Educational information and communication technologies. The use of information and communication technologies in educational activities ICT technologies allow

Olga Gracheva
The use of information and communication technologies in the educational process

The use of information and communication technologies in the educational process of preschool educational institutions.

One of the priorities of modern education is the use of information and communication technologies(ICT) V educational process. This is largely due to the fact that the computer enters a child’s life from an early age, exerting both positive and negative influence on the formation of his personality.

Use of information and communication technologies in kindergarten - an urgent problem of modern preschool education.

The child’s brain perceives knowledge in the form of entertainment programs on television; it will be much easier to perceive what is proposed in class information using media.

We must understand that ICT is not only and not so much computers and their software. This implies using a computer, Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

The computer can be used at all stages: both in preparation for a lesson and in learning process: when explaining (administered) new material, consolidation, repetition, control of knowledge, skills, abilities.

Usage ICT for the training and development of preschool children can be divided into direct and indirect.

Indirect learning and development – usage teacher of ICT tools for maintaining documentation, in preparation for conducting educational activities, etc.

A computer can provide an invaluable service to educators and “advanced” parents in drawing up all kinds of action plans with the help of organizing programs, keeping an individual diary of a child, recording various data about him, and the results of diagnosing the child’s development. The opportunities provided by network electronic resources make it possible to solve a number of problems that are relevant for specialists working in the preschool system. education. Sites like

http://poskladam.ru

http://games-for-kids.ruVeselye lessons

Games, puzzles, tricks http://doshkolnik.ru/

Let's play http://www.igraemsa.ru/ There are puzzles and coloring books, but most of all - all kinds of educational games: cognitive, logic and thinking, attention and memory, mathematical. Children's games online http://igraem.pro/ Educational games are grouped into several sections: “Play and learn”, “Collecting a picture”, “Coloring and drawings”, “Developing attention and memory”, “Games for kids”. Golopuz http://golopuz.org/ Educational online games for little ones holopubbies: puzzles, search for differences and the like. Smart child http://www.smart-kiddy.ru/ For very little ones - nursery rhymes, finger games, patties and the like, for older children - poems, riddles, tongue twisters, counting rhymes, coloring books. Wonderful: online games http://chudesenka.ru/ Educational games. Starring pink ponies, Smurfs and other little evil spirits. Internet gnome http://www.i-gnom.ru/ Educational games for preschool children will help teach counting and comparison skills, introduce children to geometric concepts, and help them master the alphabet.

Teremok - http://www.teremoc.ru and many others allow you to download games or use them as samples to create your own games. There are sites containing information about writers and poets, collected works, intended for viewing in electronic form. With the help of various libraries you can quickly find the book you need (http://detskiy – mir.net and many others).

Direct training – usage in joint activities with children through educational programs and multimedia presentations.

Usage Such programs allow not only to enrich knowledge, use a computer for a more complete acquaintance with objects and phenomena that are outside the child’s own experience, but also to increase the child’s creativity; the ability to operate with symbols on the monitor screen helps optimize the transition from visual figurative to abstract thinking; usage creative and director's games creates additional motivation in the formation educational activities; Individual work with a computer increases the number of situations that a child can solve independently.

There are several directions use of ICT. One of them is the social, personal, patriotic education of preschool children. This task in today's complex world is one of the main ones. We must teach students to be kind, tolerant, sympathetic, and loving to all people. To do this, we need to start small - teach preschoolers to love and respect their parents, loved ones, and homeland. Information technology helps us, teachers, in solving these problems. Pupils of senior preschool age can be offered work with a social and moral orientation on the computer. This is your own courtyard, and a portrait of your relatives, and your favorite street in your hometown. The children continue to draw or build these drawings with a teacher in a group or at home with their mother. Such work can be done on various topics. The main thing is that they teach goodness and keep children clean. Then information Technology preschoolers will not associate them with aggressive games.

ICTs play a major role in the development of artistic, aesthetic and creative abilities of preschool children. Special computer programs allow you to create amazing creative drawings, projects, and stories. But the most important thing is that students continue to create everything conceived and implemented on a computer with their own hands in their own activities. This approach opens up wide opportunities for preschoolers in computer and practical, productive creativity.

In modern conditions, with the widespread introduction of new information technologies The problem of speech development of a preschool child remains relevant. After all, further mastery of knowledge and full development depend on the level of development of his speech abilities. Many would agree that modern parents read little and reluctantly to their children and do not encourage them to engage in interactive speech, so the speech of preschoolers is not particularly expressive and is limited to monosyllabic answers. Due to underdeveloped speech and poor vocabulary, students often lose interest in speech development classes and lack educational motivation. In such conditions, the usage computer technology as one of the sources of motivation. The possibilities of the computer here are inexhaustible. It allows you to immerse preschoolers in a certain game situation and directly educational activities that are more meaningful, interesting, attractive and truly modern. ICT is possible use such directions:

Development of coherent speech (retelling the text based on a series of plot pictures);

Literacy training (formation of phonemic analysis skills);

Work on sound pronunciation (articulation gymnastics, automation of sounds, differentiation of sounds and letters);

Formation of lexical and grammatical categories (word formation, inflection);

Correctional and health direction (games for the development of gross and fine motor skills).

Another opportunity to use ICT in educational activity of a preschool teacher, which is more widely used by us - this is an electronic type of materials for preparing tasks for independent work of preschoolers. Often, printed exercise books, so beloved by children, parents and teachers, contain errors, sometimes quite serious ones. Usage A conventional scanner and printer, as well as basic skills in working in any graphics editor, allows you to solve these problems. The teacher can select exactly those tasks that correspond to the topic and objectives of the lesson, arrange them in the desired sequence, adjust something in their content, design, correct errors, print in the required quantity and save in electronic form in order to return to them if necessary.

The scanner helps students become full participants in creating a slide show to demonstrate it in process preliminary work when introducing a new role-playing game for children. Children always willingly bring their favorite books from home (for the teacher to read them in a group, drawings, toys. Therefore, they will also willingly bring pictures on a given topic. Then, together with the teacher, the picture is scanned and inserted into a slide show. When showing the finished material, each the child recognizes his own picture, which, of course, causes a storm of emotions.So, by involving children directly in the creation of various kinds of multimedia resources, we turn them from an object of our pedagogical efforts into a subject educational activities, this is especially true for children of senior preschool age, who can almost independently (with the help of parents) create your presentation.

Parents of pupils are active participants in educational educational process in preschool educational institutions. Cooperation with the child’s family in matters using ICT at home, especially computers and computer games, is an important area of ​​work. In accordance with this direction, the teaching staff can conduct consultations for parents of students, master classes, and actively use visual information, conduct thematic parenting meetings on the issue: "Child in the world information technologies» , where in a casual conversation teachers can show certain computer games, demonstrate how they affect the development of logical thinking, spatial orientation, etc. Thanks to the capabilities of multimedia equipment, teachers can show video recordings of classes. Parents have the opportunity to see how their child operates with modern technology and what results he achieved. We make sure to emphasize that parents are not outside observers, but active assistants to teachers and allies of children. On meetings, during individual conversations and consultations, the progress of children is discussed and specific recommendations are offered.

Thanks to use of ICT, can be arranged new uniform interaction with group parents - "Parent email", viewed online information and educational space as a means of distance communication.

Using emails with attached sound files, you can actively prepare for cultural and leisure activities. activities: children memorizing poems, songs, listening to music, singing songs to soundtracks that the parent receives by email from preschool teachers. This work has especially proven itself in conditions where, for a number of reasons, pupils did not attend kindergarten (chickenpox epidemic, severe frosts, and there is little time left to prepare for matinees. Through Email an opportunity is created for parents to communicate with teachers, to provide consultations on issues of upbringing and speech correction of preschoolers. This is especially in demand by parents who, for a number of reasons, do not have the opportunity to meet with teachers in person.

So, the use of information technology tools allows you to make the process training and development of a young child is quite simple and effective, frees the teacher from routine manual work, opens up new opportunities for early education.

Practical part.

Demonstration of creating games for speech development using FEMP. Demonstration of downloaded games and their use on different types of GCD. Invite teachers to create a game themselves on the interactive board.

Questioning. The objectives of this survey are to: definition:

Ways for educators to obtain the necessary knowledge and skills

Level of ICT skills among teachers of different age categories

Areas of application of ICT in professional activities

Conditions under which usage ICT would be optimally organized for all teachers

Possibilities of methodological support ECE information process.

Dear teacher, please answer the following questions.

1. How many years have you worked in preschool? education?

From 3 to 5 years

From 5 to 10 years

From 10 to 15 years

From 15 to 20 years

More than 20 years

2. Yours education

Higher pedagogical (preschool)

Higher pedagogical

Secondary pedagogical (preschool)

Secondary vocational

Other___

3. Do you own information and communication technologies?

Advanced user

Confident user

Simple user

I don't own it

Other___

4. What technical do you have funds?

TV

Record player (CD player)

Video recorder

DVD player

Camcorder

Camera

Computer

Laptop

Multimedia projector

Printer

Xerox

Laminator

interactive board

Flash card (memory cards)

5. How are you use information and communication technologies?

On one's own

With the help of colleagues

With the help of relatives and friends

Text editor Microsoft Word (1 2 3 4)

SpreadsheetsMicrosoft Excel (1 2 3 4)

Microsoft PowerPoint electronic presentations (1 2 3 4)

Graphic editor Paint (1 2 3 4)

Multifunctional graphics editor Photoshop (1 2 3 4)

Internet browsers (Explorer, Mozilla, FireFox, Google Chrome)

(1 2 3 4)

1- Yes; 2 – no; 3 – not fully; 4 – I would like to learn

7. In what types of professional activities are you use computer technology?

Working with lists of children

Compilation information about families

Preparation of the necessary teaching aids, handouts, subject and plot pictures, masks, paraphernalia for outdoor games, theatrical activities and much more.

Creation of various document forms (attendance sheets, announcements, polls, questionnaires)

Decoration of parent corners ( scanning technologies, creation and graphic image processing, technologies for creating and processing text information)

Search for necessary professional literature

Creation of all kinds of folders, stands, sliding folders, etc.

Supporting educational activities, leisure and gaming activities with visual materials using presentations, electronic quizzes and video files (including cartoons)

Design and presentation of project activities

Creation of videos, animated presentations

Creation of animated films

Using the interactive whiteboard

Creating a personal Internet page for a teacher

Participation in pedagogical Internet competitions and projects

Subscription to professional electronic Internet publications

Posting your publications on the Internet

Participation in professional online communities

Advanced training through webinars, distance learning, professional Internet conferences

Communication with the parent community via the Internet (forums, counseling, recommendations, organization of joint leisure activities)

Using email

Formation of your own media library, electronic library of preschool education

Work and diagnostics of pupils

Informational support of the official website of the preschool educational institution

8. Do you think that usage ICT greatly facilitates preparation for classes and allows diversify forms and methods of organizing educational educational process?

I find it difficult to answer

9. Have conditions been created in the preschool educational institution for use of computer technologies?

I find it difficult to answer

10. What problems arise when use of information and communication technologies?

Insufficient material equipment of preschool educational institutions

Lack of set time for use ICT in preparation for classes and leisure activities.

Insufficient knowledge and skills to use ICT in professional activities

Insufficient methodological support ECE information process

11. What kind of help would you like to receive in order to feel comfortable? use ICT in professional activities?

Training in specialized computer courses

Conducting workshops in preschool educational institutions on individual programs

Individual counseling

Distance learning

Currently, whether we like it or not, we all live in an information society. At the same time, the opportunities that are now opening up are used very poorly. Our task is to “unfold” the information society towards the needs that people who live in our country have. First of all, among young people receiving education, scientists, researchers, teachers, educators. We must teach people from childhood and at all stages of the educational process not to be afraid of this information, teach them to use it, work with it and manage it correctly.

Informatization of education and science is part of a global process. Information and communication technologies are recognized throughout the world as key technologies of the 21st century, which for the coming decades will be the key to the economic growth of the state and the main engine of scientific and technological progress.

At the beginning of 2009, the first meeting of the Council for the Development of the Information Society under the President of Russia took place in the Kremlin. The decree on its creation was signed in November 2008. Opening the meeting, Dmitry Medvedev emphasized that no progress and modernization is possible without IT: “this applies to the scientific and technical sphere, and the actual issues of management and even issues of strengthening democracy in the country.” Speaking about the development of information technology in social sphere, Medvedev D.A. emphasized his own: “... it is very important to learn how to use all new technologies. This is task number one not only for students, but also for teachers - all retraining should be focused on the use of modern technologies.”

What kind of ICT-based projects can there be?

• Distance learning;
• Virtual communication;
• Network economics and education;
• Wide opportunities for self-education;
• A large amount of easily accessible information.

The Russian education system faces a number of important problems, among which the following should be highlighted:

• the need to improve the quality and ensure equal opportunities for access to educational resources and services for all categories of citizens, regardless of their place of residence, ethnicity and religious beliefs;
• creation of an information environment that meets the needs of all segments of society to receive a wide range of educational services, as well as the formation of mechanisms and necessary conditions for the introduction of information technology achievements into everyday educational and scientific practice;
• mass introduction of ICT in the field of education and science, the use of new educational content and new educational technologies, including distance education technologies.

The prerequisites for the development and implementation of information and communication technologies in the field of education and science were:

• Federal target program “Development of a unified educational information environment”, the most important result of which was a breakthrough in equipping educational institutions with computer equipment, as well as the launch and development of regional programs for informatization of education;
• The “Informatization of the Education System” project, the main goal of which was to create conditions to support the systemic implementation and active use of information and communication technologies in the work of educational institutions;
• The priority national project “Education”, the implementation of which was aimed at ensuring accessibility and creating equal conditions for receiving education, including by providing all schools with access to global information resources posted on the Internet;
• Based on the priority directions for the development of the educational system of the Russian Federation, in 2006 the implementation of the Federal Target Program for the Development of Education for 2006–2010 (FTSPRO) began, which is a set of activities interconnected in terms of resources and timing, covering changes in the structure, content and technologies of education, including including the large-scale use of information and communication technologies in the Russian Federation for all levels of education. As part of the program, new electronic educational content was developed and the specialized Federal Center for Information Educational Resources (FCIER) was put into commercial operation.

More than 10 thousand new generation electronic educational resources can be downloaded on the website of the Federal Center for Information and Educational Resources.

TsOR - digital educational resource

Digital educational resources (DER) mean any educational information stored on digital media.

TsOR are divided into two groups:

• information sources, which mean the whole variety of different materials in digital format used in educational work - texts, static and dynamic images, animation models, etc.
• information tools that enable work with information sources.

Functional focus:

• illustrative function;
• research function;
• training function;
• control function.

EERs are a self-sufficient educational product; they are capable of teaching students themselves. This is no longer just a set of pictures or an audio recording that needs a teacher’s explanation. EORs also have a voice-over, but it explains the sequence of actions and, most importantly, points out mistakes made when performing the task.

New generation educational materials developed in the project "Informatization of the education system"

As part of the project “Informatization of the Education System”, implemented by the National Personnel Training Foundation on behalf of the Ministry of Education and Science of the Russian Federation, new generation educational materials are being developed.

New generation educational materials are designed to orient teachers to the use of modern teaching methods and educational technologies, which fundamentally change the educational environment, to the active use of ICT in the educational process. The competency-based approach is the basis for the development of new teaching tools.

ICT technologies in teaching English

Second Life
(Second Life) - a world that you create yourself or your students, fill with seas, forests, cities and villages, with real people (and contact them via Skype or email) or fictitious ones. There you have houses and libraries, video rooms and restaurants, the opportunity to work and travel. Tempting, isn't it? Find out how to create it and use it in teaching English.

Skype

With this program you can talk to millions of people around the world absolutely free! First download the latest version of Skype, then install it by selecting the Russian version in the settings. And that’s it, learn English by talking to native speakers.

Blogs

A blog is an online diary of one or more authors, consisting of entries in reverse chronological order, or in other words, it is a site in the form of a magazine, sorted by dates.

The word comes from the English weblog - “web journal”.

A blog is a site built on the principle of chronological diaries with simple and convenient administration tools that do not require special knowledge and are accessible to everyone.

Wiki

WikiWiki is a collection of interconnected entries. (Ward Cunningham, the creator of the technology, called the application an environment for fast hypertext interaction.) WikiWiki implements a radical model of collective hypertext, when the ability to create and edit any entry is presented to each member of the online community...

Hot Potatoes is a universal shell program that allows teachers to independently, without resorting to the help of programmers, create interactive training and monitoring exercises in HTML format. The program is widely used all over the world to create assignments in various languages ​​for various disciplines.
Exercises are created using 5 program blocks (each block can be considered as an independent program):

• JQuiz – Quiz – multiple choice questions (4 types of tasks). The teacher has the opportunity to include comments in the exercise for all answer options.
• JCloze - Fill in the blanks. Students can ask for a clue and see the first letters of the missing word. There is also automatic scoring. You can “skip” certain words, or you can, for example, every fifth.
• JMatch – Matching (3 types of tasks).
• JCross – Crossword puzzle.
• JMix – Sequence restoration.

New information technologies and

In recent years, universities around the world have paid attention to the possibilities of using computer telecommunication technologies to organize distance learning. Computer telecommunications provide effective feedback, which is provided both in the organization of educational material and in communication with the teacher teaching the course. In recent years, such learning at a distance has received the name distance learning, in contrast to the familiar distance learning.

This problem is especially relevant for Russia, with its vast territories and the concentration of scientific centers in large cities. Currently, the Ministry of Education of the Russian Federation is concerned with the creation of a unified educational telecommunications network. The problem of continuing education and professional reorientation is relevant today as never before, and its importance will increase over the years

The Internet portal of the School of Distance Education of Moscow State University was created within the framework of the project Formation of an innovative education system at Moscow State University named after M.V. Lomonosov in 2007.

© The article was written specifically for the site "Distance Tutor"

Materials for the methodological seminar

Ivanova I.N.

Information and communication technologies ineducation

The role of information and communication technologies in the general educational process is defined in documents of the Government of the Russian Federation and the Ministry of Education of the Russian Federation related to the strategy of modernization of education.
Information and communication competence – one of the main priorities for the purposes of general education, and this is not only due to intra-educational reasons. The whole character of life is changing, the role of information activity is growing unusually, and within it -active, independent processing of information by a person,making fundamentally new decisions in unforeseen situations using technological means.

Systematic, effective formation of information and communication competence for the majority of students today is possible only through the use of ICT. Which means successreforms planned in the school largely depend on their application.In other words, informatization is the most important direction in the modernization of the education system.
Computer teaching technologies - a set of methods, techniques, ways, means of creating pedagogical conditions based on computer technology, telecommunications and interactive software products that model part of the teacher’s functions in presenting, transmitting and collecting information, organizing control and management of cognitive activity.

The use of computer teaching technologies makes it possible to modify the entire teaching process, implement a model of student-centered learning, intensify classes, and most importantly, improve students’ self-training. Of course, a modern computer and interactive software and methodological support require a change in the form of communication between teacher and student, turning training into business cooperation, and thisenhances learning motivation , leads to the need to search for new models of classes, conduct final control (reports, reports, public defense of group project work), increases the individuality and intensity of training.

Computer teaching technologies provide great opportunities for the development of creativity, both for teachers and students.
Multimedia technologies - a method of preparing electronic documents, including visual and audio effects, multiprogramming of various situations. The use of multimedia technologies opens up a promising direction for the development of modern computer teaching technologies. How to use these tools when developing sets of educational materials? Where and in what proportion is it possible to include various multimedia effects compared to plain text? Where is the limit of applicability of multimedia inserts into a document? Serious research into this issue is needed, since a violation of harmony, the appropriateness of using bright inserts and effects can lead to a decrease in performance, increased fatigue of students, and a decrease in work efficiency. These are serious questions, the answers to which will allow you to avoid fireworks in teaching and make educational material not just spectacular, but effective.
Modern information and communication technologies of education - a set of modern computer equipment, telecommunications, and software tools that provide interactive software and methodological support for modern teaching technologies.
The main task of modern educational information technologiesare the development of interactive environments for managing the process of cognitive activity, access to modern information and educational resources (multimedia textbooks, various databases, educational sites and other sources).
Information technologies most often used in the educational process can be divided into two groups:

1) network technologies using local networks and the global Internet (electronic version of methodological recommendations, manuals, distance learning servers that provide interactive communicationwith students via the Internet , including in real time),

2) technologies focused on local computers(training programs, computer models of real processes, demonstration programs, electronic problem books, monitoring programs, didactic materials).

In mathematics lessons, a computer can be used for a variety of functions and, therefore, purposes: as a way to diagnose students’ learning capabilities, a teaching tool, a source of information, a training device, or a means of monitoring and assessing the quality of teaching. The capabilities of a modern computer are enormous, which determines its place in the educational process. It can be connected at any stage of the lesson, to solve many didactic problems, both in a collective and individual mode.

Nowadays, with the help of a multimedia projector, it is possible to use a computer even for frontal work, for example, when organizing oral calculations, or when checking independent work. The use of teaching aids and presentations created in the Power Point program made it possible to abandon almost all old-generation TSOs and raise visibility to a higher level (use of sound, show a slide “in motion”)

You can enter computer components inlessons of any subjects . It's all about expediency, the availability of appropriate quality programs, and conditions of use.

Creation and development of the information society(IO) involves the widespread use of information and communication technologies (ICT) in education, which is determined a number of factors.

Firstly , the introduction of ICT in education significantly accelerates the transfer of knowledge and accumulated technological and social experience of humanity not only from generation to generation, but also from one person to another.

Secondly , modern ICT, improving the quality of training and education, allows a person to more successfully and quickly adapt to the environment and ongoing social changes. This gives every person the opportunity to obtain the necessary knowledge both today and in the future post-industrial society.

Third , the active and effective implementation of these technologies in education is an important factor in creating an education system that meets the requirements of educational institutions and the process of reforming the traditional education system in the light of the requirements of modern industrial society.

The importance and necessity of introducing ICT into the learning process is noted by international experts in the World Report on Communication and Information 1999–2000, prepared by UNESCO and published at the end of the last millennium by the Business Press agency. In the foreword to the report, UNESCO Director-General Federico Mayor writes that new technologies mustcontribute "creation better world, in which every person will benefit from the achievements of education, science, culture and communications.” ICTs affect all of these areas, but perhaps they have the strongest positive impact on education, as they “open up the possibility of completely new methods of teaching and learning.” The relevance and need for the introduction of ICT in education is discussed in more detail in the second chapter of the same report - “New Directions in Education”, written by Craig Blurton, Associate Professor at the University of Hong Kong, and in Chapter VII “ Information Services, libraries, archives”, authored by Ole Garbo, professor at the Royal College of Librarianship in Copenhagen.

In addition, the same report summarizes and analyzes the global processes of convergence of the media, electronics industry and telecommunications and their impact on the development of the information society, as well as planetary problems of the use of ICT in education.

The use of ICT contributes to changing the goals and content of training, including control, which entails the emergence of new methods, means and organizational forms of training and control.

Introduction of information technologies intoeducation provides the ability to create automated control systems for students’ knowledge in various disciplines, including computer science.

The capabilities of ICT as a tool of human activity and a fundamentally new means of teaching leads to the emergence of new methods, means, organizational forms of control and their more intensive implementation in the educational process.

The advantages of computer technology are discussed in works on the intensification and activation of learning (I.V. Alyokhina, G.V. Rubina), individualization (V.F. Gorbenko, N.V. Karchevskaya) and humanization of the educational process (T.V. Gabay, M.E. Kalashnikov, L.F. Pleukhova, V.K. Tsoneva), implementation of the creative, developmental nature of education (V.A. Andreev, V.G. Afanasyev, G.M. Kleiman, T.A. Sergeeva and etc.).
Stages of ICT implementation along the way V informational society

The global introduction of computer technologies in all areas of activity, the formation of new communications and a highly automated information environment have become not only the beginning of the transformation of the traditional education system, but also the first step towards the formation of an information society.

The main factor determining the importance and feasibility of reforming the existing education system, including the Russian one, is the need to respond to the main challenges that the 21st century has presented to humanity:

• 
  the need for society to transition to a new development strategy based on knowledge and highly efficient information and telecommunication technologies;
• 
  the fundamental dependence of our civilization on those abilities and personality traits that are formed by education;
• 
  the possibility of successful development of society only based on genuine education and effective use of ICT;
• 
  the closest connection between the level of well-being of the nation, the national security of the state and the state of education, the use of ICT.

As shown in a number of works, the main directions for the formation of a promising education system, which are of fundamental importance for Russia, which is at the stage of complex economic transformations, are the following:

• 
  improving the quality of education by fundamentalizing it, informing the student about modern scientific achievements in a larger volume and at a faster rate;
• 
  ensuring that training is focused on new AI technologies and, infirst of all , on ICT;
• 
  ensuring greater access to education for all groups of the population;
• 
  increasing creativity in education.

The use of computers in education has led to the emergence of a new generation of information educational technologies, which have made it possible to improve the quality of education, create new means of educational influence, and more effectively interact between teachers and students with computer technology. According to many experts, new information educational technologies based on computer tools can increase the effectiveness of classes by 20-30%. The introduction of computers into the education sector was the beginning of a revolutionary transformation of traditional teaching methods and technologies and the entire education sector. Communication technologies played an important role at this stage: telephone communications, television, space communications, which were mainly used in managing the learning process and additional training systems.

A new stage in the global technologization of advanced countries was the emergence of modern telecommunication networks and their convergence with information technologies, that is, the emergence of ICT. They became the basis for the creation of the infosphere, since the unification of computer systems and global telecommunication networks made it possible to create and develop a planetary infrastructure connecting all of humanity.

An example of the successful implementation of ICT was the emergence of the Internet - a global computer network with its almost unlimited capabilities for collecting and storing information, transmitting it individually to each user.
Difficulty of implementationmodern ICT is also determined by the fact that the traditional practice of their development and implementation is based on the ideology of creating and using information and telecommunication systems in completely different areas: communications, the military-industrial complex, aviation and astronautics. Adaptation of ICT to a specific field of application is carried out here by specialists from design bureaus and research institutes who have extensive experience in developing such equipment and, therefore, have a good understanding of the purpose of the systems and the conditions of their operation. INmodern education of such There are no specialized research structures; they are just beginning to be created. For this reason, a “gap” arises between the capabilities of educational technologies and their actual application. An example is the still existing practice of using a computer only as a typewriter. This gap is often exacerbated by the fact that the majority of school teachers and professors at humanities universities do not have the modern knowledge necessary for the effective use of ICT. The situation is complicated by the fact that information technologies are rapidly being updated: new, more efficient and complex ones are appearing, based on artificial intelligence, virtual reality, multilingual interfaces, geographic information systems, etc. A way out of this contradiction can be the integration of technologies, that is, their combination that will allow the teacher to use in lessons and lectures technical means that he understands, certified and adapted to the learning process. The integration of ICT and educational technologies should become a new stage in their more effective implementation in the Russian education system.

In the implementation of ICT in education we can highlight three stages:

• 
  elementary associated with the individual use of computers, mainly for organizing the education system, its administration and storing information about the management process;
• 
  modern, associated with the creation of computer systems, the Internet and the convergence of information and telecommunications technologies;
• 
  future, based on the integration of new ICTs with educational technologies (ET).

The process of developing new educational technologies based on the integration of ICT and OT is already underway in a number of companies actively operating in the educational services market.

The relevance and importance for creating an education system in the information society of developing a set of appropriate educational tools based on the integration of ICT and OT makes it necessaryconducting a comprehensive study of this process and considering it from a systemic perspective.

3.System basics integration of ICT and OT

A systematic approach to the integration of ICT and technology is based on identifying all the essential factors that establish the connection between elements and form the integral properties of the system that performs a coordinated set of actions, united by a common design and a single goal.

The choice of rational and optimal solutions when integrating information and educational technologies from a systemic perspective is, first of all, based on an analysis of the effectiveness of training or education based on a new integrated technology, i.e. based on assessing the effectiveness of interaction between teacher and students. A feature of this interaction is the creative activity of the teacher and students both in the learning process and in the educational process, which largely depends not only on the professionalism of the teacher and the knowledge of the students, but also on the emotional mood created in the learning process, as well as on the availability of appropriate incentives , on training conditions and many other factors. All this complicates the formal description of the learning process and makes it difficult to determine quantitative assessments of effectiveness.

In fact, integrated training technologies based on ICT are intelligent human-machine systems, and therefore one of the directions for forming indicators of their effectiveness can be the methodology used in simulator training of pilots, cosmonauts, and operators in nuclear energy. It lies inuse of complex indicators, the components of which are specific assessments of technical efficiency, cost, training time, as well as data from medical and biological research, subjective opinions of the teacher and students.

Therefore, the first and fundamentally important task of integrating ICT and OT (in the future, for brevity, the abbreviation ITO will be used, adopted by a number of authors) is to clearly identify the goals of their creation and develop a system of indicators of their effectiveness. Formalization of the goals of educational technologies is a rather complex problem, which still remains unresolved and is actively discussed both in monographs, articles, and at seminars and conferences. At the same time, when solving problems of learning, monitoring knowledge and managing the educational process, experience has already been accumulated in assessing goals in the form of specific indicators. As an example, consider the points system. This, of course, does not exclude the use of other indicators for assessing the effectiveness of ITO.

Based on a systems approach, it is necessary to build a model or diagram of the operation, which includes the following main elements: OT, ICT, teachers, trainees, specialists and administration.

Educational technologies or, otherwise, educational technologies (ET) are one of the main elements of the education system, since they are directly aimed at achieving its main goals: training and education. Technical training is understood as both the implementation of curricula and training programs, and the transfer to the learner of a knowledge system, as well as methods and means for creating, collecting, transmitting, storing and processing information in a specific area. Science has accumulated vast experience in transferring knowledge from teacher to student, creating education and training technologies, as well as building their models.

ICTs have an active influence on the process of training and education of the student, as they change the pattern of knowledge transfer and teaching methods. Togetherso the introduction of ICT into the system education not only affects educational technologies, but also introduces new ones into the educational process. They are associated with the use of computers and telecommunications, special equipment, software and hardware, and information processing systems. They are also associated with the creation of new means of teaching and storing knowledge, which include electronic textbooks and multimedia; electronic libraries and archives, global and local educational networks; information retrieval and information reference systems, etc. ICT models are currently being developed, and some of them are successfully used in the study of education systems.

Considering the elements of a complex ITS system, it should be noted that in education an important conditionsuccessful integration of technology is the professional training of teachersand specialists operating systems and means of new integrated learning technology. Each participant in ITS-based training, including the administration of educational institutions, must have the necessary information literacy and understanding of the technologies used. In some countries, you even need to have the appropriate certificate for this. For example, such a requirement exists in the UK. The introduction of certificates for participants in the learning process makes it possible to simplify the implementation of information technology and increase the adequacy of assessments of the effectiveness of technologies.

When implementing information technology, it is necessary to understand that this process is complex and costly.

As the experience of introducing ITO in the world and in Russia shows, the specific type of educational institution (school or university, educational center or virtual college, etc.) and the form and type of education (full-time or correspondence, distance learning) have a significant impact on the effectiveness of ICT-based education or stationary, basic or additional), etc.

A program that ensures the active implementation of ICT ineducational industry , is comprehensive and involves solving a number of important problems in the development of education:

• 
  development of the regulatory framework;
• 
  creation of new organizational, methodological and scientific-methodological support in the field of educational systems and technologies;
• 
  creation of ICT material base;
• 
  creation of a system for training and retraining of educational personnel.

A new direction for increasing the efficiency of ICT implementation isintegration of information and communication technologies and learning technologies.As the first and necessary steps to facilitate the accelerated implementation of this process in the education system, we can recommend:

• 
  organization of seminars and training courses for administration and staff of universities, teachers of schools and training centers on the use of new ITO in teaching;
• 
  creating conditions to stimulate the development of Internet services related to the use of new information technology;
• 
  intensification of work on the creation of a thematic system “ITO” within the framework of the international information network on IT;
• 
  preparation of an appropriate set of measures for inclusion in the “Program for Moscow’s movement into the information society”;
• 
  development of methodological and methodological foundations for system analysis and synthesis of information technology, methods for assessing training and education based on them;
• 
  development of proposals for financing the introduction of integrated information and communication technologies in education at the expense of the international community.

In improving the quality of professional training of specialists, including future teachers, in the system of higher pedagogical education, a significant role belongs to control, which is considered extremely important by modern pedagogical theory and practice.

Currently, using the capabilities of modern information technologies to ensure the didactic process is one of the pressing problems. The role of new information and communication technologies (ICT) inteaching practice is determined by E .WITH. Polat as “a necessary condition for the intellectual, creative and moral development of students” [3].

In the conditions of the information society, the volume and content of knowledge, skills and abilities that a modern specialist must possess sharply and constantly increases and changes. The integration of computer technologies and the educational process contributes to its intensification, modernization of the training system for future specialists, improvement of the quality of education, development of the ability to independently obtain new knowledge, and implementation of the idea of ​​developmental and lifelong learning. Computer technologies contribute to the disclosure, preservation and development of students’ personal qualities, the use of which in the educational process will be effective only if future specialists have a correct understanding of the place and role of these technologies in the educational process.

For future specialistsit is necessary to have appropriate training in the knowledge and application of information and communication technologies in the rapidly changing conditions of the information society; possess the basics of necessary knowledge and accumulate personal experience practical use of computer technologies in their professional activities. Besides, inconditions for the development of remote education, it is necessary to master modern computer teaching aids, including control.

As noted in the materials of the international conference held in November in Moscow, dedicated to the problems of introducing information technologies into education, a lesson using a computer will be more effective for the teacher who

• 
  · Maintains human priorities in learning.
• 
  · Has a kind, trusting attitude towards the machine and its teaching capabilities
• 
  · Able to handle a personal computer carefully and at the same time safely
• 
  · Intellectually developed, erudite, able to evaluate the pedagogical capabilities of computer programs
• 
  · Methodologically flexible
• 
  · Disciplined, precise, possesses ordered, logical thinking.

Thus, without professional growth inmastering information Communication technologies are indispensable.

The first step that a teacher takes when turning to computer teaching technology is to study pedagogical software in his subject and evaluate their advantages and disadvantages. Unfortunately, there has not yet been a single multimedia textbook in mathematics that would fully correspond to the school curriculum: atypical terminology is used, others. Axiom systems different from school, or a cumbersome information input system (a very “twisted” formula editor, which does not speed up, but rather slows down the solution process). Therefore, we can only agree with N. Rozov, Dean of the Faculty of Pedagogical Education of Moscow State University, who in one of his speeches noted: “We all perfectly understand how far e-learning products are still from the ideal. There is a long way to go in understanding, searching and accumulating pedagogical experience, before how the computer component of the educational process will become an equal partner to the textbook."

It is advisable to begin familiarization with software products by studying the tools that create the so-called. computer environment. These programs include program instructions, advice, and recommendations on a wide range of issues. With them, the teacher can conduct both classroom and extracurricular activities, freeing himself from repeated repetition of the same truisms to students, from the touch of subjectivity in assessing the educational success of students, helping them master self-learning technology.

The computer environment is also created by reference and information materials. Their purpose is to provide greater clarity and evidence in the lesson, to use these programs for making various kinds of inquiries and for self-testing, to provide a sample of completing any task on specific subject material.

Reference and information materials are designed to make it easier for many children to master the school curriculum; they are supportive and accompanying, and often motivating.

That. the computer, as it were, combines a number of traditional TSOs, which have always been used mainly to enhance clarity. This activates the cognitive process of students, develops thinking (visual-effective, visual-figurative), and increases the effectiveness of the educational process. The use of ICT makes it possible to realize such developmental learning goals as the development of thinking (spatial, algorithmic, intuitive, creative, theoretical), the formation of skills to make the optimal decision from possible options, the development of skills to carry out experimental research activities (for example, through the implementation of computer modeling capabilities) , formation of information culture, skills to process information. Thisleads to an acceleration of the pace of learning , frees up time, and therefore intensifies the learning process.

One of the requirements dictated by the social order of society modern education and required today for university students - future specialists - is the ability to use modern ICT tools in the professional activities of a teacher, in particular, the rapidly developing means of distance educational technologies both in the educational process and in its integral component - the control system.
ICT in the control system
The use of computer technologies in the educational process is a completely natural phenomenon in the era of informatization of society. However, the effectiveness of their use in teaching depends on a clear understanding of the place they should occupy in the complex set of relationships that arise inteacher interaction system - student.

The role of control in the learning process is of priority importance, therefore, all of the above about the introduction of information and communication technologies into the learning process also contributes to the penetration of ICT into the control process, as an important and integral element of the learning process.

Control tasks implemented using ICT can be aimed at identifying the following knowledge:

Knowledge of definitions, fundamental concepts of the course, section, topic (module), ideas about the scope and content of concepts;

Knowledge of the applied (practical) application of definitions;

Knowledge of rules, algorithms, laws, formulas;

Knowledge related to solving problems on the topic;

Knowledge of facts, fundamentals, principles, practical applications.

Supervisory tasks implemented using ICT can be of varying levels of complexity:

Simple recognition tasks;

Reproduction tasks;

Tasks performed according to a formula, algorithm, rule, pattern;

Tasks of a problematic nature (the algorithm for solving the problem is unknown in advance).
Let us highlight the advantages of using ICT in the process of knowledge control:

High degree of visibilitycarrying out control , which helps to increase interest in the very subject of study, control, evaluation;

Automation of carrying out, evaluating results, summing up control procedures;

The ability to repeatedly perform monitoring tasks in order to internalize (assimilate) knowledge;
- the ability to conduct self-control of students at any time convenient for the student without the participation of a teacher.

Literature

1. 
   World UNESCO report on communication and information, 1999-2000. – M. – 2000.
2. 
   Kurdyukov, G.I. To the question of the role of information and communication technologies in the system of monitoring the knowledge of students of pedagogical universities in computer science disciplines / G.I. Kurdyukov /access address:http://www.rusedu.info/Article915.html
3. 
   New Pedagogical and information technologies in the education system: Proc. aid for students ped. universities and higher education systems qualified ped. personnel / E.S. Polat, M.Yu. Buharkina and others; Ed. E.S. Polat. – 2nd ed., erased. – M.: Publishing Center “Academy”, 2005. – 272 p.; S. 3
4. 
   Education and XXI century: Information and communication technologies. – M.: Nauka, 1999.
5. 
   Open education – an objective paradigm of the 21st century / Ed. ed. V.P. Tikhonov. – M.: MESI, 2000.
6. 
   Project Programs for informatization of Moscow education (prepared by MIPCRO, Center for Information Technologies and Educational Equipment under the leadership of A.L. Semenov). – M.: MIPKRO, – 2000. – 21 p.
7. 
   Yakovlev, A.I. . Information and communication technologies in education / A.I. Yakovlev / Information Society. – 2001. – Issue. 2. – pp. 32-37.

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Educational information and communication technologies

Introduction

Information and communication technologies (ICT) are increasingly penetrating various areas of educational activity every day. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of specialists, and internal factors associated with the dissemination of modern computer equipment and software in educational institutions, the adoption of state and interstate programs for informatization of education, and the emergence of the necessary experience in informatization among all more teachers.

Let's consider what the concept of information and communication technology includes, how it was formed, what opportunities the use of information and communication technologies in education provides, the main types of information and communication technologies and software for their implementation.

1. The concept of information and communication technology (ICT)

Before you begin to study information and communication technologies, you need to find out the essence of the key concept. To do this, we will consider the concepts of information, information technology, and communication technology, which are of decisive importance in the formation of the concept of information and communication technology.

Currently, there is no single definition of information as a scientific term. From the point of view of various fields of knowledge, this concept is described by its specific set of characteristics. Let's consider some definitions of information that exist today.

Information is information transmitted by one person to another person orally, in writing or in some other way [Kuznetsova];

Information is information about objects and phenomena of the environment, their parameters, properties and state, which reduce the degree of uncertainty and incomplete knowledge about them. [Astakhova, p. 4].

In information theory, the concept of information is defined as communication, communication, in the process of which uncertainty is eliminated (Shannon).

In the works of logicians (Carnap, Bar-Hillel) and mathematicians (A.N. Kolmogorov), the concept of information is not associated with either the form or the content of messages transmitted through communication channels, and is defined as an abstract quantity that does not exist in physical reality, also just as there is no such thing as an imaginary number or a point that has no linear dimensions. That is, these and a number of other experts expressed the opinion that “information” is an abstract concept and does not exist in nature.

Information (from the Latin informatio, explanation, presentation, awareness) - information about something, regardless of the form of its presentation (Wikipedia).

So, most often the concept of information is defined through information, knowledge, messages, signals that have novelty and value for the recipient.

Information technology (IT, from the English information technology, IT) is a wide class of disciplines and areas of activity related to technologies for creating, storing, managing and processing data, including the use of computer technology. Recently, information technology is most often understood as computer technology. In particular, information technology deals with the use of computers and software to create, store, process, limit the transmission and receipt of information.

According to the definition adopted by UNESCO, information technology is a complex of interrelated scientific, technological, and engineering disciplines that study methods for effectively organizing the work of people involved in processing and storing information; Computer Engineering 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.

I.G. Zakharova identifies two main approaches to considering the concept of information technology: in some cases they imply a certain scientific direction, in others - a specific way of working with information. That is, information technology is a body of knowledge about methods and means of working with information resources, as well as methods and means of collecting, processing and transmitting information to obtain new information about the object being studied.

It should be noted that information technologies, unlike production technologies, have a number of functions that reflect their information essence. These properties are reflected in the interpretation given by I.V. Robert: “Information technology is a practical part of the scientific field of computer science, which is a set of means, methods, methods of automated collection, processing, storage, transmission, use, production of information to obtain certain, obviously expected, results” [Robert I.V., S 25]. As can be seen from the definition given by I.V. Robert, she refers to information technology as “the practical part of the scientific field of computer science.”

Another component of our concept is the concept of communication. Communication refers to the exchange of information between living organisms (communication). In computer science, telecommunication technologies are considered. Telecommunications in international practice mean “transfer of arbitrary information over a distance using technical means(telephone, telegraph, radio, television, etc.)" Jerry Wellington. Education For Employment. The Place of Information Technology. -- London, 1989. -- P. 19.

In education, when talking about telecommunications, they often mean the transmission, reception, processing and storage of information by computer means (using a modem), either through traditional telephone lines, or using satellite communications.

By combining the key characteristics of the concepts of information, information technology, and communication, we can define the concept of information and communication technology (ICT).

Astakhova E.V. uses the term “infocommunication”, which is close in meaning to ICT. By infocommunications, she understands information, computer and telecommunication technologies designed to provide organizations and the public with information and communication products and services.

Information and communication technologies (ICT) include three components (Fig. 1).

Rice. 1 Components of ICT

Klokov E.V. uses the term "information and communication technology (ICT)". By ICT he understands “a wide range of digital technologies used to create, transmit and distribute information and provide services (computer equipment, software, telephone lines, cellular communications, e-mail, cellular and satellite technologies, wireless and cable communication networks, multimedia , as well as the Internet)" [Klokov, p. 100].

Taking into account the concepts discussed, information and communication technology can be understood as a set of tools for ensuring information processes for receiving, processing and transmitting information that consistently lead to a given result.

2. Goals of using ICT in education

The goals of using information and communication technologies in education correspond to the needs of society in obtaining high-quality and affordable education.

The use of information and communication technologies in education, according to I.V. Zakharova, traditionally comes down to two main directions. The first is to use the potential of these technologies to increase the accessibility of education, which is done by including in the education system those individuals for whom another method may not be available at all. We are talking about distance learning.

The second direction involves the use of information technology to change what is taught and how it is taught, that is, the content and methods of learning in the traditional classroom.

In accordance with this, two main goals of using ICT in education can be formulated:

1) improving the quality of education;

2) increasing the accessibility of education.

Pointing to the existing contradictions in simultaneously achieving the quality and accessibility of education through ICT, Zakharova I.V. proposes a number of principles to resolve this contradiction.

A simplified, but unfortunately widespread, view states that everything is decided simply by the widespread introduction of information and telecommunications technologies, which are credited with truly magical powers. And in this case, society is offered a very simple solution - it is enough to provide educational institutions with computers and telecommunications and education, as if by magic, will become better, more accessible and cheaper. But even the best and most advanced technologies adopted by teachers and students, without adequate reorganization of the educational process, have a demoralizing effect and are simply wasteful. Essentially, this is the same as bringing an illiterate person to the library and waiting for him to learn to read fluently and navigate books.

3. Types of educational information and communication technologies

Systematic research in the field of application of information technologies in education has been conducted for more than forty years. The education system has always been very open to the introduction of information technologies into the educational process, based on software products for a wide range of purposes. Educational institutions successfully use various software systems - both relatively accessible (text and graphic editors, tools for working with tables and preparing computer presentations) and complex, sometimes highly specialized (programming and database management systems, symbolic mathematics and statistical processing packages) .

At the same time, these software tools have never met all the needs of teachers. Since the 60s, in scientific centers and educational institutions of the USA, Canada, Western Europe, Australia, Japan, Russia (formerly the USSR) and a number of other countries, a large number of specialized computer systems have been developed specifically for the needs of education, focused on supporting different aspects of the educational process.

Let us list the main types of educational information and communication technologies allocated abroad today:

This list does not pretend to be a classification, since various types of information and communication technologies overlap with each other. To demonstrate this, we will decipher each type.

Computer programmed training is a technology that ensures the implementation of the mechanism of programmed training using appropriate computer programs.

Studying with the help of a computer involves the student’s independent work to study new material using various means, including a computer. The nature of the learning activity is not regulated here; learning can be carried out with the support of sets of instructions, which is the essence of the programmed learning method that underlies the CAI technology.

What distinguishes computer-based learning from previous technology is that while it is possible to use a wide variety of technological tools (including traditional ones - textbooks, audio and video recordings, etc.), then it involves the use of predominantly software tools that ensure effective independent work of trainees.

Computer-based learning involves all kinds of forms of transferring knowledge to the learner (with or without the participation of a teacher) and, in essence, overlaps with the above.

Computer-assisted assessment can also be an independent teaching technology, but in practice it is an integral element of others, since knowledge transfer technologies are also required to have a special system for assessing the quality of knowledge acquisition. Such a system cannot be independent of the content of the discipline being studied and the methods used by the teacher in traditional teaching or implemented in the training program.

Computer communications, providing both the process of knowledge transfer and feedback, are obviously an integral component of all of the above technologies when it comes to the use of local, regional and other computer networks. Computer communications determine the capabilities of the information educational environment of an individual educational institution, city, region, country.

Astakhova E.V. uses the term “new information technology” in a meaning that corresponds to the concept of information and communication technology we considered - information technology that uses computers and telecommunications. The author identifies the following types of new information technologies:

1. Database technology and DBMS.

2. Knowledge base technology (accumulation, structuring and storage of knowledge from various fields).

3. Technologies of e-mail and telecommunications access to information remote from the user or its carrier.

4. Computerized office collaboration technology.

5. Technologies for using integrated application packages (MathCAD, AutoCAD).

6. Hypertext technologies.

7. Multimedia and hypermedia technologies.

8. Computer graphics and visualization technology (3D-Studio, Flash).

4. Software for educational information and communication technologies

information communication technology education

Systematic research in the field of application of information and communication technologies in education has been conducted for more than forty years. The education system has always been very open to the introduction of information and communication technologies into the educational process, based on software products for a wide range of purposes. Educational institutions successfully use various software systems - both relatively accessible (text and graphic editors, tools for working with tables and preparing computer presentations) and complex, sometimes highly specialized (programming and database management systems, symbolic mathematics and statistical processing packages) .

Zakharova I.V. identifies the following categories of educational information technology learning software:

* teaching, monitoring and training systems,

* systems for searching information,

* modeling programs,

* microworlds,

* cognitive tools,

* tools of a universal nature,

* tools for ensuring communications. Tools are understood as programs that provide the ability to create new electronic resources: files of various formats, databases, software modules, individual programs and software packages. Such tools can be subject-specific, or they can be practically independent of the specifics of specific tasks and areas of application.

Let us take a closer look at the types of software that will be used primarily for the implementation of educational information and communication technologies.

1) Systems for information retrieval. Information retrieval systems, or information retrieval systems, have long been used in a wide variety of fields. But for education, this is still a fairly new type of software. At the same time, modern requirements for information competence require a high level of knowledge in the field of searching, structuring and storing information. Teachers can use themselves and also offer students various information retrieval systems: legal reference systems (“Garant”, “Code”, “Consultant Plus”), electronic library catalogs, Internet search engines (Yandex, Google, Yahoo), information -search systems of scientific and technical information centers, etc. Finally, electronic dictionaries and encyclopedias, hypertext and hypermedia systems are also systems for searching information, while simultaneously performing the functions of an automated teaching system.

2) Tools for ensuring communications. A new impetus for informatization of education is given by the development of information telecommunication networks. The global Internet network provides access to gigantic amounts of information stored in different parts of our planet. Many experts consider Internet technologies as a revolutionary breakthrough, surpassing in its significance the advent of the personal computer.

Computer communications tools include several forms: email, electronic conferencing, video conferencing, Internet. These tools allow teachers and students to share information, collaborate on common problems, post ideas or comments, and engage in problem solving and discussion.

Electronic mail (e-mail) is an asynchronous communication medium, which means that in order to receive a message it is not necessary to agree on the time and place of receipt with the sender, and vice versa. E-mail can be used both for communication between two subscribers and for connecting one or many recipients. It is advisable to use these features of its work to establish feedback between teachers or training programs and one or more students, regardless of their physical location. E-mail is also widely used for coordination and feedback in distance and open learning.

It should be noted that educational opportunities Electronic mail (e-mail) is the most accessible of all information and telecommunications technologies and at the same time the most undervalued. Special mail programs are based on similar principles, and, accordingly, serious professional training is not required to use e-mail. E-mail has very wide possibilities for improving the quality of the educational process. This is both a means of additional support for educational and cognitive activity, providing excellent opportunities for students to communicate with the teacher and with each other (and confidential communication), and a means of managing the progress of the educational process.

If possible, it is advisable to build access to e-mail into training programs so that the student has the opportunity, if not to get advice, then at least to ask his teacher a question in case of difficulties or to express his opinion about the work of the program.

Using e-mail allows you to increase the efficiency of teachers. When working with a large flow of trainees, this can manifest itself to a greater extent if questions are discussed by email, in virtual seminars or working groups specially organized for this purpose. Here it is necessary to take into account that not every student will voluntarily participate in this type of training. academic work and, accordingly, a specific reward system is required.

In conclusion, we note that of the listed types of resources, e-mail should become a mandatory tool for every teacher. In an educational institution, it can be provided without access to the Internet, within the local network. Its simplicity, “harmlessness” in comparison with other resources, the highest possibilities for both individualizing work with students and organizing their collective activities, allow us to call this technology mandatory ITS for a modern educational institution.

Electronic conferencing is an asynchronous communication environment that, like e-mail, can be used for fruitful cooperation between students and teachers, providing users with a kind of structured forum where they can express their opinions in writing, ask questions and read remarks from other participants. Participation in thematic electronic conferences Internet networks very fruitful for self-education of teachers and students. Electronic conferences can also be organized within the local network of a separate educational institution for conducting seminars, lengthy discussions, etc. The asynchronous mode of work of the student promotes reflection and, accordingly, thoughtfulness of questions and answers, and the ability to use files of any type (graphics, sound, animations) make such virtual seminars very effective.

Videoconferencing - unlike the previous form, is synchronous in nature, when participants interact in real time. Here it is possible to communicate one-on-one (consultation), one-to-many (lecture), many-to-many (teleconference).

This communication technology is currently used mainly in higher education institutions, which have an extensive network of branches. The main obstacle to widespread use is expensive equipment, which is not always available in local training centers (branches) of the parent educational institution.

Internet technologies. The following Internet technologies are usually considered to be basic:

WWW (English World Wide Web - World Wide Web) - technology for working on the network with hypertexts;

FTP File Transfer Protocol - file transfer protocol) - technology for transferring files of arbitrary format over a network;

IRC (English Internet Relay Chat - alternate conversation on the network, chat) - a technology for conducting negotiations in real time, which makes it possible to talk with other people over the network in direct dialogue;

ICQ (English: I seek you - I am looking for you, can be written in three letters) - a technology for conducting one-on-one negotiations in a synchronous mode.

The specificity of Internet technologies is that they provide both students and teachers with enormous opportunities to choose sources of information necessary in the educational process:

* basic information posted on Web and FTP servers on the network;

* operational information systematically sent to the customer by email in accordance with the selected mailing list;

* various databases of leading libraries, information, scientific and educational centers, museums;

* information about CDs, video and audio cassettes, books and magazines distributed through Internet stores.

Telecommunications tools, including e-mail, global, regional and local communication networks and data exchange, open up the broadest opportunities for students and teachers: prompt transmission of information of any volume and type over any distance; interactivity and prompt feedback; access to various sources of information; organization of joint telecommunications projects; request information on any issue of interest through the electronic conference system.

The main requirement that must be met for software intended for use in the educational process is the ease and naturalness with which a student can interact with educational materials. The corresponding characteristics and requirements for programs are usually denoted by the abbreviation HCI (Human - Computer Interface). This literal translation can be understood as “computer programs with human-oriented dialogue.”

Information and communication technologies make it possible to collect, process, store, distribute, display various types of information and, using electronic means of communication, interact with people geographically distant from each other. Professional interaction of teachers online requires knowledge, skills and abilities to use ICT in teaching activities. However, professional training of teaching staff should not be limited only to training in information and communication technologies, but also to training in modern pedagogical technologies (person-centered learning, project method, training in small groups, etc.). These technologies complement each other: through modern pedagogical technologies to modern teaching tools - ICT and vice versa.

Questions and tasks

1. What concepts is the concept of information and communication technology based on? What are its key characteristics?

2. What are the main goals of using information and communication technologies in education?

3. Give examples of information and communication technologies used in education. Give a brief description of each type.

4. What advantages and disadvantages does a participant in a virtual seminar receive compared to taking part in a traditional lesson?

5. What software tools of information and communication technologies are responsible for the “communication” component?

6. Why is it said that email creates an asynchronous learning environment?

7. How can the use of ICT change the nature of the educational process?

8. How can the use of ICT provide the opportunity for each student to implement an individual educational trajectory?

Bibliography

1. Astakhova, E. V. Information and communication technologies: a textbook in 3 parts / E. V. Astakhova; Alt. state tech. University named after I. I. Polzunova. - Barnaul, 2010. - Part 1. Information security. - 82 s.

2. Vladimirova, L.P., Modern information, communication and pedagogical technologies in education,

3. Klokov, E. V., Denisov, A. V. Technology of project-based learning // School. - 2006. - No. 2. - With. 29-36

4. Kuznetsova T.Ya. Descriptor [Electronic resource]//RSL, 2004.-Access mode: http://www.rsl.ru/pub.asp?bib=1&ch=4&n=3.

5. New pedagogical and information technologies in the education system / Ed. E. S. Polat. - Moscow, 2010.

6. Polat E.S., Bukharkina M.Yu., Moiseeva M.V., Petrov A.E. New pedagogical and information technologies in the education system: Textbook. allowance. - M., 2001.

7. Robert I. V. Modern information technologies in education. - M., 1994.

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A.N. Polezhaeva, computer science teacher, KBOU "School of Distance Education"

USE OF INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) IN THE EDUCATIONAL PROCESS.

In modern society, information processes are one of the most important components of human life and society. The development of the global process of informatization of society leads to the formation of not only a new information environment for people, but also a new information way of life and professional activity.

Informatization is the most important mechanism for reforming the educational system, aimed at improving the quality, accessibility and effectiveness of education.

The use of information and communication technologies (ICT) in the educational process is a pressing problem of modern school education. Today, almost every teacher in any school discipline can prepare and teach a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves time for the teacher and student, allows the student to work at his own pace, allows the teacher to work with the student in a differentiated and individual way, and makes it possible to quickly monitor and evaluate learning results.

Information technology is usually considered in three aspects:

as a subject of study;

as a teaching tool;

as a tool for automating educational activities.

For a teacher, when using ICT in lessons, a number of opportunities open up: the computer takes on the function of monitoring knowledge, helps to save time in the lesson, richly illustrate the material, show difficult moments in dynamics, repeat what caused difficulties, differentiate the lesson in accordance with individual characteristics of each student.

ICT can be used in the following ways: to prepare handouts; as a multimedia accompaniment to the lesson; computer testing, etc. Psychologists note that modern children perceive information on the screens of monitors, laptops, projectors, and televisions much better than printed book information. Therefore, during the learning process, as a rule, students’ interest in lessons using ICT increases.

When organizing a lesson using ICT, you need to take into account the following factors: the level of preparation of the class, the methodological purpose of the lesson, the type of lesson, the readiness of students for the type of educational activity, sanitary and hygienic requirements that regulate the possibility of using computers in the educational process, taking into account the age characteristics of students.

The process of introducing new information technologies into education has generally yielded positive results: the volume of educational resources on the Internet has increased, the activity of teachers and schoolchildren in using the resources and capabilities of the Internet has increased.

When using Internet technologies, it becomes possible to:

develop skills in working with information;

introduce students to a variety of ways of presenting material and visualizing thoughts;

teach how to find information in various sources;

use automated search systems;

highlight the main and secondary information in information; arrange, systematize;

develop students' critical thinking;

develop self-education skills;

create your own information prototypes and products.

A fairly wide projected range of application of Internet technologies in the educational process is emerging:

working with browsers, search engines;

using an email program;

virtual communication;

participation in teleconferences, projects, competitions;

Creation Web sites, Web portals;

creating your own projects and posting them on the Internet.

The computer telecommunications system is a living information environment in which all people have equal opportunities to access vast information resources. Modern schools successfully use Internet tools in distance learning for teachers and students.

The following advantages of distance learning via the Internet can be highlighted:

the ability to study at a time convenient for you;

simultaneous access of a large number of students to many educational sources, communication through networks with each other and with teachers;

the use in the educational process of modern information and telecommunication technologies that contribute to the advancement of a person into the global information space”;

social equality (equal educational opportunities for everyone);

stimulating independence in learning.

Like any distance learning tool, the Internet also has its disadvantages:

limited technical capabilities and slow modems lead to delays in receiving and transmitting information; training;

The success of training partly depends on skills in computer management and Internet use.

But the use of ICT in teaching various school subjects is impossible without a sufficient technical base, appropriate software and Internet connection, and sufficient computer skills of the teacher himself.

The role of telecommunications is unusually large in distance learning, when participating in distance competitions and olympiads, during which children’s productive cognitive activity occurs.

The educational process at the present stage should ensure the formation of a creative personality, ready for activity with the widespread dissemination and implementation of ICT in all areas of activity. Elements of distance learning (distance Olympiads, competitions, courses, etc.) are penetrating and increasingly being used in the learning process. ICT tools are a tool that not only provides students with various knowledge in computer science, but also means that enhance the student’s creative capabilities, the ability to conduct research, and complete assignments - projects. Moreover, the possibility of telecommunication access to world information resources quite effectively influences students’ personal perception of the environment.

Students’ independence when working on the Internet (searching for information, completing projects, participating in distance competitions, olympiads) allows us to consider a global computer network working with the Internet as a tool of knowledge and self-development, which, in turn, contributes to the manifestation social activity student.

The general information culture of society is inextricably linked with the effectiveness of the introduction of ICT into school learning processes. The use of the Internet by a teacher poses a number of problems, the solution of which depends on the effective interaction of a number of subjects of science and practice: the creators of educational portals and training programs, methodologists and teachers for organizing educational activities in the information society.

The use of ICT is a powerful tool for creating optimal working conditions in the classroom, but it must be expedient and methodologically justified. ICT should be used only when this use provides an undeniable pedagogical effect and in no case should the use of computers be considered a tribute to the times or turned into a fashionable hobby.

Literature

1. Experience in using ICT in the educational process. -