Communication technologies in education. “What matters most is not that the student is using new technologies. Search engines and means of searching for electronic resources on the Internet

Developed by: - Deputy Director for Water Management,

-the history teacher of the MOU "Gorodishchenskaya secondary school No. 3"

Information and communication technologies

Under information technology a process is understood 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).

In recent years, the term "Information Technology" is often synonymous with the term "Computer techologies", since all information technologies are now in one way or another connected with the use of a computer. However, the term "information technology" is much broader and includes "computer technology" as a component. At the same time, information technologies based on the use of modern computer and network tools form the term "Modern information and communication technologies".

The means of modern information and communication technologies include:

Computers, personal computers, sets of terminal equipment for computers of all classes, local area networks, information input-output devices, means of input and manipulation of text and graphic information, means of archival storage of large amounts of information and other peripheral equipment of modern computers;

Devices for converting data from a graphic or sound form of data presentation to digital and vice versa;

Means and devices for manipulating audiovisual information (based on Multimedia and Virtual Reality technologies);

Artificial intelligence systems;

Computer graphics systems, software packages(programming languages, translators, compilers, OS, packages of applied programs, etc.), etc .;

Modern means of communication that provide informational interaction of users both at the local level (for example, within one organization or several organizations) and globally (within the framework of the world information environment).

Until now, it was mainly about computer technology and gradually personal computers began to be used in the educational process of schools. Therefore, let's talk about information technology related to the use of a personal computer.

Modern pedagogical technology implies the availability of means and methods of informatization, such as:

Collection system,

Processing, storage,

Search for information using a certain type of equipment;

A set of software tools;

Accordingly, instructions and assessment of the effectiveness of their use.

How can a teacher use Personal Computer in your work?

https://pandia.ru/text/78/244/images/image009_44.gif "width =" 194 "height =" 65 ">

Visual - Demo Simulator Knowledge Control

https://pandia.ru/text/78/244/images/image016_31.gif "width =" 249 "height =" 64 ">

Finding information Messages in the form of a presentation Electronic textbook

ProgramPowerPoint allows any teacher who has the skills to work in one of the programs Microsoft Office become a developer of your own software product in your subject. On the Internet, you can find ready-made presentations on different courses and topics. The authors of these works are practical teachers. Naturally, each teacher sees the lesson in his own way, so he wants to change something in the finished versions. It is easy to do with this program. The finished development can be easily modified for specific lesson options. The teacher can add or skip slides, fill them with other content (replace text, pictures, diagrams), use traditional methods of work.

Unlike traditional types of visualization, a lesson-presentation allows you to maximally focus the teacher's attention on the course of the lesson, since control of the program is reduced to a simple click on the left mouse button.

The presentation consists of illustrative material, factual information in the form of simple text, tables, reference diagrams and graphs (which in itself teaches students to correctly process information), practical tasks, tests, problematic questions, etc. The presence of these tasks shows that that such presentations are by no means limited to passive “looking at pictures”. But, prepared in advance, they, first of all, free up the teacher's time and, secondly, facilitate the task of children, since most of them, as we know, are visual in terms of the perception of information.

Modern schoolchildren have the opportunity to use the information field of the Internet to acquire additional knowledge and independent work to form their knowledge, skills and abilities. Information and methodological complexes have been created, where you can get any scientific information of interest to students, use electronic textbooks, an electronic library, reference books, lectures, abstracts, creative works of both teachers and students. Upon request, receive tests and test papers for self-examination, get advice on any academic subject.

A promising comprehensive model "Informatization and the School of the Future" as a system of socio-pedagogical models of school development within the framework of the concept "School and family: partnership in educating a citizen"

Over the past 5 years of the implementation of federal and regional programs of informatization of education, there has been a transition from the computerization of the school to the formation of a single information educational space of the school.
Today the school shows the need to equip teachers, librarians, methodologists, managers, and administrators with automated workstations.

For each workstation, it is necessary to provide completing with additional digital equipment in accordance with the various subject areas of the subject teacher and specialized software for their use.

Of particular interest is the use of an interactive whiteboard and a document camera in the learning process. The large screen allows you to show drawings, diagrams, graphs with multimedia capabilities, to show video clips, popular science and feature films.

A modern student must be trained in such a way as to acquire the following information and communication skills:

1. present in a notebook and on a computer screen the same information about an object in different ways: in the form of text, drawing, table, numbers;

2. encode information in various ways and decode it using the code table of correspondence;

3. work with texts and images (information objects) on a computer screen;

4. search, perform the simplest transformations, storage, use and transfer of information and data using the table of contents, indexes, reference books, notebooks, the Internet.

5.use funds information technologies: radio, telephone, tape recorder, computer;

6. name and describe various tools used by a person to count and process information (counting sticks, abacus, abacus, calculator and computer) and be able to describe them;

7. use a computer for solving educational and practical problems. To do this, have basic computer skills, be able to carry out the simplest operations with files (create, save, search, run the program); run the simplest, widely used application programs: text and graphic editors, simulators and tests;

8. create elementary projects using a computer.

Currently, there is a constant increase in the minimum amount of knowledge required by the student. Concerning urgent problem is a change in the information-reproductive approach in the education system with new information technologies. In your work, along with traditional teaching methods, you can use the training system Moodle (Modus) in the computer network of the class, which allows students to organize their independent work at a new level.

To organize such support, a course "Informatics" was created in the Internet environment on the basis of interactive textbooks, e-books, tests, polls, forums, etc.

The creation and maintenance of such a course is based on the free distribution system for constructing educational content Moodle (Modular Object-Oriented Dynamic Learning Environment).

This software product is built in accordance with the standards of information training systems.

The concept of information and communication technologies (ICT) in pedagogy.

The FSES contains recommendations for the use information and communication technologies(ICT) in teaching in a school setting. The transition to the FSES of a new generation requires updating the professional and pedagogical training of teachers and increasing their level of work with innovative technologies.

The intensification of measures for the introduction of information and communication technologies appeared together with the adoption of the "Development Strategy information society". This document expands the horizons of the availability of information for all categories of citizens and the organization of access to this information. After that, the Concept of the country's socio-economic development until 2020 was adopted, according to which all state and municipal institutions should have their own sites, including educational institutions.

However, not all schools and preschool educational institutions have approached responsibly in the implementation of sites. A lot of institutions chose to create an inconvenient and useless resource, so to speak, for show.

Separately, the interpretation of the term "information and communication technologies" should be highlighted. Currently, the generally accepted definition is the following:

Information and communication technologies are the mastery of the technology of work in an integrated multimedia environment, which implements the further development of the idea of associatively related information received, processed and presented in various forms, taking into account the psychological and pedagogical foundations of using ICT tools in the educational process.

Undoubtedly, information technologies have long been used in Russian and foreign education. However, it should be noted that at present, a multi-level system for presenting information on various media is being formed, in which traditional and new information technologies closely interact, which serve as a good help to the teacher in his difficult work.

Information and communication technologies are a necessary element of modern education. Its need is due to the following factors:

ICTs are needed to shape the information society;
The use of ICT influences qualitative changes in the structure of educational systems and in the content of education.

ICT structure

For a number of domestic teachers, the structure of information and communication technologies in education remains unclear. Currently, many modern educational programs are based on ICT competence teachers.

ICT competence - the use of various information tools and their effective application in teaching.

Teachers should be able to use the basic structural elements of information and communication technologies in their work. The ICT structure is shown in Figure 2.

Having studied the structure of ICT, the following can be distinguished:

The Internet is one of the key elements;
The use of interactive sources of information is very important in the context of ICT;
Organization of classes using such elements of ICT as teleconferencing will not only broaden the horizons and improve the student's learning curve, but will also improve the teacher's ICT competence.

Figure 1. The structure of information and communication technologies

At present, practical experience has proven that information and communication technology or ICT have a number of important didactic possibilities, which include:

the ability to quickly transfer information of any volume, any form of presentation, to any distance;
storing information in the memory of a PC or laptop for the required length of time, the ability to edit, process, print, etc .;
the ability to access various sources of information via the Internet, work with this information;
the possibility of organizing electronic conferences, including in real time, computer audio conferences and video conferences;
the ability to transfer the extracted materials to your carrier, print and work with them as and when the user needs it.

ICT functions

Information and communication technologies have a number of functions that determine the role of ICT in the development of modern education. The most important ICT functions are didactic. The didactic functions of ICT are presented in Figure 2.

Figure 2. Didactic functions of ICT

As we can see, ICT has very useful didactic functions, each of which can improve the educational process. At the same time, one should not forget that one of the functions of ICT is an incentive for the teacher's self-development and the ability to improve the level of student's ECD.

Separately, it should be highlighted the fact that ICT is important for the implementation of such general educational universal actions as:

search for information in the individual information archives of the student, the information environment of the educational institution, in the federal repositories of information educational resources;
fixing information about the world around and the educational process, including with the help of audio and video recordings, digital measurement, digitization for the further use of the recorded;
structuring knowledge, organizing and presenting it in the form of conceptual diagrams, maps, timelines and family trees;
creation of hypermedia messages;
preparation of a speech with audio-visual support;
building models of objects and processes from structural elements of real and virtual constructors.

Information and communication technologies (ICT)

Information and communication technologies cannot implement their functions without funds. Key means of information and communication technologies are presented in Table 1.

Table 1. ICT tools

	ICT tool	Description of the ICT tool
	Computer, laptop	Universal information processing device. A PC or laptop allows you to freely process any information. In addition, with the help of the Internet, the computer helps to find and process the information the user needs.
		Allows you to record on paper information found and created by students or teachers for students. For many school applications, a color printer is necessary or desirable.
		A device for transferring pictures, photographs to a computer for further processing.
	Projector	It is necessary for pedagogical activity, as it increases: the level of visibility in the teacher's work, enables students to present the results of their work to the whole class, audience.
	interactive board	An interactive whiteboard is a touch screen connected to a computer that is transmitted to the whiteboard by a projector. It is enough just to touch the surface of the board to start working on the computer. Special software for interactive whiteboards allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes right on top open documents and store information.
	Devices for recording visual and sound information (camera, camcorder, phone, tablet)	These devices relate to ICT on the basis that they make it possible to directly include information images of the surrounding world into the educational process.
	Storage medium (flash drive, SSD)	Used to store and quickly transfer information from one computer to another.

Having considered the key ICT tools, it is important to note that the very fact of using information and communication technologies allows you to optimize the learning process. This is because technical support lessons creates more comfortable psychological conditions, removes psychological barriers, enhances the role of students in choosing the means, forms and pace of studying various topics of the school curriculum, improves the quality of education due to the provision of an individual approach to learning.

ICT tools are very important for the full organization of a modern lesson. It is important to emphasize that multimedia teaching aids help to clearly build the structure of the lesson, and aesthetically design it.

Lesson outline plan using ICT

The outline of a modern lesson is unthinkable without the use of information and communication technologies, or, in other words, ICT. Currently, teachers use not only outline plans, but more and more often technological maps lesson.

The lesson outline contains a list of only those information and communication technologies that the teacher used. Below is an example of a first grade mathematics lesson outline, during which information and communication technologies were used.

Topic: Broken line and its link (grade 1)

Lesson type: a lesson in general methodological orientation.

The purpose of the lesson: To give an idea of the concepts: broken line, link of a broken line, vertices, closed broken line, open broken line.

Tasks:

to acquaint students with a broken line, its parts and views.
teach you how to highlight a broken line among other shapes.
to form the skills of correct construction of lines.
develop speech, attention, memory, thinking of students;
develop temporal and spatial representations.
contribute to the upbringing of a healthy lifestyle, punctuality of love for the subject.

Planned results:

know and understand what a broken line is;
successfully determine the link of a broken line, vertex;
know what a closed and open polyline is.
compare your findings with the text of the textbook;
check the correctness of the task;
work in pairs.

Equipment: Computer with multimedia projector, presentation, textbook: M.I. Moreau, S.I. Volkova, S.V. Stepanova "Mathematics" Grade 1 Part 1, typesetting canvases, counting sticks, ruler, pencil.

Lesson structure:

Organizational.
Knowledge update.
Work on the topic of the lesson.
Physical education.
Independent work.
Consolidation of the studied material.
Reflection.
Homework.

During the classes:

Lesson stage	Teacher activity	Student activities
Organizational stage	Before the lesson, the class is divided into 3 groups. Since there are 29 people in the class, 2 of 9 and one group of 10 people are formed. Teacher: Hello guys. Glad to see you at a math lesson on the topic "Broken line. Link of a broken line". Why didn't you take your seats?	Each group has chosen a captain in advance. The teams were named: red, yellow and white. With the bell, the groups line up at the door for the captain, in a chain. From the doorstep of the classroom towards the working table of each group, 3 satin ribbons are laid along the floor: red, yellow, white. The ribbons do not bend, lie straight, but they are not long enough to reach your table. Groups are encouraged to go through and take their workplace stepping only on the ribbons of "their" color. They go in single file. Then they stop abruptly. Students greet, but continue to stand.
Knowledge update	Why didn't you take your seats? Teacher: Why was there not enough tape? Teacher: Can I also evenly stretch each tape forward and you will follow it further to your table? Teacher: What to do? How do we start the lesson? Teacher: Let's do it. The teacher gives the captains of each team a new ribbon. Teacher: Well, here we are. Let's look at slide 2. I replaced your ribbons with lines of the same color. Teacher: Look, this is how you walked from the beginning. What can you say about these lines? Teacher: How can they be continued? Open your notebooks. Draw your line as you see it on the screen, of any length. Continue it. The teacher quickly examines the work. Teacher: Look at slide 3. Teacher: What is it called Teacher: But if we go like this, then we will not reach the place, desks interfere. I saw in the notebooks of several students about the following lines: Slide 4. Teacher: Tell me, is it possible to choose such a path by movement? Teacher: -Will it be a rectilinear movement? Teacher: Is it possible then to call such a line a straight line? Teacher: Let's think about what we will do in the lesson? Teacher: You almost guessed it. Only this line is called differently. You have long dry pasta on your table. (For each member of the group). Take them in your hands and bend them as shown on the slide. Fright, exclamation, chagrin. What happened? They broke. So we will also break our straight line and call it a "broken line". So, the topic of our lesson is "Polyline and its features."	Students: The tape ran out, it was not enough. Students: It's short. Students: No. We'll have to climb on or under desks, jump over desks. Students consult in groups. After consulting, the captains of each group give answers. The correct answer sounds like this: The tape can be continued, but it needs to be bent, crumpled. Students bend them and create their own routes for the groups. Students: They are straight. The ends are not limited, they can be continued. Students: Comply. The teacher quickly examines the work. Students: Straightforward. Students: Yes. Students: No. Students: No. Students confer. After that, the captain of each team stands up and announces the proposed title of the lesson topic. Correct answer: We will be studying an indirect, curved line. Most of the students break pasta.
Work on the topic of the lesson.	Teacher: Let's learn to distinguish a straight line from a broken line. We look at slide 5. Teacher: Think in groups and write in notebooks: 1 group: numbers of straight lines; Group 2: numbers of broken lines; Group 3: non-line numbers. Teacher: Lines # 2, # 5, # 4 remain on the slide. What do you think the remaining lines have in common? Teacher: Can we say that broken lines # 2, # 5 are not limited in space? Teacher: Are broken lines unlimited by points along their entire length? Teacher: Look at slide 6. Teacher: What conclusion did you come to?	Students complete the assignment. Most likely, this question will cause difficulty for all students. Students: Yes, because there are no dots at their ends. Students consult in groups. No. In the middle are limited. Students: Polylines are made up of line segments.
Physical education	And now a little warm-up: Now the guys are up. They quickly raised their hands up, Sideways, forward, backward. Turned to the right, left, Quietly sat down, back to work. (Children show responses in motion (bends, turns, ki, claps).) See the butterfly flies You see, the butterfly flies, (We wave our wings-arms.) Counts flowers in the meadow. (Counting with a finger) One, two, three, four, five. (Claps of your hands.) In a day, in two, and in a month ... (We walk on the spot.) Six seven eight nine ten. (Claps of your hands.) Even a wise bee (We wave our winged hands.)
Independent work	Teacher: How is the girl going? Teacher: Read the text under the picture. Teacher: What have you learned? Teacher: Look at the screen on slide 8. Think how the first group of broken lines differs from the second group? Teacher: The broken lines of the first group are called non-closed, the broken lines of the second group are called closed. Open the typesetting canvases. Look at a group of open polylines. Put numbers like this. How many links each polyline has. Teacher: What is the least number of links? Teacher: The largest number of links? Teacher: How did you arrange the numbers? Teacher: Arrange the numbers in decreasing order. Teacher: What is the name of this order? Teacher: Look at the group of closed polygonal lines. On the slide - group number 2. What shapes did you recognize?	Students: A girl walks along a broken line. Students: The segments of a polyline do not lie on one straight line and are called links. The ends of each link are the vertices of the polyline. Students: Some lines can continue, they can be used to draw links, while others cannot. Students: On typesetting canvases: Students: Three. Students: Six. Students: Ascending, ascending. Students: From largest number - 6 to smallest - 3 Students: Descending. Students: Triangles (3 corners, 3 sides), quadrangles (4 corners, 4 sides), pentagons (5 corners, 5 sides.
Consolidation of the studied material	Teacher: Remember how to draw correctly? (p. 38 of the textbook, below) Teacher: Read the assignment at the bottom of the page. Complete it in a notebook. Teacher: Captains, check the assignment in groups. Who was wrong? Why?	Students: We lead the pencil, tilting it in different directions, without lifting our hands, to the top. We hold the ruler, firmly pressing it against the sheet of paper, with our left hand. (Quest Completion) Students conduct error analysis on each team.
Reflection	The teacher asks generalizing questions from the lesson: What new have we learned in the lesson today? What helped you learn so much about broken lines? Where will your knowledge come in handy? How did you work in the lesson?	Students respond and assess the quality of their work.
Homework	Teacher: Thank you for the lesson. Now write down your homework. It's not easy. You need to draw closed and open polylines of your choice and determine the number of links.	Students write down the assignment in a notebook.

Literature

Besperstova Irina Vitalievna Organization of the educational process using information computer technologies // URL: http://festival.1september.ru/articles/592048/
Information and educational environment as a condition for the implementation of the Federal State Educational Standard In 3 hours. Part 1 / Edited by T.F. Esenkova, V.V. Zarubina. - Ulyanovsk: UIPKPRO, 2011.
The strategy for the development of the information society in the Russian Federation dated February 7, 2008 N Pr-212 // URL:

A characteristic feature of the education system is that it acts, on the one hand, as a user, and on the other, as a creator of information and communication technologies. This especially applies to the higher education system as the main source of intellectual personnel and a powerful base of fundamental and applied scientific research. However, the transfer of information is not the transfer of knowledge or the development and education of the qualities of students, therefore information and communication technologies provide teachers with very effective, but only auxiliary means. These are the means that, merging into the educational process, lead to its structural and organizational changes. However, the effectiveness of the application is possible only in the case when the corresponding technologies are not some kind of add-on to the existing system learning, and reasonably and harmoniously integrate into this process, providing new opportunities for both teachers and students.

The inclusion of ICT in the educational process allows the teacher to organize various forms of educational and cognitive activities in the classroom and make students' independent work active and purposeful. ICT can be viewed as a means of access to educational information, providing the ability to search, collect and work with a source, including the Internet, as well as a means of delivery and storage of information.

All types of electronic educational resources (EER) - electronic textbooks and teaching aids, multimedia courses, interactive simulators and laboratories, testing systems and others - should also be referred to ICT. A detailed classification of educational electronic resources, which is based on generally accepted methods of classifying educational publications, electronic publications and software, is presented in the works,. The use of EER gives teachers the opportunity to deepen interdisciplinary connections when solving problems from various subject areas, to update the choice of an educational trajectory by students, which provides a personality-oriented approach to organizing the learning process.

ICT is also a telecommunication means through which educational dialogue is carried out, which is so necessary in training. The advantage of telecommunications is the possibility of combining information resources of educational and scientific centers, attracting leading teachers and specialists, creating a distributed scientific laboratory and organizing joint scientific experiments and educational programs.

Before proceeding to the characteristics of different types of ICT, let us introduce the concept itself. In the scientific and scientific-methodical literature devoted to the problems of informatization of the education system, there are often such single-order terms as "information technology", "computer technology", "information and communication technologies" and others, which indicates an unsettled terminology in this area of research.

Information Technology(IT) is defined as a set of methods, production processes and software technical means, united in a technological chain, providing collection, processing, storage, distribution and display of information in order to reduce the labor intensity of the processes of using the information resource, as well as to increase their reliability and efficiency.

The emergence of IT made it possible to create a qualitatively new information and educational environment, which served as the basis for the development of distance learning.

In other words, Information Technology Is a specific way of working with information: a body of knowledge about the methods and means of working with information resources, a method and means of collecting, processing and transmitting information to obtain new information about the object under study.

Term "Computer techologies" is obsolete due to the fact that the use of a computer as one of the possible means for working with information does not exclude the use of audio and video equipment and other technical training aids. In addition, the understanding of the role of a computer as a computing machine has already become an anachronism.

More weighty should be considered the term "information and communication technologies", reflecting the techniques and methods of working with information resources, the organization of communication between participants in the educational process on the basis of various hardware, software and telecommunications means.

ICT is characterized by the environment in which they operate and the components that it contains:

· Technical environment (type of equipment used);

Software environment (a set of software tools for implementing pedagogical technologies);

· Subject environment (content of a specific subject area of science, technology, knowledge);

· Methodological environment (instructions, order of use, performance assessment, etc.).

In the educational process, it is not information technology itself that is important, but the extent to which its use serves the achievement of educational goals. Therefore, the choice of technology should be based on the study of the characteristics of specific subject areas, the content of training courses, specific goals and expected learning outcomes. When choosing a technology, it is important to take into account the degree of required activity of the trainees, their involvement in the educational process, characteristic psychological traits, etc. ...

The education system has always been open to the introduction of information technology in the educational process. In educational institutions, a variety of text and graphic editor, means for preparing computer presentations and working with tables, databases for various purposes. Undoubtedly, their use develops in trainees imagination, fantasy, intuition, initiative and other personal qualities; expands the possibilities of the educational environment and contributes to a higher level of research and creative activity of students. At the same time, the listed software tools are not enough to meet the ever-increasing needs of teachers, which has led to the development of specialized computer programs for education, focused on supporting different aspects of the educational process.

Computer educational programs differ in the presentation of educational materials, the way of execution, the nature of access to them, as well as the role played in the educational process. The main didactic goals of using such educational resources in teaching are the communication of information, the formation and consolidation of knowledge, the formation and improvement of skills and abilities, control of assimilation. Computer educational programs allow:

· Organize various forms of students' activities;

· Create conditions for the implementation of independent work of students, their self-education and self-development;

· Organize an interactive dialogue, object modeling, collection, storage and processing of information;

· Manage the course of training, automate the processes of monitoring the results of educational activities, select tasks depending on the specific level of knowledge.

The developed computer-assisted assessment systems allow organizing various forms of knowledge control to assess the quality of their assimilation. Computer testing has several advantages over conventional testing. It allows, firstly, to organize centralized control, covering all students; secondly, to provide students with the opportunity to self-control the knowledge gained; third, to make control more objective and independent of the teacher's subjectivity; fourth, to organize differentiated control of knowledge; fifth, to monitor the quality of students' knowledge throughout the entire study period of a particular topic or the entire course based on logging the test results. Such programs allow you to relieve the teacher from the routine work of issuing individual test assignments and checking the correctness of their implementation, which is especially important in the context of mass education. There is a possibility of multiple and more frequent control of knowledge.

The developed information retrieval systems make it possible to provide search necessary information... Information search systems, for example, include: reference legal systems "Garant", "Consultant Plus", "Kodeks", electronic catalogs of libraries, electronic dictionaries and encyclopedias, Internet search engines.

Currently in Russia there are many catalogs of educational resources. According to Yandex alone, the search result gives 1511 pages of at least 143 servers, Rambler - 1462. Directories differ depending on the purpose and classification of educational resources. Depending on the purpose, there are catalogs for a teacher, catalogs for a student, for educational institutions, a catalog as a result of educational activities of students, etc. According to the second criterion, EOR catalogs can be distinguished depending on the form of publication of resources, target and user purpose, on the education system (school, primary and secondary vocational, university, postgraduate, additional, for self-education), on the type of educational activity, etc. ...

So, among the EPM catalogs, depending on the publication form of the reflected resources, a catalog of educational CD-ROMs is distinguished (the server of the Moscow Education Committee - http://www.educom.ru); catalog of online educational resources; catalog of links to educational resources - "All education on the Internet" - http://pedsovet.org

Depending on the type of activity, catalogs are distinguished: to help classroom studies; catalog of abstracts; extracurricular forms - contests, olympiads; test directory, etc.

http://referat.ru- a collection of abstracts, term papers and theses, reports and dissertations, essays and cheat sheets, as well as other student and school papers.

http://www.ht.ru- the website of the Testing Center "Humanitarian Technologies" of Moscow State University contains information about computer tests and testing services using the Internet.

http://rostest.ru- educational testing server. The database contains 450 test items... First of all, this project belongs to schoolchildren, students of gymnasiums, lyceums, everyone who wants to test their level of knowledge and assess their capabilities to obtain the appropriate certificate.

The most informative and meaningful is the site of the State Research Institute of Information Technologies and Telecommunications (Center "Informika"), which covers information about the Ministry of General and vocational education Russia ( http://www.informika.ru). It contains resources that determine the educational policy of the country, incl. reference books and databases for the system of general secondary, primary and special education, the system of additional education in general.

The metropolitan education system is reflected on the server of the Moscow Education Committee ( http://www.educom.ru). It contains a catalog of educational programs on CD-ROMs of the leading companies "ClioSoft", "MediaHouse", "Cyril and Methodius", "Physicon", "1C" and others in the following subjects: foreign languages, physics, history, Russian language, chemistry, biology, mathematics, etc.

On the website "Resources www for educational programs" ( http://www.history.ru/progr.htm) you can get information containing a complete bibliographic description of free training programs with a brief annotation, user reviews for the publication, as well as articles and reviews.

Educational portals also allow organizing information search. By concentrating electronic educational resources, the portals form a single educational space that makes it possible to improve the level of education through the use of information technologies. The word portal - (from the English portal - "portal") came to the Internet from architecture in the meaning of "main entrance". Initially, a portal was understood as a site from which a person regularly begins his work on the Internet and makes home page your browser. Today, the concept of "portal" has expanded significantly: a portal should be called a site that combines web services, content and links to other resources in such a way as to meet the needs of a large number of users.

Portal technology allows you to search for resources by education levels, functional characteristics, specified topics, creators and other criteria (Fig. 2.1). The organization of work on filling out and administering the portals will unite the Russian educational community, provide prompt access to educational information, raise the level of education of the population and provide practical assistance to participants in the educational process in the context of the use of ICT.

Figure 2.1 - Russian educational portal

Modeling computer systems allow you to simulate and thereby visualize complex dynamic processes that are difficult or simply impossible to show in the classroom. Simulators are not universal. Each of them is designed to simulate a fairly narrow range of phenomena. Based on mathematical models(with control parameters) or laboratory experiments, computer models can be used not only to demonstrate phenomena, but also to elucidate in the dialogue mode the influence of certain parameters on the processes and phenomena under study. Elements of interactive graphics enable students to use models as imitators of laboratory installations, as well as to practice the skills of controlling simulated processes.

It is very important that computer simulation allows observing the dynamics of the process at a pace that is convenient for students to perceive, although the actual time of the process flow may be fractions of a second or tens of years.

Computer technologies make it possible not only to work with ready-made models of objects, but also to construct them from individual elements. Such simulating programs can be a built-in component of an electronic teaching aid or be used as an independent software tool that activates the search activity of students.

Modern modeling programs are based on multimedia technologies that combine text, graphics, video, audio, animation in the presentation of educational information. This allows you to better visualize the material being studied and give students the opportunity to choose a more effective educational environment, depending on their individual characteristics. So, for the study of even dynamic processes, learners with a verbal type are preferable static images accompanied by a textual description. At the same time, students with a figurative mindset need animated illustrations to assimilate the material.

Electronic simulators are designed to consolidate practical skills and abilities. Such means are most effective for practicing actions in complex and emergency situations. Simulators can be successfully applied in solving problems, performing laboratory work. At the same time, students receive brief theoretical information, the ability to independently perform work and control the results obtained.

Information and communication technologies can be divided into three main groups:

· Technologies for presenting educational information;

· Technologies for transferring educational information;

· Technologies for organizing the educational process,.

Technologies for presenting educational information allow you to design educational materials that differ not only in the way they are presented, but also in access to them, as well as the role played in the educational process. Therefore, the composition of the educational and methodological complex for each discipline should include materials covering all stages of the educational process. At the design stage of the educational and methodological complex, it is necessary to determine in what form the educational information on a particular discipline will be assimilated most effectively. Also, the student should always have the opportunity to choose the most convenient form of presentation of educational material. All this leads to the need to post educational information on different types carriers. A complete set of teaching materials intended for the study of a particular discipline is usually called a multimedia course.

Multimedia course is a complex of logically related structured didactic units, presented in digital and analog form, containing all the components of the educational process.

The multimedia course includes an electronic textbook in combination with laboratory simulators, testing modules, a help system, printed materials, audio and video applications.

Multimedia course is one of the types of electronic educational resources based on hypertext technology and multimedia technologies. Presentation of educational material in hypertext form significantly changes the structure and expands the capabilities of the e-learning program. Hypertext technology provides a multi-layered, multi-level distribution of educational material, which allows, on the one hand, to facilitate the perception of basic concepts, and on the other hand, to delve into the details with the required completeness. There can be several hyperlinks on the monitor screen at the same time, each of which defines its own route of "travel".

Thanks to the interactivity caused by hypertext technology, students independently manage the flow of educational information. They can not only read from the screen, but also acquire practical skills while working on computer simulators, as well as check and analyze the knowledge gained through task complexes, testing systems that are components of a multimedia course. Thus, a kind of dialogue is built between the student and the computer program. Unlike a printed textbook, an electronic textbook can be an active interlocutor: asking questions, checking and commenting on answers, etc.

The interactivity of the multimedia course organizes repeated reference to the studied material, forms of control, which ensures its solid assimilation. Thus, interactivity makes it possible for a student or schoolchild to become an active participant in the educational process, which is especially important with the prevailing independent work with educational material.

Multimedia technology is also expanding the use of the computer in the educational process. The visual range built on the use of multimedia means, including figurative thinking, helps the student to perceive the proposed material more clearly, holistically. Programs using multimedia tools are multimodal, i.e. they simultaneously act on several senses, which makes it possible to maximize the requirement of visualization of teaching. And it is known that the speed of perception of educational information, its understanding, assimilation and consolidation of the acquired knowledge depends on clarity, clarity and semantic completeness.

It should be noted that multimedia applications of educational programs (video lectures, audio applications, animation) provide a qualitatively new level of information perception - emotional, when the student not only passively contemplates, but shows interest, attention, actively participates in what is happening. Possessing interactive properties, multimedia applications introduce a game element into the learning process, reducing fatigue while studying the course.

The listed technologies integrate significant amounts of information on a single medium, contribute to the choice of an individual educational trajectory and pace of work that best match the student's abilities and level of training, i.e. implement the principle of individualization of training.

The multimedia course, unlike other EOR, has significant didactic advantages.

1. The multimedia course provides students with an optimal combination of different ways of working: the study of theory alternates with practical assignments, allowing to consolidate the acquired knowledge and acquire initial practical skills, testing programs provide control functions, allowing students to check and evaluate the knowledge gained.

2. The inclusion of tests and simulators in the course will allow you to track and guide the trajectory of learning the material, thus providing feedback to the teacher.

3. A multimedia course is a means of complex influence on students, which uses different channels of information perception and simultaneously activates all types of its activities: mental, speech, physical, perceptual.

4. The multimedia course meets the psychological, pedagogical, ergonomic requirements, which allows it to be adapted to the individual characteristics of students.

5. The multimedia course has a more perfect quality of the educational material, which is determined not only by the content and characteristics of the presentation of the material, but also by the possibilities of its presentation.

6. Hypertext technology allows students to individualize the educational process by choosing an educational trajectory suitable for them. This takes into account the individual characteristics of the perception of information (the sensitivity of the human eye to certain colors, font size, etc.), the peculiarities of memory, thinking of students.

7. Working with a multimedia course develops general intellectual, general subject skills (the ability to study, seek information, ask questions, etc.).

The listed features make it possible to implement the basic didactic principles - the principle of accessibility, visibility, the connection between theory and practice, the strength of knowledge and thereby improve the assimilation of the material, as well as increase interest and motivation for studying the subject, the activity of students, which is extremely important in teaching. The tools and technologies used make it possible to create an educational environment favorable for the implementation of a search, research type of learning, when the study of the material becomes possible due to one's own discoveries.

When creating an EER, it is important to take into account a number of requirements: general didactic requirements concerning the most general aspects of training, methodological requirements related to the specifics of teaching certain disciplines. It is also necessary to take into account the specifics of working at a computer, which manifests itself in the direct absence of a teacher, an increase in student fatigue, an increase in the load on vision, etc. This requires careful preparation of didactic tools, taking into account the psychological characteristics of perception. text information, color palette, font sizes, features of memory, attention, thinking of students, as well as ergonomic requirements regarding the creation of favorable conditions for educational and cognitive activities. On the other hand, it is necessary to make the most of the opportunities that modern information and communication technologies provide. A detailed analysis of various kinds of requirements for ESM is presented in the works.

Technologies of transmission of educational information organize the delivery of educational and methodological support of educational programs. All ERM can be divided into two groups: local and network. It should be remembered that the appropriate way of placing information imposes certain requirements on the technologies for creating resources, and on the technologies for accessing them, and on the technologies for their delivery.

Local resources are represented by audio and video recordings on magnetic tape, computer training programs and electronic copies training materials on floppy disks, laser disks and are designed to work on a separate computer with the ability to transfer them to another using floppy disks or by means of local networks. They can be independent components and can be included in the set of the electronic textbook. Local components are located directly at the student or in the funds of the training center.

Network resources include information posted on the Internet (network versions of electronic courses, experiments with remote access etc.). Thus, the Internet is becoming a way of delivering online educational materials, which makes it possible to transfer electronic educational materials from the server of the base university to the servers of any educational centers. Placing training materials on the network in the form of specialized databases makes it the most simple to organize access to these resources and directly manage the training process.

Another means of transmitting information are satellite communication systems, which allow for high-quality high level conduct lectures by teachers and carry out other types of educational activities both in real time and in delayed mode. With this transfer of information, the quality of the sound and animation accompaniment of the lecture, the speed of information transfer and the quality of the image increase. A lecture broadcast via satellite is usually accompanied by an interactive presentation that illustrates the theoretical material and provides a visual presentation. The use of laboratory equipment allows organizing a demonstration experiment in real time, enhancing the understanding of the material and its assimilation. The use of satellite technologies allows you to move to a higher level of use in the educational process of information and communication technologies.

I. Efremov

In practice, all technologies that use special technical information means (computers, audio, cinema, video) are called information technologies of teaching.

When computers began to be widely used in education, the term "new information technology of education" appeared.

Computer technologies develop the ideas of programmed teaching, open up completely new, not yet investigated technological options for teaching, associated with the unique capabilities of modern computers and telecommunications. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the student, the means of which is a computer.

The use of information technology increases the effectiveness of the lesson by developing motivation for learning, which makes the learning process more successful.

Information technologies not only open up possibilities for the variability of educational activity, its individualization and differentiation, but also allow to organize the interaction of all subjects of learning in a new way, to build an educational system in which the student would be an active and equal participant in educational activity.

Information technologies significantly expand the possibilities of presenting educational information, involve students in the educational process, contributing to the broadest disclosure of their abilities, enhancing mental activity.

Download:

Preview:

Information and communication technologies

Requirements for the level of training of participants in the educational process for the use of information and communication technologies.

ICT-based pedagogical lesson design.The main directions of using computer technology in the classroom

The power of reason is infinite.

I. Efremov

In practice, all technologies that use special technical information means (computers, audio, cinema, video) are called information technologies of teaching.

When computers began to be widely used in education, the term "new information technology of education" appeared.

The use of information technology increases the effectiveness of the lesson by developing motivation for learning, which makes the learning process more successful.

Teachers of the Russian language and literature are especially cautious about the use of ICT in the classroom for obvious reasons.

The tasks facing the language teacher are in many ways different from the goals and objectives of other subject teachers. We more often than other subject teachers turn to questions of morality, we are more responsible for the formation and development of the child's inner world, more often we turn to the soul. By and large, our main goal is the formation of linguistic competence as the main means of socialization of a person, and at the same time the development of a creative personality.

All this, of course, presupposes, first of all, work with text, with artistic words, with a book. Therefore, before a teacher - a language specialist who is going to use the capabilities of ICT in their lessons, the question always arises about the expediency of using them in the lessons of the Russian language and literature.

Using ICT in your lessons, it is necessary, first of all, to be guided by the principle of expediency.

It is advisable to use ICT in the classroom, firstly, in order to solve special practical problems:

Secondly, it is advisable to use ICT for organizing students 'independent work on the formation of fundamental knowledge of the school course, for correcting and taking into account students' knowledge.

It is interesting for students to work with simulator programs, working out the topics studied in the lessons, with controlling programs, tests.

Each student works at an individual pace and with an individual program, here you can easily apply the principle of differentiation. A weak student can, if desired, repeat the material as many times as required, and he does this with a greater desire than in ordinary lessons on working on mistakes. Strong students receive more difficult assignments or counsel weak ones.

Test control and the formation of skills and abilities with the help of ICT presupposes the possibility of quicker and more objective, than with the traditional method, to identify the degree of assimilation of the material and the ability to apply it in practice. This way of organizing the educational process is convenient and easy to assess in modern system information processing.

Thirdly, the use of information technology, in particular multimedia,allows you to enhance clarity. Let us recall the well-known phrase of KD Ushinsky: “Children's nature clearly requires clarity. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; but associate twenty such words with the pictures - and the child will learn them on the fly. You explain to the child a very simple idea, and he does not understand you; you explain to the same child a difficult picture, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we don’t look for such classes), start showing pictures, and the class will start talking, and most importantly, will talk free…".

The use of ICT in the preparation and conduct of lessons allows to increase students' interest in the subject, academic performance and the quality of knowledge, save time for a survey, gives students the opportunity to study independently not only in the classroom, but also at home, and helps the teacher to improve their knowledge.

Another aspect should be touched upon: conducting the lesson itself using ICT. However well designed a lesson is, a lot depends on how the teacher prepares for it. The virtuoso conduct of such a lesson is akin to the work of a showman of some television show. The teacher must not only, and not so much (!), Confidently own a computer, know the content of the lesson, but lead it at a good pace, at ease, constantly involving students in the cognitive process. It is necessary to think over the change of rhythm, diversify the forms of educational activity, think about how to withstand a pause if necessary, how to ensure a positiveemotional background lesson.

Practice shows that, thanks to the use of ICT, the teacher saves up to 30% of class time than when working at the blackboard. He should not think that he will not have enough space on the blackboard, he should not worry about the quality of the chalk, whether everything written is clear. Saving time, the teacher can increase the density of the lesson, enrich it with new content.

Didactic materialpresented in a computer version solves several problems:

increases the productivity of teachers and students in the classroom;

increases the use of clarity in the lesson;

saves the teacher's time when preparing for the lesson.

It is extremely interesting to work with the use of PowerPoint programs. It has a number of positive effects:

enriches the lesson with clarity;
psychologically facilitates the process of assimilation;
arouses a keen interest in the subject of knowledge;
broadens the general outlook of students;
increases the productivity of teachers and students in the classroom.

An abundance of additional material on the net Internet allows you to create a bank of visual and didactic materials, tests, critical articles, abstracts, etc.

Listening to artisticelectronic literatureserves to demonstrate the professional performance of various kinds of literary works in order to demonstrate the beauty of the sounding word for instilling love for the native language and literature.

Electronic dictionaries and encyclopediasallow you to mobilely acquire additional knowledge and use it in the lesson.

Every teacher knows how to bring a lesson to lifeuse of video materials.

The use of ICT in literature lessons leads to a number of positive results:

creation by the teacher and students of a media library, which includes presentations on biographies and works of writers;
improves the quality of education;
increases educational motivation and motivation for success;
makes it possible to rationally distribute the lesson time;
helps to clearly explain the material, make it interesting.

The use of ICT is effective in preparing and conducting various forms of a lesson by a teacher: a multimedia school lecture, a lesson - observation, a lesson - a seminar, a lesson - a workshop, a lesson - a virtual excursion. The organization of such excursions is possible to nature, to a museum, to the writer's homeland.

The use of computer technology allows:

fill the lessons with new content;
develop a creative approach to the material being studied and the world around them, students' curiosity;
to form elements of information culture and information competence;
instill the skills of rational work with computer programs;
to maintain independence in the development of computer technologies.

Requirements for the level of training of participants in the educational process for the use of information and communication technologies

Knowledge of ICT greatly facilitates preparation for a lesson, makes lessons unconventional, memorable, interesting, more dynamic. The integration of ICT and modern pedagogical technologies can stimulate cognitive interest in the Russian language and literature, creating conditions for motivation to study these subjects. This is a rational way to improve the efficiency and intensification of learning and self-study, to improve the quality of education.

When using multimedia technologies, knowledge is acquired by different channels perceptions (visual, auditory), therefore they are better absorbed, remembered for a longer period. K. Ushinsky also noted that knowledge will be the stronger and more complete, the greater the number of sense organs they are perceived.

Today, with the minimal equipment of classrooms, it is quite difficult to keep the constant interest of students. Often, the equipment in the lesson is texts, a textbook, a notebook, reproductions, which we clearly lack, and their appearance leaves much to be desired. ICT can provide a significant help in solving this problem, which make it possible to revive the lesson, arouse interest in subjects. And what is very important: lessons using multimedia technologies are a process of conscious assimilation of the material.

Practice shows that students today are ready for lessons in a variety of disciplines using information and communication technologies. For them, neither work with various editors (for example, with MS Word, MS Excel, Paint, MS Power Point), nor the use of Internet resources, nor computer testing is new and unknown. Most of the students have both an idea of the capabilities of certain information and communication technologies, and specific practical skills. Consequently, the use of this knowledge and skills is advisable to ensure a unified approach to solving the problems presented to the school.

But for the implementation of a unified approach, it is necessary that the subject teacher be able to:

1.process text, digital, graphic and sound information for the preparation of didactic materials (options for assignments, tables, drawings, diagrams, pictures) in order to work with them in the lesson;

2. create slides on the given educational material using the MS Power Point presentation editor and demonstrate the presentation in the lesson;

3. use the available off-the-shelf software products in your discipline;

4. to use educational software (teaching, fixing, controlling);

5. search for the necessary information on the Internet in preparation for lessons and extracurricular activities;

6. organize work with students to find the necessary information on the Internet;

7. independently develop tests or use ready-made shell programs, conduct computer testing.

In the course of mastering information and communication technologies, the teacher raises his professional level and masters (sometimes simultaneously with the students) new tools for acquiring knowledge.

Based on the skills the children have, the teacher can and should gradually introduce the following forms of using ICT into their lessons:

Already starting from the 5th grade, it is possible to apply forms that do not require special knowledge of ICT from students, for example, computer forms of control (tests). During this period, the teacher can also conduct lessons based on presentations created by himself or by high school students.

Then you can practice working with multimedia textbooks on the subject at different stages of preparation and delivery of the lesson. During this period, ESM in subjects and electronic encyclopedias are perceived by students mainly as sources of information. It is advisable to use various kinds of ICT in preparation for tests and exams.

A lesson using computerized forms of control assumes the ability to test students' knowledge (at different stages of the lesson, for different purposes) in the form of testing using a computer program, which allows you to quickly and efficiently record the level of knowledge on a topic, objectively assessing their depth (the mark is set by the computer).

In the senior grades, an examination in a subject can already be carried out in the form of defense of design, research, and creative work with obligatory multimedia support.

Working with multimedia aids makes it possible to diversify the forms of work in the lesson through the simultaneous use of illustrative, statistical, methodological, as well as audio and video materials.

Such work can be carried out at different stages of the lesson:

As a form of homework check;

As a way to create a problem situation;

As a way to explain new material;

As a form of consolidation of what has been learned;

As a way to test knowledge during the lesson.

Lessons using a computer presentation are both lessons in explaining new material in an interactive mode, and a lesson-lecture, and a lesson-generalization, and a lesson-scientific conference, and a lesson-defense of projects, and an integrated lesson, and a lesson-presentation, and a lesson discussion in the mode of the Internet conference.

The lesson of the protection of design work - unique way realization of the creative potential of students, a way to creatively refract their knowledge and skills in practice. The use of ICT in lessons of this type is one of the forms of material presentation, a way to activate listeners, and a reflection of the structure of a speech.

In all cases, ICTs perform the function of a "mediator", "which makes significant changes in the communication of a person with the outside world." As a result, the teacher and student not only master information technology, but also learn to select, evaluate and use the most valuable educational resources, as well as create their own media texts.

ICT-based pedagogical lesson design

In scientific and pedagogical literature and in specialized periodicals, articles and whole brochures about the use of multimedia technologies in the educational process appear more and more often. There are already hundreds of lists of electronic textbooks and other school aids. Their undeniable advantages are evident. Really,multimedia technologies are the practical implementation of methodological and theoretical foundations formation of the information culture of the teacher.It is more and more difficult for a modern teacher to see himself in the educational process without the help of a computer.

Most teachers prefer to use one computer and multimedia projector in order to maximize the visualization of the educational process. This path is in many ways more advantageous: the problem is solvedhealth savings(the large screen removes the problem of restricting the student's work in front of the monitor screen); using a projector also allows you to more effectively manage the educational process.

However, an analysis of a significant number of multimedia lessons-presentations, performed, as a rule, in PowerPoint, as well as fragments pulled from electronic teaching aids, show their extremely low teaching effect.The developers of these tutorials are not familiar with the featuresutterly new form conducting lessons.

Pedagogical design – the systematic use of knowledge (principles) about effective educational work (teaching and learning) in the design, development, evaluation and use of teaching materials.

Meanwhile, the lesson, as a direct tool for the implementation of the basic ideas of information and communication technologies, requires the most careful development. It is the lessons that are the litmus test that show the effectiveness of this or that development. This is both the final result and the last stage of design, implementation of ideas laid down by the developers of certain technologies.

Preparation of such lessons requires even more thorough preparation than usual. Concepts such as lesson script, direction lesson - in this case, not just newfangled terms, but an important part of preparing for a class. When designing a future multimedia lesson, the teacher must think over the sequence of technological operations, forms and methods of presenting information on the big screen. It is worth immediately thinking about how the teacher will manage the educational process, how pedagogical communication in the lesson will be ensured, constant Feedback with students, developing learning effect.

Let's define a few more terms.

"Lesson with multimedia support"... It is quite obvious that this is the name of the lesson, wheremultimedia is used to enhance the teaching effect.

In such a lesson, the teacher remains one of the main participants in the educational process, often the main source of information, and
he uses multimedia technologies to enhance clarity, to simultaneously connect several channels for presenting information, for a more accessible explanation of educational material.
For example, the technology of VF Shatalov's basic abstracts acquires a completely new quality when fragments of the "support" appear on the screen in a given mode. At any time, the teacher can use hyperlinks to go to detailing the information, "animate" the studied material with animation, etc.

It is quite obvious that the degree and time of multimedia support for a lesson can be different: from a few minutes to a full cycle.

When designing a future multimedia lesson, the developer should think about what goals he pursues, what role this lesson plays in the system of lessons on the topic being studied or the entire training course. What the multimedia lesson is for:

to study new material, present new information;
to consolidate what has been passed, to develop educational skills and abilities;
to repeat, practical application acquired knowledge, skills and abilities;
for generalization, systematization of knowledge.

It should be immediately determined: thanks to which the teaching and upbringing effect of the lesson will be enhanced, so that the multimedia lesson does not become just a tribute to newfangled hobbies. Based on this, the teacher selects the necessaryforms and methods of conducting a lesson, educational technologies, methods of pedagogical technology.

A multimedia lesson can achieve maximum teaching effect if it is presented as a meaningful whole product, and not as a random set of slides. A certain list of oral, visual, textual information turns the slide into training episode ... The developer should strive to turn each of the episodes into an independentdidactic unit.

Cooking Slide tutorial episodeand treating it asdidactic unit, the developer must be clear about

what educational tasks does he pursue in this episode,
by what means he will achieve their implementation.

One of the obvious advantages of a multimedia lesson isincreased visibility... Let us recall the well-known phrase of KD Ushinsky: “Childhood nature clearly requires clarity. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; but associate twenty such words with the pictures - and the child will learn them on the fly. You explain to the child a very simple idea, and he does not understand you; you explain to the same child a difficult picture, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we don’t look for such classes), start showing pictures, and the class will start talking, and most importantly, will talk free…".

The use of clarity is all the more relevant because schools, as a rule, lack the necessary set of tables, diagrams, reproductions, illustrations. In such a case, the projector can be of invaluable help. However, the expected effect can be achieved if certain requirements for the presentation of clarity are met.

Recognizability visibility, which must correspond to the presented written or oral information
Dynamics presentation of clarity. Demonstration time should be optimal, and correspond to the educational information being studied at the moment. It is very important not to overdo it with effects.
Thoughtful algorithm video sequence images. Let us recall the lessons where the teacher closed (turned over) prepared visual aids in order to present them at the necessary moment. It was extremely inconvenient, it took the teacher's time, the pace of the lesson was lost. Multimedia tools provide the teacher with the ability to present the desired image with an instantaneous precision. It is enough for the teacher to think over in detail the sequence of presentation of images on the screen so that the teaching effect is as large as possible.
Optimal sizeclarity. Moreover, this applies not only to the minimum, but also to the maximum sizes, which can also have a negative impact on the educational process, contribute to faster fatigue of students. The teacher should be aware that the optimal image size on the monitor screen will never match the optimal image size on the large projector screen.
Optimal amount presented by images on the screen. You should not get carried away with the number of slides, photos, etc., which distract students, do not allow them to focus on the main thing.

When preparing an educational episode, the teacher will certainly face the problem of presenting a printed text ... It is necessary to pay attention to the following requirements for the text:

structure;
volume;
format.

Screen text should act as a communication unit... He wears or

subordinate character, helping the teacher to strengthen the semantic load,
or is an independent unit of information that the teacher deliberately does not voice.
It is quite natural when definitions appear on the screen terms, key phrases ... Often on the screen we see a kind of thesis lesson plan. In this case, the main thing is not to overdo it, not to clutter up the screen with text.

It has long been obvious that a large amount of writing is poorly perceived from the screen. The teacher should strive to replace the printed text with clarity whenever possible. In fact, this is also a text, but presented in a different language. Recall the definition text in encyclopedic reference books assequence of graphic or sound linguistic signs limited to a single purpose(lat ... Textus - connection ...).

It is also important how the printed text will be presented from the screen. As well as clarity, the text should appear at a time previously thought out by the teacher. The teacher either comments on the presented text, or strengthens the oral information presented to him. It is very important that the teacher does not duplicate the text from the screen in any way. Then the students will not have the illusion of an extra link of incoming information.

Although there may be cases where the duplication of printed text by a teacher or studentdidactically justified... This technique is used in primary school, when the teacher achieves an integrated approach to teaching, connecting various channels of perception. The skills of reading, verbal counting, etc. are improved.

Duplication of printed text is also mandatory at any age when conducting multimedia didactic games. By this, the teacher achieves equal conditions for all students: both those who are easier to perceive oral information, and easier to assimilate information in printed text.

While preparing a multimedia lesson, the developer must have at least basic ideas about color, colors , which can successfully affect the designcolor scripttraining episode. One should not neglect the recommendations of psychologists, designers about the influence of color on the cognitive activity of students, about the combination of colors, optimal amount colors on the screen, etc. Pay attention to the fact that the color perception on the monitor screen and on big screen are significantly different, and a multimedia lesson must be prepared first of all with the expectation of a projector screen.

The use in the lesson is also important. sound ... Sound can play a role

noise effect;
sound illustration;
soundtrack.

As noise effectsound can be used to attract the attention of students, switch to another type of learning activity. The presence of the Microsoft Office multimedia collection of sound effects does not necessarily mean their use. The noise effect must be didactically justified. For example, in the case of a multimedia educational game, an abrupt noise effect can be a signal to start a discussion of the question posed, or, conversely, a signal to end the discussion and the need to provide an answer. It is very important that the students are accustomed to this so that the sound does not cause them undue arousal.

Plays an important rolesound illustrationas an additional channel of information. For example, a visual representation of animals or birds may be accompanied by their growling, singing, etc. A drawing or photograph of a historical figure may be accompanied by his recorded speech.

Finally, sound can act as an educationalsoundtrackvisual image, animation, video. In this case, the teacher should carefully weigh how efficiently the soundtrack will be used in the lesson. What will be the role of the teacher during the soundtrack? It would be more acceptable to use sound like educational text in the course of self-preparation for the lesson. At the lesson itself, it is recommended to keep the soundtrack to a minimum.

Modern technologies, as you know, make it possible to successfully use fragments of video films in a multimedia lesson.Use of video information and animationcan greatly enhance the teaching effect. It is the film, or rather a small educational fragment, that most contributes to the visualization of the educational process, the presentation of animation results, and the simulation of various processes in real-time training. Where a fixed illustration does not help in learning, a table, a multidimensional moving figure, animation, a frame plan, a video plot and much more can help. However, when using video information, one should not forget about saving pace lesson. The video clip should be as short as possible, and the teacher needs to take care of ensuring feedback with students. That is, the video information should be accompanied by a number of developmental questions that challenge the children to dialogue and comment on what is happening. In no case should you allow disciples to turn into passive contemplators. It is preferable to replace the soundtrack of the video fragment with the live speech of the teacher and students.

Another aspect should be touched upon: the conduct of the multimedia lesson itself. However the lesson is designed, a lot depends on how the teacher prepares for it. The virtuoso conduct of such a lesson is akin to the work of a showman of some television show. The teacher must not only, and not so much (!), Confidently own a computer, know the content of the lesson, but lead it at a good pace, at ease, constantly involving students in the cognitive process. It is necessary to think over the change of rhythm, diversify the forms of educational activity, think about how to withstand a pause if necessary, how to ensure a positiveemotional background lesson.

Practice shows that, thanks to the multimedia accompaniment of classes, the teacher saves up to 30% of the study time than when working at the blackboard. He should not think that he will not have enough space on the blackboard, he should not worry about the quality of the chalk, whether everything written is clear. Saving time, the teacher can increase the density of the lesson, enrich it with new content.

Another problem is being removed. When the teacher turns to the blackboard, he inadvertently loses contact with the class. Sometimes he even hears a noise behind his back. In the mode of multimedia support, the teacher has the opportunity to constantly “keep his finger on the pulse”, see the reaction of the students, and respond in time to the changing situation.

One of the most significant changes in the structure of education can be characterized as a shift in the center of gravity from education to teaching ... This is not an ordinary "training" of students, not an extensive increase in knowledge, but a creative approach to teaching all participants in the educational process, and, above all, its main traditional tandem: teacher - student ... Cooperation between trainees and trainers, their mutual understanding is the most important condition for education. You need to create an environment interactions and mutual responsibility. Only if there is a high motivation of all participants in educational interaction, a positive lesson result is possible.

Information and communication technologies in the lessons of the Russian language and literature

The main directions of using computer technology in the classroom

Visual information (illustrative, visual material)
Interactive demo material (exercises, reference diagrams, tables, concepts)
Training apparatus
Testing

Basically, all these areas are based on the use of the program MS Power Point. What does it allow you to achieve in the classroom?

Stimulating the cognitive activity of schoolchildren, which is achieved by the child's participation in creating presentations on new material, preparing reports, independently studying additional material and making presentations - basic notes, while consolidating the material in the lesson;
Contributing to a deep understanding of the studied material through the modeling of basic educational situations;
Visualization of educational material;
Integration with related disciplines: history, world art culture, music
Increasing the motivation of schoolchildren's learning and consolidating interest in the subject under study;
A variety of forms of presentation of educational material, homework, assignments for independent work;
Stimulating the imagination of schoolchildren;
Fostering the development of a creative approach when completing educational assignments.

Opportunities of media resources at the stage of preparation for the lesson

Let's consider specific examples of using media resources on the lessons .

A modern literature lesson is impossible without comparing literary works with other types of art. This organic synthesis helps the teacher manage the flow of associations, awaken the students' imaginations, and stimulate their creative activity. The concrete-visual basis of the lesson makes it bright, spectacular and therefore memorable. In the methodological literature, a lot of experience has been accumulated in working with illustrations, reproductions, portraits and photographs, but the teacher is always faced with the problem of handouts.

Computer information technologies can help us to solve this problem, which make it possible to prepare a presentation of illustrative and information material, (a set of slides-illustrations, provided with the necessary comments for work in the lesson), create a website and thus summarize the material on the topic. Within the framework of this program, it is possible to organize at the lessons of literature, MHC, the development of speech, the comparison of illustrations, the comparison of works of different artists to the same work. Pupils for a lesson can not only get acquainted with portraits, photographs, illustrations, but also watch excerpts from films, listen to audio recordings, musical excerpts and even go on excursions to the museum.

Preparing for such a lesson becomes creative process, and the spectacularity, brightness, novelty of the computer elements of the lesson, in combination with other methodological techniques, make the lesson unusual, exciting and memorable.

The computer, of course, cannot replace the living word of the teacher in the lesson, the study of a work of art, creative communication, but it can become a good helper.

Educational computer programs for the Russian language can solve a number of problems:

to increase the interest of students in the subject;
improve the performance and quality of knowledge of students;
save time on interviewing students;
give students the opportunity to study independently, not only in the classroom, but also at home;
help the teacher to improve their knowledge.

Possessing information and communication technologies, the teacher has the opportunity to create, replicate and store didactic materials for the lesson (test papers, handouts and illustrative material). Depending on the level of the class, the tasks assigned to the lesson, the once typed version of the tasks can be quickly modified (supplemented, compressed). In addition, printed didactic materials look more aesthetically pleasing.

Information and communication technologies significantly expand the range of search for additional information in preparation for the lesson. Through Internet search engines, you can find both fiction and literary texts, biographical materials, photographic documents, illustrations. Of course, many works require verification and editorial revision. We do not urge them to be used in full, but some fragments of articles can be useful in the development of didactic materials for the lesson, and suggest the form of the lesson.

The most effective form of work is working with a training presentation.

Presentation is a form of presentation of material in the form of slides, on which tables, diagrams, figures, illustrations, audio and video materials can be presented.

In order to create a presentation, it is necessary to formulate the topic and concept of the lesson; determine the place of the presentation in the lesson.

If the presentation becomes the basis of the lesson, its "skeleton", then it is necessary to highlight the stages of the lesson, clearly building the logic of reasoning from goal setting to conclusion. In accordance with the stages of the lesson, we determine the content of text and multimedia material (diagrams, tables, texts, illustrations, audio and video fragments). And only after that we create slides in accordance with the lesson plan. For greater clarity, you can enter the settings for the presentation of the presentation. You can also create slide notes, reflecting transitions, comments, questions and tasks to the slides and materials on them, i.e. methodological equipment of the presentation, "score" of the lesson.

If the presentation is only a part of the lesson, one of its stages, then it is necessary to clearly formulate the purpose of using the presentation and, already based on it, select, structure and design the material. In this case, you need to clearly limit the time for showing the presentation, think over options for working with the presentation in the lesson: questions and tasks for students

If the presentation is a creative work of a student or a group of students, then it is necessary to formulate the purpose of the work as accurately as possible, to determine the context of the work in the structure of the lesson, to discuss the content and form of the presentation, and the time to defend it. It is best if you familiarize yourself with the student-created presentation in advance, especially if it plays a conceptual role in the lesson.

Typology of Literature Lessons with Multimedia Support

The specificity of preparing a lesson using ICT is undoubtedly determined by the type of lesson. In our practice we use:

Lessons-lectures

Information and communication technologies make the lecture more effective and energize the class. The presentation allows you to organize visual material, attract other types of art. On a large screen, you can show an illustration in fragments, highlighting the main thing, enlarging individual parts, introducing animation, color. The illustration can be accompanied by text, shown against the background of music. The child not only sees and perceives, he experiences emotions. L. S. Vygotsky, the founder of developmental education, wrote: “It is emotional reactions that should form the basis of the educational process. Before communicating this or that knowledge, the teacher must evoke the corresponding emotion of the student and

make sure that this emotion is associated with new knowledge. Only that knowledge can be instilled, which has passed through the feeling of the disciple. "

In the middle link, the presentation allows you to teach how to create support diagrams and notes in a more comfortable communicative mode (abstracts are drawn up on slides, there is a sample of creating support positions for a lecture for students). The problematic nature of the lecture may not be asked by the teacher himself (problematic question), but is independently realized by the children in the course of working with different materials: portrait, caricature, polar criticism, etc. The form of the presentation allows you to aesthetically arrange the material and accompany the teacher's words with clarity throughout the entire space of the lesson.

A presentation for a lesson-lecture can be created by the teacher himself or on the basis of small student presentations illustrating their reports and messages.

During such a lesson, the guys make sure to keep notes in their workbooks. That is, ICTs do not abolish the traditional method of preparing and conducting this type of lesson, but in a sense they facilitate and actualize (make practically significant for students) the technology of its creation.

A well-designed presentation allows you to implement an integrative approach to learning. When interpreting a literary text, a student can and should see a variety of interpretations of images and themes. The attraction of fragments of performances, films, operas, various illustrations, supplemented by excerpts from literary works, allows you to create a problem situation, which helps to solve joint work in the lesson. Problem-based research teaching becomes the leading one in such lessons. On the slides, not only additional material is placed, but also tasks are formulated, intermediate and final conclusions are recorded.

Unlike lessons-lectures, the presentation does not just accompany the teacher's word, but is in some way an interpretation of the literary text. Presentation visuals are essentially designed to develop the reader's co-creation. By comparing video or audio illustrations, the student is already analyzing the text (the technique of hidden text analysis).

The choice from a number of proposed illustrations that most adequately reflects the author's point of view is another technique aimed at developing the recreational imagination (both in the middle and in the senior level). Children's illustrations and traditional ways of working with them (title, comparison with the text, description by illustration, protection of illustrations) can be used in the presentation.

The presentation design for the text analysis lesson should be more careful.

It must be remembered that in the text analysis lesson, the main thing is always work with the text, and ICT only diversifies the methods, techniques and forms of work that develop different aspects of the student's personality, help to achieve the integrity of the consideration of the work in the unity of content and form, to see the meaningfulness, semantic significance of each element forms.

Generalizing lessons

With the help of the presentation, you can prepare and generalizing lessons. The purpose of this type of lesson is to collect all the observations made during the analysis into unified system holistic perception of the work, but already at the level of deeper understanding; go beyond the already touched upon problems, emotionally embrace the whole work. ICT can solve these problems by creating a kind of visual metaphor of the work, combining the emotional, artistic and logical types of creative activity of students in the classroom. Diagrams, tables, thesis arrangement of the material can save time and, most importantly, get a deeper understanding of the work. In addition, conclusions and diagrams may appear gradually, after discussion or survey of students. The teacher, thanks to the presentation, can monitor the work of the class all the time.

In the listed types of lessons, the presentations are created by the teacher, however, as mentioned above, the student can also participate in the creation of the presentation.

In high school, the student himself can be the author of a presentation, which becomes his final work on a topic or course, a creative report on the results of research work.

Thus, students develop the key competencies required by the State Education Standards:

Ability to generalize, analyze, systematize information on a topic of interest;

Ability to work in a group;

Ability to find information in various sources;

Communicative competence;

Awareness of the usefulness of the acquired knowledge and skills.

In working with presentations, an individual approach to learning is carried out, the process of socialization, self-affirmation of the individual is more active, historical, scientific and natural thinking is developing.

Solving the problems of integrative and problem-based learning using information and communication technologies

In my practice, student presentations are used at one of the stages of the lesson. The preparation of such a lesson is based on the project method, which is based on the pedagogy of collaboration.

A literature lesson, organized in the mode of two technologies, requires a lot of preliminary preparation. The form of its organization is as follows: the class is divided into several groups of 4-5 people, each of them includes students of different levels of learning. With the same composition, a group can work from one lesson to several months. Groups are given specific assignments. Each student should, using various sources, prepare information-answer to his question. Representatives of the group prepare a presentation in order to visually, emotionally present their task in the lesson, using fiction and fantasy.

Of course, a lesson from the beginning of creation to its logical end is created under the guidance of a teacher who, if necessary, helps students to start work in groups, observes how cooperation between children goes on without interfering in the discussion, and at the end evaluates the work of students and cooperation in groups. It can be one "award" for all in the form of points, a certificate, a badge of distinction.

What, then, does collaborative learning for the learners themselves?

1. Awareness of personal participation and responsibility for the success of joint work.

2. Awareness of the creative interdependence of group members.

3. Ability to conduct a dialogue, compromise, respect the opinion of others.

4. Intense creative communication between students.

Regular discussion of the interim results of the work by the whole group increases its effectiveness.

And therefore, the methodology for creating design works is actively used in the practice of teaching literature.

This method allows students to achieve a high degree of independence in interpreting literary material: selection of facts, presentation form, method of presentation and protection. Design work – good way personal adaptation of the material. This technique can be used at different stages of the study of the material - both at the stage of obtaining information, and at the stage of consolidating and testing knowledge, abilities, skills, and can even be a form of exam.

ICT allows for an integrative approach to learning.

Often in the course of preparing a literature lesson, materials are found that contribute to the establishment of integrative ties.

All school disciplines have a kind of integration potential, but their ability to combine, the effectiveness of an integrative course depends on many conditions. Therefore, before creating an integration program, educators need to take into account a number of circumstances.

The deepest basis for unification takes place when teachers identify in the teaching of their subjects such fields of interaction that bring together promising learning goals.

Thanks to integration, a more objective and comprehensive picture of the world is formed in the minds of students, they begin to actively apply their knowledge in practice, because knowledge more easily reveals its applied nature. The teacher sees and reveals his subject in a new way, more clearly realizing its relationship with other sciences. The integration of academic subjects leads to a more interested, personally meaningful and meaningful perception of knowledge, which enhances motivation, allows more efficient use of study time by eliminating repetitions that are inevitable when teaching various subjects. The integration of literature with history is carried out most closely. This is due to the fact that literature is a written monument reflecting the main milestones in the historical development of society.

An integrative approach to teaching can further expand the boundaries of mutual cooperation between the subjects of the school course.

When such work also becomes a reason for using ICT - to realize the creative and intellectual potential of participants in the educational process, to familiarize them with modern methods of obtaining and "processing" information, this contributes to greater mutual enrichment of the teacher and student.

Independent search, creative work of students

Computer technologies provide the widest opportunities for the development of the creative potential of schoolchildren. A teacher can teach a child to use a computer correctly, show that it is not only a toy and a means of communicating with friends. With the skillful mentoring of a teacher, a teenager learns to find the necessary information among the abundance of information on the Internet, learns to process this information, which is the most important task. We are all already faced with the fact that our students bring essays neatly copied from sites, thoughtlessly and completely effortlessly reprinted reports and abstracts. Is there any use in such "work"? Minimum: I still found what I was looking for and managed to get out of the problem. What can a teacher do to ensure that such work is still beneficial? Create the need to process the information found by transforming it, for example, in the form of a reference diagram, presentation, test items, questions on the topic, etc.

The most elementary use of a computer by children is editing texts, typing texts of their creative works, their poems, compiling collections, creating computer drawings. High school students draw up their reports, essays using a computer, make drawings and diagrams themselves, help to do tests, literature manuals, didactic material. It should be noted that the children like to perform tasks on the computer. This is the very case when the pleasant is combined with the useful. In addition, the use of computer and information technologies in our lessons allows us to integrate with informatics, to implement the skills acquired in this lesson in practical activities. This union is also pleasant for teachers of computer science and information technology.

Thus, the use of ICT in the classroom significantly increases not only the effectiveness of teaching, but also helps to create a more productive atmosphere in the lesson, the students' interest in the material being studied. In addition, owning and using ICT is a good way to keep up with the times and with your students.

Literature

Agatova, N.V. Information technologies in school education / N.V. Agatova M., 2006
Alekseeva, M.B., Balan, S.N. Technologies for using multimedia. M., 2002
Zaitseva, L.A. Use of information computer technologies in the educational process / L.A. Zaitseva. M., 2004
Kuznetsov E.V. Use of new information technologies in the educational process / E.V. Kuznetsov. M., 2003
Nikiforova, G. V. The use of information technologies in the study of the Russian language in the 7th grade // Implementation of the educational initiative "Our new school" in the process of teaching philological disciplines. Materials of the first regional scientific and practical conference/ Comp. G. M. Vyalkova, T. A. Chernova; edited by L. N. Savina. M .: Planet, 2010 - p. 106-111
Selevko, G.K. Encyclopedia educational technologies: in 2 volumes - T. 1. M .: Research Institute of School Technologies -2006-p. 150-228

MBOU ASOSH them. A. N. Kosygina, Krasnogorsk District, Moscow Region

Galina Sergeevna Nikulina, teacher of Russian language and literature Page

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

USE OF INFORMATION AND COMMUNICATION

TECHNOLOGIES (ICT) IN THE EDUCATIONAL PROCESS.

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

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

The use of information and communication technologies (ICT) in the educational process is an urgent problem of modern school education. Today, almost every teacher in any school discipline can 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.

Information technology is usually considered in three aspects:

as a subject of study;

as a learning tool;

as a tool for automating educational activities.

A number of possibilities open up for a teacher when using ICT in the classroom: a computer takes over the function of controlling knowledge, helps to save time in a lesson, richly illustrate material, show difficult moments in dynamics, repeat what caused difficulties, differentiate a lesson in accordance with individual characteristics of each student.

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

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

The process of introducing new information technologies into education as a whole gave its positive results: the volume of educational resources on the Internet increased, the activity of teachers and schoolchildren in using the resources and opportunities of the Internet increased.

When using Internet technologies, it becomes possible to:

develop skills in working with information;

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

teach how to find information in various sources;

enjoy automated systems search;

to highlight the main and the secondary in the information; streamline, systematize;

develop students' critical thinking;

develop self-education skills;

create your own informational prototypes and products.

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

work with browsers, search engines;

using a mail program;

virtual communication;

participation in teleconferences, projects, competitions;

creation Web - sites, Web - portals;

creation of your own projects and their placement on the Internet.

The computer telecommunications system is a living information environment in which all people have equal opportunities to access vast information resources. The modern school successfully uses the means of the Internet in distance learning for teachers and students.

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

the opportunity to study at a convenient time for yourself;

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

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

social equality (equal opportunities for education for everyone);

stimulation of independence in learning.

Like any distance learning tool, the Internet has its drawbacks:

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

the success of the training partially depends on the skills in computer management, work in the Internet.

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

The role of telecommunications is unusually great in distance learning, with participation in distance contests, olympiads, in the process of participation in which the productive cognitive activity of children takes place.

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

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

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

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

Literature

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