The use of new information and computer technologies in the educational process. On the topic: The use of information technology in the educational process
Currently, the role of information technology in people's lives has increased significantly. Modern society has become involved in a general historical process called informatization. This process includes the accessibility of any citizen to sources of information, the penetration of information technologies into scientific, industrial, and public spheres, and a high level of information services. The processes occurring in connection with the informatization of society contribute not only to the acceleration of scientific and technological progress, the intellectualization of all types of human activity, but also to the creation of a qualitatively new information environment society, ensuring the development of human creative potential.
One of the priority areas of the process of informatization of modern society is the informatization of education, which is a system of methods, processes and software and hardware integrated for the purpose of collecting, processing, storing, distributing and using information in the interests of its consumers. Therefore, a new education system is currently being formed in Russia, focused on entering the global information and educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process related to the introduction of adjustments to the content of teaching technologies, which must be adequate to modern technical capabilities and contribute to the student’s harmonious entry into the information society.
Analysis of the concept of “information technology” in education.Information technologies in education
Information technology (IT) of education is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video equipment, computers, telecommunication networks) to work with information."
The goal of IT is the high-quality formation and use of information resources in accordance with the needs of the user. IT methods are data processing methods. IT tools include mathematical, technical, software, information, hardware and other tools.
IT methods
IT tools
IT is divided into two large groups: technologies with selective and full interactivity.
1) The first group includes all technologies that provide storage of information in a structured form. This includes banks and databases and knowledge, video text, teletext, the Internet, etc. These technologies operate in a selective interactive mode and significantly facilitate access to a huge amount of structured information. IN in this case the user is only allowed to work with existing data, without entering new ones.
2) The second group contains technologies that provide direct access to information stored in information networks or any media that allows you to transfer, change and supplement it.
Technologies with selective interactivity
Technologies with full interactivity.
Information technologies should be classified primarily by their area of application and the extent to which they use computers. There are such areas of application of information technologies as science, education, culture, economics, production, military affairs, etc. Based on the degree of use of computers in information technologies, computer and non-computer technologies are distinguished.
In the field of education, information technology is used to solve two main problems: teaching and management. Accordingly, a distinction is made between computer and non-computer teaching technologies, computer and non-computer technologies for education management. In teaching, information technologies can be used, firstly, to present educational information to students, and secondly, to monitor the success of its assimilation. From this point of view, informational; Technologies used in teaching are divided into two groups: technologies for presenting educational information and technologies for monitoring knowledge.
Non-computer information technologies for presenting educational information include paper, optotechnical, and electronic technologies. They differ from each other in the means of presenting educational information and are accordingly divided into paper, optical and electronic. Paper-based teaching aids include textbooks, educational and teaching aids; optical - epiprojectors, overhead projectors, graphic projectors, film projectors, laser pointers; to electronic televisions and laser disc players.
Computer information technologies for presenting educational information include:
Technologies using computer training programs;
Multimedia technologies;
Distance learning technologies.
Computer IT presentation of information
Modern computer technology can be classified as:
Personal computers are computing systems with resources entirely aimed at supporting the activities of one managerial employee. This is the most numerous class of computer equipment, which includes IBM PC personal computers and computers compatible with them, as well as Macintosh personal computers. The intensive development of modern information technologies is due precisely to the widespread use since the early 1980s. personal computers, combining such qualities as relative cheapness and functionality that is broad enough for a non-professional user.
Corporate computers (sometimes called mini-computers or main frames) are computing systems that ensure the joint activities of a large number of intellectual workers in an organization or project using common information and computing resources. These are multi-user computing systems that have a central unit with high computing power and significant information resources, to which a large number of workstations with minimal equipment are connected (usually a keyboard, mouse positioning devices and, possibly, a printing device). Personal computers can also serve as workstations connected to the central unit of a corporate computer. The scope of use of corporate computers is to support management activities in large financial and industrial organizations. Organization of various information systems to serve a large number of users within one function (exchange and banking systems, booking and selling tickets to the public, etc.).
Supercomputers are computing systems with extreme characteristics of computing power and information resources and are used in the military and space fields, and fundamental scientific research, global weather forecasting. This classification is quite arbitrary, since the intensive development of technologies electronic components and improvements in computer architecture, as well as their most important elements, lead to a blurring of the boundaries between computer technology.
The education system today has accumulated many different computer programs for educational purposes, created in educational institutions and centers of Russia. A considerable number of them are distinguished by their originality, high scientific and methodological level. Intelligent training systems are of high quality new technology, the features of which are modeling of the learning process, the use of a dynamically developing knowledge base; automatic selection rational learning strategy for each student, automated recording of new information entering the database. Multimedia technologies (from the English multimedia - multi-component environment), which allows the use of text, graphics, video and animation in an interactive mode and thereby expands the scope of the use of computers in the educational process.
Virtual reality (from the English virtual reality - possible reality) is a new technology of non-contact information interaction that, using a multimedia environment, creates the illusion of real-time presence in a stereoscopically presented “screen world”. In such systems, the illusion of the user’s location among the objects of the virtual world is continuously maintained. Instead of a conventional display, television monitor glasses are used, in which continuously changing events of the virtual world are reproduced. Control is carried out using a special device implemented in the form of an “information glove”, which determines the direction of the user’s movement relative to objects in the virtual world. In addition, the user has at his disposal a device for creating and transmitting sound signals.
An automated learning system based on hypertext technology allows increasing comprehension not only due to the clarity of the information presented. Using dynamic, i.e. changing hypertext makes it possible to diagnose the student, and then automatically select one of the optimal levels of study of the same topic. Hypertext learning systems provide information in such a way that the student himself, following graphic or text links, can apply various schemes for working with the material. All this allows for a differentiated approach to learning.
The specificity of Internet technologies - WWW (from the English World Wide Web - World Wide Web) is that they provide users with enormous opportunities to choose sources of information: basic "information on network servers; operational information sent by e-mail; various databases of leading libraries , scientific and educational centers, museums; information about floppy disks, CDs, video and audio cassettes, books and magazines distributed through online stores, etc.
It is necessary to highlight the main didactic requirements for information technology in order to increase the effectiveness of its use in the educational process.
These include:
Motivation to use various teaching materials;
A clear definition of the role, place, purpose and time of use of the CPC;
The leading role of the teacher in conducting classes;
Close relationship of a specific class of CPC with other types of applied TCO;
Introduction to technology only of such components that guarantee the quality of training;
Compliance of the computer training methodology with the general strategy for conducting the training session;
Taking into account that the introduction of CEP training tools into the set requires a revision of all components of the system and a change in the general teaching methodology;
Ensuring a high degree of individualization of training;
Providing sustainable feedback in training and others.
The modern period of development of a civilized society is characterized by the process of informatization, one of the priority areas of which is the informatization of education. An essential component of informatization processes is the development and use of pedagogical software based on various information technologies. Recently, one of the most relevant areas is the use of computer networks in educational software.
The use of computer networks in the process of teaching various academic disciplines requires the teacher to have knowledge both in the field of script preparation training course taking into account the capabilities of program development tools and knowledge in the field of teaching methods of a particular discipline. This is explained by the wide possibilities of using computer communications and networks in practical activities.
Information technology concepts
The modern period of development of civilization is characterized by the process of information technology in all sectors of the national economy.
Note 1
The main means of information technology are software, hardware and devices that operate on the basis of microprocessors, computer technology, information exchange of data, providing operations for storing and processing data.
Today there is a tendency to increase the role of information and social technologies in the education system. Thanks to this, universal computerization of students and teachers is ensured at a level that allows solving a number of problems:
- the appearance of all participants on the Internet at any time and regardless of location;
- development of a unified information space for educational institutions;
- creation, development and effective use of educational resources.
Information technology in education can be considered one of the major innovations used in the education system over the past few years. The capabilities of a computer allow you to learn and help improve the assimilation of new material. During the lessons, when the teacher uses a computer, he has the opportunity to observe his students and clearly record the manifestation of various qualities in them, such as: searching for new information, consolidating the studied material, using ready-made sources.
The introduction of information technology into the field of education makes it possible for teachers to qualitatively change the methods and forms of teaching.
The purpose of these technologies in education is (see Fig. 1).
Types of information media in education
Software tools for educational purposes, which are most often used in practice.
Training programs- These are teaching aids that are used by students to study the material on their own. Training programs allow you to regulate educational activities and improve the quality of the material being learned. The developed training programs must be based on the curriculum and meet all requirements for their content. This type of program is used by students to broaden their horizons and familiarize themselves with new material.
Electronic textbook is a teaching system that is based on didactic and methodological materials on the subject. The electronic textbook is suitable both for independent study of the material and as a basis for presenting lecture material.
The electronic textbook contains all the topics covered by the curriculum. There is also a block where a student can test and consolidate their knowledge. The main advantage of this type of textbook is its graphic representation of the material and hyperlinks, i.e. educational material has links to other material.
Multimedia is another advantage of an electronic textbook. Usage sound files, animation of drawings, videos allow you to improve the quality of learning the material.
Internet - world system access to any files. Thanks to the use of the Internet, a student can find all the necessary information on a question that interests him. The advantages of the Internet are the ability to find out any information, no matter where you are.
Distance education– the teacher’s work with students at a distance that reflects all components of the educational process. Distance education allows students to obtain all the necessary knowledge remotely from their main place of study.
Efficiency in the use of information technology
The practical application of information technology in the education system makes us look at the learning process with different eyes. Therefore, the information technology system must be considered as a new process for improving the quality of education at all stages. Thanks to new email technologies, Skype allows you to conduct a dialogue with a teacher at a distance. Through the use of new technologies in education, the possibility of exchanging information between students is expanding. A modern teacher must have all the skills to use computer tools.
Note 2
Modern information technologies using computer modeling greatly increase the visibility of learning in all areas of education.
Nowadays, information has the same strategic value as traditional material and energy resources. Modern information technologies that allow creating, storing, processing information and providing effective ways its presentation to the consumer is a powerful tool for accelerating progress in all areas of social development. Of course, this is one of the significant factors determining the competitiveness of a country, region, industry and individual organization.
An important role in the process of creating and using information technologies belongs to the education system, especially higher education as the main source of qualified, highly intelligent personnel and a powerful base of fundamental and applied scientific research. The specificity of the education system is that it is, on the one hand, a consumer, and on the other, an active producer of information technology. At the same time, technologies born in the education system are used far beyond its borders. This allows us to talk about the possibility of practical implementation of the concept of transition from the informatization of education to the informatization of society.
To understand the role of information technology in education, it is necessary to understand the essence of this concept.
Speaking about information technology, in some cases they mean a certain scientific direction, in others - a specific way of working with information. As we see, there is a twofold interpretation of the concept of “information technology”: how way and means collecting, processing and transmitting information to obtain new information about the object being studied and how body of knowledge about methods and means of working with information resources.
In a sense, all pedagogical technologies (understood as methods) are informational, since the teaching and educational process is always accompanied by the exchange of information between the teacher and the learner. But in the modern understanding, educational information technology (IT) is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video, computers, telecommunication networks) to work with information. And the essence of informatization of education is to create favorable conditions for both teachers and students for free access to cultural, educational and scientific information.
The concept of “computer-aided teaching technology” (CTT), taking into account the wide capabilities of modern computing tools
and computer networks, is often used in the same sense as InTO. At the same time, the use of the term “computer technology” instead of the term “information technology” meets with objections. They are related to the fact that information technology can use the computer as one of the possible means. In addition, understanding the role of a computer as a computing machine (from English, computer- calculator) has already become an anachronism. Therefore, the very term “computer (literally, computing) technology” is perceived as unsuccessful, but it is quite legitimate to talk about computer teaching aids and computer programs.
General characteristics of educational information technologies. Systematic research in the field of application of information technologies in education has been conducted for more than forty years. The education system has always been very responsive to the introduction of information technologies based on software products for a wide range of purposes into the educational process. Educational institutions successfully use various software systems - both relatively accessible (text and graphic editors, tools for working with tables and preparing computer presentations), as well as complex, sometimes highly specialized (programming systems, database management systems, symbolic mathematics and statistical data processing packages).
At the same time, these software tools have never met all the needs of teachers. Since the 60s of the last century, in scientific centers and educational institutions of the USA, Canada, Western Europe, Australia, Japan, Russia (formerly the USSR) and a number of other countries, a large number of specialized computer systems have been developed specifically for the needs of education, aimed at various types of computer technology.
The development of full-fledged software products for educational purposes is a very expensive business. After all, this requires the joint work of highly qualified specialists: psychologists, subject teachers, computer designers, programmers. Many large foreign companies and a number of domestic software manufacturers finance projects to create computer educational systems in educational institutions and conduct their own developments in this area.
The creation of educational computer tools itself developed on the basis of the idea of programmed learning. And at present, many educational institutions are developing and using both individual software products for educational purposes and automated training systems (AOC) in various academic disciplines. AOS includes a set of educational and methodological materials (demonstration, theoretical
theoretical, practical, controlling) and computer programs that manage the learning process.
The development of specialized programs usually involves solving very specific problems of computerizing the educational process. Thus, for schools, software packages that support computer science education are of particular interest. One of the results of students studying a computer science course is the opportunity to systematically use information technologies in mastering other academic subjects.
Educational software products can be electronic versions of the following educational materials: computer presentations illustrative; electronic dictionaries, reference books and textbooks; laboratory workshops with the ability to simulate real processes; training programs; test systems.
AOS is usually based on a tool environment - a set of computer programs that provide users who do not know programming languages with the following capabilities:
the teacher introduces diverse information (theoretical and demonstration material, practical tasks, questions for test control) into the database and generates scenarios for conducting the lesson;
the student, in accordance with the scenario (selected by himself or assigned by the teacher), works with educational and methodological materials offered by the program;
automated control of knowledge acquisition provides the necessary feedback, allowing the student to choose (based on the results of self-control) or automatically assign the sequence and pace of studying educational material;
The student’s work is recorded, information (test results, topics studied) is entered into the database;
The teacher and student are provided with information about the results of the work of individual students or certain groups, including over time.
The most well-known examples of AOS based on the principles of programmed learning include the foreign PLATO system and the domestic AOS VUZ. In the 90s, instrumental environments for personal computers of foreign (Private Tutor, LinkWay, Costoc) and domestic production became widespread in Russia: ADONIS, UROC, etc., used in schools and higher educational institutions. Currently, the education system has accumulated several thousand computer programs for educational purposes, developed in educational institutions in Russia. According to estimates
refugee experts, many of them are distinguished by their originality, high scientific and methodological level.
The increasing capabilities of computers stimulated the development of a new direction in the computerization of education - the creation intelligent teaching systems (IOS). This approach is based on work in the field of artificial intelligence, in particular the theory of expert systems - complex programs that manipulate special, expert knowledge in narrow subject areas. Like a real human expert, these systems solve problems using logic and rules of thumb and are able to expand their knowledge. Ultimately, by combining powerful computers with the wealth of human experience, expert systems add value to expert knowledge, making it widely applicable.
IOS represents a qualitatively new technology, the basis of which is the following features:
modeling of the learning process;
use of a dynamically developing IOS knowledge base containing, along with the traditional presentation of information (similar to AOS), expert knowledge from the subject and psychological-pedagogical fields;
automatic selection of a rational learning strategy for each student;
automatic accounting in the work of IOS of new information entering the knowledge base, i.e. self-regulation of the system.
Work in the field of creating IOS is still sporadic and has not yet reached the level of mass technology.
In the 80s and 90s, there was a kind of leap in informatization associated with the mass production of relatively inexpensive and at the same time excellent technical characteristics personal computers.
In the field of education, especially with the advent of the Windows operating system, new opportunities have opened up. First of all, this is the availability of dialogue communication in the so-called interactive programs. In addition, the widespread use of graphics (drawings, diagrams, diagrams, drawings, maps, photographs) has become feasible. The use of graphic illustrations in educational computer systems makes it possible to convey information to the learner at a new level and improve its understanding. Educational software products that use graphics contribute to the development of such important qualities as intuition and imaginative thinking.
The further development of computer technology in the last decade has provided technical and software innovations that are very promising for educational purposes. First of all, these are devices for working with CDs - CD-ROM (from English Compact Disk Read Only Memory - reading device
from CD) and CD-RW (from English Compact Disk Read/Write - a device for reading and writing to a CD), allowing you to concentrate large amounts of information (hundreds of megabytes) on a small and inexpensive medium.
The increased productivity of personal computers has made possible the fairly widespread use of multimedia technologies and virtual reality systems.
Modern education is difficult to imagine without multimedia technologies (from English, multimedia- multi-component environment), which allows you to use text, graphics, video and animation interactively and thereby expands the scope of the computer in the educational process. But it is necessary to take into account that the level and quality of work with the corresponding software products depend on meeting very high requirements for the speed and amount of computer memory, sound characteristics and the availability of additional equipment, in particular CD-ROM. Multimedia programs are a knowledge-intensive and very expensive product, since their development requires combining the efforts of not only subject matter experts, teachers, psychologists and programmers, but also artists, sound engineers, screenwriters, editors and other professionals.
Virtual reality(from English, virtual reality- possible reality) is a new technology of non-contact information interaction that, using a multimedia environment, realizes the illusion of direct presence in real time in a stereoscopically presented “screen world”. In such systems, the illusion of the user’s location among objects of the virtual world is continuously created. Instead of a conventional display, television monitor glasses are used, which show continuously changing pictures of events in the virtual world. Control is carried out using a special device implemented in the form of an “information glove”, which determines the direction of the user’s movement relative to objects in the virtual world. In addition, there is a device for creating and transmitting sound signals. For educational purposes, virtual reality technology was first used back in the 60s of the last century, when pilots learned how to control an airplane using special simulators. Since the 80s, fundamentally new systems for interactive control of machine-generated images began to be created in the United States, primarily to solve the problems of training military personnel. Currently, this technology is also used in psychology, the entertainment industry, etc.
New opportunities for informatization of education opened up in the 90s hypertext technology. Hypertext (from English, hyper-
text - supertext), or hypertext system, is a collection of various information that can be located not only in different files, but also on different computers. The main feature of hypertext is the ability to navigate through so-called hyperlinks, which are presented either in the form of specially designed text or a specific graphic image. There can be several hyperlinks on the computer screen at the same time, and each of them determines its own “travel” route.
In a standard hypertext system, the user uses the mouse to select one of the visible hyperlinks and navigate through a network of nodes whose contents are displayed on the computer screen. Along with graphics and text, nodes can contain multimedia information, including sound, video, and animation. In this case, the term “hypermedia” is used for such systems.
A modern hypertext learning system is distinguished by a convenient learning environment in which it is easy to find the necessary information, return to material already covered, etc. When designing a hypertext system, you can lay out hyperlinks, relying on the ability of human thinking to link information and appropriate associative access to it.
In this regard, it becomes relevant to introduce hypertext courses into the educational process, prepared both within the framework of traditional HTML technology and using special software tools that complement the capabilities of standard hypertext.
HTML technology is based on the creation of hypertext using a special language HTML (from English) HyperText Markup Language - hypertext markup language). To view hypertext and search for information, special programs called browsers were developed in the early 90s. browser- means for viewing). Browsers allow you to view hypertext on almost any computer, regardless of the operating system used (DOS, Windows, UNIX, etc.).
In recent years, various software packages have been developed and gained some popularity that expand the capabilities provided by HTML technology and allow teachers to be directly involved in the creation of hypertext educational tools. In addition to programs from the very popular Microsoft Office package, with which it is easy to transform a variety of documents into hypertext, there are tools specifically designed for educational purposes. This is the system HyperCard allowing you to create educational applications using multimedia and easily communicate
store maps with heterogeneous (text, graphic, audio) information in a database. In the system Super Book A set of sophisticated text structuring, viewing and searching capabilities are implemented that, unlike traditional key or synonym searches, attempt to exploit the full structure of the text. In Russia, the SuperBook system (under the name SuperKnig) is freely distributed for the needs of the education system.
AOS, built on the basis of hypertext technology, can provide better learning not only due to the clarity of the information presented. The use of dynamic, i.e. changing, hypertext allows you to diagnose the student, and then automatically select one of the possible levels of study of the same topic. Hypertext learning systems present information in such a way that the learner himself, following graphic or text links, can use various schemes for working with the material. All this creates conditions for the implementation of a differentiated approach to learning in such courses.
The spread of hypertext technology to a certain extent served as a kind of impetus for the creation and widespread replication on CDs of various electronic publications: textbooks, reference books, dictionaries, encyclopedias (school series “1C: Tutor”, encyclopedic and educational publications from the company “Cyril and Methodius”, etc.).
The use of various information technologies (IOS, multimedia, hypertext) in electronic publications provides significant didactic advantages to the electronic book compared to the traditional one:
Multimedia technology creates a learning environment with a vivid and visual presentation of information, which is especially attractive for schoolchildren;
Integration of significant amounts of information on a single medium is carried out;
Hypertext technology, through the use of hyperlinks, simplifies navigation and provides the ability to choose an individual scheme for studying the material;
ITS technology based on modeling the learning process allows you to supplement the textbook with tests, track and direct the trajectory of learning the material, thus providing feedback.
A new impetus for informatization of education is given by the development of information telecommunication networks. Global network Internet provides access to gigantic amounts of information stored in various parts of our planet. Many experts view Internet technologies as a revolutionary pro-
a breakthrough that surpasses in significance the advent of the personal computer.
The following Internet technologies are usually considered to be basic: WWW(01 English World Wide Web- World Wide Web) - technology for working on the network with hypertexts; FTP (from English File Transfer Protocol- file transfer protocol) - technology for transferring files of arbitrary format over a network; IRC (from English Internet Relay Chat - turn-by-turn conversation on the network) is a real-time negotiation technology that makes it possible to talk with other people over the network in direct dialogue; Email, email - a whole series of services: 1) sending and receiving emails that are delivered to email subscribers anywhere globe within a few hours; 2) information services for sending reviews, reports and other reference materials from various companies and organizations to network subscribers; teleconferences - technology for receiving and sending discussion materials in which people separated by large distances can take part.
The specificity of Internet technologies is that they provide enormous opportunities for choosing sources of information: basic information on network servers; operational information sent by email; various databases of leading libraries, scientific and educational centers, museums; information about floppy disks, compact discs, video and audio cassettes, books and magazines distributed through Internet stores.
Telecommunications tools, including e-mail, global, regional and local communication and data exchange networks, can provide the greatest opportunities for learning:
Prompt transfer to different distances information of any volume and type;
Interactivity and prompt feedback; “access to various sources of information;
Organization of joint telecommunications projects;
Request information on any issue of interest through the electronic conference system.
In recent years, different countries have paid attention to the possibilities of using computer tele communication technologies for organizing training. Computer telecommunications provide effective feedback, which includes both the organization of educational material and communication (via e-mail, teleconference) with the teacher teaching a particular course. Such training is based on
standing is called distance learning (from English distance education - distance learning).
Distance learning, as a rule, is associated with some training infrastructure. These could be methodological centers that develop and distribute relevant materials, an educational television studio, or specialized computer network nodes.
Distance education makes it possible to solve the problems of training and advanced training of people located far from educational, scientific and technical centers, and is becoming increasingly widespread as it helps meet the educational needs of society.
The main goals and directions of application of educational information technologies. Specific software and hardware related to the information technologies listed above are actively being developed (often in parallel) and used in various educational institutions.
The factor determining the successful use of modern information technologies is the work of the teacher himself on scientific and methodological support for use. This requires solving very specific questions:
forecast of the possible impact of InT means on the nature of thinking and behavior of participants in the educational process;
choosing ways to combine and integrate InT tools with traditional teaching tools;
creation of appropriate didactic learning conditions - formation of study groups, organization of individual classes and independent work.
But at the same time, one should not fetishize the capabilities of computers. We must not forget that the transfer of information in itself does not ensure the transfer of knowledge and culture, and therefore information technologies provide teachers with very effective, but auxiliary tools.
So, let's formulate pedagogical goals use of InTO.
Development of the student's personality, preparation for independent productive activity in the information society, including (in addition to the transfer of information and the knowledge embedded in it):
development of constructive, algorithmic thinking thanks to the peculiarities of communication with a computer;
development of creative thinking by reducing the share of reproductive activity;
development of communication skills based on the implementation of joint projects;
developing the skills to make optimal decisions in a difficult situation (during computer business games and working with simulator programs);
development of research skills (when working with modeling programs and IOS);
formation of information culture, skills to process information (using text, graphic and spreadsheet editors, local and network databases).
Implementation of the social order determined by the informatization of modern society:
training of specialists in the field of information technology;
preparing students using pedagogical and information technologies for independent cognitive activity.
Intensification of all levels of the educational process:
increasing the efficiency and quality of the learning process through the implementation of InTO capabilities;
identification and use of incentives to enhance cognitive activity (it is possible to use most of the above technologies - depending on the type of personality
student);
deepening interdisciplinary connections through the use of modern information processing tools when solving problems in various subject areas (computer modeling, local and network databases).
The pedagogical goals formulated above allow us to determine the main directions implementation of InTO:
technology that improves the learning process, increasing its effectiveness and quality due to additional opportunities for knowledge of the surrounding reality and self-knowledge, development of the student’s personality;
technology for managing the educational process, educational institutions, system of educational institutions;
managed monitoring technology(control, correction of educational activity results, computer pedagogical testing and psychodiagnostics);
communication Technology, ensuring the dissemination of scientific and methodological experience;
technology for organizing intellectual leisure, developing
The essence of a computer is its versatility, its ability to imitate. Its versatility and multifunctionality are the key to the fact that it can satisfy many needs. But with all its capabilities, the computer remains means increasing the efficiency of human activity. How in-
formative tool it is intended for information services human needs. How to make this service most productive specifically for the educational and pedagogical process is the main question of the entire multifaceted problem of improving education based on information technology. Its successful solution will help improve the quality and accessibility of education at all levels - from school to systems for training and retraining of specialists, integration of the national education system into the scientific, industrial, social and cultural information infrastructure world community.
We were able to reveal only some learning technologies. The palette of educational technologies is extremely diverse. A number of technologies are directly related to the organizational learning environment: work in dynamic pairs(V.K. Dyachenko), when each partner teaches the other, acting as a teacher; work in variation pairs(most often as part of a small group), when an exchange of materials occurs, the options of which are worked out by each member of the group; work in small groups, in which there is a joint search for a solution, discussions are held, and mutual control is carried out. It is gaining significant popularity modular (or block-modular) technology. It involves dividing the course into large blocks (sections, modules). At the same time, the content of each block is worked out methodically: the knowledge and skills necessary for studying the module are determined, study methods, means of monitoring assimilation, and methods of reporting on the work done are specified (variably).
Known technology for enlarging didactic units(UDE) of the material being studied, proposed by P. M. Erdniev. According to it, interrelated actions, functions, and operations are studied based on generalized approaches. P. M. Erdniev combined in one textbook “Mathematics” all the mathematical subjects studied at school (arithmetic, algebra, geometry, trigonometry, drawing), the textbook itself and the problem book. Students are encouraged to simultaneously study mutually inverse actions and operations: addition and subtraction, multiplication and division, exponentiation and root extraction, logarithm and potentiation; interconnected structures and concepts: direct and reverse word order in sentences, endo- and exothermic reactions in chemistry, etc.; compare related or interrelated
concepts: equations and inequalities, properties of direct and inverse proportionality, etc.
A very interesting idea, as already noted, schools of “dialogue of cultures”(V.S. Bibler, S.Yu. Kurganov). Dialogue in it is not only an organizational form, but also the principle of organizing the content itself, a means of revealing the history of world culture and the cultural formation of the personality of students. Training is based on a comparison of ancient (eidetic, figurative) thinking, medieval (“communion”) thinking, rationalistic thinking of the New Age and modern relativistic, multidimensional thinking. Texts from different cultures are studied. In the course of dialogue, comparison of the speech element of Russian speech and the historical sequence of the main forms of European culture, “points of surprise”, “funnels” are revealed, the study of which gives rise to historical thinking. It should be noted that in practice, using this technology as a leading one turned out to be quite difficult. And in essence, this system is closer to the author’s methodology of training and development.
With even greater certainty, a creative author’s technique can be characterized system of humane-personal education Sh. A. Amonashvili. At the heart of his system is the art of loving children, the idea of the high mission of each child, which he needs to reveal and help him realize. Therefore, the child should have a happy childhood, and it is the lesson that acts as a form of life for children, their spiritual enrichment in the process of learning and cooperation with each other and with the teacher.
Publicity, an atmosphere of trust, romance, achievement of success, collective assessment of performance results without marking, game moments (identifying intentional mistakes of a teacher, for example) and especially the developmental nature of activity, learning, expressed even in the names of subjects (cognitive reading, written and speech activities, mathematical imagination, spiritual life, chess, etc.) - all these are elements of the developing personality-oriented system of the famous humanist teacher. Apparently, in the strict sense of the word, this system cannot be called technology, because the actual content and sequence of teaching steps in each case, based on general characteristics and approaches, is planned and implemented by each teacher, creating his own teaching and development methodology.
Probably, even the most rigorous instrumental technology, in order to breathe life into it, fill it with human content and meaning, must to some extent be made original, taking into account the characteristics of the individual students, the team, the circumstances of the real life environment and the characteristics of the teacher himself.
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Ministry of Education and Science of the Russian Federation
Federal State Budgetary Educational Institution of Higher Education
"South Ural State Humanitarian and Pedagogical University" (FSBEI HE "SURGGPU")
Faculty of Correspondence Education and Distance Educational Technologies
Department of Educational Technologies and Distance Learning
Coursework
in the direction of 44.04.01 - Pedagogical education
on the topic: "Use of new information and computer technologies in the educational process"
Focus of the bachelor's/master's program
"Primary education, preschool education"
Completed by: student of group ZF-211/072-5-1T
Shumkina Irina Sergeevna
Scientific supervisor: Ph.D., Associate Professor
Dyagtereva E.E.
Chelyabinsk - 2017
Introduction
Chapter 1. Modern information technologies in the educational process
1.1 The essence of the concept of “modern information technologies”
1.2 Classification of information and communication technologies according to the purpose of use in the educational process
Chapter 2. Pedagogical conditions for the use of information technologies in the educational process
2.1 The use of modern information technologies in the educational process to activate educational activities
2.2 From the experience of teaching activities in the use of modern information technologies in the educational process
Conclusion
Literature
Introduction
The modern period in the global information and educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process associated with the introduction of adjustments to the content of educational technologies, which must be adequate to modern technical capabilities and contribute to the harmonious entry of the child into the information society. Computer technologies are intended to become not an additional “appendage” in learning, but an integral part of the holistic educational process, significantly increasing its effectiveness. The development of society is characterized by the strong influence of computer technologies on it, which penetrate into all spheres of human activity, ensure the dissemination of information flows in society, forming global information space. An integral and important part of these processes is the computerization of education.
Currently, it is difficult to imagine existence outside the field of information and information technology. Increasing volume various types information forces the introduction of new, more improved methods and means of processing it, and modern living conditions place ever higher demands on the methods of its storage, transmission, and ensuring its security. Education, being an integral part of human life, is both a source of new knowledge in this area and a sphere of application of this knowledge.
Thus, the use of information and communication technologies (ICT) in the educational process is relevant problem modern education. Today, a teacher in any school discipline must be able to prepare and conduct a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves time for the teacher and student, allows the student to work at his own pace, allows the teacher to work with the student in a differentiated and individual way, and makes it possible to quickly monitor and evaluate learning results.
Basic purpose solving this problem is to improve the educational process, create a unified educational environment, improving the quality of education. For this you need:
Integration of various subject areas;
Modernization traditional system subject teaching;
Accumulation of educational resources;
Teacher's mastery of modern information technologies;
Organization of student-centered training;
Creative interchange between teacher and student, between teachers.
The above, in my opinion, actualizes this research and makes it in demand both in modern science and in social practice.
Object research- modern educational process.
Item research- pedagogical conditions for the use of modern information technologies in the modern educational process.
The purpose of the work is to theoretically substantiate the pedagogical conditions for the effective use of modern information technologies to enhance educational activities.
Hypothesis research: The learning process can be effective if ICT is used in educational activities because:
1. Their use optimizes the activities of the teacher and students.
2. The use of ICT increases the motivation and activity of students.
During the study, the following questions were raised: tasks:
1. Define the concept of information technology;
2. Consider the existing classifications of information and communication technologies according to the purpose of use in the educational process;
3. Study the use of modern information technologies in the educational process to enhance educational activities;
4. Get acquainted with the experience of practicing teachers in the use of modern information technologies in the educational process.
Chapter 1. Modern informational technologiesV educational process
1. 1 The essence of the concept of “modern information technologies”
Informatization of modern society and, in particular, educational activities are characterized by processes of improvement and mass distribution of modern information and communication technologies. In the field of education, these 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 his subject, but also be able to use ICT in his professional activities.
The word technology (from the Greek techne - art, logos - teaching.) in the most general sense 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.
In a narrower sense, technology is a complex of scientific and engineering knowledge implemented in labor techniques, sets of material, technical, energy, labor facts of production, methods of combining them to create a product or service that meets certain requirements.
Author of the "Explanatory Dictionary of Basic Terms" A.M. Berlyant gives the following explanation: “Information technology is a process that uses a set of means and methods for collecting, processing and transmitting data (primary information) to obtain new quality information about the state of an object, process or phenomenon (information product).”
A definition of the concept of information technology similar in some aspects can be found in the “Big Dictionary of Foreign Words” edited by L.M. Suris: "Information technology (from English Information technology) is a wide class of disciplines and areas of activity related to technologies for creating, storing, managing and processing data, including the use of computer technology."
A similar view is expressed by V.I. Dahl in the “Explanatory Dictionary of the Living Great Russian Language”: “Information technology is a complex of interconnected scientific, technological, engineering disciplines that study methods effective organization labor of people involved in processing and storing information; computing technology and methods of organizing and interacting with people and production equipment, their practical applications, as well as the social, economic and cultural problems associated with all this."
The same concept is in D.N.’s Explanatory Dictionary. Ushakov explains this: “Information technology is a set of clearly defined, purposeful actions of personnel to process information on a computer.”
In the "Encyclopedic Dictionary" G.V. Osipov, the concept of information technology is explained as follows: “Information technologies are methods of creating, recording, processing and disseminating information.
On the educational portal “Network of Creative Teachers Rusedu” the following explanation is given for the concept of information technology: “Information technology is a set of methods, production processes and software and hardware tools combined into a technological chain that ensures the collection, storage, processing, output and dissemination of information to reduce the complexity of the processes of using information resources, increasing their reliability and efficiency." .
IN Federal law Russian Federation "On information, information technologies and information protection" information technologies are interpreted as follows: "Information technologies are processes, methods of searching, collecting, storing, processing, providing, distributing information and methods of implementing such processes and methods."
Zakharova N. And in her article, information technology explains this: “Information technology is a general concept that describes various devices, mechanisms, methods, algorithms for information processing."
According to teacher of the highest category Trutneva T.P. Information technology is not just an element of the modern educational process, but also the requirements of tomorrow.
Prokhorov Yu.V. defines information technology as “a set of systematic and mass methods and techniques for processing information created by applied computer science in all types of human activity using modern means, printing communications, computer technology and software.
There is a different view of information technology. Kuznetsova A.G. believes that information technologies in education are “a set of teaching methods and tools aimed at developing in students certain knowledge, skills and abilities.”
The modern understanding of the word involves the application of scientific and engineering knowledge to solve practical problems.
In this case, information and communication technologies can be considered technologies aimed at processing and transforming information.
Thus, having considered the term information technology, in our work we will take as a basis the definition set out on the educational portal "Network of Creative Teachers Rusedu" Information technology is a set of methods, production processes and software and hardware, combined into a technological chain that ensures the collection, storage , processing, output and dissemination of information to reduce the labor intensity of the processes of using information resources, increasing their reliability and efficiency.
1.2 Classification of information and communication technologies according to the purpose of use in the educational process
Information and communication technologies are a general concept that describes various devices, mechanisms, methods and algorithms for processing information.
The most important modern ICT devices are a computer equipped with appropriate software and telecommunications tools along with the information stored on them.
Currently, the classification of information and communication technologies is carried out according to the following criteria:
Method of implementation in (automated) information systems(AIS)
Degrees of coverage of management tasks
Classes of implemented technological operations
User interface type
Information processing technologies
Subject area covered
Let's take a closer look at some of the signs.
1. According to the method of implementation, information and communication technologies are divided:
· Traditional;
· Modern.
Traditional ones existed in conditions of centralized data processing, before the period of mass use of personal electronic computers (PCs). They were focused mainly on reducing the user's labor intensity. For example, engineering and scientific calculations, generation of regular reporting at enterprises, etc.
Modern (new) are primarily associated with information support control process in real time.
2. Based on the degree of coverage of management tasks by information technologies, the following are distinguished: electronic data processing, automation of management functions, decision support, electronic office, expert support.
In the first case, electronic data processing is performed using a computer without revising the methodology and organization of management processes when solving local mathematical and economic problems.
In the second case, when automating management activities, computing tools are used to comprehensively solve functional problems, generate regular reports and work in information and reference mode, to prepare management decisions. This group also includes information technologies for decision support, which provide for the widespread use of economic and mathematical methods and models, packages application programs(PPP) for analytical work and the formation of forecasts, drawing up business plans, informed assessments and conclusions on the processes and phenomena of production and economic activity.
This group also includes information technologies that are currently being widely implemented, called electronic office and expert decision support. The electronic office provides for the presence of integrated software that ensures the comprehensive implementation of the tasks of the subject area.
Currently, electronic offices, whose employees and equipment can be located in different premises, are becoming increasingly widespread. The need to work with documents, materials and databases of a particular enterprise or institution has led to the emergence of electronic offices included in the corresponding computer networks.
3. Depending on the type of information processed, information and communication technologies can be focused on:
· Data processing (for example, spreadsheets, algorithmic languages, programming systems, etc.);
· Processing of test information (for example, test processors, hypertext systems, etc.);
· Graphics processing (for example, tools for working with graphics, tools for working with vector graphics);
· Processing of animation, video, sound (tools for creating multimedia applications);
· Knowledge processing (expert systems).
The distribution is quite conditional, because Most information technologies allow you to support other types of information.
4. The technology for processing information on a computer may consist of a predetermined sequence of operations and exclude the user’s ability to influence the processing of information while it is carried out automatically.
5. Information technologies are divided in various ways according to the subject areas they serve. For example, in economics we can distinguish: accounting, banking, tax and insurance activities, etc. Also, information and communication technologies are widely used in science, education, culture, production, military affairs, etc.
In the field of education, information and communication technologies are used to solve two main problems: teaching and management. In teaching, information and communication technologies can be used, firstly, to present educational information to students, and secondly, to monitor the success of its assimilation. From this point of view, information and communication technologies used in teaching are divided into two groups:
· Technologies for presenting educational information;
· Knowledge control technologies.
According to V. I. Druzhinin, non-computer information technologies for presenting educational information include paper, optotechnical, and electronic technologies. They differ from each other in the means of presenting educational information and are accordingly divided into paper, optical and electronic. Paper-based teaching aids include textbooks, educational and teaching aids; optical - epiprojectors, overhead projectors, graphic projectors, film projectors, laser pointers; electronic televisions and laser disc players.
Computer information technologies for presenting educational information include: technologies using computer training programs; multimedia technologies; distance learning technologies.
Information and communication technologies can be classified according to the degree of interaction with each other. For example, discrete and network communication; interaction using various options for processing and storing data; distributed information base and distributed data processing.
A special place is occupied by network technologies, which ensure the interaction of many users.
Global information technology includes models, methods and tools that formalize and allow the use of information resources of society.
Basic information technology is designed for a specific application (research, teaching, etc.).
The most common information technologies are:
· Editing text data;
· Processing of tabular and graphical data.
Information and communication technologies can be classified according to the following criteria:
Functionally oriented technologies;
Domain-specific technologies;
Problem-oriented technologies.
Function-oriented technologies are designed to implement one of the typical relatively autonomous information processing tasks. Such technologies can have a fairly high degree of universality and be available for development and reproduction with minimal participation of the future consumer.
Domain-oriented information technologies are designed to solve a specific specific problem in a specific area. They best meet the specific requirements of a given application and may have the least degree of versatility. As a rule, their appearance is impossible without the participation of the future user.
However, it is often possible to generalize the requirements from a number of specific applications and highlight some typical applied problems. This gives rise to the concept of problem-oriented information technology, which occupies to a certain extent an intermediate position between function-oriented and domain-oriented technology. Potential users of such technology can take part in its development only at the initial stage of generalization and typification of specific tasks or the final stage - during the development of some specialized add-ons. This allows the main part of the technology to be created autonomously from the user and to apply unified technical solutions.
In accordance with the chosen classification, functional-oriented information technologies include:
Mathematical calculations;
Mathematical modeling;
Programming;
Text information processing;
Processing tabular information;
Image processing;
Signal processing;
Transfer and distribution of information.
Problem-oriented technologies are based on the use of:
Information retrieval systems;
Without data and without knowledge;
Training systems;
Automation systems for scientific research;
Desktop publishing systems;
Systems for translation from one language to another.
Examples of domain-specific information technologies include technologies for:
Medical systems;
General and special vocational training;
Media;
Gaming and entertainment systems;
Applications in everyday life.
Depending on the goals, it is possible to use other classification criteria.
According to Burunkin D.A. There are several approaches to positioning ICT tools used in the educational process. The most promising and meaningful approach is one in which the area of methodological purpose of the ICT tool is used as a classification criterion. The main structural elements of such a classification are reflected in the diagram.
Scheme 1. Classification of ICT tools aimed at direct use in the educational process.
Technologies and means of measuring, monitoring and evaluating learning outcomes are traditionally closely related to the use of ICT tools in the educational process. Indeed, at present, in almost all educational institutions of the open education system, computer and telecommunications technology is used for the purposes of pedagogical measurements and control. Of course, the thematic areas of such pedagogical measurements are always adjusted to the content, methods, forms and means of the pedagogical activities being implemented.
The construction of such ICT tools should be based on maximum consideration of the specifics of the development and pedagogical application of test systems and corresponding computer products.
Any test is a collection of several test tasks, each of which is a minimum component test unit consisting of a condition (question) and, depending on the type of task, may or may not contain a set of answers for selection.
There is a common classification of forms and types of test tasks. There are four main forms of test tasks:
· closed form, in which test takers choose the correct answers from several proposed ones;
· open form, where the answers are given by the subjects themselves;
· for correspondence, when answering which the elements of one set need to be matched with the elements of another set;
· to establish the correct sequence in which the sequence of actions, operations, and calculations required by the task is established.
Modern ICT tools and information instrumental environments make it possible to construct pedagogical tests with selective, numerical, and constructed answers. In practice, in the open education system, closed test tasks with selective answers are most often used. Such tests are easier to prepare and use.
Having examined various classifications of modern information technologies, I revealed that, according to the goals, the main directions of application of information technologies are identified: as means and tools of training, as a means of creative development of the student, as a means of automating the processes of control, correction, psychodiagnostics, for intensifying and improving educational management institution and educational process based on the use of a system of modern information technologies.
Thus, studying the theoretical literature on this issue, it was found that: Information technology is a set of methods, production processes and software and hardware, combined into a technological chain that ensures the collection, storage, processing, output and dissemination of information to reduce the labor intensity of processes using information resources, increasing their reliability and efficiency.
All information technologies can be classified:
1. As learning tools and tools: training, training, information retrieval and reference, demonstration, simulation, laboratory, modeling, calculation and educational games.
2. Method of implementation in (automated) information systems (AIS)
3. Degree of coverage of management tasks.
4. Classes of implemented technological operations.
5. Type of user interface.
6. Information processing technologies.
7. Subject area served.
Chapter 2. Pedagogical conditions useinformation technologiesV educational process
2.1 The use of modern information technologies in the educational process to activate educational activities
Today, when information becomes a strategic resource for the development of society, it becomes obvious that modern education is a continuous process. Therefore, now there is a need to organize the learning process on the basis of modern information and communication technologies, where electronic media are increasingly used as sources of information.
The concept of modernization of Russian education states: “The primary task of educational policy at the present stage is to achieve modern quality of education, its compliance with the current and future needs of the individual, society and state.” At the same time, one of the main tasks of modernization is to achieve a new modern quality of school education. Informatization of education should help solve two main tasks of the school: education for everyone and a new quality of education for everyone. The use of information and communication technologies (hereinafter referred to as ICT) in the classroom allows students to develop their ability to navigate the information flows of the surrounding world, master practical ways of working with information, and develop skills that allow them to exchange information using modern technical means. The use of ICT in the classroom allows us to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject of learning activities. This promotes conscious learning by students. Use of ICT in elementary school allows:
Activate cognitive activity students;
Conduct lessons at a high aesthetic level (music, animation);
Approach the student individually, using multi-level tasks.
A modern child lives in a world of electronic culture. The role of the teacher in information culture is also changing - he must become a coordinator of the information flow. Consequently, the teacher needs to master modern methods and new educational technologies in order to communicate in the same language with the child.
Thus, there is a need to organize the learning process using modern information and communication technologies (ICT).
The advisability of using information technology in teaching primary schoolchildren is indicated by such age-related characteristics as the better development of visual-figurative thinking compared to verbal-logical thinking, as well as the uneven and insufficient development of analyzers with the help of which children perceive information for its further processing.
Informatization of primary school plays an important role in achieving modern quality of education and forming the information culture of a child of the 21st century. The following are the purposes of using ICT:
* increase learning motivation;
* increase the efficiency of the learning process;
*contribute to the activation of the cognitive sphere of students;
* improve methods of conducting lessons;
* timely monitor the results of training and education;
* plan and systematize your work;
* use as a means of self-education;
* prepare a lesson (event) efficiently and quickly.
In 1999, the results of scientific research by English psychologists were published in Britain. Their conclusions are quite categorical: until the age of ten, a child has nothing to do with a computer! The addiction of children under 9-10 years, even to developmental and educational games, can slow down their development, suppress interest in ordinary children's games and contacts with peers, and does not contribute to increasing concentration and developing imagination. English scientists advise raising children based on traditional methods. Until the age of 10-11, it is much more beneficial for a child, both for mental and physical health, to read books with their parents, draw and play outdoor games. information communication technology educational
The organization of the educational process in primary school, first of all, should contribute to the activation of the cognitive sphere of students, the successful assimilation of educational material and contribute to the mental development of the child. Consequently, ICT should perform a certain educational function, help the child understand the flow of information, perceive it, remember it, and in no case undermine his health. ICT should act as an auxiliary element of the educational process, and not the main one. Taking into account the psychological characteristics of students, work using ICT should be clearly thought out and dosed. Thus, the use of ITC in the classroom should be gentle. When planning a lesson (work), the teacher must carefully consider the purpose, place and method of using ICT.
What ICT capabilities will help the teacher create comfortable conditions in the classroom and achieve a high level of mastery of the material. Let's highlight the main ones:
· creation and preparation of didactic materials (task options, tables, memos, diagrams, drawings, demonstration tables, etc.);
· creating presentations on a specific topic based on educational material;
· use of ready-made software products;
· search and use of Internet resources when preparing a lesson, extracurricular activities, self-education;
· creation of monitoring to track the results of training and education;
· creation of test works;
· generalization of methodological experience in electronic form.
Thus, the use of ICT allows solving a number of problems in learning. Firstly, it is difficult for children of primary school age to set long-term goals that stimulate the child’s active participation in the school process. A prestigious job, a successful career, mastering the centuries-old experience of mankind are not relevant for a seven-year-old child. In this regard, to increase motivation, he uses similar goals to learn to add and subtract, not to upset his mother, and to read faster than his desk neighbor. The difficulty is that children are becoming more and more infantile, so these goals may not become stimulating for the child. Considering that the main activity of seven- to nine-year-old children is play, we can assume that it is the computer with its wide range of interactive capabilities that will help solve the problem outlined above.
Modern computer learning systems set a real, understandable, completely achievable goal for the child: if you solve the examples correctly, open the picture, insert all the letters correctly, and you will move closer to the goal of the fairy-tale hero. Thus, during the game, the child develops a positive motivation for learning. Secondly, learning is the foundation on which all future human activities will be built. The teacher faces a responsible task - to ensure that each child masters the program material in full. Taking into account the different levels of preparation of schoolchildren, differences in the development of memory, thinking, and attention, the teacher, nevertheless, is forced to focus on the average level of readiness of students. As a result, most students work quite actively in class. There are well-known problems that arise with the education of schoolchildren who have higher or low level mental activity, as well as those who missed classes due to illness. One of the ways to successfully teach these categories of students may be the use of computer teaching systems in the classroom. Students with a high level of mental activity can use a computer to get acquainted with new material, obtain new information, or deepen their knowledge by performing exercises of increased complexity. Students with low levels of mental activity can work at the computer at their own pace, without slowing down the class's progress through the program. Children who miss classes can fill gaps in their knowledge at certain stages of the lesson or during extracurricular hours. Thirdly, the use of computer tests in lessons will allow the teacher to short time obtain an objective picture of the level of mastery of the material being studied and correct it in a timely manner. Thus, the use of computers in teaching seems appropriate.
Recently, the market for new information technologies has been developing rapidly. Electronic thematic publications on history, encyclopedias, albums, and sets of multimedia presentations are published. All these tools can be used in the educational process for illustrative material, sound recordings, testing students’ knowledge, searching for given information, and organizing all kinds of creative works. A variety of forms of work in the lesson, combined with the demonstration of video sequences and multimedia materials, creates an emotional uplift in students, increases interest in the subject due to the novelty of its presentation, increases the level of visibility when teaching students to solve problems and uses lesson time more efficiently, improves the culture of the lesson, and allows for differentiation approach to students, contribute to the formation of interest in the subject and, therefore, have a positive effect on the quality of education, reduces the fatigue of children.
ICTs can largely eliminate one of the important reasons for a negative attitude towards learning - failure due to a lack of understanding of the essence of the problem and significant gaps in knowledge. The use of a computer in the educational process (the introduction of new information technologies) is an attempt to offer one of the ways that can intensify the educational process, optimize it, increase the interest of schoolchildren in studying the subject, implement the ideas of developmental education, increase the pace of the lesson, and increase the amount of independent work. Promotes the development of logical thinking, a culture of mental work, the formation of independent work skills, and also has a significant impact on the motivational sphere of the educational process, its activity structure.
During lessons, students are highly active. Students show a fairly high interest in the lesson and become its co-authors. Collaboration The teacher and student in the lesson makes this lesson interactive; the student’s personality, his individual capabilities and inclinations come first.
Thus, ICT is a means of visibility in teaching, an assistant in developing students’ practical skills, in organizing and conducting surveys and monitoring of schoolchildren, as well as monitoring and evaluating homework, in working with diagrams, tables, graphs, symbols etc., in editing texts and correcting errors in students’ creative works.
A feature of computer-based learning is the step-by-step sequence of students’ independent activities, which contributes to the activation of the educational process, as well as the presence of prompt feedback, on the basis of which individualization and differentiation of learning is possible.
We all understand perfectly well that the competent use of ICT in primary school contributes to:
· improving the quality of schoolchildren’s knowledge, reducing didactic difficulties;
· ensuring differentiation of training;
· increasing the amount of work performed in class;
· development of self-education and self-control skills in younger schoolchildren;
· rationalization of the organization of the educational process,
· increasing the effectiveness of the lesson;
· increasing the level of comfort in learning, increasing the activity and initiative of schoolchildren in the classroom;
·--formation of information and communication competence.
Lessons using ICT are highly variable and vary in type, structure, and duration of the lesson.
The features of organizing such lessons are as follows:
The educational material is divided into small portions;
The educational process is built from successive steps containing a portion of knowledge;
Each step is completed security question or task;
Students receive a new portion of educational material upon correct completion of control tasks and complete the next step of learning;
If the answer is incorrect, the student receives computer help and additional explanations from the teacher;
Each student works independently and masters the educational material at a pace that is feasible for him;
The results of completing control tasks are recorded, they become known both to the students themselves (internal feedback) and to the teacher (external feedback).
Today, information and computer technologies can be considered a new way of transferring knowledge that corresponds to a qualitatively new content of child 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 discipline of intellectual activity.
Having examined the use of modern information technologies in the educational process, I came to the following conclusion that the use of information and communication technologies in primary school is not just a new spirit of the times, a necessity. ICT allows you to show any process occurring in nature, in development, in action; visually display the objects studied in the lesson, show the necessary geographical coordinates on maps and much more. Within one lesson, the teacher has the opportunity to use video clips, music, illustrations and reproductions. The use of ICT in the classroom helps not only children to learn the material, but also the teacher to develop creatively.
2 .2 From experience pedagogical activities By use modern information technologies V educational process
A. France also expressed the idea that “The knowledge that is absorbed with appetite is better absorbed.” We, as teachers, understand that “A student is not a vessel that needs to be filled with knowledge, but a torch that needs to be lit.”
While working on the research topic, I became acquainted with the experience of practicing teachers Rybalko E.V. teachers from MKOU "Peschanovskaya Secondary School", Shkryabun G.A. teachers from MKOU "Peschanovskaya Secondary School", Bekmurzina N.N., Rudneva Yu.Yu.
Elena Vladimirovna Rybalko believes that ICTs develop systematic, analytical thinking. In addition, with the help of ICT, you can use various forms of organizing cognitive activity: frontal, group, individual.
ICT, therefore, most optimally and effectively corresponds to the triune didactic goal:
Educational aspect: students’ perception of educational material, understanding of connections and relationships in the objects of study;
Developmental aspect: development of cognitive interest in students, ability to generalize, analyze, compare, activation of creative activity of students;
Educational aspect: nurturing a scientific worldview, the ability to clearly organize independent and group work, fostering a sense of camaraderie and mutual assistance.
According to Elena Vladimirovna, ICT can be used:
1. To indicate the theme of the project.
The topic of the lesson is presented on slides that briefly outline the key points of the issue being discussed.
2. As an accompaniment to the teacher’s explanations and student performances.
Multimedia presentation notes created specifically for specific lessons can be used, creating short text, basic formulas, diagrams, drawings, video clips, and animations.
3. As an information and training manual.
Rybalko E.V. believes that in education today special emphasis is placed on the child’s own activities in searching, comprehending and processing new knowledge. In this case, the teacher acts as an organizer in the learning process, a leader of students’ independent activities, providing them with the necessary help and support.
4. To control knowledge.
The use of computer testing increases the efficiency of the educational process and activates the cognitive activity of students. In addition, Elena Vladimirovna notes that tests can be variants of cards with questions, the answers to which the student writes down in a notebook or on a special form.
In her work, Elena Vladimirovna pays special attention to the features of this technology:
1. The quality of the image produced with chalk on a blackboard cannot be compared with the neat, bright, clear and colorful image on the screen;
2. With the help of a board and chalk, it is difficult and absurd to explain the work with various tools;
3. During the presentation, even with the use of a projector, the students’ workplace is sufficiently well lit;
4. Increasing the level of use of visuals in the lesson;
5. Increasing lesson productivity;
6. Establishment of interdisciplinary connections;
7. A teacher who creates or uses ICT is forced to pay great attention to the logic of presenting educational material, which has a positive effect on the level of knowledge of students;
8. The attitude towards the PC is changing. Students begin to perceive it as a universal tool for working in any field of human activity, and not as a tool for games.
In addition, Elena Vladimirovna determines and records that the use of ICT allows us to speak about a high degree of effectiveness of the combination of the use of modern information technologies and manuals that involve knowledge through activity. This is a long and continuous process of changing the content, methods and organizational forms of training for schoolchildren, who will have to live and work in conditions of unlimited access to information.
Thus, ICT enriches the learning process, makes learning more effective, and also contributes to the creative development of students.
Elena Vladimirovna sees the main thing in the inclusion of project methods in the educational process, which allows the teacher to significantly expand his creative potential, diversify the forms of conducting classes, and apply not only traditional teaching methods, but also heuristic techniques and methods for activating creative thinking. All this requires constant improvement, professionalism, and a high level of knowledge and skills from the project manager, since project activities develop not only the student, but also the teacher.
Shkryabun G.A. believes that all teaching aids designed for frontal work in the classroom can be combined with the use of a computer. So, for example,
Checking and self-testing of mathematical dictation and independent work can be done by showing the answers on the screen;
When solving educational problems, the computer helps to make a drawing, draw up a solution plan and control the intermediate and final results of independent work according to this plan;
While working on learning new material using a computer, you can show the correct design of the problem, demonstrate the construction of graphs of functions in dynamics;
The role of the computer cannot be overestimated when demonstrating drawings illustrating the transformation of geometric shapes;
When conducting oral exercises, the computer makes it possible to quickly present tasks and correct the results of their implementation.
Opinion Shkryabun G.A. coincides with the statement of Rybalko E.V. that the use of presentations significantly increases the level of clarity when teaching students to solve problems and lesson time is used more efficiently. This allows you to solve more problems in the lesson and gives you the opportunity to solve problems in different ways.
In addition, Shkryabun G.A. records. The forms and place of use of the presentation in the lesson depend on the content of this lesson, on the goal that is set for the lesson. For mathematics lessons, it is important to use animated drawings when you need to organize students’ work with graphs, drawings to prove theorems and problems, complete a diagram, use a table, etc.
Shkryabun G.A. notes that the emotional mood of the lesson is completely different than when using traditional visual aids; the effectiveness of studying the topic is significantly increased.
Shkryabun G.A. confidently states that the use of ICT in the classroom activates learning activities, thereby increasing the efficiency of the educational and cognitive process.
Bekmurzina N.N. believes that one of the main tasks facing a teacher is to broaden their horizons, deepen knowledge about the world around them, activate children’s mental activity, and develop speech. In addition, the use of ICT in various lessons allows you to develop the ability to navigate the information flows of the surrounding world, master practical ways of working with information, and develop skills that allow you to exchange information using modern technical means: computers, mobile communications, the Internet, etc.
Natalya Nikolaevna determines and records that the basis of the developmental teaching methodology is the scientific statement of L.S. Vygotsky that “...learning can not follow development, not only keep pace with it, but can go ahead of development, pushing it further and causing new formations in it.”
According to Natalya Nikolaevna, one of the most promising areas in new education has become the development of the creative potential of the individual, which would provide a person with the opportunity to find himself in life, to be useful and in demand.
Natalya Nikolaevna writes that the use of ICT in the educational process makes it possible to model the content of various educational problems with the students themselves. At the same time, the formation of a psychologically comfortable learning environment, where a child can quickly overcome uncertainty in his actions, where trusting relationships are created between all participants in the process, and where creative educational and cognitive activity is activated, becomes important. In this case, the teacher plays the role of a tutor.
According to Bekmurzina N.N., a strong student gets the opportunity, without waiting for his comrades, to take the initiative and go deeper into search work, for example, in Russian language lessons during a spelling minute, Natalya Nikolaevna uses presentations, simulators with vocabulary words, visual vocabulary dictations.
Natalya Nikolaevna advises using ICT at all stages of the lesson: when explaining new material, consolidating, repeating, monitoring, conducting extracurricular activities, etc. The child becomes searching, thirsty for knowledge, tireless, creative, persistent and hardworking.
Thus, the work spent on managing cognitive activity using ICT tools is justified in all respects:
Improves the quality of knowledge;
Promotes the child's overall development;
Helps overcome difficulties.
In the opinion of Rudneva Yu.Yu. Information computer technologies can be used to teach mathematics in various formats:
Independent learning with the absence or denial of teacher activity;
Independent learning with the help of a teacher-consultant;
Partial replacement (fragmentary, selective use of additional material);
Use of training (training) programs;
Use of diagnostic and monitoring materials;
Doing independent and creative homework;
Using a computer for calculations, drawing graphs;
Using programs that simulate experiments and laboratory work;
Use of gaming and entertaining programs;
Use of information and reference programs.
In addition, Rudneva Yu.Yu. writes, since visual-figurative components of thinking play an extremely important role in human life, their use in studying material using ICT increases the effectiveness of learning:
· graphics and animation help students understand complex logical mathematical constructions;
· the opportunities provided to students to manipulate (explore) various objects on the display screen, change the speed of their movement, size, color, etc. allow children to assimilate educational material with the fullest use of the senses and communication connections of the brain.
In addition to the above, Rudneva Yu.Yu. pays great attention to the fact that in the process of work between a student and a teacher using computer technology, the student, firstly, gradually enters the real world of adults, the production activity of a modern person.
Secondly, the widespread introduction of ICT into the life of a modern person puts teachers in a dilemma: either you keep up with the times, teach children in a modern way, using modern teaching technologies, or you fall behind and leave the profession.
When choosing conditions for using ICT Rudneva Yu.Yu. takes into account:
Availability of programs relevant to the topic being studied;
Number of computerized workstations;
Readiness of students to work using a computer;
A student's ability to use computer technology outside of class.
Having become acquainted with the experience of practicing teachers, I discovered that they highlight the great importance of using ICT in the educational process. Currently, they use ICT in their lessons, which makes it possible to evaluate the effectiveness of the use of ICT.
Conclusion
In the course of the work, the set goal was achieved, which was to theoretically substantiate and describe the possibilities of using ICT to support the educational process in primary school.
To achieve this goal, I achieved the following research objectives:
Scientific approaches to understanding the support of the educational process have been studied;
The possibilities of ICT in supporting the educational process have been identified;
Work was carried out to study pedagogical experience in the use of information and communication technologies in the educational process, to improve professional ICT competence, to replenish the database of electronic methodological and didactic developments and the list of electronic educational resources;
I am sure that ICT in the classroom is not only possible, but also necessary. The use of ICT significantly expands the capabilities of the modern lesson.
Thus, the following conclusions can be drawn:
At the present stage of development of education, it is information technologies used to accompany the educational process, being universal means of teaching, that make it possible not only to develop knowledge, skills and abilities in students, but also to develop the child’s personality and satisfy his cognitive interests.
The main goal of introducing information and communication technologies into the educational process is the emergence of new types of educational activities that are characteristic specifically of the modern information environment.
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“The use of information technology in the educational process.”
MKOU "Klyuchikovskaya Secondary School"
Gaifulina Marina Stepanovna
primary school teacher
The education system cannot lag behind the demands dictated by modern society, and society is going through a period of rapid informatization. School computerization is the most pressing problem education at this stage. All teachers understand this now, and I am no exception.
The introduction of information technologies into the educational process contributes to achieving the main goal of modernizing education - improving the quality of education, increasing the accessibility of education, ensuring the harmonious development of an individual who navigates the information space and is familiar with the information and communication capabilities of modern technologies. The use of information technology in the educational process of primary school allows not only to modernize it, increase efficiency, motivate students, but also differentiate the process, taking into account the individual characteristics of each student.
We stand on the threshold of an era of unlimited development and widespread distribution of computers, which are becoming an intellectual tool and partner in almost all spheres of human life and activity. Today, when information becomes a strategic resource for the development of society, and knowledge becomes a relative subject, as it quickly becomes outdated, it becomes obvious that modern education is a continuous process.
Today, a new link is being introduced into the traditional scheme “teacher - student - textbook” - a computer, and computer education is being introduced into school consciousness.
For primary schools, this means a change in priorities in setting educational goals: one of the results of training and education in a first-level school should be.
1.readiness of children to master modern computer technologies.
2. the ability to update the information obtained with their help for further self-education.
The introduction of ICT technologies into school practice is one of the priority areas of modernization, allowing not only to improve the quality of education, but also contribute to the development information competence, revealing the intellectual and creative potential of the student’s personality.
The student’s ICT competencies are specified in the NEO OOP.
The main components of a student’s information competence are:
Ability to correctly select sources of information;
Ability to find and transform information from various sources;
Possession of specific skills in the use of technical devices;
Ability to use computer information technologies in their activities;
Knowledge of the characteristics of information flows in the desired area.
The use of ICT in the educational process allows:
To intensify the cognitive activity of students in class and outside of class;
Maintain a strong interest in the subject;
Model and visualize complex processes and phenomena discussed in lessons in various subjects;
Students to engage independent search, selection and analysis necessary information on the Internet;
Develop creative abilities, form a general and information culture in students.
The main advantages of using ICT in my opinion are:
*The ability to provide a differentiated approach to students of different levels of readiness for learning.
*Use of visual, audiovisual and video accompaniment in the lesson.
*Maintaining a high tempo of the lesson.
*Providing effective feedback between teacher and students.
*Carrying out operational and objective control of students’ educational achievements.
*Achievement high quality students' mastery of the material.
Today, computer technology can be considered a new way of transmitting knowledge that corresponds to a qualitatively new content of child 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.
One of the active forms educational technologies, which develop high motivation for educational and cognitive activities and contribute to the formation of information competence of students, are project technologies. Joint activity on an electronic project demonstrates the wide possibilities of cooperation, during which students distribute roles that help to fully demonstrate individual competence.
Advantages of using multimedia resources in the educational process:
1. Presentation:
Visibility when announcing the topic, when viewing photographs;
Quick check independent assignments for students in supporting notes: formulas, diagrams, conclusions;
Solving problems and viewing the results;
Collective discussion of typos in texts, slips of speech, physical defects in photographs, etc. presented on a large screen. Discussion of these signal distortions by random influences, or, as they are also called in information theory, noise or interference, allows students to develop critical thinking.
2. Video clip:
Allows you to save teacher time for preparing and conducting this experiment in the classroom.
3. Animation:
It is impossible to carry out a real experiment, but the animation shows how the objects in question will actually behave.
4. Test on a computer:
Provides an opportunity to quickly test students’ knowledge acquired in several previous and current lessons;
Allows the teacher to see the degree of mastery of the material and the ability to test the acquired knowledge to solve quality problems;
Correct the mistakes immediately.
5. Computer modeling is one of the effective methods for studying complex systems.
All these advantages of using ICT in the educational process, combined with the teacher’s story, allow us to develop attention and visual thinking - the ability to imagine images and manage them in the imagination. And visual (figurative theoretical) thinking is the basis of understanding.
Thus, the use of ICT technologies in lessons and in extracurricular activities makes it possible to optimize the educational process, involve students in it as subjects of the educational process, and develop creativity, independence and critical thinking.
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.
As for new information technologies, primarily Internet technologies, problems have also arisen related to the widely used abstract work of students. In order to avoid “downloading” material from Internet resources or using the existing database of ready-made essays on various media, I formulate the topics of the essay in such a way that the student at least uses various sources, selecting from there material that corresponds to the proposed topic. The use of training programs, Internet resources and electronic encyclopedias to broaden the horizons of students and obtain additional material that goes beyond the scope of the textbook can be of great benefit.
I believe that lessons using ICT are especially relevant in primary school, since at this age the dominant component is visual-figurative thinking, therefore it is very important to build their learning using as much high-quality illustrative material as possible, involving not only vision in the process of perceiving new things , but also hearing, emotions, imagination.
Here, the brightness and entertainment of computer slides and animation comes in handy.
The use of ICT in various lessons in primary school allows us to move from an explanatory and illustrative method of teaching to an activity-based one, in which the child becomes an active subject of learning activities, which contributes to the conscious acquisition of knowledge by students.
Consequently, ICT performs a certain educational function: it helps the child understand the flow of information,
perceive it, remember it, while in no case causing harm to his health.
That is, this technology should act as an auxiliary element of the educational process, and not as the main one.
Taking into account the psychological characteristics of a primary school student, work using ICT should be clearly thought out and dosed. The use of ICT in lessons should be gentle, therefore, when planning a lesson, I carefully think through the purpose, place and method of using ICT.
I conduct information and communication technology in education in the following areas:
maintaining working documentation in electronic format;
conducting a lesson using ICT (at certain stages of the lesson, to consolidate and control knowledge, organizing group and individual work, extracurricular work and work with parents);
as a didactic teaching tool;
quality control monitoring;
self-development and self-education.
Information technologies can be used at all stages of the lesson and in extracurricular activities:
Explanation of new material: presentations, information Internet sites, information resources on disks.
When practicing and consolidating skills: computer training programs, computer simulators, puzzles, computer games, printed handouts (cards, diagrams, tables, crosswords without automatic processing of results) - (digital tables), printed illustrative material.
Knowledge control stage: computer tests (open, closed), crosswords (with automatic result processing).
For independent work of students: digital encyclopedias, dictionaries, reference books, tables, templates, electronic textbooks, integrated tasks.
For student research activities: digital natural science laboratories, Internet.
In physical minutes.
Another form of using ICT for the purposes of self-development and self-education that I use is to improve my teaching skills through distance learning courses.
With the help of Internet sites I exchange experiences with colleagues. Today, my works can be found on the Internet, where my developments are downloaded by other teachers and used in their work. It's very nice to know that your work has benefited someone.
And the next direction of using modern information technologies is participation in distance competitions and creative projects of students in my class. And this school year, my children and I are taking an active part in Internet Olympiads.
Thus, we can say with confidence that the use of ICT in lessons and outside of class hours gives students a great chance to receive a decent education.
In conclusion, I would like to draw this conclusion. The teacher now needs to learn how to use computer equipment, just as he uses a fountain pen or chalk today to work in a lesson, master information technology and skillfully apply the acquired knowledge and skills to improve lesson techniques. For a teacher, a computer is no longer a luxury - it is a necessity. And I am convinced that a modern teacher must take full advantage of the opportunities that modern computer technologies provide us in order to increase the effectiveness of teaching activities.