Information computer technology and information communication technology. Information and communication technology

Compiled by: Gamzaeva Ashura Rabadanovna teacher of technology, MCOU "Pervomayskaya secondary school" of the Kizlyar region, Republic of Dagestan.

Report on the issue:

« Application of information and communication technologies (ICT) in technology lessons . »

The use of information and communication technologies opens up new opportunities for teachers in teaching their subject, improves the effectiveness of learning, the intellectual level of students, instills self-study skills, self-organization, and facilitates the solution of practical problems. The teacher had the opportunity to increase the visibility in the teaching process. The use of computer technology in the classroom allows you to make each lesson unconventional, bright, rich, easy to remember.

The goals of using information technology in the lesson:

make the lesson modern (in terms of the use of technical means);

to bring the lesson closer to the worldview of a modern child, since he looks and listens more than reads and speaks; prefers to use information obtained with the help of technical means;

establish a relationship of understanding, mutual assistance between teacher and student;

to help the teacher in the opportunity to present material emotionally and figuratively.

Currently, the use of modern educational technologies, including information and communication technologies, ensuring the personal development of a child by reducing the share of reproductive activity in the educational process, can be considered as a key condition for improving the quality of education, reducing the workload of students, and more efficient use of study time.

The use of ICT in technology lessons allows you to diversify the forms of work, the activities of students, activate attention, and increase the creative potential of the individual. The construction of diagrams, tables in the presentation allows you to save time, to design the material more aesthetically. Use of illustrations, drawings, etc. foster interest in the lesson; make the lesson interesting. In technology lessons, the use of ICT allows the use of a variety of illustrative, informational material.

With the help of a multimedia project, slides and presentations created in Microsoft Power Point are demonstrated. The use of this technology allows:

Increase the level of visibility during training;

Revitalize the educational process, add elements of entertainment;

Save a lot of time in the lesson.

Schoolchildren enjoy working with a computer and are happy to get involved in activities. Stimulation of cognitive interests in schoolchildren is caused by the novelty of visual teaching aids.

The use of computers is effective at all stages of the pedagogical process: at the stages of presenting educational information, mastering educational material in the process of interactive interaction with a computer, repetition and consolidation of acquired knowledge and skills, intermediate and final control and self-control of the achieved learning outcomes. This approach allows you to customize the learning process.

Recent studies have shown that people assimilate 20% of what they hear, 30% of what they see and more than 50% of what they saw and heard at the same time. Therefore, the elements of ICT are very important and need to be introduced into the traditional lesson.

Competence of the modern teacheris a complex personal resource that provides an opportunity for effective interaction in the educational space and depends on the professional competencies required for this.

The use of ICT in technology lessons allows you to diversify the forms of work, the activities of students, activate attention, and increase the creative potential of the individual. Construction of diagrams, instructionalkart,tables in the presentation allows you to save time, make the material more aesthetically pleasing. Use of illustrations, drawings, etc. foster interest in the lesson; make the lesson interesting. In technology lessons, the use of ICT allows the use of a variety of illustrative, informational material. It is appropriate to use ICT in the study of individual topics and sections of the program of labor training technologies. This is due to the following factors:

1. This educational area provides, first of all, the formation and improvement of practical skills in the methods of materials processing, modeling and design. Consequently, more time should be devoted to practical activities of students in the lesson.

2. Insufficient number of multimedia discs in the school media library. The available discs have a narrow thematic focus and are not devoid of a number of advantages. Such as the professionalism of the work of programmers, beautiful graphics, contain good animation, multifunctional, etc. But for the most part they do not fit into the outline of this particular lesson of a particular teacher. With their help, it is impossible to achieve all the goals set by the teacher in the lesson.

All the work carried out during the lesson with all the notes and notes made on the board can be saved on a computer for later viewing and analysis, including in the form of a video. A teacher working with an interactive whiteboard can increase the level of perception of the material through a combination of different forms of information transfer - visual and audio. In the course of the lesson, he can use bright, multi-colored schemes and graphics, animation accompanied by sound, interactive elements that respond to the actions of a teacher or student. If necessary, if there are visually impaired students in the group, the teacher can enlarge one or another element depicted on the board. Visibility and interactivity are the main advantages of the interactive whiteboard. Interactive whiteboards correspond to the way of perceiving information, which differs in the new generation of schoolchildren, computers and mobile phones, which have a much higher need for testing, independent work).

Thus, new information technologies, applied methodically competently, increase the cognitive activity of students, which undoubtedly leads to an increase in the effectiveness of teaching.

Use of information and communication technologies (ICT) in the educational process contributes to:

Development of students' interest in the subject being studied;

Stimulating the activity and independence of students in the preparation of materials, in working with literature, extracurricular work;

Formation of teamwork skills when discussing problems;

Ensuring objective control of knowledge, the quality of assimilation of material by students.

Computers help to save time and make work more efficient: search for information, solve more problems (and reduce homework), analyze the results, use the graphics capabilities of a computer, help develop students' interest in the subject under study, stimulate cognitive and creative activity, and independence of students, the formation of communication skills, ensuring objective control of knowledge, the quality of the assimilation of material by students.

ICT has the following advantages:

improves the efficiency of visual clarity;

makes it possible to use visibility, both for frontal work and for individual activities;

the possibilities of visual and auditory perception are expanding (not only still images, but also animation and sound);

the Internet allows you to access additional information and, using it, diversify the types of tasks;

work with an electronic textbook allows you to more clearly organize the development, training and control of the material being studied;

makes it possible to develop the creative abilities of students, diversify their creative activities (creating presentations, projects, abstracts, etc.);

compactness of accumulation and storage of information;

mobility;

demonstration of hard-to-reach material (virtual laboratories, virtual excursions, etc.);

provides the broadest opportunities for self-testing at all stages of work;

fast processing of results;

promotes an increase in cognitive activity and motivation in the assimilation of knowledge due to a variety of forms of work;

independent work of students becomes controlled and managed;

ICT allows you to easily extend the experience of a teacher, your model of teaching a particular academic discipline to other teachers.

When presenting new material, the presentation becomes my assistant, because the material presented is partially shown on the slides, and I just have to supplement it, make my comments and clarifications to the most difficult moments and images.

The use of multimedia presentations in the educational process allows you to improve the quality of education, save time spent on methodological activities.

Presentations can be used when explaining new material, when repeating the passed material and when organizing the current control of knowledge (presentation-polls). Presentations-polls contain questions-tasks addressed to students, they may include materials that display key experiments of the passed topic or demonstrate the studied physical phenomenon. The question for the student is contained in the title of the slide, comments and explanations for the figures are given by the teacher during the presentation. Such presentation-surveys can be designed for a frontal oral survey of students or a frontal individual written survey (test work, written test work, independent work).

PSYCHOLOGICAL AND PEDAGOGICAL ASPECT

The use of multimedia products is relevant to topics; schools, as a rule, lack the necessary set of tables, diagrams, reproductions, illustrations. However, the expected effect can be achieved if certain requirements are met:

recognizability - compliance of the information provided;

dynamics - the demonstration time should be optimal. It is very important not to overdo it with the effects;

well-thought-out video sequence of images ;

optimal size - this applies not only to the minimum, but also to the maximum sizes, which can have a negative impact on the educational process, contribute to faster fatigue of students;

optimal number of displayed images on the screen. You should not get carried away with the number of slides, photos, etc., which distract students and prevent them from focusing on the main thing.

CONCLUSION

It is indisputable that in a modern school a computer does not solve all problems; it remains only a multifunctional technical means of teaching. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each student a certain stock of knowledge, but, first of all, to create conditions for the manifestation of students' cognitive activity. But information technologies, in conjunction with correctly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of teaching and upbringing.

Literature:

1.Fridman L.N. Visibility and modeling in teaching - M .: Education, 1984.

2.Babansky Yu.K. How to optimize the learning process. -M .: Education, 1998.

3.Matyushkin A.M. Problem situations in thinking and learning. -M .: Education, 1982.

4.Pikasisty P.I. Independent cognitive activity of schoolchildren in learning -M .: Education, 1990.

as amended on 03/11/2019

What is KVR 242 and 244?

Description of KVR 242 and 244 is contained in the Procedure, approved. by order of the Ministry of Finance of Russia dated 06/08/2018 No. 132n (hereinafter - Order No. 132n):

KVR 242 "Purchase of goods, works, services in the field of information and communication technologies" (clauses 51.2.4.2 clause 51 of Procedure No. 132n)

For this type of expenditure, the expenditures of the federal budget and the budgets of state extra-budgetary funds of the Russian Federation for the implementation of measures for the creation, taking into account trial operation, development, modernization, operation of state information systems and information and communication infrastructure, as well as costs for the use of information and communication technologies are subject to reflection. in the activities of federal state bodies, including those under their jurisdiction of federal state treasury institutions, and governing bodies of state extra-budgetary funds of the Russian Federation.

Also, this type of expenditure reflects the expenditures of the budget of the constituent entity of the Russian Federation, the budget of the territorial state extra-budgetary fund, the local budget for the implementation of informatization measures, in terms of regional (municipal) information systems and information and communication infrastructure, if a decision is made by the financial body of the constituent entity of the Russian Federation ( municipal formation) on the application of the type of expenses 242 "Purchase of goods, works, services in the field of information and communication technologies."

244 "Other procurement of goods, works and services" (clause 51.2.4.4 clause 51 of Procedure No. 132n)

This CWR includes, in particular, the purchase of goods, works, services in the field of information and communication technologies for the needs of the constituent entities of the Russian Federation (municipalities), governing bodies of territorial state non-budgetary funds, unless otherwise established by an act of the financial body of the constituent entity of the Russian Federation (municipal formation ), as well as the costs of state (municipal) budgetary and autonomous institutions for similar purchases.

What are the ICT costs?

I. Efremov

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

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

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

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

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

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

Download:

Preview:

Information and communication technologies

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

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

The power of reason is infinite.

I. Efremov

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Didactic materialpresented in a computer version solves several problems:

increases the productivity of teachers and students in the classroom;

increases the use of clarity in the lesson;

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

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

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

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

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

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

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

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

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

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

The use of computer technology allows:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

As a form of homework check;

As a way to create a problem situation;

As a way to explain new material;

As a form of consolidation of what has been learned;

As a way to test knowledge during the lesson.

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

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

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

ICT-based pedagogical lesson design

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

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

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

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

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

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

Let's define a few more terms.

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

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

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

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

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

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

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

Cooking Slide tutorial episodeand treating it asdidactic unit, the developer must clearly understand

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

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

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

Recognizability visibility, which must correspond to the presented written or oral information
Dynamics presentation of clarity. Demonstration time should be optimal, and correspond to the educational information being studied at the moment. It is very important not to overdo it with effects.
Thoughtful algorithm video sequence images. Let us recall the lessons where the teacher closed (turned over) prepared visual aids in order to present them at the necessary moment. It was extremely inconvenient, it took the teacher's time, and the pace of the lesson was lost. Multimedia tools provide the teacher with the ability to present the desired image with an instantaneous precision. It is enough for the teacher to think over in detail the sequence of presentation of images on the screen so that the teaching effect is as large as possible.
Optimal sizeclarity. Moreover, this applies not only to the minimum, but also to the maximum sizes, which can also have a negative impact on the educational process, contribute to faster fatigue of students. The teacher should be aware that the optimal image size on the monitor screen is by no means the optimal image size for the large projector screen.
Optimal amount presented images on the screen. You should not get carried away with the number of slides, photos, etc., which distract students, do not allow them to focus on the main thing.

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

structure;
volume;
format.

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

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

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

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

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

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

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

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

noise effect;
sound illustration;
soundtrack.

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

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

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

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

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

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

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

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

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

The main directions of using computer technology in the classroom

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Typology of Literature Lessons with Multimedia Support

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

Lessons-lectures

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

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

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

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

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

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

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

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

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

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

Generalizing lessons

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

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

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

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

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

Ability to work in a group;

Ability to find information in various sources;

Communicative competence;

Awareness of the usefulness of the acquired knowledge and skills.

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

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

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

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

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

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

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

2. Awareness of the creative interdependence of group members.

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

4. Intense creative communication between students.

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

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

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

ICT allows for an integrative approach to learning.

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

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

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

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

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

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

Independent search, creative work of students

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

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

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

Literature

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

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

Galina Sergeevna Nikulina, teacher of Russian language and literature Page

Nowadays, whether we like it or not, we all live in an information society. At the same time, the opportunities that are now opening up are very poorly used. Our task is to "deploy" the information society towards the needs that people who live in our country have. First of all, among young people receiving education, scientists, researchers, teachers, educators. We must teach people from childhood and at all stages of the educational process not to be afraid of this information, teach how to use it, work with it and properly dispose of it.

Informatization of education and science is part of a global process. Information and communication technologies are recognized all over the world as the key technologies of the 21st century, which for the coming decades will be the key to the economic growth of the state and the main engine of scientific and technological progress.

In early 2009, the first meeting of the Council for the Development of the Information Society under the President of Russia took place in the Kremlin. The decree on its creation was signed in November 2008. Opening the meeting, Dmitry Medvedev stressed that no progress and modernization are possible without IT: “this applies to the scientific and technical sphere, and the actual governance issues and even the issues of strengthening democracy in the country.” Speaking about the development of information technologies in the social sphere, Medvedev D.A. emphasized his own: “... it is very important to learn how to use all new technologies. This is the number one task not only for students, but also for teachers - all retraining should be focused on the use of modern technologies. "

What ICT-based projects can be

Distance learning;
Virtual communication;
Networked Economy and Education;
Ample opportunities for self-education;
A large amount of easily accessible information.

The Russian education system faces a number of important problems, among which should be highlighted:

the need to improve the quality and ensure equal opportunities for access to educational resources and services for all categories of citizens, regardless of their place of residence, ethnicity and religious beliefs;
creation of an information environment that meets the needs of all strata of society in obtaining a wide range of educational services, as well as the formation of mechanisms and necessary conditions for the implementation of the achievements of information technology in everyday educational and scientific practice;
massive introduction of ICT in education and science, the use of new educational content and new education technologies, including distance education technologies.

The prerequisites for the development and implementation of information and communication technologies in the field of education and science are:

Federal target program "Development of a unified educational information environment", the most important result of which was a breakthrough in equipping educational institutions with computers, as well as the launch and development of regional programs for informatization of education;
The project "Informatization of the education system", the main goal of which was to create conditions for supporting the systemic implementation and active use of information and communication technologies in the work of educational institutions;
The priority national project "Education", the implementation of the activities of which was aimed at ensuring accessibility, creating equal conditions for obtaining education, including by providing all schools with access to global information resources located on the Internet;
On the basis of the priority directions of development of the educational system of the Russian Federation in 2006, the implementation of the Federal Target Program for the Development of Education for 2006-2010 (FTSPRO) began, which is a set of interrelated resources and timing of measures covering changes in the structure, content and technologies of education, including including the large-scale use in the Russian Federation of information and communication technologies for all levels of education. Within the framework of the program, new electronic educational content was developed, and the specialized Federal Center for Information Educational Resources (FCIOR) was put into commercial operation.

More than 10 thousand new generation EORs can be downloaded on the website of the Federal Center for Information and Educational Resources.

COR - digital educational resource

Digital educational resources (CDR) means any information of an educational nature stored on digital media.

CRCs are divided into two groups:

information sources, which are understood as all the many different materials in digital format used in educational work - texts, static and dynamic images, animation models, etc.
information tools that provide work with information sources.

Functional focus:

illustrative function;
research function;
training function;
control function.

EORs are a self-sufficient educational product, they are able to teach the student themselves. It is no longer just a collection of pictures or audio recordings that need a teacher's explanation. EORs also have a voice-over, but it explains the sequence of actions and, most importantly, indicates the mistakes made during the task.

Teaching materials of a new generation, developed in the project "Informatization of the education system"

Within the framework of the project "Informatization of the education system", implemented by the National Training Foundation by order of the Ministry of Education and Science of the Russian Federation, educational materials of a new generation are being developed.

The teaching materials of the new generation are designed to orient teachers to the use of modern teaching methods and educational technologies that fundamentally change the educational environment, to the active use of ICT in the educational process. A competency-based approach is the basis for the development of new teaching aids.

ICT technologies in teaching English

Second Life
(Second Life) - the world that you create yourself or your students, fill with seas, forests, cities and villages, real people (and contact them via Skype or email) or fictional. There you have homes and libraries, video rooms and restaurants, the ability to work and travel. Tempting, isn't it? Learn how to create and use it in your English teaching.

Skype

With this program, you can talk to millions of people around the world absolutely free! First download the latest version of Skype, then install it by selecting the Russian version in the settings. And that's it, learn English by talking to native speakers.

Blogs

A blog is an online diary of one or more authors, consisting of entries in reverse chronological order, or in other words, it is a site in the form of a journal, sorted by date.

The word comes from the English weblog - "web log".

Blogs are sites built on the principle of chronological diaries with simple and convenient administration tools that do not require special knowledge and are available to everyone.

Wiki

A Wiki is a collection of related entries. (Ward Cunningham - the creator of the technology - called the application an environment for fast hypertext interaction.) WikiWiki implements a radical model of collective hypertext, when the ability to create and edit any record is presented to everyone in the network community ...

Hot Potatoes is a universal shell program that allows teachers to independently, without resorting to the help of programmers, create interactive training and control exercises in HTML format. The program is widely used all over the world to create assignments in various languages in various disciplines.
Exercises are created using 5 blocks of the program (each block can be considered as an independent program):

JQuiz - Quiz - Multiple Choice Questions (4 types of tasks). The teacher has the opportunity to put comments in the exercise for all answer options.
JCloze - Filling in the blanks. Students can ask for a clue and see the first letters of the missing word. Automatic scoring is also carried out. You can "skip" certain words, or you can, for example, every fifth.
JMatch - Matching (3 types of jobs).
JCross - Crossword puzzle.
JMix - Sequence recovery.

New information technologies and

In recent years, universities around the world have paid attention to the possibility of using computer telecommunication technologies for organizing distance learning. Computer telecommunications provide effective feedback, which is provided both in the organization of the educational material and in communication with the teacher leading this course. In recent years, such distance learning has received the name of distance learning, in contrast to the familiar distance learning.

This problem is especially relevant for Russia, with its vast territories and concentration of scientific centers in large cities. At present, the Ministry of Education of the Russian Federation is concerned with the creation of a unified educational telecommunication network. The problem of lifelong education, professional reorientation is relevant today as never before, and its importance will increase over the years.

The Internet portal of the School of Distance Education of Moscow State University was created within the framework of the project Formation of an innovative education system at Moscow State University named after M.V. Lomonosov in 2007.

ICT (information and communication technologies) are processes and methods of interacting with information that are carried out using computer devices, as well as telecommunications.

The role of ICT in modern society

Currently, one can observe a constant growth of the influence of media technologies on a person. They have a particularly strong effect on children: even twenty years ago, a child would rather watch a movie than read a book. However, today, under the powerful pressure of information, advertising, computer technology, electronic toys, game consoles, etc., it is increasingly detached from reality. Now, if a student cannot avoid reading a book, he no longer goes to the library, but downloads it to his tablet. Very often you can observe the following picture: a group of young people is sitting in a park, square or shopping and entertainment complex, they do not communicate with each other, all their attention is focused on smartphones, tablets, laptops. If this phenomenon continues to be observed, then soon the children will completely forget how to communicate. And so the ministries of education of many countries on our planet, instead of developing students' interest in live communication and learning in general, decided to follow the path of least resistance and give children what they want. According to some experts, the child's brain perceives new information better if it is presented in an entertaining form, which is why they easily perceive the data offered in the lesson using media tools (in this regard, the use of information and communication technologies in education is constantly growing today). It is difficult to argue with this, but after all, the reverse side of the medal of such an educational process is that children stop communicating with the teacher, which means that the ability to think decreases. It is much better to restructure the educational process so that it is not boring and always supports the child's thirst for new knowledge. But this issue will have to be left on the conscience of officials.

Communication and information technology concept

The processes of informatization in modern society, as well as the reform of educational activities closely related to them, are characterized by the improvement and massive dissemination of modern ICT. They are actively used to transfer data and ensure interaction between teacher and student in the modern system of distance and open education. Today, the teacher is obliged to possess skills not only in the field of ICT, but also to be responsible for the professional application of information and communication technologies in their direct activities.

The term "technology" came to us from the Greek language, and in translation it means "science". The modern understanding of this word includes the application of engineering and scientific knowledge to solve specific practical problems. Then information and communication technology is a technology that is aimed at transforming and processing information. But that's not all. In fact, information and communication technology is a generalized concept that describes various mechanisms, devices, algorithms, data processing methods. The most important modern ICT device is a computer equipped with the necessary software. The second in a row, but no less important equipment, are the means of communication with information placed on them.

ICT tools used in the modern education system

The main means of ICT technology for the information environment of the education system is a personal computer equipped with the necessary software (of a systemic and applied nature, as well as tools). The system software primarily includes operating software. It provides interaction of all PC programs with the equipment and the PC user. This category also includes service and utility software. Application programs include software, which is a toolkit of information technology - work with texts, graphics, tables, etc. The modern education system makes extensive use of universal applied office software and ICT tools, such as word processors, preparation of presentations, spreadsheets, graphic packages, organizers, databases, etc.

Development of information and communication technologies

With the organization of computer networks and similar means, the process of education has passed into a new quality. This is primarily due to the ability to quickly receive information from anywhere in the world. Thanks to the global computer network Internet, instant access to the planet is now possible (electronic libraries, file storages, databases, etc.). This popular resource has published over two billion different multimedia documents. The network opens access and allows the use of other widespread ICT technologies, including e-mail, chat, lists, mailings. In addition, special software has been developed for online communication (in real time), which allows, after establishing a session, to transmit text (entered from the keyboard), as well as sound, images and various files. Such software makes it possible to organize joint communication of remote users with the software running on the local personal computer.

7. Providing flexibility in training.

The negative impact of ICT tools on the student

Information and communication technology, implemented in everything, leads to a number of negative consequences, among which a number of negative psychological and pedagogical factors of influence on the health and physiological state of the student should be noted. As mentioned at the beginning of the article, ITC leads to the individualization of the educational process. However, this is a serious drawback associated with total individualization. Such a program entails the coagulation of the already scarce in the educational process of live dialogical communication of the participants: students and teachers, students among themselves. She offers them, in fact, a surrogate for communication - a dialogue with a computer. Indeed, even a speech-active student falls silent for a long time when working with ICT tools. This is especially true for students of distance and open forms of education.

Why is it so dangerous?

As a result of this form of teaching, throughout the entire lesson, the student is busy with the fact that he silently consumes the material. This leads to the fact that the part of the brain responsible for objectifying human thinking turns out to be turned off, in fact, immobilized during many years of study. It is necessary to understand that the student does not already have the necessary practice of forming, formulating thoughts, as well as dialogical communication in a professional language. As psychological studies have shown, without developed communication, the student's monologic communication with himself will not be formed at the proper level, exactly what is usually called independent thinking. Agree that asking yourself a question is the most accurate indicator of the presence of independent thinking. As a result, if you follow the path of individualization of teaching, you can miss the very possibility of forming a creative process in a person, the origin of which is based on dialogue.

Finally

Summing up, we can note another significant drawback of information and communication technologies, which follows from the main advantage - the general availability of information resources published on the network. Often this leads to the fact that the student follows the path of least resistance and borrows from the Internet ready-made abstracts, problem solutions, projects, reports, etc. Today, this already familiar fact confirms the low efficiency of this form of education. Of course, the prospects for the development of information and communication technologies are high, but they need to be introduced deliberately, without manic totalization.