What does ict mean. What is information and communication technology

Anastasia Sergeevna Chulkova

Stakhanov city State Budgetary Educational Institution of LPR "Stakhanov

specialized school I - III steps

№9 named. A. Stakhanova

Application of information and communication technologies in education

Annotation: This work is a description of information and communication technologies (ICT) used in education. The tasks that can be solved by introducing ICT into the educational process are stated. Based on the popularization of this type of technology in teaching, the advantages and disadvantages of obtaining the necessary knowledge are given.

Keywords: Information, information and communication technologies, computerization, the world wide web, electronic resources.

Every year, modern society develops and progresses in almost all areas of our life. Thus, provoking the appearance huge amount information that cannot be stored only in your head or by writing it down "by hand" on paper. Information is a certain baggage of knowledge that people pass on from generation to generation, to each other, updating, processing and supplementing. It is impossible to imagine a modern person who would not strive to replenish his knowledge and improve the existing ones. Now there are many sources for obtaining information and, first of all, the main source, as well as accessible and, perhaps, irreplaceable, today is the Internet. The World Wide Web covers the global space, and computer technologies, which have the strongest influence in our time, make it possible to provide information support to absolutely everyone.

Where does knowledge begin? From education, of course. As the proverb says: "Learning is light, and ignorance is darkness." To be educated is to live a full life, it is to be a self-confident person, versatile, as well as to be useful to society. Thanks to the development of computerization, the emergence of new technology, information and knowledge have become available to everyone. Accessibility is the main indicator by which we simply have to be educated, replenish our "piggy bank" of knowledge and keep pace with the times.

Introduction of the latest technologies, informatization and computerization in this moment are an integral part of education and the educational process in general. Thus, "education" and "information and communication technologies" become one step in the acquisition of knowledge.

Information and communication technologies (ICT) in education are methods and techniques for collecting, transferring and storing information, as well as interaction between a teacher and a student, both in direct and reverse order in the system of the modern educational process.

Each teacher should possess at least the simplest ICT skills and be able to apply them in practice, and in the long term strive to master all kinds of knowledge in the use of information and communication technologies in their professional activities.

An important device in the application of ICT is a computer, on which everything necessary must be installed. software, and related equipment: projector, multimedia board, speakers, etc.

Such equipment allows you to visually provide information, and more accessible to convey to the masses with the help of: presentations, slideshows, tables, video and audio recordings, the necessary material, which is assimilated by visual perception much faster and in a larger volume. Using a multimedia board will make the lesson more interesting and colorful, and as we know, the child's brain perceives information better if it is presented in an entertaining form, therefore, the proposed material will be perceived with ease and better retained in memory.

The educational process should be structured in such a way that information and communication technologies complement, rather than replace, communication and the acquisition of new knowledge in the “teacher-student-teacher” chain.

With the development of computerization, education came to new level... This is associated with obtaining information from various sources, from anywhere in the world. Easy access to electronic resources (libraries, repositories, archives, databases, etc.), allows you to draw knowledge, only if you have an Internet connection. The World Wide Web also allows the use of other widespread ICT technologies, such as: online lessons, tests, Olympiads, courses, conferences, consultations and much more.

Information and communication technologies are an indispensable assistant for distance learning (interaction between a teacher and a student at a distance, while maintaining all the necessary components of the educational process). V online mode or with the use of e-mail there is an exchange of information, an uninterrupted learning process.

Electronic educational publications are a powerful source of knowledge. They are distributed in the global network, as well as stored and transmitted on removable media. An individual approach to such material gives a deep understanding and perception of independently studied material and verification of their knowledge.

Thus, from the foregoing, information and communication technologies in education can be classified according to the field of methodological purpose into:

Educational (obtaining knowledge, skills, ensuring a sufficient level of mastering the material).

Simulators (testing your knowledge, practicing skills, practice).

Information retrieval and reference (search for the necessary information).

Demonstration (visual perception of the necessary information).

Simulation (replacement by a model of a real object, which accurately describes the real system).

Laboratory (the ability to conduct experiments and experiments).

Modeling (drawing up a model of an object).

Calculated (automation of calculations, formulas, etc.).

Educational and game (the educational process is presented in the form of a game).

Problems that a teacher can solve with the help of ICT:

- improve the organization of the lesson and increase your individuality in learning;

To increase interest and productivity in self-preparation of students;

Increase motivation to learn;

In practice, work out all the benefits of using ICT;

Increase motivation to learn and acquire new knowledge;

To intensify the educational process;

Engage the student in research activities;

Provide learning flexibility.

In conclusion, I would like to say that in addition to the huge number of advantages of using information and communication technologies in education, there are some disadvantages, and the most important of them is the ability to use other people's materials, passing off as their own, so to speak - plagiarism. Borrowing ready-made abstracts, solved problems, reports and much more, reduces the effectiveness of training. Therefore, the use of ICT must be thoughtful and useful.

LIST OF USED SOURCES

Wikipedia.Free encyclopedia [Electronic resource], -

I.P. Norenkov, A.M. Zimin Information technologies in education. - M .: Publishing house of MSTU im. N.E. Bauman, 2004.

Yakovlev A.I. Information and communication technologies in education / A. I. Yakovlev // Information society... - 2001. - Issue 2. - S. 32-37.

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

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

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

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

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

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

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

Multimedia presentations are widely used by almost all teachers. They are convenient for both the teacher and the students. With basic computer literacy, you can create original teaching materials that captivate, motivate and focus students on successful results. The educational potential of multimedia presentations can be effectively used in foreign language classes to provide visual support for speech learning.

The benefits of multimedia presentations are as follows:

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

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

The resources of the network are an invaluable base for creating an information-subject environment, education and self-education of people, and meeting their personal and professional interests and needs. However, the availability of access to Internet resources in itself is not a guarantee of fast and high-quality language education. Methodologically illiterately constructed work of students with Internet resources can contribute to the formation of not only false stereotypes and generalizations about the culture of the country of the target language, but even racism and xenophobia.

Educational Internet - resources should be aimed at the integrated formation and development of:

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

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

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

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

In the English-language literature, there are five types online learning resources :

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

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

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

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

Trezha Hunt (treasure hunt), in addition to links to various sites on the topic under study, also contains questions about the content of each site. With the help of these questions, the teacher guides the students' search and cognitive activity. In conclusion, students are asked one more general question for a holistic understanding of the topic (factual material). A detailed answer to it will include answers to more detailed questions for each of the sites.

Subjecting a sample is the next level of complexity compared to treasure hunt. Also contains links to text and multimedia materials on the Internet. After studying each aspect of the topic, students need to answer the questions posed, but the questions are not aimed at the actual study of the material, but at the discussion of discussion topics. Students need not only to familiarize themselves with the material, but also to express and argue their opinion on the discussed discussion issue.

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

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

The possibilities of educational Internet resources are most fully manifested in profile training and elective courses, when it is the foreign language communicative competence, and not the knowledge of the language, that plays a leading role in the educational process.

The latest information and communication technologies are taking more and more place in the life of a modern person. Their use in foreign language lessons increases the motivation and cognitive activity of students, broadens their horizons and allows the use of a personality-oriented technology of interactive teaching of a foreign language, i.e. learning in interaction.

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

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

Information and communication technologies are both a means of presenting material and a controlling means. They provide high quality presentation of material and use various communication channels (text, sound, graphic, touch, etc.). New technologies make it possible to individualize the learning process in terms of the pace and depth of the course. Such a differentiated approach gives a great positive result, since creates conditions for the successful activity of each student, evoking positive emotions in students, and, thus, affects their learning motivation.

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

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

Multimedia presentations, e-learning programs and educational Internet resources have great educational potential.

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

I. Efremov

In practice, all technologies that use special technical information means (computers, audio, cinema, video) are called information technologies of teaching.

When computers began to be widely used in education, the term "new information technology of education" appeared.

Computer technologies develop the ideas of programmed learning, open up completely new, not yet explored technological learning options associated with unique opportunities modern computers and telecommunications. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the student, the means of which is a computer.

The use of information technology increases the effectiveness of the lesson by developing motivation for learning, which makes the learning process more successful.

Information technologies not only open up opportunities for variability of educational activity, its individualization and differentiation, but also allow to organize the interaction of all subjects of learning in a new way, to build an educational system in which the student would be an active and equal participant in educational activity.

Information technologies significantly expand the possibilities of presenting educational information, involve students in the educational process, contributing to the broadest disclosure of their abilities, enhancing mental activity.

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Information and communication technologies

Requirements for the level of training of participants in the educational process for the use of information and communication technologies.

ICT-based pedagogical lesson design.Main directions of use computer technology on lessons

The power of reason is infinite.

I. Efremov

In practice, all technologies that use special technical information means (computers, audio, cinema, video) are called information technologies of teaching.

When computers began to be widely used in education, the term "new information technology of education" appeared.

Computer technologies develop the ideas of programmed teaching, open up completely new, not yet investigated technological options for teaching, associated with the unique capabilities of modern computers and telecommunications. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the student, the means of which is a computer.

The use of information technology increases the effectiveness of the lesson by developing motivation for learning, which makes the learning process more successful.

Information technologies not only open up opportunities for variability of educational activity, its individualization and differentiation, but also allow to organize the interaction of all subjects of learning in a new way, to build an educational system in which the student would be an active and equal participant in educational activity.

Information technologies significantly expand the possibilities of presenting educational information, involve students in the educational process, contributing to the broadest disclosure of their abilities, enhancing mental activity.

Teachers of the Russian language and literature are especially cautious about the use of ICT in the classroom for obvious reasons.

The tasks facing the language teacher are in many ways different from the goals and objectives of other subject teachers. We more often than other subject teachers turn to questions of morality, we are more responsible for the formation and development of the child's inner world, more often we turn to the soul. By and large, our main goal is the formation of linguistic competence as the main means of socialization of a person, and at the same time the development of a creative person.

All this, of course, presupposes, first of all, work with text, with artistic words, with a book. Therefore, before a teacher - a language specialist who is going to use the capabilities of ICT in their lessons, the question always arises about the expediency of using them in the lessons of the Russian language and literature.

Using ICT in your lessons, it is necessary, first of all, to be guided by the principle of expediency.

It is advisable to use ICT in the classroom, firstly, in order to solve special practical problems:

Secondly, it is advisable to use ICT for organizing students 'independent work on the formation of fundamental knowledge of the school course, for correcting and taking into account students' knowledge.

It is interesting for students to work with simulator programs, working out the topics studied in the lessons, with controlling programs, tests.

Each student works at an individual pace and with an individual program, here you can easily apply the principle of differentiation. A weak student can, if desired, repeat the material as many times as required, and he does this with a greater desire than in ordinary lessons on working on mistakes. Strong students receive more difficult assignments or counsel weak ones.

Test control and the formation of skills and abilities with the help of ICT presupposes the possibility of quicker and more objective, than with the traditional method, to identify the degree of assimilation of the material and the ability to apply it in practice. This method of organizing the educational process is convenient and easy to evaluate in a modern information processing system.

Thirdly, the use of information technology, in particular multimedia,allows you to enhance clarity. Let us recall the well-known phrase of KD Ushinsky: “Children's nature clearly requires clarity. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; but associate twenty such words with the pictures - and the child will learn them on the fly. You explain to the child a very simple idea, and he does not understand you; you explain to the same child a difficult picture, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we don’t look for such classes), start showing pictures, and the class will start talking, and most importantly, will talk free…".

The use of ICT in the preparation and conduct of lessons allows to increase students' interest in the subject, academic performance and the quality of knowledge, save time for a survey, gives students the opportunity to study independently not only in the classroom, but also at home, and helps the teacher to improve their knowledge.

Another aspect should be touched upon: conducting the lesson itself using ICT. However well designed a lesson is, a lot depends on how the teacher prepares for it. The virtuoso conduct of such a lesson is akin to the work of a showman of some television show. The teacher must not only, and not so much (!), Confidently own a computer, know the content of the lesson, but lead it at a good pace, at ease, constantly involving students in the cognitive process. It is necessary to think over the change of rhythm, diversify the forms of educational activity, think about how to withstand a pause if necessary, how to ensure a positiveemotional background lesson.

Practice shows that, thanks to the use of ICT, the teacher saves up to 30% of class time than when working at the blackboard. He should not think that he will not have enough space on the blackboard, he should not worry about the quality of the chalk, whether everything written is clear. Saving time, the teacher can increase the density of the lesson, enrich it with new content.

Didactic materialpresented in a computer version solves several problems:

• increases the productivity of teachers and students in the classroom;

• increases the use of clarity in the lesson;

• saves the teacher's time when preparing for the lesson.

It is extremely interesting to work with the use of PowerPoint programs. It has a number of positive effects:

• enriches the lesson with clarity;
• psychologically facilitates the process of assimilation;
• arouses a keen interest in the subject of knowledge;
• broadens the general outlook of students;
• increases the productivity of teachers and students in the classroom.

An abundance of additional material on the net Internet allows you to create a bank of visual and didactic materials, tests, critical articles, abstracts, etc.

Listening to artisticelectronic literatureserves to demonstrate the professional performance of various kinds of literary works in order to demonstrate the beauty of the sounding word for instilling love for the native language and literature.

Electronic dictionaries and encyclopediasallow you to mobilely acquire additional knowledge and use it in the lesson.

Every teacher knows how to bring a lesson to lifeuse of video materials.

The use of ICT in literature lessons leads to a number of positive results:

• creation by the teacher and students of a media library, which includes presentations on biographies and works of writers;
• improves the quality of education;
• increases educational motivation and motivation for success;
• makes it possible to rationally distribute the lesson time;
• helps to clearly explain the material, make it interesting.

The use of ICT is effective in preparing and conducting various forms of a lesson by a teacher: a multimedia school lecture, a lesson - observation, a lesson - a seminar, a lesson - a workshop, a lesson - a virtual excursion. The organization of such excursions is possible to nature, to a museum, to the writer's homeland.

The use of computer technology allows:

• fill the lessons with new content;
• develop a creative approach to the material being studied and the world around them, students' curiosity;
• form elements information culture and information competence;
• instill the skills of rational work with computer programs;
• to maintain independence in the development of computer technologies.

Requirements for the level of training of participants in the educational process for the use of information and communication technologies

Knowledge of ICT greatly facilitates preparation for a lesson, makes lessons unconventional, memorable, interesting, more dynamic. The integration of ICT and modern pedagogical technologies can stimulate cognitive interest in the Russian language and literature, creating conditions for motivation to study these subjects. This is a rational way to improve the efficiency and intensification of learning and self-study, to improve the quality of education.

When using multimedia technologies, knowledge is acquired through different channels of perception (visual, auditory), therefore it is better assimilated and remembered for a longer period. K. Ushinsky noted that knowledge will be the stronger and more complete the big amount they are perceived by the senses.

Today, with the minimal equipment of classrooms, it is quite difficult to keep the constant interest of students. Often, the equipment in the lesson is texts, a textbook, a notebook, reproductions, which we clearly lack, and their appearance leaves much to be desired. ICT can provide a significant help in solving this problem, which make it possible to revive the lesson, arouse interest in subjects. And what is very important: lessons using multimedia technologies are a process of conscious assimilation of the material.

Practice shows that students today are ready for lessons in a variety of disciplines using information and communication technologies. For them, neither work with various editors (for example, with MS Word, MS Excel, Paint, MS Power Point), nor the use of Internet resources, nor computer testing is new and unknown. Most of the students have both an idea of ​​the capabilities of certain information and communication technologies, and specific practical skills. Consequently, the use of this knowledge and skills is advisable to ensure a unified approach to solving the problems presented to the school.

But for the implementation of a unified approach, it is necessary that the subject teacher be able to:

1.process text, digital, graphic and sound information for the preparation of didactic materials (options for assignments, tables, drawings, diagrams, pictures) in order to work with them in the lesson;

2. create slides on the given educational material using the MS Power Point presentation editor and demonstrate the presentation in the lesson;

3. use the available off-the-shelf software products in your discipline;

4. to use educational software (teaching, fixing, controlling);

5. search for the necessary information on the Internet in preparation for lessons and extracurricular activities;

6. organize work with students to find the necessary information on the Internet;

7. independently develop tests or use ready-made shell programs, conduct computer testing.

In the course of mastering information and communication technologies, the teacher raises his professional level and masters (sometimes simultaneously with the students) new tools for acquiring knowledge.

Based on the skills the children have, the teacher can and should gradually introduce the following forms of using ICT into their lessons:

Already starting from the 5th grade, it is possible to apply forms that do not require special knowledge of ICT from students, for example, computer forms of control (tests). During this period, the teacher can also conduct lessons based on presentations created by himself or by high school students.

Then you can practice working with multimedia textbooks on the subject at different stages of preparation and delivery of the lesson. During this period, ESM in subjects and electronic encyclopedias are perceived by students mainly as sources of information. It is advisable to use various kinds of ICT in preparation for tests and exams.

A lesson using computerized forms of control assumes the ability to test students' knowledge (at different stages of the lesson, for different purposes) in the form of testing using a computer program, which allows you to quickly and efficiently record the level of knowledge on a topic, objectively assessing their depth (the mark is set by the computer).

In the senior grades, an examination in a subject can already be carried out in the form of defense of design, research, and creative work with obligatory multimedia support.

Working with multimedia aids makes it possible to diversify the forms of work in the lesson through the simultaneous use of illustrative, statistical, methodological, as well as audio and video materials.

Such work can be carried out at different stages of the lesson:

As a form of homework check;

As a way to create a problem situation;

As a way to explain new material;

As a form of consolidation of what has been learned;

As a way to test knowledge during the lesson.

Lessons using a computer presentation are both lessons in explaining new material in an interactive mode, and a lesson-lecture, and a lesson-generalization, and a lesson-scientific conference, and a lesson-defense of projects, and an integrated lesson, and a lesson-presentation, and a lesson discussion in the mode of the Internet conference.

The lesson in the defense of design work is a unique way of realizing the creative potential of students, a way of creatively refracting their knowledge and skills in practice. The use of ICT in lessons of this type is one of the forms of material presentation, a way to activate listeners, and a reflection of the structure of a speech.

In all cases, ICTs perform the function of a "mediator", "which makes significant changes in the communication of a person with the outside world." As a result, the teacher and student not only master information technology, but also learn to select, evaluate and use the most valuable educational resources, as well as create their own media texts.

ICT-based pedagogical lesson design

In scientific and pedagogical literature and in specialized periodicals, articles and whole brochures about the use of multimedia technologies in the educational process appear more and more often. There are already hundreds of lists of electronic textbooks and other school aids. Their undeniable advantages are evident. Really,multimedia technologies are practical implementation methodological and theoretical foundations for the formation of a teacher's information culture.It is more and more difficult for a modern teacher to see himself in the educational process without the help of a computer.

Most teachers prefer to use one computer and a multimedia projector in order to maximize the visualization of the teaching process. This path is in many ways more advantageous: the problem is solvedhealth savings(the large screen removes the problem of restricting the student's work in front of the monitor screen); using a projector also allows you to more effectively manage the educational process.

However, the analysis of a significant number multimedia lessons-presentations, performed, as a rule, in the PowerPoint program, as well as fragments pulled from electronic teaching aids, show their extremely low teaching effect.The developers of these tutorials are not familiar with the featuresutterly new form conducting lessons.

Pedagogical design – systematic use of knowledge (principles) about effective educational work(teaching and learning) in the design, development, evaluation and use of teaching materials.

Meanwhile, the lesson, as a direct tool for the implementation of the basic ideas of information and communication technologies, requires the most careful development. It is the lessons that are the litmus test that show the effectiveness of this or that development. This is both the final result and the last stage of design, implementation of ideas laid down by the developers of certain technologies.

Preparation of such lessons requires even more thorough preparation than usual. Concepts such as lesson script, direction lesson - in this case, not just newfangled terms, but an important part of preparing for a class. When designing a future multimedia lesson, the teacher must think over the sequence of technological operations, forms and methods of presenting information on the big screen. It is worth immediately thinking about how the teacher will manage the educational process, how pedagogical communication in the lesson will be ensured, constant Feedback with students, developing learning effect.

Let's define a few more terms.

"Lesson with multimedia support"... It is quite obvious that this is the name of the lesson, wheremultimedia is used to enhance the teaching effect.

• In such a lesson, the teacher remains one of the main participants in the educational process, often the main source of information, and
• he uses multimedia technologies to enhance clarity, to simultaneously connect several channels for presenting information, for a more accessible explanation of educational material.
• For example, V.F.Shatalov's support abstracts technology acquires a completely new quality when given mode fragments of the "support" appear. At any time, the teacher can use hyperlinks to go to detailing the information, "animate" the studied material with animation, etc.

It is quite obvious that the degree and time of multimedia support for a lesson can be different: from a few minutes to a full cycle.

When designing a future multimedia lesson, the developer should think about what goals he pursues, what role this lesson plays in the system of lessons on the topic being studied or the entire training course. What the multimedia lesson is for:

• to study new material, present new information;
• to consolidate what has been passed, to develop educational skills and abilities;
• for repetition, practical application of the acquired knowledge, skills;
• for generalization, systematization of knowledge.

It should be immediately determined: thanks to which the teaching and upbringing effect of the lesson will be enhanced, so that the multimedia lesson does not become just a tribute to newfangled hobbies. Based on this, the teacher selects the necessaryforms and methods of conducting a lesson, educational technologies, methods of pedagogical technology.

A multimedia lesson can achieve maximum teaching effect if it is presented as a meaningful whole product, and not as a random set of slides. A certain list of oral, visual, textual information turns the slide into training episode ... The developer should strive to turn each of the episodes into an independentdidactic unit.

Cooking Slide tutorial episodeand treating it asdidactic unit, the developer must be clear about

• what educational tasks does he pursue in this episode,
• by what means he will achieve their implementation.

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

The use of clarity is all the more relevant because schools, as a rule, lack the necessary set of tables, diagrams, reproductions, illustrations. In such a case, the projector can be of invaluable help. However, the expected effect can be achieved if certain requirements for the presentation of clarity are met.

1. Recognizability visibility, which must correspond to the presented written or oral information
2. Dynamics presentation of clarity. Demonstration time should be optimal, and correspond to the educational information being studied at the moment. It is very important not to overdo it with effects.
3. Thoughtful algorithm video sequence images. Let us recall the lessons where the teacher closed (turned over) prepared visual aids in order to present them at the necessary moment. It was extremely inconvenient, it took the teacher's time, the pace of the lesson was lost. Multimedia tools provide the teacher with the ability to present the desired image with an instantaneous precision. It is enough for the teacher to think over in detail the sequence of presentation of images on the screen so that the teaching effect is as large as possible.
4. Optimal sizeclarity. And this applies not only to the minimum, but also maximum sizes, which can also have a negative impact on the educational process, contribute to faster fatigue of students. The teacher should be aware that the optimal image size on the monitor screen will never match the optimal image size on the large projector screen.
5. Optimal amount presented by images on the screen. You should not get carried away with the number of slides, photos, etc., which distract students, do not allow them to focus on the main thing.

When preparing an educational episode, the teacher will certainly face the problem of presenting a printed text ... It is necessary to pay attention to the following requirements for the text:

• structure;
• volume;
• format.

Screen text should act as a communication unit... He wears or

• subordinate character, helping the teacher to strengthen the semantic load,
• or is an independent unit of information that the teacher deliberately does not voice.
• It is quite natural when definitions appear on the screen terms, key phrases ... Often on the screen we see a kind of thesis lesson plan. In this case, the main thing is not to overdo it, not to clutter up the screen with text.

It has long been obvious that a large amount of writing is poorly perceived from the screen. The teacher should strive to replace the printed text with clarity whenever possible. In fact, this is also a text, but presented in a different language. Recall the definition text in encyclopedic reference books assequence of graphic or sound linguistic signs limited to a single purpose(lat ... Textus - connection ...).

It is also important how the printed text will be presented from the screen. As well as clarity, the text should appear at a time previously thought out by the teacher. The teacher either comments on the presented text, or strengthens the oral information presented to him. It is very important that the teacher does not duplicate the text from the screen in any way. Then the students will not have the illusion of an extra link of incoming information.

Although there may be cases where the duplication of printed text by a teacher or studentdidactically justified... This technique is used in primary school, when the teacher achieves an integrated approach to teaching, connecting various channels of perception. The skills of reading, verbal counting, etc. are improved.

Duplication of printed text is also mandatory at any age when conducting multimedia didactic games. By this, the teacher achieves equal conditions for all students: both those who are easier to perceive oral information, and easier to assimilate information in printed text.

While preparing a multimedia lesson, the developer must have at least basic ideas about color, colors , which can successfully affect the designcolor scripttraining episode. You should not neglect the recommendations of psychologists, designers about the influence of color on the cognitive activity of students, about the combination of colors, the optimal number of colors on the screen, etc. big screen are significantly different, and a multimedia lesson must be prepared first of all with the expectation of a projector screen.

The use in the lesson is also important. sound ... Sound can play a role

• noise effect;
• sound illustration;
• soundtrack.

As noise effectsound can be used to attract the attention of students, switch to another type of learning activity. Microsoft Office multimedia collection sound effects does not mean that they must be used. The noise effect must be didactically justified. For example, in the case of a multimedia educational game, an abrupt noise effect can be a signal to start a discussion of the question posed, or, conversely, a signal to end the discussion and the need to provide an answer. It is very important that the students are accustomed to this so that the sound does not cause them undue arousal.

Plays an important rolesound illustrationas an additional channel of information. For example, a visual representation of animals or birds may be accompanied by their growling, singing, etc. A drawing or photograph of a historical figure may be accompanied by his recorded speech.

Finally, sound can act as an educationalsoundtrackvisual image, animation, video. In this case, the teacher should carefully weigh how efficiently the soundtrack will be used in the lesson. What will be the role of the teacher during the soundtrack? It would be more acceptable to use sound like educational text in the course of self-preparation for the lesson. At the lesson itself, it is recommended to keep the soundtrack to a minimum.

Modern technologies, as you know, make it possible to successfully use fragments of video films in a multimedia lesson.Use of video information and animationcan greatly enhance the teaching effect. It is the film, or rather a small educational fragment, that most contributes to the visualization of the educational process, the presentation of animation results, and the simulation of various processes in real-time training. Where a fixed illustration does not help in learning, a table, a multidimensional moving figure, animation, a frame plan, a video plot and much more can help. However, when using video information, one should not forget about saving pace lesson. The video clip should be as short as possible, and the teacher needs to take care of ensuring feedback with students. That is, the video information should be accompanied by a number of developmental questions that challenge the children to dialogue and comment on what is happening. In no case should you allow disciples to turn into passive contemplators. It is preferable to replace the soundtrack of the video fragment with the live speech of the teacher and students.

Another aspect should be touched upon: the conduct of the multimedia lesson itself. However the lesson is designed, a lot depends on how the teacher prepares for it. The virtuoso conduct of such a lesson is akin to the work of a showman of some television show. The teacher must not only, and not so much (!), Confidently own a computer, know the content of the lesson, but lead it at a good pace, at ease, constantly involving students in the cognitive process. It is necessary to think over the change of rhythm, diversify the forms of educational activity, think about how to withstand a pause if necessary, how to ensure a positiveemotional background lesson.

Practice shows that, thanks to the multimedia accompaniment of classes, the teacher saves up to 30% of the study time than when working at the blackboard. He should not think that he will not have enough space on the blackboard, he should not worry about the quality of the chalk, whether everything written is clear. Saving time, the teacher can increase the density of the lesson, enrich it with new content.

Another problem is being removed. When the teacher turns to the blackboard, he inadvertently loses contact with the class. Sometimes he even hears a noise behind his back. In the mode of multimedia support, the teacher has the opportunity to constantly “keep his finger on the pulse”, see the reaction of the students, and respond in time to the changing situation.

One of the most significant changes in the structure of education can be characterized as a shift in the center of gravity from education to teaching ... This is not an ordinary "training" of students, not an extensive increase in knowledge, but a creative approach to teaching all participants in the educational process, and, above all, its main traditional tandem: teacher - student ... Cooperation between trainees and trainers, their mutual understanding is essential condition education. You need to create an environment interactions and mutual responsibility. Only if there is a high motivation of all participants in educational interaction, a positive lesson result is possible.

Information and communication technologies in the lessons of the Russian language and literature

The main directions of using computer technology in the classroom

• Visual information (illustrative, visual material)
• Interactive demo material (exercises, reference diagrams, tables, concepts)
• Training apparatus
• Testing

Basically, all these areas are based on the use of the program MS Power Point. What does it allow you to achieve in the classroom?

• Stimulating the cognitive activity of schoolchildren, which is achieved by the child's participation in creating presentations on new material, preparing reports, self-study additional material and preparation of presentations - supporting notes, when consolidating the material in the lesson;
• Contributing to a deep understanding of the studied material through the modeling of basic educational situations;
• Visualization of educational material;
• Integration with related disciplines: history, world art culture, music
• Increasing the motivation of schoolchildren's learning and consolidating interest in the subject under study;
• A variety of forms of presentation of educational material, homework, assignments for independent work;
• Stimulating the imagination of schoolchildren;
• Fostering the development of a creative approach when completing educational assignments.

Opportunities of media resources at the stage of preparation for the lesson

Let's consider specific examples of using media resources on lessons .

A modern literature lesson is impossible without comparing literary works with other types of art. This organic synthesis helps the teacher manage the flow of associations, awaken the students' imaginations, and stimulate their creative activity. The concrete-visual basis of the lesson makes it bright, spectacular and therefore memorable. In the methodological literature, a lot of experience has been accumulated in working with illustrations, reproductions, portraits and photographs, but the teacher is always faced with the problem of handouts.

Computer information technologies can help us solve this problem, which make it possible to prepare a presentation of illustrative and informational material (a set of slides-illustrations provided with the necessary comments for working in the lesson), create a website and thus generalize the material on the topic. Within the framework of this program, it is possible to organize at the lessons of literature, MHC, the development of speech, the comparison of illustrations, the comparison of works of different artists to the same work. During the lesson, pupils can not only get acquainted with portraits, photographs, illustrations, but also watch excerpts from films, listen to audio recordings, musical excerpts, and even go on excursions to the museum.

Preparation for such a lesson becomes a creative process, and the staginess, brightness, novelty of the computer elements of the lesson, in combination with other methodological techniques, make the lesson unusual, exciting and memorable.

The computer, of course, cannot replace the living word of the teacher in the lesson, the study of a work of art, creative communication, but it can become a good helper.

Educational computer programs for the Russian language can solve a number of problems:

• to increase the interest of students in the subject;
• improve the performance and quality of knowledge of students;
• save time on interviewing students;
• give students the opportunity to study independently, not only in the classroom, but also at home;
• help the teacher to improve their knowledge.

Possessing information and communication technologies, the teacher has the ability to create, replicate and store didactic materials for the lesson (test papers, handouts and illustrative material). Depending on the level of the class, the tasks assigned to the lesson, the once typed version of the tasks can be quickly modified (supplemented, compressed). In addition, printed didactic materials look more aesthetically pleasing.

Information and communication technologies significantly expand the range of search for additional information in preparation for the lesson. Through Internet search engines, you can find both fiction and literary texts, biographical materials, photographic documents, illustrations. Of course, many works require verification and editorial revision. We do not urge them to be used in full, but some fragments of articles can be useful in the development of didactic materials for the lesson, and suggest the form of the lesson.

The most effective form of work is working with a training presentation.

Presentation is a form of presentation of material in the form of slides, on which tables, diagrams, figures, illustrations, audio and video materials can be presented.

In order to create a presentation, it is necessary to formulate the topic and concept of the lesson; determine the place of the presentation in the lesson.

If the presentation becomes the basis of the lesson, its "skeleton", then it is necessary to highlight the stages of the lesson, clearly building the logic of reasoning from goal setting to conclusion. In accordance with the stages of the lesson, we determine the content of text and multimedia material (diagrams, tables, texts, illustrations, audio and video fragments). And only after that we create slides in accordance with the lesson plan. For greater clarity, you can enter the settings for the presentation of the presentation. You can also create slide notes, reflecting transitions, comments, questions and tasks to the slides and materials on them, i.e. methodological equipment of the presentation, "score" of the lesson.

If the presentation is only a part of the lesson, one of its stages, then it is necessary to clearly formulate the purpose of using the presentation and, already based on it, select, structure and design the material. In this case, you need to clearly limit the time for showing the presentation, think over options for working with the presentation in the lesson: questions and tasks for students

If the presentation is a creative work of a student or a group of students, then it is necessary to formulate the purpose of the work as accurately as possible, to determine the context of the work in the structure of the lesson, to discuss the content and form of the presentation, and the time to defend it. It is best if you familiarize yourself with the student-created presentation in advance, especially if it plays a conceptual role in the lesson.

Typology of Literature Lessons with Multimedia Support

The specificity of preparing a lesson using ICT is undoubtedly determined by the type of lesson. In our practice we use:

Lessons-lectures

Information and communication technologies make the lecture more effective and energize the class. The presentation allows you to organize visual material, attract other types of art. On a large screen, you can show an illustration in fragments, highlighting the main thing, enlarging individual parts, introducing animation, color. The illustration can be accompanied by text, shown against the background of music. The child not only sees and perceives, he experiences emotions. L. S. Vygotsky, the founder of developmental education, wrote: “It is emotional reactions that should form the basis of the educational process. Before communicating this or that knowledge, the teacher must evoke the corresponding emotion of the student and

make sure that this emotion is associated with new knowledge. Only that knowledge can be instilled, which has passed through the feeling of the disciple. "

In the middle link, the presentation allows you to teach how to create support diagrams and notes in a more comfortable communicative mode (abstracts are drawn up on slides, there is a sample of creating support positions for a lecture for students). The problematic nature of the lecture may not be asked by the teacher himself (problematic question), but is independently realized by the children in the course of working with different materials: portrait, caricature, polar criticism, etc. The form of the presentation allows you to aesthetically arrange the material and accompany the teacher's words with clarity throughout the entire space of the lesson.

A presentation for a lesson-lecture can be created by the teacher himself or on the basis of small student presentations illustrating their reports and messages.

During such a lesson, the guys make sure to keep notes in their workbooks. That is, ICTs do not abolish the traditional method of preparing and conducting this type of lesson, but in a sense they facilitate and actualize (make practically significant for students) the technology of its creation.

A well-designed presentation allows you to implement an integrative approach to learning. When interpreting a literary text, a student can and should see a variety of interpretations of images and themes. The attraction of fragments of performances, films, operas, various illustrations, supplemented by excerpts from literary works, allows you to create a problem situation, which helps to solve joint work in the lesson. Problem-based research teaching becomes the leading one in such lessons. On the slides, not only additional material is placed, but also tasks are formulated, intermediate and final conclusions are recorded.

Unlike lessons-lectures, the presentation does not just accompany the teacher's word, but is in some way an interpretation of the literary text. Presentation visuals are essentially designed to develop the reader's co-creation. By comparing video or audio illustrations, the student is already analyzing the text (the technique of hidden text analysis).

The choice from a number of proposed illustrations that most adequately reflects the author's point of view is another technique aimed at developing the recreational imagination (both in the middle and in the senior level). Children's illustrations and traditional ways of working with them (title, comparison with the text, description by illustration, protection of illustrations) can be used in the presentation.

The presentation design for the text analysis lesson should be more careful.

It must be remembered that in the text analysis lesson, the main thing is always work with the text, and ICT only diversifies the methods, techniques and forms of work that develop different aspects of the student's personality, help to achieve the integrity of the consideration of the work in the unity of content and form, to see the meaningfulness, semantic significance of each element forms.

Generalizing lessons

With the help of the presentation, you can prepare and generalizing lessons. The purpose of this type of lesson is to collect all the observations made during the analysis into unified system holistic perception of the work, but already at the level of deeper understanding; go beyond the already touched upon problems, emotionally embrace the whole work. ICT can solve these problems by creating a kind of visual metaphor of the work, combining the emotional, artistic and logical types of creative activity of students in the classroom. Diagrams, tables, thesis arrangement of the material can save time and, most importantly, get a deeper understanding of the work. In addition, conclusions and diagrams may appear gradually, after discussion or survey of students. The teacher, thanks to the presentation, can monitor the work of the class all the time.

In the listed types of lessons, the presentations are created by the teacher, however, as mentioned above, the student can also participate in the creation of the presentation.

In high school, the student himself can be the author of a presentation, which becomes his final work on a topic or course, a creative report on the results of research work.

Thus, students develop key competencies presented by State standards education:

Ability to generalize, analyze, systematize information on a topic of interest;

Ability to work in a group;

Ability to find information in various sources;

Communicative competence;

Awareness of the usefulness of the acquired knowledge and skills.

In working with presentations, an individual approach to learning is carried out, the process of socialization, self-affirmation of the individual is more active, historical, scientific and natural thinking is developing.

Solving the problems of integrative and problem-based learning using information and communication technologies

In my practice, student presentations are used at one of the stages of the lesson. The preparation of such a lesson is based on the project method, which is based on the pedagogy of collaboration.

A literature lesson, organized in the mode of two technologies, requires a lot of preliminary preparation. The form of its organization is as follows: the class is divided into several groups of 4-5 people, each of them includes students of different levels of learning. With the same composition, a group can work from one lesson to several months. Groups are given specific assignments. Each student should, using various sources, prepare information-answer to his question. Representatives of the group prepare a presentation in order to visually, emotionally present their task in the lesson, using fiction and fantasy.

Of course, a lesson from the beginning of creation to its logical end is created under the guidance of a teacher who, if necessary, helps students to start work in groups, observes how cooperation between children goes on without interfering in the discussion, and at the end evaluates the work of students and cooperation in groups. It can be one "award" for all in the form of points, a certificate, a badge of distinction.

What, then, does collaborative learning for the learners themselves?

1. Awareness of personal participation and responsibility for the success of joint work.

2. Awareness of the creative interdependence of group members.

3. Ability to conduct a dialogue, compromise, respect the opinion of others.

4. Intense creative communication between students.

Regular discussion of the interim results of the work by the whole group increases its effectiveness.

And therefore, the methodology for creating design works is actively used in the practice of teaching literature.

This method allows students to achieve a high degree of independence in interpreting literary material: selection of facts, presentation form, method of presentation and protection. Design work is a good way of personal adaptation of the material. This technique can be used at different stages of the study of the material - both at the stage of obtaining information, and at the stage of consolidating and testing knowledge, abilities, skills, and can even be a form of exam.

ICT allows for an integrative approach to learning.

Often in the course of preparing a literature lesson, materials are found that contribute to the establishment of integrative ties.

All school disciplines have a kind of integration potential, but their ability to combine, the effectiveness of an integrative course depends on many conditions. Therefore, before creating an integration program, educators need to take into account a number of circumstances.

The deepest basis for unification takes place when teachers identify in the teaching of their subjects such fields of interaction that bring together promising learning goals.

Thanks to integration, a more objective and comprehensive picture of the world is formed in the minds of students, they begin to actively apply their knowledge in practice, because knowledge more easily reveals its applied nature. The teacher sees and reveals his subject in a new way, more clearly realizing its relationship with other sciences. The integration of academic subjects leads to a more interested, personally meaningful and meaningful perception of knowledge, which enhances motivation, allows more efficient use of study time by eliminating repetitions that are inevitable when teaching various subjects. The integration of literature with history is carried out most closely. This is due to the fact that literature is a written monument reflecting the main milestones in the historical development of society.

An integrative approach to teaching can further expand the boundaries of mutual cooperation between the subjects of the school course.

When such work also becomes a reason for the use of ICT - for the realization of the creative and intellectual potential of the participants in the educational process, for their involvement in modern ways receiving and "processing" information - this contributes to greater mutual enrichment of the teacher and student.

Independent search, creative work of students

Computer technologies provide the widest opportunities for the development of the creative potential of schoolchildren. A teacher can teach a child to use a computer correctly, show that it is not only a toy and a means of communicating with friends. With the skillful mentoring of a teacher, a teenager learns to find the necessary information among the abundance of information on the Internet, learns to process this information, which is the most important task. We are all already faced with the fact that our students bring essays neatly copied from sites, thoughtlessly and completely effortlessly reprinted reports and abstracts. Is there any use in such "work"? Minimum: I still found what I was looking for and managed to get out of the problem. What can a teacher do to ensure that such work is still beneficial? Create the need to process the information found by transforming it, for example, in the form of a reference diagram, presentation, test items, questions on the topic, etc.

The most elementary use of a computer by children is editing texts, typing texts of their creative works, their poems, compiling collections, creating computer drawings. High school students draw up their reports, essays using a computer, make drawings, diagrams themselves, help to do tests, literature manuals, didactic material. It should be noted that the children like to perform tasks on the computer. This is the very case when the pleasant is combined with the useful. In addition, the use of computer and information technologies in our lessons allows us to integrate with informatics, to implement the skills acquired in this lesson in practical activities. This union is also pleasant for teachers of computer science and information technology.

Thus, the use of ICT in the classroom significantly increases not only the effectiveness of teaching, but also helps to create a more productive atmosphere in the lesson, the students' interest in the material being studied. In addition, owning and using ICT is a good way to keep up with the times and with your students.

Literature

1. Agatova, N.V. Information technologies in school education / N.V. Agatova M., 2006
2. Alekseeva, M.B., Balan, S.N. Technologies for using multimedia. M., 2002
3. Zaitseva, L.A. Use of information computer technologies in the educational process / L.A. Zaitseva. M., 2004
4. Kuznetsov E.V. Use of new information technologies in the educational process / E.V. Kuznetsov. M., 2003
5. Nikiforova, G. V. The use of information technologies in the study of the Russian language in the 7th grade // Implementation of the educational initiative "Our new school" in the process of teaching philological disciplines. Materials of the first regional scientific and practical conference / Comp. G. M. Vyalkova, T. A. Chernova; edited by L. N. Savina. M .: Planet, 2010 - p. 106-111
6. Selevko, G.K. Encyclopedia of educational technologies: in 2 volumes - T. 1. M .: Research Institute of School Technologies -2006-p. 150-228

MBOU ASOSH them. A. N. Kosygina, Krasnogorsk District, Moscow Region

Galina Sergeevna Nikulina, teacher of Russian language and literature Page

The concept of modernization of modern domestic education emphasizes separate attention on the use of ICT. Information competence is highlighted as one of the main components of the quality of the educational process.

Target

It consists in the formation of skills in the field of communication and information technology. The possibility of its formation is associated with the systematic activity of schoolchildren in the information computer space.

The use of ICT in educational activities is considered an urgent problem of professional national education. Such technologies allow the teacher to find new opportunities for teaching their academic discipline.

Significance of technology

The development of ICT opens up great horizons for schoolchildren. They can reflect, be included in the educational process, and have a positive effect on the formation of cognitive interest in the subject. The inclusion of such technologies in education makes it possible to increase the effectiveness of the teaching lesson, to free the teacher from routine activities.

Computer science and ICT increase the attractiveness of presenting complex material. The teacher differentiates tasks, uses various forms of feedback.

Relevance

Nowadays, ICT is a requirement of the times. It is difficult to imagine a high-quality modern lesson without computer presentations. The teacher gets the chance to make positive changes to the planned lesson scheme.

ICT is a way to increase the motivation of the educational process, an opportunity for the development of a creative personality for both schoolchildren and a teacher. This pedagogical technology contributes to the realization of the main human needs: education, communication, self-realization. Today, ICT is a necessity that is dictated by the current level of development of society.

Functions

Thanks to information technology in the classroom, you can:

• to increase the content of the educational activities of schoolchildren;
• to increase the attractiveness of the educational process for modern students;
• use visual imagery to maximize the effectiveness of lessons;
• stimulate the desire to learn;
• bring dynamism, clarity to the lesson

ICT is a great option for effective teaching. It is a visual demonstration and synchronous explanation of the training material in question.

If you use multimedia presentations and software training products as an accompaniment to integrated and classic lessons, you can significantly deepen and generalize the knowledge and skills of children.

The use of animation in the slides helps the teacher to give a detailed understanding of the material heard in the lesson. The guys immerse themselves with great desire in the subject. A variety of forms contributes to an increase in the cognitive activity of motivation, interest and curiosity increase. Working with ICT helps teachers, together with their wards, enjoy the fascinating learning process, "go" beyond the classroom, immerse themselves in the colorful world of wildlife.

Advantages of the technique

Even guys with low motivation work with a computer with great desire. Of course, it is not able to replace live communication with teachers and peers, but it will certainly increase interest in the study of a particular academic discipline.

ICT classes are equipped with modern technology, which greatly facilitates the process of memorizing and comprehending information. Among the many advantages this method it is possible to highlight the improvement in the quality of ZUN due to the novelty of activities, interest in the computer.

The teacher gets the opportunity to provide visibility, to attract a significant amount of didactic material, to increase the amount of work that is done twice per lesson.

The Polish teacher Jan Kamensky called visualization as the “golden rule of didactics”. With the help of multimedia systems, the material is presented by the teacher in a visual and understandable form, thereby stimulating cognitive interest in the learning process, eliminating gaps in knowledge.

GDZ on ICT contain solutions various tasks, they are used in preparation for the lesson not only by children, but also by teachers.

Directions of computer technology

Currently, there are several areas of ICT application within the framework of a training session:

• in the form of visual illustrative material (visual information);
• to control the ZUN of students;
• as a simulator.

Teachers, preparing for a lesson using information technology, do not forget to draw up a plan for a lesson, indicate goals and objectives. When selecting educational material, teachers use the basic didactic principles: consistency, systematic, scientific, differentiated approach, accessibility.

Teachers use electronic educational resources: presentations, logic games, test materials.

Stage distribution

ICT can be used at all stages of a modern lesson:

• in the process of explaining new material;
• when securing the received ZUN;
• for physical minutes;
• during control and repetition.

The use of information resources gives teachers the opportunity to demonstrate to schoolchildren unique materials when organizing lessons from the surrounding world, geography, and biology. Together with their pupils, teachers get a chance to conduct fascinating trips to museums and art galleries. Without leaving the confines of their classroom, schoolchildren get acquainted with the works and biographies of domestic and foreign writers.

Conclusion

The combination of a classic chemistry lesson with a computer allows the teacher to shift part of his work to a PC, adding variety to the educational process. The process of writing the main theses of the lesson becomes faster and more efficient. The teacher displays them on a computer screen, which greatly simplifies the process of perception of the material by schoolchildren.

The use of innovative technical teaching aids opens up great opportunities for creating new methods and forms of upbringing the younger generation.

In addition to training sessions, it is necessary to highlight the relevance of the use of information and computer technologies in extracurricular educational activities. After the modernization of Russian education, special attention at all levels of education began to be given to design and research activities. It is difficult to imagine a quality project without the use of a computer.

The guys, receiving a specific task from the teacher, use ICT to search for scientific and methodological literature on the issue under consideration. When registering their observations and experiments, they also need computer equipment.

Currently, there is the introduction of innovations and ICT in all areas of production, and education is no exception. In order for graduates of schools, lyceums, colleges to adapt in the modern world, they must master several special competencies. One of them is computer literacy, which allows children to search and process information.

The processes of informatization of modern society and closely related processes of informatization of all forms of educational activity 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 a teacher and a 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 activities.
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 also 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 technology (ICT) is a generalized concept that describes various devices, mechanisms, methods, algorithms for information processing. The most important modern ICT devices are a computer equipped with appropriate software and telecommunication facilities, along with information posted 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. Main categories software tools 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 the user of a personal computer with programs. Utility or service programs are also included in this category. Application programs include software that is a toolkit of information technology - technologies for working with texts, graphics, tabular data, etc.
In modern education systems, universal office applications and ICT tools have become widespread: word processors, spreadsheets, presentation preparation programs, database management systems, organizers, graphics packages etc.
With the advent of computer networks and other ICT tools similar to them, 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. The most popular resource on the Internet - the World Wide Web, has published about two billion multimedia documents.
Other common ICT tools are available on the web, including e-mail, mailing lists, newsgroups, chat. Developed by special programs for real-time communication, allowing, after establishing a connection, to transmit text entered from the keyboard, as well as sound, images 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 significantly increased and began 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 conferencing can be carried out via the Internet.
To ensure an effective search for information in telecommunication networks, there are automated search tools, the purpose of which is to collect data on the information resources of the global computer network and provide users with a fast search service. You can search for documents using search engines world wide web, multimedia files and software, address information about organizations and people.
With the help of networked ICT tools, it becomes possible to have wide access to educational, methodological and scientific information, organization of operational consulting assistance, modeling research activities, conducting virtual training sessions (seminars, lectures) in real time.
There are several main classes of information and telecommunication technologies that are significant from the point of view of open and distance education systems. Some of these technologies are video recording and television. Videotapes and related ICT tools enable a huge number of students to listen to the best lecturers. Videotapes with lectures can be used both in special video classes and at home. It is noteworthy that in American and European training courses, the main material is presented in printed publications and on videotapes.
Television, as one of the most widespread ICTs, plays a very important role in people's lives: almost every family has at least one television. 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 using special tests and exams.
Educational electronic editions as distributed in 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 for individual use, provide opportunities for self-study and self-examination of the acquired knowledge. Unlike a traditional book, educational electronic publishing allows for the presentation of material in a dynamic graphical 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 teaching;
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 teaching practice;
Strengthening motivation to learn;
Enhancing the learning process, the ability to involve students in research activities;
Providing flexibility in the learning process.
Negative consequences of the impact of ICT tools on the learner
The use of modern ICT tools in all forms of education can lead to a number of negative consequences, including a number of negative factors of a psychological and pedagogical nature and a range of factors of the negative influence of ICT tools on the physiological state and health of the student.
In particular, more often than not one of the advantages of learning using ICT means is the individualization of learning. However, along with the advantages, there are also major disadvantages associated with total individualization. Individualization curtails the already scarce in the educational process live dialogical communication between the participants in the educational process - teachers and students, students among themselves - and offers them a surrogate for communication in the form of a "dialogue with the computer".
Indeed, a speech-active student 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 study. The student does not have sufficient practice of dialogical communication, the formation and formulation of thoughts on professional language... Psychological studies show that without a developed practice of dialogical communication, monologic communication with oneself, what is called independent thinking, is not formed either. After all, a question posed to oneself is the most accurate indicator of the presence of independent thinking. If we go along the path of universal individualization of learning with the help of personal computers, we can come to the conclusion that we will miss the very opportunity to form creative thinking, which by its very origin is based on dialogue.
The use of information resources published on the Internet often leads to negative consequences. Most often, when using such ICT tools, the principle of saving energy, characteristic of all living things, is triggered: ready-made projects, abstracts, reports and problem solutions borrowed from the Internet have become a common fact today that does not contribute to an increase in the effectiveness of training and education.