What information and communication technologies are. Information and communication technology concept

Information technology (IT, also - information and communication technologies) - processes, methods of searching, collecting, storing, processing, providing, disseminating information and ways of implementing such processes and methods (Federal Law No. 149-FZ); techniques, methods and methods of using computer technology when performing the functions of collecting, storing, processing, transmitting and using data (GOST 34.003-90); resources needed to collect, process, store and disseminate information (ISO / IEC 38500: 2008).

Information systems and technology professionals are often referred to as IT or IT professionals.

In a broad sense, IT covers all areas of creation, transmission, storage and perception of information and not only computer technology. At the same time, IT is often associated precisely with computer technologies, and this is not accidental: the emergence of computers brought IT to a new level, like television once, and even earlier printing.

The information technology industry deals with the creation, development and operation of information systems. Information technologies are called upon, based and rationally using modern achievements in the field of computer technology and other high technologies, the latest means of communication, software and practical experience, to solve problems on the effective organization of the information process to reduce the cost of time, labor, energy and material resources in all areas human life and modern society. Information technologies interact and are often a constituent part of services, management, industrial production, social processes.

History of information technology

Development began in the 1960s, together with the emergence and development of the first information systems (IS).

Investments in infrastructure and services, the Internet triggered the explosive growth of the IT industry in the late 1990s.

· Structurality of standards for digital data exchange algorithms;
· Extensive use of computer storage and provision of information in the required form;
· Transfer of information through digital technologies over almost unlimited distances.

Information technology encompasses all the resources needed to manage information, especially computers, software, and networks needed to create, store, manage, transmit and retrieve information. Information technology can be grouped as follows:

Networks
Terminals
· Services

At present, there are various data transmission networks - a set of terminal devices (terminals) of communication, united by data transmission channels and switching devices (network nodes) that ensure the exchange of messages between all terminal devices.

There are the following types of data transmission networks:

· Telephone networks - networks in which the terminal devices are simple signal converters between electrical and visible / audible.
· Computer networks - networks, the terminal devices of which are computers.

Telephone

The main until 2003-2004, currently an outdated method for connecting to the Internet is to use a modem connected to the telephone network. Although it has all the necessary features, broadband is preferred by many Internet users. In almost all countries of the European Union the level of telephone line availability for households is very high, with the exception of Austria, Finland and Portugal. Nevertheless, in Spain, access to the main telephone networks (narrowband) has practically disappeared. In 2003, half of all Internet connections were made by telephone. Currently, 97% of Internet connections are made through broadband access systems. Almost 95% of connections are made at speeds greater than or equal to 1 Mbps.

Broadband

Term broadband includes a wide range of technologies that provide higher data transfer rates, Internet access. These technologies use wires or fiber optic cables.

Multilink dial-up

Provide increased bandwidth by connecting two or more dial-up connections together and treating them as a single data channel. Requires two or more modems, phone lines, and account numbers, and a provider that supports the technology. This option was popular for a short time before ISDN, DSL and other more modern technologies. Several manufacturers have created special modems to support this method.

ISDN stands for Integrated Services Digital Network. Allows to combine telephony and data exchange services. The name was proposed by the XI CCITT group in 1981. The main purpose of ISDN is to transfer data at a speed of up to 64 kbit / s via a subscriber wire line and to provide integrated telecommunication services (telephone, fax, etc.). Using telephone wires for this purpose has two advantages: they already exist and can be used to supply power to terminal equipment. To combine various types of traffic in an ISDN network, TDM technology (eng. Time Division Multiplexing, time multiplexing). For each type of data, a separate strip is allocated, called elementary channel(or standard channel). A fixed, negotiated bandwidth share is guaranteed for this bandwidth. The strip is selected after the signal is given CALL through a separate channel called out-of-channel signaling channel.

xDSL - (English digital subscriber line, digital subscriber line) a family of technologies that can significantly increase the throughput of the subscriber line of the public telephone network by using effective line codes and adaptive methods for correcting line distortions based on modern advances in microelectronics and digital signal processing methods. XDSL technologies appeared in the mid-90s as an alternative to ISDN digital subscriber termination. The main types of xDSL are ADSL, HDSL, IDSL, MSDSL, PDSL, RADSL, SDSL, SHDSL, UADSL, VDSL. All of these technologies provide high-speed digital dial-up access. Some xDSL technologies are proprietary, others are purely theoretical models, while others are already widely used standards. The main difference between these technologies is the modulation methods used to encode the data.

Power line communication

Power line communications is a term used to describe several different systems for using power lines (PTL) to carry voice or data. The network can carry voice and data by superimposing an analog signal on top of standard 50 Hz or 60 Hz alternating current. PLC includes BPL (eng. Broadband over power lines- broadband transmission through power lines), providing data transmission at speeds up to 200 Mbit / s, and NPL (eng. Narrowband over power lines- narrowband transmission through power lines) with significantly lower data rates up to 1 Mbit / s.

ATM - (asynchronous data transfer method) is a network high-performance switching and multiplexing technology based on data transfer in the form of cells (cells) of a fixed size (53 bytes), of which 5 bytes are used for the header. In contrast to the synchronous data transmission method (STM - eng. Synchronous Transfer Mode), ATM is better suited to provide data services with highly variable or variable bit rates.

cellular

One of the types of mobile radio communications based on the cellular network. The key feature is that the total coverage area is divided into cells (cells), determined by the coverage areas of individual base stations (BS). The honeycombs overlap partially and together form a network. On an ideal (even and without building) surface, the coverage area of one BS is a circle, therefore, the network composed of them has the form of hexagonal cells (honeycombs). The network consists of spaced-apart transceivers operating in the same frequency range, and switching equipment that allows determining the current location of mobile subscribers and ensuring continuity of communication when a subscriber moves from the coverage area of one transceiver to the coverage area of another.

Telecommunication

A type of communication, a method of transmitting information using electromagnetic signals, for example, over wires, fiber optic cable or radio. At present, the transmission of information over long distances is carried out using such electrical devices as a telegraph, telephone, teletype, using radio and microwave communications, as well as fiber-optic communication lines, satellite communications and the global information and communication network Internet. The principle of telecommunication is based on the conversion of message signals (sound, text, optical information) into primary electrical signals. In turn, the primary electrical signals are converted by the transmitter into secondary electrical signals whose characteristics are well matched to the characteristics of the communication line. Further, through the communication line, the secondary signals are fed to the input of the receiver. In the receiving device, the secondary signals are converted back into message signals in the form of sound, optical or text information.

Terminals

Terminals act as user access points to the information space.

Personal Computer

Computer - (English computer, MFA: - "calculator"), an electronic device intended for operation by one user, that is, for personal use. Personal computers (hereinafter referred to as PCs) conditionally include any other computer used by a specific person as his personal computer. The vast majority of people use desktop and various laptop computers (laptops, tablet computers) as PCs. Although the computer was originally created as a computing machine, as a PC it is usually used for other purposes - as a means of accessing information networks and as a platform for computer games, as well as for working with graphical interfaces.

Cellular telephone

Mobile phone designed to work in cellular networks; uses a radio transceiver and traditional telephone switching for telephone communication in the territory of the cellular network coverage area. At present, cellular communication is the most widespread of all types of mobile communication, therefore, it is usually a cell phone that is usually called a mobile phone, although mobile phones, in addition to cell phones, are also satellite phones, radio telephones and trunk communication devices.

TV set

A modern electronic device for receiving and displaying images and sound transmitted over wireless channels or by cable (including television programs or signals from video signal reproducing devices - for example, VCRs).

Game console

A specialized electronic device designed and built for video games. The most commonly used output device is a television or, less commonly, a computer monitor - which is why such devices are called set-top boxes, since they are attached to an independent display device. Portable (pocket) gaming systems have their own built-in display device (they are not attached to anything), so it is somewhat incorrect to call them game consoles. Initially, game consoles differed from personal computers in a number of important ways - they assumed the use of a TV as the main display device and did not support most of the standard peripherals created for personal computers, such as a keyboard or modem. Until recently, almost all consoles sold were intended to run proprietary games distributed without support for other consoles. However, with the development of game consoles, the difference between them and personal computers began to gradually blur - some consoles may allow connecting a keyboard, hard drive and even running the Linux operating system on them. Circuits and software for some set-top boxes may be distributed, as an exception, under free licenses. The game console market has evolved from relatively simple electronic TV game systems such as Pong to powerful multi-functional game systems today.

Services

Email

The technology and the services it provides for sending and receiving electronic messages (called "letters" or "emails") over a distributed (including global) computer network. In terms of the composition of elements and the principle of operation, e-mail practically repeats the system of regular (paper) mail, borrowing both terms (mail, letter, envelope, attachment, box, delivery, etc.) and characteristic features - ease of use, delay in message transmission, sufficient reliability and at the same time lack of delivery guarantee. The advantages of e-mail are: easy-to-read and human-readable addresses like username @ domainname (for example, This e-mail address is being protected from spambots. You need JavaScript enabled to view it); the ability to transfer both plain text and formatted, as well as arbitrary files; server independence (in general, they address each other directly); sufficiently high reliability of message delivery; ease of use by humans and programs. Disadvantages of e-mail: the presence of such a phenomenon as spam (massive advertising and viral mailings); theoretical impossibility of guaranteed delivery of a specific letter; possible delays in message delivery (up to several days); limits on the size of one message and on the total size of messages in the mailbox (personal for users).

Search system

A software and hardware complex with a web interface, which provides the ability to search for information on the Internet. A search engine usually means a site that hosts an interface (front-end) of the system. The software part of the search engine is the search engine (search engine) - a set of programs that provide the functionality of the search engine and is usually a trade secret of the search engine developer. Most search engines look for information on the World Wide Web, but there are also systems that can search for files on FTP servers, products in online stores, and information on Usenet newsgroups. Improving search is one of the priority tasks of the modern Internet (see about the main problems in the work of search engines in the article The Deep Web). According to Net Applications, in November 2011, search engine usage was distributed as follows:

Google - 83.87%;
· Yahoo! - 6.20%;
Baidu - 4.22%;
Bing - 3.69%;
Yandex - 1.7%;
Ask - 0.57%;
AOL - 0.36%

Use of information and communication technologies

in the educational process

« If the computer hadn't been invented
as a universal technical device,

It should have been invented
specifically for educational purposes. "
Anthony Mullan.

We are on the verge of an era of unlimited development and ubiquitous distribution of computers, which are becoming an intellectual tool and partner in almost all spheres of human life and activity.

In the modern education system, the process of introducing information and communication technologies (ICT), providing educational institutions with computer equipment, developing telecommunications, global and local educational networks is rapidly gaining speed. This is due to the fact that information literacy and culture have become the key to successful professional activities of a person. Information technologies are becoming an integral part of the life of a modern person. Their possession is put on a par with such qualities as the ability to read and write. A person who skillfully, effectively owns technology and information, has a new style of thinking, a fundamentally different approach to assessing the problem that has arisen, to organizing his activities.

Improving the quality of education today is impossible without the use of new information and communication technologies. ICT empowers teachers to introduce students to an exciting world where they will have to independently extract, analyze and transmit information to others. The sooner students learn about the possibilities of ICT, the sooner they will be able to take advantage of the latest methods of obtaining information and transforming it into knowledge.

Hence the goals of using ICT follow:

Increase the motivation for learning;

improve the efficiency of the learning process;

promote the activation of the cognitive sphere of students;

improve the methods of teaching lessons;

timely track the results of training and education;

plan and organize your work;

use as a means of self-education;

prepare a lesson (event) efficiently and quickly.

I can apply ICT technologies at any stage of the lesson:

To indicate the topic of the lesson.

At the beginning of the lesson, using questions on the topic under study, creating a problem situation.

As an accompaniment to the teacher's explanation (presentations, formulas, diagrams, pictures, video clips, etc.)

To monitor students.

Some of the students have a certain computer skill, and I strive to ensure that these skills are used as a tool for solving educational problems.

The use of ICT allows me to conduct lessons at a sufficiently high aesthetic and emotional level; provides visibility, attraction of a large amount of didactic material. There is a possibility of simultaneous use of audio, video, multimedia materials.

As a result, the depth of immersion in the material increases, the motivation for learning increases, an integrated approach to teaching is carried out and time is saved in the lesson.

ICT allows me to:

organize various forms of work:

group,

steam room,

individual;

increase the amount of work performed in the classroom by 1.5-2 times;

provide a high degree of differentiation of learning .

The use of ICT inspires the search for new approaches to learning, stimulates professional growth.

I am implementing ICT in the following areas:

1. Creation of presentations for lessons;
2. Working with Internet resources;
3. Use of ready-made training programs;
4. Using didactic games.

One of the most successful forms of preparation and presentation of educational material for lessons in primary school is the creation of multimedia presentations.

Presentations enable the teacher to:
to visually present the material;
to intensify the process of explaining new material;
adjust the volume and speed of displayed information through animation.

I use PowerPoint to prepare a presentation and show it in class. The presentation contains the material I have selected about plants, animation, music.

Creating my own presentations, projects, I use the Internet in educational and extracurricular activities.

The use of Internet resources plays a big role for me and my work, because:

Internet:
Expands the types of educational activities of students;
Provides opportunities for professional creative communication and prompt exchange of information;
Provides opportunities for professional growth;
Opens up creative opportunities for the teacher in the selection and use of didactic material;
Allows you to use modern technical tools in the lesson that are fun for students.

Students, of course, already know how to independently use the Internet, choose the necessary information, save it and use it in their future work when making presentations, when preparing for lessons, when working on projects, in research activities. Then they present prepared projects in a research conference, where they are awarded certificates of winners and participants.

I use information technology in almost all training sessions. I use educational and game programs in my lessons; I use ready-made multimedia products and computer training programs. Ready-made electronic manuals (encyclopedias, reference books, textbooks, simulators) can be of great help in preparing and conducting lessons.

I am using the wonderful textbook “History of Russia. XX century. ". Methodological manual (+ CD-ROM)

Electronic applications (on CD-ROM) allow me to recreate a real picture of the studied phenomena in dynamics, to animate and visualize the process of cognition, to stimulate the intellectual activity of students. Multimedia presentations, animated posters, games make lessons bright, interesting, memorable and productive. CD applications can be displayed both on the screen and on any type of interactive whiteboard.

Various types of tasks, different in degree of difficulty, help to develop the cognitive and creative abilities of each student.

During the lesson, I use different types and forms of work: testing, independent work, practical work, work in pairs, groups, vocabulary work, work with a textbook, differentiated homework. Students are more active in the lesson.

Of great importance, in my opinion, is the upbringing of a positive perception of the computer as a learning assistant, as a tool for creativity, self-expression and development. Working with ICT should teach practical work with information on a PC. Lessons using information technology not only expand and consolidate the knowledge gained, but also significantly increase the creative and intellectual potential of students.

So, analyzing the experience of using ICT, we can confidently add that the use of information and communication technologies allows:

provide positive motivation for learning

significantly increase stability and concentration of attention;

rationally organize the educational process, increase the effectiveness of the lesson.

I am confident that the use of information technology can transform the teaching of traditional academic subjects, optimizing the processes of understanding and memorizing educational material, and most importantly, raising students' interest in learning to a consistently higher level.

But do not get immensely carried away with digital resources. After all, ill-considered use of a computer can affect health. When preparing for the lesson, you need to think about how justified the use of information technology is. It must always be remembered that ICT is not an end, but a means of learning. Computerization should concern only that part of the educational process where it is necessary to apply a digital educational resource.

So, we see that with the use of ICT in the classroom, the educational process is aimed at developing logical and critical thinking, imagination, and independence. Students are motivated and engaged in creative pursuits.

In conclusion, I want to say:

The teacher now needs to learn how to use computer technology, just as he uses a fountain pen or chalk to work in the lesson, own information technology and skillfully apply the knowledge and skills gained to improve the lesson methodology.

For a teacher, a computer is no longer a luxury - it is NEED.

Information and communication technologies

in the education system

Dyatlova V.S.

The modern period of the development of society is characterized by a strong influence of computer technologies on it, which penetrate into all spheres of human activity, ensure the spread of information flows in society, forming a global information space. An integral and important part of these processes is the computerization of education.

The widespread use of computer technologies in the field of education in the last decade has caused increased interest in pedagogical science. A great contribution to solving the problem of computer technology of teaching was made by Russian and foreign scientists: G.R. Gromov, V.I. Gritsenko, V.F. Sholokhovich, O. I. Agapova, O.A. Krivosheev, S. Papert, G. Kleiman, B. Sendov, B. Hunter and others.

Information and communication technologies (ICT) - a set of methods, production processes and software and hardware integrated with the aim of collecting, processing, storing, distributing, displaying and using information in the interests of its users.[I, II]

With the appearance in the education process of such a component as informatization, it became expedient to revise its tasks. The main ones are:

improving the quality of training of specialists through the use of modern information technologies in the educational process;

the use of active teaching methods and, as a result, an increase in the creative and intellectual components of educational activities;

integration of various types of educational activities (educational, research, etc.);

adaptation of information technologies of teaching to the individual characteristics of the student;

ensuring continuity and continuity in training and education;

development of information technologies for distance learning;

improving the software and methodological support of the educational process[ 3 ]

Educational ICT tools can be classified according to a number of parameters:

1. By the solved pedagogical tasks:

means providing basic training (electronic textbooks, training systems, knowledge control systems);

practical training tools (problem books, workshops, virtual constructors, simulation programs, simulators);

auxiliary means (encyclopedias, dictionaries, reading books, developing computer games, multimedia training sessions);

complex means (remote).

2. By functions in the organization of the educational process:

information and training (electronic libraries, electronic books, electronic periodicals, dictionaries, reference books, training computer programs, information systems);

interactive (email, electronic teleconferencing);

search engines (catalogs, search engines).

3. By type of information:

electronic and information resources with textual information (textbooks, study guides, problem books, tests, dictionaries, reference books, encyclopedias, periodicals, numerical data, program and educational materials);

electronic and information resources with visual information (collections: photographs, portraits, illustrations, video fragments of processes and phenomena, demonstrations of experiments, video tours; statistical and dynamic models, interactive models; symbolic objects: diagrams, diagrams);

electronic and information resources with audio information (sound recordings of poems, didactic speech material, musical works, sounds of animate and inanimate nature, synchronized audio objects);

electronic and information resources with audio and video information (audio and video objects of animate and inanimate nature, subject excursions);

II.

III. http://physics.herzen.spb.ru/teaching/materials/gosexam/b25.htm

A closer combination and interaction of technical and natural constituent elements is becoming a modern guiding idea of the educational process. Informatization and computerization of the educational process in the subjects of the natural cycle acts as an interacting integrating phenomenon. Such a connection, i.e. the use of computer technology, in comparison with traditional education, has a number of advantages:

1. A computer is a connecting link that establishes the natural interaction of all forms of educational and cognitive activity of students.

2. Computer technology helps to activate the cognitive and mental activity of students.

3. The introduction of computers into natural disciplines contributes to the deepening of the democratization of teaching methods, since computer technologies are based on weakening the subjective factor in the control of knowledge and allows to remove social and psychological restrictions.

4. Computer technology contains tremendous motivational opportunities. An important motivational factor is the gaming nature of computer technology. The game elements of computer testing are adversarial, extreme situations that require the user to make extraordinary decisions.

The introduction of a computer into the structure of natural knowledge expands the possibilities of independent learning of students. The use of computer programs significantly increases the proportion of independent work as a basic constituent element of the entire cognitive process.

What is information and communication technology?

Information and communication technologies are those technologies that use computer technologies (information processes) and communication means (communication means - the Internet).

Computer technologies include software and hardware and devices operating on the basis of microprocessor, computer technology, as well as modern means and systems of information exchange, providing operations for the collection, accumulation, storage, processing, transmission of information.

The means of information computer technologies include: computers, personal computers; sets of terminal equipment for computers of all classes, local area networks, information input-output devices, means of input and manipulation of text and graphic information, means of archival storage of large amounts of information and other peripheral equipment of modern computers; devices for converting data from graphic or sound forms of data presentation to digital and vice versa; means and devices for manipulating audiovisual information; modern means of communication; artificial intelligence systems; computer graphics systems, software complexes (programming languages, translators, compilers, operating systems, application packages, etc.).

With the help of ICT, the basic principles of teaching are effectively implemented:

· The principle of scientific character;

· The principle of systematicity and consistency;

· The principle of activity;

· The principle of accessibility;

· Connection of theory with practice;

· Taking into account the individual characteristics of students;

· Clarity.

The use of ICT allows to optimize the work of the teacher, to somewhat facilitate his functions:

1. Control. The teacher is freed from the routine work of interviewing students. In addition, the position of the teacher becomes more attractive because control functions are transferred to the machine, and this contributes to conflict-free communication.

2. Feedback. The use of a computer allows you to evaluate each stage of the student's work: the computer corrects errors, comments if necessary, providing the necessary information. Thus, the student gets the opportunity to correct his mistakes in time.

The use of information computer technologies in geography lessons not only facilitates the assimilation of new educational material, but also provides opportunities for the development of students' creative abilities:

Increases student motivation to learn;

Activates cognitive activity;

Develops the thinking and creativity of the child;

Forms an active life position in modern society.

ICT can be used at all stages of the educational process.

Depending on the goals and objectives of the lesson, information technology can be used in the lesson to study new material, to generalize and systematize knowledge, when performing practical work, creative assignments, when monitoring knowledge and skills.

When studying new material, a demo program is most often used - an electronic textbook or electronic presentation, which present theoretical material to students in an accessible, vivid, visual form.

Educated programs, i.e. electronic textbooks, contain video fragments that allow you to demonstrate a video in the lesson, representing the phenomenon under study with the commentary of the speaker.

At the lesson of consolidating educational material, you can use a tester program or testing devices Activote, which allow you to monitor the assimilation of the studied material.

There are various types of computer programs that a teacher can use in their activities:

1. curricula focused primarily on the assimilation of new knowledge. Many of them work in a mode close to programmed learning with a branched program. Problem-based learning programs that indirectly manage student activities can also be included in this group.

2. simulator programs designed for the formation and consolidation of skills and abilities, as well as for self-training of students. The use of these programs assumes that the theoretical material has already been mastered by the trainees.

3. control programs designed to control a certain level of knowledge and skills. This type of programs is represented by a variety of test tasks, including in test form.

4. Demonstration programs designed for visual demonstration of educational material of a descriptive nature, a variety of visual aids (pictures, photographs, video clips). Geographic interactive atlases can be considered a variety of them, the maps of which can be used not only as visualization, but also "superimposed" on each other, compose, use interactive and interactive graphics. This type can also include presentation programs that have the ability to graphically edit and are used for the creative work of students.

5. simulation and modeling programs designed to “simulate” objects and phenomena. These programs are especially important for geography, when the studied material is difficult to show or is abstract in nature.

6. information and reference programs designed to display the necessary information with a connection to the educational resources of the Internet.

7. multimedia textbooks - complex programs that combine most of the elements of the listed types of programs.

Multimedia textbooks, or as they are also called - electronic textbooks, are performed in a format that allows hyperlinks, graphics, animation, announcer's speech, registration forms, interactive tasks, multimedia effects.

Electronic textbooks have significant advantages over their paper predecessors. A teacher who has educational information on his subject can quickly structure it in a new way or simply place the material on a website for simultaneous access to all: his students.

Electronic textbooks are practically eternal, they are not afraid of wear and tear, take up little space and are very mobile. The electronic textbook is variable in execution: you can give it any form that is convenient for reading (change the color of the background, text, font size); if necessary, using the printer, you can print out part of the textbook, arranging it at your discretion.

The inclusion of elements of animation and computer games in the textbook enhances its interactivity and attractiveness. The hypertext structure of the textbook allows for an individual learning path. However, the hypertext navigation system should be built in such a way that the logic and systematicity in the development of the content are preserved, and gaps in the assimilation of educational standards are not allowed.

The electronic textbook provides great opportunities for creative work. The teacher and students can participate in the compilation of their own electronic textbook, add materials or assignments to it without significant costs for reprinting. “Paper” textbooks do not provide such an opportunity, and when using them, it is difficult for schoolchildren to construct the personal content of education. The most that a student can do is to make notes on the margins of a "paper" textbook.

Interactive and audiovisual teaching aids in geography lessons can be used in lessons to study new and consolidate the material learned, requiring illustrations of the patterns of development of nature and society on specific material of regional content, and as independent work with a computer in the framework of integrated lessons in informatics and geography. In such lessons, the students directly on the computer perform programmatic practical work. Let's consider in more detail the various aspects of using a computer in geography lessons.

A computer lecture, developed by means of MS Power Point, is a thematically and logically related sequence of information objects displayed on a screen or monitor. The main task of a computer lecture is to explain new material. But unlike traditional lectures, computer lectures have great opportunities in attracting illustrative materials. Therefore, a computer lecture should be considered as a new tool in the work of a teacher, allowing you to create visual and information-rich lessons.

Information objects demonstrated during a computer lecture are images (slides), sound and video fragments. Images (slides) are photographs, drawings, graphs, diagrams, diagrams. Video fragments are films included in the lecture in whole or in part, or animations that clearly show processes and phenomena that are often inaccessible to observation. Sound fragments - narration, musical or other recordings (voices of birds, animals, etc.), accompanying the demonstration of images and video fragments.

Many geographic objects studied, such as plains and mountain ranges, seas and oceans, gigantic industrial enterprises and vast agricultural lands, cannot be shown directly to students. Therefore, the use of demonstration means (slides, pictures, animations, videos) in the lesson contributes to the formation of figurative representations by children, and on their basis - concepts. Moreover, the efficiency of working with slides, pictures and other demonstration materials will be much higher if they are supplemented by showing diagrams, tables, etc.

The Power Point Presentation Development Program allows you to prepare materials for the lesson, combining the difference in visualization tools, maximizing the advantages of each and leveling the disadvantages.

Excel spreadsheets will help the teacher to use cartograms and cartograms built according to the latest statistical data in the lesson, when explaining new material, to organize practical work in the classroom on analyzing statistical data with the construction of graphs, cartograms. In this case, graphs, cartograms and cartodiagrams perform the functions of not only a means of visualization, but also a source of geographic knowledge.

The Microsoft Word text editor is designed to prepare educational and methodological documentation (thematic and lesson plans) and handouts (task cards, control tests, crosswords, etc.) quickly and efficiently, create high-quality documents that satisfy high aesthetic requirements.

Slides with diagrams, diagrams, tables are especially important when studying economic geography, when considering the essence of geographical phenomena and processes, their qualitative and quantitative characteristics.

Videos, displaying geographic processes or phenomena, and animations are considered as a form of modeling real events, facts, scientific data. The individual frames collected in the video make up a figurative model that gives a certain idea of the original. Like any model, videos and animations do not reveal all the elements of the studied phenomenon or process, but only the main, most essential, revealing the essence of the object to be studied. This simplification facilitates the search for essential features, highlighting its features, originality and originality of the object.

It is necessary to pay attention to a special category of media objects contained in the library - interactive maps and schematic maps. Interactive maps are a new type of interactive geography teaching tools. Interactive maps have the properties of a geographic map, i.e. are a scaled down image of the earth's surface using a special language - conventional signs, at the same time, they have a new property that brings them closer to geographic information systems - the ability to change the content of the map.

In addition to all of the above, the specificity of geography as an academic subject is such that it contains a large amount of material. In order to prepare the most complete, interesting and modern lesson in geography, the teacher needs to process a large number of different sources, from encyclopedias to newspapers and magazines.

The use of a computer and the Internet makes it possible to reduce the amount of literature used to prepare and reduce the time it takes to find the information you need. The more often you use a computer in the educational process, the deeper you become aware of the almost limitless range of its application.

Thus, the use of information and communication technologies in the classroom allows you to make each lesson non-traditional and productive. And working with a computer arouses an increased interest in students and enhances the motivation for learning. The use of computer technology and the Internet creates opportunities for access to large masses of modern and fresh information. And the interconnection of animation, music, sound and interactive models expands the possibilities of presenting educational information.

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.

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Information and communication technologies

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

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

The power of reason is infinite.

I. Efremov

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

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

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

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

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

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

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

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

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

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

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

Test control and the formation of skills and abilities with the help of ICT presupposes the possibility of quicker and more objective, than with the traditional method, to identify the degree of assimilation of the material and the ability to apply it in practice. This 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. Saving time, the teacher can increase the density of the lesson, enrich it with new content.

Didactic materialpresented in a computer version solves several problems:

increases the productivity of teachers and students in the classroom;

increases the use of clarity in the lesson;

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

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

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

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

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

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

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

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

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

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

The use of computer technology allows:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

As a form of homework check;

As a way to create a problem situation;

As a way to explain new material;

As a form of consolidation of what has been learned;

As a way to test knowledge during the lesson.

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

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

ICT-based pedagogical lesson design

In scientific and pedagogical literature and in specialized periodicals, articles and whole brochures about the use of multimedia technologies in the educational process appear more and more often. There are already hundreds of lists of electronic textbooks and other school aids. Their undeniable advantages are evident. Really,multimedia technologies are the practical implementation of 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, an analysis of a significant number of multimedia lessons-presentations, performed, as a rule, in PowerPoint, as well as fragments pulled from electronic teaching aids, show their extremely low teaching effect.The developers of these tutorials are not familiar with the featuresa completely new form of teaching.

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

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

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

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

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

to study new material, present new information;
to consolidate what has been passed, to develop educational skills and abilities;
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 upbringing effect of the lesson will be enhanced, so that the multimedia lesson does not become just a tribute to newfangled hobbies. Based on this, the teacher selects the necessaryforms and methods of conducting a lesson, educational technologies, methods of pedagogical technology.

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

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

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

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

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

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

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

structure;
volume;
format.

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

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

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

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

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

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

While preparing a multimedia lesson, the developer must have at least basic ideas about color, colors , which can successfully affect the designcolor scripttraining episode. 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 be a signal to start a discussion of the question posed, or, conversely, a signal to end the discussion and the need to provide an answer. It is very important that the students are accustomed to this so that the sound does not cause them undue arousal.

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

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

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

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

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

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

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

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

The main directions of using computer technology in the classroom

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

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

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

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

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

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

Computer information technologies can help us 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, the development of speech, the comparison of illustrations, the comparison of works of different artists to the same work. Pupils for a lesson can not only get acquainted with portraits, photographs, illustrations, but also watch excerpts from films, listen to audio recordings, musical excerpts and even go on excursions to the museum.

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 lesson, the study of a work of art, creative communication, but it can become a good helper.

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

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

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

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

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

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

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

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

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

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

Typology of Literature Lessons with Multimedia Support

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

Lessons-lectures

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

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

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

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

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

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

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

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

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

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

Generalizing lessons

With the help of the presentation, you can prepare and generalizing lessons. The task of this type of lesson is to collect all the observations made during the 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 classroom. Diagrams, tables, thesis arrangement of the material can save time and, most importantly, get a deeper understanding of the work. In addition, conclusions and diagrams may appear gradually, after discussion or survey of students. The teacher, thanks to the presentation, can monitor the work of the class all the time.

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

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

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

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

Ability to work in a group;

Ability to find information in various sources;

Communicative competence;

Awareness of the usefulness of the acquired knowledge and skills.

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

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

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

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

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

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

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

2. Awareness of the creative interdependence of group members.

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

4. Intense creative communication between students.

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

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

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

ICT allows for an integrative approach to learning.

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

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

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

Thanks to integration, a more objective and comprehensive picture of the world is formed in the minds of students, they begin to actively apply their knowledge in practice, because knowledge more easily reveals its applied nature. The teacher sees and reveals his subject in a new way, more clearly realizing its relationship with other sciences. The integration of academic subjects leads to a more interested, personally meaningful and meaningful perception of knowledge, which enhances motivation, allows more 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 reflecting the main milestones in the historical development of society.

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

When such work also becomes a reason for the use of ICT - for the realization of the creative and intellectual potential of the participants in the educational process, for their introduction to modern methods of receiving and "processing" information, this contributes to greater mutual enrichment of the teacher and student.

Independent search, creative work of students

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

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

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

Literature

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