Pedagogical conditions for the use of information technologies in the educational process. On the topic: The use of information technology in the educational process

Report

On the topic:Usage information technology in the educational process

Prepared by:Titorenko O. A.

Considered at a meeting by the cycle commission of socio-economic and general professional disciplines

"_____" ___________________20____ g

Chairman of the commission __________________ Kazizova B.Sh.

Protocol No. _____

Modern humanity became involved in the 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 of 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. The goal of informatization is the global intensification of intellectual activity through the use of new information technologies: computer and telecommunications.

The main educational value of information technologies is that they make it possible to create an immeasurably more vibrant multisensory interactive learning environment with almost unlimited potential possibilities at the disposal of both the teacher and the student. Unlike conventional technical teaching aids, information technology allows not only to saturate the student a large number knowledge, but also to develop the intellectual and creative abilities of students, their ability to independently acquire new knowledge and work with various sources of information.

“...in the 21st century, digital environments are natural environments for intellectual work to the same extent that writing was for centuries previous.” The administration and teachers of our school fully agree with this statement by the scientist and teacher S. Papert. Therefore, the staff of our school pays great attention to the informatization of education, by which we mean changing the content, forms and methods of teaching, the entire way of life of the school based on the use of ICT tools and in integration with traditional education.

To solve this problem, the college has the necessary information and technical resources. The concentration of modern technical teaching aids contributes to the modernization and improvement of the educational process, activates the mental activity of students, and contributes to the development of creativity of teachers.

The current tasks of the college today are:

creation of a unified information environment of an educational institution;

development of principles and methods for using modern information and communication technologies, their integration into the educational process in order to improve the quality of education.

analysis and examination, organization of dissemination of pedagogical information through publishing, audiovisual programs, e-mail; organization of information flows;

formation and development information culture students, teaching and management personnel.

training of users of the unified information system.

Directions for the use of information technology in the work of an educational institution

Information technologies in the educational process.

The feasibility of using information technologies in the educational process is determined by the fact that with their help such didactic principles as scientific character, accessibility, visibility, consciousness and activity of students, an individual approach to learning, a combination of methods, forms and means of teaching, strength of mastery of knowledge and skills are most effectively implemented. and skills, socialization of the student.

Information technologies provide the opportunity to:

rationally organize the cognitive activity of students during the educational process;

make learning more effective by involving all types of the student’s sensory perception in a multimedia context and equipping the intellect with new conceptual tools;

build an open education system that provides each individual with his own learning path;

to involve categories of children with different abilities and learning styles in the process of active learning;

use the specific properties of a computer, allowing you to individualize the educational process and turn to fundamentally new cognitive tools;

intensify all levels of the educational process.

The main educational value of information technologies is that they make it possible to create an immeasurably more vibrant multisensory interactive learning environment with almost unlimited potential possibilities at the disposal of both the teacher and the student.

Unlike conventional technical teaching aids, information technologies make it possible not only to saturate the student with a large amount of knowledge, but also to develop the intellectual and creative abilities of students, their ability to independently acquire new knowledge and work with various sources of information.

There are eight types of computer tools used in teaching based on their functional purpose (according to A. V. Dvoretskaya):

Presentations are electronic filmstrips that can include animation, audio and video fragments, and elements of interactivity. The following are used to create presentations: software, like PowerPoint or Open Impress. These computer tools are interesting because they can be created by any teacher who has access to a personal computer, and with minimal time spent on mastering the tools for creating a presentation. The use of presentations expands the range of conditions for students’ creative activity and psychological growth of the individual, developing independence and increasing self-esteem. Presentations are also actively used to present student projects.

Electronic encyclopedias - are analogues of ordinary reference and information publications - encyclopedias, dictionaries, reference books, etc. To create such encyclopedias, hypertext systems and hypertext markup languages, such as HTML, are used. Unlike their paper counterparts, they have additional properties and capabilities:

• they usually support a convenient search system for keywords and concepts;

  convenient navigation system based on hyperlinks;

  the ability to include audio and video fragments.

Didactic materials – collections of tasks, dictations, exercises, as well as examples of abstracts and essays presented in electronic form, usually in the form of a simple set text files V doc formats, txt and combined into a logical structure using hypertext.

Training programs perform the functions of didactic materials and can track the progress of the solution and report errors.

Virtual experiment systems – these are software systems that allow the student to conduct experiments in a “virtual laboratory”. Their main advantage is that they allow the student to conduct experiments that would be impossible in reality for reasons of safety, timing, etc. The main disadvantage of such programs is the natural limitations of the model embedded in them, beyond which the student cannot go beyond the framework of his virtual experiment.

Knowledge control software systems, which include questionnaires and tests. Their main advantage is fast, convenient, impartial and automated processing of the results obtained. The main drawback is the inflexible answer system, which does not allow the subject to show his creative abilities.

Electronic textbooks and training courses – combine all or several of the above types into a single complex. For example, a student is first asked to watch a training course (presentation), then perform a virtual experiment based on the knowledge gained from watching the training course (virtual experiment system). Often at this stage, the student also has access to an electronic reference book/encyclopedia for the course being studied, and at the end he must answer a set of questions and/or solve several problems ( software systems knowledge control).

Educational games and educational programs - These are interactive programs with a game scenario. By performing a variety of tasks during the game, children develop fine motor skills, spatial imagination, memory and, possibly, gain additional skills, for example, learning to use the keyboard.

The following types of lessons are distinguished according to the method of using information technology (according to A. G. Kozlenko):

Lessons in which the computer is used in demo mode - one computer on the teacher’s desk + projector;

Lessons in which a computer is used individually - a lesson in a computer class without Internet access;

Lessons in which a computer is used in an individual distance mode - a lesson in a computer lab with Internet access.

Computer teaching aids can be divided into two groups in relation to Internet resources:

Learning Toolson-line applied in real time using Internet resources;

Learning Toolsoff-line - These are autonomously used tools.

At the initial stage of work, information technologies were introduced in lessons for mastering new knowledge, when it was necessary to use a large amount of visual material.

Then information technologies began to be introduced in general lessons, when it is important not only to systematize the knowledge and skills of students, but also to focus on the most important moments topic being studied, necessary for studying subsequent topics or courses. When purchasing a mobile computer class, it became possible to use the computer for laboratory work and experiments. The use of this electronic product is possible at all stages of the lesson: testing knowledge, learning new material, consolidating material.

Individual work with students who want to study the subject in depth is carried out with other types of computer tools. These are electronic textbooks and encyclopedias, simulator programs for preparing for exams, which in addition to the result provide an explanation and the correct answer, virtual experiment systems, educational games.

In the educational process, a computer can be both an object of study and a means of teaching, education, development and diagnostics of learning content, i.e. There are two possible directions for using computer technology in the learning process. In the first case, the assimilation of knowledge, skills and abilities leads to an awareness of the capabilities of computer technologies and to the formation of the skills to use them in solving various problems. In the second case, computer technologies are a powerful means of increasing the efficiency of organizing the educational process. But today at least two more functions have been defined: the computer as a means of communication, the computer as a management tool, the computer as a developmental environment. In the educational process, it is important to use all these areas simultaneously. The existence and interaction of all of them simultaneously not only in the educational process, but also in the educational process leads to the desired result, which is set by society for the school.

As a result of the use of information technologies, dynamics in the quality of students’ knowledge and increased motivation for learning activities began to be observed.

Information technologies in administrative and management activities.

The use of information technologies in the administrative and managerial activities of the school makes it possible to analyze the educational situation, monitor educational and innovative activities, carry out prompt preparation and production of didactic materials, educational and methodological support, and automate the implementation of basic job responsibilities teachers and methodological services.

One of the important tasks that inevitably faces the head of an educational institution is the transfer of the process of managing an educational institution to paperless technology, which, according to experts in this field, will allow one to get rid of routine and time-consuming work in office work and planning the educational process.

Currently, software systems are being introduced into educational institutions to help organize administrative activities in secondary schools. Information and reference systems have been created to provide regulatory and legal support for employees of the education system.

The most promising direction of informatization of organizational, methodological and management activities is the use software products companies “1C”, “Chronobus”, “FinPromMarket-XXI”, “Systems-Programs-Service”, “Cyril and Methodius”, etc.

"ARM Director" was developed by AVERS (LLC). This program is designed to automate the processes of managing an educational institution, planning and monitoring educational activities, unifying in-school and personnel records management, and solving many other management problems in an educational institution.

The automated information and analytical system AVERS “Schedule”, “Tarification” is being introduced.

The software product “1C: ChronoGraph School 2.0” covers almost all areas of activity of the head of an educational institution. This is a comprehensive solution that allows the administrator to gain quick access to information in a common database with the capabilities of comprehensive analysis and preparation of management decisions.

The emergence of new information technologies associated with the widespread use of computers in the educational environment greatly facilitates the process of collecting information for the analysis of educational work and allows for an optimized implementation of a systematic approach to school management.

Information technologies in the educational process.

Computer technologies naturally fit into the life of our school and are another effective technical tool with which we can significantly diversify the educational process.

Information technologies in the school educational system are used in the following areas:

Organization of extracurricular activities, school-wide holidays and concerts, library lessons, homeroom hours, creative games.

Project activities.

Establishing contacts and online communication between students and teachers with peers and colleagues from other schools and cities.

Publication of the school newspaper "Globus", which is created in a circle of young journalists, publication of booklets.

Organizing change. The school is divided into certain areas based on interests: an assembly hall (karaoke studio), a chess club ( Interactive whiteboard+ electronic chess training program), library (watching popular science and entertainment films), media library (for computer enthusiasts).

Circle by computer graphics and animation.

The use of information technology has opened up vast horizons in the educational work of schools. Children became active participants in the educational process. They are fluent in using a computer and know how to navigate the information space.

Thus, the need to use modern IT is so obvious that it does not need proof.

Information technologies in pedagogical and methodological activities.

Computers and information technologies have taken a strong place in the activities of methodological work managers. They have become an integral attribute, without which effective existence and development are unthinkable today.

Information support for the school's methodological service includes the preparation, processing and storage of information, resulting in the formation of a database with which all users work to one degree or another: heads of methodological associations, temporary creative teams, council of curators scientific society students and school administration. The information blocks created at school are convenient for creating a feedback system, for deploying a system for collecting proposals, diagnosing team members, and tracking experimental work.

Data processing has been ongoing for a number of years various programs observation and study of the state of work with teaching staff: diagnostic cards of teachers, results of studies of difficulties in the work of teachers and needs for advanced training. Computer software has created conditions for monitoring in various areas: analysis of didactic tools used by the teacher; characteristics of teaching skills; the nature of intra-school communications. Diagnosing methodological work had the goal: using criteria and indicators, to obtain information about its impact on the growth of professional level and the development of the creative potential of teachers for making decisions about methodological assistance and including teachers in the pedagogical search. Having studied the actual state of the level of preparedness of teachers, we identified groups of teachers who have difficulties in practical activities, who work creatively, with an established work style, developed a system of corrective measures, and determined the prospects for the professional growth of each employee. The information received was systematized into a database, and an electronic portfolio was developed about each teacher.

Computer software for personnel management helps solve problems: identifying trends in the interaction and mutual influence of various factors in the development of the educational process; identifying the position of each participant.

Conclusion

Computer and communication technologies are very obvious manifestations of the information revolution. Therefore, the interest in them that teachers show when trying to find ways to adapt the school to the modern world is understandable. All larger number Parents, teachers and students are becoming convinced that as a result of the knowledge they gain about computers and the skills they acquire to work with them, children will be better prepared for life and can successfully achieve material well-being in a changing world.

The school has no choice but to adapt to the information age. The main goal of this adaptation is to teach how to process information and solve problems using computer technology. Such work cannot be done within one year or be the result of a project. This is a process that has no end.

References

Andreev A.A. Computer and telecommunication technologies in the field of education. //School technologies. 2001. No. 3.

Dvoretskaya A.V. Main types of computer teaching aids. //School technologies. 2004. No. 3.

Saikov B.P. Organization of the information space of an educational institution: a practical guide. - M.: Binom. Knowledge Laboratory, 2005.

Ugrinovich N.D., Novenko D.V. Computer science and information technology: approximate lesson planning using interactive teaching tools. – M.: Shkola-Press, 1999.

www.kozlenkoa.narod.ru

Municipal educational institution gymnasium No. 13

Traktorozavodsky district of Volgograd

Forms of using information technologies in the educational process

Compiled by:

Rudakova E.V.,

teacher primary classes

2014-2015 academic year

“Be content with the present, but strive for the best”

Socrates

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 says: “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 the 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.

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 the readiness of children to master modern computer technologies and the ability to apply the information obtained with their help for further self-education.

To achieve these goals, there is a need to apply different strategies for teaching primary school students in the practice of primary school teachers and, first of all, the use of information and communication technologies in the teaching and educational process. The use of information and communication technologies (hereinafter referred to as ICT) in lessons in primary school allows students to develop their ability to navigate information flows the surrounding world, master practical ways of working with information, develop skills that allow you to exchange information using modern technical means. The use of ICT in lessons in primary school 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. The use of ICT in primary school allows:

to intensify the cognitive activity of students;

conduct lessons at a high aesthetic level (music, animation);

approach the student individually, using multi-level tasks.

Thus, the use of information and communication technologies (ICT) in the educational process is actual problem modern school 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.

The main goal solving this problem is to improve the educational process, create a unified educational environment, and improve the quality of education. For this you need:

integration of various subject areas;

modernization of the traditional subject teaching system;

accumulation of educational resources;

teacher's mastery of modern information technologies;

organization of student-centered training;

creative exchange between teacher and student, between teachers.

To achieve this goal, the following must be resolved tasks :

development of students' skills and abilities to navigate in the modern information space;

education of systemically and analytically thinking people;

formation and development of an atmosphere of creative collaboration between students and teachers;

developing in students an attitude towards the computer as a tool for cognitive activity;

use of ICT in different areas and forms of educational activities.

In the future, it is necessary to introduce other forms of education in domestic education. Already now, the problem of distance learning based on ICT is becoming increasingly urgent. If we really want to relieve our schoolchildren, then the solution to this problem should be sought in the use of ICT and distance learning. It is necessary to learn how to use ICT not only in the educational process, but also in the educational, organizational, and methodological ones.

Today, the Ministry of Education of the Russian Federation, together with the national personnel training fund, has begun implementing a grandiose project in Russia to informatize the education system. Within the framework of this project it is envisaged to create information resources for school education, as well as the organization of interschool methodological centers of the IMC, which will transfer experience of working with ICT to teachers and introduce teachers to new educational developments. All these measures should ensure a breakthrough in Russian education in the field of information technology.

Forms of organizing the introduction of information and communication technologies in primary classes

Using computers in the educational process

Teaching language, mathematics, and natural science in elementary schools, even in our information-rich times, is often carried out using “old-fashioned” methods, with almost a complete lack of clarity.

A computer can be a simulator in a lesson, a means of mobile visualization, a keeper of information, and a means of control and monitoring.

One of the key problems of any teaching is the problem of keeping students' attention. The computer, thanks to the change of vivid impressions from what is seen on the monitor screen, allows you to maintain attention throughout the lesson. At the same time, attention is not contemplative in nature, but immobilizing, since what is happening on the screen requires a response.

In addition, presentations prepared for lessons significantly save the teacher’s time, improve the culture of the lesson, allow a differentiated approach to students, contribute to the formation of interest in the subject and, therefore, have a positive effect on the quality of education of younger schoolchildren.

Using a computer in the educational process- (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, increase the volume 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.

The computer is a means of visualization 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.

Feature computer training is a 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.

Forms of organizing the use of ICT in education

The main organizational forms of using ICT in the educational process of primary school:

computer class;

one computer in the classroom at the teacher’s workstation, connected to a projector;

computer in the school library;

one to five computers in the classroom work area;

The student has a computer at home.

Computer class

The main advantage of this organizational form is that it is in it that a computer can be used without destroying the existing classroom model. Experience shows that with preliminary preparation of students and properly configured software, a teacher can successfully teach a lesson in a class with 25-30 students and the same number of computers, dividing the class into groups. A work scheme is also possible when 1 computer is used by two students in alternating activity mode. Conducting such lessons requires setting up a working area in the classroom for tabletop activities.

One computer in the classroom at the teacher’s workplace, connected to a projector or TV

In this organizational form, the computer is, first of all, a modern multifunctional school board. It allows you to raise the level of visibility in the educational process. A computer with a projector allows for demonstrations with feedback, where the teacher or student can participate in the process occurring on the screen by controlling the process through the computer.

Computer in the school library

This form involves individual or group independent activity of students during the preparation of homework and independent work, together with a mentor or teacher.

One to five computers in the classroom work area

This form allows for a significant degree of individual approach in working with students. Individual computer activities can be used with weaker students, for example, to develop specific skills; in working with strong students, for example, to individually explore different learning models or create multimedia essays; in group work.

Computer at student's home

In this form, when a computer is purchased for a home specifically for a child, electronic educational materials - a media library - play a large role. This is individual independent activity of students during the preparation of homework and self-education and work with the media library together with parents or a teacher at home, in the case when the child cannot attend school.

Thus, the computer does not replace the teacher or the textbook, but will radically change the nature of pedagogical activity. The introduction of PCs into the educational process expands the teacher’s capabilities and provides him with tools that allow him to solve previously unsolved problems, for example:

improving the organization of teaching, increasing the individualization of learning (maximum work with each student);

computers can help where the teacher “cannot help” (closing gaps caused by missing lessons);

increasing the productivity of self-preparation after lessons;

a means of individualizing the work of the teacher himself (the computer is a repository of the results of the teacher’s creative activity: interesting tasks and exercises he has come up with - everything that is not in standard textbooks and that is of value to other teachers);

accelerates the replication and access to everything that has been accumulated in teaching practice;

the opportunity to collect data on individual and collective dynamics of the learning process. The information will be complete, regular and objective.

At the stage of concretizing the material being studied, it is possible to use a computer and use it to train and consolidate what is being studied theoretical material specially developed computer training programs.

An important quality of training programs is the organic connection and compatibility with traditional teaching methods and techniques. Training programs are designed to be used in conjunction with other teaching tools at the teacher’s disposal.

Created training computer programs, along with traditional methodological tools, can be used at any stage of the lesson in accordance with the goals and objectives.

Training programs are most appropriate at the stage of consolidating skills and testing their maturity.

ICT-enabled teaching methods applicable to primary grades

Creative work on the computer

Creating essays on paper that are illustrative with the help of drawings is traditional for elementary school. The use of ICT capabilities significantly expands the capabilities of this model of educational activity.

A media essay is an analogue of a textual handwritten essay of a traditional school, which includes works created by children within the framework of artistic work and fine arts. The use of this model is a fundamental novelty for elementary schools in the development of students’ written speech through the possibility of repeated individual and group text editing, which is completely impossible when working with paper. In a non-computer situation, even a minor correction may require a disproportionate amount of effort, especially for an elementary school student. In the computer case, the usual operations of insertion, rearrangement of fragments, etc. etc. are performed quickly and without much difficulty, often significantly changing the content of the text.

Natural science research

A science research project is typical for elementary school. Traditional research projects for her include, for example, keeping a diary of daily weather observations.

Immersion in a foreign language

The well-known technique of “immersion” in a foreign language is most effective in elementary school, where it can be implemented at the level of active listening, primarily using ICT. It is known that in immersion conditions, the acquisition of certain aspects of the language is much more effective than with traditional methods.

Computer testing

Computer testing, which is an analogue of conventional testing, allows you to analyze and record the result of the work done and implement tasks related to the answer (for example, return to an already completed or missed task, limit the time for one test, etc.).

The computer can contain most of the exercises in mathematics, in the Russian language for inserting missing letters, etc. d. at the same time, it is possible to increase the efficiency of the teacher and student.

Various forms of ICT use are presented in Fig. 1.

Rice. 1. Forms of using ICT in the classroom

Multimedia projector used both in lessons and during extracurricular activities, in particular for scientific presentations research work.

It presents absolutely unique opportunities for a child’s dialogue with science and culture. Worldwide Computer Network -Internet:

- correspondence - conversation from all parts of the world;

- attraction of scientific and cultural information from all banks, museums, and repositories of the world;

- interactive communication, monitoring events through international servers.

Thus, with the active use of ICT in primary school, the general goals of education are more successfully achieved, competencies in the field of communication are more easily formed: the ability to collect facts, compare them, organize them, express your thoughts on paper and orally, reason logically, listen and understand oral and written speech , discover something new, make choices and decisions.

Information technologies refer to various methods, mechanisms and devices for processing and transmitting information. The main means for this is a personal computer, additionally - special software, the ability to exchange information via the Internet and related equipment.

In many educational institutions, information technologies are still considered innovative - that is, new, capable of significantly changing and optimizing the educational process. And although daily use of a computer has long been the norm, the constant emergence of advanced programs significantly expands educational opportunities.

Here are just some of the learning processes that greatly simplify innovative technologies:

Obtaining the necessary information and increasing the level of knowledge;

Systematization of information, thanks to reference books and electronic libraries;

Practicing various skills and abilities, conducting remote laboratory experiments;

Visualization of information and its demonstration (for example, at presentations);

Carrying out complex calculations and automating routine operations;

Modeling objects and situations for the purpose of studying them;

Exchange of information between several users located at a great distance from each other.

Whether you need to get some information, make calculations using complex formulas, check how this or that idea will work, discuss some problem with your teacher and fellow students without leaving home - all this can be done thanks to modern technologies, which makes the process of acquiring knowledge and learning much more effective.

When people talk about information technologies in education today, they often mean multimedia technologies, which, according to Russian and foreign researchers, help to explore many issues more deeply, while reducing the time for studying the material.

Multimedia is text, video, sound and photo information presented in one digital medium, and also suggesting the ability to interact with it interactively. Simply put, multimedia allows you to work with images, text, and sound simultaneously, and you usually have an active role to play.

For example, in a training course, you can change the pace of learning or independently check how well you have mastered the material. Such an individual approach not only more successfully reveals the student’s abilities, but also involves the development of creativity.

In the educational process, multimedia is used for conducting multimedia presentations, and for creating training courses, and in distance learning.

Information technologies in education

Concept of Information and Communication Technologies (ICT)

Classification of ICT tools

Multimedia concept

Stages of development of multimedia educational resources

Tools used to create multimedia products

Concept of information and communication technologies

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

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

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

ICT tools used in education

The main ICT tool for the information environment of any education system is a personal computer, the capabilities of which are determined by the software installed on it. The main categories of software are system programs, application programs, and software development tools. TO system programs, first of all, include operating systems that ensure the interaction of all other programs with equipment and the interaction of the user of a personal computer with programs. This category also includes official or service programs. Application programs include software that is an information technology toolkit - technologies for working with texts, graphics, tabular data, etc.

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

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

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

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

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

With the help of ICT network tools, it becomes possible to have wide access to educational, methodological and scientific information, organize operational consulting assistance, simulate research activities, and conduct virtual training sessions (seminars, lectures) in real time.

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

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

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

Classification of ICT tools by area of ​​methodological purpose:

Didactic tasks solved with the help of ICT

Improving the organization of teaching, increasing the individualization of learning;

Increasing the productivity of students’ self-training;

Individualization of the work of the teacher himself;

Accelerating replication and access to the achievements of teaching practice;

Strengthening motivation to learn;

Activation of the learning process, the possibility of involving students in research activities;

Ensuring flexibility in the learning process.

Negative consequences of the impact of ICT tools on students

The use of modern ICT tools in all forms of education can lead to a number of negative consequences, including a number of negative factors of a psychological and pedagogical nature and a range of factors of the negative impact of ICT tools on the physiological state and health of the student.

In particular, most often one of the advantages of learning using ICT tools is the individualization of learning. However, along with the advantages, there are also major disadvantages associated with total individualization. Individualization curtails the live dialogical communication of participants in the educational process, which is already in short supply in the educational process - teachers and students, students among themselves - and offers them a surrogate for communication in the form of a “dialogue with a computer.”

In fact, a student who is active in speech becomes silent for a long time when working with ICT tools, which is especially typical for students of open and distance education. Throughout the entire period of study, the student is mainly engaged in silently consuming information. In general, the organ of objectification of human thinking - speech - turns out to be turned off, immobilized during many years of training. The student does not have sufficient practice of dialogical communication, formation and formulation of thoughts in a professional language. Without a developed practice of dialogic communication, as psychological research shows, monological communication with oneself, what is called independent thinking, is not formed. After all, a question asked to oneself is the most accurate indicator of the presence of independent thinking. If we follow the path of universal individualization of learning with the help of personal computers, we may end up missing the very opportunity to develop creative thinking, which by its very origin is based on dialogue.

The use of information resources published on the Internet often leads to negative consequences. Most often, when using such ICT tools, the principle of saving energy, inherent to all living things, is triggered: ready-made projects, abstracts, reports and solutions to problems borrowed from the Internet have become a common fact today, which does not contribute to increasing the effectiveness of training and education.

Distance learning technologies

Distance learning in the form of correspondence education originated at the beginning of the 20th century. Today you can get a higher education by correspondence, learn a foreign language, prepare for entering a university, etc. However, due to poorly established interaction between teachers and students and the lack of control over the learning activities of part-time students in the periods between examination sessions, the quality of such training is worse than what can be obtained with full-time study.

Distance learning technology (educational process) at the present stage is a set of methods and means of teaching and administering educational procedures that ensure the educational process is carried out at a distance based on the use of modern information and telecommunication technologies.

When implementing distance learning, information technologies must ensure:

delivery to students of the main volume of studied material;

interactive interaction between students and teachers during the learning process;

providing students with the opportunity to independently work on mastering the material being studied;

assessment of their knowledge and skills acquired during the learning process.

To achieve these goals, the following information technologies are used:

provision of textbooks and other printed materials;

sending studied materials via computer telecommunications;

discussions and seminars conducted via computer telecommunications;

videotapes;

broadcasting educational programs on national and regional television and radio stations;

cable television;

two-way video teleconferencing;

one-way video broadcast with telephone feedback;

electronic (computer) educational resources.

A necessary part of the distance learning system is self-study. In the process of self-study, the student can study the material using printed publications, videotapes, electronic textbooks and CD-ROM textbooks and reference books. In addition, the student must have access to electronic libraries and databases containing a huge amount of diverse information.

Multimedia concept

The concept of multimedia in general, and multimedia tools in particular, on the one hand, is closely related to computer processing and presentation of various types of information and, on the other hand, underlies the functioning of ICT tools, which significantly influence the effectiveness of the educational process.

It is important to understand that, like many other words in the language, the word "multimedia" has several different meanings.

Multimedia is:

technology that describes the procedure for the development, operation and use of information processing tools of various types;

an information resource created on the basis of technologies for processing and presenting information of various types;

computer software, the functioning of which is associated with the processing and presentation of information of various types;

computer hardware that makes it possible to work with different types of information;

a special generalizing type of information that combines both traditional static visual (text, graphics) and dynamic information different types (speech, music, video fragments, animation, etc.).

Thus, in a broad sense, the term “multimedia” means a range of information technologies that use various software and hardware in order to most effectively influence the user (who has become a reader, listener, and viewer at the same time).

Developing good multimedia teaching aids is a complex professional task that requires knowledge of the subject and skills instructional design and familiarity with special software. Multimedia tutorials can be presented on CD-ROM - for use on a stand-alone personal computer or be accessed via the Web.

Stages of development of multimedia educational resources:

1. Pedagogical design

development of resource structure;

selection and structuring of educational material;

selection of illustrative and demonstration material;

development of a system of laboratory and independent work;

development of control tests.

2. Technical preparation of texts, images, audio and video information.

3. Combining prepared information into a single project, creating a menu system, navigation tools, etc.

4. Testing and expert assessment

Tools used to create multimedia products:

systems for processing static graphic information;

systems for creating animated graphics;

sound recording and editing systems;

video editing systems;

systems for integrating text and audiovisual information into a single project.

The saying “We live in the age of information and communications” is not entirely correct, since both information and communications have always existed, but in modern society information and communication technologies are developing very quickly, and their capabilities are becoming unlimited and very important for the development of humanity, with their With help, many professional, economic, social and everyday problems are effectively solved. A person who understands the new information space can cope with these opportunities. Taking advantage of globalization, people living in different parts of the globe, with the help of operational communications, can carry out one holistic project, research an industry and compare the results with each other. The content of education is changing, namely information culture - one of the components of general culture, which is understood as the highest manifestation of education. The concept of “culture” is interpreted in different ways. Its most essential attributes are “a deep, conscious and respectful attitude towards the heritage of the past, the ability to creatively perceive and transform reality in one or another sphere of life.”

The professional growth of a teacher as an individual from this point of view of understanding culture depends on his introduction to information and communication technologies, the study and application of information culture.

Modern information and communication technologies are not created for the education system, but it turns out that they led to a revolution in education. Network technologies are actively used in the media, advertising, banking system, trade, etc., as well as in the education system. This is a natural path; now there is no way to do without network technologies.

The activities of schools should be enriched by changes that improve the quality of education and expand its accessibility. Modern school requires the introduction of new approaches to teaching that develop the communication, creative and professional skills of students, taking into account the potential diversity of content and the organization of the educational process. Such approaches significantly expand the capabilities of traditional learning technologies.

According to world experience, the main problem in education is the professional training of teachers. To keep up with the times, a qualitative increase in pedagogical professionalism is necessary. Based on this, it is extremely important for modern teachers to have not only fundamental knowledge in their chosen field (geography, physics, history, language, mathematics, etc.), in pedagogy and psychology, but also to have a good understanding of information culture. That is, it is necessary to improve your professional level in the field of modern information and communication technologies. The new generation of teachers must be able to skillfully select and use technologies that are appropriate to the content and goals of studying a particular subject and contribute to the harmonious development of students, taking into account their individual characteristics.

Thus, the content of teacher education is enriched by the use of information and communication technologies, which are associated with the acquisition of social, communicative, informational, cognitive and special competencies, and will become even more meaningful if the following conditions are met:

• * Creation real conditions to train teachers who are able to take an active part in the implementation of federal and regional programs for informatization of education;
• * significant increase in the level of professional interaction between teachers and students through the opportunity to carry out joint projects, including information and communication projects;
• * the emergence of qualitatively new conditions for the realization of the creative potential of students who began to use electronic libraries and virtual laboratories, scientific, educational and other culturally and socially significant resources Internet networks;
• * increasing the efficiency of students’ independent work when combining traditional and electronic resources using developed systems for self-control and to support feedback from the teacher;
• * implementation of continuous open education, called distance education, when students themselves choose the time to study the material.

In educational institutions, the most favorable conditions should be created for students to use the technological capabilities of personal computers and communications in order to seek and receive information, develop cognitive and communication abilities, be able to quickly make decisions in difficult situations, etc. Teachers, without imparting formal knowledge, can now choose forms of interaction with students. Approaches to the study of a particular subject are selected, taking into account the individual capabilities and needs of students, teaching the latter through discussions, joint design, having a non-standard view of challenges facing. It is very important for the school that even traditional forms of work in this case have new content, since time is saved thanks to the use of information and communication technologies, and can be used for personal communication between teachers and students, which is so necessary for them.

The last two decades remain topical issue about the role of modern information and communication technologies in the development of the educational system. They aroused the greatest interest when personal computers appeared in the educational process, which were united into a local network and had access to the global Internet. To successfully implement the program for modernizing secondary education, which is mainly based on computerization and the use of the Internet, it is necessary not only to have modern technical equipment for schools, but also to have appropriate training for teachers and other education workers.

It would seem that there is nothing fundamentally new in this, and it is only necessary to expand the scope of what has already been achieved: schools equipped with computers, have computer science teachers and administrators, and conduct computer science lessons.

However, everything is far from so simple; the quality and accessibility of education have contradictions. The main goal of every teacher is to ensure the quality of education, and this can be greatly facilitated by the use of information and communication technologies. However, along with this, the head of the school organizes wide access to computers and other technical equipment. And often affordable quality education is replaced by only one of these tasks.

The use of information and communication technologies in school consists of two main areas. The first is to use the power of these technologies for learning at a distance and at any time, and include in the education system those students who can only study from home. It must be said that such distance learning has many opponents. Its opponents rightly note that during distance learning, students lose the quality of education: working in classes, reading literature, communicating with the teacher and other students in the classroom and at school.

The second direction involves the use of information technology to change what is taught and how to teach it, that is, to change the content and methods of traditional teaching. But here a very acute problem arises, which is related to the fact that the introduction of information and communication technologies provides additional benefits to gifted, strong students, without affecting others. This problem may arise due to the fact that adaptation is necessary in the education system. In other words, it may happen that the use of information technology in teaching contributes to the development and growth of knowledge in subjects, but not of all students, but of a select few.

Availability and quality of education is manifested in the following:

• 1) new forms of information presentation. Direct, live, or pre-recorded multimedia information, including not only text, but also graphic images, animation, sound and video fragments, transmitted via the Internet or other telecommunications means, recorded on CDs;
• 2) new libraries. The volume and accessibility of intellectual resources is increasing. Internet combined with electronic catalogs Libraries provide access to gigantic collections of information that are open regardless of distance and time. Of course, such libraries do not provide full access to the information stored in them;
• 3) new forms of training;
• 4) new educational structures. Reading and writing contributed to the need for manuscript scribes, librarians, and later, printers and publishers. The emergence of a university educational structure required both administrative efforts to support their activities and additional staff to ensure the functioning of scientific laboratories. Today, in order to give education new opportunities, existing structures must be supplemented with telecommunications systems and have specialists with the necessary competence to introduce information and communication technologies into the educational process.

Speaking about the educational environment as the totality of those resources, educational materials, equipment, technologies that teachers and students have at their disposal, it should be noted that each of the revolutions discussed radically expanded and changed the current state of this environment. At each stage, appropriate technologies provided assistance to both teachers and students, contributed to the emergence and development of new forms and methods of teaching, scientific directions and specialties, and changed the relationship between the education system and society.

The use of these technologies helped both unify and diversify educational resources. Such a similar influence was exerted by the completely different technologies that determined the features of each of the three revolutions. Paper, pen and printing press - in the first; classrooms, lecture halls, laboratories and libraries - in the second; microprocessors and telecommunications - in the third.

However, technology itself, be it paper, classroom or computer, does not bring any change. The consequences of their use are determined by how and for what purpose we use them. That is why, in search of optimal ways to introduce information and communication technologies into education, it is worth turning to the vast experience that has been accumulated over centuries of using and improving the key technologies of the first two revolutions, in order to improve the quality and expand the accessibility of education in modern conditions.

Introduction

Chapter 1. Modern information technologies in the educational process

1 The essence of the concept of “modern information technologies”

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

1 The use of modern information technologies in the educational process to activate educational activities

2 From the experience of teaching activities in the use of modern information technologies in the educational process

Conclusion

Literature

Introduction

The modern period of development of society is characterized by a strong influence on it of computer technologies, which penetrate into all spheres of human activity, ensure the dissemination of information flows in society, forming a global information space. An integral and important part of these processes is the computerization of education. Currently in Russia there is a development new system education 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 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 “add-on” to learning, but an integral part of the holistic educational process, significantly increasing its efficiency.

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 a pressing issuemodern 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.

The main goalsolving this problem is to improve the educational process, create a unified educational environment, and improve the quality of education. For this you need:

-integration of various subject areas;

-modernization of the traditional subject teaching system;

-accumulation of educational resources;

-teacher's mastery of modern information technologies;

-organization of student-centered training;

-creative exchange between teacher and student, between teachers.

The above, in our opinion, updates this research, makes it relevant and modern science, and social practice.

In our research, we will rely on the scientific research of scientists on this issue, such as:

conceptual works on the problem of creativity and personality psychology (L.S. Vygotsky, A.N. Leontiev, A.M. Matyushkin, S.L. Rubinstein, etc.);

concepts of using information technologies in education (V.I. Varchenko, A.A. Duvanov, V.V. Davydov, A.A. Kuznetsov).

We believe that by intensifying the cognitive activity of students, it is possible to achieve an increase in the effectiveness of mastering the curriculum, the cultural level of students, and the development of their aesthetic taste and high moral qualities. To solve this problem, the lesson must be made modern.

How can this be achieved? In our work we use modern principles of pedagogical technology outlined by G.K. Selevko “Pedagogical technologies based on information and communication means”

IN lately the problem of using information and communication technologies in education is widely discussed on the Internet: All-Russian Internet Pedagogical Council; Creative Teachers Network, Open Classroom.

Object of study- modern educational process.

Subject of research- pedagogical conditions for the use of modern information technologies in the modern educational process.

The purpose of our work is to theoretically substantiate the pedagogical conditions for the effective use of modern information technologies to enhance educational activities.

Research hypothesis:The learning process can be effective if ICT is used in educational activities because:

.Their use optimizes the activities of teachers and students.

2.The use of ICT enhances student motivation and activity

During the study, the following questions were raised: tasks:

1.Define the concept of information technology;

2.Consider existing classifications of information and communication technologies according to the purpose of use in the educational process;

.Study the use of modern information technologies in the educational process to enhance educational activities;

.To get acquainted with the experience of practicing teachers in the use of modern information technologies in the educational process.

Research methods:

Theoretical: study of psychological, pedagogical, educational, methodological and special literature on the research problem.

empirical: analysis of practicing teachers, pedagogical observation.

sociological: psychological and pedagogical diagnostics, testing, questioning, analysis of the products of educational activities.

Statistical data processing.

Chapter 1. Modern information technologies in the educational process

.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 production facts, 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 using 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, and engineering disciplines that study methods for effectively organizing the work of people engaged 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 the Explanatory Dictionary by D.N. 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.

The educational portal “Network of Creative Teachers Rusedu” gives the following explanation of 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.I. in her article explains information technology as follows: “Information technology is a general concept that describes various devices, mechanisms, methods, and algorithms for processing information.”

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 such cases, 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

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:

-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.

.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 the personal electronic computer (PC). 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) ones are primarily associated with information support of the management process in real time.

.Based on the degree of coverage of management tasks by information technology, they can be divided into: electronic data processing, automation of management functions, decision support, electronic office, and 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.

.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 test information (for example, test processors, hypertext systems, etc.);

§ Graphics processing (for example, graphics tools, vector graphics tools);

§ 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.

.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 classified 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; to electronic TVs and players laser discs.

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 network technologies, which provide interaction between 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 intended 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:

function-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 of tabular information;

image processing;

signal processing;

transmission and distribution of information.

Problem-oriented technologies are based on the use of:

information retrieval systems;

without data and without knowledge;

training systems;

scientific research automation systems;

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 always correlate with the content, methods, forms and means of the pedagogical activity 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 select 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, we found that, according to the goals, the main areas 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 management educational institution and educational process based on the use of a system of modern information technologies.

Chapter summary:Thus, by studying the theoretical literature on this issue, we 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 the processes of using information resources, increasing their reliability and efficiency.

All information technologies can be classified:

.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)

.Degrees of coverage of management tasks.

.Classes of implemented technological operations.

.Type of user interface.

.Information processing technologies.

.The subject area being served.

The next chapter will examine the use of modern information technologies in the educational process to enhance learning activities and study the experience of practicing teachers in the use of modern information technologies in the educational process.

Chapter 2. Pedagogical conditions for the use of information technologies in the educational process

1 The use of modern information technologies in the educational process to enhance 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. The use of ICT in primary school allows:

-to intensify the cognitive activity of 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 younger schoolchildren is evidenced 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 teaching methods;

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.

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;

· searching and using Internet resources when preparing a lesson, extracurricular activity, 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 be 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 achieve mastery program material in full for every child. 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 higher 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 in a short time to obtain an objective picture of the level of mastery of the material being studied and to 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. information communicative personal educational

.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 visualization 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;

2.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:

Ø educational material is divided into small portions;

Ø the educational process is built from successive steps containing a portion of knowledge;

Ø every step is completed security question or task;

Ø Students receive a new portion of educational material upon correct completion of control tasks and complete the next step of learning;

Ø if the answer is incorrect, the student receives computer help and additional explanations from the teacher;

Ø each student works independently and masters the educational material at a pace that is feasible for him;

Ø the results of test tasks are recorded, they become known 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 develops the discipline of intellectual activity.

Having examined the use of modern information technologies in the educational process, we found that the use of information and communication technologies in elementary 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 and 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 From the experience of teaching activities in the use of modern information technologies in the educational process

A. France also expressed the idea that Knowledge that is absorbed with appetite is better absorbed . As educators, we 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, we became acquainted with the experience of practicing teachers Trutneva T.P. teacher from Leninsky district, Demchenkova O.E. teachers from Anninsky district, Kirillova G.A., Leshko N.I.

Tatyana Petrovna Trutneva 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, nurturing a sense of camaraderie and mutual assistance.

According to Tatyana Petrovna, ICT can be used:

.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.

.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.

.As an information and training manual.

Trutneva T.P. believes that in education today special emphasis is placed on the child’s own activities in searching, comprehending and processing new knowledge. The teacher in this case acts as an organizer in the learning process, a leader in the independent activities of students, providing them with the help you need and support.

.To control knowledge.

The use of computer testing increases the efficiency of the educational process and activates the cognitive activity of students. In addition, Tatyana Petrovna 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, Tatyana Petrovna pays special attention to the features of this technology:

ü 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;

ü Using a board and chalk makes it difficult and awkward to explain how to use various tools;

ü During the presentation, even with the use of a projector, the students’ workplace is quite well lit;

ü Increasing the level of use of visuals in the classroom;

ü Improving lesson productivity;

ü Establishing interdisciplinary connections;

ü A teacher creating or using 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;

ü Attitudes towards PCs are 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, Tatyana Petrovna determines and records that the use of ICT allows us to talk 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.

Tatyana Petrovna 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.

Demchenkova O.E. believes that all teaching aids designed for frontal work in the classroom can be combined with the use of a computer. So, for example,

ü verification and self-test of mathematical dictation, independent work can be done by showing the answers on the screen;

ü 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;

ü 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;

ü The role of the computer cannot be overemphasized when showing drawings illustrating the transformation geometric shapes;

ü during oral exercises. The computer makes it possible to quickly present tasks and correct the results of their implementation.

Opinion of Demchenko O.E. coincides with the statement of Trutneva T.P. 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, makes it possible to solve problems in different ways.

In addition, Demchenko O.E. 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.

Demchenko O.E. 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.

Demchenko O.E. confidently states that the use of ICT in the classroom activates learning activities, thereby increasing the efficiency of the educational and cognitive process.

Kirillova G.A. believes that one of the main tasks facing a teacher is to broaden his horizons, deepen knowledge about the world around him, 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, develop skills that allow you to exchange information using modern technical means: computers, mobile communications, Internet, etc.

Galina Aleksandrovna 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 Galina Aleksandrovna, 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.

Galina Aleksandrovna 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 trust relationship between all participants in the process, and creative educational and cognitive activity is activated. In this case, the teacher plays the role of a tutor.

According to G.A. Kirillova, a strong student gets the opportunity, without waiting for his comrades, to take the initiative and delve deeper into search work, for example, in Russian language lessons, during a spelling minute, Galina Aleksandrovna uses presentations, simulators with vocabulary words, and visual vocabulary dictations.

Galina Aleksandrovna 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 in overall development;

helps to overcome difficulties.

In the opinion of Leshko N.I., computer information technologies can be used to teach mathematics in various formats:

ü self-study with the absence or denial of the teacher’s activities;

ü independent learning with the help of a teacher-consultant;

ü partial replacement (fragmentary, selective use of additional material);

ü use of training (training) programs;

ü use of diagnostic and monitoring materials;

ü performing independent and creative homework;

ü using a computer for calculations, drawing graphs;

ü use of programs that simulate experiments and laboratory work;

ü use of gaming and entertaining programs;

ü use of information and reference programs.

In addition, N.I. Leshko writes that 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;

· opportunities provided to students to manipulate (explore) various objects on the display screen, change their speed of 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, Leshko N.I. 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 activities of modern man.

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 Leshko N.I. takes into account:

ü availability of programs relevant to the topic being studied;

ü number of computerized workplaces;

ü students' readiness to work using a computer;

ü the student's ability to use computer technology outside of class.

Having become acquainted with the experience of practicing teachers, we found 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: ICT is used to develop students’ memory, develop skills in organizing educational work, the ability to find the necessary information using ICT, the formation of logical, abstract and systematic thinking, the formation of mental operations - analysis, evidence, generalization, classification.

The use of ICT provides an opportunity to: increase learning motivation; individual activity; focus on the student’s personality; formation of information competence; freedom of creativity; interactivity of learning.

Thus, ICTs are becoming an integral part of the modern educational process, helping to improve the quality of education.

Conclusion

In the process of our research, the features of the use of information and computer technologies in the educational process were studied and identified.

Solving the first problem, we examined the concepts of information technology, and came to the conclusion 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 labor intensity processes of using information resources, increasing their reliability and efficiency.

Solving the second problem, we examined the types of information and communication technologies for the purpose of use in the educational process, and came to the conclusion that information technologies are: teaching, training, demonstration, simulation, laboratory, modeling, calculation, educational and gaming, information retrieval and reference. Information technologies can also be classified according to the method of implementation and the type of user interface. Information processing technologies, degree of coverage of management tasks, etc.

Solving the following problem, we studied the use of modern information technologies in the educational process to enhance educational activities, and concluded that ICTs allow students to develop the ability of students 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 with using modern technical means. 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.

To solve the last problem of our research, we studied the experience of practicing teachers in the use of information technology in the educational process, and concluded that they attach great importance to the use of ICT in their lessons, as this ensures receiving a large amount of information and tasks in a short period , the lessons are effective due to their aesthetic appeal, they provide an opportunity to increase learning motivation, individual activity, focus on the student’s personality, the formation of information competence, freedom of creativity, etc.

In elementary school, we use 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 with the help of ICT tools is justified in all respects: it improves the quality of knowledge, promotes the child in overall development, helps overcome difficulties, brings joy to the child’s life, allows learning in the zone of proximal development, creates favorable conditions for improving mutual understanding between teachers and students and their cooperation in the educational process.

Educational activities using ICT show that cognitive motivation increases and mastery of complex material becomes easier.

In addition, fragments of lessons in which ICT is used reflect one of the main principles of creating a modern lesson - the principle of fasciation (the principle of attractiveness). Thanks to ICT, children who were usually not very active in lessons began to actively express their opinions and reason.

Computers and information technology in general are a convenient tool that, when used wisely, can bring school lesson an element of novelty, increase students’ interest in acquiring knowledge, and make it easier for the teacher to prepare for classes.

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