Various methods, mechanisms and devices for processing and transmitting information are called information technologies. The main means for this is a personal computer, additional - special software, the ability to exchange information via the Internet and related equipment.

In many educational institutions, information technologies are still considered innovative - that is, new, capable of significantly changing and optimizing the educational process. And while daily computer use has long been the norm, the constant emergence of improved software is significantly expanding educational opportunities.

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

Obtaining the necessary information and raising the level of knowledge;

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

Practicing various skills and abilities, conducting remote laboratory experiments;

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

Complex calculations and automation of routine operations;

Modeling objects and situations in order to study them;

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

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

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

Multimedia is text, video, sound and photo information presented in one digital medium, as well as the ability to interact with it interactively. Simply put, multimedia allows you to work with image, text and sound at the same time, and in doing so, you usually have an active role.

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

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

Information technology in education

Information and communication technology (ICT) concept

ICT classification

Multimedia concept

Stages of development of multimedia educational resources

Tools used to create multimedia products

Information and communication technology concept

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 technologies (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. The main categories of software are system programs, application programs, and software development tools. System programs, first of all, include operating systems that ensure the interaction of all other programs with equipment and the interaction of 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, graphic 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. Special programs have been developed for real-time communication, allowing, after establishing a connection, to transmit text entered from the keyboard, as well as sound, 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. With the help of search engines, you can search for documents of the World Wide Web, multimedia files and software, address information about organizations and people.

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

There are several main classes of information and telecommunication technologies that are significant from the point of view of open and distance education systems. Some of these technologies are video 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.

A powerful technology that allows storing and transferring the bulk of the studied material is educational electronic publications, both distributed on computer networks and recorded on CD-ROM. Individual work with them gives a deep assimilation and understanding of the material. These technologies allow, with appropriate refinement, to adapt existing courses 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 in a 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.

Distance learning technologies

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

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

When implementing distance learning, information technologies should provide:

delivery of the bulk of the studied material to the trainees;

interactive interaction of trainees and teachers in the learning process;

providing students with the opportunity to work independently on the assimilation of the studied material;

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

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

provision of textbooks and other printed material;

sending of studied materials on computer telecommunications;

discussions and seminars conducted via computer telecommunications;

video tapes;

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

cable TV;

two-way video teleconferences;

one-way video broadcasting with telephone feedback;

electronic (computer) educational resources.

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

Multimedia concept

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

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

Multimedia is:

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

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

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

computer hardware, with the help of which it becomes possible to work with information of various types;

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

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

The development of good multimedia teaching aids is a complex professional task that requires knowledge of the subject, instructional design skills and a close acquaintance with special software. Multimedia tutorials can be provided on CD-ROM for use on a stand-alone personal computer or made available via the Web.

Stages of developing multimedia educational resources:

1. Pedagogical design

resource structure development;

selection and structuring of educational material;

selection of illustrative and demonstration material;

development of a system of laboratory and independent work;

development of control tests.

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

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

4. Testing and peer review

Tools used to create multimedia products:

systems for processing static graphic information;

systems for creating animated graphics;

sound recording and editing systems;

video editing systems;

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

"The use of information technology in the educational process."

MKOU "Klyuchikovskaya secondary school"

Gaifulina Marina Stepanovna

primary school teacher

The education system cannot lag behind those requirements that are dictated by modern society, and society is going through a period of rapid informatization. Computerization of the school is the most pressing problem of education at this stage. All teachers understand this now, and I am no exception.

The introduction of information technologies in the educational process contributes to the achievement of the main goal of modernization of education - to improve the quality of education, increase the availability of education, and ensure the harmonious development of a person who is guided in the information space, attached to the information and communication capabilities of modern technologies. The use of information technology in the educational process of primary school allows not only to modernize it, increase efficiency, motivate students, but also differentiate the process, taking into account the individual characteristics of each student.

We are on the verge of an era of unlimited development and ubiquitous distribution of computers, which are becoming an intellectual tool and partner in almost all spheres of human life and activity. Today, when information becomes a strategic resource for the development of society, and knowledge is a relative subject, since it quickly becomes obsolete, it becomes obvious that modern education is a continuous process.

Today, a new link is introduced into the traditional scheme "teacher - student - textbook" - a computer, and into the school consciousness - computer training.

For elementary school, this means a change in priorities in setting the goals of education: one of the results of teaching and upbringing in a first-stage school should be.

1. the readiness of children to master modern computer technologies.

2. the ability to update the information received with their help for further self-education.

The introduction of ICT technologies into the practice of schools is one of the priority areas of modernization, which allows not only to improve the quality of education, but also contributes to the development of information competence, disclosing the intellectual and creative potential of the student's personality.

The student's ICT competencies are spelled out in the PLO of the LEO.

The main components of a student's information competence are:

Ability to correctly select sources of information;

Ability to find and transform information from various sources;

Possession of specific skills in the use of technical devices;

Ability to use computer information technologies in their activities;

Knowledge of the features of information flows in the required area.

The use of ICT in the educational process allows:

To intensify the cognitive activity of students in the classroom and after school hours;

Maintain a sustained interest in the subject;

Model and visualize complex processes and phenomena, considered in the lessons on different subjects;

Students to engage in independent search, selection and analysis of the necessary information on the Internet;

To develop creative abilities, to form a general and information culture among students.

In my opinion, the main advantages of using ICT are:

* The ability to carry out a differentiated approach to students of different levels of readiness for learning.

* Use of visual, audiovisual and video support in the lesson.

* Maintaining a high pace of the lesson, class.

* Providing effective feedback between teacher and students.

* Implementation of operational and objective control of the UUD of students.

* Achievement of high quality assimilation of material by students.

Today, computer technology can be considered a new way of transferring knowledge that corresponds to a qualitatively new content of learning and development of a child. This method allows the child to study with interest, find sources of information, fosters independence and responsibility in obtaining new knowledge, develops the discipline of intellectual activity.

One of the active forms of pedagogical technologies that develop high motivation for educational and cognitive activities and contribute to the formation of students' information competence are project technologies. Collaborative work on an electronic project demonstrates a wide range of collaboration opportunities, in which students assign roles that help to fully demonstrate the competence of the individual.

Advantages of using multimedia resources in the educational process:

1. Presentation:

Visibility when announcing a topic, when considering photographs;

Quick check of students' independent assignments in basic notes: formulas, diagrams, conclusions;

Solving problems and viewing the result;

Collective discussion of typos in texts presented on a large screen, slips of the tongue, physical defects in photographs, etc. Discussion of these signal distortions by random influences, or, as they are also called in information theory, noise or interference, allow students to develop critical thinking.

2. Video fragment:

Allows you to save the teacher's time for preparing and conducting this experience in the lesson.

3. Animation:

It is impossible to carry out a real experiment, and the animation shows how the objects in question will actually behave.

4. Test on a computer:

It makes it possible to quickly check the knowledge of students obtained in several previous and this lesson;

Allows the teacher to see the degree of mastering the material and the ability to check the knowledge gained to solve quality problems;

Correct mistakes immediately.

5. Computer simulation is one of the most effective methods for studying complex systems.

All these advantages of using ICT in the educational process, combined with the teacher's story, allow developing attention and visual thinking - the ability to imagine and manipulate images in the imagination. And visual (figurative theoretical) thinking is the basis of understanding.

Thus, the use of ICT technologies in the classroom and in extracurricular activities allows you to optimize the educational process, to involve students in it as subjects of the educational process, to develop creativity, independence and critical thinking.

The use of computer technologies in teaching makes it possible to differentiate educational activities in the classroom, activates the cognitive interest of students, develops their creative abilities, and stimulates mental activity.

As for new information technologies, first of all, Internet technologies, there have appeared problems associated with the widely used abstract work of students. To avoid “downloading” material from Internet resources or using the existing base of ready-made abstracts on various media, I formulate the topics of the abstract so that the student at least uses different sources, choosing from there material corresponding to the proposed topic. The use of educational programs, Internet resources and electronic encyclopedias can be of great benefit to broaden the horizons of students, to obtain additional material beyond the scope of the textbook.

I believe that lessons using ICT are especially relevant in elementary school, since at this age the dominant component is visual-figurative thinking, therefore it is very important to build their learning, using as much high-quality illustrative material as possible, involving not only vision in the process of perception but also hearing, emotion, imagination.

Here, at the right time, comes the brightness and amusement of computer slides and animations.

The use of ICT in various lessons in elementary school makes it possible to switch from an explanatory and illustrative method of teaching to an activity-based one, in which the child becomes an active subject of educational activity, which contributes to the conscious assimilation of knowledge by students.

Therefore, ICT performs a certain educational function: it helps a child to understand the flow of information,

to perceive it, remember, while in no case, without causing harm to his health.

That is, this technology should act as an auxiliary element of the educational process, and not as the main one.

Taking into account the psychological characteristics of a younger student, work using ICT should be clearly thought out and dosed. The use of ICT in the classroom should be gentle, therefore, when planning a lesson, I carefully think over the purpose, place and method of using ICT.

I conduct information and communication technology in education in the following areas:

maintenance of working documentation in electronic format;

conducting a lesson using ICT (at certain stages of the lesson, to consolidate and control knowledge, organize group and individual work, extracurricular work and work with parents);

as a didactic teaching tool;

quality control monitoring;

self-development and self-education.

Information technology can be used at all stages of the lesson and in extracurricular activities:

Explanation of the new material: presentations, informational Internet sites, information resources on disks.

When practicing and consolidating skills: computer training programs, computer simulators, puzzles, computer games, printed handouts (cards, diagrams, tables, crosswords without automatic processing of results) - (digital tables), printed illustrative material.

Knowledge control stage: computer tests (open, closed), crosswords (with automatic processing of the result).

For independent work of students: digital encyclopedias, dictionaries, reference books, tables, templates, electronic textbooks, integrated assignments.

For students' research activities: digital science laboratories, the Internet.

In physical minutes.

Another form of using ICT for self-development and self-education, which I use, is to improve my pedagogical skills in distance learning courses.

With the help of Internet sites, I exchange experience with colleagues. Today my work can be found on the Internet, where my developments are downloaded by other teachers and used in their work. It is very pleasant to know that your work has benefited someone.

And the next direction of using modern information technologies is participation in distance competitions and creative projects of students of my class. And this academic year, my children and I take an active part in Internet Olympiads.
Thus, we can say with confidence that the use of ICT in the classroom and outside the classroom gives students a great chance to get a decent education.

In conclusion, I would like to draw the following conclusion. The teacher now needs to learn how to use computer technology, just as he uses today a fountain pen or chalk to work in the lesson, own information technology and skillfully apply the knowledge and skills gained to improve the lesson methodology. For a teacher, a computer is no longer a luxury - it is a necessity. And I am convinced that a modern teacher should make full use of the opportunities that modern computer technologies provide us in order to increase the effectiveness of pedagogical activity.

Information technology concepts

The modern period of the development of civilization is characterized by the process of information technology in all sectors of the national economy.

Remark 1

The main means of information technology are software and hardware and devices that operate on the basis of microprocessors, computers, information exchange of data, providing operations for storing and processing data.

Today, there is a tendency to increase the role of information and social technologies in the education system. Thanks to this, universal computerization of students and teachers is ensured at a level that allows solving a number of problems:

• the appearance of all participants on the Internet at any time and regardless of location;
• development of a unified information space of educational institutions;
• creation, development and effective use of educational resources.

Information technology in education can be classified as one of the major innovations applied in the education system in the past few years. The capabilities of the computer allow learning, help to improve the assimilation of new material. In the classroom, when the teacher uses a computer, he has the opportunity to observe his students and clearly record the manifestation of various qualities in them, such as: searching for new information, consolidating the material studied, using ready-made sources.

The introduction of information technology in the field of education enables teachers to qualitatively change the methods and forms of education.

The purpose of these technologies in education is (see Fig. 1).

Types of media in education

Educational software that is most often used in practice.

Educational programs- these are teaching aids that are used by students when studying the material on their own. Educational programs allow you to regulate learning activities and improve the quality of the assimilated material. The developed training programs must be based on the curriculum and meet all the requirements for their content. This type of program is used by students to expand their entire horizons, and familiarize themselves with new material.

Electronic textbook Is a teaching system based on didactic and methodological materials on the subject. An electronic textbook is suitable both for self-study of the material and as a basis for presenting lecture material.

The electronic textbook contains all the topics that are included in the curriculum. There is also a block where a pupil, a student can check and consolidate their knowledge. The main advantage of this type of textbook is its graphic representation of the material and hyperlinks, i.e. the training material has links to other material.

Multimedia is another of the advantages of an electronic textbook. The use of sound files, animation of drawings, videos can improve the quality of assimilation of the material.

Internet- worldwide system of access to any files. Through the use of the Internet, the student can find all the necessary information on the question that interests him. The advantages of the Internet is the ability to find out any information, no matter where you are.

Distance education- the work of the teacher with students at a distance, which reflects all the components of the educational process. Distance education allows students to obtain all the necessary knowledge remotely from the main place of study.

Effectiveness of using information technology

The practical application of information technologies in the education system makes us look at the learning process with different eyes. Therefore, the information technology system must be considered as a new process of improving the quality of education at all stages. Thanks to new technologies of e-mail, Skype allows for dialogue with the teacher at a distance. Through the use of new technologies in education, the opportunity for the exchange of information between students is expanding. A modern teacher must have all the skills in the use of computer tools.

Remark 2

Modern information technologies using computer modeling significantly increase the visibility of teaching in all areas of education.

Today, when information becomes a strategic resource for the development of society, it becomes obvious that modern education is an ongoing process. Therefore, already now there is a need to organize the learning process on the basis of modern information and communication technologies, where electronic means are increasingly used as sources of information.

The concept of modernization of Russian education says: "The primary task of educational policy at the present stage is to achieve the modern quality of education, its compliance with the current and future needs of the individual, society and the state." At the same time, one of the main tasks of modernization is to achieve a new modern quality of school education. Informatization of education should help to solve two main tasks of the school: education - for everyone and a new quality of education - for everyone. The use of information and communication technologies (hereinafter ICT) in the classroom makes it possible to develop the ability of students to navigate the information flows of the surrounding world, to master practical ways of working with information, to develop skills that allow them to exchange information using modern technical means. The use of ICT in the classroom allows you to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child becomes an active subject of educational activity. This contributes to the conscious assimilation of knowledge by students. The use of ICT in primary school allows:

To intensify the cognitive activity of students;

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

Approach the student individually using multilevel assignments.

The modern child lives in the world of electronic culture. The role of the teacher in information culture is also changing - he must become the coordinator of the information flow. Therefore, the teacher needs to be proficient in modern methods and new educational technologies in order to communicate in the same language with the child.

Thus, there is a need to organize the learning process using modern information and communication technologies (ICT).

The appropriateness of the use of information technologies in teaching younger schoolchildren is evidenced by their age characteristics, such as the better development of visual-figurative thinking in comparison with verbal-logical thinking, as well as the uneven and insufficient development of analyzers, with the help of which children perceive information for its further processing.

Informatization of elementary school plays an important role in achieving the modern quality of education and the formation of the information culture of a child in the 21st century. Hence the goals of using ICT follow:

* increase the motivation of learning;

* improve the efficiency of the learning process;

* contribute to the activation of the cognitive sphere of students;

* improve the methods of conducting lessons;

* timely track the results of training and education;

* plan and organize your work;

* use as a means of self-education;

* efficiently and quickly prepare a lesson (event).

In 1999, the results of scientific research by British psychologists were published in Britain. Their conclusions are quite categorical: until the age of ten, a child has nothing to do at the computer! The addiction of children under 9-10 years of age, even if it is to developmental and educational games, can slow down their development, suppress interest in ordinary children's games and contacts with peers, and does not contribute to increased concentration and development of imagination. British scientists advise raising children using traditional methods. Up to 10-11 years old, it is much more useful for a child, both for mental and physical health, to read books with their parents, draw and play outdoor games in the air.

The organization of the educational process in primary school, first of all, should contribute to the activation of the cognitive sphere of students, the successful assimilation of educational material and contribute to the mental development of the child. Therefore, ICT should perform a certain educational function, help a child understand the flow of information, perceive it, remember it, and in no case undermine health. ICT should act as an auxiliary element of the educational process, not the main one. Taking into account the psychological characteristics of students, work using ICT should be clearly thought out and dosed. Thus, the use of ITC in the classroom should be gentle. When planning a lesson (work), the teacher should carefully consider the purpose, place and way of using ICT.

What ICT capabilities will help the teacher create comfortable conditions in the lesson and achieve a high level of mastering the material? Let's highlight the main ones:

· Creation and preparation of didactic materials (options for assignments, tables, memos, diagrams, drawings, demo tables, etc.);

· Creation of presentations on a specific topic based on educational material;

· Use of ready-made software products;

· Search and use of Internet resources in the preparation of a lesson, extracurricular activities, self-education;

· Creation of monitoring to track the results of education and upbringing;

· Creation of test works;

· Generalization of methodological experience in electronic form.

Thus, the use of ICT allows solving a number of problems in education. First, it is difficult for children of primary school age to set long-range goals that stimulate the child's active participation in the school process. Prestigious work, a successful career, mastering the centuries-old experience of mankind for a seven-year-old child are not relevant. In this regard, to increase motivation, he uses close goals to learn how to add and subtract, not to upset mom, and read faster than a neighbor on a desk. The difficulty is that children are becoming more and more infantile, so these goals may not be stimulating for the child. Considering that the main activity of children of seven or nine years old is play, it can be assumed that it is the computer with its wide range of possibilities for interactive interaction that will help solve the above problem.

Modern computer learning systems set a real, understandable, quite achievable goal for the child: if you solve the examples correctly, you open the picture, insert all the letters correctly, and you move the fairytale hero closer to the goal. Thus, in the process of playing, the child develops a positive motivation for the assimilation of knowledge. Secondly, training is the foundation on which all further human activities will be built. The teacher is faced with a responsible task - to achieve the assimilation of the program material in full by each child. Taking into account the different level of preparation of schoolchildren, differences in the development of memory, thinking, attention, the teacher, nevertheless, is forced to focus on the average level of readiness of students. As a result, most of the students are quite active in the lesson. Problems arising with the education of schoolchildren with a higher or lower level of mental activity, as well as those who have missed classes due to illness, are well known. One of the ways to successfully teach these categories of students can be the use of computer training systems in the classroom. Students with a high level of mental activity can use the computer to familiarize themselves with new material, gaining new information or deepen their knowledge, performing exercises of increased complexity. Students with an underestimated level of mental activity can work at the computer at an individual pace, without slowing down the progress of the class through the program. Children who have missed classes can fill the gaps in their knowledge at certain stages of the lesson or after school hours. Thirdly, the use of computer tests in the classroom will allow the teacher in a short time to get an objective picture of the level of assimilation of the studied material and to correct it in a timely manner. Thus, the use of a computer in teaching seems appropriate.

Recently, the market for new information technologies has been rapidly developing. Electronic thematic publications on history, encyclopedias, albums, sets of multimedia presentations are published. All these tools can be used in the educational process for illustrative material, phonorecordings, testing students' knowledge, searching for given information, organizing all kinds of creative work. A variety of forms of work in the lesson, combined with the demonstration of video and multimedia materials, creates an emotional uplift among students, increases interest in the subject due to the novelty of its presentation, increases the level of visibility when teaching students to solve problems and use lesson time more rationally, increase the culture of the lesson, and allow differentiation approach to students, contribute to the formation of interest in the subject and, therefore, have a positive effect on the quality of education, reduce fatigue in children. information communicative personal educational

1. ICTs make it possible to largely eliminate one of the important reasons for a negative attitude towards learning - failure due to a lack of understanding of the essence of the problem, significant gaps in knowledge. The use of a computer in the educational process - (introduction of new information technologies) is an attempt to offer one of the ways that can intensify the educational process, optimize it, raise the interest of schoolchildren in studying the subject, implement the ideas of developing education, increase the pace of the lesson, and increase the volume of independent work. Promotes the development of logical thinking, a culture of mental work, the formation of skills for independent work, and also has a significant impact on the motivational sphere of the educational process, its activity structure.

In the classroom, students show high activity. Pupils show a rather high interest in the lesson, become its co-authors. The joint work of the teacher and the student in the lesson makes this lesson interactive, the personality of the student, his individual capabilities and inclinations are put forward in the first place.

Thus, ICT is a means of visualization in teaching, an assistant in the development of practical skills of students, in organizing and conducting a survey and monitoring of schoolchildren, as well as monitoring and evaluating homework, in working with diagrams, tables, graphs, symbols, etc. ., in editing texts and correcting mistakes in the creative works of students.

A feature of computer learning is a step-by-step sequence of independent activities of students, contributing to the activation of the educational process, as well as the presence of operational feedback, on the basis of which individualization and differentiation of learning is possible.

We all understand very well that the competent use of ICT in primary school contributes to:

§ improving the quality of knowledge of schoolchildren, reducing didactic difficulties;

§ ensuring the differentiation of training;

§ increasing the volume of work performed in the classroom;

§ development of skills of self-education and self-control among junior schoolchildren;

§ rationalizing the organization of the educational process,

§ improving the efficiency of the lesson;

§ increasing the level of learning comfort, increasing the activity and initiative of schoolchildren in the classroom;

2. the formation of information and communication competence.

Lessons with the use of ICT have a great variability, differ in the type, structure, duration of the training session.

The features of organizing such lessons are as follows:

Ш educational material is divided into small portions;

Ш the educational process is built from sequential steps containing a portion of knowledge;

Ш each step ends with a control question or task;

Ш a new portion of educational material is received by students with the correct execution of control tasks and performs the next step of learning;

Ш in case of an incorrect answer, the student receives help from a computer and additional explanations from the teacher;

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

The results of the fulfillment of control tasks are recorded, they become known both to the student himself (internal feedback) and to the teacher (external feedback).

Today, information computer technologies can be considered a new way of transferring knowledge that corresponds to a qualitatively new content of education and development of a child. This method allows the child to study with interest, find sources of information, fosters independence and responsibility in obtaining new knowledge, develops the discipline of intellectual activity.

Having examined the use of modern information technologies in the educational process, we found that the use of information and communication technologies in primary school is not just a new trend of the times, a necessity. ICT allows you to show any process taking place in nature, in development, in action; visually display the objects studied in the lesson, show the necessary geographic coordinates on maps and much more. Within the framework of one lesson, the teacher has the opportunity to use both video clips and musical series, illustrations and reproductions. The use of ICT in the classroom helps not only children learn the material, but also the teacher to develop creatively.

Report

On the topic of:The use of information technology in the educational process

Prepared by:O. A. Titorenko

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

"_____" ___________________20____ g

Chairman of the Commission __________________ Kazizova B.Sh.

Protocol No. _____

Modern humanity has joined the general historical process called informatization. This process includes the availability of any citizen to sources of information, the penetration of information technologies into scientific, industrial, public spheres, and a high level of information services. The processes taking place in connection with the informatization of society contribute not only to the acceleration of scientific and technological progress, the intellectualization of all types of human activity, but also to the creation of a qualitatively new information environment of society, ensuring the development of human creative potential.

One of the priority directions of the informatization process of modern society is the informatization of education, which is a system of methods, processes and software and hardware integrated with the aim of collecting, processing, storing, distributing and using information in the interests of its consumers. The goal of informatization is the global intensification of intellectual activity through the use of new information technologies: computer and telecommunications.

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

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

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

The current tasks of the college today are:

creation of a unified information environment for an educational institution;

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

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

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

training of users of a unified information system.

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

Information technology in the educational process.

The expediency of using information technologies in the educational process is determined by the fact that with their help such didactic principles as scientific nature, accessibility, visibility, consciousness and activity of students, an individual approach to learning, a combination of methods, forms and means of teaching, the strength of mastering knowledge and skills and skills, socialization of the learner.

Information technologies provide an opportunity:

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

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

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

to involve in the process of active learning a category of children with different abilities and style of learning;

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

to intensify all levels of the educational process.

The main educational value of information technology is that it allows you to create an immeasurably brighter multisensory interactive learning environment with almost unlimited potential opportunities available to both teacher and student.

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

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

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

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

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

  convenient navigation system based on hyperlinks;

  the ability to include audio and video fragments.

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

Simulator programs serve as didactic materials and can track the progress of the solution and report errors.

Virtual Experiment Systems - these are software systems that allow the student to conduct experiments in a "virtual laboratory". Their main advantage is that they allow the trainee to carry out such experiments that in reality would be impossible for reasons of safety, timing, etc. The main disadvantage of such programs is the natural limitation of the model embedded in them, beyond which the student cannot go within the framework of his virtual experiment.

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

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

Educational games and educational programs Are interactive programs with a game scenario. By completing a variety of tasks during the game, children develop fine motor skills, spatial imagination, memory and, possibly, receive additional skills, for example, learning to work on the keyboard.

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

Lessons in which a computer is used in demo mode - one computer on the teacher's table + a projector;

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

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

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

Means of educationon-line are applied in real time using Internet resources;

Means of educationoff-line Are autonomously used tools.

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

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

In an individual mode, with students wishing to study the subject in depth, work is carried out with other types of computer tools. These are electronic textbooks and encyclopedias, training programs for preparing for exams, which, in addition to the result, give an explanation and the correct answer, virtual experiment systems, educational games.

In the educational process, a computer can be both an object of study and a means of teaching, upbringing, development and diagnostics of the assimilation of educational content, i.e. there are two possible directions of using computer technologies in the learning process. In the first case, the assimilation of knowledge, abilities and skills leads to an awareness of the possibilities of computer technologies, to the formation of the skills to use them in solving various problems. In the second case, computer technologies are a powerful means of increasing the effectiveness of the organization of the educational process. But today at least two more functions have been identified: a computer as a means of communication, a computer as a tool in management, a computer as a developing environment. In the educational process, it is important to use all these areas at the same time. The existence and interaction of all of them at the same time, not only in the educational, but also in the educational process, leads to the desired result, which is put by society in front of the school.

As a result of the use of information technologies, the dynamics of the quality of students' knowledge, an increase in the motivation of educational activities, began to be observed.

Information technology in administrative and management activities.

The use of information technologies in the administrative and managerial activities of the school makes it possible to analyze the educational situation, monitor educational and educational and innovative activities, carry out operational preparation and release of didactic materials, educational and methodological and scientific and methodological support, automate the performance of the main job duties of teachers and methodological service ...

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

Currently, educational institutions are introducing software systems designed to help in organizing administrative activities in a general education school. Information and reference systems have been created that provide regulatory support for workers in the education system.

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

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

The automated information and analytical system AVERS "Schedule", "Tariffication" is being introduced.

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

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

Information technology in the educational process.

Computer technologies naturally fit into the life of our school and are another effective technical means with which one can significantly diversify the upbringing process.

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

Organization of extracurricular activities, school holidays and concerts, library lessons, class hours, creative games.

Project activities.

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

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

Organization of change. The school is divided into certain zones according to interests: an assembly hall (karaoke studio), a chess club (Interactive board + electronic chess training program), a library (watching popular science and entertainment films), a media library (for those who are keen on the computer).

Circle of computer graphics and animation.

The use of information technology has opened up boundless horizons in the educational work of the school. Children have become active participants in the educational process. They are fluent in computers and know how to navigate the information space.

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

Information technology in pedagogical and methodological activities.

Computer and information technology have taken a firm place in the activities of methodological leaders. They have become an integral attribute, without which effective existence and development is unthinkable today.

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

For a number of years, data has been processed from various programs for monitoring and studying the state of work with pedagogical personnel: diagnostic cards of teachers, the results of research on difficulties in the work of teachers and the need for advanced training. Computer software has created conditions for monitoring in various areas: analysis of didactic tools used by the teacher; characteristics of teaching skills; the nature of intraschool communications. Diagnosing methodological work pursued the goal: using the criteria and indicators, to obtain information about its influence on the growth of professional level and the development of the creative potential of teachers for making decisions on methodological assistance and the inclusion of teachers in pedagogical search. Having studied the actual state of the level of preparedness of teachers, we identified groups of teachers who have difficulties in practical activities, who work creatively, with an established style of work, developed a system of corrective measures, and determined the prospects for professional growth of each employee. The information received was systematized into a database, an electronic portfolio was developed about each teacher.

Computer software for personnel management contributes to solving problems: determining trends in the interaction and interaction of various factors in the development of the educational process; identifying the position of each of its participants.

Conclusion

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

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

Bibliography

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

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

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

Ugrinovich N.D., Novenko D.V. Computer Science and Information Technology: Sample Lesson Planning Using Interactive Learning Tools. - M .: School-Press, 1999.

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