Municipal educational institution gymnasium number 13

Traktorozavodsky district of Volgograd

Forms of using information technologies in the educational process

Compiled by:

Rudakova E.V.,

primary school teacher

2014-2015 academic year

"Be content with the present, but strive for the best"

Socrates

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.

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 the readiness of children to master modern computer technologies and the ability to apply the information obtained with their help for further self-education.

To achieve these goals, it becomes necessary to apply in the practice of primary school teachers different teaching strategies for younger students and, first of all, the use of information and communication technologies in the educational process. The use of information and communication technologies (hereinafter ICT) in the classroom in primary school 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 in elementary school makes it possible 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.

Thus, the use of information and communication technologies (ICT) in the educational process is an urgent problem modern school education. Today, a teacher in any school discipline must be able to prepare and deliver a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves the time of the teacher and the student, allows the student to work at his own pace, allows the teacher to work with the student in a differentiated and individual way, makes it possible to quickly monitor and evaluate the learning outcomes.

The main purpose in solving this problem is to improve the educational process, create a unified educational environment, improve the quality of education. This requires:

integration of various subject areas;

modernization of the traditional system of subject teaching;

accumulation of educational resources;

mastering of modern information technologies by the teacher;

organization of student-centered learning;

creative interchange between teacher and student, between teachers.

To achieve this goal, the following should be resolved tasks :

development of students' skills and abilities of orientation in the modern information space;

education of systemically and analytically thinking people;

formation and development of an atmosphere of creative community of students and teachers;

the formation of students' attitude to the computer as an instrument of cognitive activity;

use of ICT in different directions and forms of educational activities.

In the future, it is necessary to introduce other forms of education in domestic education. Already now, the problem of distance learning based on ICT is emerging with all the urgency. If we want to really relieve our schoolchildren, then the solution to this problem should be sought in the use of ICT and distance learning. It is necessary to learn how to use ICT not only in the educational process, but also in the educational, organizational, methodological.

Today, the Ministry of Education of the Russian Federation, together with the national fund for personnel training, has embarked on an ambitious project of informatization of the education system in Russia. Within the framework of this project, it is envisaged to create information resources for school education, as well as the organization of interschool methodological centers of the IMC, which will transfer to teachers the experience of working with ICT and acquaint teachers with new educational developments. All these measures should ensure a breakthrough in Russian education in the field of information technology.

Forms of organizing the implementation of information and communication technologies in primary grades

Using computers in the educational process

Teaching language, mathematics, natural science in elementary school, even in our informatively saturated time, is often carried out using “old-fashioned” methods, with almost complete lack of clarity.

In a lesson, a computer can be both a simulator, and a means of movable visualization, and a storage of information, and a means of control and monitoring.

One of the key problems of any teaching is the problem of keeping students' attention. The computer, thanks to the change of vivid impressions from what is seen on the monitor screen, allows you to keep your attention throughout the lesson. At the same time, attention is not contemplative, but immobilizing, since what happens on the screen requires a response.

In addition, the presentations made for the lessons significantly save the teacher's time, increase the culture of the lesson, make it possible to differentiate the approach to students, contribute to the formation of interest in the subject and, therefore, have a positive effect on the quality of education of primary schoolchildren.

Using a computer in the educational process- (the 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.

A computer is a means of visualization in teaching, an assistant in practicing 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 correction of errors in the creative works of students.

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

Forms of organizing the use of ICT in education

The main organizational forms of using ICT in the educational process of primary school:

computer class;

one computer in the classroom at the teacher's workplace, connected to the projector;

a computer in the school library;

one - five computers in the classroom work area;

a computer at a student's home.

Computer class

The main advantage of such an organizational form is that it is in it that a computer can be used without destroying the existing classroom-lesson model. Experience shows that in the presence of preliminary preparation of students and correctly configured software, a teacher can successfully conduct a lesson in a class with 25-30 students and the same number of computers, dividing the class into groups. A scheme of work is also possible when 1 computer is used by two students in the mode of changing activities. Conducting such lessons requires setting up a work area in the classroom for tabletop activities.

One computer in the classroom at the teacher's workplace, connected to a projector or TV

In this organizational form, the computer is, first of all, a modern multifunctional blackboard. It allows you to raise the level of visibility in the educational process. A computer with a projector allows for demonstrations with feedback, where a teacher or student can participate in the process happening on the screen by controlling the process through a computer.

Computer in the school library

This form assumes individual or group independent activity of students in the course of preparing homework and independent work, together with a mentor or teacher.

One to five computers in the classroom work area

This form makes it possible to largely use an individual approach in working with students. Individual activities at the computer can be used to work with weak students, for example, to process certain skills; in working with strong learners, for example, to individually explore different teaching models or create a multimedia essay; in group work.

Computer at student's home

In this form, when a computer is purchased for a child's home, electronic educational materials - a media library - play an important role. This is an individual independent activity of students in the course of preparing homework and self-education and working with a media library together with parents or a teacher at home, in the case when the child is unable to attend school.

Thus, a computer does not replace a teacher or a textbook, but will fundamentally change the nature of pedagogical activity. The introduction of a PC into the educational process expands the capabilities of the teacher, provides him with such means that allow him to solve previously unresolved problems, for example:

improving the organization of teaching, increasing the individualization of training (maximum work with each student);

computers can help where the teacher “cannot tear” (bridging the gap created by missing lessons);

increasing the productivity of self-study after school;

a means of individualizing the work of the teacher himself (a computer is a repository of the results of the teacher's creative activity: interesting tasks and exercises invented by him - everything that is missing in standard textbooks and that is valuable for other teachers);

accelerates replication and access to everything that has been accumulated in teaching practice;

the ability to collect data on the individual and collective dynamics of the learning process. The information will be complete, regular and objective.

At the stage of concretizing the studied material, it is possible to use a computer and use specially developed computer training programs to train and consolidate the studied theoretical material.

An important quality of training programs is organic connection and compatibility with traditional teaching methods and techniques. The training programs are designed to be used in combination with other methodological tools at the teacher's disposal.

Created educational computer programs, along with traditional methodological tools, can be used at any stage of the lesson in accordance with the goals and objectives.

Training programs are most appropriate at the stage of consolidating skills and checking their development.

ICT Teaching Methods Applicable to Primary Grades

Creative work on the computer

Creating illustrative essays using drawings on paper is traditional for elementary school. The use of ICT capabilities significantly expands the capabilities of this model of educational activity.

A media essay is an analogue of a textual handwritten composition of a traditional school, which includes works created by children in the framework of artistic work and visual arts. A fundamental novelty for elementary school, the use of this model provides for the development of students' written speech through the possibility of multiple individual and group editing of the text, which is completely impossible when working with paper. In a computer-less situation, even a minor correction may require a disproportionate amount of effort, especially for an elementary school student. In the computer case, the usual operations of insertion, rearrangement of fragments, etc. are performed quickly and without much difficulty, often significantly changing the content of the text.

Natural science research

The natural science research project is peculiar to the elementary school. Traditional research projects for her are, for example, keeping a diary of daily observations of the weather.

Immersion in a foreign language

The well-known technique of "immersion" in a foreign language is most effective in primary school, where it can be implemented at the level of active listening, first of all, using ICT. It is known that under immersion conditions, the development of certain aspects of the language is much more efficient than with traditional methods.

Computer testing

Computer testing, which is an analogue of conventional testing, allows you to analyze and record the result of the work done and implement tasks related to the answer (for example, return to an already completed or missed task, limit the time for one test, etc.).

The computer can contain most of the exercises in mathematics, in the Russian language for inserting missing letters, etc. at the same time, it is possible to increase the efficiency of the work of the teacher and student.

Various forms of ICT use are shown in Fig. one.

Rice. 1. Forms of using ICT in the classroom

Multimedia projector used both in the classroom and in extracurricular activities, in particular for the presentation of research papers.

Absolutely unique opportunities for a child's dialogue with science and culture are Worldwide computer network -Internet:

- correspondence - conversation from all parts of the world;

- attraction of scientific and cultural information from all banks, museums, repositories of the world;

- interactive communication, tracking events through international servers.

Thus, with the active use of ICT in primary school, the general goals of education are more successfully achieved, competencies in the field of communication are more easily formed: the ability to collect facts, compare them, organize, express your thoughts on paper and orally, reason logically, listen and understand oral and written speech. , discover something new, make choices and make decisions.

Many of the main methodological innovations are associated with the use of interactive teaching methods, one of the goals of which is to create comfortable learning conditions, such as in which the student feels his success, his intellectual competence, which makes the learning process itself productive.

I organize my lessons in such a way that almost all students are involved in the learning process, they have the opportunity to understand and reflect on what they know and think.

Interactive activities in the classroom allow for dialogue communication, which leads to mutual understanding, interaction, to the joint solution of common, but significant for each student, tasks. As a result, they are able to think critically, solve complex problems based on the analysis of circumstances and relevant information, weigh alternative opinions, make thoughtful decisions, and participate in discussions.

The informatization of the education system is a long and difficult process of changing the content, methods and organizational forms of training students who will have to live in a society with unlimited access to information.

The problem of preparing graduates with good command of computer technologies is of particular importance in connection with the high rates of development and improvement of science and technology. The need of society for people who are able to quickly navigate in an environment, able to think independently and free from stereotypes.

At the present stage of the development of school education, the massive use of digital educational resources (CER) in the classroom is becoming very important. The school should prepare educated people who are able to quickly navigate in the environment and think independently. The introduction and use of the CRC in educational institutions is no longer a problem, the issue is being solved step by step: equipping classrooms with computer technology and using its capabilities in the classroom is becoming an obligatory, integral attribute of today's school.

CRCs should awaken additional interest in their study, strengthen interdisciplinary connections, form in children a systemic perception of the knowledge gained, a holistic picture of the world. The use of digital educational resources at school allows, already at the early stages of learning, to ensure for the majority of students the transition from passive perception of educational material to active, conscious mastery of knowledge.

The introduction of information technologies into the learning process provides access to various information resources and contributes to the enrichment of the learning content, gives it a logical and search character, and also solves the problems of finding ways and means of enhancing the cognitive interest of students, the development of their creative abilities, and the stimulation of mental activity.

A feature of the educational process with the use of computer tools is that the student becomes the center of activity, who, based on his individual abilities and interests, builds the cognition process. "Subject-subjective" relationship develops between teacher and student. The teacher often acts as an assistant, a consultant, encouraging original discoveries, stimulating activity, initiative, and independence.

A modern lesson is impossible without the use of information and telecommunication technologies. This is especially true for subjects of the information technology cycle, since it is they who help to understand the informational and holistic picture of the world. The use of computers in the field of education makes it possible to qualitatively change the content, methods and organizational forms of education, which, in turn, creates real preconditions for the maximum intensification and individualization of the learning process. The computer acts not only as an accelerator of information transfer in the educational process, but opens up fundamentally new opportunities in the field of education, in the learning activity of the student.

The organization of educational activities of students using digital educational resources involves the use of the latest pedagogical technologies that stimulate the development of the internal reserves of each student and at the same time contribute to the formation of social qualities of the individual.

The main task of the teacher is teaching to develop, that is, not only to give knowledge in his subject, but also to teach the child to think logically, to pose a problem, to find ways to solve it. From the bearer of ready-made knowledge, the teacher turns into the organizer of the cognitive, research activities of students. The traditional way of teaching is the transmission of information directly: teacher - student.

The use of CRCs has a number of advantages:
1. Information technologies significantly expand the possibilities of presenting educational information. The use of color, graphics, sound, all modern means of video technology allows you to recreate the real environment of the activity.
2. The computer can significantly increase the motivation of students to learn. Motivation is increased through the use of adequate reward for correct problem solving.
3. ICTs involve students in the educational process, contributing to the widest possible disclosure of their abilities, enhancing mental activity.
4. The use of ICT in the educational process increases the possibilities of setting educational tasks and managing the process of their solution.
5. ICT allows you to qualitatively change the control of students' activities, while providing flexibility in the management of the educational process.

6. The computer contributes to the formation of reflection in students.

Computers within the framework of one program allow integrating texts, graphics, sound, animation, video clips, high-quality photographs. The student can, at his own discretion, illustrate the studied text, making it personal. He has the ability to independently transform any text received from the network, selecting the necessary arguments, building them into a certain logical chain that reflects his own point of view. As you know, "it's better to see once than hear a hundred times."

To control the quality of training and self-control, methods of computer testing have become widespread. Today, the most common "classic" testing scheme with questions and multiple-choice answers. The technology of computer testing, in contrast to traditional methods of assessing the quality of education, allows: to significantly reduce the time required for processing the results of the control test of knowledge; automate the process of checking answers; to minimize the teacher's subjective influence on the measurement result.

Obviously, tests are not the only form of knowledge control. However, the combination of the capabilities of computer technologies and the advantages of testing arouses interest in their application in the educational process.

The study of each topic in the academic discipline can be ended with a control test, which allows the student to find out how deeply he has mastered the educational material. Thus, intermediate testing captures the transition from one topic to another. As a result, a constant feedback of the student with the teacher is carried out, which makes it possible to increase the efficiency of the process of assimilating knowledge.

We believe that the use of the CRC allows: to interest children through a vivid, visual presentation of the material; involve students in creating their own CRCs in the implementation of projects; exercise objective control over the level of student performance.

All these components, in our opinion, should lead to an increase in the level of students' interest in studying the subject and, as a consequence, to an increase in the level of academic performance.

Based on the noted approaches, in our educational practice, when designing training sessions, we systematically apply various options for including electronic educational resources, depending on the dominant subject goals and the subject experience of students.

Great creative opportunities opened up for us in connection with the use of the STAR Board interactive whiteboard. We have the opportunity to conduct author's lessons, incl. work with texts and objects, audio and video materials, Internet resources, make notes and notes with an electronic marker right on top of open documents of any computer applications, save information and much more.

The saying "We live in the age of information and communication" is not entirely correct, since both information and communication have always existed, but in modern society, information and communication technologies are developing very quickly, and their possibilities are becoming unlimited and very important for the development of mankind, with their with help, many professional, economic, social and everyday problems are effectively solved. A person who understands the new information space will be able to cope with these opportunities. Taking advantage of the advantages of globalization, people living in different parts of the world, with the help of operational communications, can carry out one holistic project, research any industry and compare the results with each other. The content of education is changing, namely information culture is one of the components of general culture, which is understood as the highest manifestation of education. The concept of "culture" is interpreted in different ways. Its most essential attributes are "a deep, conscious and respectful attitude to the heritage of the past, the ability to creatively perceive and transform reality in a particular sphere of life."

The professional growth of a teacher as a person from this point of view of understanding culture depends on his introduction to information and communication technologies, the study and application of information culture.

Modern information and communication technologies are not created for the education system, but it turns out that it is precisely these technologies that have led to a revolution in education. Network technologies are actively used in the media, advertising, banking, trade, etc., as well as in the education system. This is a natural way, now you cannot do without network technologies.

School activities must be enriched with changes that improve the quality of education and expand its accessibility. The modern school requires the introduction of new approaches to teaching that develop the communicative, creative and professional skills of students, taking into account the potential multivariate content and organization of the educational process. Such approaches greatly expand the capabilities of traditional learning technologies.

According to world experience, the main problem of education is the professional training of teachers. To keep pace with the times, a qualitative growth of pedagogical professionalism is necessary. Based on this, it is extremely important for modern teachers to have not only fundamental knowledge in the chosen field (geography, physics, history, language, mathematics, etc.), in pedagogy and psychology, but also to be well versed in information culture. That is, it is necessary to improve your professional level in the field of modern information and communication technologies. The new generation of teachers should be able to skillfully select and use technologies that match the content and goals of studying a particular subject, contribute to the harmonious development of students, taking into account their individual characteristics.

Thus, the content of teacher education is enriched with the use of information and communication technologies, which are associated with the acquisition of social, communicative, informational, cognitive and special competencies, and it will become even more meaningful if the following conditions are met:

• * creation of real conditions for the training of teachers who are able to take an active part in the implementation of federal and regional programs of informatization of education;
• * a significant increase in the level of professional interaction between teachers and students through the possibility of implementing joint projects, including information and communication projects;
• * the emergence of qualitatively new conditions for the realization of the creative potential of students who began to use electronic libraries and virtual laboratories, scientific, educational and other culturally and socially significant resources of the Internet;
• * increasing the efficiency of students' independent work by combining traditional and electronic resources with the help of developed systems for self-control and to support feedback from the teacher;
• * implementation of continuous open education, called distance learning, when students choose the time to study the material themselves.

In educational institutions, students should be created the most favorable conditions in order to use the technological capabilities of personal computers and communication means, to seek and receive information, develop cognitive and communication skills, be able to quickly make decisions in difficult situations, etc. Teachers, however, without transferring formal knowledge, can now choose the forms of interaction with students. Approaches to the study of a particular subject are selected, taking into account the individual capabilities and needs of students, teaching the latter during discussions, joint design, having a non-standard view of the problems at hand. It is very important for the school that even traditional forms of work in this case have new content, since time is saved thanks to the use of information and communication technologies, and can be used for personal communication between teachers and students, which is so necessary for them.

Over the past two decades, the question of the role of modern information and communication technologies in the development of the educational system remains relevant. They aroused the greatest interest when personal computers appeared in the educational process, which were combined into a local network and had access to the global Internet. To successfully implement the program for the modernization of secondary education, which is mainly based on computerization and the use of the Internet, not only modern technical equipment of schools is needed, but also the appropriate training of teachers and other educators.

It would seem that there is nothing fundamentally new in this, and it is only necessary to expand the scope of what has already been achieved: schools equipped with computers have informatics teachers and administrators, informatics lessons are held.

However, everything is far from simple, the quality and accessibility of education have contradictions. The main goal of every teacher is to ensure the quality of education, and this can be greatly facilitated by the use of information and communication technologies. However, along with this, the head of the school organizes wide access to computers and other technical equipment. And often, affordable quality education is replaced by just one of these challenges.

The use of information and communication technologies in schools consists of two main areas. The first is to leverage the power of these technologies for distance learning at any time, and include those students in the education system who can only learn from the comfort of their homes. It must be said that such distance learning has many opponents. Its opponents rightly point out that distance learning students lose the quality of education: working in classrooms, reading literature, communicating with the teacher and other students in the classroom and at school.

The second area involves the use of information technology to change what to teach and how to teach, that is, to change the content and methods of traditional teaching. But here a very acute problem arises, which is related to the fact that the introduction of information and communication technologies gives additional advantages to gifted, strong students, while not affecting the rest. Such a problem may arise due to the need for adaptation in the education system. In other words, it may happen that the use of information technology in teaching contributes to the development and growth of knowledge in subjects, but not all students, but a select few.

The availability and quality of education is manifested in the following:

• 1) new forms of information presentation. Direct, live, or pre-recorded multimedia information, including not only text, but also graphic images, animation, sound and video fragments, is transmitted via the Internet or other telecommunication means, recorded on CDs;
• 2) new libraries. The volume and accessibility of intellectual resources is increasing. The Internet, in combination with electronic library catalogs, provides access to gigantic collections of information that is open regardless of distance and time. Of course, such libraries do not provide full access to the information they store;
• 3) new forms of training;
• 4) new structures of education. Reading and writing fostered the need for manuscript copyists, librarians, and later printers and publishers. The emergence of a university education structure required both administrative efforts to support their activities and additional staff to ensure the functioning of scientific laboratories. Today, to give education new opportunities, existing structures must be supplemented with telecommunication systems and have specialists with the necessary competence to introduce information and communication technologies into the educational process.

Speaking about the educational environment as the totality of those resources, teaching materials, equipment, technologies that teachers and students have at their disposal, it should be noted that each of the revolutions considered radically expanded and changed the current state of this environment. At each of the stages, appropriate technologies helped both teachers and students, contributed to the emergence and development of new forms and methods of teaching, scientific directions and specialties, changed the relationship between the education system and society.

The use of these technologies helped to both unify and diversify educational resources. Such a similar influence was exerted by completely dissimilar technologies that determined the characteristics of each of the three revolutions. Paper, pen and printing press are in the first; classrooms, lecture halls, laboratories and libraries in the second; microprocessors and telecommunications - in the third.

However, technology alone, be it paper, an audience, or a computer, does not make any difference. The consequences of their use are determined by how and for what purpose we use them. That is why, in search of optimal ways to introduce information and communication technologies in education, it is worth turning to the vast experience that has been accumulated over the centuries of using and improving the key technologies of the first two revolutions, in order to improve the quality and expand the availability of education in modern conditions.

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 implementation 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 tutorial), a library (viewing 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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Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of Higher Education

"South Ural State Humanitarian and Pedagogical University"

Faculty of Distance Education and Distance Learning Technologies

Department of Educational Technologies and Distance Learning

Course work

in the direction 44.04.01 - Pedagogical education

on the topic: "The use of new information computer technologies in the educational process"

The focus of the bachelor's / master's program

"Primary education, preschool education"

Completed by: student of group ZF-211 / 072-5-1T

Shumkina Irina Sergeevna

Scientific adviser: Ph.D., associate professor

E.E.Dyagtereva

Chelyabinsk - 2017

Introduction

Chapter 1. Modern information technologies in the educational process

1.1 The essence of the concept of "modern information technology"

1.2 Classification of information and communication technologies according to the purpose of use in the educational process

Chapter 2. Pedagogical conditions for the use of information technology in the educational process

2.1 The use of modern information technologies in the educational process to activate educational activities

2.2 From the experience of pedagogical activity on the use of modern information technologies in the educational process

Conclusion

Literature

Introduction

The modern period in the world information and educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process associated with making adjustments to the content of teaching technologies, which should be adequate to modern technical capabilities, and contribute to the child's harmonious entry into the information society. Computer technologies are designed to become not an additional "makeweight" in learning, but an integral part of the integral educational process, significantly increasing its efficiency, the development of society is characterized by a strong influence on it of computer technologies that penetrate into all spheres of human activity, ensure the spread of information flows in society, forming global information space. An integral and important part of these processes is the computerization of education.

At present, it is difficult to imagine existence outside the field of information and information technology. The growing volume of various types of information makes it necessary to introduce new, more improved methods and means of its processing, and modern living conditions place ever higher demands on the methods of its storage, transmission, and ensuring its security. Education, being an integral part of human life, is both a source of new knowledge in this area and a sphere of application of this knowledge.

Thus, the use of information and communication technologies (ICT) in the educational process is an actual problem modern education. Today, a teacher in any school discipline must be able to prepare and deliver a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves the time of the teacher and the student, allows the student to work at his own pace, allows the teacher to work with the student in a differentiated and individual way, makes it possible to quickly monitor and evaluate the learning outcomes.

Basic aim in solving this problem is to improve the educational process, create a unified educational environment, improve the quality of education. This requires:

Integration of various subject areas;

Modernization of the traditional system of subject teaching;

Accumulation of educational resources;

Mastering the teacher of modern information technologies;

Organization of student-centered learning;

Creative interchange between teacher and student, between teachers.

The foregoing, in my opinion, actualizes the present research, makes it in demand both in modern science and in public practice.

An object research- modern educational process.

Thing research- pedagogical conditions for the use of modern information technologies in the modern educational process.

The purpose of the work is to theoretically substantiate the pedagogical conditions for the effective use of modern information technologies to enhance educational activities.

Hypothesis research: The learning process can be effective if ICTs are used in educational activities, since:

1. Their use optimizes the activities of teachers and students.

2. The use of ICT enhances the motivation and activity of students.

In the course of the study, the following were set. tasks:

1. Define the concept of information technology;

2. Consider the existing classifications of information and communication technologies for the purpose of use in the educational process;

3. To study the use of modern information technologies in the educational process to enhance educational activities;

4. To get acquainted with the experience of practicing teachers in the use of modern information technologies in the educational process.

Chapter 1. Modern information technologiesv educational process

1. 1 The essence of the concept of "modern information technology"

Informatization of modern society and, in particular, educational activities are characterized by the processes of improvement and mass dissemination of modern information and communication technologies. In the field of education, these technologies are actively used to transfer information and ensure interaction between teacher and student in modern systems of open and distance education. A modern teacher should not only have knowledge in the field of their subject, but also be able to apply ICT in their professional activities.

The word technology (from the Greek techne-art, logos-doctrine.) In the most general sense 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.

In a narrower sense, technology is a complex of scientific and engineering knowledge implemented in labor methods, sets of material, technical, energy, labor facts of production, methods of combining them to create a product or service that meets certain requirements.

The author of the "Explanatory Dictionary of Basic Terms" A.M. Berlant gives the following explanation: "Information technology is a process that uses a set of means and methods for collecting, processing and transmitting data (primary information) to obtain information of a new quality about the state of an object, process or phenomenon (information product)."

A definition of the concept of information technology, similar in some aspects, can be found in the "Big Dictionary of Foreign Words" edited by L.M. Surisa: "Information technology (from the English. Information technology) - a wide class of disciplines and areas of activity related to technologies for creating, storing, managing and processing data, including the use of computer technology."

A similar view is expressed by V.I. Dal in the "Explanatory Dictionary of the Living Great Russian Language": "Information technology is a complex of interrelated, scientific, technological, engineering disciplines that study methods of effective organization of the work of people involved in the processing and storage of information; computer technology and methods of organizing and interacting with people and production equipment , their practical applications, as well as related social, economic and cultural problems. "

The same concept in the "Explanatory Dictionary" by D.N. Ushakova is explained as follows: "Information technology is a set of clearly defined purposeful actions of personnel to process information on a computer."

In the "Encyclopedic Dictionary" G.V. Osipov, the concept of information technology is explained as follows: "Information technology is a means of creating, fixing, processing and disseminating information.

On the educational portal "Network of creative teachers Rusedu" the following explanation of the concept of information technology is given: labor intensity of the processes of using information resources, increasing their reliability and efficiency ". ...

In the Federal Law of the Russian Federation "On information, information technologies and information protection" information technologies are interpreted as follows: "Information technologies are processes, methods of searching, collecting, storing, processing, providing, disseminating information and ways of implementing such processes and methods."

Zakharova N. And in her article explains information technology as follows: "Information technology is a generalizing concept that describes various devices, mechanisms, methods, algorithms for information processing."

According to the teacher of the highest category T.P. Trutneva. information technology is not just an element of the modern educational process, but also the requirements of tomorrow.

Prokhorov Yu.V. defines information technology as "a set of systematic and massive methods and techniques for processing information in all types of human activity, created by applied informatics, using modern means, communication, printing, computer technology and software.

There is a different perspective on information technology. Kuznetsova A.G. believes that information technologies in teaching are "a set of methods and means of teaching aimed at the formation of certain knowledge, abilities and skills among students."

The modern understanding of this word includes the application of scientific and engineering knowledge to solve practical problems.

In this case, information and communication technologies can be considered technologies aimed at processing and transforming information.

Thus, having considered the term information technology, in our work we will take as a basis the definition set forth on the educational portal "Network of creative teachers Rusedu" , processing, output and dissemination of information to reduce the labor intensity of the processes of using information resources, increase their reliability and efficiency.

1.2 Classification of information and communication technologies according to the purpose of use in the educational process

Information and communication technologies are a generalized concept that describes various devices, mechanisms, methods and algorithms for information processing.

The most important modern ICT devices are a computer equipped with appropriate software, and telecommunication facilities, along with information placed on them.

Currently, the classification of information and communication technologies is carried out according to the following criteria:

The way of implementation in (automated) information systems (AIS)

Management coverage

Classes of realized technological operations

User interface type

Information processing technologies

Subject area served

Let's take a closer look at some of the signs.

1. According to the method of implementation, information and communication technologies are divided:

· Traditional;

· Modern.

The traditional ones existed in the conditions of centralized data processing, before the period of mass use of personal electronic computers (PC). They were focused mainly on reducing the user's labor intensity. For example, engineering and scientific calculations, the formation of regular reporting at enterprises, etc.

Modern (new) ones are primarily associated with information support of the control process in real time.

2. According to the degree of coverage of management tasks by information technologies, the following are distinguished: electronic data processing, automation of management functions, decision support, electronic office, expert support.

In the first case, electronic data processing is performed using a computer without revising the methodology and organization of management processes when solving local mathematical and economic problems.

In the second case, in the automation of management activities, computing tools are used for a comprehensive solution of functional tasks, the formation of regular reporting and work in the informational and reference mode, for the preparation of management decisions. This group also includes information technologies for decision-making support, which provide for the widespread use of economic and mathematical methods and models, applied software packages (PPP) for analytical work and the formation of forecasts, drawing up business plans, sound estimates and conclusions on the processes and phenomena of industrial production. economic activity.

This group also includes the currently widely implemented information technologies, which are called electronic office and expert decision-making support. Electronic office provides for the presence of integrated RFP, which provide a comprehensive implementation of the tasks of the subject area.

Nowadays, electronic offices are becoming more and more widespread, the employees and equipment of which can be located in different rooms. The need to work with documents, materials and databases of a particular enterprise or institution led to the emergence of electronic offices included in the corresponding computer networks.

3. Depending on the type of information being processed, information and communication technologies can be focused on:

· Data processing (eg spreadsheets, algorithmic languages, programming systems, etc.);

· Processing of test information (for example, test processors, hypertext systems, etc.);

· Graphics processing (for example, tools for working with graphics, tools for working with vector graphics);

· Processing of animation, video, sound (tools for creating multimedia applications);

· Knowledge processing (expert systems).

The distribution is rather arbitrary, since most information technologies allow supporting other types of information as well.

4. The technology of information processing on a computer can consist in a predetermined sequence of operations and exclude the user's ability to influence the processing of information while it is being carried out in an automatic mode.

5. According to the served subject areas, information technologies are subdivided in various ways. For example, in economics one can distinguish: accounting, banking, tax and insurance activities, etc. Also, information and communication technologies are widely used in science, education, culture, production, military affairs, etc.

In the field of education, information and communication technologies are used to solve two main tasks: teaching and management. In teaching, information and communication technologies can be used, firstly, to present educational information to students, and secondly, to control the success of its assimilation. From this point of view, information and communication technologies used in teaching are divided into two groups:

· Technologies for presenting educational information;

· Knowledge control technologies.

According to V.I. Druzhinin, paper-based, optical-technical, electronic-technical technologies are among the computer-free information technologies for presenting educational information. They differ from each other by the means of presenting educational information and, accordingly, are divided into paper, optical and electronic. Paper-based teaching means include textbooks, teaching and learning materials; to optical - epiprojectors, overhead projectors, overhead projectors, film projectors, laser pointers; electronic televisions and laser disc players.

Computer information technologies for the presentation of educational information include: technologies using computer training programs; multimedia technologies; distance learning technologies.

Information and communication technologies can be classified according to the degree of interaction with each other. For example, discrete and networking; interaction using various options for processing and storing data; distributed information base and distributed data processing.

A special place is occupied by network technologies that ensure the interaction of many users.

Global information technology includes models, methods and tools that formalize and allow the use of information resources of society.

Basic information technology is intended for a specific field of application (research, teaching, etc.).

The most common information technologies are:

· Editing text data;

· Processing of tabular and graphic data.

Information and communication technologies can be classified according to the following criteria:

Functional-oriented technologies;

Subject-oriented technologies;

Problem-oriented technologies.

Functional-oriented technologies are designed to implement one of the typical relatively autonomous tasks of information processing. Such technologies can have a fairly high degree of versatility and be available for development and reproduction with minimal involvement of the future consumer.

Subject-oriented information technologies are designed to solve a specific specific problem in a specific area. They meet the particular requirements of a given application as much as possible and may have the least degree of versatility. As a rule, their appearance is impossible without the participation of the future user.

However, it is often possible to generalize the requirements from a number of specific applications and highlight some typical application problems. Hence the concept of problem-oriented information technology arises, which, to a certain extent, occupies an intermediate position of function-oriented and domain-oriented technology. Potential users of such a technology can take part in its development only at the initial stage of generalization and typification of specific tasks, or at the final stage - during the development of some specialized add-ons. This allows the main part of the technology to be created autonomously from the user and to apply unified technical solutions.

In accordance with the chosen classification, functionally oriented information technologies include:

Mathematical calculations;

Mathematical modeling;

Programming;

Processing of text information;

Processing of tabular information;

Image processing;

Signal processing;

Transfer and distribution of information.

Problem-oriented technologies are based on the use of:

Information retrieval systems;

Without data and without knowledge;

Training systems;

Scientific research automation systems;

Desktop publishing systems;

Systems for translation from one language to another.

Examples of domain-specific information technologies include technologies for:

Medical systems;

General and special vocational training;

Mass media;

Game and entertainment systems;

Household applications.

Depending on the goals set, it is possible to use other classification criteria.

According to D.A. Burunkin There are several approaches to the positioning of ICT tools used in the educational process. The most promising and meaningful approach is provided in which the area of ​​methodological purpose of ICT means acts as a classification criterion. The main structural elements of such a classification are reflected in the diagram.

Scheme 1. Classification of ICT tools aimed at direct use in the educational process.

Technologies and means of measuring, monitoring and evaluating learning outcomes are traditionally closely related to the use of ICT tools in the educational process. Indeed, at present, in almost all educational institutions of the open education system, computer and telecommunications technology is used for the purpose of pedagogical measurements and control. Of course, the thematic areas of such pedagogical measurements are always corrected with the content, methods, forms and means of the pedagogical activity being implemented.

The construction of such ICT tools should be based on maximum consideration of the specifics of the development and pedagogical application of test systems and corresponding computer products.

Any test is a collection of several test tasks, each of which is the minimum component of the test unit, consisting of a condition (question) and, depending on the type of task, may or may not contain a set of answers to choose from.

There is a widespread classification of forms and types of test items. There are four main forms of test items:

· A closed form, in which test-takers choose the correct answers from several suggested ones;

· Open form, where the answers are given by the subjects themselves;

· For correspondence, in response to which the elements of one set must be associated with the elements of another set;

· To establish the correct sequence in which the sequence of actions, operations, calculations required by the task is established.

Modern ICT tools and information instrumental environments make it possible to build pedagogical tests with selective, numerical, constructed answers. In practice, in the open education system, closed test items with selective answers are most often used. These tests are easier to prepare and use.

Having considered various classifications of modern information technologies, she revealed that, according to the goals, the main areas of application of information technologies are identified: as means and tools of teaching, as a means of creative development of the student, as a means of automating the processes of control, correction, psychodiagnostics, for intensifying and improving the management of educational institution and educational process based on the use of a system of modern information technologies.

Thus, studying the theoretical literature on this issue, it was found that: Information technology is a set of methods, production processes and software and hardware, combined into a technological chain that provides collection, storage, processing, output and dissemination of information to reduce the labor intensity of processes using information resources, increasing their reliability and efficiency.

All information technologies can be classified:

1. As means and tools of teaching: training, training, information retrieval and reference, demonstration, simulation, laboratory, modeling, calculation and educational game.

2. The way of implementation in (automated) information systems (AIS)

3. Degree of coverage of management tasks.

4. Classes of realized technological operations.

5. The type of user interface.

6. Information processing technologies.

7. The served subject area.

Chapter 2. Pedagogical conditions use ofinformation technologiesv educational process

2.1 The use of modern information technologies in the educational process to activate educational activities

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 allows developing the ability of students to navigate the information flows of the world around them, master practical ways of working with information, and 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 such age characteristics 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 old, 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, does not contribute to increasing concentration of attention and the 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 parents, draw and play outdoor games in the air. information communication technology educational

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, open the picture, insert all the letters correctly, and 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.

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 - (the 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 control 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 training is a step-by-step sequence of independent activities of students, which promotes the activation of the educational process, as well as the presence of operational feedback, on the basis of which individualization and differentiation of training 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;

Rationalization of 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;

· - 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:

The educational material is divided into small portions;

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

Each step ends with a security question or task;

Students receive a new portion of the educational material with the correct execution of control tasks and carry out the next step of learning;

If the answer is incorrect, the student receives help from the computer and additional explanations from the teacher;

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

The results of the 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, the discipline of intellectual activity.

Having considered the use of modern information technologies in the educational process, I made the following conclusion 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.

2 .2 From experience pedagogical activities on use of modern information technologies v educational process

Even A. France expressed the idea that "The knowledge that is absorbed with appetite is better assimilated." We, as teachers, understand that "A student is not a vessel that needs to be filled with knowledge, but a torch that needs to be lit".

While working on the research topic, I got acquainted with the experience of practicing teachers Rybalko E.V. teachers from the Moscow State Educational Institution "Peschanovskaya Secondary School", G.A. Shkryabun teachers from the Moscow State Educational Institution "Peschanovskaya Secondary School", Bekmurzina NN, Rudneva Yu.Yu.

Elena Vladimirovna Rybalko believes that ICT develops systematic, analytical thinking. In addition, with the help of ICT, you can use various forms of organizing cognitive activity: frontal, group, individual.

ICT, thus, most optimally and effectively corresponds to the triune didactic goal:

Educational aspect: students' perception of educational material, comprehension of connections and relationships in the objects of study;

Developing aspect: the development of cognitive interest among students, the ability to generalize, analyze, compare, enhance the creative activity of students;

Educational aspect: fostering a scientific worldview, the ability to clearly organize independent and group work, fostering a sense of camaraderie, mutual assistance.

According to Elena Vladimirovna, ICT can be used:

1. To indicate the theme of the project.

The topic of the lesson is presented on slides, which summarize the key points of the issue under discussion.

2. As an accompaniment to the teacher's explanation, student speeches.

Multimedia presentation notes created specifically for specific lessons can be used, creating a short text, basic formulas, diagrams, drawings, video clips, animations.

3. As an information and training manual.

Rybalko E.V. believes that in teaching, a special emphasis is now placed on the child's own activity in the search, awareness and processing of new knowledge. In this case, the teacher acts as an organizer in the learning process, the leader of the students' independent activities, providing them with the necessary help and support.

4. To control knowledge.

The use of computer testing increases the efficiency of the educational process, activates the cognitive activity of students. In addition, Elena Vladimirovna notes that the tests can be versions of cards with questions, the answers to which the student writes down in a notebook or on a special form.

In her work, Elena Vladimirovna pays special attention to the features of this technology:

1. The quality of the chalk-on-board image does not stand up to any comparison with the neat, bright, crisp and colorful image on the screen;

2. With the help of a board and chalk, it is difficult and ridiculous to explain the work with various tools;

3. During the demonstration of the presentation, even with the use of a projector, the workplace of the students is sufficiently well lit;

4. Increasing the level of using visibility in the lesson;

5. Improving the productivity of the lesson;

6. Establishing interdisciplinary connections;

7. A teacher who creates or uses ICT is forced to pay great attention to the logic of presenting educational material, which has a positive effect on the level of knowledge of students;

8. The attitude towards the PC is changing. Students begin to perceive it as a universal tool for work in any area of ​​human activity, and not as a tool for games.

In addition, Elena Vladimirovna determines and records that the use of ICT allows us to speak of a high degree of efficiency in combining the use of modern information technologies and manuals that involve cognition through activity. This is a long and continuous process of changing the content, methods and organizational forms of training schoolchildren who will have to live and work in conditions of unlimited access to information.

In this way, ICTs enrich the learning process, make learning more effective, and also contribute to the creative development of students.

Elena Vladimirovna sees the main thing in the inclusion of project methods in the educational process, which makes it possible for the teacher to significantly expand his creative potential, diversify the forms of conducting classes, apply not only traditional teaching methods, but also heuristic techniques and methods of activating creative thinking. All this requires from the project manager constant improvement, professionalism, a high level of knowledge and skills, since project activities develop not only the student, but also the teacher.

Shkryabun G.A. believes that all teaching aids designed for frontal classroom work can be combined with a computer. For example,

Verification and self-verification of a mathematical dictation, independent work can be done by showing the answers on the screen;

When solving educational problems, the computer helps to complete the drawing, draw up a solution plan and control the intermediate and final results of independent work on this plan;

While working on the study of new material with the help of a computer, you can show the correct design of the problem, demonstrate the construction of graphs of functions in dynamics;

The role of the computer cannot be overemphasized when showing drawings that illustrate the transformation of geometric shapes;

When conducting oral exercises, the computer makes it possible to promptly present tasks and correct the results of their implementation.

The opinion of G.A. Shkryabun coincides with the statement of Rybalko E.V. that the use of presentations significantly increases the level of visibility in teaching students to solve problems and more rationally uses lesson time. This allows you to solve more problems in the lesson, makes it possible to solve problems in different ways.

In addition, G.A. Shkryabun records. the forms and place of using the presentation in the lesson depend on the content of this lesson, on the goal that is set in the lesson. For math lessons, it is important to use animated drawings when you need to organize the work of students with graphs, drawings to prove theorems and problems, complete a diagram, use a table, etc.

Shkryabun G.A. notes that the emotional mood of the lesson is completely different than when using traditional visual aids, the effectiveness of studying the topic is significantly increased.

Shkryabun G.A. with confidence expresses that the use of ICT in the classroom activates educational activities, thereby increasing the effectiveness of the educational and cognitive process.

Bekmurzina N.N. believes that one of the main tasks facing the teacher is to broaden horizons, deepen knowledge about the world around them, enhance the mental activity of children, and develop speech. In addition, the use of ICT in various lessons allows you to develop the ability to navigate the information flows of the surrounding world, to master practical ways of working with information, to develop skills that allow you to exchange information using modern technical means: computers, mobile communications, the Internet, etc.

Natalya Nikolaevna defines and records that the methodology of developing education is based on the scientific statement of L.S. Vygotsky, that "... learning may not follow development, not only toe-to-toe with it, but it can go ahead of development, advancing it further and causing new formations in it."

According to Natalya Nikolaevna, one of the most promising areas in neoplasm has become the development of the creative potential of the individual, which would provide a person with the opportunity to find himself in life, to be useful and in demand.

Natalya Nikolaevna writes that the use of ICT in the educational process makes it possible to model the content of various educational problems with the students themselves. At the same time, the formation of a psychologically comfortable learning environment is of great importance, where a child can quickly overcome uncertainty in his actions, where trusting relationships are created between all participants in the process, and creative educational and cognitive activity is activated. In this case, the teacher acts as a tutor.

According to Bekmurzina N.N., a strong student gets the opportunity, without waiting for his comrades, to take the initiative and delve into search work, so, for example, in the Russian language lessons during the spelling minute, Natalya Nikolaevna uses presentations, trainers with vocabulary words, visual vocabulary dictations.

Natalya Nikolaevna advises using ICT at all stages of the lesson: when explaining new material, consolidating, repeating, monitoring, when conducting extracurricular activities, etc. The child becomes a seeker, thirsty for knowledge, tireless, creative, persistent and hardworking.

Thus, the work spent on managing cognitive activity using ICT means justifies itself in all respects:

Improves the quality of knowledge;

Promotes the child in general development;

Helps to overcome difficulties.

According to Rudneva Yu.Yu. information computer technologies can be used to teach mathematics in various formats:

Self-study with the absence or denial of the teacher's activities;

Self-study with the help of a teacher-consultant;

Partial replacement (fragmentary, selective use of additional material);

The use of training (training) programs;

Use of diagnostic and control materials;

Doing home independent and creative tasks;

Using a computer for calculations, charting;

Use of programs that simulate experiments and laboratory work;

Use of game and entertaining programs;

Use of information and reference programs.

In addition, Rudneva Yu.Yu. writes, since the visual-figurative components of thinking play an extremely important role in a person's life, their use in the study of material using ICT increases the effectiveness of learning:

· Graphics and animation help students understand complex logical mathematical constructions;

· The opportunities provided to students to manipulate (explore) various objects on the display screen, change their speed of movement, size, color, etc. allow children to assimilate educational material with the fullest use of the sense organ and communication connections of the brain.

In addition to the above, Rudneva Yu.Yu. pays great attention to the fact that in the process of work of a student and a teacher using computer technologies, the student, firstly, gradually enters the real world of adults, the production activity of a modern person.

Secondly, the widespread introduction of ICT into the life of a modern person poses a dilemma for teachers: either you keep up with the times, teach children in a modern way, using modern teaching technologies, or you fall behind and leave the profession.

When choosing the conditions for the use of ICT, Rudneva Yu.Yu. takes into account:

Availability of programs corresponding to the studied topic;

Number of computerized workplaces;

The readiness of students to work using a computer;

The student's ability to use computer technology outside the classroom.

Having got acquainted with the experience of practicing teachers, I found that they emphasize the great importance of using ICT in the educational process. Currently, they use ICT in their lessons, which makes it possible to assess the effectiveness of the use of ICT.

Conclusion

In the course of the work, the set goal was achieved, which was to theoretically substantiate and describe the possibilities of using ICT to accompany the educational process in primary school.

To achieve this goal, I achieved the research objectives:

Studied scientific approaches to understanding the accompaniment of the educational process;

Identified the possibilities of ICT to accompany the educational process;

Work was carried out to study the pedagogical experience of using information and communication technologies in the educational process, to improve professional ICT - competence, to replenish the database of electronic methodological and didactic developments and the list of EOR;

I am convinced that ICT in the classroom is not only possible, but necessary. The use of ICT significantly expands the possibilities of a modern lesson.

Thus, the following conclusions can be drawn:

At the present stage of the development of education, it is the information technologies used to accompany the educational process, being universal teaching aids, that allow not only to form students' knowledge, skills and abilities, but also to develop the personality of the child, to satisfy his cognitive interests.

The main goal of introducing information and communication technologies into the educational process is the emergence of new types of educational activities that are characteristic of the modern information environment.

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