Included in the ICT of technology. Information and communication technologies educational and methodological material on the topic

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.

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, 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 books. 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. 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 and 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 this training 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 will be ensured in the lesson, 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 connect several channels of information presentation at the same time, 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 technique.

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 accuracy. 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 reinforces 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 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 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 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. In 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 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 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 "coaching" 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 - supporting 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 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.

This problem can be solved by computer information technologies, 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. During the lesson, students 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 an excursion 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 verification and editorial revision. 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 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 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, 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. 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 guys make sure to 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-structured 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 can be solved by 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, 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 work in groups, observes how cooperation between children goes on without interfering in the discussion, 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 efficient use of study time by eliminating repetitions that are inevitable when teaching various subjects. The integration of literature with history is carried out most closely. This is due to the fact that literature is a written monument 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 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"? 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 assignments, 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 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. 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

Olga Gracheva
The use of information and communication technologies in the educational process

The use of information and communication technologies in the educational process of preschool educational institutions.

One of the priorities of modern education is the use of information and communication technologies(ICT) in educational process... This is largely due to the fact that the computer enters a child's life from an early age, exerting both a positive and a negative impact on the formation of his personality.

Use of information and communication technologies in kindergarten is an urgent problem of modern preschool education.

The child's brain perceives knowledge in the form of entertainment programs on television, it will be much easier to perceive what is proposed in the lesson information with the help of media.

It should be understood that ICT is not only and not so much computers and their software. This implies using a computer, The Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

The computer can be used at all stages: both in preparation for the lesson and in learning process: when explaining (administered) new material, consolidation, repetition, control of knowledge, abilities, skills.

Usage ICT for the education and development of preschool children can be conditionally divided into direct and indirect.

Mediated learning and development - usage a teacher of ICT tools for maintaining documentation, in preparation for conducting GCD, etc.

The computer can provide an invaluable service to educators and "advanced" parents in drawing up all kinds of action plans with the help of organizer programs, keeping an individual diary of the child, recording various data about him, the results of diagnosing the child's development. The opportunities provided by online electronic resources allow solving a number of problems that are relevant for specialists working in the preschool system. education... Sites like

http://poskladam.ru

http: //games-for-kids.ru lessons

Games, puzzles, magic tricks http://doshkolnik.ru/

We play http://www.igraemsa.ru/ There are puzzles and coloring books, but most of all - all kinds of educational games: cognitive, logic and thinking, attention and memory, mathematical. Children's games online http://igraem.pro/ Educational games are grouped into several sections: “We play and learn”, “Putting together a picture”, “Coloring pages and drawings”, “Developing attention and memory”, “Games for kids”. Holopuz http://golopuz.org/ Educational online games for the little ones holopubbies: puzzles, finding differences and the like. Smart child http://www.smart-kiddy.ru/ For very little ones - nursery rhymes, finger games, lovers and the like, for older children - poems, riddles, tongue twisters, counting rhymes, coloring books. Miracle girl: games online http://chudesenka.ru/ Developing games. Starring pink ponies, smurfs and other baby scum. Internet gnome http://www.i-gnom.ru/ Educational games for preschool children will help in teaching counting and comparison skills, introduce children to geometric concepts, and help them learn the alphabet.

Teremok - http://www.teremoc.ru and many others allow you to download games or use them as samples to create your own games. There are sites containing information about writers and poets, collected works designed to be viewed electronically. With the help of various libraries, you can quickly find the necessary book (http: // detskiy - mir.net and many others).

Direct learning - usage in joint activities with children of educational programs and multimedia presentations.

Usage such programs allow not only to enrich knowledge, use a computer for a more complete acquaintance with objects and phenomena that are beyond the child's own experience, but also to increase the child's creativity; the ability to operate with symbols on the monitor screen helps to optimize the transition from visual figurative to abstract thinking; usage creative and directing games creates additional motivation in the formation educational activities; individual work with a computer increases the number of situations that the child can solve independently.

There are several directions use of ICT... One of them is the social - personal, patriotic education of preschoolers. This task in today's complex world is one of the main ones. We must teach pupils to be kind, tolerant, sympathetic, loving all people. To do this, you need to start small - to teach preschoolers to love and respect their parents, loved ones, and the Motherland. Information technology helps us, teachers, in solving these problems. Pupils of senior preschool age can be offered social and moral work on the computer. This is your own courtyard, a portrait of your family, and your favorite street in your hometown. The children continue to draw or build these drawings with a teacher in a group or at home with their mother. Such work can be done on different topics. The main thing is that they teach good and keep children clean. Then Information Technology will not be associated with aggressive games in preschoolers.

ICT plays an important role in the development of artistic, aesthetic and creative abilities of preschoolers. Special computer programs allow you to create amazing creative drawings, projects, plots. But the most important thing is that the pupils continue to create everything conceived and implemented on the computer with their own hands in their own activities. This approach opens up wide opportunities for preschoolers in computer and practical, productive creativity.

In modern conditions, with the widespread introduction of new information technologies the problem of the development of the speech of a preschool child remains relevant. After all, the further mastery of knowledge and full development depends on the level of development of his speech abilities. Many will agree that modern parents read little and reluctantly to their children, do not encourage them to speak in dialogue, therefore, the speech of preschoolers is not particularly expressive, they are limited to monosyllabic answers. Due to the underdevelopment of speech, the poverty of the vocabulary, the pupils often lose interest in the classes for the development of speech, there is no educational motivation. In such conditions, comes to our aid use of computer technology as one of the sources of motivation. The possibilities of the computer are inexhaustible here. It allows you to immerse preschoolers in a certain game situation, do directly educational activities that are more meaningful, interesting, attractive and truly modern. ICT can use such directions:

Development of coherent speech (retelling of the text based on a series of plot pictures);

Literacy training (formation of skills in phonemic analysis);

Work on sound pronunciation (articulatory gymnastics, sound automation, differentiation of sounds and letters);

Formation of lexical and grammatical categories (word formation, inflection);

Correctional and health-improving direction (games for the development of general and fine motor skills).

Another possibility of using ICT in educational the activity of a preschool teacher, which is more widely used by us, is an electronic type of materials for preparing assignments for independent work of preschoolers. Often, printed notebooks, so beloved by children, parents and teachers, contain errors, sometimes quite gross. Usage the usual scanner and printer, as well as basic skills in any graphics editor allows you to solve these problems. The teacher can choose exactly those tasks that correspond to the topic and objectives of the lesson, arrange them in the desired sequence, correct something in their content, design, correct errors, print in the required quantity and save in electronic form in order to return to them if necessary.

The scanner helps pupils to become full-fledged participants in the creation of a slideshow for demonstration in process preliminary work with the introduction of a new role-playing game for the children. Children always willingly bring their favorite books from home (so that the teacher read them in the group, drawings, toys. Therefore, they will willingly bring pictures on a given topic. Then, together with the teacher, the picture is scanned and inserted into a slide show. When showing the finished material, everyone the child recognizes his picture, which, of course, causes a storm of emotions.So, involving children directly in the creation of various kinds of multimedia resources, we turn them from an object of our pedagogical efforts into a subject educational activities, this is especially true for older preschool children who can almost independently (with the help of parents) create your presentation.

Parents of pupils are active participants in educational educational process at preschool educational institution... Cooperation with the child's family in matters using ICT at home, especially the computer and computer games, is an important area of work. In accordance with this direction, the teaching staff can conduct consultations for the parents of pupils, master classes, actively use visual information, conduct themed parenting meetings on the issue: "A child in the world information technologies» where, in a casual conversation, teachers can show certain computer games, demonstrate how they affect the development of logical thinking, orientation in space, etc. Thanks to the capabilities of multimedia equipment, teachers can demonstrate videos of lessons. Parents have the opportunity to see how their child is managed with modern technique and what results he achieved. Be sure to emphasize that parents are not outside observers, but active assistants of teachers and allies of children. On the meetings, during individual conversations, consultations, the success of children is discussed, specific recommendations are offered.

Thanks to use of ICT, you can organize a new form of interaction with the parents of the group - "Parental Email" considered in the network information and educational space as a means of remote communication.

With the help of e-mails with attached sound files, you can actively prepare for cultural and leisure activities: children memorizing poems, songs, listening to musical works, singing songs to phonograms that the parent receives to his email address from the teachers of the preschool educational institution. This work has especially proven itself in conditions where, for a number of reasons, the pupils did not attend kindergarten (chickenpox epidemic, severe frosts, and there is little time left to prepare for matinees. E-mail creates an opportunity for parents to communicate with teachers, provide advice on education and correction Speech of preschoolers This is especially in demand by parents who, for a number of reasons, do not have the opportunity to meet with teachers in person.

So, the use of information technology allows you to make the process education and development of an early child is quite simple and effective, frees the teacher from routine manual work, opens up new opportunities for early education.

The practical part.

Demonstration of the creation of games for the development of speech, according to FEMP. Demonstration of downloaded games and their use on different types of GCD... Invite educators to create a game on an interactive whiteboard themselves.

Questioning. The objectives of this survey are to defining:

Ways for educators to acquire the necessary knowledge and skills

The level of ICT skills among educators of different age categories

Fields of ICT application in professional activity

Conditions under which usage ICT would be optimally organized for all teachers

Opportunities for methodological support ECE information process.

Dear teacher, please answer the proposed questions

1. How many years have you worked in preschool education?

From 3 to 5 years old

5 to 10 years old

10 to 15 years old

15 to 20 years old

Over 20 years

2. Your education

Higher pedagogical (preschool)

Higher pedagogical

Secondary pedagogical (preschool)

Secondary vocational

Other ___

3. Do you own information and communication technologies?

Advanced user

Confident user

Simple user

I do not own

Other ___

4. What technical do you own the funds?

Television

Record player (CD-player)

Video recorder

DVD-player

Video camera

Camera

Computer

Notebook

Multimedia projector

Printer

Xerox

Laminator

interactive whiteboard

Flash card (memory cards)

5. How are you use information and communication technologies?

On one's own

With the help of colleagues

With the help of relatives, friends

Microsoft Word text editor (1 2 3 4)

Spreadsheets Microsoft Excel (1 2 3 4)

Microsoft PowerPoint Electronic Presentations (1 2 3 4)

Graphic editor Paint (1 2 3 4)

Multifunctional graphics editor Photoshop (1 2 3 4)

Internet browsers (Explorer, Mozilla, FireFox, Google Chrome)

(1 2 3 4)

1- Yes; 2 - no; 3 - not fully; 4 - would like to learn

7. In what types of your professional activities are you use computer technology?

Working with children's lists

Drafting family information

Preparation of the necessary didactic aids, handouts, subject and plot pictures, masks, paraphernalia for outdoor games, theatrical activities and much more.

Creation of various forms of documents (timesheets, announcements, polls, questionnaires)

Parent corners decoration ( scanning technology, creation and graphic image processing, technologies for creating and processing text information)

Search for the necessary professional literature

Creation of all kinds of folders, stands, folders, slides, etc.

Accompanying GCD, leisure and gaming activities with visual materials through presentations, electronic quizzes and video files (including cartoons)

Design and presentation of project activities

Create videos, animated presentations

Creation of animated films

Using your interactive whiteboard

Creation of a personal website for the teacher

Participation in pedagogical Internet contests, projects

Subscription to professional electronic Internet publications

Placing your publications on the Internet

Participation in professional Internet communities

Professional development through webinars, distance learning, professional Internet conferences

Communication of the parental community via the Internet (forums, counseling, recommendations, organization of joint leisure activities)

Using email

Formation of your own media library, electronic library of preschool educational institutions

Work and diagnostics of pupils

Information maintenance of the official website of the preschool educational institution

8. Do you think that usage ICT greatly facilitates preparation for classes and allows diversify forms and methods of organizing educational educational process?

I am at a loss to answer

9. Have the preschool educational institutions created conditions for use of computer technology?

I am at a loss to answer

10. What problems arise when use of information and communication technologies?

Insufficient material equipment of preschool educational institutions

Lack of scheduled time for use ICT in preparation for classes, leisure activities.

There is not enough knowledge and skills to use ICT in professional activities

Insufficient methodological support ECE information process

11. What kind of help would you like to receive with the aim of comfortable use ICT in professional activities?

Training in specialized computer courses

Conducting workshops at preschool educational institutions for selected programs

Individual counseling

Distance learning

The use of ICT technologies in the educational process in the context of the introduction of the federal state educational standard for preschool educational institutions

Buzmakova Svetlana Vladimirovna, educator of the MADOU "Kindergarten No. 88", Berezniki, Perm Territory
Description: the work will be of interest to teachers who use ICT technologies when organizing work in a preschool educational institution, the work contains a description of the experience of introducing ICT technologies, the work outlines the problems and prospects of using ICT technologies in a preschool educational institution.
Target:
Creation of conditions for increasing the level of ICT competence of preschool educational institutions for the successful implementation of the federal state educational standard for preschool educational institutions

Socio - economic changes in Russia have led to the need to modernize many social institutions, and primarily the education system. New tasks set for education today are formulated and presented in the law "On Education of the Russian Federation" and the educational standard of the new generation.
Informatization of education in Russia is one of the most important mechanisms affecting all the main areas of modernization of the educational system. Its main task is the effective use of the following major advantages of information and communication technologies:
- The possibility of organizing the process of cognition, supporting the activity-based approach to the educational process;
- Individualization of the educational process while maintaining its integrity;
- Creation of an effective management system for information and methodological support of education.
The key directions the process of informatization of preschool educational institutions are:
1. Organizational:
- Modernization of the methodical service;
- Improvement of the material and technical base;
- Creation of a specific information environment.
2. Pedagogical:
- Improving ICT - the competence of preschool teachers;
- The introduction of ICT in the educational space.
In accordance with the law "On Education in the Russian Federation", preschool education is one of the levels of general education. Therefore, the informatization of kindergarten has become a necessary reality in modern society. The computerization of school education has a rather long history (about 20 years), but in kindergarten such a spread of the computer has not yet been observed. At the same time, it is impossible to imagine the work of a teacher (preschool teacher as well) without using information resources. The use of ICT makes it possible to enrich, qualitatively update the educational process in a preschool educational institution and increase its efficiency.
What is ICT?
Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.
Information and communication technologies in education (ICT) is a complex of educational and methodological materials, technical and instrumental means of computing technology in the educational process, forms and methods of their application to improve the activities of specialists of educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children.

Areas of ICT application by preschool educators

1.Records management.
In the process of educational activity, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent's corner, conducts diagnostics and draws up the results both in print and in electronic form. Diagnostics should be considered not as a one-time conduct of the necessary research, but also the keeping of an individual diary of the child, in which various data about the child, test results are recorded, graphs are built and, in general, the dynamics of the child's development is monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are incomparable.
An important aspect of using ICT is preparing a teacher for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.
2. Methodical work, professional development of a teacher.
In the information society, online electronic resources are the most convenient, fast and modern way of disseminating new methodological ideas and didactic manuals, available to methodologists and teachers regardless of their place of residence. Informational and methodological support in the form of electronic resources can be used during the preparation of a teacher for classes, to study new techniques, when selecting visual aids for classes.
Networked communities of teachers allow not only finding and using the necessary methodological developments, but also posting their materials, sharing pedagogical experience in the preparation and conduct of events, in the use of various methods and technologies.
The modern educational space requires special flexibility from the teacher in the preparation and conduct of pedagogical activities. The teacher needs regular professional development. The possibility of fulfilling the modern needs of the teacher is also possible with the help of distance technologies. When choosing such courses, you need to pay attention to the availability of a license, on the basis of which educational activities are carried out. Distance improvement courses allow you to choose the direction of interest to the teacher and study without interrupting the main educational activity.
An important aspect of a teacher's work is participation in various pedagogical projects, distance contests, quizzes, olympiads, which increases the level of self-esteem of both the teacher and the pupils. Face-to-face participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. And remote participation is available to everyone. It is necessary to pay attention to the reliability of the resource, the number of registered users.
Undoubtedly, it is important to use ICT technologies for maintaining documentation and for more effective methodological work and for improving the qualifications of a teacher, but the main thing in the work of a preschool teacher is to conduct an educational process.
3.Educational - educational process.
The educational process includes:
- organization of direct educational activities of the pupil,
- organization of joint developmental activities of the teacher and children,
- implementation of projects,
- creation of a developing environment (games, manuals, didactic materials).
In preschool children, visual - figurative thinking prevails. The main principle in organizing the activities of children of this age is the principle of visibility. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes the educational process information-rich, entertaining and comfortable.

ICT classes

1. Lesson with multimedia support.
In such a lesson, only one computer is used as an "electronic board". At the stage of preparation, electronic and information resources are analyzed, the necessary material for the lesson is selected. Sometimes it is very difficult to find the necessary materials to explain the topic of the lesson, so presentation materials are created using PowerPoint or other multimedia programs.
To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen.
The use of multimedia presentations allows you to make the lesson emotionally colored, interesting, are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson.
With the help of multimedia presentations, complexes of visual gymnastics, exercises for relieving visual fatigue are learned with children.
Multimedia presentations allow you to present educational and developmental material as a system of vivid reference images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to lay information not only in factual, but also associative form in the memory of children.
The purpose of such a presentation of developmental and educational information is the formation of a system of mental images in children. The presentation of the material in the form of a multimedia presentation reduces the learning time and frees up the resources of children's health.
The use of multimedia presentations in the classroom allows you to build an educational process based on psychologically correct modes of functioning of attention, memory, thought activity, humanization of the content of education and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.
The basis of any modern presentation is facilitating the process of visual perception and memorization of information with the help of vivid images. The form and place of use of the presentation in the lesson depend on the content of this lesson and the goal set by the teacher.
The use of computerized slide presentations in the process of teaching children has the following advantages:
- Implementation of polysensory perception of the material;
- Possibility of demonstrating various objects using a multimedia projector and a projection screen in a multiply enlarged form;
- Combining audio, video and animation effects into a single presentation helps to compensate for the amount of information children receive from educational literature;
- Possibility of demonstration of objects more accessible for perception by the intact sensory system;
- Activation of visual functions, eye abilities of the child;
- Computer presentation slide - films are conveniently used to display information in the form of printouts in large print on a printer as a handout for classes with preschoolers.
The use of multimedia presentations allows to make classes emotionally colored, attract a keen interest in the child, are an excellent visual aid and demonstration material, which contributes to the good performance of the lesson. For example, the use of presentations in the classroom in mathematics, music, familiarization with the world around them ensures the activity of children when examining, examining and visually highlighting the signs and properties of objects, forms the ways of visual perception, examination, highlighting qualitative, quantitative and spatio-temporal signs in the objective world. and properties, visual attention and visual memory develop.
2. Computer-assisted lesson
Most often, such classes are conducted using game training programs.
In such a lesson, several computers are used, at which several pupils work at the same time. The use of an electronic textbook (and an educational game for children is an electronic textbook) is a programmed learning method, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, performs the necessary tasks and then undergoes a competency test on this topic.
The capabilities of the computer make it possible to increase the amount of material offered for acquaintance. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, as a result, tension is relieved. But today, unfortunately, there is not enough good computer programs that are designed for children of this age.
Experts identify a number of requirements that must be met by developmental programs for children:
- research character,
- ease for self-study of the child,
- developing a wide range of skills and beliefs,
- high technical level,
- age appropriateness,
- entertaining.
Types of educational programs for preschool children
1. Games for the development of memory, imagination, thinking, etc.
2. "Speaking" dictionaries of foreign languages with good animation.
3. ART-studios, the simplest graphic editors with picture libraries.
4. Travel games, "adventure games".
5. The simplest programs for teaching reading, mathematics, etc.
The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are beyond the child's own experience, but also to increase the child's creativity; the ability to operate with symbols on the monitor screen helps to optimize the transition from visual-figurative to abstract thinking; the use of creative and director's games creates additional motivation in the formation of educational activities; individual work with a computer increases the number of situations that the child can solve independently.
When organizing classes of this type, it is necessary to have a stationary or mobile computer class that meets SANPiN standards, licensed software.
Today many kindergartens are equipped with computer labs. But still missing:
- Methodology for using ICT in the educational process of preschool educational institutions;
- Systematization of computer development programs;
- Unified software and methodological requirements for computer studies.
Today this is the only type of activity not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.
The use of ICT does not provide for teaching children the basics of computer science and computer technology.
An important rule when organizing such classes is the frequency of their conduct. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct PC activity.
3.Diagnostic lesson.
To conduct such classes, special programs are required, which are few or nonexistent for some general education programs. But the development of such computer programs is a matter of time. With the help of application tools, you can develop test items and use them for diagnostics. In the process of conducting traditional diagnostic lessons, the teacher needs to fix the level of solution of the problem by each child according to certain indicators. The use of special computer programs will not only facilitate the work of the teacher and reduce the time spent (use several computers at the same time), but will also save the results of diagnostics, examining them in dynamics.
Thus, unlike conventional technical teaching aids, information and communication technologies make it possible not only to saturate a child with a large number of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in early childhood, the ability to independently acquire new knowledge.
The use of computers in educational and extracurricular activities looks very natural from the point of view of the child and is one of the most effective ways to increase motivation and individualization of learning to develop creative abilities and create a prosperous emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. Testify to the possibility of mastering a computer by children aged 3-6 years. As you know, this period coincides with the moment of intensive development of the child's thinking, preparing the transition from visual-figurative to abstract-logical thinking.
The introduction of information technology has Benefits before traditional teaching aids:
1. ICT makes it possible to expand the use of e-learning tools, as they transmit information faster;
2. Movement, sound, animation attracts the attention of children for a long time and helps to increase their interest in the studied material. The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, creativity of children;
3. Provides visualization, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children. This includes three types of memory: visual, auditory, motor;
4. Slideshows and video clips allow you to show those moments from the outside world, the observation of which is difficult: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, here it is raining;
5. You can also simulate such life situations that cannot or are difficult to show and see in everyday life (for example, reproduction of the sounds of nature; the work of transport, etc.);
6. The use of information technology encourages children to search for research activities, including searching the Internet on their own or together with their parents;
7. ICT is an additional opportunity to work with children with disabilities.
With all the invariable advantages of using ICT in preschool education, there are the following Problems:
1. The material base of the preschool educational institution.
As noted above, to organize classes, you must have a minimum set of equipment: a PC, a projector, speakers, a screen or a mobile classroom. Not all kindergartens today can afford to create such classes.
2. Child health protection.
Recognizing that the computer is a powerful new tool for the development of children, it is necessary to remember the commandment “DO NOT HARM!”. The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules.
When computers and interactive equipment operate, specific conditions are created in the room: humidity decreases, air temperature rises, the amount of heavy ions increases, and electrostatic voltage increases in the area of children's hands. The intensity of the electrostatic field increases when finishing the cabinet with polymer materials. The floor must be antistatic and the use of carpets and rugs is not permitted.
To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary: airing the room before and after classes, wet cleaning before and after classes. Classes with older preschoolers are held once a week in subgroups. In his work, the teacher must necessarily use complexes of exercises for the eyes.
3. Insufficient ICT - teacher competence.
The teacher must not only perfectly know the content of all computer programs, their operational characteristics, the user interface of each program (the specifics of the technical rules of action with each of them), but also understand the technical characteristics of the equipment, be able to work in basic application programs, multimedia programs and networks Internet.
If the preschool educational institution's team manages to solve these problems, then ICT technologies will become a great helper.
The use of information technology will help the teacher increase the motivation for teaching children and will lead to a number of positive consequences:
- enrichment of children with knowledge in their figurative and conceptual integrity and emotional coloring;
- facilitating the process of assimilation of the material by preschoolers;
- excitement of a keen interest in the subject of knowledge;
- broadening the general outlook of children;
- an increase in the level of use of visibility in the lesson;
- increasing the productivity of the teacher.
There is no doubt that in modern education the 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 child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, together with correctly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of teaching and upbringing.
So, the use of information technology will make the process of learning and development of children quite simple and effective, free from routine manual work, and will open up new opportunities for early education.
The informatization of education opens up new opportunities for teachers for widespread introduction into pedagogical practice of new methodological developments aimed at intensifying and implementing innovative ideas of upbringing, educational and correctional processes. Recently, information and communication technologies (ICT) are a good assistant to teachers in organizing educational and correctional work.
Unlike conventional technical teaching aids, information and communication technologies allow not only to saturate the child with a large number of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in preschool childhood, the ability to independently acquire new knowledge.
The use of information technology in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its effectiveness.

Speech at the pedagogical council

deputy. Director for SD Lysak M.I.

The use of ICT in the educational process

The concept of modernization of Russian education focuses on the need to form information competence as one of the main indicators of the quality of education. Competence in information and communication technologies (ICT) is one of the priority goals of education. The possibility of its formation is directly related to the active activity of students in the information computer environment. The use of information and communication technologies (ICT) in the educational process is an urgent problem of modern professional education.

The use of information and computer technologies opens up new opportunities for the teacher in teaching his discipline. Studying any discipline using ICT gives students the opportunity for reflection and participation in creating the elements of the lesson, which contributes to the development of students' interest in the discipline. The introduction of ICT into the educational process is designed to increase the efficiency of the lessons, free the teacher from routine work, enhance the attractiveness of the presentation of the material, differentiate the types of tasks, and diversify the forms of feedback.

Today it is necessary that every teacher in any taught discipline could prepare and conduct a lesson using ICT, since now the teacher has the opportunity to make the lesson brighter and more exciting. The use of ICT in the educational process is one of the ways to increase the motivation of learning. ICTs contribute to the development of the creative personality of not only the student, but also the teacher, help to realize the main human needs - communication, education, self-realization.

The use of computer technology is not the influence of fashion, but a necessity dictated by the current level of education development.

With the help of ICT in the classroom, you can:

make the educational activities of students more meaningful;
make the educational process more attractive and modern for students;
make educational information for perception more interesting by attracting visual images;
improve the quality of education, desire to learn;
make the lesson clear, dynamic.

It is known that the most effective way of teaching is visual demonstration and synchronous explanation of the material being studied. Classical and integrated lessons, accompanied by multimedia presentations, on-line tests and software products, allow students to deepen the knowledge gained earlier, as the English proverb says - “I heard - and forgot, I saw - and remembered.” Using animation in slides allows the teacher to give students a brighter idea of what they have heard in the lesson. Students are happy to immerse themselves in the material of the lesson. Increase of motivation and cognitive activity is achieved due to a variety of forms of work, the possibility of including a game moment: if you decide correctly examples - open a picture, insert all letters correctly - move closer to The computer gives the teacher new opportunities, allowing, together with the students, to enjoy the fascinating process of learning, not only pushing the walls of the classroom with the power of imagination, but with the help of the latest technologies allows you to immerse yourself in a bright colorful world. There is an emotional upsurge, even lagging students willingly work with a computer. The computer does not replace live communication with the teacher and other sources of information, however, given the students' interest in the Internet, it increases their interest in studying the discipline.

According to scientists, a person remembers 20% of what he hears and 30% of what he sees, and more than 50% of what he sees and hears at the same time. Thus, facilitating the process of perception and memorization of information with the help of vivid images is the basis of any modern presentation. As the great teacher KD Ushinsky wrote: "If you enter a class from which it is difficult to get a word, start showing pictures, and the class will speak, and most importantly, it will speak fluently ...".

One of the advantages of using ICT in teaching is improving the quality of education due to the novelty of activities, interest in working with a computer. The use of ICT in the classroom significantly increases its effectiveness, speeds up the process of preparing for the lesson, allows the teacher to fully demonstrate his creativity, provides clarity, attracts a large amount of didactic material, increases the volume of work performed in the lesson by 1.5-2 times.

The use of ICT opens didactic opportunities associated with the visualization of material, its "revival", the ability to make visual travels, the ability to visualize those phenomena that cannot be demonstrated in other ways, allow you to combine control and training procedures.

"The golden rule of didactics is visualization" (Yan Kamensky). Multimedia systems make it possible to make the presentation of didactic material as convenient and visual as possible, which stimulates interest in learning and allows you to eliminate gaps in knowledge.

In their work, teachers widely use ICT. The main directions of using computer technologies in the classroom can be identified:

Visual information (illustrative, visual material);

Demonstration material (exercises, reference diagrams, tables, concepts);

Training apparatus;

Control over the skills of students.

When preparing for a lesson using ICT, teachers do not forget that this is a lesson, which means that a lesson plan is made based on its goals. When selecting educational material, they observe the basic didactic principles: systematic and consistent, accessibility, differentiated approach, scientific character, etc. In this case, the computer does not replace the teacher, but only supplements him. Teachers use electronic resources for educational purposes: presentations for lessons, logic games, test shells, Internet resources. They use information technology at all stages of the lesson: when explaining new material, consolidating, repeating, generalizing, monitoring, when conducting physical exercises, extracurricular activities, etc.

The use of Internet resources allows students to present to the attention of students a unique range of materials for the lessons of the world around them, conduct excursions in the lessons of geography, literature, make virtual trips to museums of writers, artists, learn more about their biography and work, get the opportunity to get acquainted with works that are not always can be found among printed visual aids.

Integration of a regular lesson with a computer allows the teacher to transfer part of his work to a PC, while making the learning process more interesting, varied, and intense. In particular, the process of writing down definitions, theorems and other important parts of the material becomes faster, since the teacher does not have to repeat the text several times (he displayed it on the screen), the student does not have to wait until the teacher repeats exactly the fragment he needs.

The use of ICT in education opens up tremendous opportunities for creating qualitatively new forms and methods of preparing students for further education. Great help in preparing and conducting lessons is provided to the teacher by the Microsoft Office package, which includes, in addition to the well-known word processor Word, also electronic Microsoft Power Point presentations. Electronic presentations enable the teacher, with minimal preparation and insignificant investment of time, to prepare visualization for the lesson. Power Point lessons are spectacular and effective in working with information.

In history and literature lessons, the use of ICT allows the use of a variety of illustrative and informational material. Moreover, the material is found by the students themselves on the Internet, they make presentations. Thus, ICT develops the independence of students, the ability to find, select and design material for the lesson. Lessons in the computer class develop the ability of students to work with a computer, independently solve educational problems. Using a multimedia project, they demonstrate slides created in Microsoft Power Point. The use of ICT in Russian language 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. Tasks with subsequent verification activate the attention of students, form spelling vigilance. The use of crosswords, illustrations, drawings, various entertaining tasks, tests, foster interest in the lesson; make the lesson more interesting.

During the lesson, the computer is used to enhance the cognitive activity of students. Diverse illustrative material, multimedia models raise the learning process to a qualitatively new level: it is much more interesting for a modern student (teenager) to perceive information in this very form, rather than using outdated diagrams and tables.

In mathematics lessons, teachers use presentations created independently or successful ones found on the Internet, but additionally redesigned for their own contingent of students, which allows:

Demonstrate to students accurate, clear design patterns for solutions;

Demonstrate completely abstract concepts and objects;

Achieve the optimal pace of work of students;

Increase the level of visibility during training;

Explore more material;

Show students the beauty of geometric drawings;

Increase cognitive interest;

Introduce elements of entertainment, revitalize the educational process;

Achieve the effect of fast feedback.

The intensity of the mental load in mathematics lessons allows students to maintain interest in the subject under study throughout the lesson.

With the help of ICT, it has become possible today to control the knowledge of students. The use of non-standard forms of knowledge control is one of the ways to form positive motivation for the learning process and improve the quality of learning. Using the Main Test program allows you to control the knowledge of students in an unusual form using a test that can be created by the teacher himself. The use of tests helps not only to save the teacher's time, but also enables students to evaluate their knowledge and capabilities themselves. Tests are tasks consisting of a series of questions and several answers to them for choosing in each case one correct one.

With their help you can:

Check a large volume of the studied material in small portions;

Quickly diagnose the mastery of educational material by a large number of students.

The use of computer testing increases the efficiency of the educational process, activates the cognitive activity of students, and enables quick feedback between the teacher and the student. An important advantage is that each student receives an assessment immediately after the test is completed, which, on the one hand, eliminates doubts about the objectivity of the results from the students themselves, and, on the other hand, significantly saves the teacher's time on checking control papers.

In our educational institution, out of 26 teachers, 20 teachers are used in ICT lessons, this is 76.9%, but if we take into account that this is not always acceptable in physical education lessons, then 84.6%. In the lessons of industrial training, masters mainly use a demonstration of the implementation of any processing techniques. The lessons attended, themed class hours and extracurricular activities in the subject are proof of this.

E.P. Dorin's literature, the topic of the lesson “Traditions of L.N. Tolstoy in modern prose about war ", class hour literary and musical composition" We drank life to the bottom and died for this life, not bowing to lead. " Writers in the fight against the enemy. The teacher used a variety of illustrative and informational material and musical accompaniment for the lesson and event.

ON THE. Ushankova lesson in English "The countries of the studied language." Presentation, sights of each country, which allows you to learn more about it, interest in the language being studied. Class hour "Maslenitsa", learned the traditions of Russia, shots from the film "The Barber of Siberia" demonstrate celebrations during the Maslenitsa week, fistfights, which makes the lesson and event visual and dynamic.

IN AND. Shakhbanova materials science "Copper and its alloys" presentation on the properties of copper, its alloys and application in industry.

I.Yu. Mogilin's lesson is the topic "Working in Photoshop", each lesson the teacher conducts with the use of presentations or demonstrates the sequence of actions using an interactive whiteboard.

S.N. Azarov Physics Conference "On the Great Scientists Physicists". Life and achievements of famous scientists, students prepared presentations, demonstrated their achievements.

R.I. Melnikova, V.V. Melnikov is an intellectual game by profession “There is a contact”. The presentation of the questions of the game is designed in such a way that after the students answer, the correct answer to the question is shown on the screen. This allows them to control the correct result andto form a readiness for cognitive independence not only in educational, but also in other situations.

M.V. Bespalov history lesson "Abolition of serfdom", a variety of illustrative and informational material is presented in the form of a presentation. T.B. Shcherbinina lesson of literature "About love", the teacher used a variety of illustrative and informational material and musical accompaniment of the lesson, whichimproves the quality of students' knowledge.

T.I. Conversation lesson in social studies, section "economics", topic "Demand". Applied presentation when presenting new materialforms a stable cognitive interest of students in the study of the subject.

The use of information and communication technologies in the work gives:

For the learner: increasing the motivation for learning; increased cognitive interest; the formation of an active subject position in educational activities; formation of information, communication competencies; development of the ability to set a goal, plan your activities, control the result, work according to the plan, evaluate your learning activities, identify the problems of your own learning activities; the formation of cognitive independence of students.

For the teacher: non-standard attitude to the organization of the educational process; the possibility of creating conditions for individual self-study of students, the development of information and communication competence of students, cognitive activity, independent work to collect, process and analyze the results; the formation of motivational readiness for cognitive independence not only in educational, but also in other situations.

The approach in which learning takes place using the means of information and communication technologies is the most realistic way to ensure positive motivation for learning, the formation of a sustainable cognitive interest of students, improve the quality of knowledge, create pedagogical conditions for the development of students' abilities, and involvement in independent creative activity.

We will try to systematize where and how it is expedient to use information technologies in teaching, given that modern computers allow integrating texts, graphics, sound, animation, video clips, high-quality photographs, sufficiently large volumes of full-screen video, the quality of which is not inferior to television, within one program:

1) when presenting new material - visualization of knowledge (demo - encyclopedic programs; Power Point presentation program);

2) conducting virtual laboratory works "Informatics" "Live geometry"; "physics chemistry"

3) consolidation of the stated material (training - a variety of training programs, laboratory work);

4) control and verification system (testing with assessment, control programs);

5) independent work of students (training programs such as "Tutor", encyclopedias, developmental programs);

6) if possible, abandoning the classroom-lesson system: conducting integrated lessons according to the project method, the result of which will be the creation of Web pages, teleconferences, the use of modern Internet technologies;

7) training the specific abilities of the student (attention, memory, thinking, etc.);

8) distance learning.

Currently, the following trends are manifested in the development of the process of informatization of education:

1) the formation of a system of continuous education as a universal form of activity aimed at the constant development of the individual throughout his life;

2) creation of a unified information educational space;

3) active introduction of new tools and teaching methods focused on the use of information technology;

4) synthesis of means and methods of traditional and computer education;

5) creation of a system of advanced education.

The content of the teacher's activity is also changing; the teacher ceases to be just a "reproducer" of knowledge, becomes a developer of a new teaching technology, which, on the one hand, increases his creative activity, and on the other, requires a high level of technological and methodological preparedness. A new direction of the teacher's activity has appeared - the development of information technologies for teaching and program-methodical educational complexes.

In conclusion, it should be noted that in the information society, when information becomes the highest value, and the information culture of a person is a determining factor, the requirements for the education system and the teacher's professional activity change. The power of a computer is determined by a person and the knowledge that he possesses. In the process of learning, one must not only learn to work on a computer, but also be able to purposefully use it for cognition and creation of the world around us.

In the future, the continuation of work in the already outlined areas, in particular, the improvement of methods of using ICT in teaching various disciplines and in extracurricular activities. The main thing is that all this contributes to the achievement of the main goal - to ensure the modern quality of education based on the preservation of its fundamental nature and compliance with the current and future needs of the individual, society, and the state. The use of ICT allows teachers and students of our technical school to keep pace with the times. And this is especially important for students, because knowledge of a computer, the use of various programs, the ability to design and present the result of their work will be useful to them in their future professional activities, will help them become competent specialists.

Developed by: - Deputy Director for Water Management,

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

Information and communication technologies

Under information technology a process is understood that uses a set of means and methods for collecting, processing and transmitting data (primary information) to obtain information of a new quality about the state of an object, process or phenomenon (information product).

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

The means of modern information and communication technologies include:

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

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

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

Artificial intelligence systems;

Computer graphics systems, software systems (programming languages, translators, compilers, operating systems, application packages, etc.), etc .;

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

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

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

Collection system,

Processing, storage,

Search for information using a certain type of equipment;

A set of software tools;

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

How can a teacher use a personal computer in his work?

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Visual - Demo Simulator Knowledge Control

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Finding information Messages in the form of a presentation Electronic textbook

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

Unlike traditional types of visualization, the lesson-presentation allows the teacher to focus on the lesson as much as possible, since the control of the program is reduced to a simple click on the left mouse button.

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

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

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

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

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

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

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

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

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

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

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

5. use the means of information technology: radio, telephone, tape recorder, computer;

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

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

8. create elementary projects using a computer.

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

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

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

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