Components of the concept of “information competence” - Oleg Griban. Information competence of a teacher in a modern school

“A teacher’s information competence is one of the conditions for the effectiveness of a modern lesson”

In the context of modernization of education, one of the main resources for the sustainability of its development is a teacher who is capable of being a subject of changes in education and working in conditions of change. In this regard, the status of the teacher and the requirements for his professional competence are radically changing.

The competency-based approach is one of the most relevant ways to build a new educational system today. Competencies and competencies are the leading criterion of a modern teacher.

In the context of informatization of education, the role of information competence of a modern teacher, which isnecessary link educational activities teacher and qualitative characteristics information aspect of his scientific and educational activities.Development information culture teachers, improving their qualifications in the field of information and computer technology, the development of the information and educational environment are priorities in the activities of a modern school.

Information competence is considered as possession of information - communication technologies and assumes the ability to use technical means for organizing, storing, processing and transmitting information, solving professional problems using modern information technology communication technologies.

. Information competence today is one of the main elements of the process of professional development of a teacher.

Modern information competencies include:

 technological literacy - the ability to use new tools to

effective receipt and transmission of information;

 information literacy - the ability to find, organize, select,

process and use information;

 media competence – the ability to produce and disseminate information in

in any format for any audience;

 critical thinking - the ability to critically evaluate credibility

information, forming correct conclusions on this basis;

 information ethics - the ability to comply with social norms

responsibility and moral behavior in information and communication

process.

IN modern school the use of ICT is the main method that increases students' learning motivation and cognitive activity.

Modern children were born and are growing up in the era of rapidly developing digital technologies. American writer and popularizer of educational and educational technologies Mark Prensky calledchildren of the digital ageDigital Native, which means "indigenous" digital society"or "digital natives".Prensky called people who were born before the start of the digital age “digital immigrants” (Digital Immigrants ). These two definitions clearly make it clear that the teacher and student are representatives of different eras. In order to collaborate on equal terms with children of the digital age, so that learning is interesting and comfortable for them, a modern teacher must be fluent in modern information technologies.

Information computer technologies make it possible to develop students’ intellectual and creative abilities, the ability to independently acquire knowledge, and work with various sources of information. When using new information technologies, the quality of knowledge improves and interest in the subject increases. The student becomes an active participant in the educational process.The use of modern information technologies in the educational process makes learning bright, memorable, interesting for students of any age, and forms an emotionally positive attitude towards the subject.

Information technology is confidently gaining new positions in the world, and education is becoming more and more relevant and gaining more and more popularity. The introduction of computer technology into the educational process is at at the moment one of the most current problems education. A modern school needs a teacher who knows all the capabilities of a modern computer “canvas”. Only such a teacher is able to captivate students with various forms of work and achieve the desired result.

In our school, the use of modern information technologies in teaching has contributed to increasing student motivation in subjects and the quality of academic performance in these disciplines.

The use of an interactive whiteboard in the classroom contributed to the accessibility and clarity of the presentation of the material, increased lesson productivity, and made the learning process interesting, vibrant and rich. Difficult theoretical material children easily learn and reinforce subjects in the form of a variety of tasks.

Using training computer programs provides great assistance to students in mastering the material. They provide great assistance in mastering basic topics in the subject and provide the opportunity to study not only during class time, but to consolidate and work through the material at home.

With the introduction of new information and computer technologies, the modern teacher receives a powerful incentive for his own professional and creative development, and improves the quality of education.In his professional activities, a modern teacher must actively use all the technical means with which the school is equipped and constantly improve his skills. AND Information technology is a tool that allows teachers to qualitatively change the methods and organizational forms of their work, more fully preserve and develop the individual abilities of students, strengthen interdisciplinary connections in teaching, and carry out constant dynamic updating of the organization of the educational process.

To summarize, I would likesay, Whatteacher's knowledge of moderninformation and communicationtechnologistsyamiwill allow not only to keep up with the times, but also to qualitatively improve teaching methods and students’ assimilation of the acquired knowledge.

Internet resources:

Belousova N.V. “Features of information competence of a teacher-musician” - Electronic magazine"Theory and practice social development» No. 1 2012. - Access mode:http://teoria-practica.ru/-1-2012/teacher ics/belousova.pdf‎

Kotenko V.V., Surmenko S.L. Information and computer competence as a component of professional training of a future computer science teacher // Electronic scientific journal “Bulletin of the Omsk State University”. ped. university." 2006. Access mode:

PolyakovaR.F.Development of teacher information competence. – Access mode:

Trishina S.V. Information competence as a pedagogical category // Internet magazine “Eidos”. 2005. 10 Sep. Access mode: http:// www. eidos. ru/ journal/ 2005/0910-11.htm

The current stage of development of human society is characterized by the increased importance of information and communication technologies, an increase in the volume of information, and the emergence of high technologies, which is a determining factor in the development of the economy, politics, science, and education. In the regulatory documents of the Russian Federation in the field of education, the tasks of informatization are given great importance. The laws of the Russian Federation “On Education”, “On Higher and Postgraduate Professional Education”, “The Concept of Modernization of Russian Education for the Period until 2010”, State Educational Standards have set universities the task of preparing graduates as an active subject of pedagogical activity, capable of developing their own strategy for professional activity , including in the field of informatization of the educational process. The “Project of a Professional Standard for Pedagogical Activities” talks about the teacher’s knowledge of modern achievements in the field of teaching methods, including the use of new information technologies in the educational process, and modern teaching methods.

Mastering new technology by teachers is not only an acquaintance with new information technologies (IT), but also the ability to use them competently in their professional activities. According to the American scientist M. S. Knowles, who made a great contribution to the development of the theory and practice of education, one of the main tasks in the field of higher professional education is the preparation of competent specialists who would be able to apply their knowledge in changing conditions, and “... the main competence would be the ability to engage in continuous self-learning throughout one’s life.”

Professional competence of a teacher is a multifaceted concept. In particular, A.S. Belkin defines about 70 teacher competencies. One of the main competencies at the modern level of educational development is information competence (IC).

Teacher information competence manifests itself in the ability to think technologically and provides for the presence of analytical, projective, predictive and reflective skills in the assimilation and application of information in teaching activities. In addition, IC is an integral part of the teacher’s information and technological culture, performs integrative functions, serves link general pedagogical and special knowledge and skills. It should be noted that in the modern interpretation of the term “information competence” most often implies the use of computer information technologies, and more precise definition should be interpreted as “computer information competence”. In addition, Ya.I. Kuzminov also includes the methodological aspect of a teacher’s activity in the concept of “information competence”.

P.V. Bespalov defines information competence as “...an integral characteristic of a person, presupposing motivation to acquire relevant knowledge, the ability to solve problems in educational and professional activities with the help of computer equipment and mastery of computer thinking techniques"

The information competence of a teacher is formed at the stages of studying computers, using information technologies as a means of learning in the process of professional activity and is considered as one of the facets of professional maturity. An analysis of the teacher’s pedagogical activity allows us to highlight the following: levels of information competence formation:

• * level of information consumer;
• * computer user level;
• * level of logical functioning and knowledge of equipment characteristics;
• * level of subject-specific tasks based on a creative, interdisciplinary approach.

The main pedagogical conditions influencing the formation of a teacher’s IC are:

• a) creation of professionally oriented tasks, pedagogical situations in the classroom, creating motivation for mastering information technologies;
• b) training with the help of visual models, multimedia, Internet resources that stimulate the process of formation of IC;
• c) implementation of creative projects taking into account the educational specialization of teachers using information technology.

The main elements of the IC formation process are:

• - ability to use information technology to demonstrate printed and graphic documents;
• - ability to use information technology to demonstrate audio and video materials in class;
• - ability to create presentations;
• - ability to systematize and process data using tables, technological maps;
• - ability to build comparison tables and identify patterns using a computer;
• - ability to use information technology to model processes and objects, make drawings and sketches;
• - ability to use computer testing.

A teacher’s information competence presupposes the widespread use of computer technology, electronic versions of educational materials, training programs, and creative pedagogical technologies. The teacher must have the necessary training to correctly differentiate the capabilities of students in a study group depending on individual characteristics, motivation, age and psychological characteristics.

Thus, IC is one of the main competencies of a modern teacher, which has objective and subjective sides. The objective side is expressed in the requirements that society places on the professional activities of a teacher. The subjective side of IC is determined by the individuality of the teacher, his professional activities, and the characteristics of motivation in improving and developing pedagogical skills.

Tasks related to the problem of developing a teacher’s information competence can be divided into three groups:

• - expressing the interests of society;
• - reflecting the functions and content of the teacher’s professional and pedagogical activity;
• - expressing the individual professional needs and interests of the teacher.

The formation of a teacher’s IC involves:

• - their mastery of knowledge and skills from the field of computer science and information and communication technologies;
• - development of the teacher’s communication abilities;
• - ability to navigate information space, analyze information, reflect on your activities and their results.

The teacher’s IC can be divided into four components:

• ? motivational - the presence of a motive to achieve a goal, readiness and interest in work, setting and awareness of the goals of information activities;
• ? cognitive - the presence of knowledge, skills and the ability to apply them in professional activities, analyze, classify and systematize software;
• ? operational activity - demonstrates the efficiency and productivity of information activities, the use of information technologies in practice;
• ? reflexive - ensures readiness to search for solutions to emerging problems, their creative transformation based on an analysis of one’s professional activities.

The formation of a teacher’s IC is an important component of his professionalism. A systematic, holistic view of information competence, highlighting its structure, justifying the criteria, functions and levels of its formation, allows you to purposefully and effectively organize the educational process within the framework of educational activities, increase the level of subject-specific knowledge, make effective decisions in educational work, purposefully and systematically develop the student.

N. Wiener, stating that “Information is information, not matter and not energy,” believed that this concept refers to categories such as life, movement, consciousness. Regarding the concept of information, Academician N. N. Moiseev comes to a similar statement, explaining it by the fact that due to the breadth of this concept, it is impossible to give it a universal definition.

The Great Soviet Encyclopedia contains a definition of information (from Lat. informatio- explanation, presentation) initially understood as information transmitted by one people to other people orally, in writing or in some other way (for example, using conventional signals, using technical means etc.), as well as the process of transmitting or receiving this information. Over time, this concept was expanded and began to include the exchange of information not only between people, but also between a person and an automaton, an automaton and an automaton, and the exchange of signals in the animal and plant world. The transfer of hereditary characteristics from organism to organism also began to be considered as the transfer of information.

S.I. Ozhegov in the “Russian Language Dictionary” gives the following definition of information - this is “information about the surrounding world and the processes occurring in it, perceived by a person or a special device.” “Information” is also interpreted there as “knowledge in any area, news, messages, knowledge, an idea about something.”

The Federal Law “On Information, Information Technologies and Information Protection” defines the concept of information as “information (messages, data) regardless of the form of their presentation.”

Initially, the concept of “information” was used as an element of the language of everyday interaction. Subsequently, philosophy accumulated a significant amount of ideas about the content of the concept of “information”. R. F. Abdeev believes that in the science of philosophy there are two concepts of information, attributive and functional, which are in opposition to each other.

Supporters of “attributivists” attribute information to the property of all material objects - both inanimate and living, i.e. They consider it an attribute of matter. Thus, the definition of information by Academician V. M. Glushkov reflects this concept: “Information in its most general understanding is a measure of the heterogeneity of the distribution of matter and energy in space and time, a measure of the changes that accompany all processes occurring in the world. ... Information is carried not only by the pages of a book covered with letters or human speech, but also by sunlight, the folds of a mountain range, the sound of a waterfall, and the rustling of leaves.”

Supporters of the “Functionalists” associate information only with self-organizing systems, believing that information is associated with consciousness as the highest form of reflection of reality, with its aspects that characterize management processes. In accordance with this approach, information is an element of living nature that characterizes the social environment of man and technology, as an element of control. This approach is shared by G. G. Vdovichenko, D. I. Dubrovsky, N. I. Zhukov, P. V. Kopnin, B. S. Ukraintseva, M. Yankova and other researchers.

In specialized sources on cybernetics and information theory, the essence of the concept of “information” is presented in the interpretation scientific works performed by K. Shannon and R. Hartley. K. Shannon defined a unit of information quantity and provided proof of a theorem characterizing the capacity of a communication channel, which states that restoration (decoding) of a transmitted signal is impossible at data rates exceeding the capacity of a communication channel. K. Shannon and W. Weaver proposed probabilistic methods for determining the amount of information transmitted over communication channels.

An approach to determining information based on K. Shannon’s theory describing signal transmission statistical methods, led to the fact that information began to be defined as data processed by a computer, which can be displayed in a user-friendly form, thereby identifying the concepts of data and information. In contrast to this approach, the ISO 2382/1-1984, E/F 01.01.02 standard defines information in which data has meaning: “Information (in data processing processes and in office machines) is the meaning that a person assigns to data on based on existing agreements. Data is the representation of data and instructions in a form suitable for transmission and processing by a person or machine."

Information in cybernetics is a measure of eliminating uncertainty or entropy, which is a quantitative measure of uncertainty. Reducing entropy by emerging information leads to the formation of information. With this approach, information is not an indicator of the state of the system, but a measure of the relationship between phenomena, processes, and systems.

The information component was the basis laid by N. Wiener in the science of cybernetics, which studies control issues in living organisms and technical systems. The key importance of the concept of information in cybernetics is determined by the fact that this science studies technical mechanisms and living organisms in relation to their ability to perceive, store, transmit and process information with the formation of control signals that control the direction of their further activities. N. Wiener believes that “information is the designation of content received from the external world in the process of our adaptation to it and the adaptation of our feelings to it. The process of obtaining and using information is the process of our adaptation to the contingencies of the external environment and our life activity in this environment.” N. Wiener gives an extensive interpretation of management (regulation) processes, calling the area he studies cybernetics. The basis of N. Wiener’s research was the theory of regulation with feedback, which is based on the works of such philosophers and scientists as Plato, Ampere, Vyshnegradsky, Lyapunov and others.

The word “cybernetics” (from the ancient Greek hirvrugrch "khp - art of management) is found quite often in Plato, where it denotes the art of steering a ship, the art of a helmsman, and in a figurative sense, also the art of managing people. In 1834, the famous French physicist A.-M. Ampere, who also dealt with the classification of sciences, called it, following the example of the ancients, cybernetics ( cybernetique) the science of government. In this meaning, this word was included in a number of well-known dictionaries of the 19th century. Ampère classified cybernetics, together with “ethnodicy” (the science of the rights of peoples), diplomacy and “theory of power” as political sciences, and cybernetics and the theory of power constituted “politics in the proper sense of the word” for him.

Academician A. I. Berg defines cybernetics as the science of optimal control of any complex dynamic systems, based on the theoretical foundation of logic and mathematics using automation tools. Cybernetics, according to V. M. Glushkov, is the science “of the general laws of information transformation in complex control systems.”

Dynamic information theory is a special section of synergetics, which believes that information is a remembered choice of one or more options from a certain number of equal and possible options. The key links in this understanding are the measure of information (characterizing the situation of choice), the goal and value of information (characterizing assistance in achieving the goal).

Specialists in social management and mass communication just like researchers in the field of computer science, cybernetics, and economics are making attempts to consider the structure of information flow. According to B. Evladov’s concept, information is divided into four main types: socio-political, accounting and statistical, control and measurement, scientific and technical.

Information has properties common to all its possible types. These include its connection with a certain self-organizing system, its value and structure.

Scientists considered the qualitative component of information mainly during the analysis of mathematical-theoretical and some substantive means, methods, and approaches.

The quantitative theory of information, proposed by A. A. Kharkevich in 1960, defines the value of information as a certain increase in the probability of achieving a goal, resulting from the use of this information.

Information cannot be an independent object of legal relations without its connection with the content, the carrier and the consumer. Information can be presented in the form of scientific, technological, technical, commercial and other knowledge that represents the result of intellectual work. The concept of “information” as a legal category is an object of civil rights, so if in everyday life information is understood as a message about something, in the field of science - information that is the object of research, processing, transmission and storage. Information and the relations associated with it cannot act as an object of legal regulation if the information is not specified and does not have an objective, defined form of presentation, in relation to which a corresponding legal regime can be established. Social relations that are subject to regulation by law arise in relation, first of all, to information in civil, administrative or any other public circulation.

The amount of information is characterized by such indicators as volume, capacity, information content, density. Information can be assessed qualitatively using such properties as novelty, completeness, usefulness, value, reliability.

The semantic content of information includes many different aspects that arise depending on the current circumstances, including real life, so information can be outdated and relevant, false and reliable, subjective and objective, one-sided and multifaceted, incriminating and justifying, unfounded and justified, compromising and supporting.

Combined information, the means of its transmission and processing, which are available to society and the state, constitute information resources.

Various actions can be performed with information: collection, registration, accounting, storage, processing, study, analysis, generalization, certification, information protection, purchase and sale, non-commodity exchange. The information is in direct connection with material carrier and energy is spent on its transmission.

The definition of “information” (from Lat. informatio- concept, presentation, explanation, familiarization) in the philosophical encyclopedic dictionary means a message, awareness of the state of affairs, information about something transmitted by people; reduced, removed uncertainty as a result of receiving messages; message inextricably linked with control, signals in the unity of syntactic, semantic and pragmatic characteristics; transmission, reflection of diversity in any objects and processes (inanimate and living nature).

The general pedagogical scheme of educational outcomes can be represented by the following levels: first - literacy, second - education, third - competence, fourth - culture and fifth - mentality. Regarding information activities, the scheme of educational results at each stage may accordingly contain:

• 1) information literacy, including the knowledge and skills required to identify (select information needed to solve a problem), search for information, structure, analyze the information received, assess the reliability of information, comply with ethical standards, use information to solve a particular problem;
• 2) information education, which includes the experience of creative activity as a result of applying acquired knowledge and skills in practice and the experience of an emotional and value-based attitude to the surrounding reality, aimed at researching and transforming information;
• 3) information competence, including systemic knowledge, skills and experience of an individual in the field of handling information and information and communication technologies, the ability to develop one’s knowledge, skills and make decisions adequate to changing conditions or emergency situations using modern tools for working with information;
• 4) information culture, which implies a certain level of knowledge for the implementation of information interaction and free orientation of the individual in the information space, as well as for participation in its formation;
• 5) information mentality - stable foundations of worldview, behavior, worldview, giving the individual uniqueness and originality in conjunction with openness to information and its ability to self-realize in the mental spiritual space.

O. B. Zaitseva defines the concept of “information competence” as an individual psychological characteristic that integrates a certain set of personal qualities, theoretical knowledge and practical skills in the field innovative technologies.

In the research of A. N. Zavyalov, information competence is defined as the possession of an individual by a certain set of knowledge, abilities, skills, experience to solve certain social and professional problems using new information technologies, while it is necessary to be able to improve previously acquired knowledge and constantly gain experience in the field of their professional activities.

A. L. Semenova considers information competence as a new literacy, including the skills of active independent processing of information by a person, making fundamentally new decisions in unexpected and non-standard situations using technological means.

A.V. Khutorskoy identified the main key competencies: value-semantic, general cultural, educational-cognitive, informational, communicative, social-labor, personal competence, or the competence of personal improvement. He claims that with the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem) and information technologies (audio video recording, e-mail, media, Internet) develop the ability to independently search, analyze and select necessary information, organize, transform, store and transmit it, which generally forms the basis of information competence.

The researcher also considers information competence from two sides: objective and subjective. The objective side lies in the requirements that society places on the professional activities of a modern specialist. The subjective side of a specialist’s information competence is a reflection of the objective side, which is refracted through the specialist’s individuality, his professional activity, and the peculiarities of motivation in improving and developing his information competence.

S. V. Trishina and A. V. Khutorskaya include enrichment with knowledge and skills from the field of computer science and information and communication technologies as tasks for the development of information competence; development of communication and intellectual abilities; implementation of interactive dialogue in a single information space.

S. D. Karakozov considers information competence as an element of “information culture of the individual,” which “is an integral part of the basic culture of the individual as a systemic characteristic of a person, allowing him to effectively participate in all types of work with information: receiving, accumulating, encoding and processing of any kind , in creating qualitatively new information on this basis, its transmission, practical use and including literacy and competence in understanding nature information processes and relationships, a humanistically oriented information value-semantic sphere (aspirations, interests, worldview, value orientations), developed information reflection, as well as creativity in information behavior and social information activity.”

By information competence we will understand “an integrative quality of personality, which is the result of reflecting the processes of selection, assimilation, processing, transformation and generation of information into a special type of subject-specific knowledge, which allows us to develop, make, predict and implement optimal decisions in various fields of activity.”

The properties of the concept of “information competence” according to S. V. Trishina are: dualism; relativity; structure; selectivity; accumulativeness; self-organization; "multifunctionality".

E. N. Bobonova includes the following indicators of information competence:

• - readiness to master access to a large volume of information and its analytical processing;
• - formation and development of creative qualities of the individual;
• - high level of communicative culture, culture of transmission of receiving, storing, selecting, presenting information;
• - readiness to master social and scientific experience;
• - ability to reflect and self-reflect.

Based on foreign standards for information competence, X. Lau identifies the following components: obtaining information, evaluating information, using information.

There are the following components that make up information competence: cognitive, value-motivational, technical and technological, communicative, reflective and the following functions: cognitive, communicative, adaptive, normative, evaluative, interactive.

Information competence is associated with the knowledge and skills necessary to work with information using modern information technologies to solve everyday educational problems.

Information and communication competence (hereinafter referred to as IC competence) is the ability to effectively work with information, solve specific (practical) everyday problems, skillfully using the capabilities of information and communication technologies and while observing ethical and legal standards in order to live and work successfully in the conditions of the modern information society.

At the same time, IC competence presupposes, first of all, the formation of universal thinking and problem-solving skills (the ability to observe and draw logical conclusions, analyze the situation with different points vision, understand the general context and hidden meaning of statements, etc.), rather than the ability to work with certain software products or use technical capabilities computer.

IR competence includes seven components.

• 1. Definition (of information): the ability to correctly formulate a problem in order to purposefully search for and process information.
• 2. Access (to information): the ability to search and find information in various sources.
• 3. Management (of information): the ability to classify or organize information.
• 4. Integration (of information): the ability to interpret and restructure information, isolate the main thing, compare information from different sources.
• 5. Evaluation (of information): the ability to form an opinion about the quality, relevance, usefulness of information and the sources of its receipt.
• 6. Creation (of information): the ability to create or adapt existing information to suit a specific task.
• 7. Transfer (of information): the ability to adapt information to a specific audience.

Each of these skills has cognitive, ethical, social and technological aspects. IN in this case the emphasis is on cognitive and ethical components, viewed in the context of technological skills.

Municipal budgetary institution additional education

Center for additional education "Poisk"

content content.

Teacher

Akhtyamova Gulnara Muratovna

Nefteyugansk, 2015

Information competence and its

content content.

Key “General educational competence” - a set of necessary knowledge and personality qualities that allow a professional approach and effectively resolve issues in the relevant field of knowledge, scientific or practical activity.

"Competence" - possession of knowledge that allows one to judge something.

"Competence" - a range of issues in which someone is knowledgeable.”

General educational competence models the properties of a student and describes the semantic content of educational competence, which relates to a specific individual, exists in certain time and can be transformed.

General educational competence relates to the student’s personality and is formed individually in the process of performing a certain set of actions, therefore it is a consequence of student-oriented learning.

The current stage of development of education is characterized by the widespread introduction of computer technologies into the educational process. Information technologies find their application in various subject areas at all age levels. In the information society of the 21st century, the main value is the independent acquisition of new knowledge obtained through unhindered access to information and the presence of basic skills and competencies to work with it competently. The fundamental theoretical sources in which the problem of developing information competencies was comprehensively studied were dealt with by N.I. Gendina, M.V. Ryzhakov, V.N. Borzdun and others.

Today there are many different opinions on the issue of classification and identification of the most important competencies. Information competence, regardless of the authors and methods of classification, is always put forward as one of the most important hypotheses.Information competence is one of the key competencies and includes many components of its knowledge, abilities, skills in relation to information, including possession modern means information (computer, interactive whiteboard, printer, modem, etc.) and information technology (audio and video recording, e-mail, Internet).

Information competence is the ability of an individual to apply, find, store and transform various information. This is the ability to work with various information systems. One of the most common information systems Our society today is the Internet. The Internet has gained its popularity thanks to the unlimited flow of information of any kind, at any time available to you, in real time. An analysis of today's students' ability to use Internet resources to perform this or that work on the subject and personal needs has shown that they often get lost in an excessive amount of information and do not have time to analyze it and format it correctly. Thus, we find out that information competence is not sufficiently developed. The development of this competence occurs throughout the entire educational process. every item contributes.

Based on the fact that information competence is an integrative quality of a person, which is the result of reflecting the processes of selection, assimilation, processing, transformation and generation of information into a special type of subject-specific knowledge, which allows one to develop, make, predict and implement optimal decisions in various fields of activity, we need to choose the path we will take. In accordance with the standards of the new generation, we use a person-centered approach to teaching, which puts the child’s personality, its originality, self-worth at the forefront, the subjective experience of each is first revealed and then consistent with the content of education.For personal implementation oriented model The pedagogical process requires the use of such pedagogical means as: the use of storage folders; usage software: application software, computer textbooks, dictionaries, reference books, encyclopedias, Internet resources; system of special exercises; organization of project activities; non-traditional forms of classes; use of test and automated control systems; preparation of an educational portfolio of work; rating method.

In my work I use -Criteria for monitoring the development of key competencies of students in the 1st year of study:

Key competencies

Theoretical

1. U can carry out planning, analysis, reflection, self-assessment of his activities (planning his own activities to develop an application, proficiency in the technology of solving problems using a computer).

2. Able to put forward hypotheses, pose questions to observed facts and phenomena, evaluate initial data and the planned result (modeling and formalization, numerical methods for solving problems, computer experiments, etc.).

3. Possesses skills in using computer technology (workshop on studying internal structure PC, operation simulation logic circuits etc.).

4. Possesses theoretical knowledge (knows the purpose and characteristics of all PC devices).

Practical

1. Able to work in office programs(can create, save, close documents, copy, cut, move, format, delete text information, work with graphic objects, tables)

2. Able to work with reference books and instructions (familiarity with new types of software, devices, analysis of errors in the program, etc.).

3. Able to formalize the results of his activities and present them at a modern level (constructing charts and graphs, tools for creating presentations).

Theoretical

1. Knows how to use a computer as a device for working with information (theoretical skills).

2. Knows the concepts of information, techniques for working with information...(receiving, processing, outputting information)

3. Masters the material about search engines, about multimedia devices, Internet resources.

4. Forms material about the meanings of basic information devices.

Practical

1. Knows practical skills in working with various devices and devices (headphones, speakers, printer, scanner, web camera).

2 . Knows how to work with information:

Search in catalogs, search engines, hierarchical structures;

Retrieving information from various media;

Systematization, analysis and selection of information (different types of sorting, filters, queries, file system structuring);

Technical skills to save, delete, copy information, etc.

Converting information (from graphic to text, from analog to digital, etc.)

3. Possesses skills in working with various information devices (multimedia reference books, electronic textbooks, Internet resources, etc.)

4. Knows how to use information and telecommunication technologies to solve a wide class of educational problems.

General cultural competence

Theoretical

1. Creation of presentation design, selection of illustrative series, speech culture, etc.

Practical

1. Knows the basics of technology for creating presentations and business cards.

Highest level

Intermediate level

Low level

Criteria for monitoring the development of key competencies of 2nd year students

Key competencies

Educational and cognitive competencies

Theoretical

1. Knows terminology computer graphics

2. Knows the purpose and characteristics of all program tools

3. Knows the basics of image correction and retouching

4. Learn about interactive animation

5. Knows the basic concepts of text layout

Practical

1. Knows how to use program tools

2. Proficient in collage and photomontage techniques

3. Skillfully creates interactive animation

4. Knows text layout techniques

Information competence

Theoretical

1. Knows how to work with information (systematizes, processes, makes a selection)

2. Forms knowledge about interactive animation and computer graphics

3. Masters material about search engines, multimedia devices, Internet resources.

4. Knows the basics of text layout

Practical

1. Extracting information from various media;

2. Possesses skills in working with various information devices (multimedia reference books, electronic textbooks, Internet resources, etc.).

3. Able to ask questions while obtaining the necessary information.

General cultural competence

Theoretical

1. Knows elements of artistic and creative competencies of the reader, listener, performer, artist, etc. (theoretical knowledge of creating interactive animation, layouts of printed products, collages of computer graphics, music tracks, text layout).

Practical

1. Knows the basics of collage creation technology, photomontage, interactive animation...

Highest level – the student masters all the listed competencies from 80% - 100%

Intermediate level – the student masters all the listed competencies from 50%-80%

Low level - the student masters the listed competencies from 50% or less.

In my work I use algorithms for solving problems, information cards, as well as various types of information models: hierarchical model, network model, semantic model.

Working with these models and maps allows students to see the interconnection of concepts on the topic being studied and promotes conscious perception of information. One of the pedagogical conditions for the development of students’ information competencies is the organization of independent research activities. Human research activity is based on the most important need for new information, new impressions and knowledge, and new results of activity. This need is an integral part of personality.

New principles of competency-based education, individual approach, subjectivity require new teaching methods.

The leading place among such methods found in the arsenal of world and domestic pedagogical practice today belongs to the project method, which underlies the concept of competency-based education.

In the process of completing educational projects, the student develops the following information competencies:

1. Competencies in the field of initial information retrieval(highlight keywords for information retrieval; independently finding information on the Internet).

2. Technological competencies (drawing up a work plan, selecting literature on the topic, translating information from one form of presentation to another, etc.).

3. Subject-analytical competencies (singling out the main thing, analysis, systematization of information, formulation of conclusions based on its generalization).

4. Operational and activity competencies (development and use of various visual aids when defending creative projects, design of an information product in the form of a computer presentation).

5. Communication competencies (presentation of one’s own information product).

Well-known formulations of the information society are very conditional and incorrect. Here is the definition of Melyukhin I.S.: “...The information society differs from a society dominated by traditional industry and the service sector in that information, knowledge, information services, and all industries associated with their production (telecommunications, computer, television ) are growing at a faster pace, are a source of new jobs, and are becoming dominant in economic development..."

In fact, this definition is correct, but not entirely correct. The information society does not at all mean the dominance of information over other types of production in their equal comparison, as simply different types production. The information society means that all other types of production BEGIN TO ACT IN THE FORM OF INFORMATION PRODUCTION. That is, when we produce a product, we deal not directly with the product itself, but at every stage of its production - design, manufacturing, promotion and sale - we deal exclusively with information, and in a form where the information itself is operated on a computer terminal remote from the direct product as the source of this information.

The information society means that information becomes a substitute, a symbolic model of any product or service, that people work with information models, and not with direct products and services. Next are these information models are connected with each other by unstable production cycles, BUT COMPLETELY DIFFERENT LAWS - ALREADY CHARACTERISTIC FOR INFORMATION COMMUNICATIONS. Any network communication (Internet) in the production of any product or service depends critically on the nature and laws of action Internet networks rather than on the nature of production itself, production connections or production cycles.

Moreover, the information society is characterized by a change in the nature and method of public administration. Public Administration when using computer and network technologies, it becomes more open, with developed feedback, with reduced time for coordination and decision-making, with an expansion of the list of functions delegated to the private sector (that is, interactive, dynamic and more corporate).

information should be open to everyone;

basic information should be free. A reasonable price should be charged if additional processing is required, bearing in mind the cost of preparing and transmitting the information, plus a small profit;

Continuity: information must be provided continuously, and must be of the same quality.

The third paragraph probably means the same good quality, in the second - probably means the involvement of the corporate sector, and in the first - probably means two-way openness of information (that is, the right not only to receive information, but also to publish your information for any citizen: if not free, then with minimal costs, at an affordable price).

Due to this circumstance, we cannot correctly select " information sector" as some separate production, as suggested by the mentioned author. We can distinguish the sector of production of non-information goods and services through the Network and the sector of “mass media” on the Network. Moreover, the commonly used term " informatization" seems not entirely accurate, because at a minimum we must talk about two separate, albeit related processes - computerization and internetization, in this case simply computerization is not enough, and the lack of internetization is very convenient to hide behind this vague term: they bought calculators for the office and talk about informatization. Moreover, the establishment of a corporate local network should be attributed specifically to computerization.

For informationally developed countries it is quite possible to use the term ITT (information technology and telecommunications), but for us this term will not be entirely correct. Post-Soviet states are characterized by a gap between information technology and telecommunications. Moreover, telecommunications themselves have a lot of differences: the production of telecommunications equipment, internet service provider (ISP) ( the use of telecommunications technologies to provide access to the telecommunications environment) and Internet Content Provider (ICP) ( meaningful information content of the Network, which includes media, both purely online and non-networked, but presented on the Internet) and much more, including multimedia, satellite communications, etc.

Under state information policy This means IN NO CASE ANY REGULATION OF THE ACTIVITIES OF STATE BODIES. State information policy consists of positive control formats, standards, state licensing of applied information technologies in the sense of indirect management of the structure of the information market within the framework of information security tasks. The state cannot regulate the work of participants in the information market either through pricing policy, or through a list of access to this market, or through control of the content of the Network (censorship), or any other restrictive measures. Not because this is prohibited somewhere, but because no state has yet succeeded in doing this due to the specifics of the Network itself and the information itself.

Positive control This just means that of the two types of control: constraint control And structure management- choose the second type. As part of the positive objectives of cultural policy, the state can stimulate certain areas in information environment(ensuring equal opportunities for access to the Internet for all citizens, developing the national language through the Internet, promoting national culture on the Internet, developing information security tools and technologies ( parental controls, protection of intellectual property, prevention of electronic hacking, etc.), providing information training for the population and primarily for government management personnel). The state can also stimulate some formats and approve some standards, but cannot prohibit other formats and other standards.

Finally information society is a society of global communication and gradual globalization of the economy, gradually losing its national-state structure. The main task of the state is not to interfere with this process with restrictions and counteractions.

Global information infrastructure assumes well-known principles:

stimulating private investment;

development of competition;

providing free access to global network all suppliers and consumers of information;

creating a flexible regulatory framework capable of adapting to rapid changes in the industry and information technology market;

ensuring the universal nature of services;

ensuring equality of opportunity for all citizens;

ensuring diversity of content, including cultural and linguistic;

recognition of the need for international cooperation, with particular attention to less developed countries.

Information Security Basics

The most important thing for information security is the relationship between control-restriction and freedom-availability of information, that is, the question of reasonable organization of social conditions for information. For information, as for no other environment, the distinction between “constraint management” and “structure management” (standards, formats, investment-credits, redirection of resources, etc.) is important.

Many years of attempts by various national states to use “restriction management” in the Internet information environment have so far brought only negative experience: the number of web pages with obscene content (including pornography) has not decreased; in Russia they easily use any by cryptographic means, including non-certified ones. An attempt in Ukraine to reduce the number of providers to three that transmit information outside the state will also not bring success.

There are different views on the problem of information security. However, they can all be reduced to two main schemes. Three-agent information scheme involves a sender ("issuer", "sender"), a recipient-addressee ("recipient", "receiver"), an intermediary (also known as a "provider" of information services) who ensures the transfer of information.

In this three-agent scheme, the following agreements for the transfer of information are concluded. An oral agreement is concluded between the sender and the recipient: in advance or after the fact (in the case of concluding an agreement after the fact, further unspecified sending of information is considered unauthorized and is called “spam”). Between the sender and the intermediary, between the recipient and the same or another intermediary, a “providing” agreement is concluded, that is, the provision of information services, which stipulates one or another regime of non-disclosure of information to third parties, as well as a warning about unauthorized access the provider himself to the information.

The three-agent scheme fits well into the legal practice of rule-of-law states. Freedom of speech, freedom of information presupposes not only the freedom for a citizen to express his thoughts and words, but also the freedom to hide his thoughts and words from third parties (from persons to whom they are not intended, from non-addressees).