- Identification of the possibility of effective use of ICT in pedagogical activity.
- Creation of real information conditions for the development of creative activity of students and teachers.
The plan of the teachers' council:
- The relevance and significance of the use of ICT-technologies in the work of teachers.
- Kinds educational technologies.
- ICT tools.
- Practical use ICT - technologies at work.
- Conclusions.
- Draft decision of the teachers' council based on the study of literature, the results of interviews, speeches.
Responsible: creative group preparing the teachers' council.
Expected result: Positive activity of the teaching staff on the possibility of using modern technologies in their work.
Standard conditions: methodical office
Preparation for the pedagogical council
The course of the pedagogical council
| Stage | Content | Responsible |
| 1 | Announcement of the topic, agenda of the pedagogical council. | Director |
| 2 | Election of the secretary of the pedagogical council. | Pedagogical team |
| 3 | 1. The relevance and significance of the use of ICT - technologies in the work of teachers. 2. Types of educational technologies. 3. ICT tools. 4. Practical application of ICT-technologies in work. 5. Conclusions. 6. Draft decision of the teachers' council based on the study of literature, the results of interviews, speeches. |
Deputy Director. teachers |
| 4 | Summing up the results of the work of the teachers' council. | Pedagogical team |
Pedagogical Council
"Application of ICT-technologies in work"
1. Introduction
“... With the development of progressive ideas in education, with the promotion of ideas and principles of student-centered learning, teachers' attempts to find the tools that would ensure the stability of achieving the necessary educational outcomes by the majority of students become more active. When it comes to universal learning mechanisms, we inevitably turn to the concept of "pedagogical technologies".
The effective use of information and communication technologies (ICT) in the educational process is topical issue. Today, a teacher in any discipline should be able to prepare and conduct a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves the time of the teacher and the teacher, allows the teacher to work at his own pace, allows the teacher to work with students in a differentiated and individual way, and makes it possible to quickly monitor and evaluate learning outcomes.
Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit pedagogical process(B.T. Likhachev);
- this is a description of the process of achieving the planned learning outcomes (I.P. Volkov);
- a set of knowledge, skills and abilities necessary for a teacher in order to effectively apply in practice the methods of pedagogical influence chosen by him both on individual pupils and on the children's team as a whole.
Educational technology is a system that includes some representation of the planned learning outcomes, diagnostic tools for the current state of students, a set of learning models and criteria for choosing the optimal learning model for given specific conditions (V.V. Guzeev).
Educational technology includes training, development and education of students.
It follows from the definitions that technology is associated to the maximum extent with the educational process - the activities of the teacher and the student, its structure, means, methods and forms.
ICT - electronic presentation of information, its processing and storage, but not necessarily its transmission.
Today, computer technology can be considered a new way of transferring knowledge that corresponds to a qualitatively new content of learning and child development. This method allows the child to study with interest, find sources of information, cultivate independence and responsibility in obtaining new knowledge, and develop the discipline of intellectual activity.
ICT tools:
A computer is a universal information processing device.
Printer - allows you to record on paper information found and created by students or a teacher for students. For many school applications, a color printer is necessary or desirable.
Projector - radically increases: the level of visibility in the work of the teacher, the ability of students to present the results of their work to the whole class.
Screen for projecting an image from a computer.
An interactive whiteboard is a touch screen connected to a computer, from which a projector transmits an image to the board. Just touch the surface of the board to start working on the computer. Special software for interactive whiteboards allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes directly on top of open documents and save information.
Devices for recording (inputting) visual and audio information (scanner, camera, camcorder) - make it possible to directly include information images of the world around in the educational process.
The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development creativity, creating opportunities for the realization of the potential of the individual. ICT is used not as a goal, but as another pedagogical tool that contributes to the achievement of the goal of the lesson.
Practical application of ICT in the classroom.
The main goal is to help children learn about the surrounding reality, develop their powers of observation, teach them to see the world around them in a wider and more versatile way, instill in them a sense of beauty, and develop personal abilities.
The main objectives of the classes of ecological and biological orientation is to familiarize students with the breadth and diversity of the field of activity. The study of different materials and means depicting nature.
How to make each lesson joyful, interesting, and most importantly - aimed at the development of each child?
Today, one cannot be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies. And it is necessary to navigate a wide range of modern innovations. From the abundance of concepts, theories, technologies and methods that could help create a system of work that would take into account the characteristics of classes, in accordance with the characteristics of children and realities modern society.
powerful flow new information, advertising, the use of computer technology on television and cinema, the distribution of game consoles, electronic toys have a great influence on the upbringing of the student and his perception of the world around him. The nature of his favorite activity - games - also changes significantly, and his favorite heroes and hobbies also change. A modern student does not sit in classes that take place according to the “classical scheme”, calmly absorbing, like a sponge, all the knowledge prepared for him. A modern student assimilates only the information that interested him most, the closest to him, which evokes pleasant and comfortable feelings, that which bothers him the least. Therefore, one of the means that has a unique opportunity to increase the motivation and individualization of the education of a modern student, the development of his creative abilities and the creation of a positive emotional background is a computer.
The use of a computer in the classroom becomes most natural due to such genuine children's interest. The computer successfully enters into a synthesis with school subjects, harmoniously complements it, significantly expands its capabilities and creativity.
One of the obvious advantages multimedia lesson is to enhance visibility. Let us recall the well-known phrase of K.D. Ushinsky: “Children's nature clearly requires visibility. Teach a child some five words unknown to him, and he will long and vainly suffer over them; but associate twenty such words with pictures and the child will learn them on the fly. You are explaining a very simple thought to a child and he does not understand you; you explain a complex picture to the same child, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we cannot look for such classes), start showing pictures, and the class will speak, and most importantly, will speak free…".
The use of visualization is all the more relevant because schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, illustrations, or they are of poor quality. In this case, the projector can be of invaluable assistance. However, the expected effect can be achieved if certain requirements for the presentation of visibility are met:
recognition of visibility, which must correspond to the presented written or oral information;
presentation dynamics. The time of the demonstration should be optimal, and correspond to the educational information being studied at the moment. It is very important not to overdo the effects;
well-thought-out image sequence algorithm.
the optimal number of presented images on the screen. You should not get carried away by the number of slides, photos, etc., which distract students, do not allow them to focus on the main thing.
Forms of using a computer in the classroom:
- use of media resources as a source of information (discs);
- computer support for the teacher's activities at different stages of the lesson;
- using a computer to perform technological maps;
- portfolio creation.
Types: presentations, slide films and test tasks, computer tests;
- crosswords, puzzles, technological maps, instruction cards
When used in the classroom, the effectiveness of learning and the quality of knowledge increase.
The use of computer technology in teaching makes it possible to differentiate educational activities in the classroom, activates the cognitive interest of students, develops their creative abilities, and stimulates mental activity.
Unfortunately, when using ICT in my classes, I encounter a number of problems:
- a small number of computers.
- different levels of preparedness and development of students;
The effective use of ICT tools in the classroom allows you to make the lesson more interesting, visual; involve students in active cognitive and research activities; strive to realize themselves, to show their capabilities.
Thus, the use of ICT tools allows:
- to activate the cognitive activity of students;
- conduct classes at a high aesthetic and emotional level;
- provide a high degree of differentiation of training (almost individualization);
- increase the amount of work performed in the classroom by 1.5-2 times;
- improve knowledge control;
- rationally organize the educational process, increase the effectiveness of the lesson;
The effective use of ICT tools allows you to make the lesson exciting and modern. Allows for individual approach in training, objectively and in a timely manner to monitor and summarize. But I think that the textbook cannot be replaced. This is just an addition to the textbook.
Classes using a computer develop perseverance, attentiveness, accuracy, develop finger motor skills, which can positively affect working with a pencil and brush. Complexes, tightness, stiffness disappear.
The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development of creative abilities, the creation of opportunities for realizing the potential of the individual. ICT is used not as a goal, but as another pedagogical tool that contributes to the achievement of the goal of the lesson.
1. The computer really has ample opportunities to create favorable conditions for the work of the teacher and students.
2. Brings to a qualitatively new level of application of explanatory-illustrative and reproductive teaching methods.
3. The use of ICT in the classroom allows you to diversify the forms of work, the activities of students, activate attention, increase creative potential personality.
5. Using a multimedia projector allows you to work on the text more efficiently (visually, aesthetically, saves time).
7. ICT develops the independence of students, the ability to find, select and arrange material for the lesson, using the possibilities of the Internet.
8. The use of tests not only saves time, consumables, but also gives you the opportunity to evaluate your knowledge and your capabilities.
9. Students have the opportunity to improve their computer skills.
10. The active use of ICT in the classroom leads to an increase in interest in the visual arts and the quality of education.
The range of use of this technology in the educational process is very large: from its use as a visualization tool to methods of presenting educational information. At the same time, the computer is a powerful tool for increasing the effectiveness of training, it allows you to increase the motivation of students.
The effectiveness of the use of ICT in the classroom is not only possible, but also necessary, it contributes to an increase in interest in learning, its effectiveness, and develops the child comprehensively. Computer programs involve children in developmental activities, form culturally significant knowledge and skills.
Thus, the use of computer technology makes it possible to change the educational process for the better, more comfortable side, covering all stages of educational activity.
Solution project.
The use of ICT contributes to the growth of the teacher's professional skills, increasing the efficiency of mastering the skills of independent search, processing and presentation of knowledge, developing the personality of students and preparing for a comfortable life in the information society.
The first stage (preparatory) "Computer literacy"
- Creation of an idea among subject teachers about the possibility and necessity of using ICT in the educational process.
- Teaching teachers the basics of computer literacy.
- Preparing students for learning in an ICT environment.
The second stage "Introduction of ICT in education"
- Publication of educational and methodological information in various forms.
- Development of methods for using ICT in the educational process.
- Conducting a pedagogical seminar-conference
- Conducting the competition "ICT in the work of the teacher."
- Carrying out intermediate monitoring of the results of the work of teachers of the problem group.
- Technical equipment of the institution.
- Creation and updating of the website.
The third stage "Final".
- Summing up the work on the topic "Introduction of ICT in education".
- Carrying out the final monitoring of the work of the teaching staff on the introduction of ICT in the learning process.
- Systematization of the material on the methodology of using ICT in the classroom and in educational work.
- Generalization and dissemination of successful experience of pedagogical activity.
Bibliography
- Afanaseva O.V.
Information technologies are various methods, mechanisms and devices for processing and transmitting information. The main tool for this is a personal computer, additional - 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 the daily use of a computer has long been the norm, but the constant emergence of improved programs greatly expands educational opportunities.
Here are just some of the learning processes that make innovative technologies much easier:
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 automation of routine operations;
Modeling of objects and situations for the purpose of their study;
The exchange of information between several users located at a great distance from each other.
Do you need to get some information, do calculations using complex formulas, check how this or that idea will work, discuss some problem with the teacher and fellow students without leaving home - all this can be done thanks to modern technologies which makes the process of obtaining knowledge and learning much more efficient.
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 to study the material.
Multimedia is text, video, sound and photo information presented in one digital medium, as well as suggesting the possibility of interacting with it interactively. Simply put, multimedia allows you to work with image, text and sound at the same time, and in doing so, you are usually assigned an active role.
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 both for multimedia presentations, and for creating training courses, and in distance learning.
Information technologies in education
The concept of information and communication technologies (ICT)
Classification of ICT facilities
The concept of multimedia
Stages of development of multimedia educational resources
Tools used in creating multimedia products
The concept of information and communication technologies
The processes of informatization of modern society and the processes of informatization of all forms of educational activity closely related to them are characterized by the processes of improvement and mass dissemination of modern information and communication technologies (ICT). Such technologies are actively used to transfer information and ensure interaction between the teacher and the student in modern systems of open and distance education. A modern teacher should not only have knowledge in the field of ICT, but also be a specialist in their application in their professional activity.
The word "technology" has Greek roots and in translation 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 includes the application of scientific and engineering knowledge to solve practical problems. In this case, information and telecommunication technologies can be considered such technologies that are aimed at processing and transforming information.
Information and communication technologies (ICT) is 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 facilities along with the information placed 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. System programs, first of all, include operating systems that ensure the interaction of all other programs with equipment and the interaction of a personal computer user with programs. This category also includes utilities or utility 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 applications and ICT tools have become widespread: word processors, spreadsheets, presentation preparation programs, database management systems, organizers, graphic packages, etc.
With the advent of computer networks and other similar ICT tools, education has acquired a new quality, associated primarily with the ability to quickly receive information from anywhere in the world. Through the global computer network Internet, instant access to world 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 are also available online, including email, mailing lists, newsgroups, and chat. Special programs have been developed for real-time communication, allowing, after establishing a connection, to transmit text entered from the keyboard, as well as sound, image and any files. These programs allow remote users to work together with a program running on a 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. With the help of special equipment and software, audio and video conferences can be held via the Internet.
To ensure efficient search for information in telecommunication networks, there are automated search tools, the purpose of which is to collect data on information resources of the global computer network and provide users with a quick search service. With the help of search engines, you can search for documents on the World Wide Web, multimedia files and software, 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. One such technology is video recording and television. Videotapes and related ICT tools allow a huge number of students to listen to the lectures of the best teachers. Video cassettes 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 editions and on video cassettes.
Television, as one of the most widespread ICTs, plays a very important role in people's lives: almost every family has at least one TV set. Educational TV programs are widely used around 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 general development of this audience without the subsequent control of the assimilation of knowledge, as well as the ability to subsequently test knowledge with the help of special tests and exams.
A powerful technology that allows storing and transmitting the bulk of the studied material 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 allow, with appropriate refinement, to adapt existing courses to individual use, 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 education;
Increasing the productivity of self-training of students;
Individualization of the work of the teacher himself;
Acceleration of replication and access to the achievements of pedagogical practice;
Strengthening motivation for learning;
Activation of the learning process, the possibility of involving students in research activities;
Ensuring the flexibility of the learning process.
Negative consequences of the impact of ICT tools on the student
The use of modern ICT tools in all forms of education can also 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 lively dialogic communication of participants in the educational process, which is already deficient 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 terms falls silent for a long time when working with ICT tools, which is especially typical for students of open and distance forms of education. During the entire period of study, the student is mainly engaged in the fact that he silently consumes information. In general, the organ of objectification of human thinking - speech turns out to be turned off, immobilized for many years of training. The student does not have sufficient practice of dialogic communication, the formation and formulation of thoughts on professional language. Without a developed practice of dialogic communication, as psychological studies show, monologue communication with oneself, what is called independent thinking, is not formed. After all, a question asked to oneself is the most reliable indicator of the presence of independent thinking. If we follow the path of general individualization of learning with the help of personal computers, we can come to the conclusion that we will miss the very possibility of forming 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 forces inherent in all living things works: ready-made projects, abstracts, reports and problem solving borrowed from the Internet have become a familiar fact today, which does not contribute to increasing the effectiveness of training and education.
Distance learning technologies
Distance learning in the form of distance learning originated at the beginning of the 20th century. Today, you can get a higher education in absentia, learn a foreign language, prepare for admission to a university, etc. However, due to poor 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 that which can be obtained in full-time education.
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 conduct of the educational process at a distance based on the use of modern information and telecommunication technologies.
When implementing distance learning, information technologies should provide:
delivery to trainees of the main volume of the studied material;
interactive interaction between students and teachers in the learning process;
providing students with the possibility of independent work on the assimilation of the studied material;
assessment of their knowledge and skills acquired by them in the learning process.
To achieve these goals, the following information technologies are used:
provision of textbooks and other printed material;
forwarding of studied materials via computer telecommunications;
discussions and seminars conducted through computer telecommunications;
videotape;
broadcast of educational programs on national and regional television and radio stations;
cable TV;
two-way video teleconferencing;
one-way video broadcasting with feedback by phone;
electronic (computer) educational resources.
A necessary part of the distance learning system is self-learning. In the process of self-study, a 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 various information.
The concept of multimedia
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 that significantly affect 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 at once.
Multimedia is:
a 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, with the help of which it becomes possible to work with information of different types;
a special generalizing type of information that combines both traditional static visual (text, graphics) and dynamic information of various types (speech, music, video fragments, animation, etc.).
Thus, in 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 both a reader, a listener, and a viewer).
Developing good multimedia teaching aids is a complex professional task that requires knowledge of the subject, skills in 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. Educational design
resource structure development;
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 peer review
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 textual and audiovisual information into a single project.
Modern ICT and their role in the education system
Informatization is considered today as one of the main ways to modernize the education system. This is connected not only with the development of engineering and technology, but, above all, with the changes that are caused by the development of the information society, in which information and the ability to work with it become the main value. Accordingly, one of the main tasks of the modern education system is the development of projects and programs that contribute to the formation of a person in modern society. The main goal of the teaching staff is to create conditions for the identification and development of the abilities of each child, the formation of a personality that has solid basic knowledge and is able to adapt to the conditions of modern life. Informatization of education should be considered as one of the important means of achieving this goal. This refers to the solution of a number of successive tasks: technical equipment, the creation of didactic tools, the development of new teaching technologies, etc., which determine the stages of the modernization process.
The development of information technologies and means of telecommunications creates the basis for the implementation of scientific and educational programs at a qualitatively new level. The creation of high-speed telecommunications and the development of real-time technologies makes it possible to implement models of a distributed educational environment built on technologies for remote access to information resources and computer communication tools.30
Despite the lack of telecommunications resources, these technologies are already firmly established in the practice of educational institutions. E-mail, which ten years ago seemed like a significant advance in the development of communication technologies, has been replaced by on-line technologies. And unique laboratory experimental and computing complexes have become available thanks to automation tools and computer technologies for remote control.
The advantages of such technologies are obvious. They allow you to combine the material and computational resources of educational and scientific centers to solve complex problems, involve leading experts and create distributed scientific laboratories, organize online access to resources for collective use and joint conduct of computational and laboratory experiments, implement joint scientific projects and educational programs.
An important quality of modern information and communication technologies (ICT) is their versatility, they can be the basis for organizing any activity related to information exchange, the basis for creating a common information space.31
Information technologies arise as a means of resolving the contradiction between the knowledge accumulating in ever-increasing volumes, on the one hand, and the possibilities and extent of their social use, on the other hand. Hence the dual role of ICT: on the one hand, it is a means of transforming knowledge into an information resource of society, and on the other hand, it is a means of implementing social technologies and converting them into social information technologies that can already be directly used in public administration and public self-government systems.
Let us designate the main didactic requirements for information and communication technologies in education in order to increase the effectiveness of their use in the educational process:
motivation in the use of various didactic materials;
a clear definition of the role, place, purpose and time of using electronic educational resources and computer teaching aids;
the leading role of the teacher in conducting classes;
introduction into the technology of only such components that guarantee the quality of education;
Compliance of the computer training methodology with the general strategy for conducting a training session;
· taking into account the fact that the introduction of electronic educational resources into the set of training aids, computer training programs requires a revision of all components of the system and a change in the general teaching methodology;
provision high degree individualization of education;
ensuring sustainable feedback in education, etc.
The application of general didactic principles of teaching and the implementation of the indicated requirements for the use of ICT in the educational process will help improve the quality of training. Therefore, they should be considered in the context of the goals of education and scientific understanding of practice. educational activities based on the principles of expediency and efficiency of using ICT in the educational process.
ICTs expand the possibilities of the educational environment, both with a variety of software tools and methods for developing the creativity of students. Among such software tools are modeling programs, search, intellectual training, expert systems, programs for conducting business games. In fact, in all modern electronic textbooks, the emphasis is on the development of creative thinking. To this end, they offer tasks of a heuristic, creative nature, pose questions that cannot be answered unambiguously, etc. Communication technologies make it possible to implement methods that activate creative activity in a new way. Students can join discussions that are held not only in the classroom or in the classroom, but also virtually, for example, on the websites of periodicals, training centers. Students of various educational institutions can participate in the implementation of joint creative projects.
The use of laboratory equipment makes it possible to organize a demonstration experiment in real time, which enhances the understanding of the material and its assimilation. The use of satellite technologies allows moving to a higher level of using information and communication technologies in the educational process.
The use of ICT in the education system actualizes their communicative component. The penetration of computer telecommunications into the field of education initiated the development of new educational technologies, when the technical component of the educational process leads to a significant change in education. The development of computer telecommunications in education initiated the emergence of new educational practices, which in turn contributed to the transformation educational system generally. The boundaries of the educational sphere, localized by the institutional, temporal and spatial framework, have been significantly expanded through the introduction of telecommunication technologies in the educational process.
Learning models that use information and communication technologies can be characterized as follows:
· Study model. Studying and mastering the computer, the user interface, the program. The development of tools, tools.
· existence model. Simulation software environments. Games, simulators, Internet.
· Own information management model. Formation and accumulation information materials in the sense of accumulation, organization of their storage, updating, etc.
· Process control model. Management of laboratory experiments.
· Model of creativity. Computer as a tool of knowledge and creativity.
· communication model. Distance communication, training and education.
· view model. Satisfying your own curiosity
· Information acquisition model. Search for information using electronic encyclopedias and guides.
· Model of mediated interaction. Participation in projects does not necessarily involve the direct use of a computer.
Typology of information and communication technologies,
used in education
Information presentation technologies. Informatization of the primary level of education. Informatization of natural science education
For enough short story Informatics has already created a huge number of different information technologies, and with the development of many of them, necessary and useful, modern man almost always late in various activities. Often such is the fate of ICT professionals who have time to master them only in their narrow professional field. In order not to feel helpless in the modern information world, it is necessary to constantly “feed” oneself by studying new technologies.
1) information presentation technologies (multimedia, hypertext, virtual reality);
2) technologies for structuring information and artificial intelligence systems (databases and knowledge, expert training systems);
3) communication technologies (networks different levels, telecommunications).
Let's consider each direction separately.
Information presentation technologies
The information resource - the knowledge accumulated throughout the history of mankind - has so far been mainly preserved in a passive form, in the form of printed materials. With the advent of information technologies based on modern computers as new means of working with information, it became possible to transfer information from a passive form to an actively functioning resource based on such technologies as, for example, multimedia and hypertext (hypermedia) technologies.
Multimedia is a rapidly developing modern information technology that allows you to combine information of various types, such as text, sound, graphics, animation (animation) and video. As a result, such a presentation of information is provided in which a person perceives it with several senses at once, combined with the use of large amounts of information, quick access and interactive opportunities for working with it, which predetermines qualitatively new opportunities for improving the efficiency of education when, for example, creating educational materials completely new type.
Another technology in this direction is hypertext technology. Hypertext is a text structured in a special way, arranged in a non-linear manner, in the form of separate fragments that are linked to each other by means of links, as a result, the text is arranged as if in a branching tree. Links make the process of quoting any text sources extremely simple. At the same time, we are not talking about quoting in the usual sense adopted for books and magazines on paper, but about the possibility to immediately get the full text of the source with one movement of the computer mouse. As a result, the very way of presenting texts changes, the need for quotations in the usual sense disappears, and only links remain in the text that allow you to immediately get the necessary explanation to it, the information turns out to be, as it were, folded in time and space.
In combination with multimedia hypertext, they form hypermedia means (hypermedia - super-environment). In this case, hypertexts contain not only textual, but also various visual and audio information. The carrier of hypermedia information is usually a special optical CD that allows you to store large volumes of structured information of various types, which is read using a laser.
The use of hypermedia technology in the educational process makes it possible to increase the effectiveness of learning by stimulating the greatest number of sensations in the trainee, the possibility of modeling various objects, phenomena and processes and their interactive control, the formation of trainee skills to work with various types information and its free manipulation, the possibility of expanding and collapsing the branches of information in space and time, which implies the implementation of a wide range of educational influences.
The practical implementation of hypermedia systems has led to the emergence e-books, which can be conditionally divided into four classes: encyclopedic, informational, teaching, examining.
An electronic textbook is a software and methodological complex that provides an opportunity to independently or with the partial participation of a teacher to master a training course or its section using ICT. Each electronic textbook usually has information (content), training (exercises to consolidate the acquired knowledge) and testing (customizable bank of questions, testing module itself, expert module for analysis and evaluation) parts.
The complexity of the practical use of e-books and textbooks is mainly due to their purpose for self-study. They contain a large amount of branched additional information, and each student chooses his own route for studying the material, so they do not always fit into the outline of the traditional class-lesson educational process.
Despite the complexity of development and implementation, a new technology of non-contact information interaction is becoming more and more widespread for educational purposes - virtual reality, which creates the illusion of direct entry and presence in the real behind-the-screen world using complex multimedia operating environments and special devices. This developing technology seems to be a fundamentally different, future stage in the development of hypermedia tools. The user's contact with the virtual reality system is carried out with the help of telemonitor glasses and a special device - a joystring, which creates the effect of force feedback and provides communication with gestures using a glove interface.
The implementation of virtual reality technology for educational purposes contributes to the formation of experience in simulating, designing, modeling objects, phenomena and processes of the objective world; the development of visual-figurative, theoretical thinking, which allows the student to study not only objects and phenomena of the reality surrounding us, but also those that are in reality irreproducible or difficult to reproduce (space flights to other planets, new surgical operations, observations of complex natural phenomena and etc.).
Knowledge of the virtual world, inside which a person gets in the process of working with the system, develops imagination, abstract thinking helps to understand and realize the essence of the most unique phenomena and processes. The main difficulties in introducing virtual reality technology are the complexity and high cost of software tools for creating computer software products, as well as the need to use expensive equipment.
Information Technology (IT) information technology, IT) - a wide class of disciplines and fields of activity related to technologies for managing and processing data, as well as creating data, including with the use of computer technology.
AT recent times Information technology is often referred to as computer technology. In particular, IT deals with the use of computers and software to store, transform, protect, process, transmit and receive information. Computer technicians and programmers are often referred to as IT professionals.
According to the definition adopted by UNESCO, IT is a complex of interrelated scientific, technological, engineering disciplines that study methods for the effective organization of the work of people involved in the processing and storage of information; computer 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. IT itself requires complex training, high initial costs and knowledge-intensive technology. Their implementation should begin with the creation of software, the formation of information flows in specialist training systems.
The main features of modern IT:
storage of large amounts of information on machine media;
transmission of information over long distances in a limited time.
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Performance at m / o
history teachers
Spartakovskaya ZOSH
Definition and methods of informatization of the learning process.
The task of accumulating, processing and exchanging information faced humanity at all stages of its development and in all areas of activity, in particular, in the learning process. Naturally, in connection with this, information support for the learning process is created - a system of forms and methods for displaying it on some kind of information carrier.
For quite a long time, the main carrier of this provision and the main tool for solving the problems of accumulating, processing and disseminating the information received were the human brain, language and hearing.
The situation has changed radically with the advent of computers. True, at first they were used mainly as large automatic adding machines.
A fundamentally new step was taken when they switched from using computers to solve individual problems to using them for the system automation of certain completed areas of human activity in information processing.
Of decisive importance for the effectiveness of systems of this kind is the fact that they rely on automated information bases. This means that the information needed to solve the tasks for which the system is designed is constantly stored in the computer's memory.
We will distinguish between the processes of computerization and informatization of the learning process.
Computerization learning is the process of equipping relevant institutions with modern computer technology.
Informatization learning is a process aimed at the optimal use information support learning with a computer. It is pedagogical in the sense that it solves pedagogical tasks. The list of these tasks, the optimality criterion, the input data and the required results - all this is determined by the learning process.
Computerization is a necessary condition for informatization, but not a sufficient one. The computer is a tool, the use of which should lead to fundamental changes in the learning process.
Since learning is the transfer of information to the student, then, following the definition of academician B.N. Glushkov (information technology - processes associated with the processing of information), information technology has always been used, i.e. any pedagogical technology- information. When computers began to be widely used in education, the term "new information technology of education" appeared.
In education, "pedagogical technology" and "information technology" are, in a certain sense, synonymous.
It is possible to speak about a new information technology of education only if it:
- satisfies the basic principles of pedagogical technology (preliminary design, reproducibility, goal setting, integrity);
- solves problems that were not previously theoretically or practically solved in didactics.
At the same time, a computer is a means of preparing and transmitting information to a student.
Information support of the learning process should holistically, systematically describe all its components, make it possible in each of its links to optimally solve the necessary didactic tasks based on new information technologies.
The vast majority of guidelines on the use of computers and new information technologies in the learning process one to one correspond to well-known guidelines for the use of TCO in the classroom. The teacher himself determines what, where and when to apply, based on these instructions and personal experience.
Informatization of the learning process is designed to ensure that the teacher, when planning his activities, based on the patterns, principles of learning and computer recommendations, will choose the best option for it.
Therefore, we should not talk about individual methods of informatization, but about a system of methods that, in their totality, cover all the characteristics of the learning process.
We will call the method of informatization of the learning process such an interconnected activity of the entire school team (administration, teachers, psychologists, medical workers, etc.), which is oriented in advance to the optimal use of information support for the learning process using a computer.
Consider a group of ways to informatize the learning process.
- Building an optimal curriculum schools.
- Construction of electronic models of school textbooks.
- Building a complete intra-school pedagogical monitoring.
- Construction and implementation of a complete intra-school psychological monitoring.
- Construction and implementation of a complete intra-school monitoring of health and physical development students.
- Predicting the learning outcomes of students and the class as a whole.
- Optimization of the distribution of study time within the subject and in the class as a whole.
- Differentiated and individual approach to students.
- Optimal selection of forms and methods of work in the lesson.
- Building an optimal system of lessons and each lesson on the topic.
- The optimal combination of management and self-management of educational and cognitive activities in the classroom.
- Current analysis, introspection and operational regulation of the learning process.
- Thematic analysis, introspection and strategic regulation of the learning process.
Today in pedagogy there is a situation where it is impossible in the old way, but it is not possible in the new way. Despite attempts to change the content and the education system itself, there are still many unclear and contradictory things in pedagogical theory and practice. Scholars characterize the modern period in different ways. I.A. Kolesnikova calls it the era of change in pedagogy (from classical to non-classical). E.A.Yamburg speaks about the “paradigm conflict”. A.G. Asmolov, M.A. Gusakovsky, V.V. Kraevsky, V.V. Serikov, V.I. Slobodchikov and others write about the crisis of humanitarianism, which is interpreted as a crisis of rationality and integrity.
Thus, in the conditions of informatization of education, information technologies play an important role, allowing the modern teacher to modernize the educational process.
Psychophysiological features of younger students
Junior school age - beginning school life. Entering it, the child acquires the internal position of the student, educational motivation. Educational activity becomes the leading one for him. Throughout the entire period, the child develops theoretical thinking; he receives knowledge, skills, skills - creates the necessary basis for all subsequent training. But the meaning learning activities this does not end there: the development of the personality of a junior schoolchild directly depends on its effectiveness.
School performance is a criterion for evaluating a child as a person by adults and peers. The status of an excellent student or underachiever is reflected in the child's self-esteem, self-respect and self-acceptance. Successful study, awareness of one's abilities, skills to perform various tasks qualitatively lead to the formation of a sense of competence - a new aspect of self-knowledge, which is called theoretical reflective thinking, can be considered the central neoplasm of the younger school age. If a sense of competence in educational activities is not formed, the child's self-esteem decreases, a feeling of inferiority arises, and compensatory self-esteem and motivation may develop.
At primary school age, the following psychological neoplasms are formed:
- Memory acquires a pronounced arbitrary character. Changes in the field of memory are connected with the fact that the child first begins to realize a special mnemonic task. Secondly, there is an intensive formation of memorization techniques. From the most primitive methods (repetition, careful long-term consideration of the material) at an older age, the child moves to grouping, comprehending the connections of different parts of the material.
- In the field of perception, there is a transition from the involuntary perception of a preschooler to purposeful voluntary observation of an object that is subject to a specific task.
- Also at this age, children develop the ability to focus on little interesting things. This contributes to the development of the will. Teaching always requires a certain inner discipline.
- The student's thinking begins to acquire an abstract and generalized character. In the learning process, not only the assimilation of individual knowledge and skills takes place, but also their generalization and, at the same time, the formation of intellectual operations (analysis, synthesis, reasoning, comparison, etc.)
- Prerequisites for the development of a sense of competence and skill are being formed.
Knowledge of the psychophysiology of children of primary school age is important for the teacher, since the purposeful pedagogical influence of teachers is the determining factor in the development of students during this period.
Orientation to the properties of the individual, its formation, its development in accordance with natural abilities is the modern paradigm of education. In the context of economic and technological growth in the country, the vision of the result of education is also changing, which can only be achieved using modern approaches, technologies, and methods. The younger students are already early stages education must master the information culture in order to achieve positive results at the II and III levels in the conditions of modern requirements.
Concept and general characteristics information technologies
To understand the role of information technology in education, it is necessary to understand the essence of this concept.
“Information technology is a set of knowledge about the ways and means of working with information resources, and a way of collecting, processing and transmitting information to obtain new information about the object under study” (I.G. Zakharova).
Information technology is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video tools, computers) to work with information.
Computer technology is aids in the learning process, since the transfer of information is not the transfer of knowledge.
In foreign practice, the following classification of computer learning technologies has been adopted:
- Computer software training - provides the implementation of the mechanism with the help of appropriate computer programs;
- Learning with a computer independent work learning new material with various means, including the computer;
- Computer-based learning - the use of software tools that ensure effective independent work of students;
- Computer-based learning is a variety of forms of transferring knowledge to trainees.
- Assessment using a computer - knowledge transfer, in the presence of a special system for assessing the quality of knowledge assimilation;
- Computer communications - software of information technologies of training and educational technologies are built as subsystems.
The main potential of modern computers is, firstly, the huge possibilities of the global Internet, and secondly, the application software included in the Microsoft Office package.
Internet properties:
- A source of various kinds of information (knowledge), contributing to the expansion of the information field. It provides an opportunity for self-education and the acquisition of new information.
- The ability to quickly and efficiently exchange information between colleagues using e-mail.
Functions of Microsoft Office applications:
- Microsoft Word is a program designed for printing and editing any text. What gives Word? Firstly, the production of handouts (control, independent work, tests, etc.); those. a personal task increases the perception and understanding of the task by students; secondly, it is an opportunity to qualitatively engage in the design of creative works (reports, projects, abstracts, etc.).
- Microsoft Excel - this program is the best assistant for teachers educational field"Mathematics", as well as those who present information in the form of tables.
- Microsoft Access is a program designed to create databases.
- Microsoft Publisher is a program designed for making diplomas, business cards, invitations, calendars, etc.
- Paint is a drawing program.
- Microsoft PowerPoint is a presentation program.
Thus, the use of new information technologies in education has two main aspects: a computer as a subject of study and a computer as a learning tool. These aspects are closely interrelated in the learning process, because any communication with a computer involves both.
The use of computer technologies is justified when they are effective, i.e. allow: for the same costs of the subjects of the educational process to receive higher educational outcome, or get the same result at lower costs of the subjects of the educational process.
The information culture of primary school students is an integral part of the result of education
Information is knowledge. A person can do the following with information: store, process and transmit. These are the basic information processes.
Under information culture refers to the ability to purposefully work with information (search, selection, creation and replication) and use it to receive, process and transmit by means of informatization and information technology.
The same is required Federal component state standard primary education and national-regional component of primary general education Sverdlovsk region.
From the FC GS “As a result of mastering the subject content of primary general education, students get the opportunity to acquire general educational skills, skills, master methods of activity, including working with information.”
“The priority of primary general education is the formation general educationskills, the level of development of which largely determines the success of all subsequent training.
Highlighting interdisciplinary connections in the standard contributes to the integration of subjects, the prevention of subject disunity and overload of students.
Development personal qualities and abilities of younger schoolchildren is based on their acquisition of experience in a variety of activities: educational, cognitive, practical, social. Therefore, in the standard, a special place is given to the activity, practical content of education, specific methods of activity, the application of acquired knowledge and skills in real life situations.
The regional component of primary education in the Sverdlovsk region states that primary school graduates must have the following competencies:
- Readiness for constant work on oneself to master the culture of educational and labor activity.
- Demonstration of interest in the knowledge of the surrounding world, natural, socio-cultural characteristics of the region.
- The ability to concentrate the will and patience in overcoming the difficulties that arise in educational activities and in relationships with different people.
- Conscious and safe use of basic technical means in everyday life.
In this way information culture primary school students is an integral part of the result of their education, but a number of students have special abilities, which will be discussed in more detail below.
The influence of information technology on the development and learning of younger students
At present, forms of human interaction with a computer have become integral part education.
The computer can be used at all stages of the learning process: when explaining (introducing) new material, consolidating, repeating, controlling ZUN.
At the same time, for the child, he performs various functions: a teacher, a working tool, an object of study, a collaborating team, a leisure (play) environment.
In the function of a teacher computer presents:
- a source of educational information (partially or completely replacing the teacher and the book);
- visual aid (a qualitatively new level with multimedia and telecommunication capabilities);
- individual information space;
- training apparatus;
- means of diagnostics and control.
In the function of the working tool computer appears as:
- a means of preparing texts, their storage;
- text editor;
- plotter, graphic editor;
- a computer of great potential (with the presentation of the results in various forms);
- modeling tool.
Learning object function the computer performs at:
- programming, teaching a computer to given processes;
- creation of software products;
- application of various information environments.
collaborating team is recreated by a computer as a result of communication with a wide audience (computer networks), telecommunications in the INTERNET.
LeisureWednesday organized with:
- game programs;
- computer games over the network;
- computer video.
The work of a teacher in computer technology includes the following functions:
- Organization of the educational process at the level of the class as a whole, the subject as a whole (schedule of the educational process, external diagnostics, final control).
- Organization of intra-class activation and coordination (arrangement of jobs, briefing, management of the intra-class network, etc.).
- Individual observation of students, provision of individual assistance, individual contact with the child. With the help of a computer, ideal variants of individual learning are achieved using visual and auditory images.
- Preparation of components of the information environment (various types of educational, demonstration equipment, software and systems, educational visual aids, etc.), their connection with the subject content of a particular training course.
Attachment 1 project "The use of information technology in the educational process of elementary school"
Appendix 2 multimedia presentation for the project "The use of information technologies in the educational process of elementary school"
Speech at the pedagogical council
deputy Director for SD Lysak M.I.
Use of ICT in the educational process
Modernization concept Russian education focuses on the need to form information competence as one of the main indicators of the quality of education. Competence in the field of information and communication technologies (ICT) is one of the priority goals of education. The possibility of its formation is directly related to the vigorous activity of students in the information computer environment. The use of information and communication technologies (ICT) in the educational process is an urgent problem of modern vocational education.
The use of information and computer technologies opens up new opportunities for the teacher in teaching their discipline. The study of any discipline using ICT gives students the opportunity to reflect and participate in the creation of lesson elements, which contributes to the development of students' interest in the discipline. The introduction of ICT in the educational process is designed to increase the efficiency of lessons, free the teacher from routine work, increase the attractiveness of the presentation of the material, differentiate the types of tasks, and diversify the forms of feedback.
Today, it is necessary that every teacher in any taught discipline be able to prepare and conduct a lesson using ICT, as now the teacher has the opportunity to make the lesson more vivid and exciting. The use of ICT in the educational process is one of the ways to increase learning motivation. ICT contributes to the development of the creative personality not only of the student, but also of the teacher, helps to realize the main human needs - communication, education, self-realization.
The use of computer technology is not the influence of fashion, but a necessity dictated by the current level of development of education.
With the help of ICT in the classroom, you can:
- make the learning activities of students more meaningful;
- make the learning process more attractive and modern for students;
- do educational information for perception more interesting by attracting visual images;
- improve the quality of education, the desire to learn;
- make the lesson visual, dynamic.
It is known that the most effective method teaching is a visual demonstration and a synchronous explanation of the material being studied. Classical and integrated lessons, accompanied by multimedia presentations, on-line tests and software products, allow students to deepen the knowledge gained earlier, as the English proverb says - "I heard - and forgot, I saw - and remembered." Using animation in slides allows the teacher give students a clearer idea of what they heard in the lesson Students enjoy immersing themselves in the lesson material Increased motivation and cognitive activity is achieved due to the variety of forms of work, the possibility of including a game moment: if you solve the examples correctly, open the picture, insert all the letters correctly, you will move closer to the goal fairy tale hero. The computer gives the teacher new opportunities, allowing, together with the students, to enjoy the exciting process of learning, not only pushing the walls with the power of imagination study room, but with the help of the latest technology allows you to immerse yourself in a bright colorful world. Such an activity causes an emotional upsurge in students, even lagging behind students willingly work with a computer. The computer does not replace live communication with the teacher and other sources of information, however, given the interest of students in the Internet, it increases their interest in studying the discipline.
According to scientists, a person remembers 20% of what he hears and 30% of what he sees, and more than 50% of what he sees and hears at the same time. Thus, facilitating the process of perceiving and remembering information with the help of vivid images is the basis of any modern presentation. As the great teacher K.D. Ushinsky wrote: “If you enter a class from which it is difficult to get a word, start showing pictures, and the class will speak, and most importantly, speak freely ...”.
One of the advantages of using ICT in education is to improve the quality of education due to the novelty of activities, interest in working with a computer. The use of ICT in the classroom significantly increases its effectiveness, speeds up the process of preparing for the lesson, allows the teacher to fully show their creativity, provides visibility, attracts a large number of didactic material, increases the amount of work performed in the lesson by 1.5–2 times.
The use of ICT opens up didactic opportunities related to the visualization of the material, its "revival", the ability to make visual journeys, the ability to visualize those phenomena that cannot be demonstrated in other ways, and allow you to combine control and training procedures.
"The golden rule of didactics is visibility" (Jan Kamensky). Multimedia systems make it possible to make the presentation of didactic material as convenient and visual as possible, which stimulates interest in learning and eliminates gaps in knowledge.
Teachers make extensive use of ICT in their work. It is possible to single out the main directions of using computer technologies in the classroom:
Visual information (illustrative, visual material);
Demonstration material (exercises, reference diagrams, tables, concepts);
Training apparatus;
Control over the skills of students.
When preparing for a lesson using ICT, teachers do not forget that this is a lesson, which means that the lesson plan is based on its goals. When selecting educational material, they observe the basic didactic principles: systematic and consistent, accessibility, differentiated approach, scientific character, etc. At the same time, the computer does not replace the teacher, but only complements him. Teachers use electronic resources for educational purposes: presentations for lessons, logical games, test shells, Internet resources. They use information technologies at all stages of the lesson: when explaining new material, consolidating, repeating, generalizing, monitoring, conducting physical minutes, extracurricular activities, etc.
The use of Internet resources allows students to present a unique range of materials for the lessons of the world around them, conduct excursions in geography and literature lessons, make virtual trips to the museums of writers and artists, learn even more about their biography and work, get the opportunity to get acquainted with works that are not always can be found in printed visual aids.
Integration of a regular lesson with a computer allows the teacher to transfer part of his work to the PC, while making the learning process more interesting, varied, and intense. In particular, the process of writing down definitions, theorems and other important parts of the material becomes faster, since the teacher does not have to repeat the text several times (he displayed it on the screen), the student does not have to wait until the teacher repeats exactly the fragment he needs.
The use of ICT in education opens up great opportunities for creating qualitatively new forms and methods of preparing students for further education. Great help in preparing and conducting lessons is provided to the teacher by the Microsoft Office package, which includes, in addition to the well-known word processor Word, also Microsoft Power Point electronic presentations. Electronic presentations enable the teacher with minimal preparation and little time to prepare visualization for the lesson. Lessons compiled using Power Point are spectacular and effective in working with information.
In the lessons of history and literature, the use of ICT allows the use of a variety of illustrative and informational material. Moreover, the students themselves find the material on the Internet, make presentations. Thus, ICT develops the independence of students, the ability to find, select and arrange material for the lesson. Lessons in a computer class develop the ability of students to work with a computer, independently solve educational problems. With the help of a multimedia project, slides created in Microsoft Power Point are demonstrated. The use of ICT in Russian language lessons allows diversifying the forms of work, the activities of students, activates attention, and increases the creative potential of the individual. The construction of diagrams, tables in the presentation allows you to save time, more aesthetically arrange the material. Tasks with subsequent verification activate the attention of students, form spelling vigilance. The use of crossword puzzles, illustrations, drawings, various entertaining tasks, tests, bring up interest in the lesson; make the lesson more interesting.
During the lesson, the computer is used to activate cognitive activity students. A variety of illustrative material, multimedia models raise the learning process to a qualitatively new level: it is much more interesting for a modern student (teenager) to perceive information in this form than with the help of outdated charts and tables.
In mathematics lessons, teachers use presentations created on their own or successful, found on the Internet, but additionally reworked for their contingent of students, which allows:
Demonstrate to students neat, clear patterns of design solutions;
Demonstrate absolutely abstract concepts and objects;
Achieve the optimal pace of work of students;
Increase the level of visibility during training;
Learn more material
Show students the beauty of geometric drawings;
Increase cognitive interest;
Introduce elements of entertainment, enliven the learning process;
Achieve the effect of rapid feedback.
The intensity of the mental load in mathematics lessons allows students to maintain interest in the subject being studied throughout the lesson.
With the help of ICT, today it has become possible to control the knowledge of students. The use of non-standard forms of knowledge control is one of the ways to form a positive motivation for the learning process and improve the quality of education. The use of the Main Test program allows you to control the knowledge of students in an unusual form using a test that can be created by the teacher himself. The use of tests helps not only to save the teacher's time, but also allows students to assess their knowledge and their capabilities themselves. Tests are tasks consisting of a series of questions and several answers to them for choosing one correct one in each case.
With their help, you can:
Check a large amount of studied material in small portions;
Quickly diagnose the mastery of educational material by a large array of students.
The use of computer testing increases the efficiency of the educational process, activates the cognitive activity of students, and enables quick feedback from the teacher to the student. An important advantage is that each student receives an assessment immediately after completing the test, which, on the one hand, eliminates doubts about the objectivity of the results among the students themselves, and, on the other hand, significantly saves the teacher's time on checking tests.
We have in educational institution out of 26 teachers, 20 teachers use ICT in lessons, which is 76.9%, but if we take into account that this is not always acceptable in physical education lessons, then 84.6%. In the lessons of industrial training, mainly masters use a demonstration of the implementation of any processing techniques. Lessons attended, thematic cool watch and extracurricular activities on the subject are proof of this.
E.P. Dorina literature, the topic of the lesson “Traditions of L.N. Tolstoy in modern prose about the war”, classroom hour literary and musical composition “We drank life to the bottom and died for this life, not bowing to lead”. Writers in the fight against the enemy. The teacher used a variety of illustrative and informational material and musical accompaniment of the lesson and event.
ON THE. Ushankov lesson of English language"Countries of the studied language". Presentation, sights of each country, which allows you to learn more about it, interest in the language being studied. Classroom hour“Maslenitsa”, learned the traditions of Russia, shots from the film “The Barber of Siberia” demonstrate celebrations during Shrovetide week, fistfights, which makes the lesson and the event visual, dynamic.
IN AND. Shakhbanova materials science "Copper and its alloys" presentation on the properties of copper, its alloys and application in industry.
I.Yu. Mogilin lesson topic "Working in Photoshop", each lesson the teacher conducts using presentations or demonstrates a sequence of actions using an interactive whiteboard.
S.N. Azarov physics conference "About great scientists physicists". The life and achievements of famous scientists, the students prepared presentations and demonstrated their achievements.
R.I. Melnikova, V.V. Melnikov intellectual game by profession "There is a contact." The presentation of the questions of the game is designed in such a way that after the students answer, the correct answer to the question is shown on the screen. This allows them to control the correct result andto form readiness for cognitive independence not only in educational, but also in other situations.
M.V. Bespalov's history lesson "Abolition of serfdom", a variety of illustrative and informational material is presented in the form of a presentation. T.B. Shcherbinina, the lesson of literature “About love”, the teacher used a variety of illustrative and informational material and musical accompaniment of the lesson, whichimproves the quality of students' knowledge.
T.I. Besedina social science lesson, section "Economics", topic "Demand". Applied, presentation when presenting new materialforms a stable cognitive interest of students in the study of the subject.
The use of information and communication technologies in the work gives:
For the student: increasing the motivation for learning; increase in cognitive interest; the formation of an active subjective position in educational activities; formation of information, communication competencies; development of the ability to set a goal, plan their activities, control the result, work according to the plan, evaluate their learning activities, identify problems of their own learning activities; formation of cognitive independence of students.
To the teacher: non-standard attitude to the organization of the educational process; the possibility of creating conditions for individual independent learning of students, the development of information and communication competence of students, cognitive activity, independent work on the collection, processing and analysis of the results; formation of motivational readiness for cognitive independence not only in educational, but also in other situations.
The approach in which learning takes place using the means of information and communication technologies is the most realistic way to ensure positive motivation for learning, the formation of a sustainable cognitive interest of students, improve the quality of knowledge, create pedagogical conditions for the development of students' abilities, involvement in independent creative activity.
Let's try to systematize where and how it is expedient to use information technologies in education, given that modern computers allow integrating texts, graphics, sound, animation, video clips, high-quality photographs, rather large volumes of full-screen video, the quality of which is not inferior to television, within one program:
1) when presenting new material - knowledge visualization (demo - encyclopedic programs; Power Point presentation program);
2) carrying out virtual laboratory work "Informatics" "Live Geometry"; "physics chemistry"
3) consolidation of the material presented (training - a variety of training programs, laboratory work);
4) system of control and verification (testing with evaluation, control programs);
5) independent work of students (training programs such as "Tutor", encyclopedias, developing programs);
6) with the possibility of abandoning the class-lesson system: conducting integrated lessons according to the project method, the result of which will be the creation of Web pages, the holding of teleconferences, the use of modern Internet technologies;
7) training specific abilities of the student (attention, memory, thinking, etc.);
8) distance learning.
Currently, the following trends are manifested in the development of the process of informatization of education:
1) system formation continuing education as a universal form of activity aimed at the constant development of the individual throughout life;
2) creation of a single information educational space;
3) active introduction of new means and methods of training focused on the use of information technologies;
4) synthesis of means and methods of traditional and computer education;
5) creation of a system of advanced education.
The content of the teacher's activity also changes; the teacher ceases to be just a "loudspeaker" of knowledge, becomes a developer new technology learning, which, on the one hand, increases his creative activity, and on the other, requires high level technological and methodological readiness. A new direction of the teacher's activity has appeared - the development of information technologies for teaching and software and methodological educational complexes.
In conclusion, it should be noted that in the information society, when information becomes the highest value, and the information culture of a person is the determining factor, the requirements for the education system and the professional activities of a teacher change. The power of a computer is determined by a person and the knowledge that he possesses. In the learning process, one must not only learn how to work on a computer, but also be able to purposefully use it to learn and create the world around us.
In the future, the continuation of work in the already outlined areas, in particular, the improvement of methods for using ICT in teaching various disciplines and in extracurricular activities. The main thing is that all this contributes to the achievement main goal- ensuring the modern quality of education on the basis of maintaining its fundamentality and compliance with the current and future needs of the individual, society, and the state. The use of ICT allows teachers and students of our technical school to keep up with the times. And this is especially important for students, because knowledge of a computer, the use of various programs, the ability to draw up and present the result of their work will be useful to them in their future professional activities, will help them become competent specialists.
