“What matters most is not what the student uses new technologies,

but how this use contributes to the enhancement of his education.

S. Ermann

Information Technology training - these are all technologies using special technical means (computer, audio, cinema, video), i.e. computer and information technology.

Information and Communication Technology (ICT) - it is “a wide range of digital technologies used to create, communicate and distribute information and provide services ( computer equipment, software, phone lines, cellular, e-mail, cellular and satellite technologies, wireless and cable networks, multimedia, and the Internet)"

In the modern education system, the process of introducing information and communication technologies(ICT), provision of educational institutions computer technology, development of telecommunications, global and local educational networks. This is due to the fact that information literacy and culture have become the key to successful human professional activity. Information technology is becoming an integral part of modern life. Possession of them is put on a par with such qualities as the ability to read and write. A person who skillfully and effectively masters technologies and information has a new style of thinking, approaches the assessment of the problem that has arisen, and the organization of his activities in a fundamentally different way.

To teach a child to work with information, to teach to learn is an important task of a modern school. ICT expands the teacher's ability to introduce students to a fascinating world where they have to independently extract, analyze and transmit information to others. The sooner learners learn about the possibilities of ICT, the sooner they will be able to take advantage of the latest methods obtaining information and converting it into knowledge. Informatization of primary school plays an important role in achieving the modern quality of education and the formation of the information culture of the child of the XXI century.

Purpose of using ICT: improving the quality of education

Tasks of using ICT:

increase learning motivation;

improve the efficiency of the learning process;

to promote the activation of the cognitive sphere of students;

improve teaching methods;

monitor the results of training and education in a timely manner;

plan and organize your work;

use as a means of self-education;

qualitatively and quickly prepare a lesson (event).

At preparing And carrying out lessons on various steps obu cheniya use various forms ICT :

Ready-made electronic products that allow you to intensify the activities of a teacher and a student, improve the quality of teaching subjects, embodying the principle of visibility.

Multimedia presentations allow presenting educational material as a system of bright reference images. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the long-term memory of students.

The resources of the Internet have a huge potential for educational services (e-mail, search engines, electronic conferences, distance learning, competitions) and becomes an integral part of modern education. Receiving educationally significant information from the network, students learn to purposefully find information and systematize it according to given criteria; to see the information as a whole, and not in fragments, to highlight the main thing in the information message.

Using the interactive whiteboard and software SMART Board allows teachers and students to fully present and understand the material being studied well enough.

XXI century - century high computer technologies

XXI century - a century of high computer technology. Therefore, at present, there is a need to organize the learning process based on modern information and communication technologies.

For an elementary school, this means a change in priorities in setting the goals of education: one of the results of education and upbringing at the first stage school should be the readiness of children to master modern computer technologies and the ability to update the information obtained with their help for further self-education. To achieve these goals, it becomes necessary to apply in the practice of the work of a primary school teacher different strategies for teaching younger students and, first of all, the use of information and communication technologies in the educational process.

The use of ICT in primary school classes allows students to develop the ability to navigate the information flows of the world around them, master practical ways of working with information, develop skills that allow them to exchange information using modern technologies. technical means. This contributes to the conscious assimilation of knowledge by students.

The use of ICT in elementary school allows you to individually approach the student, using multi-level tasks; involve each student in an active cognitive process; to teach the student to find, select and use information to solve the problems facing him; to form primary computer skills; to teach students to present their point of view and defend it on the basis of the material received.

Lessons using information technology have a number of advantages over traditional lessons.

A lesson using information technology becomes more interesting for students, which, as a rule, results in more effective assimilation of knowledge; improving the level of clarity in the classroom.

The use of some computer programs makes it possible to facilitate the work of the teacher: the selection of tasks, tests, checking and assessing the quality of knowledge, thereby freeing up time for additional tasks in the lesson (due to the fact that the materials are pre-prepared in electronic form).

Improving the effectiveness of the lesson through visibility. Of course, this can be achieved by other methods (posters, maps, tables, writing on the board), but computer technology, no doubt, creates a much higher level of visibility.

The ability to demonstrate phenomena that are impossible to see in reality. Modern personal computers and programs allow using animation, sound, photographic accuracy to simulate various educational situations, have the ability to present unique information materials (pictures, manuscripts, video clips) in a multimedia form; visualization of the studied phenomena, processes and relationships between objects.

Information technologies provide ample opportunities for individualization and differentiation of learning, not only through multi-level tasks, but also through self-education of the student.

Means to achieve the effectiveness of the educational process using ICT

Information technology in a modern school should be considered as one of the teaching methods. Any inclusion of ICT in the educational environment must be justified.

It should be borne in mind that a lesson using information technology is somewhat different from a traditional lesson. It is difficult to single out a single structure of such a lesson, since each lesson is individual, which is determined by a number of reasons: the specifics of the subject area, the content of a particular lesson, binding to information technology hardware, didactic capabilities of software tools, type and quality electronic resources, ICT - the competence of the teacher.

The development of a lesson using information technology is possible only if an electronic resource is available.

Educational electronic resources can be divided into three groups, depending on the function being performed.

Illustration of educational material (tables, diagrams, experiments,

video clips);

2. Support for educational material (assignments, tests, etc.)

3. Source of educational material (electronic textbook, task development

According to the method of development, they can belong to one of the following types:

Internet resources (can be used not only directly on

lesson, but also for preparation).

Special (this includes all electronic resources produced by

various publishers).

Universal (Word, Excel, power point etc. - designed for

creation by teachers of their own educational resources).

In my opinion, the most interesting and effective lessons are lessons using educational resources, developed by the teacher, taking into account the characteristics of a particular student team and for specific students. In the process of creating such a lesson, a unique educational resource arises, in which not only the knowledge, skills and experience of the teacher-developer are invested, but also a part of his soul.

Usually, the preparation of such a lesson is a time-consuming process for a teacher, which takes a lot of time and requires certain knowledge and skills.

The following factors should be taken into account when designing a lesson:

The methodological goal of the lesson and the type of lesson determined by it (explanation of new material, consolidation, generalization of the topic covered, intermediate control, etc.) should be interconnected.

Readiness of students for a new type of educational activity.

The use of ICT in the classroom made it possible to fully implement the main principles of activation of cognitive activity:
1. The principle of equality of positions
2. The principle of trust
3. Feedback principle
4. The principle of taking a research position.
The implementation of these principles is seen in all lessons where ICT is used.

The use of ICT makes it possible to conduct lessons:
. at a high aesthetic and emotional level (animation, music)
. provides visibility;
. attracts a large amount of didactic material;
. increases the volume of work performed in the lesson by 1.5-2 times;
. provides a high degree of differentiation of training (individually approach the student, using multi-level tasks).
Application of ICT:
. expands the possibility of independent activity;
. forms the skill of research activity;
. provides access to various reference systems, electronic libraries, other information resources;
. and in general, CONTRIBUTS TO IMPROVING THE QUALITY OF EDUCATION.

There are the following stages of preparing a lesson using ICT:

I. Conceptual

The need to use ICT tools is argued: lack of sources of educational material; the possibility of presenting unique information materials (pictures, manuscripts, video clips) in a multimedia form; visualization of the studied phenomena, processes and relationships between objects; the need for an objective assessment in a shorter time, etc.

Formulation of educational goals with a focus on achieving results (formation, consolidation, generalization of knowledge, control of assimilation, etc.);

Selecting the type of educational electronic resources.

II. Technological

The choice of methods for conducting classes and designing the main activities of the teacher and students;

The choice of the method of interaction between the teacher and the student.

III. Operational

Stage-by-stage planning of the lesson, preparation of teaching materials.

For each stage, the following are determined: the formulation of the goal with a focus on a specific result; stage duration; the form of organizing the activities of students with ICT tools; the functions of the teacher and the main types of his activities at this stage; form of intermediate control.

IV. Pedagogical implementation

The role of the teacher in the classroom with the use of ICT is changing, the teacher is now not only a source of knowledge, but also a manager of the learning process, the main tasks of the teacher are: managing the student's cognitive activity.

Search engines and means of searching for electronic resources on the Internet

The purpose of Internet search engines is to collect data about the information resources of the network and provide users with the ability to quickly search for the necessary information. With the help of search engines on the web, you can search and find electronic resources, software, information about organizations, various events, people, and much more. For educators, search engines can help in finding such information resources that could increase the effectiveness of the learning process and the system of training schoolchildren.

There are a large number of catalogs and portals on the Internet that collect electronic educational resources, the use of which would be appropriate in the education system. Information educational resources are used:

to promptly provide teachers, students and parents with relevant, timely and reliable information that meets the goals and content of education;

to optimize the organization of students' activities related to self-acquisition of knowledge;

for the introduction of modern information and telecommunication technologies in the educational process;

for objective measurement, evaluation and forecasting of the effectiveness of education, comparison of the results of educational activities of schoolchildren with the requirements of the state educational standard;

to individualize the management of the student's educational activities, adequately to his level of knowledge, skills and abilities, as well as to the peculiarities of his motivation for learning;

to create favorable, pedagogically and psychologically comfortable conditions for the education of schoolchildren;

to organize the effective operation of general education institutions in accordance with the regulations and content concepts adopted in the country.

With the help of modern search engines, you can search for a variety of electronic resources on the Internet, the use of which would improve the effectiveness of training. Among such resources, one can distinguish educational Internet portals, which themselves are catalogs of resources, service and instrumental computer software, electronic representations of paper publications, electronic learning tools and tools for measuring learning outcomes, resources containing news, announcements and means for participants to communicate. educational process.

Working with search engines is easy. In the search engine query string, type in desired language keywords or a phrase corresponding to the electronic resource or Internet resources that you want to find and click "Search". The search results will appear in the working browser window.

Search engines of the Russian segment of the Internet

Yandex search engine http://www.yandex.ru

Google search engine (Russia) http://www.google.ru

Rambler search engine http://www.rambler.ru

Search engine "[email protected]" http://go.mail.ru

Intelligent search engine Nigma http://www.nigma.ru

Russian catalogs of Internet resources of general purpose

Directory of Internet resources "Yandex.Catalog" http://yaca.yandex.ru

Catalog of Internet resources "[email protected]" http://list.mail.ru

Catalog of Internet resources "Aport" http://www.aport.ru

Education resource directories

Catalog of the information system "Single Window for Access to Educational Resources" http://window.edu.ru/window/catalog

Catalog of the Russian educational portal http://www.school.edu.ru

Catalog "Educational resources of the Internet for general education" http://catalog.iot.ru

Catalog of children's resources "Internet for children" http://www.kinder.ru

Collections of electronic educational resources and search for resources in them

Searching for information resources originally designed to improve the effectiveness of education can be done using collections of digital educational resources. There are several such collections.

Federal Center for Information and Educational Resourceshttp://fcior.edu.ru http://eor.edu.ru - central repository of electronic educational resources of the education system. The portal storage hosts resources of various types: electronic learning modules of open multimedia systems and virtual collective environments, electronic educational resources on local media, text-graphic network electronic educational resources, resources created using modern Flash and Java technologies.

Information system "Single window of access to educational resources"http://window.edu.ru - contains information about electronic educational and scientific resources of Russian universities, libraries, museums, publishing houses, schools, electronic collections of all levels of education for a wide range of users.

Unified Collection of Digital Educational Resourceshttp://school-collection.edu.ru - this is the largest online repository of Russian-language electronic resources intended for free distribution and use in the educational process as teaching aids or their components. The collection is under active filling and testing, currently it contains more than 50 thousand storage units, including electronic educational resources in all subjects of secondary school, electronic methodological materials, thematic collections, software tools to support educational activities and organization educational process.

Internet - resources For teachers primary classes :

Http://akademius.narod.ru/vibor-rus.html Welcome to the Russian language class. The tests are designed for students in grades 1-5 of high school.

Http://ito.edu.ru/2001/ito/I/2/I-2-83.html Some issues of using the Internet in elementary school, report at the conference "Information Technologies in Education".

Http://www.ug.ru/02.26/po4.htm Issues of using a computer in elementary school: from psychological and pedagogical aspects to a selection of various exercises for the eyes when working with a machine.

Http://www.iro.yar.ru/resource/distant/earlyschool_education/gr/okurs.htm - Informatics in games and tasks. (Non-computer course)

Http://www.nhm.ac.uk/interactive/sounds/main.html At this address you will find an interactive game made in flash technology. In this game, you can independently compose the sounds of the forest, the sea, the jungle from the voices of animals, the noise of trees, the surf.

Http://www.funbrain.com/kidscenter.html For those who already know the language well, there is a site called Fun Brain Exercise. On it you will find educational, logical, mathematical games, tests for children, plans and methodological materials for teachers, tips and recommendations.

Http://zerkalenok.ru/cgi-bin/zerk.cgi/7/9/2 This resource is useful not only for children, but also for class teachers, teachers of biology, ecology, and circle leaders.

Http://www.ug.ru/02.26/po4.htm A letter from the Ministry of Education containing recommendations on the use of computers in elementary school can be found at the Uchitelskaya Gazeta website. The author's program of the course of information culture for grades 1-4.
http://center.fio.ru/som/getblob.asp?id=10001519 This program specifies the requirements for the minimum content of education, the requirements for the level of training, the basic concepts that must be formed. The site of the conference "Information Technologies in Education" contains a large number of abstracts, among which there are reports devoted to the study of computer science in elementary grades.

Http://www.openworld.ru/school/m.cgi Monthly scientific and methodical journal "Primary School". The archive of this magazine starts from 1998. To view the log, your computer must have Adobe program Acrobat Reader. (By the way, download this free program available at http://www.adobe.com/products/acrobat/readstep2.html) On the same site you can write a letter to the editor and take part in the forum.

Http://nsc.1september.ru/ Weekly of the publishing house "First of September" "Primary school". His archive includes numbers from 1997. Considering that the newspaper is published every week, this is a huge material for elementary school teachers. If you cannot find this newspaper in your school or library, the Internet will always help you.

Http://suhin.narod.ru/zag1.htm Riddles and crosswords for children. Selected riddles and entertaining tasks from the book by I.G. Sukhin "New 500 riddles - 70 crossword puzzles". Sections of the book: riddles-jokes in crosswords, entertaining tasks in crosswords, literary crosswords, riddles in crosswords, Russian folk riddles in crosswords, answers. The book is intended for children 5-12 years old, kindergarten teachers, teachers, counselors, librarians, parents.

Http://suhin.narod.ru/log1.htm Entertaining and methodical materials from Igor Sukhin's books: from literary inventions to chess. Speech material for working with children with impaired pronunciation: an explanation of the methodology, a collection of exercises and tasks. Entertaining mathematics and chess for children of preschool and primary school age.
http://psi.lib.ru/statyi/sbornik/umuch.htm Psychological aspects of managing the process of mastering knowledge and ways of students' activities in the classroom.

Http://www.advise.ru/articles/80 Tips for parents of first graders.

Http://www.education.rekom.ru/4_2000/aldoshina.htm Club activities for younger students. Social and methodological aspects of working with children 7-10 years old in leisure activities.

Http://www.edu.rin.ru/cgi-bin/article.pl?idp=1099 Preparing first-graders: problems, advice, tests, etc. Memo to parents of first-graders.

Http://www.voron.boxmail.biz Children's fairy tales. The author's collection of children's fairy tales in verse, poems, dictionaries, encyclopedias, etc.

Http://www.ed.gov.ru Website of the Ministry of Education and Science of the Russian Federation.

Http://www.rfh.ru Russian Humanitarian Science Foundation

Http://www.int-edu.ru Website of the Institute of New Technologies.

Http://www.rsl.ru Russian State Library.

Http://www.gnpbu.ru State Scientific Pedagogical Library. K. D. Ushinsky.

Http://www.pedlib.ru Pedagogical library.

Http://dic.academic.ru Dictionaries and encyclopedias on-line.

Http://ditionary.fio.ru Pedagogical encyclopedic dictionary.

Http://www.km.ru Portal of the company "Cyril and Methodius"

Http://vschool.km.ru Cyril and Methodius Virtual School.

Http://www.kinder.ru Internet for children. Catalog of children's resources.

Http://www.ug.ru Website of the Teacher's Newspaper.

Http://www.cofe.ru/read-ka Read-ka children's fairy-tale magazine.

Http://www.cofe.ru/read-kas Electronic version of the Koster magazine.

Http://skazochki.narod.ru Website "Children's World". Children's songs, cartoons, fairy tales, riddles, etc.

Http://www.solnyshko.ee Children's portal "Sunshine".

Http://vkids.km.ru Site for children and parents "Virtual Kids".

Http://www.freepuzzles.com Website containing math puzzles.

Http://suhin.narod.ru The site "Entertaining and methodical materials from Igor Sukhin's books: from literary inventions to chess".

Http://library.thinkguest.org Origami site for kids and parents.

http://www.uroki.net/ free development lessons, scenarios, planning.

Http://school-collection.edu.ru/ Unified collection of digital educational resources

Http://www.kidsunity.org Website about special children

Results of practical work on the use of ICT technologies to improve the efficiency of the educational process in primary school

ICT technologies can be used:

To announce the topic, goals and objectives of the lesson, posing a problematic issue

(The topic of the lesson is presented on slides that summarize the key points of the issue under consideration.)

As an accompaniment to the teacher's explanation

(In my practice, I use multimedia presentation notes created specifically for specific lessons, containing a brief text, basic formulas, diagrams, drawings, video clips. When using multimedia presentations in the process of explaining new topic a linear sequence of frames is sufficient, in which the most winning moments of the theme can be shown. Definitions, diagrams may also appear on the screen, which the children write off in a notebook, while the teacher, without wasting time on repetition, manages to tell more.)

As an information and training aid

In teaching, a special emphasis is placed today on the child's own activity in search, awareness and processing of new knowledge. The teacher in this case acts as the organizer of the learning process, the leader of the students' independent activities, providing them with the necessary assistance and support.

Like an interactive lab

The presence of multimedia software makes it possible to compensate for the insufficiency of the laboratory base, thanks to the possibility of modeling the processes and phenomena of nature, which is especially important for conducting lessons on the outside world, etc.

For knowledge control

The use of computer testing increases the efficiency of the educational process, activates the cognitive activity of schoolchildren. Tests can be variants of cards with questions, the answers to which the student writes down in a notebook or on a special answer sheet, at the request of the teacher, the change of slides can be set to automatically transition after a certain time interval.

When creating a test with a choice of answers on a computer, you can organize a reaction output about the correctness (not correctness) of the choice made or without indicating the correctness of the choice made. You can provide for the possibility of re-selecting the answer. Such tests should include the output of results on the number of correct and incorrect answers. Based on the results of such tests, one can judge the degree of readiness and desire of students to study this section.

For stress relief, relaxation

To relieve tension, switch attention, especially when the lesson takes place at the end of the school day, we use presentations that can entertain and relieve tension. For example, physical education.

Students can also prepare presentations to accompany their own report.

To summarize the lesson: conclusions, answer to the question, reflection.

For training (vocabulary, oral counting)

To accompany interactive games

For individual and distance learning

I use educational electronic resources as:

Illustrations of educational material (tables, diagrams, experiments, video clips,

musical works);

2. Support for educational material (assignments, tests, texts of presentations, etc.)

3. Source of educational material (electronic textbook, task development

for student self-study).

Usage ICT V primary classes on various ur okah

Mathematics.

In mathematics lessons, with the help of slides created in the PowerPoint program, examples, tasks, chains for oral counting can be demonstrated, mathematical warm-ups and self-tests, etc. can be organized. I use presentations for math warm-up tasks from the collection of games and exercises for mental counting. Animated presentation when learning new things. When fixing the multiplication table, I use simulators in a playful way.

The world

In general, for these lessons, the presentation is just a godsend. Pictures of the nature around us, animals, seas, oceans, natural areas, the water cycle, food chains - everything can be reflected on slides. And it's easier to check knowledge: tests, crossword puzzles, puzzles, charades - everything makes the lesson exciting, and therefore memorable. In an entertaining way, they get acquainted with the external and internal structure of the human body, learn about preventive measures and proper balanced nutrition. Presentations, video materials, electronic textbooks provide invaluable assistance when getting to know different cities and countries.

Literacy education

The first days of a child at school are the most difficult. The game is necessary to maintain continuity between kindergarten and school, and to reduce mental and physical overload. With the help of presentations, great opportunities open up for involving elements of play and entertainment in literacy classes.

They lie in the picturesqueness of textual and illustrated material and give impetus to children's imagination, the work of creative imagination. It should be noted that a huge role in the presentation is played not just by the demonstration of the image, but by animation, i.e. movement pictures, letters, words.

I am greatly assisted in the preparation of such lessons by the Integrated Teaching Methods beginning. school 1-4 cells Cyril and Methodius. Russian language.

Russian language

Probably, many will agree that children consider Russian language lessons boring and uninteresting. Psychologists have proven that knowledge acquired without interest, not colored by one's own positive attitude, emotions, does not become useful - this is a dead weight. How to make students listen in the lesson, with the help of what means and methods to light an inquisitive light of a thirst for knowledge in their eyes? You can always find something interesting, fascinating and entertaining in the Russian language (word formation, hissing spelling, vocabulary, etc.). It is very convenient to use presentations when working on presentation and writing: plan, questions, difficult words, the picture itself - all this is before the eyes of the children. And not always at school there is a picture that is necessary according to the program, so multimedia is very convenient.

Literary reading

Reading lessons can be made especially interesting with the help of a presentation. Portraits of writers, places where they lived and worked, staging individual episodes from works, drawing up a plan, vocabulary work, tongue twisters, tongue twisters, literary quizzes - everything becomes interesting if these modern methods are used.

Along with the presentation at the lessons of literary reading, you can watch videos on the topic, accompany the lesson with music. For example, when reading the story of K. Paustovsky "Basket with fir cones", I suggest that the children listen to the works of E. Grieg. This always causes a lively emotional response, increases interest in the read text.

Visual arts, technology.

The presentation can also be used in art lessons: portraits of artists, reproductions, diagrams, sequence of drawing, etc. Samples of products and stages of work on project activities at technology lessons, etc.

The computer is also a powerful stimulus for the creativity of children, including the most infantile or disinhibited. The screen attracts attention, which we sometimes cannot achieve when working frontally with the class. The impact of educational material on students largely depends on the degree and level of illustration of the material. The visual saturation of the educational material makes it bright, convincing, contributes to its better assimilation and memorization.

In elementary school, I use presentations at all stages of the lesson: when explaining new material, consolidating, repeating, controlling, etc. The child becomes a seeker, thirsty for knowledge, tireless, creative, persistent and hardworking.

The analysis of classes with the use of presentations showed that cognitive motivation increases, mastering complex material is facilitated.

In addition, fragments of lessons that use presentations reflect one of the main principles for creating a modern lesson - the principle of attractiveness. Thanks to the presentations, the children, who usually were not very active in the classroom, began to actively express their opinions and reason.

Thus, the work spent on managing cognitive activity with the help of ICT tools justifies itself in all respects:

Increases the quality of knowledge

Promotes the child in overall development

Helps overcome difficulties

Brings joy into a child's life

Allows training in the zone of proximal development

It creates favorable conditions for a better mutual understanding of the teacher and students and their cooperation in the educational process.

Computers and information technology in general - handy tool, which, when used wisely, can bring an element of novelty to the school lesson, increase students' interest in acquiring knowledge, and make it easier for the teacher to prepare for classes.

The use of a computer at different stages of learning allows you to bring the time of active work of students in the lesson to 75-80% of the lesson time, instead of the usual 15-20%. Modern schoolchildren learn information from a computer screen faster and with great interest than from the words of a teacher.

Result use ICT

The results of using computer technologies are as follows:

Increasing the effectiveness of teaching (development of the intellect of schoolchildren and the skills of independent work to find information; a variety of forms of educational activity of children in the classroom);

Implementation of an individual approach to learning (work independently at an optimal speed for yourself);

Expansion of the amount of educational information presented;

Ensuring the flexibility of managing the educational process (tracking the process and the result of one's work);

Improving the organization of the lesson (didactic material is always available in sufficient quantity);

Improving the quality of control of students' knowledge and the diversity of its form;

Inclusion of children in collective activities in pairs, in groups;

Increasing the child's interest in studying the subject and learning in general, improving the quality of education, activating the creative potential of the student and teacher;

The inclusion of schoolchildren and teachers in the modern space of the information society, self-realization and self-development of the student's personality.

The results of the use of ICT are the comprehensive development of students and teachers, the organization of the learning process at a higher level. methodological level, improving the efficiency and quality of education. The use of modern technical teaching aids allows you to achieve the desired result. The use of modern information technologies in the classroom makes learning bright, memorable, interesting for a student of any age, forms an emotionally positive attitude towards the subject. The widespread use of the computer makes learning more visual, understandable and memorable. Not only the teacher can check the knowledge of the student using the testing system, but the child himself can control the degree of assimilation of the material.

quantitative growth information elements in various industries, sub-sectors and sectors of the economy outgrows into a new quality moves to a higher stage of its development.

Information begins to play a decisive role and affects the entire process of reproduction (see Fig. 14).

In the context of informatization the technological basis of the economy is changing. At present, the 5th technological mode dominates in developed countries, the defining components of which are the achievements of microelectronics, software, computer science and information processing, automation of processes in production and management, space and fiber optic communications. From the 20-30s of the XXI century. the 6th technological mode will dominate, which is characterized by the use of biotechnology, artificial intelligence systems, global type information networks, integrated transport systems high speeds. The technological basis of the information economy is more dynamic than the industrial one, since in the context of the globalization of the economy it functions as open system. In addition, the pace of innovation is accelerating.

New ways of life not only provide a constant increase in labor productivity, but also lead to the emergence of new forms of social and economic activity (distance education, telework, telemedicine, e-commerce, e-democracy, etc.).

In the information economy, information and technological actions are closely intertwined into a single process that tends to self-accelerate, resulting in the continuous development of information and communication technologies (ICT) and a qualitative renewal of the technological basis.

Information technology is changing the relationship between power-headquarters, automation and flexibility. Mass production is no longer relevant to automation, and as a result, barriers to entry are shattered in a significant number of industries. Mass production is pushed to the periphery economic life, and even generally taken out of the developed countries.

• * TAI - transaction costs of production
• customization - adaptation of the company to the requirements of a particular client

Rice. 14. Modification of reproduction under the influence of informatization

Information and communication technologies (ICT), according to American experts, have caused more significant changes in the world than all previous technological revolutions, therefore this phenomenon is called modern information revolution.(Rod industrial revolution was the production and distribution of energy.) ICT is the core of the transformation of the economy, around which there are major technological breakthroughs in the field of new materials, energy sources, and production equipment. The consequence of the introduction of ICT is qualitative renewal of the technological basis of the country's economy.

The concept of "technology" was formed in the first half of the 18th century. The first part of the word - techne - translates as art, skill; the second - logos - as a science, knowledge. Technology is the result practical implementation scientific knowledge 1 . With regard to the industrial stage of economic development, it is generally accepted that technology is a way of converting the applied production resources into finished products, or a set of methods and means for processing raw materials, materials, semi-finished products, products, etc. in material production.

IN Lately technology is defined as a set of management, research, development and engineering processes, which also includes human potential, which is the foundation of the productive activity of society.

Information economics theorists M. Castells, Harvey Brooks and Daniel Bell understand technology as “the use of scientific knowledge to determine how things are made in reproducible manner." At the same time, it is emphasized that the ability or inability of a society to manage technology to a large extent shapes its fate and, although it does not determine historical evolution and social changes, “embodies the ability of societies to transform themselves and determines the directions in which society ... decides to apply its technological potential” .

American economist Paul Pilzer notes that “wealth is not only a product of natural resources, but also technologies.

Rice. 15.

And of these two components, technology is immeasurably more important” 1 . Mathematically, P. Pilzer expressed this with a simple formula:

where: - wealth; P - natural resources (land, labor,

minerals, etc.); T - technology; n is the degree of influence of technical achievements on them. Technology multiplies itself as each technological advance creates the foundation for the next.

Under information (IT) and communication technology (CT), According to the definition of the State Statistics Committee of the Russian Federation, technologies are understood that use microelectronics for collecting, storing, processing, searching, transmitting and presenting data, texts, images and sound (see Fig. 15).

The information and communication technology market has 2 segments: IT market, including computer Hardware, office hardware, software and IT services; and the CT market, which includes communication services, end-user communications equipment, and communications and networking equipment.

ICT technologies provide the transformation of information into the most accessible and convenient forms for use.

By the beginning of the 21st century, the commercial demand for information has sharply increased, which largely determined the most effective directions for using information and communication technologies.

Industry technologies at the stage of the industrial development of society were the main generator of its progress. With the introduction of ICT technologies, the need for industry technologies still remains, since the sphere of material production does not disappear in the information society. These technologies provide computer support intellectual activity of industry technology specialists in creating added value 1 .

The information economy and industrial production will coexist. As in the case of the positive impact of industry on agriculture, thanks to ICT technologies, the production of industrial goods will increase. Developed industrial technologies based on uncompensated consumption of natural resources, in the conditions of the 20th century, are moving to a new quality, which is characterized by the creation unified macrotechnological system, gradually becoming international . In this system, there is a contradiction between the technologically developed “center” (the highly developed countries of the West), which consumes the bulk of natural resources, and the “periphery” (countries dominated by industrial, early and pre-industrial technologies), which supplies these resources to the “center”. In the second half of the 20th century, "dirty" industrial production was moved to developing countries.

In the information society material production is modified: there is a transition from predominantly mechanical technologies to technologies that use new forms of the movement of matter (physical, chemical, biological and microbiological) and their gradual development. The productive forces, which have an industrial basis, are gradually becoming global productive forces. At the same time, material production in the post-industrial economy should be aimed at reducing the use of natural and human resources, as absolutely limited resources. It aims at satisfying utilitarian needs by changing its technological parameters. There is an individualization, miniaturization of production, the emergence of network enterprises. Material production creates for the information society the means of material support, creation, distribution and use of information. Qualitative changes in the technologies of material production cause significant shifts in the structure of the social reproduction process.

Comparative characteristics of industrial

and ICT technologies

Table 9

1 ICT technologies are improving 3-6 times faster than energy technologies. Information dissemination via the Internet is on average 720 times faster and 355 times cheaper than by mail or facsimile // Ko-syrev D. Will the Internet help Africa // Dipkurier-NG. 2000. May 4. No. 8. P. 11.

• 2 If the automotive industry had been cutting costs as fast as the computer industry over the past 30 years, then the latest Lexus model would cost no more than $2 today, and Rolls-Royce about $2.50, yes and then in the event that these cars consumed one and a half liters of fuel per million kilometers. See: Naisbitt J. Global Paradox. N.Y., 1995. P. 99.
• 3 Switching costs - ego costs for the costs of changing providers, connecting new equipment, reinstalling the operating system.

Information and communication technologies constitute a potential basis for the creation, transformation, use and change of the product range and production growth, and serve as a prerequisite for the development of e-commerce.

There are certain differences between industrial and ICT technologies (see Table 9).

For the first time, ICT technologies appeared in the military sector of the economy and subsequently began to spread to the entire economy. New information technologies in the 1970s were concentrated mainly in the United States. The technological impulse of the 1960s, stimulated by military orders, prepared American technology for a leap forward. This was facilitated by the oil crisis of 1973-1974, which prompted highly developed countries to radically restructure their economies. In addition, the development of new information technologies was a way to ensure military superiority over the USSR in response to the latter's challenge in the space race and nuclear weapons. The next major American technological breakthrough was launched in 1983 in connection with the Star Wars program. In fact, technologies developed in the previous decade 1 were used and promoted. Military contracts and technology initiatives by the US Department of Defense played a critical role in the early stages of the information technology revolution in the 1940s and 1960s. In the United States, the set of ICTs in the national economy was formed by the mid-1990s. due to the widespread use of military scientific and technical developments for civilian purposes.

The avalanche of progress in ICT technologies in the world was also driven by the needs of rapidly growing financial capital and the industries that serve it.

In Russia, at first, ICT was used for commercial and business purposes, their use began in banks and factories. Then many corporations began to use the means of communication, but only in recent years the true potential of ICT has manifested itself in all aspects of our lives: in education, healthcare, communication between people. The use of ICT in all areas of society - this is the revolutionary changes in the Russian economy.

The ICT industry belongs to the service sector and depends on the development of the economy as a whole, on investments in it and on the demand of other industries for the products of the ICT industry.

ICT services have a peculiarity: a critical mass is needed for a powerful qualitative leap forward. When it is accumulated, the market begins to develop rapidly, as self-sufficient and autonomous factors come into play: the more users join the services, the more popular the service itself becomes and the more significant word of mouth plays a role. The more users connect to services, the more attractive this market for application developers, and the more more apps, the higher the attractiveness of the service itself; The principle of diminishing marginal utility does not apply. Once a critical mass is reached, the investment risks for operators are reduced, which in turn leads to faster and more efficient deployment of the Network and services.

In modern conditions technologies are capitalized, that is, when they are present on the financial market, which means they can be evaluated by a mass investor in terms of expected returns

Rice. 16. Penetration of ICT technologies in the value chain 1

and risk. An information breakthrough, the entire latest technological order becomes possible due to the presence of a highly developed financial market.

At the stage of industrial development, scientific and technical inventions (railroads, electricity, automobiles, and others) contributed to the quantitative and qualitative growth of manufactured goods. material wealth. Modern information technologies contribute to the growth of scale and diversification information services, among which telemedicine, telework, entertainment services (online music stores, online games, etc.), electronic education, commerce, libraries, insurance, consulting services, government and others are widely used.

In the conditions of the information economy spiral of technological development looks like this: information - increased competition in the markets - innovations in production - improved ICT technologies - new knowledge and new information.

ICT technologies allow companies to coordinate activities that are dispersed across geographic regions (for example, Boeing engineers work on the same project with suppliers online). Information and communication technologies enable many new business relationships, expanding the number of possible industries in which a company can gain a competitive advantage.

Today, ICT technologies have spread to the entire value chain, optimize it and perform control and executive functions, the number of which is constantly increasing (see Fig. 16).

The development of ICT technologies is the foundation for the informatization of other sectors of the economy and society. That's why the advanced development of the information technology industry is a necessary prerequisite for the informatization of all other spheres of life and activity of society.

However, it should be noted that the mere use of ICT technologies in the work of an industry or trade does not turn it into a branch of the information economy. It is necessary to change the structure of companies in accordance with the model of information networks, that is, the transformation of industrial companies into network enterprises.

ICT technology generates more and more data as a company performs its activities, or allows you to receive and collect information that was previously inaccessible. This enables firms to evaluate more alternative development strategies than before.

ICT technologies expand the company's ability to use the links between individual lines of business and, accordingly, better coordinate their efforts with the actions of suppliers and consumers. These technologies have a powerful impact on the realm of competition.

The computer industry is considered environmentally friendly. At the same time, IT companies often act as major environmental destroyers. The use of IT equipment involves the consumption of electricity, and its improvement leads to an increase in this consumption. With the miniaturization of electronic equipment, the threat of huge quantities of electronic equipment being thrown into landfills after use has increased. IT equipment contains hazardous chemicals such as chromium, cadmium and halogenated organic compounds. The EU adopted a special Directive on electronic and electrical waste (2002), and in the same year an agreement was reached according to which the use of four heavy metals (lead, cadmium, mercury and chromium), as well as bromide and poly-bromide connections in the production of electronic and electrical equipment should be terminated on July 1, 2006 1 .

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

Educational information and communication technologies

Introduction

Information and communication technologies (ICT) every day more and more penetrate into various areas of educational activity. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of specialists, as well as internal factors associated with the spread of modern computer equipment and software in educational institutions, the adoption of state and interstate education informatization programs, the emergence of the necessary experience of informatization in all more teachers.

Let's consider what the concept of information and communication technology includes, how it was formed, what opportunities the use of information and communication technologies in education provides, the main types of information and communication technologies and software tools for their implementation.

1. The concept of information and communication technology (ICT)

Before proceeding to the study of information and communication technologies, it is necessary to find out the essence of the key concept. To do this, consider the concepts of information, information technology, communication technology, which are of decisive importance in the formation of the concept of information and communication technology.

Currently, there is no single definition of information as a scientific term. From the point of view of various fields of knowledge this concept described by its specific set of features. Consider some of the definitions of information that exist today.

Information - information transmitted by some people to other people orally, in writing or in some other way [Kuznetsova];

Information is information about objects and phenomena of the environment, their parameters, properties and state, which reduce the degree of uncertainty and incompleteness of knowledge about them. [Astakhova, p. 4].

In information theory, the concept of information is defined as communication, communication, in the process of which uncertainty is eliminated (Shannon).

In the works of logicians (Carnap, Bar-Hillel) and mathematicians (A.N. Kolmogorov), the concept of information is not associated with either the form or the content of messages transmitted through communication channels, and is defined as an abstract quantity that does not exist in physical reality, also just as there is no imaginary number or point without linear dimensions. That is, these and a number of other specialists expressed the opinion that "information" is an abstract concept, and it does not exist in nature.

Information (from Latin informatio, explanation, presentation, awareness) - information about something, regardless of the form of their presentation (Wikipedia).

So, most often the concept of information is defined through information, knowledge, messages, signals that have novelty, value for the recipient.

Information technology (IT, from the English information technology, IT) is a wide class of disciplines and fields of activity related to technologies for creating, storing, managing and processing data, including using computer technology. Recently, information technology is most often understood as computer technology. In particular, information technology deals with the use of computers and software to create, store, process, limit the transmission and receipt of information.

According to the definition adopted by UNESCO, information technology is a complex of interrelated scientific, technological, engineering disciplines that study methods for the effective organization of the work of people involved in the processing and storage of information; computer technology and methods of organizing and interacting with people and production equipment, their practical applications, as well as the social, economic and cultural problems associated with all this.

I.G. Zakharova identifies two main approaches to considering the concept of information technology: in some cases, they imply a certain scientific direction, in others - specific way work with information. That is, information technology is a set of knowledge about the methods and means of working with information resources, as well as methods and means of collecting, processing and transmitting information to obtain new information about the object under study.

It should be noted that information technologies, unlike production ones, have a number of functions that reflect their information essence. These properties are reflected in the interpretation given by I.V. Robert: "Information technology is a practical part of the scientific field of computer science, which is a set of tools, methods, methods for automated collection, processing, storage, transmission, use, production of information to obtain certain, obviously expected results" [Robert I.V., S 25]. As can be seen from the definition given by I.V. Robert, she refers information technology to "the practical part of the scientific field of computer science."

Another component of our concept is the concept of communication. Communication is understood as the exchange of information between living organisms (communication). In informatics, telecommunications technologies are considered. Telecommunications in international practice is understood as “the transmission of arbitrary information over a distance using technical means (telephone, telegraph, radio, television, etc.)” by Jerry Wellington. Education For Employment. The Place of Information Technology. - London, 1989. - P. 19.

In education, speaking of telecommunications, they often mean the transmission, reception, processing and storage of information by computer means (using a modem), either via traditional telephone lines or via satellite communications.

Combining the key characteristics of the concepts of information, information technology, communication, it is possible to define the concept of information and communication technology (ICT).

Astakhova E.V. uses the term “infocommunication” close to ICT in meaning. By infocommunication, she understands information, computer and telecommunication technologies designed to provide organizations and the public with information and communication products and services.

Information and communication technologies (ICT) include three components (Fig. 1).

Rice. 1 Components of ICT

Klokov E.V. uses the term "information and communication technology (ICT)". By ICT, he understands “a wide range of digital technologies used to create, transmit and disseminate information and provide services (computer equipment, software, telephone lines, cellular communications, e-mail, cellular and satellite technologies, wireless and cable networks, multimedia tools , as well as the Internet)” [Klokov, p. 100].

Taking into account the considered concepts, information and communication technology can be understood as a set of tools for ensuring information processes for receiving, processing and transmitting information that consistently lead to a given result.

2. Goals of using ICT in education

The goals of using information and communication technologies in education correspond to the needs of society in obtaining quality and affordable education.

The use of information and communication technologies in education, according to I.V. Zakharova, traditionally comes down to two main areas. The first is to use the possibilities of these technologies to increase the accessibility of education, which is carried out by including in the education system those individuals for whom another method may not be available at all. This is a form of distance learning.

The second direction involves the use of information technology to change what is taught and how to teach, that is, the content and methods of teaching within the traditional face-to-face form.

In accordance with this, two main goals of using ICT in education can be formulated:

1) improving the quality of education;

2) increasing the accessibility of education.

Pointing out the existing contradictions in the simultaneous achievement of the quality and accessibility of education by means of ICT, Zakharova I.V. offers a number of principles to resolve this contradiction.

In a simplified, but, unfortunately, widespread view, it is argued that everything is decided simply by the widespread introduction of information and telecommunication technologies, to which truly magical power is attributed. And in this case, society is offered a very simple solution - it is enough to provide educational institutions with computers and telecommunications, and education, as if by magic, will become better, more accessible and cheaper. But even the best and most advanced technologies, adopted by teachers and students, without an adequate reorganization of the educational process, have a demoralizing effect and are simply wasteful. In essence, this is the same as bringing an illiterate person to the library and waiting until he learns to read fluently and navigate books.

3. Types of educational information and communication technologies

Systematic research in the field of application of information technologies in education has been conducted for more than forty years. The education system has always been very open to the introduction of information technologies into the educational process, based on software products of the most general purpose. Various software systems are successfully used in educational institutions - both relatively accessible (text and graphic editor, tools for working with tables and preparing computer presentations), as well as complex, sometimes highly specialized (programming and database management systems, packages of symbolic mathematics and statistical processing).

At the same time, these software tools have never provided all the needs of educators. Since the 1960s, a large number of specialized computer systems have been developed in scientific centers and educational institutions in the USA, Canada, Western Europe, Australia, Japan, Russia (formerly the USSR) and a number of other countries specifically for the needs of education, focused on supporting different aspects of the educational process.

We list the main types of educational information and communication technologies allocated abroad today:

This list does not purport to be classified as different types of information and communication technologies intersect. To demonstrate this, we will decipher each type.

Computer programmed learning is a technology that provides the implementation of the mechanism of programmed learning with the help of appropriate computer programs.

Studying with the help of a computer involves the independent work of the student to study new material using various means, including a computer. The nature of learning activity is not regulated here, learning can also be carried out with the support of instruction sets, which is the essence of the programmed learning method underlying CAI technology.

Computer-based learning differs from the previous technology in that if it is possible to use a wide variety of technological means (including traditional ones - textbooks, audio and video recordings, etc.), then here it is supposed to use mainly software tools that provide effective independent work of trainees.

Computer-based learning implies all kinds of forms of knowledge transfer to the student (with and without the participation of a teacher) and, in essence, intersects with the above.

Computer-assisted assessment can also be an independent learning technology, but in practice it is an integral element in others, since knowledge transfer technologies are also required to have a special system for assessing the quality of knowledge assimilation. Such a system cannot be independent of the content of the discipline being studied and the methods used by the teacher in traditional teaching or implemented in the training program.

Computer communications, providing both the process of knowledge transfer, and feedback, obviously, are an integral part of all the above technologies when it comes to the use of local, regional and other computer networks. Computer communications determine the possibilities of the information educational environment of a particular educational institution, city, region, country.

Astakhova E.V. uses the term "new information technology" in the meaning corresponding to the concept of information and communication technology we have considered - information technology that uses computers and telecommunications. The author distinguishes the following types of new information technologies:

1. Technology of databases and DBMS.

2. Technology of knowledge bases (accumulation, structuring and storage of knowledge from various fields).

3. Technologies of e-mail and telecommunications access to information remote from the user or its carrier.

4. Technology of a computerized teamwork office.

5. Technologies for using integrated application packages (MathCAD, AutoCAD).

6. Hypertext technologies.

7. Technologies of multimedia and hypermedia.

8. Technology of computer graphics and visualization (3D-Studio, Flash).

4. Software educational information and communication technologies

information communication technology education

Systematic research in the field of application of information and communication technologies in education has been conducted for more than forty years. The education system has always been very open to the introduction of information and communication technologies into the educational process, based on software products of the widest range. Various software systems are successfully used in educational institutions - both relatively affordable (text and graphic editors, tools for working with tables and preparing computer presentations), and complex, sometimes highly specialized (programming and database management systems, packages of symbolic mathematics and statistical processing) .

Zakharova I.V. identifies the following categories of educational information technology software for learning:

* teaching, controlling and training systems,

* systems for information search,

* modeling programs,

* microworlds,

* cognitive tools,

* tools of a universal nature,

* tools for communication. Tools are understood as programs that provide the ability to create new electronic resources: files of various formats, databases, program modules, individual programs and software systems. Such tools can be subject-oriented, or they can be practically independent of the specifics of specific tasks and areas of application.

Let us consider in more detail those types of software that will be used primarily for the implementation of educational information and communication technologies.

1) Systems for information retrieval. Systems for information retrieval, or information retrieval systems, have long been used in various fields of activity. But for education, this is still a fairly new kind of software. At the same time, modern requirements for information competence require a high level of knowledge in the field of searching, structuring and storing information. Teachers can use themselves, as well as offer students various information retrieval systems: reference legal systems (“Garant”, “Code”, “Consultant Plus”), electronic catalogs of libraries, search engines on the Internet (Yandex, Google, Yahoo), information -search systems of scientific and technical information centers, etc. Finally, electronic dictionaries and encyclopedias, hypertext and hypermedia systems are also systems for information retrieval, while simultaneously performing the functions of an automated learning system.

2) Tools for communication. A new impetus to the informatization of education is given by the development of information telecommunication networks. The global Internet provides access to gigantic volumes of information stored in various parts of our planet. Many experts view Internet technology as a revolutionary breakthrough, surpassing in its significance the appearance of a personal computer.

Computer communication tools include several forms: e-mail, electronic conferencing, videoconferencing, Internet. These tools allow educators and students to share information, collaborate on common problems, post ideas or comments, and participate in problem solving and discussion.

Email(e-mail) is an asynchronous communication environment, which means that in order to receive a message, it is not necessary to coordinate the time and place of receipt with the sender, and vice versa. E-mail can be used both for communication between two subscribers, and for connecting one or many recipients. It is advisable to use these features of her work to establish feedback between teachers or training programs and one or more students, regardless of their physical location. E-mail is also widely used for coordination and feedback in distance and open learning.

It should be noted that the educational opportunities of electronic mail (e-mail) are the most accessible of all information and telecommunication technologies and at the same time the most underestimated. Special email programs are based on similar principles, and, accordingly, no serious professional training is required to use e-mail. E-mail has very wide possibilities for improving the quality of the educational process. This is both a means of additional support for educational and cognitive activity, which provides excellent opportunities for students to communicate with the teacher and with each other (moreover, confidential communication), and a means of managing the educational process.

If possible, it is desirable to integrate access to e-mail into training programs so that the student has the opportunity, if not to receive advice, then at least to ask his teacher a question in case of difficulties or express his opinion about the work of the program.

The use of e-mail allows you to increase the efficiency of teachers. In work with a large flow of trainees, this can manifest itself to a greater extent if discussion of questions sent by e-mail, in virtual seminars or working groups specially organized for this purpose, is organized. Here it is necessary to take into account the fact that not every student will voluntarily engage in this type of educational work and, accordingly, a specific incentive system is required.

In conclusion, we note that of the listed types of resources, it is e-mail that should become an indispensable tool for every teacher. In an educational institution, it can be provided without access to the Internet, within the framework of local network. Its simplicity, "harmlessness" in comparison with other resources, the highest opportunities for both individualization of work with students and the organization of their collective activities, allow us to call this technology a mandatory IT for a modern educational institution.

Electronic conferencing is an asynchronous communication environment that, like e-mail, can be used for fruitful cooperation between students and teachers, being users of a kind of structured forum where you can express your opinion in writing, ask a question and read the remarks of other participants. Participation in thematic electronic conferences of the Internet is very fruitful for the self-education of teachers and students. Electronic conferences can also be organized within the local network of a particular educational institution for seminars, long discussions, etc. sound, animations) make these virtual workshops very effective.

Video conferencing - unlike the previous form, it is synchronous in nature, when participants interact in real time. Here, one-on-one communication (consultation), one-to-many (lecture), many-to-many (teleconference) communication is possible.

This communication technology is currently used mainly in higher education institutions with an extensive network of branches. The main obstacle to widespread use is expensive equipment, which is not always available in local training centers (branches) of the parent educational institution.

Internet technologies. The following Internet technologies are usually referred to as basic ones:

WWW (eng. World Wide Web - World Wide Web) - technology of work in a network with hypertexts;

FTP (English File Transfer Protocol - file transfer protocol) - technology for transferring files of arbitrary format over a network;

IRC (Internet Relay Chat - turn-by-turn network conversation, chat) is a real-time negotiation technology that makes it possible to talk with other people over the network in a direct dialogue mode;

ICQ (eng. I seek you - I'm looking for you, can be written with the three indicated letters) is a one-on-one negotiation technology in synchronous mode.

The specificity of Internet technologies lies in the fact that they provide both students and teachers with a huge opportunity to choose the sources of information needed in the educational process:

* basic information hosted on Web and FTP servers of the network;

* operational information systematically sent to the customer by e-mail in accordance with the selected mailing list;

* various databases of leading libraries, information, scientific and educational centers, museums;

* information about CDs, video and audio cassettes, books and magazines distributed through Internet-shops.

Telecommunications, including e-mail, global, regional and local communication and data exchange networks, open up the widest possibilities for students and teachers: prompt transmission of information of any volume and type over any distance; interactivity and prompt feedback; access to various sources of information; organization of joint telecommunication projects; request for information on any issue of interest through the system of electronic conferences.

The main requirement that must be observed for software tools focused on the use in the educational process is the ease and naturalness with which the student can interact with educational materials. The corresponding characteristics and requirements for programs are usually denoted by the abbreviation HCI (English Human - Computer Interface - human-computer interface). This literal translation can be understood as "computer programs, the dialogue with which is human-oriented".

Information and communication technologies allow collecting, processing, storing, distributing, displaying various kinds of information and using electronic means of communication to interact with people who are geographically distant from each other. For the professional interaction of teachers in the network, knowledge, skills and abilities of using ICT in pedagogical activity. However, the professional training of teaching staff should not be limited only to teaching information and communication technologies, but also to teaching modern pedagogical technologies (learner-centered learning, project method, learning in small groups, etc.). These technologies complement each other: through modern pedagogical technologies to modern teaching aids - ICT and vice versa.

Questions and tasks

1. What concepts are based on the concept of information and communication technology? What are its key characteristics?

2. What are the main goals of using information and communication technologies in education?

3. Give examples of information and communication technologies used in education. Give brief description every kind.

4. What are the pros and cons of participating in a virtual workshop compared to taking part in a traditional session?

5. What software tools of information and communication technologies are responsible for the "communication" component?

6. Why is email said to create an asynchronous learning environment?

7. How can the use of ICT change the nature of the educational process?

8. How can the use of ICT enable each student to implement an individual educational trajectory?

Bibliography

1. Astakhova, E. V. Information and communication technologies: tutorial in 3 hours / E. V. Astakhova; Alt. state tech. un-t im. I. I. Polzunova. - Barnaul, 2010. - Part 1. Information Security. - 82 p.

2. Vladimirova, L.P., Modern information - communication and pedagogical technologies in education,

3. Klokov, E. V., Denisov, A. V. Technology of project-based learning // School. - 2006. - No. 2. - With. 29-36

4. Kuznetsova T.Ya. Descriptor [Electronic resource]//RSL, 2004. Access mode: http://www.rsl.ru/pub.asp?bib=1&ch=4&n=3.

5. New pedagogical and information technologies in the education system / Ed. E. S. Polat. - Moscow, 2010.

6. Polat E.S., Bukharkina M.Yu., Moiseeva M.V., Petrov A.E. New pedagogical and information technologies in the education system: Proc. allowance. - M., 2001.

7. Robert I. V. Modern information technologies in education. - M., 1994.

Hosted on Allbest.ru

Similar Documents

Information and communication technologies in elementary school as a means of improving the quality of education. The possibilities of using information and communication technologies for teaching and interactive whiteboards in the lessons of the aesthetic cycle of elementary school.

term paper, added 04/20/2016


Information technologies in education. Educational services of the Internet. The use of computer technologies in education based on the MS OFFIS package. Comparative analysis of teaching approaches office programs. Development of software tools.

term paper, added 12/16/2008


The concept and essence of cognitive activity. Information and communication technologies and their classification. The practice of using information and communication technologies as a means of developing the cognitive activity of schoolchildren in mathematics lessons.

thesis, added 09/24/2017


The use of information and communication technologies in the educational process (elementary school). Expediency of computerization of children's educational institutions. Education of information culture in educational institutions.

thesis, added 20.09.2008


Ways of entry of the domestic education system into the world information and educational environment. Computerization of school education. Educational software. Computer network Internet and its use for educational purposes.

abstract, added 05/28/2009


Technologies for conducting collective creative affairs. The value of information and communication technology for the professional growth of teachers. Experimental work on the use of information and communication technologies in elementary school.

term paper, added 09/11/2013


Information and analytical support of the school. Characteristics of technological processes for collecting, transmitting, processing and issuing information. Modern information and communication technologies and their impact on the development of new opportunities in school management.

practice report, added 05/25/2014


Theoretical foundations for the use of information technology in education. Ways of informatization of the learning process. Experimental work to substantiate the effectiveness of the use of information technology in the educational process.

term paper, added 07/02/2015


The use of information and communication technologies (ICT) in the work of a speech therapist. The principle of adaptability: the adaptation of the computer to the individual characteristics of the child. Interactivity and interactive nature of learning as an advantage of using ICT.

abstract, added 08/20/2015


The concept of "preschool education", its role and goals in education. Review of models of preschool education. The specifics of the process of informatization in institutions of preschool education. Introduction of information and communication technologies in preschool education.

Tatyana Yakshimbetova
Information and communication technologies in the educational process of preschool educational institutions

One of the priority areas informatization process modern society is informatization of education - the process of providing education methodology and practice for the development and optimal use of modern information technologies, focused on the implementation of the psychological and pedagogical goals of training, education. System education makes new demands on the upbringing and education of the younger generation, the introduction of new approaches that should not contribute to the replacement of traditional methods, but to expand their capabilities.

Informatization of preschool education is a complex, multifaceted, resource-intensive process, in which both children, and teachers, and the administration of the preschool educational institution participate.

This and the creation of a single information educational space preschool educational institution; and use information technologies in the educational process; and development of integrated classes; and project activities; And active use the Internet in education.

Informatization of preschool education opens up new opportunities for teachers for the widespread introduction into pedagogical practice of new methodological developments aimed at intensifying and implementing innovative ideas of educational educational process.

Application information and communication technologies in preschool education is becoming more and more relevant, as it allows multimedia, in the most accessible and attractive, playful form, to achieve a new quality of knowledge, develops the logical thinking of children, enhances the creative component of educational work, contributing as much as possible to improving the quality education among preschoolers.

The use of ICT does not provide for teaching children the basics informatics and computer engineering. This before Total:

transformation subject-developing environment

Expanding the possibility of knowing the world around

Using the new visibility

Use of ICT in preschool

as an OOP maintainer

as a means of interactive learning

Development of a system with the inclusion of ICT

as a means of interaction with society

as a means of interaction with the families of pupils

Activities

Work with children

Working with parents

Work on self-education

Importance of using ICT

Unlike conventional technical means of education information and communication technologies allow not only to saturate the child with a large number of ready-made, strictly selected corresponding way organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge. For today information Technology significantly expand the opportunities of parents, educators and professionals in the field of early learning. Possibilities of use modern computer allow the most complete and successful implementation of the development of the child's abilities.

Ever since the first time a child sat down at a computer monitor, there has been a debate about the benefits and harms of early teaching children games according to certain rules and basics of computer literacy.

Arguments "behind"

provide a person-centered approach

contributes to the intellectual growth of the child;

early development of the so-called "sign function of consciousness";

voluntary memory and attention are improved;

cognitive motivation is formed;

motor coordination and coordination of the joint activity of the visual and motor analyzers.

ability to independently acquire new knowledge

development of voluntary motor skills of the fingers

Arguments "against"

impact electromagnetic radiation monitor;

sitting position for a long time;

and as a result of this - the appearance of fatigue,

neuro-emotional stress

Applications of ICT for development preschoolers:

1. Using the global Internet

Contemporary education it is difficult to imagine without the resources of the Internet. The Internet has enormous potential educational services. E-mail, search engines, electronic conferences are becoming an integral part of the modern education. On the Internet you can find information on problems of early education and development, about innovative schools and kindergartens, foreign institutes of early development, to establish contacts with leading experts in the field education. Therefore, in recent years, there has been a massive introduction of the Internet not only in school, but also in preschool. education. The number is increasing information resources in all areas of education and development of children.

The use of Internet resources allows you to make educational process for preschoolers is informative, spectacular, comfortable. informational- methodological support in the form of electronic resources can be used during the preparation of the teacher for classes, for example, to study new methods, when selecting visual aids for GCD

2. Using a computer to keep records

A computer can provide an invaluable service to educators and “advanced” parents in compiling all kinds of action plans with the help of organizer programs, keeping an individual diary of a child, recording various data about him, test results, building graphs, and generally monitoring the dynamics of a child’s development. This can be done manually, but the time costs are not comparable.

3. Use of developing computer programs

The computer can enter a child's life through play. The game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impression, displayed in the social form of game modes of action, game signs that acquire significance in the semantic field of games. The child discovers the ability to endow neutral (up to a certain level) object as a game value in the semantic field of the game. It is this ability that is the main psychological basis for introducing a computer into the game of a preschooler as a game tool.

Benefits of using computer:

presentation information on the computer screen in a playful way is of great interest to children;

carries figurative type of information understandable to preschoolers;

movements, sound, animation attracts the attention of the child for a long time;

allows you to simulate such life situations that cannot be seen in everyday life

problematic tasks, encouraging the child with their correct solution by the computer itself are a stimulus for the cognitive activity of children;

V process by his activities at the computer, the preschooler gains self-confidence, that he can do a lot;

4. Use of multimedia presentations

The most effective form of organization of work with a computer in kindergarten– conducting media classes using multimedia presentations.

Multimedia presentations, which are built taking into account the age characteristics of preschoolers, with the inclusion of entertaining questions, games, colorful animated slides, are excellent helpers in conducting GCD. They make it possible to optimize the pedagogical process, individualize the education of children with different levels of cognitive development and significantly increase the effectiveness of psychological and pedagogical activities.

Multimedia presentations are a convenient and effective way to present information using computer programs. It combines dynamics, sound and image, i.e., those factors that hold the child's attention for the longest time.

The basis of any modern presentation– relief process visual perception and memory information through vivid images. Forms and place of use of the presentation (or even its individual slide) in the lesson depend, of course, on the content of this lesson and the goal set by the teacher.

The use of computer slide presentations in process teaching children has the following dignity:

the implementation of polysensory perception of the material; - the possibility of demonstrating various objects using a multimedia projector and a projection screen in a multiply enlarged form;

combining audio, video and animation effects into a single presentation helps to compensate for the volume information received by children from educational literature;

the possibility of demonstrating objects that are more accessible for perception to a intact sensory system;

activation of visual functions, visual abilities of the child; - computer presentation slide films are convenient to use for output information in the form of printouts in large print on a printer as a handout for classes with preschoolers.

Each presentation can include not only slides with pictures and text, but also clips, recordings of the speech of the teacher conducting GCD, cartoons, etc.

The use of new unusual methods of explanation and consolidation, especially in a playful way, increases the involuntary attention of children, helps to develop arbitrary. Due to the high dynamics, the material is effectively assimilated, memory is trained, vocabulary is actively replenished, and imagination and creativity.

Mastering the skills of creating presentations, the teacher gradually enters the world of modern technologies. It is also possible to completely build the course directly - educational activities on the slide, which saves time, facilitates the use of material for the development of verbal-logical thinking, like crosswords or puzzles.

Modern society - Information society, developing on the basis of the use of new information technologies

So way, informatization of education opens up new ways and means of pedagogical work for educators.

In conclusion, I would like to say that the use of computer technologies in the activities of the teacher, the preschool educational institution allows you to introduce innovative processes in preschool education to improve all levels of management in the field of education expanding access to information resources, helps develop computer skills and increase creativity and imagination.

Information and communication technologies (ICT) - a set of technologies that ensure the recording of information, its processing and information exchanges (transmission, distribution, disclosure).

Information technologies are methods and means of obtaining, transforming, transmitting, storing and using information.

At the end of XX - beginning of XXI centuries. In the world around us, there have been positive trends in the spread of information and communication technologies. The rapid development of information technology, the convergence of computer systems, various types of communications, the entertainment industry, and the production of consumer electronics lead to the need to reconsider ideas about the information industry, its role and place in society. Many countries are now adopting new laws, restructuring the activities of state bodies responsible for the formation and implementation of information and telecommunications policy. The state information policy refers to the regulatory activities of state bodies aimed at developing the information sphere of society, which covers not only telecommunications, Information Systems or mass media, but the whole set of productions and relations associated with the creation, storage, processing, demonstration, transmission of information in all its forms - business, entertainment, scientific and educational, news, etc. Such an expansive interpretation information policy seems justified today, since digital information and the latest telecommunications and computer technologies are intensively blurring the barriers between various sectors of the information industry.

Information and communication technologies (ICT) include all types of technologies used to process information. From the end of the 70s, they began to be identified, first of all, with computer technology for processing information. ICT makes it possible to represent any kind of information - numbers, texts, sound, images - in a digital format suitable for storage and processing on a computer. The ability to transfer information from computer to computer using Internet technologies provides access for any user to the global information space. Information technologies are used for large data processing systems, personal computer computing, science and education, management, computer-aided design and creation of artificial intelligence systems. Information technologies are modern technological systems of great strategic importance (political, defense, economic, social and cultural).

Many modern philosophers recognize the need to expand the scope of philosophical concepts, taking into account, recognizing, and including in the sphere of philosophical worldview the impact on society and a person of modern computer technologies. The terms used in our modern life and require reflection from the standpoint of philosophy, are informatization, computerization, " a virtual reality and "social virtual reality". It is necessary to expand the scope of the concepts of "communications", "network", "network organization" on the basis of newly emerging features of world development.

ICT refers not only to the field of high-tech processes and biotechnology, but also to the field of linguistics, economics, education, thus influencing our life in general.

The problem of informatization of society is often considered mainly as a technological one. Indeed, its material basis is the widespread transition to paperless informatics, when the bulk of the data circulating in society will be stored and processed in computer systems and transmitted via automated satellite or cable communication channels, connected individual computers and workstations into information networks, providing access to databases located almost anywhere in the world.

This approach is based on a number of fundamental inventions and discoveries: personal computers, optical discs for tens and hundreds of gigabytes, allowing in a compact form to store the contents of entire libraries, fiber optic communication channels, video text communication systems, methods of presenting data and knowledge. All this technology provides the possibility of creating in the near future a highly automated information environment that allows access to any knowledge provided in the form of information. In fact, this means that the information environment provides a global solution to the problem of access to knowledge obtained at any time in any place. Already from this it follows that the problem of informatization is not purely technical, but to a large extent socio-cultural.

It is changing radically, and the flow of information will continue to change. Thinking, consciousness, activity, interpersonal and group relations, which are formed in the conditions of an information-rich environment, are qualitatively transformed. A generation growing up in close association with computers, electronic games, mobile communications, differs in worldview in psychological, moral and spiritual terms. It is not only about computer skills, but also about changes in fundamental spiritual and cultural structures, concepts and ideas. The outside world is organized differently, intellectual abilities develop not only faster and more diversified, but also in a different socio-temporal dimension. But the following should be noted: modern technologies bring into the world ever-growing volumes of information, and many intellectual achievements practically do not depend on information. Here, again, the problem of the relationship between information and knowledge arises.

The development of an automated information environment leads to radical changes in the socio-economic structure of society. As a result of these changes, the economic activity associated with the receipt and processing of information now plays an important role more than ever in the economy of large Western cities and countries, allowing them to be characterized as "informational". Corresponding changes have taken place in the labor market: according to experts, 60-70% of new jobs in developed countries today are associated with one form or another of information processing. Information and communication technologies are now central to the renewal and restructuring of all activities that together form the essence of the city and the country: production, transport, buyer-seller systems and their support services, as well as the entertainment and entertainment industry, mass media information, education, city management, public services, utilities, political, social and cultural life.

Computerization refers to the process of informatization based on the use of modern computer technologies. The concept of "informatization" is undoubtedly wider than the concept of "computerization". The concept of "computerization" is derived from the concept of "informatization".

The computerization of all spheres of social activity and everyday life of a person is the most impressive phenomenon of the last quarter of the 20th century. In the most economically developed countries - the USA, Germany, Great Britain, Japan, the number of computers per thousand inhabitants reached by the 90s. 20th century level 250-400 units. This level, of course, is inferior to the indicators of such equipment of the 20th century as a car (1.5 times on average) and a TV set (2 times), but the rate of distribution of computers is much higher. Approximately 25 years have passed since the appearance of the personal computer on the mass market. To reach the same level of prevalence that the computer has today, it took the TV about forty years, and the car about seventy. information communication economic society

In addition to quantitative growth, any analyst is greatly impressed by the growth in the number of functions - ways of using computer technology. From a computer, now called a half-forgotten abbreviation of the computer, the computer has become a universal device that can equally well serve as a professional tool for a scientist, engineer, businessman, lawyer, doctor, etc., or a means of education, everyday communication, entertainment. The exchange of information has been simplified and accelerated many times over, and on an international scale.

The task of presenting information in computer systems is solved at three levels. The first level is conditionally called technical. At this level, a complex functional architecture is implemented, speed, memory, etc. are provided, that is, everything that ensures operability and the ability to solve various complex problems. The second level is considered software. At this level, the creation of programs, a link between computer circuits and a person, is ensured. The third level is called conceptual, and, according to A. I. Rakitov, from the point of view of philosophy, it is the most important. At this level, the main theoretical concepts and scenarios are developed, a system of value orientations and ideals is provided, and, ultimately, the strategic line of behavior of users and programmers, the direction of their activities, is manifested. Software developers act as ideologists at this hierarchical level, the main influence on the development of information representation is exerted by operating system developers.

Personal computers, workstations and various network equipment are the main means of access to information and telecommunications services. The main requirement for the mass user to the means of access is the flexibility and the possibility of hardware and software upgrades. It is these indicators that are the main characteristics of computers used to access the information and communication infrastructure.

The computer is in many ways a unique invention, because if all previous devices and mechanisms made it possible to replace or enhance the work of a person’s arms or legs, then the computer greatly facilitates, and, according to Yu. V. Shishkov, partly replaces the work of the brain. Computing power has doubled every 18 months since 1980, and as can be foreseen, this trend will continue until 2010, when the physical limits of silicon miniaturization will be reached, but even this will not be the end of this line of development, as other materials and developments appear. . In practice, this means that in 10 years the computing power of today's personal computer will be concentrated in mobile phone And wrist watch. By 2020, computers will be ten times more powerful than they are today and will be able to efficiently process 3D images as well as recognize voice.

An important result of the development of computer technology is not only the characteristics of the speed of computers (for 2002, the limit of this indicator drifts towards the speed of calculation - 10 arithmetic operations per second), but the digitization of gigantic arrays of analog information previously accumulated by mankind. The total amount of information translated into digital over the past half century is estimated at 10 terabytes (1 terabyte is 10 bytes; for comparison: the information capacity of the legendary Library of Alexandria, which contained 532,800 scrolls (books), was approximately 10 bits; 1 byte = 8 bits ). In other words, a digital copy of the real world of a sufficiently high degree of accuracy is possible. And if the purely technological aspects of such a total digitization of information are more or less obvious to specialists, then its social and psychological consequences are less studied.

Let us consider only some examples of the professional use of ICT.

Document preparation technologies. Any business area is associated with the preparation of various documentation: reporting, scientific, reference, accompanying, financial, etc. Today, the preparation of a document of any complexity is unthinkable without the use of a computer.

To prepare text documents, word processors are used, which have gone the way of development from the simplest editors that do not even allow formatting text to word processors that allow you to create documents that include not only text, but also tables and figures. Information technologies related to the creation of text documents are widely used in the printing industry. Publishing systems (for example, Page Maker) have become widespread there, allowing you to create layouts for printed publications (newspapers, magazines, books).

Spreadsheets have played an important role in automating the preparation of financial documents. The first spreadsheet, called VisiCalc (Visible Calculator - “visible calculator”), created by Daniel Bricklin, appeared in 1979. In fact, in the 1980s, spreadsheets were the leading category of software. And now they are widely used.

Currently, accounting systems (1C-accounting, etc.) are increasingly used in the financial sector. Their widespread use is explained by the fact that with the help of such a system it is possible not only to make financial calculations, but also to receive paper and electronic copies of documents such as financial statements, payroll, etc. Electronic copies can be sent using network technologies to an auditing organization, for example, to the tax office.

For the preparation of scientific documents containing mathematical calculations, mathematical software packages (MathCAD, Marle, etc.) are used. Modern mathematical packages allow you to create documents that combine text with mathematical calculations and drawings. With the help of such a document, you can get the results of calculations for different initial data by changing them directly in the text of the document. Most of the mathematical systems used today were created back in the mid-80s of the last century, i.e., along with the advent of personal computers. New versions of these systems include new features, such as the use of network technologies: organizing access to Internet resources while working in a mathematical package environment.

ICT in enterprise management. The efficiency of the company (production, trade, financial, etc.) depends on how the storage, collection, exchange, processing and protection of information is organized. To solve these problems, more than twenty years ago, automated control systems (ACS) began to be introduced.

At present, there have been big changes in this area. The classical ACS includes an information collection system, a database, a system for processing and analyzing information, and a system for generating output information. The information processing and analysis block is central. His work is based on the economic and mathematical model of the enterprise. It solves the problems of predicting the company's activities on the basis of financial and accounting calculations, responding to unforeseen situations, i.e., assists in making management decisions.

As a rule, automated control systems operate on the basis of the local network of the enterprise, which ensures efficiency and flexibility in decision-making. With the development of global networks, the Intranet communication technology appeared, which is called the corporate web. Intranet provides information interaction between individual employees and divisions of the company, as well as its distant external partners. Intranet helps to maintain operational communication between the central office and commercial representative offices of the company, which are usually located far from each other.

ICT in project activities. Informatization has produced another important technology - computer-aided design (CAD) systems.

Design includes the creation of sketches, drawings, the production of economic and technical calculations, work with documentation.

There are two types of CAD systems: drawing and specialized. Drawing CAD systems are universal and allow you to perform complex drawings in any field of technical design (AutoCad). Specialized CAD, for example, for the design of residential buildings, contains in the database all the necessary information about building materials, standard building structures, foundations. The design engineer creates drawings, makes technical and economic calculations using such systems. This increases the productivity of the designer, the quality of drawings and design work.

Geoinformation systems. Geographic information systems (GIS) store data linked to a geographical map of the area (district, city, country). For example, a municipal GIS contains in its databases the information necessary for all services that support the life of the city: city authorities, power engineers, signalmen, medical services, police, fire service, etc. All this heterogeneous information is linked to the city map. The use of GIS helps the relevant services respond quickly to emergency situations: natural disasters, environmental disasters, technological accidents, etc.

ICT in education. In our time, the level of development of the country, the quality of life of its population significantly depends on the level of education of people. Requirements for the quality of education are constantly growing. The old, traditional teaching methods no longer keep up with these demands. There is an obvious contradiction. The use of ICT in education can help to resolve this contradiction.

Learning technologies have changed little over the past 100 years. For the time being, the method of collective learning is mainly used. Not always this way of teaching gives good results. The reason lies in the different levels of ability of different students. Teachers are well aware of the need for an individual approach in working with students. The solution to this problem can be helped by the use in the learning process special programs(training, controlling, training, etc.), which are part of the electronic textbook.

Learning is the process of gaining knowledge. The traditional source of knowledge - the textbook is limited in its information capabilities. Students at any level of education have always needed additional sources information: libraries, museums, archives, etc. In this respect, residents of large cities are in more favorable conditions than rural residents. Here we can talk about the existence of information inequality. The widespread use of Internet information resources in teaching will help to solve this problem. In particular, specialized portals of educational information.

Another problem of the education system is associated with unequal opportunities to receive quality education due to geographical remoteness from educational centers. For example, it is problematic for a resident of Yakutia to obtain a diploma from a prestigious Moscow university. In solving this problem, a new form of education comes to the rescue - distance education, the implementation of which became possible thanks to the development of computer networks.

Distance education is replacing the old form of correspondence education, in which all information exchange took place in writing through the postal service. Online distance education allows real-time learning. Trainees can not only read educational material, but also see and hear lectures by prominent scientists, take exams in direct contact with the examiner.