Information and communication technologies at work. ICT in modern school

ABSTRACT

Subject : Classification of ICT tools

Content

Introduction 3

Main part

1. ICT tools used in education. 4

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

Conclusion 7

List of used literature 8

Introduction

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

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

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

Main part

1. ICT tools used in education.

The main means of ICT for information environment Any educational system is a personal computer, the capabilities of which are determined by the software installed on it. Main categories software are system programs, application programs and software development tools. TO system programs, first of all, relate operating systems, ensuring the interaction of all other programs with the equipment and the interaction of the user of a personal computer with the programs. This category also includes utility or service programs. Application programs include software, which is a toolkit information technology– technologies for working with texts, graphics, tabular data, etc.

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

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

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

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

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

By using network tools ICT makes possible wide access to educational, methodological and scientific information, organization of operational consulting assistance, modeling of scientific- research activities, conducting virtual training sessions (seminars, lectures) in real time.

There are several main classes of information and telecommunication technologies that are significant from the point of view of open and distance education systems. Some of these technologies are video recordings and television. Videotapes and associated ICT tools allow large numbers of students to listen to lectures from top teachers. Videotapes with lectures can be used both in special video classes and at home. It is noteworthy that in American and European training courses the main material is presented in printed publications and on video cassettes.

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

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

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

Information and communication technologies in education are classified into the following categories:

Educational ICT tools - with their help, students are provided with knowledge, develop skills, educational or practical skills, providing the necessary level of training);

Exercise equipment – are intended for practicing various kinds of skills and abilities, repeating or consolidating the material covered. the simulator must be aimed at some knowledge, questions and correction (the program checks, provides analysis and again trains the necessary areas of knowledge). When creating simulators, it is important to take into account the algorithm for assessing the resulting testing, providing only that information that is poorly understood with the possible clarification of this information;

Information retrieval and reference ICT tools provide information, develop knowledge and skills for systematizing information;

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

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

Laboratory ICT tools make it possible to conduct remote experiments on real equipment;

Modeling ICT tools allow you to model objects, phenomena, processes for the purpose of their research and study;

Calculated ICT tools automate various calculations and other routine operations;

Educational and game ICT tools are designed to create learning situations in which students’ activities are implemented in a playful way.

Conclusion

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

List of used literature

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

ICT (information and communication technologies) are processes and methods of interaction with information that are carried out using devices computer technology, as well as telecommunications.

The role of ICT in modern society

Currently, one can observe a constant increase in the influence of media technologies on humans. They have a particularly strong impact on children: twenty years ago, a child would rather watch a movie than read a book. However, today, under the powerful pressure of information, advertising, computer technology, electronic toys, game consoles etc. becomes 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 you can observe the following picture: a group of young people is sitting in a park, square or shopping and entertainment complex, they do not communicate with each other, all their attention is focused on smartphones, tablets, laptops. If this phenomenon continues to be observed, then soon children will completely forget how to communicate. And so the ministries of education of many countries on our planet, instead of developing schoolchildren’s interest in live communication and learning in general, decided to follow the path of least resistance and give children what they want. According to some experts, a child’s brain perceives new information better if it is presented in an entertaining form, which is why they easily perceive the data presented in the lesson with the help of media (in connection with this, the use of information and communication technologies in education is constantly growing today). It's hard to argue with this, but reverse side The benefit of such an educational process is that children stop communicating with the teacher, which means their ability to think decreases. It is much better to restructure the educational process so that it is not boring and always maintains the child’s thirst for new knowledge. But this question will have to be left to the conscience of officials.

Concept of communication and information technology

The processes of informatization in modern society, as well as the closely related reform of educational activities, are characterized by improvement and mass distribution modern ICT. They are actively used to transmit data and ensure interaction between teacher and student in the modern system of distance and open education. Today, a teacher is required to possess skills not only in the field of ICT, but also to be responsible for the professional use of information and communication technologies in his immediate activities.

The term “technology” comes to us from the Greek language, and translated it means “science”. Modern understanding of this word involves the application of engineering and scientific knowledge to solve specific practical problems. Then information and communication technology is a technology that is aimed at transforming and processing information. But that's not all. In essence, information and communication technology is a general concept that describes various mechanisms, devices, algorithms, and methods of data processing. The most important modern ICT device is a computer equipped with the necessary software. The second, but no less important, equipment is the means of communication with information posted on them.

ICT tools used in the modern education system

The main means of ICT technology for the information environment of the education system is a personal computer equipped with the necessary software (of a systemic and applied nature, as well as tools). System software primarily includes operating software. It ensures the interaction of all PC programs with the equipment and PC user. This category also includes service and utility software. Application programs include software that is an information technology toolkit - working with texts, graphics, tables, etc. The modern education system widely uses universal application office software and ICT tools such as word processors, presentation preparation, spreadsheets, graphics packages, organizers, databases, etc.

Development of information and communication technologies

With the organization of computer networks and similar means, the education process has moved to a new quality. First of all, this is due to the ability to quickly receive information from anywhere in the world. Thanks to the global computer network Internet, instant access to the planet (electronic libraries, file storage, databases, etc.) is now possible. This popular resource has published more than two billion different multimedia documents. The network provides access and allows the use of other common ICT technologies, these include email, chat, lists, and 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, image and various files. Such software makes it possible to organize joint communication between remote users running on the local personal computer provision.

The emergence of new information compression algorithms available for transmission over the Internet has significantly improved sound quality. Now it has begun to approach the quality of regular telephone network. As a result, there was a leap in the development of a relatively new ICT tool - Internet telephony. Using special software and peripheral devices, audio and video conferences can be organized via the network.

Information and communication technology and its capabilities

To organize an effective search in telecommunication networks, automated search programs, the purpose of which is to collect data about various resources on the World Wide Web and provide the user with quick access to them. Thanks to search engines, you can find documents, multimedia files, address information about people and organizations, and software. The use of ICT allows for wide access to educational, methodological and scientific information; in addition, it becomes possible to quickly organize consulting assistance, as well as simulate scientific and research activities. And, of course, conducting virtual classes (lectures, seminars) in real time.

Video training

Today, information and communication technologies of education provide several classes of material delivery that are significant from the point of view of distance and open education. One of them is television and video recordings. Video files and related ICT tools allow a large number of students to become familiar with the content of the lectures of the best teachers. Video recordings can be used both in specially equipped classrooms and at home. An interesting fact is that in European and American training courses the main material is presented on videotapes and in printed publications.

Television ICT

Television is the most common ICT in the classroom; it plays a huge role not only in the modern educational process, but also in people’s lives, because almost every home has a TV. Educational television programs have long been used all over the world and are a very striking example of a distance learning method. Thanks to this tool ICT has made it possible to broadcast lectures to a wide audience in order to increase its overall development without subsequent monitoring of knowledge acquisition.

Electronic educational publications

Electronic educational publications are a very powerful technology that allows you to transfer and store the entire volume of information being studied. They are distributed both on computer networks and recorded on optical media. Individual work with such material provides a deep understanding and assimilation of the data. This technology allows (with appropriate modification) the use of existing courses in self-testing of acquired knowledge. Electronic educational publications, unlike traditional printed material, allow you to present information in a graphic, dynamic form.

Classification of ICT tools by areas of methodological purpose

ICT tools are:

1. Educational. They impart knowledge, form practical skills or ensure the required level of mastery of the material.

2. Exercise equipment. Designed for practicing various skills, consolidating or repeating a lesson learned.

3. Reference and information retrieval. Provide information on systematizing information.

4. Demonstration. Visualize the studied phenomena, processes, objects for the purpose of studying and researching them.

5. Imitation. They represent a certain aspect of reality, allowing the study of its functional and structural characteristics.

6. Laboratory. Allows you to conduct experiments on existing equipment.

7. Modeling. They make it possible to create a model of an object or phenomenon for the purpose of studying and researching it.

8. Calculated. Automate calculations and various routine operations.

9. Educational games. Designed to create a learning situation in which the activities of students are implemented in a playful way.

Didactic tasks that are solved using ICT

1. Improving the organization and increasing the individualization of training.

2. Increasing the productivity of students’ self-training.

3. Individualization of the teacher’s work.

4. Acceleration of replication, as well as access to the achievements of teaching practice.

5. Increasing motivation to learn.

6. Activation of the educational process, the ability to attract students to

7. Ensuring learning flexibility.

Negative impact of ICT tools on students

Information and communication technology, introduced into everything, leads to a number of negative consequences, including a number of negative psychological and pedagogical factors influencing the health and physiological state of the student. As already mentioned at the beginning of the article, ITC leads to the individualization of the educational process. However, therein lies a serious disadvantage associated with total individualization. Such a program entails the curtailment of the already scarce educational process live dialogical communication between participants: students and teachers, students among themselves. It essentially offers them a surrogate of communication - a dialogue with a computer. Indeed, even a verbally active student becomes silent for a long time when working with ICT tools. This is especially typical for distance learning and open forms education.

Why is this so dangerous?

As a result of this form of learning, throughout the entire lesson the student is busy silently consuming the material. This leads to the fact that the part of the brain responsible for the objectification of a person’s thinking turns out to be turned off, essentially immobilized during many years of study. It is necessary to understand that the student already does not have the necessary practice of forming, formulating thoughts, as well as dialogical communication in a professional language. As psychological studies have shown, without developed communication, the student’s monological communication with himself, precisely what is commonly called independent thinking, will not be formed at the proper level. Agree that asking yourself a question is the most accurate indicator of the presence of independent thinking. As a result, if you follow the path of individualization of learning, you may miss the very opportunity to form a creative process in a person, the origin of which is built on dialogue.

In conclusion

To summarize, we can note another significant drawback of information and communication technologies, which stems from the main advantage - the general availability of information resources published on the Internet. This often leads to the student following the path of least resistance and borrowing ready-made essays, problem solutions, projects, reports, etc. from the Internet. Today, this already familiar fact confirms the low effectiveness of this form of learning. Of course, the prospects for the development of information and communication technologies are high, but they need to be implemented thoughtfully, without manic totalization.

Information and communication technologies

in the education system

Dyatlova V.S.

The modern period of development of society is characterized by a strong influence on it of computer technologies, which penetrate into all spheres of human activity, ensure the dissemination of information flows in society, forming a global information space. An integral and important part of these processes is the computerization of education.

The widespread use of computer technologies in the field of education in the last decade has attracted increased interest in pedagogical science. Russian and foreign scientists made a great contribution to solving the problem of computer technology of education: G.R. Gromov, V.I. Gritsenko, V.F. Sholokhovich, O.I. Agapova, O.A. Krivosheev, S. Papert, G. Kleiman, B. Sendov, B. Hunter and others.

Information and communication technologies (ICT) - a set of methods, production processes and software and hardware integrated for the purpose of collecting, processing, storing, distributing, displaying and using information for the benefit of its users.[I,II]

With the advent of such a component as informatization in the education process, it became appropriate to reconsider its tasks. The main ones are:

improving the quality of training of specialists based on the use of modern information technologies in the educational process;

application active methods learning and, as a result, increasing the creative and intellectual components of educational activities;

integration of various types of educational activities (teaching, research, etc.);

adaptation of educational information technologies to the individual characteristics of the student;

ensuring continuity and continuity in training and education;

development of information technologies for distance learning;

improvement of software and methodological support for the educational process[ 3 ]

Educational ICT tools can be classified according to a number of parameters:

1. Regarding the pedagogical tasks to be solved:

means providing basic training (electronic textbooks, training systems, knowledge control systems);

practical training tools (problems, workshops, virtual constructors, simulation programs, simulators);

aids (encyclopedias, dictionaries, reading books, educational computer games, multimedia training sessions);

complex means (remote).

2. By functions in the organization of the educational process:

information and educational ( digital libraries, e-books, electronic periodicals, dictionaries, reference books, educational computer programs, information systems);

interactive (e-mail, electronic teleconferences);

search (directories, search engines).

3. By type of information:

electronic and information resources with text information (textbooks, teaching aids, problem books, tests, dictionaries, reference books, encyclopedias, periodicals, numerical data, software and educational materials);

electronic and information resources with visual information (collections: photographs, portraits, illustrations, video fragments of processes and phenomena, demonstrations of experiments, video excursions; statistical and dynamic models, interactive models; symbolic objects: diagrams, diagrams);

electronic and information resources with audio information (sound recordings of poems, didactic speech material, musical works, sounds of living and inanimate nature, synchronized audio objects);

electronic and information resources with audio and video information (audio and video objects of living and inanimate nature, subject excursions);

II.

III. http://physics.herzen.spb.ru/teaching/materials/gosexam/b25.htm

• Identification of the possibility of effective use of ICT in teaching activities.
• Creation of real information conditions for the development of creative activity of students and teachers.

Plan for the teachers' meeting:

1. The relevance and significance of the use of ICT technologies in the work of teachers.
2. Species educational technologies.
3. ICT tools.
4. Practical application of ICT technologies in work.
5. Conclusions
6. A draft decision of the teachers' council based on a study of literature, the results of interviews, and speeches.

Responsible: creative group preparing the teachers' council.

Expected result: Positive activity of the teaching staff regarding the possibility of using modern technologies in their work.

Typical conditions: methodological room

Preparation for the pedagogical council

Progress of the pedagogical council

Pedagogical Council
“Use of ICT - technology at work”

1. Introduction

“...With the development of progressive ideas in education, with the coming to the fore of the ideas and principles of personally oriented learning, attempts by teachers are intensifying to find the tools that would ensure the stability of the achievement of the necessary educational results by the majority of students. When we talk about universal learning mechanisms, we inevitably turn to the concept of “pedagogical technologies”.

Effective use of information and communication technologies (ICT) in the educational process is actual problem. Today, a teacher in any discipline must be able to prepare and conduct a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves teacher and teacher time, allows the teacher to work at his own pace, allows the teacher to work with students differentiated and individually, and makes it possible to quickly monitor and evaluate learning results.

Pedagogical technology is a set of psychological and pedagogical attitudes that define a special set of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for 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, abilities and skills necessary for a teacher to effectively apply in practice the methods of pedagogical influence he chooses on both individual students and the children's team as a whole.

Educational technology is a system that includes some representation of the planned learning outcomes, means of diagnosing the current state of students, a set of learning models and selection criteria optimal model training for these specific conditions (V.V. Guzeev).

Educational technology includes training, development and education of students.

From the definitions it follows that technology is to the maximum extent connected with the educational process - the activities of the teacher and student, its structure, means, methods and forms.

ICT – presentation of information in electronic form, its processing and storage, but not necessarily its transmission.

Today computer technology can be considered a new way of transmitting knowledge that corresponds to the qualitatively new content of a child’s learning and development. This method allows the child to learn with interest, find sources of information, fosters independence and responsibility in acquiring new knowledge, and develops 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.

A projector radically increases: the level of visibility in the teacher’s work, the ability for students to present the results of their work to the whole class.

Screen for projecting images from a computer.

Interactive whiteboard is touch screen, connected to a computer, the image from which is transmitted to the board by a projector. You just need to touch the surface of the board to start working on your computer. Special software for interactive whiteboards allows you to work with texts and objects, audio and video materials, Internet resources, and make handwritten notes directly over open documents and save information.

Devices for recording (inputting) visual and audio information (scanner, camera, video camera) – provide an opportunity to directly include information images of the surrounding world into 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 individual’s potential. ICT is used not as a goal, but as another pedagogical tool that contributes to achieving the goal of the lesson.

Practical application of ICT in the classroom.

The main goal is to help children understand the surrounding reality, develop their powers of observation, teach them to see the world around them more broadly and comprehensively, instill in them a sense of beauty, and develop personal abilities.

The main objectives of ecological and biological classes are to familiarize students with the breadth and diversity of the field of activity. Study of different materials and means depicting nature.

How to make every lesson joyful, interesting, and most importantly, aimed at the development of each child?

Today it is impossible to be a pedagogically competent specialist without studying the entire extensive 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 spread of game consoles, and electronic toys have a great influence on the upbringing of a student and his perception of the world around him. The nature of his favorite activity—games—changes significantly, and his favorite characters and hobbies also change. A modern student does not sit in classes that follow the “classical scheme”, calmly absorbing, like a sponge, all the knowledge prepared for him. The modern student assimilates only the information that interests him the most, that is closest to him, that evokes pleasant and comfortable feelings, that which is least annoying. Therefore, one of the means that has a unique opportunity to increase motivation and individualize the learning of a modern student, develop his creative abilities and create a positive emotional background is the computer.

Using a computer in the classroom becomes most natural thanks to such genuine children's interest. The computer successfully integrates with school subjects, harmoniously complements it, and significantly expands its capabilities and creativity.

One of the obvious advantages of a multimedia lesson is increased visibility. Let us recall the famous phrase of K.D. Ushinsky: “Children’s nature clearly requires clarity. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; But associate twenty of these words with pictures and the child will learn them on the fly. You explain a very simple idea to a child, and he doesn’t understand you; you explain a complex picture to the same child, and he understands you quickly... If you are in a class from which it is difficult to get a word (and we don’t have such classes), start showing pictures, and the class will start talking, and most importantly, they will talk free…".

The use of visualization is all the more important because schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, illustrations, or they are of poor quality. In this case, a projector can be of invaluable help. However, the expected effect can be achieved if certain requirements for presentation of clarity are met:

recognition of visibility, which must correspond to the written or oral information presented;

dynamics of visual presentation. The demonstration time should be optimal, and correspond to what is being studied in at the moment educational information. It's important not to overdo the effects;

a well-thought-out algorithm for video sequences of images.

the optimal number of images presented on the screen. You should not get carried away by the number of slides, photos, etc., which distract students and prevent them from focusing on the main thing.

Forms of using a computer in the classroom:

• use of media resources as a source of information (disks);
• computer support for the teacher’s activities at different stages of the lesson;
• using a computer to perform technological maps;
• creating a portfolio.

Types: presentations, slide – films and test tasks, computer tests;

– crosswords, puzzles, technological maps, instructional maps

When used in the classroom, the effectiveness of learning and the quality of knowledge increases.

The use of computer technologies 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:

– small number of computers.

– different level preparedness and development of students;

Effective use of ICT tools in the classroom makes the lesson more interesting and visual; involve students in active cognitive and research activities; strive to realize oneself, to demonstrate one’s capabilities.

Thus, the use of ICT tools allows:

• to intensify the cognitive activity of students;
• conduct classes at a high aesthetic and emotional level;
• ensure a high degree of differentiation of training (almost individualization);
• increase the amount of work performed in class 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 makes the lesson fun and modern. Allows for an individual approach to training, objective and timely monitoring and summing up. But I think that a textbook cannot replace it. This is just a supplement to the tutorial.

Exercises using a computer develop perseverance, attentiveness, accuracy, and develop finger motor skills, which can have a positive effect on working with a pencil and brush. Complexes, tightness, and 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 individual’s potential. ICT is used not as a goal, but as another pedagogical tool that contributes to achieving the goal of the lesson.

1. The computer really has quite a wide range of capabilities to create favorable conditions for the work of the teacher and students.

2. Brings the use of explanatory, illustrative and reproductive teaching methods to a qualitatively new level.

3. The use of ICT in the classroom allows you to diversify the forms of work and activities of students, intensify attention, and increases the creative potential of the individual.

5.Usage multimedia projector allows you to work on the text more efficiently (visually, aesthetically, saves time).

7. ICT develops students’ independence, the ability to find, select and organize material for class using the capabilities of the Internet.

8. Using 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. Active use ICT in the classroom leads to increased interest in the fine arts and the quality of education.

The range of use of this technology in the educational process is very wide: from use 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 learning and can increase the motivation of students.

The effectiveness of using ICT in the classroom is not only possible, but also necessary; it helps to increase interest in learning, its effectiveness, and develops the child comprehensively. Computer programs involve children in developmental activities and 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, covering all stages of educational activity.

Draft decision.

The use of ICT contributes to the growth of a teacher’s professional skills, increasing the effectiveness 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.

First stage (preparatory) “Computer literacy”

• Creating an idea among subject teachers about the possibility and necessity of using ICT in the educational process.
• Training teachers in the basics of computer literacy.
• Preparing students for learning in an ICT environment.

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 teacher’s creativity.”
• Conducting interim monitoring of the work results of problem group teachers.
• Technical equipment of the institution.
• Creation and updating of a website.

The third stage is “Final”.

• Summing up the results of the work on the topic “Introduction of ICT in education.”
• Conducting final monitoring of the work of the teaching staff on the introduction of ICT into the learning process.
• Systematization of material on the methods of using ICT in the classroom and in educational work.
• Generalization and dissemination of successful teaching experience.

References

Information and communication technologies means software, hardware and software technical means and devices operating on the basis of microprocessor, computer technology, as well as modern means and systems for transmitting information, information exchange, providing operations for collecting, producing, accumulating, storing, processing, transmitting information and the ability to access information resources of local and global computer networks.

The most commonly used ICT tools in the educational process include:

• 1) electronic textbooks and manuals demonstrated using a computer and multimedia projector;
• 2) electronic encyclopedias and reference books;
• 3) simulators and testing programs;
• 4) educational resources on the Internet;
• 5) DVDs and CDs with paintings and illustrations;
• 6) video and audio equipment;
• 7) research works and projects;
• 8) interactive whiteboard.

Methodologists identify several classifications of ICT tools. In accordance with the first classification, all ICT tools used in the education system can be divided into two types: hardware (computer, printer, scanner, camera, video camera, audio and video recorder) and software (electronic textbooks, simulators, test environments, information websites, Internet search engines, etc.).

The current breakthrough in ICT is forcing us to reconsider organizational issues. information support cognitive activity. Thus, the second classification of ICT tools allows us to consider the possibilities of using information technologies in educational activities:

• 1) to search for literature on the Internet using browsers like Internet Explorer, Mozilla Firefox, etc., various search engines and programs for working online (Yandex.ru, Rambler.ru, Mail.ru, etc.) and working with it (summarizing, taking notes, annotating, quoting, creating slides - online presentations);
• 2) for working with texts using the basic package application programs Microsoft Office: Microsoft Word allows you to create and edit texts with graphic design; Microsoft Power Point allows you to create presentation slides for a more colorful presentation of the material; Microsoft Excel lets you perform calculations, analyze and visualize data, and work with lists in tables and web pages; Microsoft Office Publisher allows you to create and modify booklets, brochures, etc.;
• 3) for automatic translation texts using translation programs (PROMTXT) and electronic dictionaries (AbbyLingvo7.0);
• 4) for storing and accumulating information (CDs, DVDs, Flash drives);
• 5) for communication (Internet, email, Skype, Hangout, etc.);
• 6) for processing and reproducing graphics and sound (players Microsoft Media Player, zplayer, viewing programs CorelDraw images, PhotoShop), programs for creating diagrams, drawings and graphs (Visio, etc.).

The listed ICT tools create favorable opportunities in foreign language lessons for organizing students’ independent work. They can use computer technology both to study individual topics and to self-monitor the acquired knowledge. Moreover, the computer is the most patient teacher, capable of repeating any tasks as much as necessary, achieving the correct answer and, ultimately, automating the skill being practiced.

Multimedia presentations are widely used by almost all teachers. They are convenient for both teacher and students. Possessing elementary computer literacy You can create original educational materials that captivate, motivate and target students for successful results. The educational potential of multimedia presentations can be effectively used in foreign language lessons to provide visual support for speech learning.

The benefits of multimedia presentations are as follows:

• -combination of various textual audio and video visualizations;
• - the possibility of using for presentation as an interactive, multimedia board, which allows you to more clearly semantize new lexical, grammatical and even phonetic material, as well as provide support for teaching all types of speech activity;
• - the ability to use individual slides as handouts (supports, tables, diagrams, graphs, diagrams);
• - activating the attention of the whole class;
• - ensuring the effectiveness of perception and memorization of new educational material;
• - monitoring the assimilation of new knowledge and systematization of the studied material;
• - a combination of classroom and extracurricular independent work of students; saving study time;
• - formation of computer multimedia competence of both teachers and students, development of their creative abilities in organizing educational work.

The advantages of introducing Internet technologies into the process of teaching a foreign language are currently beyond doubt. There is also no doubt about the positive influence of various forms of synchronous and asynchronous Internet communication (email, chat, forums, web conferences) on the formation of foreign language communicative competence of students.

Network resources are an invaluable basis for creating an information and subject environment, education and self-education of people, satisfying their personal and professional interests and needs. However, the mere availability of access to Internet resources does not guarantee fast and high-quality language education. Methodically illiterate work of students with Internet resources can contribute to the formation of not only false stereotypes and generalizations about the culture of the country of the language being studied, but even racism and xenophobia.

Educational Internet resources should be aimed at complex formation and development:

• - Aspects of foreign language communicative competence in all the diversity of its components (linguistic, sociolinguistic, sociocultural, strategic, discursive, educational and cognitive);
• - Communicative and cognitive skills to search and select, generalize, classify, analyze and synthesize the information received;
• - Communication skills to present and discuss the results of work with Internet resources;
• - Ability to use Internet resources for self-education in order to get acquainted with the cultural and historical heritage of various countries and peoples, as well as act as a representative of one’s native culture, country, city;
• - Ability to use network resources to satisfy one’s information and educational interests and needs.

In didactic terms, the Internet includes two main components: forms of telecommunications and information resources.

The most common forms of telecommunications (i.e. communication via Internet technologies) are email, chat, forum, ICQ, video, web conferences, etc. Initially they were created for real communication between people located at a distance from each other , and now they are used for educational purposes in teaching a foreign language.

Internet information resources contain text, audio and visual material on various topics on different languages. Educational Internet resources (IR) are created exclusively for educational purposes.

In English-language literature, there are five types of educational Internet resources:

• 1) hotlist;
• 2) treasure hunt;
• 3) subject sampler;
• 4) multimedia scrapbook;
• 5) webquest.

These terms are translated into Russian using transliteration. The structure and methodological content of each of these IRs is as follows:

Hotlist (list by topic) - a list of sites with text materials on the topic being studied. To create it, you need to enter a keyword into the search engine.

Multimedia scrapbook (multimedia draft) is a collection of multimedia resources, unlike a hotlist, in addition to links to text sites, a scrapbook also contains photographs, audio files and video clips, graphic information, animated virtual tours. These files can be easily downloaded by students and used as informative or illustrative material when studying a specific topic.

Treasure hunt (treasure hunt), in addition to links to various sites on the topic being studied, also contains questions on the content of each site. With the help of these questions, the teacher directs the students’ search and cognitive activity. Finally, students are given one more general question to a holistic understanding of the topic (factual material). A detailed answer to it will include answers to more detailed questions about each of the sites.

The sample subject is the next level of complexity compared to the treasure hunt. Also contains links to text and multimedia materials on the Internet. After studying each aspect of the topic, students need to answer questions posed, but the questions are not aimed at actually learning the material, but at discussing controversial topics. Students need not only to familiarize themselves with the material, but also to express and argue their opinion on the controversial issue being studied.

Webquest (Internet project) is the most complex type of educational Internet resources. This is a scenario for organizing student project activities on any topic using Internet resources. It includes all the components of the four materials above and involves a project involving all students. One of the scenarios for organizing PD may be as follows. From the beginning the whole class is introduced to general information on the topic, then students are divided into groups, each group gets a certain aspect of the topic. The teacher needs to select the necessary resources for each group in accordance with the aspect being studied. After studying, discussing and fully understanding a specific problem in each primary group, students are regrouped so that in each new group there was one representative of the primary group. During the discussion, all students learn from each other all aspects of the problem being discussed.

Each of the five types of educational Internet resources follows from the previous one, gradually becoming more complex and thereby making it possible to solve more complex educational problems. The first two are aimed at searching, selecting and classifying information. The rest contain elements of problem-based learning and are aimed at enhancing the search and cognitive activity of students.

The fullest potential of educational Internet resources is manifested in specialized training and elective courses, when it is foreign language communicative competence, and not language knowledge, that plays the leading role in the educational process.

The latest information and communication technologies are occupying an increasingly important place in life modern man. Their use in foreign language lessons increases the motivation and cognitive activity of students, broadens their horizons and allows the use of student-oriented technology of interactive teaching of a foreign language, i.e. learning through interaction.

The use of information and communication technologies in the educational process helps to intensify and individualize learning, helps to increase interest in the subject, and makes it possible to avoid subjective assessment.

Using computers and digital educational resources in teaching English language helps students overcome the psychological barrier to using a foreign language as a means of communication.

Information and communication technologies are both a means of presenting material and a means of control. They provide high quality presenting material and using various communication channels (text, audio, graphic, touch, etc.). New technologies make it possible to individualize the learning process based on the pace and depth of the course. Such a differentiated approach gives a great positive result, because creates conditions for the successful activity of each student, causing positive emotions in students, and thus influences their learning motivation.

Unlike traditional methods, when using interactive forms of learning, the student himself becomes the main character and opens the way to the acquisition of knowledge. The teacher acts as an active assistant in this situation, and his main function is to organize and stimulate the educational process.

The following digital educational resources are used in foreign language lessons: presentations in Power Point (PP), text editors, spreadsheets, tests, training programs on CD-ROM, electronic textbooks, educational Internet resources.

Multimedia presentations, electronic training programs and educational Internet resources have great educational potential.

Thanks to the use of new information technologies in the process of teaching a foreign language, new opportunities open up for creating conditions close to the conditions of real communication in the country of the language being studied: authentic, relevant, multimedia or text information, to be acquired in a foreign language, can be obtained at any time and in any place. At the same time, it is quite easy to organize written or oral communication with native speakers or other learners given language. Thus, there is an integration of electronic media into a traditional foreign language lesson: teaching aids are increasingly supplemented with relevant, authentic texts or relevant audio, video, and graphic material.