The current stage of development of society is characterized by a number of features, which should, first of all, include: the increased importance of intellectual work focused on the use of an information resource on a global scale; the need for an accessible and prompt communication between individual specialists and creative teams to solve joint research problems and work on common projects; integrative nature of the processes covering science, technology, education.
These features of modern society are characterized by the process of informatization, the essence of which is the continuous increase in the level of both professional and informational competence of each specialist. The main characteristics of information and communication technologies (ICT), as a new area of scientific and technological progress, significantly distinguishing them from scientific and industrial ones are:
The dynamism of improving generations of technical, software and software and hardware (the change in generations of computer technology, informatization and communication is happening at an accelerating pace);
The need for continuous professional development of developers and users of information systems in connection with the constantly increasing level of technical and technological complexity of the components that make up ICT tools;
The impact of the use of modern ICT on the development of productive forces and a significant change in industrial relations;
High potential efficiency of the implementation of the capabilities of modern ICT in the areas of automation of information activities, information interaction and organizational management.
ICT tools have certain didactic capabilities, the implementation of which creates the prerequisites for the intensification of the educational process, as well as the creation of methods focused on the development of the student's intelligence, the activation of cognitive activity, on the independent generation of knowledge and the production of information. The main ones include / 2 /:
Interactive dialogue between the user and ICT means, which is characterized by the fact that each user request triggers a response from the system and, conversely, a replica of the latter requires a response from the user;
Computer visualization of educational information about the studied object, process (visual representation on the screen: an object, its constituent parts or their models; a process or its model, including hidden in the real world; graphic interpretation of the studied pattern of the studied process);
Computer modeling of the studied or investigated objects, their relations, processes, phenomena, both actually occurring and "virtual" (presentation on the screen of a mathematical, informational-descriptive, visual model is adequate to the original);
Audio accompaniment of information, synchronous and asynchronous in relation to the presented material;
Presentation of information based on hypermedia - technologies for combining and presenting audio, animation, graphic, text information using hypertext links;
Archiving, storage of large volumes of information with the possibility of easy access to it, its transmission, replication;
Automation of the processes of computing, information retrieval activities;
Processing the results of the experiment with the possibility of multiple training repetition of a fragment or the experiment itself;
Automation of information and methodological support processes, organizational management of educational activities and control of the results of assimilation.
In domestic scientific developments, the implementation of the capabilities of ICT tools in the field of education, including professional education, is dealt with by the branch of pedagogical science - informatization of education , which is considered as a purposefully organized process of providing the education sector with methodology, technology and practice for the development and optimal use of ICT tools used in comfortable and health-saving conditions, focused on the implementation of the goals of learning, the development of the individual, including the subsystems of training and education / 3 /.
Despite the fact that at present no one can be surprised by the presence of computer technology in an educational institution or the possibility of entering the global information network, methodologically, education is dominated by the traditional approach with all the ensuing contradictions due to the lack of implementation of the capabilities of ICT tools in order to improve the education system, adequate to the needs modernity. It is also important that the speed of changes taking place in the areas related to the improvement and development of ICT has no analogues in the past, and education, in turn, uses these technologies in a lagging mode and, moreover, not in the most active way, " ... the knowledge gained in educational institutions more and more often has time to become obsolete before graduates have time to receive diplomas and certificates ”/ 4 /.
At the same time, it is generally known that educational process, like no other, for its effective passage requires the implementation of the principles of scientific nature, accessibility, systematicity, a certain structuring of the presentation of educational information, and professionally significant information intended for assimilation by a modern student is rigorously expanded in content and structure, becomes more complicated, which undoubtedly creates certain difficulties for it. presentation, extraction, assimilation and use. All this entails the need to create a new education strategy, including scientific research in the field of informatization of vocational education, based on a revision of the paradigm of professional training of a highly qualified specialist in the context of using ICT tools.
The main fundamental studies of pedagogical science in the field of scientific foundations of the development of informatization of vocational education in the context of mass communication and globalization of modern society include the following: conceptual - philosophical, scientific - pedagogical, physiological and hygienic, engineering - software, ergonomic, socio - economic, regulatory and legal. Currently, research is also being carried out on the general laws and characteristics of vocational education in connection with the use of ICT tools, conceptual models are being developed and research prototypes of software and systems are being designed that ensure the implementation of the capabilities of ICT tools in professional activity and in preparation for its implementation.
The informatization of education is currently considered as a new area of pedagogical knowledge, which is focused on providing the education sector with methodology, technology and practice for solving the following problems and tasks / 1 /:
Scientific and pedagogical, methodological, regulatory, technological and technical prerequisites for the development of education in the context of mass communication and globalization of modern information society;
Creation of a methodological basis for the selection of the content of education, the development of methods and organizational forms of training, upbringing, corresponding to the tasks of the development of the student's personality in the modern conditions of the information society of mass communication and globalization;
Methodological substantiation and development of innovative models and development of existing pedagogical technologies application of ICT tools in various levels of education, including forms, methods, and teaching aids;
Creation of methodological training systems focused on the development of the student's intellectual potential, on the formation of skills to independently acquire knowledge, to carry out activities for the collection, processing, transfer, storage of an information resource, for the production of information;
Development of research, demonstration prototypes electronic means educational purposes, including software tools and systems;
Using the distributed information resource of the Internet and the development of technologies for information interaction for educational purposes based on global telecommunications;
Producing pedagogical applications in networks based on the potential of a distributed information resource of open educational telecommunication access systems;
Development of tools and systems for automating the processing of educational research, demonstration, laboratory experiments, both real and "virtual";
Creation and application of automation tools for psychological and pedagogical testers, diagnosing methods for monitoring and assessing the level of knowledge of students, their advancement in learning, establishing the intellectual potential of a student;
Implementation of pedagogical and ergonomic assessment of computer equipment, information and communication technologies used in the field of education;
Improving the management mechanisms of the education system based on the use of automated databases and data banks of scientific and pedagogical information, information and methodological materials, telecommunication networks, as well as improving the processes of informatization of the management of an educational institution (system of educational institutions).
So, the field of activity has been determined, I would like to believe that scientists - teachers will adequately cope with the tasks and will offer a universal concept of modernization of vocational education based on ICT.
BIBLIOGRAPHY
1. Robert I.V., Polyakov V.A. The main directions of scientific research in the field of informatization of vocational education. M .: "Education and Informatics", 2004. - 68 p.
2. Semenova N.G. Creation and practical implementation multimedia lecture courses. Orenburg .: OSU, 2004 .-- 128 p.
3. Robert I.V. Scientific and pedagogical research in the field of informatization of vocational education // Uchenye zapiski. Issue 14. - M .: IIO RAO, 2004.
4. Turchenko V.P. Paradigms of education strategy // Pedagogue. - 1998. - No. 4.
Bibliographic reference
Semenova N.G., Vakulyuk V.M. INFORMATION AND COMMUNICATION TECHNOLOGIES IN PROFESSIONAL EDUCATION // Modern problems of science and education. - 2006. - No. 6 .;URL: http://science-education.ru/ru/article/view?id=659 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"
- ACTIVATION
- EDUCATION
- INNOVATION IN EDUCATION
Information and communication technologies (ICT) can offer ever-increasing opportunities for the development of education systems in all countries of the world community. The use of ICT and multimedia technologies in the system of technical and vocational education can radically change the existing education system. The organization of the educational process can become more innovative in the sense that analytical, practical and experimental teaching principles will be widely applied, which will allow orienting the entire learning process of each individual student.
- The role of visual arts in environmental education of children
- Formation of a motivated need for health in children in a family setting
- The system of improving the professional training of employees of the Federal Penitentiary Service of Russia for actions in extreme situations
- Implementation of project-based learning using 3d models
- On the ways of developing logical thinking when solving Olympiad programming problems
At the present stage of development, the information society is trying to solve its problems with the help of information technologies. If one envisions the many areas where technology has changed life in the 20th century, these attempts should be successful.
Now that information and communication technologies (ICT) have come to education, great hopes are pinned on them, but at the same time, one should be especially prudent in their application, while remembering K. Shannon's statement that one key cannot open all doors. Educational institutions are laying the foundations for the future; they prepare students who will become citizens and leaders tomorrow. The basis of this direction is supposed to improve the quality and improve the results of teaching and learning through the use of ICT.
The use of ICT and multimedia technologies in education can radically change the existing education system. The organization of the educational process can become more innovative in the sense that analytical, practical and experimental principles of teaching will be widely applied, which will allow orienting the entire learning process of each individual student.
A number of ethical problems arise when using ICT in the system of technical and vocational education. First, the use of ICT in various fields of human activity entails the creation of an information-oriented society. Thus, by teaching computer skills, teachers prepare for life in a new society.
Another ethical problem arising from the use of ICT in the system of technical and vocational education is the availability of ICT, which consists of accessibility and comfort itself. Increased accessibility has been achieved through various changes in computer systems ah, above all the development of personal computers and computer networks. Comfort is achieved through the use of a graphical interface and functional standards.
And, finally, the third problem is the assessment of the effectiveness of ICT in the system of technical and vocational education, education, which includes, on the one hand, the feasibility of using the technology, on the other hand, the ways of using it.
The training system focuses on the formation of reproductive skills, which are reduced to the ability to memorize and reproduce information. The unique capabilities of new technologies allow the development of skills and abilities of a higher level, including the ability to reflect, compare, synthesize and analyze, identify connections and find ways to solve complex problems, planning and group interaction, that is, everything that has received the name "high -level thinking ”and where the use of ICT can be most effective. In the process of taking advantage of ICTs and the benefits that they bring with them, teachers may experience a change in their views on their work, and this change is not always based on carefully considered choices.
Educators should remember that technology involved in the educational environment becomes part of the educational process that existed before its use. However, over time, when technology becomes more familiar, it opens up new opportunities to change their activities. At this stage, the goals of education may change. These changes can lead to better education, as long as the choice is deliberate; educators should not be led by technology.
The introduction of ICT in the system of technical and vocational education should be accompanied by a discussion, during which teachers will have the opportunity to become familiar with new technologies and appreciate the merits of ICT. In this case, it is especially important not to allow a shift in attention from the content and meaning of education to the method of transferring the material. We are moving at great speed towards a world in which the ability to study, generalize, analyze and transfer knowledge from one subject area to another will become a guarantee that a person will find professional success.
The role of the teacher in the information society is changing: he ceases to be an authoritarian and the only source of knowledge, and becomes a leader and assistant of students in the educational process. Students are given the opportunity to independently search for the knowledge they need in a rapidly changing world, and therefore they need a significant number of individual learning strategies that would allow each of them to become an active participant in the educational process and critically approach the knowledge provided to them.
The idea of interactive learning implies mutual responsibility for the quality of learning, both the teacher and the learners. In achieving this goal, it is important to support your own learning process and assimilation of knowledge in order to be able to independently develop effective learning strategies for yourself. .
The use of multimedia, as a rule, allows you to provide students with more opportunities for independent and independent work, as well as flexibly vary educational schedules. Undoubtedly, there are new teaching methods, new pedagogy, new tools and new resources available to the teacher.
Multimedia has many definitions, and almost all of them agree that multimedia includes text, graphics, animation, video and audio information in an integrated presentation, allowing for various ways of structuring and presentation.
By viewing multimedia as a learning tool, multimedia Internet products and services can be used to develop creative skills and critical thinking in a variety of academic contexts. Multimedia can be used to improve the quality of education in specific subject areas and disciplines at the intersection of several subject areas.
Learning Knowledge Building Skill (Learning Comprehension; Metacognition) enables learners to become experts in their own learning process. Understanding how you should learn allows you to find and apply successful strategies in any subject area. One of the goals is to develop in each student an understanding of the idea of learning and the mechanisms of functioning of his own memory.
Internet multimedia products and services provide tremendous opportunities to improve the efficiency of the learning process:
- simultaneous use of several channels of perception of students in the learning process, due to which the integration of information delivered by several different senses is achieved;
- the ability to simulate complex real situations and experiments;
- visualization of abstract information due to the dynamic presentation of processes;
- the opportunity to develop cognitive structures and interpretations of students, framing the studied material in a wide educational, social, historical context, and linking educational material with the interpretation of the student.
In fact, we are dealing with the principle of visibility in teaching, which was developed a long time ago, but requires further scientific development in the new conditions of using ICT in education. Multimedia is an extremely useful and fruitful educational technology due to its inherent qualities of interactivity, flexibility, and the integration of various types of visual educational information, as well as due to the ability to take into account the individual characteristics of students and help increase their motivation. The possibility of interactivity is one of the most significant advantages of digital media over other means of presenting information.
Interactivity refers to the process of providing information in response to user requests. Interactivity allows, within certain limits, to control the presentation of information: students can individually change settings, study the results, and also respond to program requests about specific user preferences. They can also set feed rates and repetitions to suit their individual academic needs.
Moreover, the ability to provide a student-centered user experience distinguishes the multimedia computer from any other means of presenting information that does not require active human participation. Similar to the use of textbooks, the use of multimedia teaching aids enriches the teaching strategy only when the teacher not only provides information, but also leads, supports and assists the learners in the learning process.
The use of multimedia allows students to independently work on educational materials and independently decide how to study the materials, in what sequence and how to use the interactive capabilities of multimedia programs, how to implement joint work with other members of the study group. Thus, students become active participants in the educational process.
Students can influence their own learning process by adapting it to their individual abilities and preferences. They can study exactly the material that interests them, repeat the material as many times as they need, and this helps to remove many obstacles to their individual perception.
Some college students are unable to take advantage of the freedom that self-directed learning through hypertext-based multimedia materials provides.
Often confusing and complex presentation methods can distract the user from the studied material due to various inconsistencies. Their attention is scattered, moreover, the nonlinear structure of multimedia information makes the user "tempted" to follow the proposed links, which (if used ineptly) can distract the student from the main stream of presentation of the material. The colossal amounts of information presented by multimedia applications can also be distracting in the learning process.
Human short-term memory is very limited; as a rule, an ordinary person is able to confidently remember and operate simultaneously only seven different mental categories. When a student is simultaneously shown several types of multimedia information, a situation may arise in which he is distracted (“jumping”) from some types of information in order to keep track of others, and as a result, the integrity of the educational material remains poorly assimilated. The level of interactive user interaction with the program is still very low, and is still very far from the level of communication between people.
Possibilities " feedback"With the user in computer training applications are usually very limited. In most cases, computers cannot replace full-time teaching, but only expand (supplement) its capabilities. As a rule, the “feedback” of the application is limited to the control of students' answers to the posed questions at the “correct / incorrect” level, and does not support the possibility of a dynamic choice of various learning strategies, and does not provide in-depth comments on the correct or incorrect answer. A multimedia application is unable to identify the individual needs or difficulties of the student, and therefore cannot respond to them like a teacher.
In addition, creating audio, video and graphics is much more difficult and expensive than writing regular text for a textbook. Software and hardware must be properly configured to ensure transparent use of training materials. On the other hand, multimedia applications have higher system requirements than simple text editing tools, etc.
Insufficiently fast Internet communication channel leads to low quality of sound, image, video, as well as long delays in downloading files, which can negatively affect the effectiveness of the educational process with the use of ICT.
Multimedia applications (programs, products) can be used as one of the many possible learning environments, applicable in numerous academic contexts, in which learners master the educational material and participate in a dialogue with other learners and teachers about the essence of their learning process
Media integration requires a deep analytical, hands-on and experimental approach that puts the learner at the center of the learning process. The learning process in the system of technical and vocational education is focused on students, therefore, they must develop the skills to independently find the information necessary for the formation of knowledge. This means that it is necessary to use various methods of individual learning, which would allow each of them to become an active participant in the learning process and critically approach the material being studied.
Thus, there is no doubt that information and communication technologies are able to offer ever-increasing opportunities for the development of the system of technical and vocational education in Kazakhstan.
Bibliography
- Apatova N.V. Information technology in school education. M .: IOSH RAO, - 1994.
- I. V. Grebenev Methodical problems of computerization of teaching at school. //Pedagogy. - No. 5. -1994.
- Galishnikova E.M. Using an interactive Smart-board in the learning process // Teacher. - 2007. - No. 4. - S. 8-10.
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UDC 37.0 + 371 + 378
Strekalova Natalia Borisovna
Candidate of Pedagogy, Associate Professor of the Department of Theory and Methods of Professional Education, Samara State University, [email protected], Samara
information and communication technologies in higher professional education
Abstract: Information and communication technologies, actively introduced into higher professional education, act simultaneously both as a field of professional knowledge, and as basic technologies of the educational process, and as a tool for transforming education. However, the question of the effectiveness of their use in the educational process is still open, which requires further pedagogical research.
Key words: information and communication technologies, efficiency of information and communication technologies, independent work of students.
Strekalova Natalya Borisovna
Candidate of pedagogical sciences, Associate professor of department of theory and methodology of professional education Samara State University, [email protected], Samara
information and communication technology in higher professional education
Annotation: Actively introduced in higher professional education information and communication technologies act as both the area of expertise, and how the underlying technologies of the educational process and as a tool for transformation of education. However, the question of their effectiveness in the learning process is still open, which requires further educational research.
Keywords: information and communication technologies, the effectiveness of information and communication technologies, self-dependent work of students.
In accordance with the Federal Program for the Development of Education for 2011-2015. the implementation of all measures for the development of education has established the priority value of modern educational and information and communication technologies. The relevance of the use of information and communication technologies in the system of higher professional education is due to a number of objective reasons.
First, by the orientation of professional education towards training specialists capable of successful professional activity in the context of global informatization of society. In this case, information and communication technologies act as the mastered area of professional knowledge.
Secondly, the ability of these technologies to support almost all
activities of any educational institution: organization, management and monitoring of the educational process; automated learning and its information and methodological support; providing access to global information resources; provision of modern information processing technologies; remote interaction of participants in the educational process. In this situation, information and communication technologies can be considered as basic technologies of education, requiring the presence of information culture among the teaching staff and students.
As a result of the widespread introduction of information and communication technologies in the educational process in higher education, the following trends have developed: the actualization of lifelong professional education as a condition for successful
noy labor activity; development of distance learning technologies and a unified educational space as the main means of lifelong education; an increase in the importance of independent work of students as a way of developing self-organization of a personality and a condition for further self-education. Here, information and communication technologies are already acting as a tool for transforming higher professional education.
At the same time, the question of the effectiveness of using information and communication technologies in the educational process is still open. On the one hand, the analysis of scientific articles and a large accumulated pedagogical experience in this area allows us to conclude that the pedagogical community as a whole positively assesses the possibilities of these technologies for education. The fact is stated that information and communication technologies create conditions for the full implementation of traditional didactic principles, act as a powerful means of pedagogical and informational support of a student and a tool that reveals his personal potential, ensure the personification of the educational process, contribute to a more successful achievement of cognitive and professionally oriented goals, lead to the growth of academic and scientific mobility of graduates and their competitiveness in the labor market.
However, more and more opinions are expressed that the use of information and communication technologies in the educational process does not always lead to an improvement in the quality of education, and in certain situations it may even have negative consequences. Analysis and generalization of these statements allowed us to formulate them in the following theses:
The limitation of the channels of information perception and the reduction of live human communication between the student and the teacher deprives the student of the psychological adaptation of the perception of the educational material, the ambiguity of explanations and an individual approach;
The range of learning skills acquired is narrowed in favor of technical skills.
studies, reducing the skills of analysis, dialogical communication and interaction, missing the opportunity to form students' thinking, making it difficult to systematize their knowledge;
Excessive enthusiasm for Internet resources in the educational process leads to increased information pressure on the individual, to psychological information dependence and desocialization of the individual;
Exceeding the optimal information capacity of the educational material inevitably leads to disorientation of the student in the educational material and to a decrease in the quality of its assimilation.
Thus, a contradiction was revealed: increasing the effectiveness of the educational process in one aspect (information support, automated training, modularity, personification, etc.), information and communication technologies reduce its effectiveness in other aspects. The resolution of this contradiction required conducting pilot studies capable of providing answers to the questions: what types of information and communication technologies used in the educational process are most popular among teachers and students? which of them are most effective for the educational process and under what conditions of use? what requirements should be imposed on electronic educational resources in order for them to be more useful for the educational process? what negative consequences of using information and communication technologies are possible in the educational process?
The pilot studies were carried out at the Togliatti Academy of Management (TAU), the experience of informatization of which is more than 10 years: in the period from 1998 to 2003, it was developed and introduced into the educational process Information system educational process management and dough-training system. The study involved teachers and students of the 1st, 2nd and 5th years of study. The sample consisted of more than 70 students of various fields of study and 30 teachers (computer science, philologists, cultural studies, foreigners). Information and communication technologies in the study were understood as: personal computers with a set of
teaching and / or testing programs; multimedia projector with interactive whiteboard; multimedia presentation; open web training courses.
The analysis of the results obtained showed that in TAU information and communication technologies are used in almost all or almost all courses and disciplines (this answer was chosen by 88% of students and 100% of teachers). Absolutely all students have a positive attitude to the use of information and communication technologies in the educational process, of whom 44% noted that their use in the educational process is the norm. Thus, the high level of informatization of the studied educational institution is confirmed.
The most popular form of using information and communication technologies in the educational process among faculty (see Fig. 1) is presentation (55% use it constantly, 45% use it as needed) and specialized programs (53% - constantly, 15% - as needed). The use of open training webcases is extremely rare (less than 10% of the teachers surveyed). In our opinion, this situation is likely to emerge due to the fact that the presentation is the most accessible and basic technology for teachers, while the use of distant forms of conducting the educational process requires not only a high level
informatization of an educational institution, but also professional development of teachers in this area.
At the same time, almost all teachers (95%) note the high efficiency of the presentation for the educational process due to the clarity of the materials being studied and, as a result, deeper assimilation of the educational material by students. The effectiveness of the presentation in this aspect was confirmed by 56% of the surveyed students, while the rest refer to the presentation as an opportunity to relax and unwind during the lesson, to do their own thing. Thus, in the course of the study, the task of finding special pedagogical techniques and methods of using presentations in the classroom was identified in order to deeper involve students in this process, to identify conditions, the observance of which will make the presentation more effective.
H-looking at the fact that the effectiveness of the presentation was confirmed by 56% of the interviewed students, the majority of students (88%) all-so noted that for them the most effective way to master the educational material is to communicate with the teacher in a dialogue mode (in the questionnaire students could choose several effective ways of mastering the educational material). Thus, the informatization of the educational process does not diminish the importance of live communication between the student and the teacher within the framework of the educational process. Such ways of mastering new material as an independent study
Figure a - Frequency of use of industrial types of information and communication
technologies in the educational process
with the help of a specialized program or educational literature, a small number of students chose (25% and 12%, respectively). Perhaps, independent forms of studying the material are not attractive for students because of their laboriousness, as well as low motivation of students to perform independent work.
According to the teachers, the most effective use of information and communication technologies (see Fig. 2) during the consolidation of knowledge (9 points on a 10-point scale), explaining new material (7.5 points) and conducting control tests(7.5 points). The use of information and communication technologies for home / independent work is considered by teachers to be less effective (3.2 points). A survey of students confirmed the high popularity of electronic tests in the student environment - 100% of students prefer to take tests on a computer, rather than in writing, which can be explained, in our opinion, by the presence of an instant feedback mechanism in the tests, which reduces the waiting time for the result and reduces psychological load. However, a large number of students (75%) prefer to work with published teaching materials, rather than their electronic versions.
As conditions affecting the effectiveness of the use of information and communication technologies in the educational process, the overwhelming majority of respondents
They noted the high-quality preparation of the studied material (70% of teachers and 81% of students) and the level of information culture of the teacher (70% and 56%, respectively). On other conditions, opinions were divided: teachers are more concerned with the quality of the equipment and the complexity of the studied material (55%), and students - the time of using information technologies, at the beginning or end of the lesson (38%). Thus, the significance of the psychological and pedagogical conditions for the use of information and communication technologies in the educational process and the need for inclusion in information culture teacher of relevant knowledge.
The presence of negative consequences of the use of information and communication technologies in the educational process is confirmed by half of the interviewed teachers (52%), but the nature of the consequences is different: a violation of the spelling of the Russian language, a decrease in the ability to work with texts and printed publications (26%), the impact on health, vision and general condition of students (21%), decrease in live contact (10%), "oblivion" of effective traditional forms of education (10%). However, the students themselves assess the negative consequences for their bodies more radically: 38% of the respondents get tired of working on a PC during classes and a large amount of educational information; every second gets tired sometimes, depending on
Figure 2 - Evaluation of the effectiveness of the use of information and communication technologies
in different types of educational work
duration of work (50%). At the same time, the reaction to such fatigue can be different: you want to be distracted and do other things (87%), it is difficult to think logically and perform tasks (50%), there is a headache or pain in the eyes (37%), irritability, aggression increases (25 %). It is interesting to note that even those students who noted that they did not get tired of working on a PC, identified some form of fatigue. Thus, the existence of the problem of the negative impact of information and communication technologies on the human body and, to some extent, on the educational process is confirmed.
So, as a result of the pilot studies, the following results were obtained: the most popular types of information and communication technologies for the educational process among teachers are multimedia presentation and special software; the most effective information and communication technologies in such types of educational work as consolidating knowledge, learning new material, testing; the conditions for the effective use of these technologies in the educational process are the high-quality preparation of electronic materials, the level of the teacher's information culture, the quality of the equipment; the use of information and communication technologies in the educational process can have negative consequences for both health and the educational process.
A comparative analysis of the results of the questioning of teachers and students made it possible to identify a number of problems and outline ways for further research, the results of which will improve the efficiency of using information and communication technologies in the educational process and the quality of higher education in general. Areas of further research are: identifying psychological and pedagogical conditions for the effective use of information and communication technologies
logic in the educational process, taking into account the problems of the negative impact of information and communication technologies on the quality of the educational process and the health of students; determination of ways to develop self-organization mechanisms of students and increase motivation to perform independent work, including by means of information and communication technologies; search for effective means of managing students' independent work in a single educational space and avalanche-like information flows.
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The role of information and communication technologies in the general educational process is defined in the documents of the Government of the Russian Federation, the Ministry of Education of the Russian Federation, related to the strategy of modernization of education.
Information and communication competence – one of the main priorities for the purposes of general education, and this is connected not only with intra-educational reasons. The whole nature of life is changing, the role of information activity is increasing unusually, and within it - active, independent processing of information by a person, making fundamentally new decisions by him in unforeseen situations using technological means.
A systematic, effective formation of information and communication competence for the bulk of students today is possible only if ICT is used. This means that success the transformations outlined in the school largely depend on their application. In other words, informatization is the most important area of modernization of the education system.
Computer training technologies - a set of methods, techniques, methods, means of creating pedagogical conditions on the basis of computer technology, telecommunication means and an interactive software product that simulate part of the teacher's functions for presenting, transferring and collecting information, organizing control and management of cognitive activity.
The use of computer learning technologies allows you to modify the entire teaching process, implement a model of student-centered learning, intensify classes, and most importantly, improve the self-training of students. Of course, a modern computer and interactive software and methodological support require a change in the form of communication between the teacher and the student, turning training into business cooperation, and this increases the motivation for training, leads to the need to search for new models of classes, conduct final control (reports, reports, public defense of group project works), increases the individuality and intensity of training.
Computer technologies of teaching provide great opportunities in the development of creativity, both for teachers and students.
Multimedia technology
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preparation method electronic documents, including visual and audio effects, multiprogramming of various situations. The use of multimedia technologies opens up a promising direction for the development of modern computer learning technologies. How to use these tools in the development of complexes of teaching materials? Where and in what ratio is it possible to include various multimedia effects in comparison with ordinary text? Where is the limit of applicability of multimedia inserts into a document? Serious studies of this issue are needed, since a violation of harmony, measures of the appropriateness of the use of bright inserts and effects can lead to a decrease in working capacity, an increase in student fatigue, and a decrease in work efficiency. These are serious questions, the answers to which will make it possible to avoid fireworks in teaching, to make the teaching material not only effective, but effective.
Modern information and communication technologies of education
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a set of modern computer technology, telecommunication means, software tools that provide interactive software and methodological support for modern teaching technologies.
The main task of modern information technology training
are the development of interactive environments for managing the process of cognitive activity, access to modern information and educational resources (multimedia textbooks, various databases, training sites and other sources).
Information technologies most often used in the educational process can be divided into two groups:
1) network technologies using local area networks and global network Internet (electronic version of methodological recommendations, manuals, distance learning servers that provide interactive communication with students via the Internet, including in real time),
2) technologies focused on local computers (training programs, computer models real processes, demonstration programs, electronic problem books, control programs, didactic materials).
In mathematics lessons, a computer can be used with a variety of functions and, therefore, purposes: as a way to diagnose the learning capabilities of students, a teaching tool, a source of information, a training device, or a means of monitoring and assessing the quality of teaching. The capabilities of a modern computer are enormous, which determines its place in the educational process. It can be connected at any stage of the lesson, to the solution of many didactic problems, both collectively and individually.
At present, with the help of a multimedia projector, it is possible to use a computer even for frontal work, for example, when organizing oral counting, or when checking independent work. The use of teaching aids-presentations created in the Power Point program made it possible to abandon almost all TCO of the old generation, to raise the visibility to a higher level (use of sound, slide show "in motion")
You can introduce computer components into the lessons of any subject. The whole point lies in expediency, availability of appropriate high-quality programs, conditions of use.
Creation and development of the information society(IO) involves the widespread use of information and communication technologies (ICT) in education, which is determined by a number of factors.
At first, the introduction of ICT in education significantly accelerates the transfer of knowledge and the accumulated technological and social experience of mankind, not only from generation to generation, but also from one person to another.
Secondly, modern ICT, improving the quality of training and education, allow a person to more successfully and quickly adapt to the environment and ongoing social changes. This gives each person the opportunity to receive the necessary knowledge both today and in the future post-industrial society.
Thirdly, the active and effective implementation of these technologies in education is an important factor in creating an education system that meets the requirements of IO and the process of reforming the traditional education system in the light of the requirements of a modern industrial society.
The importance and necessity of introducing ICT into the learning process are noted by international experts in the "World Report on Communication and Information 1999 - 2000", prepared by UNESCO and published at the end of the last millennium by the agency "Business Press". In the introduction to the report, UNESCO Director-General Federico Mayor writes that new technologies should contribute to “creating a better world, in which every person will benefit from the achievements of education, science, culture and communication. " ICTs affect all of these areas, but perhaps the most positive impact they have on education, as they "open up the possibility of completely new methods of teaching and learning." More details about the relevance and need for ICT implementation in education are discussed in the second chapter of the same report - "New Directions in Education", written by Craig Blairton, Adjunct Professor at the University of Hong Kong, and in Chapter VII "Information Services, Libraries, Archives", the author of which - Professor of the Royal College of Librarianship in Copenhagen, Ole Garbo.
In addition, the same report summarizes and analyzes the global processes of convergence of the media, electronics industry and telecommunications and their impact on the development of the information society, as well as the planetary problems of using ICT in education.
The use of ICT contributes to a change in the goals, content of training, including control, which entails the emergence of new methods, means and organizational forms of training and control.
The introduction of information technologies in education provides an opportunity to create systems for automated control of students' knowledge in various disciplines, including information technology.
The potential of ICT as a tool for human activity and a fundamentally new means of teaching leads to the emergence of new methods, means, organizational forms of control and their more intensive implementation in the educational process.
The advantages of computer technology are considered in works on the intensification and activation of training (I.V. Alekhina, G.V. Rubina), individualization (V.F.Gorbenko, N.V. Karchevskaya) and humanization of the educational process (T.V. Gabai, M.E. Kalashnikov, L.F.Pleukhova, V.K. Tsoneva), the implementation of a creative, developing nature of education (V.A.Andreev, V.G. Afanasyev, G.M. Kleiman, T.A. etc.).
Stages of ICT implementation on the way to the information society
The global introduction of computer technologies in all spheres of activity, the formation of new communications and a highly automated information environment have become not only the beginning of the transformation of the traditional education system, but also the first step towards the formation of an information society.
The main factor determining the importance and expediency of reforming the existing education system, including the Russian one, is the need to respond to the main challenges that the 21st century has made to humanity:
the need for society to transition to a new development strategy based on knowledge and highly effective information and telecommunication technologies;
the fundamental dependence of our civilization on those abilities and qualities of the individual that are formed by education;
the possibility of successful development of society only on the basis of genuine education and effective use of ICT;
the closest connection between the level of the nation's well-being, the national security of the state and the state of education, the use of ICT.
improving the quality of education through its fundamentalization, informing the student about the modern achievements of science in a larger volume and at a faster rate;
ensuring the focus of training on new IO technologies and, first of all, on ICT;
ensuring greater accessibility of education for all groups of the population;
enhancing creativity in education.
The emergence of modern telecommunication networks and their convergence with information technologies, that is, the emergence of ICT, has become a new stage in the global technologization of advanced countries. They became the basis for the creation of the infosphere, since the unification of computer systems and global telecommunication networks made it possible to create and develop a planetary infrastructure that connects all of humanity.
An example of the successful implementation of ICT was the emergence of the Internet - a global computer network with its almost unlimited possibilities for collecting and storing information, transmitting it individually to each user.
Complexity of implementation modern ICT is also determined by the fact that the traditional practice of their development and implementation is based on the ideology of creating and using information and telecommunication systems in completely different areas: communications, the military-industrial complex, aviation and astronautics. The adaptation of ICT to a specific field of application is carried out here by specialists from design bureaus and research institutes who have extensive experience in the development of such technology and, therefore, have a good understanding of the purpose of systems and their operating conditions. V modern education there are no such specialized research structures, they are just beginning to be created. For this reason, there is a "gap" between the possibilities of educational technologies and their real application. An example is the still existing practice of using a computer only as a typewriter. This gap is often exacerbated by the fact that the bulk of school teachers and teachers of humanitarian universities do not have the modern knowledge necessary for the effective use of ICT. The situation is complicated by the fact that information technologies are rapidly updating: new, more efficient and complex ones based on artificial intelligence appear, virtual reality, multilingual interface, geographic information systems, etc. The way out of the created contradiction can be the integration of technologies, that is, such a combination of them that will allow the teacher to use in lessons and lectures, certified and adapted to the learning process, technical means that he understands. The integration of ICT and educational technologies should become a new stage in their more effective implementation into the Russian education system.
In ICT adoption in education in can be distinguished three stages:
elementary associated with the individual use of computers, mainly for the organization of the education system, its administration and storage of information about the management process;
modern, associated with the creation of computer systems, the Internet and the convergence of information and telecommunication technologies;
future, based on the integration of new ICTs with educational technologies (OT).
The relevance and importance of developing a set of appropriate educational tools based on the integration of ICT and OT for creating an information society education system makes it necessary to conduct a comprehensive study of this process and consider it from a systemic standpoint.
3. Systemic fundamentalsintegration
ICT and OT
A systematic approach to the integration of ICT and TO is based on the identification of all essential factors that establish a connection between the elements and form the integral properties of a system that performs an agreed set of actions united by a common concept and a single goal.
The choice of rational and optimal solutions in the integration of information and educational technologies from a systemic standpoint is primarily based on the analysis of the effectiveness of training or education based on a new integrated technology, i.e. based on an assessment of the effectiveness of interaction between a teacher and students. A feature of this interaction is the creative activity of the teacher and students both in the learning process and in the process of education, which largely depends not only on the professionalism of the teacher and the knowledge of the students, but also on the emotional mood created in the learning process, as well as on the availability of appropriate incentives. , on the conditions of employment and many other factors. All this complicates the formalized description of the learning process and makes it difficult to determine quantitative assessments of effectiveness.
In fact, integrated learning technologies based on ICT are intelligent man-machine systems and therefore one of the directions for the formation of indicators of their effectiveness can be the methodology used in simulator training of pilots, astronauts, operators in nuclear power. It consists in using complex indicators, the components of which are specific assessments of technical efficiency, cost, training time, as well as data from biomedical research, subjective opinions of teachers and students.
Therefore, the first and fundamentally important task of integrating ICT and OT (in the future, for brevity, the abbreviation ITO adopted by a number of authors will be used) is to clearly identify the goals of their creation and develop a system of indicators of their effectiveness. Formalization of the goals of educational technologies is a rather complex problem that remains unresolved until now and is actively discussed both in monographs, articles, and at seminars and conferences. At the same time, experience in assessing goals in the form of specific indicators has already been accumulated in solving learning problems, controlling knowledge and managing the educational process. As an example, consider the scoring system. This, of course, does not exclude the use of other indicators for assessing the effectiveness of AID.
Based on a systematic approach, it is necessary to build a model or scheme of an operation, which includes the following main elements: OT, ICT, teachers, trainees, specialists and administration.
Educational technologies or, in other words, educational technologies (TO) are one of the main elements of the education system, since they are directly aimed at achieving its main goals: teaching and upbringing. TO is understood as the implementation of curricula and curricula and the transfer of knowledge systems to the trainee, as well as methods and means for creating, collecting, transferring, storing and processing information in a specific area. Science has accumulated vast experience in the transfer of knowledge from teacher to student, the creation of education and training technologies, as well as the construction of their models.
ICTs have an active influence on the process of training and education of the student, as they change the scheme of knowledge transfer and teaching methods. At the same time, the introduction of ICT into the education system not only affects educational technologies, but also introduces new ones into the education process. They are associated with the use of computers and telecommunications, special equipment, software and hardware, information processing systems. They are also associated with the creation of new means of teaching and storing knowledge, which include electronic textbooks and multimedia; electronic libraries and archives, global and local educational networks; information retrieval and information reference systems, etc. ICT models are currently being developed, and some of them are successfully applied in the study of education systems.
Considering the elements of a complex ITO system, it should be noted that in education an important condition successful technology integration is the professional training of teachers and specialists operating the systems and tools of the new integrated learning technology. Each participant in ITO-based training, including the administration of educational institutions, must have the necessary information literacy and understanding of the technologies used. In some countries, it is even necessary to have a corresponding certificate for this. For example, there is such a requirement in the UK. The introduction of certificates for participants in the learning process makes it possible to simplify the implementation of IT and improve the adequacy of assessments of the effectiveness of technologies.
When introducing IT, it is necessary to understand that this is a complex and costly process.
As the experience of ITE implementation in the world and in Russia shows, a specific type of educational institution (school or university, educational center or virtual college, etc.) and the form and type of education (full-time or part-time, distance learning, etc.) or stationary, basic or additional), etc.
A program that ensures the active introduction of ICT in the educational industry, is complex and involves the solution of a number of important problems in the development of education:
development of the regulatory framework;
creation of new organizational-methodological and scientific-methodological support in the field of educational systems and technologies;
creation of a material base of ICT;
creation of a system of training and retraining of educational personnel.
A new direction for increasing the efficiency of ICT implementation is integration of information and communication technologies and learning technologies. As the first and necessary steps to facilitate the accelerated implementation of this process in the education system, we can recommend:
organization of seminars and training courses for administration and staff of universities, teachers of schools and training centers on the use of new ITO in teaching;
creation of conditions for stimulating the development of Internet services associated with the use of new ITO;
intensification of work on the creation of a thematic system "ITO" within the framework of the international information network on IT;
preparation of an appropriate set of measures for their inclusion in the "Program of Moscow's Movement in the Information Society";
development of methodological and methodological foundations of system analysis and synthesis of ITE, methods for assessing training and education based on them;
development of proposals for financing the introduction of integrated information and communication technologies in education at the expense of the international community.
Improving the quality of professional training of specialists, including future teachers, in the system of higher pedagogical education, a significant role belongs to control, which is considered extremely important by modern pedagogical theory and practice.
Currently, the use of the capabilities of modern information technologies to ensure the conduct of the didactic process is one of the urgent problems. The role of new information and communication technologies (ICT) in teaching practice is determined by E.S. Polat as "a necessary condition for the intellectual, creative and moral development of students" [3].
In the conditions of the information society, the volume and content of knowledge, skills and abilities that a modern specialist must possess is sharply and constantly increasing. The integration of computer technology and the educational process contributes to its intensification, modernization of the training system for a future specialist, improving the quality of training, developing the ability to independently acquire new knowledge, and implementing the idea of developing and continuous education. Computer technologies contribute to the disclosure, preservation and development of trainees' personal qualities, the use of which in the educational process will be effective only if future specialists have a correct idea of the place and role of these technologies in the educational process.
For future specialists it is necessary to have adequate training in the knowledge and application of information and communication technologies in the rapidly changing conditions of the information society; possess the basics of the necessary knowledge and accumulate personal experience in the practical use of computer technologies in their professional activities. In addition, in the conditions of the formation of distance education, it is necessary to own modern computer teaching aids, including control.
As noted in the materials held in November in Moscow international conference devoted to the problems of introducing information technologies into education, a lesson with the use of a computer will be more effective for the teacher who
· Retains human learning priorities.
Has a kind, trusting attitude towards the machine and its pedagogical capabilities
Knows how to carefully and at the same time boldly handle a personal computer
Intellectually developed, erudite, able to assess the pedagogical capabilities of computer programs
Methodically flexible
· Disciplined, accurate, owns an ordered, logical thinking.
The first step that a teacher takes when turning to computer teaching technology is to study pedagogical software in his subject and assess their advantages and disadvantages. Unfortunately, we have not yet come across a single multimedia textbook in mathematics that would fully correspond to the school curriculum: atypical terminology is used, others. Different from the school, axiom systems, or a cumbersome system for entering information (a very "twisted" formula editor, which does not speed up, but, on the contrary, slows down the solution process). Therefore, it remains to agree with N. Rozov, Dean of the Faculty of Pedagogical Education of Moscow State University, who in one of his speeches noted: “We all perfectly understand how far from the ideal so far e-learning products are. than the computer component of the educational process will become an equal partner for the textbook. "
It is advisable to start acquaintance with software products by studying the means that create the so-called. computer environment. These programs include program instructions, tips, recommendations on a wide range of issues. With them, the teacher can conduct both classroom and extracurricular activities, freeing himself from repeated repetition to students of the same common truths, from a touch of subjectivity in assessing the educational success of students, helping them to master the technology of self-study.
The computer environment is also created by reference and information materials. Their purpose is to provide greater clarity and evidence in the lesson, to use these programs for making various kinds of inquiries and for self-testing, to provide a sample for performing any task on a specific subject material.
Reference and information materials are designed to make it easier for many children to master the school curriculum, they are supportive and accompanying, often and motivating.
That. the computer, as it were, combines a number of traditional TCOs, which have always been used mainly to enhance clarity. This activates the cognitive process in students, develops thinking (visual-effective, visual-figurative), increases the effectiveness of the educational process. The use of ICT makes it possible to realize such developmental learning goals as the development of thinking (spatial, algorithmic, intuitive, creative, theoretical), the formation of the ability to accept optimal solution of the possible options, the development of skills to carry out experimental research activities (for example, through the implementation of the capabilities of computer modeling), the formation of information culture, the ability to process information. This leads to an acceleration of the pace of learning, frees up time, and therefore intensifies the learning process.
One of the requirements dictated by the social order of society to modern education and presented today to university students - future specialists - is the ability to use modern ICT tools in the teacher's professional activities, exactly, the rapidly developing means of distance educational technologies both in the educational process and and in its integral component, the control system.
ICT in the control system
The use of computer technologies in the educational process is a completely natural phenomenon in the era of informatization of society. However, the effectiveness of their use in teaching depends on a clear understanding of the place that they should occupy in the most complex complex of relationships that arise in the teacher-student interaction system.
The role of control in the learning process is of primary importance, therefore, all of the above about the implementation of information and communication technologies in the learning process also contributes to the penetration of ICT into the control process, as an important and integral element of the learning process.
Control tasks implemented with the help of ICT can be aimed at identifying the following knowledge:
Knowledge of definitions, fundamental concepts of the course, section, topic (module), ideas about the volume and content of concepts;
Knowledge about the applied (practical) application of definitions;
Knowledge of rules, algorithms, laws, formulas;
Knowledge related to solving problems on the topic;
Knowledge of facts, fundamentals, principles, practical applications.
Controlling tasks implemented with the help of ICT can be of various levels of complexity:
Simple recognition tasks;
Reproduction tasks;
Tasks performed according to a formula, algorithm, rule, sample;
Tasks of a problematic nature (the algorithm for solving the problem is unknown in advance).
Let's highlight the advantages of using ICT in the process of knowledge control:
A high degree of visibility during control, which contributes to an increase in interest in the very subject of study, control, assessment;
Automation of conducting, evaluating the results, summing up the results of control procedures;
The ability to perform multiple control tasks for the purpose of interiorization (assimilation) of knowledge;
The ability to conduct self-control of students at any time convenient for the student without the participation of a teacher.
Literature
World UNESCO Report on Communication and Information 1999-2000 - M. - 2000.
Kurdyukov, G.I. . On the question of the role of information and communication technologies in the knowledge control system of students of pedagogical universities in information disciplines / G.I. Kurdyukov / access address: http:// www. rusedu. info/ Article915. html
New pedagogical and information technologies in the education system: Textbook. manual for stud. ped. universities and systems of raising. qualif. ped. frames / E.S. Polat, M.Yu. Bukharkin and others; Ed. E.S. Polat. - 2nd ed., Erased. - M .: Publishing Center "Academy", 2005. - 272 p .; P. 3
Gryaznova Irina Sergeevna
teacher
GPOAU "Amur College of Construction and Housing and Communal Services"
Blagoveshchensk, Amur region
Annotation:
Keywords: information and communication technologies, pedagogical innovations, informatization of education.
The current stage of development of society poses a number of fundamentally new problems for the Russian education system due to political, socio-economic, ideological and other factors, among which the need to improve the quality and accessibility of education, increase academic mobility, and integration into the global scientific and educational space should be highlighted. creation of economically optimal educational systems, strengthening of links between different levels of education.
Pedagogical innovation fosters these priority requirements. Innovation in educational activities is the use of new knowledge, techniques, approaches, technologies to obtain results in the form of educational services that are distinguished by social and market demand. The study of innovation experience shows that most innovations are devoted to the development of technologies.
One of the most effective ways to solve these problems is the informatization of education. The improvement of technical means of communication has led to significant progress in information exchange. The emergence of new information technologies associated with the development of computer facilities and telecommunication networks made it possible to create a qualitatively new information and educational environment as a basis for the development and improvement of the education system.
The peculiarity of information and communication technologies (ICT) is their versatility, they are a tool that is used in all branches of knowledge: humanitarian, natural science, socio-economic. Consequently, the innovative nature of ICT development directly affects other branches of knowledge that form the worldview of a young specialist, improving the didactic and methodological presentation of knowledge, increasing the ability to perceive and generate knowledge, thereby introducing an innovative element into the all-round development of the individual.
The use of ICT makes it possible to significantly speed up the process of searching and transferring information, transform the nature of mental activity, and automate human labor. It has been proven that the level of development and implementation of information and communication technologies in production activities determines the success of any organization.
The basis of ICT is information and telecommunication systems built on computer tools and representing information resources and hardware and software that provide storage, processing and transmission of information over a distance.
The introduction of ICT into the content of the educational process leads to the informatization of the consciousness of students and their understanding of the processes of informatization in modern society (in its professional aspect). Awareness of the emerging trend in the process of informatization of education is essential. As a result, new information technologies appear in the methodological system, and graduates are trained to master new ICTs in future work. Application experience has shown:
a) the information environment significantly increases the motivation of students to study disciplines;
b) the informatization of education is attractive for students, then that the psychological stress of communication is removed by the transition from subjective relations "student-teacher" to the most objective relations "student-computer-teacher", the efficiency of student labor increases, the share of creative work increases, discipline education within the walls of the college;
c) informatization of teaching is attractive for the teacher in that it allows to increase the productivity of his work, increases the general information culture.
It should be noted that the individuality of learning, both in terms of the rate of perception of the material, problem solving, decision-making, and in the way of perceiving information, lies in the sphere of the individual's intellectual development. In a computer program, it is possible to present the same material in different forms, including those other than polygraphic ones - including video clips, animation, sound. The individuality of teaching is also manifested in the timely feedback "teacher-student". Computer technologies make it possible to automate the educational process, reducing the labor costs of the teacher and the student, reducing the level of psychological stress and increasing the objectivity of the assessment of knowledge. The student sees the result of the work immediately after its completion, and not some time after the check, when he has already forgotten what he was doing. Timely information about the success of the assignment allows the teacher to build a plan for further work in a logical sequence, see the gaps in the student's knowledge, and outline ways to solve them.
The main goal of vocational education is to train a qualified specialist capable of effective professional work in his specialty and competitive in the labor market.
Traditional training of specialists, focused on the formation of knowledge, skills and abilities in the subject area, is increasingly lagging behind modern requirements. The basis of education should be not so much academic disciplines as ways of thinking and acting. It is necessary not only to release a specialist who has received high-level training, but also to include him at the stage of training in the development of new technologies, adapt to the conditions of a specific production environment, make him a conductor of new solutions, successfully performing the functions of a manager.
With the advent of information technologies, various computer, training, demonstration, modeling programs, electronic reference books and textbooks, simulators, etc. began to appear. But the use of such electronic aids in the educational process is extremely rare, the reasons are the weak material and technical equipment of classrooms, a significant high cost software... Therefore, in the best case, the teacher uses electronic teaching aids to demonstrate an experiment, a film, prepare a report, print out any assignments. If a computer is used in the course of classes, it is occasionally, by an innovator teacher who is constantly improving his pedagogical skills.
With the aim of improving the quality of training a specialist, enhancing the cognitive activity of students, disclosing creative potential, organizing the educational process with high level college teachers use a variety of educational technologies in their work: student-centered learning, problem learning, test forms of knowledge control, block-modular learning, project method, case method, learning in collaboration, multilevel learning, information and communication technologies, etc.
The administration of the educational institution pays great attention to the introduction of ICT in the educational process. The training of the teaching staff and the equipment of classrooms are of great importance for the use of information and communication technologies.
To create presentations for lessons, teaching materials, teachers learned how to navigate and search for information on the Internet, receive and save it for later use in the pedagogical process. Access to electronic libraries, databases, portals provides efficient search and prompt receipt of the necessary information. Of particular importance in the list of electronic educational resources are interactive training programs: multimedia courses, virtual laboratories and museums, animation models, training and testing systems, necessary elements in the independent work of students. At this stage, the management of the college purchased interactive manuals for general education and general professional disciplines.
Currently, many college teachers have created their own websites, their own information space, which contains materials for the lesson, methodological developments, presentation, i.e. made open access to their educational and methodological materials.
Today all college classrooms are equipped with modern computer and presentation equipment. Classrooms are equipped with hardware and software systems, which represent a multimedia information environment that ensures maximum efficiency in the delivery and assimilation of educational material. At the instructor's disposal are a computer, audio and video equipment, peripheral devices: televisions, multimedia projectors, interactive whiteboards, scanners, printers, etc. the most modern equipment for presenting information in any form (text, sound, graphics, video) and conducting classes with the maximum presentation effect.
Over the past few years, the level of ICT literacy and ICT competence of our teachers has grown so that they are currently able to solve any problems in the field of information and communication technologies that are set before them: they are able to understand any program, technical device, implement their original ideas using your own multimedia presentations, interactive whiteboards, and other computer equipment. The implementation of the technical component has become the first step in solving the problem of obtaining a competent teacher in the field of ICT.
Further growth of the ICT competence of teachers is inevitable, since the college administration sets new tasks for the development of information and communication technologies.
The possibilities of informatization of education are endless. College teachers, having become ICT-competent, strive to use in their work innovative achievements and developments in the field of computer solutions and the latest technical discoveries.
Literature
1. Ivanov D.A. What challenges of modern society is the use of the concepts of key competence and competence-based approach in education responding to? / Competences and competence-based approach in modern education // Series "Assessment of the quality of education" / Otv. ed. Kurneshova L.E.M .: Mosk. Center for Education Quality, 2008.
2. Khutorskoy A.V. Key competencies and educational standards // Internet-magazine "Eidos". - 2002 .-- April 23. - http://www.eidos.ru/journal/2002/0423.htm
3. Khutorskoy A.V. Technology of designing key and subject competences // Internet magazine "Eidos". - 2005 .-- December 12. - http://www.eidos.ru/jour-nal/2005/1212.htm
4. Mattis V. Innovation - today, tradition - tomorrow. http://sinncom.ru/
5. Gorbacheva V.G. Fundamentals of innovative processes in educational activities: Moscow: Education, 2013
6. Berezhnova E.V. Fundamentals of educational and research activities: Textbook. M .: Education, 2006.
