ICT (information and communication technologies) are processes and methods of interacting with information that are carried out using computer devices, as well as telecommunications.
The role of ICT in modern society
Currently, one can observe a constant growth in the influence of media technologies on a person. They have a particularly strong effect on children: even twenty years ago, a child would rather watch a movie than read a book. However, today, under the powerful pressure of information, advertising, computer technology, electronic toys, game consoles, etc., it is increasingly detached from reality. Now, if a student cannot avoid reading a book, he no longer goes to the library, but downloads it to his tablet. Very often you can observe the following picture: a group of young people is sitting in a park, square or shopping and entertainment complex, they do not communicate with each other, all their attention is focused on smartphones, tablets, laptops. If this phenomenon continues to be observed, then soon the children will completely forget how to communicate. And so the ministries of education of many countries on our planet, instead of developing students' interest in live communication and learning in general, decided to follow the path of least resistance and give children what they want. According to some experts, the child's brain perceives new information better if it is presented in an entertaining form, which is why they easily perceive the data offered in the lesson using media tools (in this regard, the use of information and communication technologies in education is constantly growing today). It is difficult to argue with this, but after all, the reverse side of the medal of such an educational process is that children stop communicating with the teacher, which means that the ability to think decreases. It is much better to restructure the educational process so that it is not boring and always supports the child's thirst for new knowledge. But this issue will have to be left on the conscience of officials.
Communication and information technology concept
The processes of informatization in modern society, as well as the reform of educational activities closely related to them, are characterized by the improvement and massive dissemination of modern ICT. They are actively used to transfer data and ensure interaction between teacher and student in the modern system of distance and open education. Today, the teacher is obliged to possess skills not only in the field of ICT, but also to be responsible for the professional application of information and communication technologies in their direct activities.
The term "technology" came to us from the Greek language, and in translation it means "science". The modern understanding of this word includes the application of engineering and scientific knowledge to solve specific practical problems. Then information and communication technology is a technology that is aimed at transforming and processing information. But that's not all. In fact, information and communication technology is a generalized concept that describes various mechanisms, devices, algorithms, data processing methods. The most important modern ICT device is a computer equipped with the necessary software. The second in a row, but no less important equipment, are the means of communication with information placed on them.
ICT tools used in the modern education system
The main means of ICT technology for the information environment of the education system is a personal computer equipped with the necessary software (of a systemic and applied nature, as well as tools). The system software primarily includes operating software. It provides interaction of all PC programs with the equipment and the PC user. This category also includes service and utility software. Application programs include software, which is an information technology toolkit - work with texts, graphics, tables, etc. The modern education system makes extensive use of universal applied office software and ICT tools, such as word processors, preparation of presentations, spreadsheets, graphic packages, organizers, databases, etc.
Development of information and communication technologies
With the organization of computer networks and similar means, the process of education has passed into a new quality. This is primarily due to the ability to quickly receive information from anywhere in the world. Thanks to the global computer network Internet, instant access to the planet is now possible (electronic libraries, file storages, databases, etc.). This popular resource has published over two billion different multimedia documents. The network opens access and allows the use of other widespread ICT technologies, including e-mail, chat, lists, mailings. In addition, special software has been developed for online communication (in real time), which allows, after establishing a session, to transmit text (entered from the keyboard), as well as sound, images and various files. Such software makes it possible to organize joint communication of remote users with the software running on the local personal computer.
The advent of new information compression algorithms available for transmission over the Internet has significantly improved the quality of sound. Now it began to approach the quality of a regular telephone network. As a result, there has been a leap forward in the development of a relatively new ICT tool - Internet telephony. With the help of special software and peripherals, audio and video conferencing can be organized over the network.
Information and communication technology and its capabilities
To organize effective search in telecommunication networks, automated search programs are used, the purpose of which is to collect data on various resources of the world wide web and provide the user with quick access to them. Thanks to search engines, you can find documents, multimedia files, address information about people and organizations, software. The use of ICT makes it possible to open wide access to educational, methodological and scientific information, in addition, it becomes possible to promptly organize consulting assistance, as well as to model scientific and research activities. And, of course, conducting virtual classes (lectures, seminars) in real time.
Video training
Today, information and communication technologies of education provide for several classes of material presentation, which are significant from the point of view of distance and open education. One of them is television and video recordings. Videos and related ICT tools enable a large number of students to become familiar with the content of the lectures of the best teachers. Video recordings can be used both in specially equipped classrooms and at home. An interesting fact is that in European and American courses of study, the main material is presented on videotapes and in print.
Television ICT
Television is the most widespread ICT in the classroom, it plays a huge role not only in the modern educational process, but also in people's lives, because almost every home has a TV. For a long time, educational TV programs have been used all over the world and are a very striking example of a distance learning method. Thanks to this ICT tool, it became possible to broadcast lectures to a wide audience in order to increase its overall development without further control over the assimilation of knowledge.
Electronic educational publications
A very powerful technology that allows you to transfer and store the entire volume of studied information is electronic educational publications. They are distributed both in computer networks and recorded on optical media. Individual work with such material gives a deep understanding and assimilation of data. This technology allows (with appropriate refinement) to use existing courses in and self-examination of the acquired knowledge. Electronic educational publications, unlike traditional printed material, allow information to be presented in a graphical dynamic form.
Classification of ICT tools by areas of methodological purpose
ICT tools are:
1. Educational. They communicate knowledge, develop practical skills or provide the required level of assimilation of the material.
2. Trainers. Designed for practicing various skills, consolidating or repeating a lesson learned.
3. Reference and information retrieval. Provide information on the systematization of information.
4. Demonstration. The studied phenomena, processes, objects are visualized for the purpose of their study and research.
5. Imitation. They represent a certain aspect of reality that allows one to study its functional and structural characteristics.
6. Laboratory. Allows you to conduct experiments on existing equipment.
7. Modeling. They make it possible to make a model of an object, a phenomenon for the purpose of studying and researching it.
8. Estimated. Automate calculations and a variety of routine operations.
9. Educational and game. Designed to create a learning situation in which the activities of trainees are implemented in a playful way.
Didactic tasks that are solved with the help of ICT
1. Improving the organization and increasing the individualization of training.
2. Increasing the productivity of self-training of students.
3. Individualization of the teacher's work.
4. Acceleration of replication, as well as access to the gains of teaching practice.
5. Increasing motivation to learn.
6. Activation of the educational process, the possibility of attracting the student to
7. Providing flexibility in training.
The negative impact of ICT tools on the student
Information and communication technology, implemented in everything, leads to a number of negative consequences, among which a number of negative psychological and pedagogical factors of influence on the health and physiological state of the student should be noted. As mentioned at the beginning of the article, ITC leads to the individualization of the educational process. However, this is a serious drawback associated with total individualization. Such a program entails the coagulation of the already scarce in the educational process of live dialogical communication of participants: students and teachers, students among themselves. She offers them, in fact, a surrogate for communication - a dialogue with a computer. Indeed, even a speech-active student falls silent for a long time when working with ICT tools. This is especially true for students of distance and open forms of education.
Why is it so dangerous?
As a result of this form of teaching, throughout the entire lesson, the student is busy with the fact that he silently consumes the material. This leads to the fact that the part of the brain responsible for objectifying human thinking turns out to be turned off, in fact, immobilized during many years of study. It is necessary to understand that the student does not already have the necessary practice of forming, formulating thoughts, as well as dialogical communication in a professional language. As psychological studies have shown, without developed communication, the student's monologic communication with himself will not be formed at the proper level, exactly what is usually called independent thinking. Agree that asking yourself a question is the most accurate indicator of the presence of independent thinking. As a result, if you go along the path of individualization of teaching, then you can miss the very possibility of forming a creative process in a person, the origin of which is based on dialogue.
Finally
Summing up, we can note another significant drawback of information and communication technologies, which follows from the main advantage - the general availability of information resources published on the network. Often this leads to the fact that the student follows the path of least resistance and borrows from the Internet ready-made abstracts, problem solutions, projects, reports, etc. Today, this already familiar fact confirms the low efficiency of this form of education. Of course, the prospects for the development of information and communication technologies are high, but they need to be introduced deliberately, without manic totalization.
A closer combination and interaction of technical and natural constituent elements is becoming a modern guiding idea of the educational process. Informatization and computerization of the educational process in the subjects of the natural cycle acts as an interacting integrating phenomenon. Such a connection, i.e. the use of computer technology, in comparison with traditional education, has a number of advantages:
1. A computer is a connecting link that establishes the natural interaction of all forms of educational and cognitive activity of students.
2. Computer technology helps to activate the cognitive and mental activity of students.
3. The introduction of computers into natural disciplines contributes to the deepening of the democratization of teaching methods, since computer technologies are based on weakening the subjective factor in the control of knowledge and allows to remove social and psychological restrictions.
4. Computer technology contains tremendous motivational opportunities. An important motivational factor is the gaming nature of computer technology. The game elements of computer testing are adversarial, extreme situations that require the user to make extraordinary decisions.
The introduction of a computer into the structure of natural knowledge expands the possibilities of independent learning of students. The use of computer programs significantly increases the proportion of independent work as a basic constituent element of the entire cognitive process.
What is information and communication technology?
Information and communication technologies are those technologies that use computer technologies (information processes) and communication means (communication means - the Internet).
Computer technologies include software and hardware and devices operating on the basis of microprocessor, computer technology, as well as modern means and systems of information exchange, providing operations for the collection, accumulation, storage, processing, transmission of information.
The means of information computer technologies include: computers, personal computers; sets of terminal equipment for computers of all classes, local area networks, information input-output devices, means of input and manipulation of text and graphic information, means of archival storage of large amounts of information and other peripheral equipment of modern computers; devices for converting data from graphic or sound forms of data presentation to digital and vice versa; means and devices for manipulating audiovisual information; modern means of communication; artificial intelligence systems; computer graphics systems, software complexes (programming languages, translators, compilers, operating systems, application packages, etc.).
With the help of ICT, the basic principles of teaching are effectively implemented:
· The principle of scientific character;
· The principle of systematicity and consistency;
· The principle of activity;
· The principle of accessibility;
· Connection of theory with practice;
· Taking into account the individual characteristics of students;
· Clarity.
The use of ICT allows to optimize the work of the teacher, to somewhat facilitate his functions:
1. Control. The teacher is freed from the routine work of interviewing students. In addition, the position of the teacher becomes more attractive because control functions are transferred to the machine, and this contributes to conflict-free communication.
2. Feedback. The use of a computer allows you to evaluate each stage of the student's work: the computer corrects errors, comments if necessary, providing the necessary information. Thus, the student gets the opportunity to correct his mistakes in time.
The use of information computer technologies in geography lessons not only facilitates the assimilation of new educational material, but also provides opportunities for the development of students' creative abilities:
Increases student motivation to learn;
Activates cognitive activity;
Develops the thinking and creativity of the child;
Forms an active life position in modern society.
ICT can be used at all stages of the educational process.
Depending on the goals and objectives of the lesson, information technology can be used in the lesson to study new material, to generalize and systematize knowledge, when performing practical work, creative assignments, when monitoring knowledge and skills.
When studying new material, a demo program is most often used - an electronic textbook or electronic presentation, which present theoretical material to students in an accessible, vivid, visual form.
Educated programs, i.e. electronic textbooks, contain video fragments that allow you to demonstrate a video in the lesson, representing the phenomenon under study with the commentary of the speaker.
At the lesson of consolidating educational material, you can use a tester program or testing devices Activote, which allow you to monitor the assimilation of the studied material.
There are various types of computer programs that a teacher can use in their activities:
1. curricula focused primarily on the assimilation of new knowledge. Many of them work in a mode close to programmed learning with a branched program. Problem-based learning programs that indirectly manage student activities can also be included in this group.
2. simulator programs designed for the formation and consolidation of skills and abilities, as well as for self-training of students. The use of these programs assumes that the theoretical material has already been mastered by the trainees.
3. control programs designed to control a certain level of knowledge and skills. This type of programs is represented by a variety of test tasks, including in test form.
4. Demonstration programs designed for visual demonstration of educational material of a descriptive nature, a variety of visual aids (pictures, photographs, video clips). Geographic interactive atlases can be considered a variety of them, the maps of which can be used not only as visualization, but also "superimposed" on each other, compose, use interactive and interactive graphics. This type can also include presentation programs that have the ability to graphically edit and are used for the creative work of students.
5. simulation and modeling programs designed to “simulate” objects and phenomena. These programs are especially important for geography, when the studied material is difficult to show or is abstract in nature.
6. information and reference programs designed to display the necessary information with a connection to the educational resources of the Internet.
7. multimedia textbooks - complex programs that combine most of the elements of the listed types of programs.
Multimedia textbooks, or as they are also called - electronic textbooks, are performed in a format that allows hyperlinks, graphics, animation, announcer's speech, registration forms, interactive tasks, multimedia effects.
Electronic textbooks have significant advantages over their paper predecessors. A teacher who has educational information on his subject can quickly structure it in a new way or simply place the material on a website for simultaneous access to all: his students.
Electronic textbooks are practically eternal, they are not afraid of wear and tear, take up little space and are very mobile. The electronic textbook is variable in execution: you can give it any form that is convenient for reading (change the color of the background, text, font size); if necessary, using the printer, you can print out part of the textbook, arranging it at your discretion.
The inclusion of elements of animation and computer games in the textbook enhances its interactivity and attractiveness. The hypertext structure of the textbook allows for an individual learning path. However, the hypertext navigation system should be built in such a way that the logic and systematicity in the development of the content are preserved, and gaps in the assimilation of educational standards are not allowed.
The electronic textbook provides great opportunities for creative work. The teacher and students can participate in the compilation of their own electronic textbook, add materials or assignments to it without significant costs for reprinting. “Paper” textbooks do not provide such an opportunity, and when using them, it is difficult for schoolchildren to construct the personal content of education. The most that a student can do is to make notes on the margins of a "paper" textbook.
Interactive and audiovisual teaching aids in geography lessons can be used in lessons to study new and consolidate the material learned, requiring illustrations of the patterns of development of nature and society on specific material of regional content, and as independent work with a computer in the framework of integrated lessons in informatics and geography. In such lessons, the students directly on the computer perform programmatic practical work. Let's consider in more detail the various aspects of using a computer in geography lessons.
A computer lecture, developed by means of MS Power Point, is a thematically and logically related sequence of information objects displayed on a screen or monitor. The main task of a computer lecture is to explain new material. But unlike traditional lectures, computer lectures have great opportunities in attracting illustrative materials. Therefore, a computer lecture should be considered as a new tool in the work of a teacher, allowing you to create visual and information-rich lessons.
Information objects demonstrated during a computer lecture are images (slides), sound and video fragments. Images (slides) are photographs, drawings, graphs, diagrams, diagrams. Video fragments are films included in the lecture in whole or in part, or animations that clearly show processes and phenomena that are often inaccessible to observation. Sound fragments - narration, musical or other recordings (voices of birds, animals, etc.), accompanying the demonstration of images and video fragments.
Many geographic objects studied, such as plains and mountain ranges, seas and oceans, gigantic industrial enterprises and vast agricultural lands, cannot be shown directly to students. Therefore, the use of demonstration means (slides, pictures, animations, videos) in the lesson contributes to the formation of figurative representations by children, and on their basis - concepts. Moreover, the efficiency of working with slides, pictures and other demonstration materials will be much higher if they are supplemented by showing diagrams, tables, etc.
The Power Point Presentation Development Program allows you to prepare materials for the lesson, combining the difference in visualization tools, maximizing the advantages of each and leveling the disadvantages.
Excel spreadsheets will help the teacher to use cartograms and cartograms built according to the latest statistical data in the lesson, when explaining new material, to organize practical work in the classroom on analyzing statistical data with the construction of graphs, cartograms. In this case, graphs, cartograms and cartodiagrams perform the functions of not only a means of visualization, but also a source of geographic knowledge.
The Microsoft Word text editor is designed to prepare educational and methodological documentation (thematic and lesson plans) and handouts (task cards, control tests, crosswords, etc.) quickly and efficiently, create high-quality documents that satisfy high aesthetic requirements.
Slides with diagrams, diagrams, tables are especially important when studying economic geography, when considering the essence of geographical phenomena and processes, their qualitative and quantitative characteristics.
Videos, displaying geographic processes or phenomena, and animations are considered as a form of modeling real events, facts, scientific data. The individual frames collected in the video make up a figurative model that gives a certain idea of the original. Like any model, videos and animations do not reveal all the elements of the studied phenomenon or process, but only the main, most essential, revealing the essence of the object to be studied. This simplification facilitates the search for essential features, highlighting its features, originality and originality of the object.
It is necessary to pay attention to a special category of media objects contained in the library - interactive maps and schematic maps. Interactive maps are a new type of interactive geography teaching tools. Interactive maps have the properties of a geographic map, i.e. are a scaled down image of the earth's surface using a special language - conventional signs, at the same time, they have a new property that brings them closer to geographic information systems - the ability to change the content of the map.
In addition to all of the above, the specificity of geography as an academic subject is such that it contains a large amount of material. In order to prepare the most complete, interesting and modern lesson in geography, the teacher needs to process a large number of different sources, from encyclopedias to newspapers and magazines.
The use of a computer and the Internet makes it possible to reduce the amount of literature used to prepare and reduce the time it takes to find the information you need. The more often you use a computer in the educational process, the deeper you become aware of the almost limitless range of its application.
Thus, the use of information and communication technologies in the classroom allows you to make each lesson non-traditional and productive. And working with a computer arouses an increased interest in students and enhances the motivation for learning. The use of computer technology and the Internet creates opportunities for access to large masses of modern and fresh information. And the interconnection of animation, music, sound and interactive models expands the possibilities of presenting educational information.
- Revealing the possibility of effective use of ICT in teaching.
- Creation of real informational conditions for the development of creative activity of students and teachers.
Pedagogical council plan:
- Relevance and significance of the use of ICT - technologies in the work of teachers.
- Types of educational technologies.
- ICT tools.
- Practical application of ICT technologies in work.
- Conclusions.
- The draft decision of the pedagogical council based on the study of literature, the results of interviews, speeches.
Responsible: creative group preparing teachers' council.
Expected result: Positive activity of the teaching staff as far as possible using modern technologies in work.
Standard conditions: methodical office
Preparing for a pedagogical council
Pedagogical council progress
| Stage | Content | Responsible |
| 1 | Announcement of the topic, agenda of the pedagogical council. | Director |
| 2 | Election of the secretary of the pedagogical council. | Pedagogical team |
| 3 | 1. Relevance and significance of the use of ICT - technologies in the work of teachers .. 2. Types of educational technologies. 3. ICT tools. 4. Practical application of ICT technologies in work. 5. Conclusions. 6. The draft decision of the pedagogical council based on the study of literature, the results of interviews, speeches. |
Deputy Director. Educators |
| 4 | Summing up the work of the teachers' council. | Pedagogical team |
Pedagogical Council
"Application of ICT - technologies in work"
1. Introduction
“… With the development of progressive ideas in education, with the emphasis on the ideas and principles of student-centered learning, teachers' attempts to find the tools that would ensure the stability of the achievement of the necessary educational results by the majority of students are intensifying. When it comes to universal learning mechanisms, we inevitably turn to the concept of "pedagogical technologies".
The effective use of information and communication technologies (ICT) in the educational process is an urgent problem. Today, a teacher in any discipline must be able to prepare and conduct a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves the time of the teacher and the teacher, allows the teacher to work at his own pace, allows the teacher to work with students in a differentiated and individual way, makes it possible to quickly monitor and evaluate the learning outcomes.
Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set of forms, methods, methods, methods of teaching, educational means; it is the organizational and methodological toolkit of the pedagogical process (B.T. Likhachev);
- This is a description of the process of achieving the planned learning outcomes (I.P. Volkov);
- a set of knowledge, abilities and skills necessary for a teacher in order to effectively apply in practice the methods of pedagogical influence he has chosen both on individual pupils and on the children's collective as a whole.
Educational technology is a system that includes some presentation of the planned learning outcomes, diagnostic tools for the current state of learners, a set of learning models and criteria for choosing the optimal learning model for given specific conditions (V.V. Guzeev).
Educational technology includes training, development and education of students.
It follows from the definitions that technology is connected to the maximum extent with the educational process - the activities of the teacher and the student, its structure, means, methods and forms.
ICT - the presentation of information in electronic form, its processing and storage, but not necessarily its transmission.
Today, computer technology can be considered a new way of transferring knowledge that corresponds to a qualitatively new content of learning and 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.
ICT tools:
A computer is a universal information processing device.
Printer - allows you to record on paper information found and created by students or teachers for students. For many school applications, a color printer is necessary or desirable.
A projector - radically increases: the level of visibility in the work of a teacher, the ability for students to present the results of their work to the whole class.
A screen for projecting an image from a computer.
An interactive whiteboard is a touch screen connected to a computer that is transmitted to the whiteboard by a projector. It is enough just to touch the surface of the board to start working on the computer. Special software for interactive whiteboards allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes right on top of open documents and save information.
Devices for recording (input) visual and sound information (scanner, camera, camcorder) - make it possible to directly include in the educational process information images of the surrounding world.
The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development of creative abilities, the creation of opportunities for realizing the potential of the individual. ICTs are not used as a goal, but as another pedagogical tool to help achieve the goal of the lesson.
Practical application of ICT in the classroom.
The main goal is to help children learn about the surrounding reality, develop their observation ability, teach them to see the world around them more broadly and versatile, instill in them a sense of beauty, and develop personal abilities.
The main objectives of environmental and biological studies are to familiarize students with the breadth and diversity of the field of activity. Study of different materials and means depicting nature.
How to make each lesson joyful, interesting, and most importantly, aimed at the development of each child?
Today, you cannot be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies. And you need to navigate a wide range of modern innovations. From the abundance of concepts, theories, technologies and methods that could help create a system of work that would take into account the peculiarities of classes, in accordance with the characteristics of children and the realities of modern society.
The powerful flow of new information, advertising, the use of computer technology on television and in the cinema, the distribution of game consoles, electronic toys have a great influence on the upbringing of the student and his perception of the world around him. The nature of his favorite activity - games - also changes significantly, and his favorite heroes and hobbies also change. The modern student does not sit in classes that follow the "classical scheme", calmly absorbing, like a sponge, all the knowledge prepared for him. The modern student assimilates only the information that interested him most, the closest to him, which evokes pleasant and comfortable feelings, that which is least annoying. Therefore, one of the means that has a unique opportunity to increase the motivation and individualization of the education of a modern student, the development of his creative abilities and the creation of a positive emotional background is a computer.
The use of a computer in the classroom becomes the most natural due to such a genuine childish interest. The computer successfully enters into a synthesis with school subjects, harmoniously complements it, significantly expands its capabilities and creativity.
One of the obvious benefits of a multimedia lesson is to enhance visibility. Let us recall the well-known phrase of K.D. Ushinsky: “Children's nature clearly requires clarity. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; but associate twenty such words with the pictures - and the child will learn them on the fly. You explain to the child a very simple idea, and he does not understand you; you explain to the same child a difficult picture, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we don’t look for such classes), start showing pictures, and the class will start talking, and most importantly, will talk free…".
The use of clarity is all the more relevant because schools, as a rule, lack the necessary set of tables, diagrams, reproductions, illustrations, or they are of poor quality. In such a case, the projector can be of invaluable help. However, the expected effect can be achieved if certain requirements for the presentation of visibility are met:
recognizability of visibility, which must correspond to the presented written or oral information;
dynamics of presentation of visibility. Demonstration time should be optimal, and correspond to the educational information being studied at the moment. It is very important not to overdo it with the effects;
well-thought-out algorithm for video sequence of images.
the optimal number of displayed images on the screen. You should not get carried away with the number of slides, photos, etc., which distract students, do not allow them to focus on the main thing.
Forms of using a computer in the classroom:
- use of media resources as a source of information (disks);
- computer support for the teacher's activities at different stages of the lesson;
- using a computer to execute technological maps;
- portfolio creation.
Types: presentations, slide - films and test assignments, computer tests;
- crosswords, puzzles, technological cards, instruction cards
When they are used in the classroom, the effectiveness of training and the quality of knowledge increase.
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.
Unfortunately, when using ICT in my classes, I come across a number of problems:
- a small number of computers.
- different levels of preparedness and development of students;
Effective use of ICT tools in the classroom allows you to make the lesson more interesting, visual; to involve students in active cognitive and research activities; strive to realize themselves, to show their capabilities.
Thus, the use of ICT tools allows:
- to intensify the cognitive activity of students;
- conduct classes at a high aesthetic and emotional level;
- to provide a high degree of differentiation of training (almost individualization);
- to increase the volume of work performed in the class by 1.5-2 times;
- improve knowledge control;
- rationally organize the educational process, increase the efficiency of the lesson;
The effective use of ICT tools makes the lesson exciting and modern. Allows you to carry out an individual approach to training, objectively and in a timely manner to control and summarize. But I think that the textbook cannot replace it. This is just an addition to the tutorial.
Classes using a computer develop perseverance, attentiveness, accuracy, develop finger motor skills, which can positively affect the work with a pencil and a brush. Complexes, stiffness, stiffness disappear.
The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development of creative abilities, the creation of opportunities for realizing the potential of the individual. ICTs are not used as a goal, but as another pedagogical tool to help achieve the goal of the lesson.
1. The computer really has quite wide capabilities to create favorable conditions for the work of a teacher and students.
2. Brings the use of explanatory-illustrative and reproductive teaching methods to a qualitatively new level.
3. The use of ICT in the classroom allows you to diversify the forms of work, the activities of students, to activate attention, and increases the creative potential of the individual.
5. Using a multimedia projector allows you to work more efficiently on text (visually, aesthetically pleasing, saves time).
7. ICT develops the independence of students, the ability to find, select and design material for the lesson, using the capabilities of the Internet.
8. The use of tests not only saves time and consumables, but also gives an opportunity to evaluate their knowledge and capabilities themselves.
9. Students have the opportunity to improve their computer skills.
10. The active use of ICT in the classroom leads to an increase in interest in the visual arts and the quality of education.
The range of using this technology in the educational process is very large: from using it as a visual tool to ways of presenting educational information. At the same time, the computer is a powerful tool for increasing the effectiveness of training, it allows you to strengthen the motivation of students.
The effectiveness of the use of ICT in the classroom is not only possible, but also necessary, it contributes to an increase in interest in learning, its effectiveness, and develops the child comprehensively. Computer programs involve children in developmental activities, form culturally significant knowledge and skills.
Thus, the use of computer technology makes it possible to change the educational process for a better, more comfortable side, covering all stages of educational activity.
Draft decision.
The use of ICTs contributes to the growth of teacher's professional skills, increasing the effectiveness of mastering the skills of independent search, processing and presenting knowledge, developing the personality of students and preparing for a comfortable life in an information society.
The first stage (preparatory) "Computer literacy"
- Creation of subject teachers' understanding of the possibility and necessity of using ICT in the educational process.
- Teaching teachers the basics of computer literacy.
- Preparing students for learning in the context of the use of ICT.
The second stage "Implementation of ICT in education"
- Publication of educational and methodological information in various forms.
- Development of methods for using ICT in the educational process.
- Conducting a pedagogical seminar-conference
- Conducting a competition "ICT in the work of a teacher".
- Interim monitoring of the results of the work of teachers of the problem group.
- Technical equipment of the institution.
- Website creation and updating.
Third stage "Final".
- Summing up the results of the work on the topic "The introduction of ICT in education."
- Conducting a final monitoring of the work of the teaching staff on the introduction of ICT in the learning process.
- Systematization of material on the method of using ICT in the classroom and in educational work.
- Generalization and dissemination of successful teaching experience.
Bibliography
- Afanasyeva O.V.
ESSAY
Topic : ICT classification
Content
Introduction 3
Main part
1. ICT tools used in education. 4
2. Classification of ICT tools by area of methodological purpose. 6
Conclusion 7
List of used literature 8
Introduction
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.
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 use of scientific and engineering knowledge to solve practical problems. information and telecommunication technologies can be considered such technologies that are aimed at processing and transforming information.
Information and communication technology (ICT) Is a generalizing 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.
Main part
1. 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.
2. Classification of ICT tools by area of methodological purpose.
Information and communication technologies in education are classified into the following categories:
Educational ICT tools - with their help, learners communicate knowledge, form skills, skills in educational or practical activities, providing the necessary level of learning);
Simulators - are intended for practicing all kinds of skills and abilities, repetition or consolidation of the passed material. the simulator must necessarily be aimed at some knowledge, questions and correction (the program checks, analyzes and trains the necessary areas of knowledge again). When developing simulators, it is important to take into account the algorithm for evaluating the resulting testing with the provision of only that information that is poorly assimilated with the possible clarification of this information;
Information retrieval and reference ICT tools communicate information, form knowledge and skills for organizing information;
Demonstration ICT tools visualize the studied objects, phenomena, processes for the purpose of their research and study;
Imitation ICT tools represent a certain aspect of reality for the study of its structural or functional characteristics;
Laboratory ICT tools allow remote experiments on real equipment;
Modeling ICT tools allow you to model objects, phenomena, processes for the purpose of their research and study;
Estimated ICT tools automate various calculations and other routine operations;
Educational and play ICT tools are designed to create learning situations in which the activities of the trainees are realized in a playful way.
Conclusion
The use of modern means of information and communication technologies in education significantly facilitates the work of a teacher in the process of teaching schoolchildren at all its stages. ICT tools help withimprove the organization of teaching, increase the individualization of learning, as well as increase the productivity of self-training of students. thanks to ICT tools, motivation for learning increases, the ability to attract students to creative, search and research activities is activated.
List of used literature
Electronic resourcehttp://school2100.com/uroki/elementary/inform.php. A.V. Goryachev,Program "Informatics and ICT (Information and Communication Technologies)"
Information and communication technology means are software, software and hardware and technical means and devices operating on the basis of microprocessor, computer technology, as well as modern means and systems for broadcasting information, information exchange, providing operations for the collection, production, accumulation, storage, processing, transmission of information and the ability to access information resources of local and global computer networks.
The most frequently used ICT tools in the educational process include:
- 1) electronic textbooks and manuals demonstrated using a computer and a multimedia projector;
- 2) electronic encyclopedias and reference books;
- 3) simulators and testing programs;
- 4) educational resources of the Internet;
- 5) DVD and CD discs with pictures and illustrations;
- 6) video and audio equipment;
- 7) research works and projects;
- 8) interactive whiteboard.
Methodologists identify several classifications of ICT tools. In accordance with the first classification, all ICT tools used in the education system can be divided into two types: hardware (computer, printer, scanner, camera, video camera, audio and video recorder) and software (electronic textbooks, simulators, test environments, information sites, Internet search engines, etc.).
The current breakthrough in the field of ICT forces us to reconsider the issues of organizing information support for cognitive activity. Thus, the second classification of ICT tools allows us to consider the possibilities of using information technologies in educational activities:
- 1) to search for literature, on the Internet using browsers such as Internet Explorer, Mozilla Firefox, etc., various search engines and programs for working online (Yandex.ru, Rambler.ru, Mail.ru, etc.) and work with her (summarizing, note-taking, annotating, quoting, creating online slide presentations);
- 2) to work with texts using the package of basic Microsoft Office applications: Microsoft Word allows you to create and edit texts with graphic design; Microsoft Power Point allows you to create presentation slides for a more colorful presentation of the material; Microsoft Excel allows you to perform calculations, analyze and visualize data, and work with lists in tables and on web pages; Microsoft Office Publisher lets you create and modify booklets, brochures, and more;
- 3) for automatic translation of texts using translation programs (PROMTXT) and electronic dictionaries (AbbyLingvo7.0);
- 4) for storage and accumulation of information (CD-, DVD-disks, Flash-disks);
- 5) for communication (Internet, email, Skype, Hangout, etc.);
- 6) for processing and reproducing graphics and sound (Microsoft Media Player, zplayer, programs for viewing images CorelDraw, PhotoShop), programs for creating diagrams, drawings and graphs (Visio, etc.).
The listed ICT tools create favorable opportunities in foreign language lessons for organizing students' independent work. They can use computer technology both for the study of certain topics and for self-control of the knowledge gained. Moreover, the computer is the most patient teacher, capable of repeating any tasks as much as necessary, achieving the correct answer and, ultimately, automating the skill being practiced.
Multimedia presentations are widely used by almost all teachers. They are convenient for both the teacher and the students. With basic computer literacy, you can create original teaching materials that captivate, motivate and focus students on successful results. The educational potential of multimedia presentations can be effectively used in foreign language classes to provide visual support for speech learning.
The benefits of multimedia presentations are as follows:
- -combination of a variety of textual audio and video clarity;
- - the possibility of using for presentation as an interactive, multimedia board, which allows you to more clearly semantize new lexical, grammatical and even phonetic material, as well as provide support in teaching all types of speech activity;
- - the ability to use individual slides as handouts (supports, tables, diagrams, graphs, diagrams);
- - activation of the attention of the whole class;
- - ensuring the effectiveness of perception and memorization of new educational material;
- - control over the assimilation of new knowledge and systematization of the studied material;
- - a combination of classroom and extracurricular independent work of students; saving study time;
- - the formation of computer multimedia competence of both teachers and students, the development of their creative abilities in the organization of educational work.
The advantages of introducing Internet technologies into the process of teaching a foreign language are currently beyond doubt. There is no doubt also the positive influence of various forms of synchronous and asynchronous Internet communication (e-mail, chat, forums, web conferences) on the formation of foreign language communicative competence of students.
The resources of the network are an invaluable base for creating an information-subject environment, education and self-education of people, and meeting their personal and professional interests and needs. However, the availability of access to Internet resources in itself is not a guarantee of fast and high-quality language education. Methodologically illiterately constructed work of students with Internet resources can contribute to the formation of not only false stereotypes and generalizations about the culture of the country of the target language, but even racism and xenophobia.
Educational Internet - resources should be aimed at the integrated formation and development of:
- - Aspects of foreign language communicative competence in all the variety of its components (linguistic, sociolinguistic, socio-cultural, strategic, discursive, educational and cognitive);
- - Communicative and cognitive skills to search and select, generalize, classify, analyze and synthesize the information received;
- - Communication skills to present and discuss the results of working with Internet resources;
- - Ability to use Internet resources for self-education in order to get acquainted with the cultural and historical heritage of various countries and peoples, as well as to act as a representative of the native culture, country, city;
- - Ability to use network resources to meet their information and educational interests and needs.
In didactic terms, the Internet includes two main components: forms of telecommunications and information resources.
The most common forms of telecommunications (ie communication via Internet technologies) are e-mail, chat, forum, ICQ, video, web conferences, etc. Initially, they were created for real communication between people at a distance from each other , and now they are used for educational purposes in teaching a foreign language.
Information resources on the Internet contain text, audio and visual material on various topics in different languages. Educational Internet resources (IR) are created exclusively for educational purposes.
In the English-language literature, there are five types of educational Internet resources:
- 1) hotlist;
- 2) treasure hunt;
- 3) subject sampler;
- 4) multimedia scrapbook;
- 5) webquest.
These terms are translated into Russian using transliteration. The structure and methodological content of each of these IRs is as follows:
Hotlist (list by topic) - a list of sites with text materials on the topic under study. To create one, you need to enter a keyword into a search engine.
Multimedia scrapbook (multimedia draft) is a collection of multimedia resources, unlike a hotlist, in a scrapbook, in addition to links to text sites, there are also photographs, audio files and video clips, graphic information, animated virtual tours. These files can be easily downloaded by students and used as informative or illustrative material in the study of a particular topic.
Trezha Hunt (treasure hunt), in addition to links to various sites on the topic under study, also contains questions about the content of each site. With the help of these questions, the teacher guides the students' search and cognitive activity. In conclusion, students are asked one more general question for a holistic understanding of the topic (factual material). A detailed answer to it will include answers to more detailed questions for each of the sites.
Subjecting a sample is the next level of complexity compared to treasure hunt. Also contains links to text and multimedia materials on the Internet. After studying each aspect of the topic, students need to answer the questions posed, but the questions are not aimed at the actual study of the material, but at the discussion of discussion topics. Students need not only to familiarize themselves with the material, but also to express and argue their opinion on the discussed discussion issue.
Webquest (Internet project) is the most difficult type of educational Internet resources. This is a scenario for organizing project activities of students on any topic using the resources of the Internet. It includes all the components of the four materials listed above and involves a project with all students. One of the scenarios for organizing PD can be as follows. From the beginning, the whole class gets acquainted with the general information on the topic, then the students are divided into groups, each group gets a certain aspect of the topic. The teacher needs to select the necessary resources for each group in accordance with the aspect being studied. After studying, discussing and fully understanding a specific problem in each basic group, students are regrouped so that in each new group there is one representative of the basic group. During the discussion, all students learn from each other all aspects of the problem under discussion.
Each of the five types of educational Internet resources follows from the previous one, gradually becoming more complex and thereby allowing to solve more complex educational problems. The first two are aimed at searching, selecting and classifying information. The rest contain elements of problem learning and are aimed at enhancing the search and cognitive activity of students.
The possibilities of educational Internet resources are most fully manifested in profile training and elective courses, when it is the foreign language communicative competence, and not the knowledge of the language, that plays a leading role in the educational process.
The latest information and communication technologies are taking more and more place in the life of a modern person. Their use in foreign language lessons increases the motivation and cognitive activity of students, broadens their horizons and allows the use of a personality-oriented technology of interactive teaching of a foreign language, i.e. learning in interaction.
The use of information and communication technologies in the educational process helps to intensify and individualize learning, enhances interest in the subject, and makes it possible to avoid subjective assessment.
Using a computer and digital educational resources in teaching English helps students overcome the psychological barrier to using a foreign language as a means of communication.
Information and communication technologies are both a means of presenting material and a controlling means. They provide high quality presentation of material and use various communication channels (text, sound, graphic, touch, etc.). New technologies make it possible to individualize the learning process in terms of the pace and depth of the course. Such a differentiated approach gives a great positive result, since creates conditions for the successful activity of each student, evoking positive emotions in students, and, thus, affects their learning motivation.
Unlike traditional methods, when using interactive forms of teaching, the student himself becomes the main acting figure and himself opens the way to assimilating knowledge. The teacher acts as an active assistant in this situation, and his main function is to organize and stimulate the educational process.
The following digital educational resources are used in foreign language lessons: Power Point (PP) presentations, word processing, spreadsheets, tests, training programs on CD-ROM, electronic textbooks, educational Internet resources.
Multimedia presentations, e-learning programs and educational Internet resources have great educational potential.
Thanks to the use of new information technologies in the process of teaching a foreign language, new opportunities open up for creating conditions close to the conditions of real communication in the country of the target language: authentic, relevant, multimedia or text information to be mastered in a foreign language can be obtained at any time and at any time. anywhere. At the same time, it is quite easy to organize written or oral communication with native speakers or other learners of the given language. Thus, the integration of electronic media into the traditional lesson in a foreign language is taking place: textbooks are increasingly being supplemented with relevant, authentic texts or up-to-date audio, video, graphic material.
