes significantly, and his favorite heroes and hobbies also change. A modern student does not sit in classes that take place according to the “classical scheme”, calmly absorbing, like a sponge, all the knowledge prepared for him. A modern student assimilates only the information that interested him most, the closest to him, which evokes pleasant and comfortable feelings, that which bothers him the least. Therefore, one of the means that has a unique opportunity to increase the motivation and individualization of the education of a modern student, the development of his creative abilities and the creation of a positive emotional background is a computer.
The use of a computer in the classroom becomes most natural due to such genuine children's interest. The computer successfully enters into a synthesis with school subjects, harmoniously complements it, significantly expands its capabilities and creativity.
One of the obvious advantages of a multimedia lesson is increased visibility. Let us recall the well-known phrase of K.D. Ushinsky: “Children's nature clearly requires visibility. Teach a child some five words unknown to him, and he will long and vainly suffer over them; but associate twenty such words with pictures and the child will learn them on the fly. You are explaining a very simple thought to a child and he does not understand you; you explain a complex picture to the same child, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we cannot look for such classes), start showing pictures, and the class will speak, and most importantly, will speak free…".
The use of visualization is all the more relevant because, as a rule, schools do not have the necessary set of tables, diagrams, reproductions, illustrations, or they are of poor quality. In this case, the projector can be of invaluable assistance. However, the expected effect can be achieved if certain requirements for the presentation of visibility are met:
recognition of visibility, which must correspond to the presented written or oral information;
presentation dynamics. The time of the demonstration should be optimal, and correspond to the educational information being studied at the moment. It is very important not to overdo the effects;
well-thought-out image sequence algorithm.
the optimal number of presented images on the screen. You should not get carried away by the number of slides, photos, etc., which distract students, do not allow them to focus on the main thing.
Forms of using a computer in the classroom:
- use of media resources as a source of information (discs);
- computer support for the teacher's activities at different stages of the lesson;
- using a computer to perform technological maps;
- portfolio creation.
Types: presentations, slide films and test tasks, computer tests;
- crossword puzzles, puzzles, technological cards, instructional cards
When used in the classroom, the effectiveness of learning and the quality of knowledge increase.
The use of computer technology in teaching makes it possible to differentiate educational activities in the classroom, activates the cognitive interest of students, develops their creative abilities, and stimulates mental activity.
Unfortunately, when using ICT in my classes, I encounter a number of problems:
- a small number of computers.
- different levels of preparedness and development of students;
The effective use of ICT tools in the classroom allows you to make the lesson more interesting, visual; involve students in active cognitive and research activities; strive to realize themselves, to show their capabilities.
Thus, the use of ICT tools allows:
- to activate the cognitive activity of students;
- conduct classes at a high aesthetic and emotional level;
- provide a high degree of differentiation of training (almost individualization);
- increase the amount of work performed in the classroom by 1.5-2 times;
- improve knowledge control;
- rationally organize the educational process, increase the effectiveness of the lesson;
The effective use of ICT tools allows you to make the lesson exciting and modern. Allows for an individual approach to learning, objectively and timely control and summing up. But I think that the textbook cannot be replaced. This is just an addition to the textbook.
Classes using a computer develop perseverance, attentiveness, accuracy, develop finger motor skills, which can positively affect working with a pencil and brush. Complexes, tightness, stiffness disappear.
The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development of creative abilities, the creation of opportunities for realizing the potential of the individual. ICT is used not as a goal, but as another pedagogical tool that contributes to the achievement of the goal of the lesson.
1. The computer really has ample opportunities to create favorable conditions for the work of the teacher and students.
2. Brings to a qualitatively new level of application of explanatory-illustrative and reproductive teaching methods.
3. The use of ICT in the classroom allows you to diversify the forms of work, the activities of students, activate attention, and increase the creative potential of the individual.
5. Using a multimedia projector allows you to work on the text more efficiently (visually, aesthetically, saves time).
7. ICT develops the independence of students, the ability to find, select and arrange material for the lesson, using the possibilities of the Internet.
8. The use of tests not only saves time, consumables, but also gives you the opportunity to evaluate your knowledge and your capabilities.
9. Students have the opportunity to improve their computer skills.
10. The active use of ICT in the classroom leads to an increase in interest in the visual arts and the quality of education.
The range of using this technology in the educational process is very large: from being used as a visualization tool to ways of presenting educational information. At the same time, the computer is a powerful tool for increasing the effectiveness of training, it allows you to increase the motivation of students.
The effectiveness of the use of ICT in the classroom is not only possible, but also necessary, it contributes to an increase in interest in learning, its effectiveness, and develops the child comprehensively. Computer programs involve children in developmental activities, form culturally significant knowledge and skills.
Thus, the use of computer technology makes it possible to change the educational process for the better, more comfortable side, covering all stages of educational activity.
Solution project.
The use of ICT contributes to the growth of the teacher's professional skills, increasing the efficiency of mastering the skills of independent search, processing and presentation of knowledge, developing the personality of students and preparing for a comfortable life in the information society.
The first stage (preparatory) "Computer literacy"
- Creation of an idea among subject teachers about the possibility and necessity of using ICT in the educational process.
- Teaching teachers the basics of computer literacy.
- Preparing students for learning in an ICT environment.
The second stage "Introduction of ICT in education"
- Publication of educational and methodological information in various forms.
- Development of methods for using ICT in the educational process.
- Conducting a pedagogical seminar-conference
- Conducting the competition "ICT in the work of the teacher."
- Carrying out intermediate monitoring of the results of the work of teachers of the problem group.
- Technical equipment of the institution.
- Creation and updating of the website.
The third stage "Final".
- Summing up the work on the topic "Introduction of ICT in education".
- Carrying out the final monitoring of the work of the teaching staff on the introduction of ICT in the learning process.
- Systematization of the material on the methodology of using ICT in the classroom and in educational work.
- Generalization and dissemination of successful experience of pedagogical activity.
Bibliography
- Afanaseva O.V.
It is very important to organize the learning process so that the child actively works with interest and enthusiasm in the lesson, sees the fruits of his labor and can appreciate them. A combination of traditional teaching methods and modern information technologies, including computer ones, can help the teacher in solving this difficult task. After all, the use of a computer in the classroom allows you to make the learning process mobile, strictly differentiated and individual. On the other hand, this teaching method is also very attractive for teachers: it helps them to better appreciate ...
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