1. Information and communication technologies in the learning process and the stages of their development. Classification of software pedagogical tools.
Learning technologies should not be confused with the equipment that is used.
In the process of introducing and using computer equipment and computer technologies in the educational process, one can single out three stages of informatization of education.
First stage - widespread introduction of electronic means and computer technology in the process of training students, first in technical specialties (late 50s - early 60s), and then humanitarian (60s - early 70s). Students were taught the basics of algorithmization and programming, mathematical modeling on a computer.
Second phase(mid-70s) - the emergence of more powerful computers, software that has a friendly interface, the use of interactive human-computer interaction. Computer technologies have made it possible, on the basis of modeling, to investigate physical, chemical, biological, social processes and phenomena. Computer technology began to act as a powerful learning tool as part of automated systems.
Third, modern, stage- use of powerful personal computers, high-speed high-capacity drives (CD- and DVD-Rom, flash), telecommunication technologies (Internet, Intranet), multimedia technologies and virtual reality.
The most important tasks of informatization of education at the present stage:
- 1) development and improvement of educational software packages for teaching various academic subjects;
- 2) adaptation of ICT to the individual characteristics of the student (including various OPFR of the child);
- 3) the use of interactive teaching methods based on a computer;
- 4) integration of various types of educational activities (educational, technical, research, etc.);
- 5) development of distance learning technologies;
- 6) creation on the basis of network technologies of a single information educational space of an educational institution, region, country, group of countries;
- 7) the use of ICT in psychological and pedagogical research.
ICT classification.
I. For educational purposes:
- 1. Tutorials are used in the study of material that is well structured into small portions that can be mastered. Each student is offered a portion of educational information with subsequent control of knowledge.
- 2. Control programs are used to determine the level of knowledge and skills of students. The student answers the proposed questions or solves problems. The results of the survey and problem solving are analyzed and evaluated according to the built-in algorithm.
A special kind of control programs are testing programs, working with which, the student chooses the correct answer or answers from the proposed list of answers, or constructs an answer from known elements.
- 3. Training programs designed to form and consolidate skills and abilities, as well as for self-training of students. The basis for the construction of such programs is the principle of reinforcement of the correct answer. A personal computer in a random sequence generates learning tasks, the level of difficulty of which is determined by the teacher. If the student gives the correct answer, he is informed about it. Otherwise, the student is presented with the correct answer or given the opportunity to request assistance.
- 4. Demo Programs are intended for a visual illustration of educational material of a descriptive nature. In the demo program, the computer plays the role of a visual aid in explaining new material.
- 5. Information and reference programs are used to display the required information. With the help of a computer, the student accesses various data banks that centrally store and share information.
- 6. Simulation programs designed to "simulate" objects and phenomena. It is advisable to use them when a particular phenomenon in the educational environment is impossible or difficult to implement "live". On the basis of such programs, didactic and educational computer games are created that are of particular interest to children, and even entire microworlds (like the famous Simpsons).
- 7. Simulation programs. For example, the creation of three-dimensional objects using graphic editors (used when teaching geometry).
- 8. Settlement programs.
- 9. Laboratory programs.
- 10. Educational and gaming programs.
- 11. Problem-Based Learning Programs ? built on the ideas and principles of cognitive psychology, allow for indirect control over the activities of the student, who is offered a variety of analytical tasks, problems to solve.
II. According to the class of implemented technological operations:
- 1. For text processing are used word processors (editors), desktop publishing systems. To automate the input of text information are used scanning systems and speech text input. Their main functions are the input and presentation of textual information, its storage, editing, viewing and printing. Word processor example - MS Word from the group MS office.
- 2. Processing of graphic information is carried out using GPUs (editors). Examples: Photoshop, CorelDraw.
- 3. Database Management Technologies - these are technologies for entering, systematizing, storing, searching and providing information using computer technology. Databases can include various statistical, textual, graphic, bibliography, statistical data, abstracts, reviews, etc. as part of the information array. Most of the public document flow is made up of tabular documents (for example, spreadsheet processors MS Excel , MS Access ). Statistical processing systems allow you to carry out statistical calculations in various areas: sociology, economics, ecology, etc. An example is a package SPSS.
- 4. Hypermedia technologies (NIPERMEDIA, “super-environment”) are technologies for working with information structured as hypertext, that is, in such a way that each element of educational material contains links to other logically related elements from their common set. By following these links, you can read or master the material in any order. The use of program modules (scripts) allows you to make the work with the document interactive. The text loses its isolation, becomes fundamentally open, it is possible to insert new fragments into it, indicating links for them with the existing ones. Examples of hypertexts: electronic encyclopedias and dictionaries, where the articles contain links to other articles of the same edition.
- 5. multimedia technologies (MULTIMEDIA, “multivariant environment”) are interactive technologies for the software and hardware organization of the exchange of text, graphic, audio and video information with a computer. This technology is created by special software tools that have built-in support for multimedia and allow it to be used in educational and popular science areas. When using this technology in the educational process, real prospects open up for using a computer to voice images, as well as to understand human speech, to conduct a dialogue with students and teachers in their native language.
The advent of multimedia systems has revolutionized education. They allow you to combine text and graphic information with sound, video and film fragments, animation. Video encyclopedias have been created on many school subjects, museums, cities, etc. Game situational simulators have been created, which reduces training time. Multimedia for distance learning opens up special prospects.
6. Network information technologies - these are technologies for collecting, storing, transmitting and processing information on a computer using communication and communication technology. it local networks (provide access to local resources), global networks (access to world information resources), Email and internet pagers (a special software package for storing and sending paperless messages between computer users), distributed data processing technologies between remote users.
Through hypertext and multimedia technologies, network and interactive ICT, interactive learning when a student gets the opportunity to dialogue with a computer and a virtual teacher, independently organizes and supplements the acquired knowledge, combines them into new combinations, which contributes to the development of systemic thinking.
There is currently a trend towards merging different types of ICT into a single computer-technological complex, or integrated package.
2. The concept of distance learning. Types of distance learning.
One of the leading trends in the informatization of education at the present stage is the globalization of information technologies as a result of the use of satellite communications and the World Wide Web . Distance learning is an important means of developing global education.
The term "distance learning" is translated as "learning at a distance".
Distance learning, due to its specifics, places increased demands on the qualifications of the teacher. In the context of distance learning, the teacher not only manages the independent work of students, but also performs many functions of educational support (technical) personnel (corresponding, monitoring the implementation of the educational process schedule, organizing consultations with other teachers). A teacher working in the distance learning system must be a universal specialist, competent:
- a) in their subject area;
- b) in modern active teaching methods;
- c) in the technology of communication on the Internet;
- d) in Internet technologies used in distance learning;
- e) in matters of organization, management and monitoring of distance courses.
Thus, all diversity The duties of a teacher can be reduced to the following functions:
- 1) supporting (support for students, assisting them in mastering the information resources of the Internet within their subject specialization);
- 2) administrative and organizational (organization of distance courses, networking);
- 3) training;
- 4) research;
- 5) control and evaluation.
Teachers who conduct various distance courses are called tutors.
By "distance education" is meant a system in which, on the basis of distance learning, students reach a certain educational level and are able to confirm their educational qualification. It is believed that distance education is cheaper than traditional education (by 20-40%). Distance education has a great future for the adult working population, dissatisfied with their social and professional status, persons with special needs of psychophysical development who are not able to study full-time.
3. Risks and prospects for the use of information and communication technologies in the educational process.
However, educators see a number of problems (unsolved problems) in the use of ICT:
- 1. Multimedia and hypertext technologies encourage surface sliding along the information flow, in which students do not comprehend the very texture of knowledge, there is no penetration into the essence of phenomena and laws. It is possible that interactive reading is an effective means of immersing in the context of a variety of information, but not a means of comprehensively analyzing it.
- 2. The tendency inherent in ICT towards the multivariance of any information borders on a dangerous form of relativism (the student gets used to thinking that “everything in the world is relative”, he transfers this relativity from scientific concepts to moral values).
- 3. When using ICT, information is assimilated fragmentarily, without revealing causal relationships between different objects and elements of the system under study.
- 4. The huge speed of transition from one information to another proposed by ICT contradicts the natural possibilities of the logical-dialectical processing of this information by a person.
The tasks of developing interpersonal communication, intercultural dialogue and creative self-expression remain outside the scope of the applied information and communication technologies.
Modern ICT and their role in the education system
Informatization is considered today as one of the main ways to modernize the education system. This is connected not only with the development of engineering and technology, but, above all, with the changes that are caused by the development of the information society, in which information and the ability to work with it become the main value. Accordingly, one of the main tasks of the modern education system is the development of projects and programs that contribute to the formation of a person in modern society. The main goal of the teaching staff is to create conditions for the identification and development of the abilities of each child, the formation of a personality that has solid basic knowledge and is able to adapt to the conditions of modern life. Informatization of education should be considered as one of the important means of achieving this goal. This refers to the solution of a number of successive tasks: technical equipment, the creation of didactic tools, the development of new teaching technologies, etc., which determine the stages of the modernization process.
The development of information technologies and means of telecommunications creates the basis for the implementation of scientific and educational programs at a qualitatively new level. The creation of high-speed telecommunications and the development of real-time technologies makes it possible to implement models of a distributed educational environment built on technologies for remote access to information resources and computer communication tools.30
Despite the lack of telecommunications resources, these technologies are already firmly established in the practice of educational institutions. E-mail, which ten years ago seemed like a significant advance in the development of communication technologies, has been replaced by on-line technologies. And unique laboratory experimental and computing complexes became available thanks to automation tools and computer technologies for remote control.
The advantages of such technologies are obvious. They allow combining the material and computing resources of educational and scientific centers to solve complex problems, attract leading experts and create distributed scientific laboratories, organize online access to shared resources and joint computational and laboratory experiments, and implement joint scientific projects and educational programs.
An important quality of modern information and communication technologies (ICT) is their versatility, they can be the basis for organizing any activity related to information exchange, the basis for creating a common information space.31
Information technologies arise as a means of resolving the contradiction between the knowledge accumulating in ever-increasing volumes, on the one hand, and the possibilities and extent of their social use, on the other hand. Hence the dual role of ICT: on the one hand, it is a means of transforming knowledge into an information resource of society, and on the other hand, it is a means of implementing social technologies and converting them into social information technologies that can already be directly used in public administration and public self-government systems.
Let us designate the main didactic requirements for information and communication technologies in education in order to increase the effectiveness of their use in the educational process:
motivation in the use of various didactic materials;
a clear definition of the role, place, purpose and time of using electronic educational resources and computer teaching aids;
the leading role of the teacher in conducting classes;
introduction into the technology of only such components that guarantee the quality of education;
Compliance of the computer training methodology with the general strategy for conducting a training session;
· taking into account the fact that the introduction of electronic educational resources, computer training programs into the set of teaching aids requires a revision of all components of the system and a change in the general teaching methodology;
Ensuring a high degree of individualization of training;
Providing sustainable feedback in training, etc.
The application of general didactic principles of teaching and the implementation of the indicated requirements for the use of ICT in the educational process will help improve the quality of training. Therefore, they should be considered in the context of the goals of education and scientific understanding of the practice of educational activities, based on the principles of the expediency and effectiveness of using ICT in the educational process.
ICTs expand the possibilities of the educational environment, both with a variety of software tools and methods for developing the creativity of students. Among such software tools are modeling programs, search, intellectual training, expert systems, programs for conducting business games. In fact, in all modern electronic textbooks, the emphasis is on the development of creative thinking. To this end, they offer tasks of a heuristic, creative nature, pose questions that cannot be answered unambiguously, etc. Communication technologies make it possible to implement methods that activate creative activity in a new way. Students can join discussions that are held not only in the classroom or in the classroom, but also virtually, for example, on the websites of periodicals, training centers. Students of various educational institutions can participate in the implementation of joint creative projects.
The use of laboratory equipment makes it possible to organize a demonstration experiment in real time, which enhances the understanding of the material and its assimilation. The use of satellite technologies allows moving to a higher level of using information and communication technologies in the educational process.
The use of ICT in the education system actualizes their communicative component. The penetration of computer telecommunications into the field of education initiated the development of new educational technologies, when the technical component of the educational process leads to a significant change in education. The development of computer telecommunications in education initiated the emergence of new educational practices, which in turn contributed to the transformation of the educational system as a whole. The boundaries of the educational sphere, localized by the institutional, temporal and spatial framework, have been significantly expanded through the introduction of telecommunication technologies in the educational process.
Learning models that use information and communication technologies can be characterized as follows:
· Study model. Studying and mastering the computer, the user interface, the program. The development of tools, tools.
· existence model. Simulation software environments. Games, simulators, Internet.
· Own information management model. Formation and accumulation of information materials in the sense of accumulation, organization of their storage, updating, etc.
· Process control model. Management of laboratory experiments.
· Model of creativity. Computer as a tool of knowledge and creativity.
· communication model. Distance communication, training and education.
· view model. Satisfying your own curiosity
· Information acquisition model. Search for information using electronic encyclopedias and guides.
· Model of mediated interaction. Participation in projects does not necessarily involve the direct use of a computer.
Typology of information and communication technologies,
used in education
Information presentation technologies. Informatization of the primary level of education. Informatization of natural science education
In a fairly short history of informatics, a huge number of different information technologies have already been created, and with the development of many of them, necessary and useful, modern man is almost always late in various types of his activities. Often such is the fate of ICT professionals who have time to master them only in their narrow professional field. In order not to feel helpless in the modern information world, it is necessary to constantly “feed” oneself by studying new technologies.
1) information presentation technologies (multimedia, hypertext, virtual reality);
2) technologies for structuring information and artificial intelligence systems (databases and knowledge, expert training systems);
3) communication technologies (networks of different levels, telecommunications).
Let's consider each direction separately.
Information presentation technologies
The information resource - the knowledge accumulated throughout the history of mankind - has so far been mainly preserved in a passive form, in the form of printed materials. With the advent of information technologies based on modern computers as new means of working with information, it became possible to transfer information from a passive form to an actively functioning resource based on such technologies as, for example, multimedia and hypertext (hypermedia) technologies.
Multimedia is a rapidly developing modern information technology that allows you to combine information of different types, such as text, sound, graphics, animation (animation) and video. As a result, such a presentation of information is provided in which a person perceives it with several senses at once, in combination with the use of large amounts of information, quick access and interactive possibilities for working with it, which predetermines qualitatively new opportunities for increasing the effectiveness of education when, for example, creating teaching materials completely new type.
Another technology in this direction is hypertext technology. Hypertext is a text structured in a special way, arranged in a non-linear manner, in the form of separate fragments that are linked to each other by means of links, as a result, the text is arranged as if in the form of a branching tree. References make the process of quoting any text sources extremely simple. At the same time, we are not talking about quoting in the usual sense adopted for books and magazines on paper, but about the possibility to immediately get the full text of the source with one movement of the computer mouse. As a result, the very way of presenting texts changes, the need for quotations in the usual sense disappears, and only links remain in the text, allowing you to immediately get the necessary explanation to it, the information turns out to be, as it were, folded in time and space.
In combination with multimedia hypertext, they form hypermedia means (hypermedia - super-environment). In this case, hypertexts contain not only textual, but also various visual and audio information. The carrier of hypermedia information is usually a special optical CD that allows you to store large amounts of structured information of various types, which is read by means of a laser.
The use of hypermedia technology in the educational process makes it possible to increase the effectiveness of learning by stimulating the greatest number of sensations in the student, the possibility of modeling various objects, phenomena and processes and interactive control of them, the formation of students' skills in working with various types of information and its free manipulation, the possibility of expanding and folding branches of information in space and time, which implies the implementation of a wide range of educational influences.
The practical implementation of hypermedia systems has led to the emergence of electronic books, which can be conditionally divided into four classes: encyclopedic, informational, educational, examining.
An electronic textbook is a software and methodological complex that provides an opportunity to independently or with the partial participation of a teacher to master a training course or its section using ICT. Each electronic textbook usually has information (content), training (exercises to consolidate the acquired knowledge) and testing (customizable bank of questions, testing module itself, expert module for analysis and evaluation) parts.
The complexity of the practical use of e-books and textbooks is mainly due to their purpose for self-study. They contain a large amount of branched additional information, and each student chooses his own route for studying the material, so they do not always fit into the outline of the traditional class-lesson educational process.
Despite the difficulties of development and implementation, a new technology of non-contact information interaction is becoming more and more widespread for educational purposes - virtual reality, which creates the illusion of direct entry and presence in the real behind-the-screen world using complex multimedia operating environments and special devices. This developing technology seems to be a fundamentally different, future stage in the development of hypermedia tools. The user's contact with the virtual reality system is carried out with the help of telemonitor glasses and a special device - a joystring, which creates the effect of force feedback and provides communication with gestures using a glove interface.
The implementation of virtual reality technology for educational purposes contributes to the formation of experience in simulating, designing, modeling objects, phenomena and processes of the objective world; the development of visual-figurative, theoretical thinking, which allows the student to study not only objects and phenomena of the reality surrounding us, but also those that are in reality irreproducible or difficult to reproduce (space flights to other planets, new surgical operations, observations of complex natural phenomena and etc.).
Knowledge of the virtual world, inside which a person gets in the process of working with the system, develops imagination, abstract thinking helps to understand and realize the essence of the most unique phenomena and processes. The main difficulties in introducing virtual reality technology are the complexity and high cost of software tools for creating computer software products, as well as the need to use expensive equipment.
Information technology (IT, from the English information technology, IT) is a wide class of disciplines and fields of activity related to technologies for managing and processing data, as well as creating data, including with the use of computer technology.
Recently, information technology is most often understood as computer technology. In particular, IT deals with the use of computers and software to store, transform, protect, process, transmit and receive information. Computer technicians and programmers are often referred to as IT professionals.
According to the definition adopted by UNESCO, IT is a complex of interrelated scientific, technological, engineering disciplines that study methods for the effective organization of the work of people involved in the processing and storage of information; computer technology and methods of organizing and interacting with people and production equipment, their practical applications, as well as the social, economic and cultural problems associated with all this. IT itself requires complex training, high initial costs and knowledge-intensive technology. Their implementation should begin with the creation of software, the formation of information flows in specialist training systems.
The main features of modern IT:
storage of large amounts of information on machine media;
transmission of information over long distances in a limited time.
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ICT (information and communication technologies) are the processes and methods of interaction with information that are carried out using computer technology devices, as well as telecommunications.
The role of ICT in modern society
Currently, one can observe a constant increase in the influence of media technologies on a person. They have a particularly strong impact on children: even twenty years ago, a child would rather watch a movie than read a book. However, today, under the powerful pressure of information, advertising, computer technology, electronic toys, game consoles, etc., it is increasingly detached from reality. Now, if a student cannot avoid reading a book, he no longer goes to the library, but downloads it to his tablet. Very often one can observe the following picture: a group of young people are sitting in a park, square or shopping and entertainment complex, they do not communicate with each other, all their attention is riveted to smartphones, tablets, laptops. If this phenomenon continues to be observed, then soon the children will completely forget how to communicate. And so the ministries of education in many countries on our planet, instead of developing an interest in students in live communication and learning in general, decided to take the path of least resistance and give children what they want. According to some experts, the child’s brain perceives new information better if it is presented in an entertaining form, which is why they easily perceive the data offered in the lesson using media (in this regard, the use of information and communication technologies in education is constantly growing today). It’s hard to argue with this, but the other side of the medal of such an educational process is that children stop communicating with the teacher, which means that the ability to think is reduced. It is much better to restructure the educational process so that it is not boring and always keeps the child thirsty for new knowledge. But this issue will have to be left to the conscience of officials.
The concept of communication and information technology
The processes of informatization in modern society, as well as the reform of educational activities closely related to them, are characterized by the improvement and mass dissemination of modern ICT. They are actively used to transfer data and ensure interaction between the teacher and the student in the modern system of distance and open education. Today, a teacher must have skills not only in the field of ICT, but also be responsible for the professional use of information and communication technologies in their direct activities.
The term "technology" came to us from the Greek language, and in translation it means "science". The modern understanding of this word includes the application of engineering and scientific knowledge to solve specific practical problems. Then information and communication technology is a technology that is aimed at transforming and processing information. But that's not all. In fact, information and communication technology is a general concept that describes various mechanisms, devices, algorithms, methods of data processing. The most important modern ICT device is a computer equipped with the necessary software. The second in a row, but no less important equipment, are the means of communication with the information placed on them.
ICT tools used in the modern education system
The main means of ICT technology for the information environment of the education system is a personal computer equipped with the necessary software (of a systemic and applied nature, as well as tools). Operating software is primarily referred to as system software. It provides interaction of all PC programs with equipment and PC user. This category also includes service and service software. Application programs include software, which is an information technology toolkit - working with texts, graphics, tables, etc. The modern education system widely uses universal application office software and ICT tools, such as word processors, presentations, spreadsheets, graphic packages, organizers, databases, etc.
Development of information and communication technologies
With the organization of computer networks and similar means, the process of education has moved to a new quality. First of all, this is due to the possibility of promptly obtaining information from anywhere in the world. Thanks to the global computer network Internet, instant access to the planet (electronic libraries, file storages, databases, etc.) is now possible. More than two billion different multimedia documents have been published in this popular resource. The network opens up access and allows the use of other common ICT technologies, such as e-mail, chat, lists, mailing lists. In addition, special software has been developed for online communication (in real time), which allows, after establishing a session, to transmit text (entered from the keyboard), as well as sound, images and various files. Such software makes it possible to organize a joint connection of remote users with software running on a local personal computer.
7. Providing training flexibility.
Negative impact of ICT tools on the learner
Information and communication technology introduced into everything leads to a number of negative consequences, among which a number of negative psychological and pedagogical factors influencing the health and physiological state of the student should be noted. As mentioned at the beginning of the article, ITC leads to the individualization of the educational process. However, this has a serious drawback associated with total individualization. Such a program entails the curtailment of the already deficient in the educational process of live dialogic communication of participants: students and teachers, students among themselves. She offers them, in fact, a surrogate for communication - a dialogue with a computer. And in fact, even a student who is active in terms of speech falls silent for a long time when working with ICT tools. This is especially true for students of distance and open forms of education.
Why is it so dangerous?
As a result of this form of learning, during the entire lesson, the student is busy consuming the material silently. This leads to the fact that the part of the brain responsible for the objectification of human thinking turns out to be turned off, in fact, immobilized for many years of study. It must be understood that the trainee does not already have the necessary practice of forming, formulating thoughts, as well as dialogic communication in a professional language. As psychological studies have shown, without developed communication, the student’s monologue communication with himself will not be formed at the proper level, exactly what is commonly called independent thinking. Agree that asking yourself a question is the most accurate indicator of the presence of independent thinking. As a result, if we follow the path of individualization of education, we can miss the very possibility of forming a creative process in a person, the origin of which is built on dialogue.
Finally
Summing up, we can note another significant drawback of information and communication technologies, which follows from the main advantage - the general availability of information resources published on the network. Often this leads to the fact that the student follows the path of least resistance and borrows ready-made essays, problem solutions, projects, reports, etc. on the Internet. Today, this already familiar fact confirms the low effectiveness of this form of education. Of course, the prospects for the development of information and communication technologies are high, but they must be implemented deliberately, without maniacal totalization.
The role of information and communication technologies in the general educational process is defined in the documents of the Government of the Russian Federation, the Ministry of Education of the Russian Federation, related to the strategy of modernization of education.
Information and communication competence – one of the main priorities for general education, and this is due not only to intra-educational reasons. The whole character of life is changing, the role of information activity is unusually increasing, and within it - active, independent processing of information by a person, making fundamentally new decisions in unforeseen situations using technological means.
Systematic, effective formation of information and communication competence for the majority of students today is possible only if ICT is used. And that means success changes planned in the school largely depend on their application. In other words, informatization is the most important direction in the modernization of the education system.
Computer technologies of education - a set of methods, techniques, ways, means of creating pedagogical conditions based on computer technology, means of telecommunications and an interactive software product that simulates part of the functions of a teacher in presenting, transmitting and collecting information, organizing control and management of cognitive activity.
The use of computer learning technologies makes it possible to modify the entire teaching process, implement a model of student-centered learning, intensify classes, and most importantly, improve students' self-training. Of course, a modern computer and interactive software and methodological support require a change in the form of communication between a teacher and a student, turning learning into business cooperation, and this increases the motivation for learning, leads to the need to search for new models of classes, conduct final control (reports, reports, public defense of group project projects). works), increases the individuality and intensity of learning.
Computer learning technologies provide great opportunities in the development of creativity, both teachers and students.
multimedia technologies
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a method of preparing electronic documents, including visual and audio effects, multiprogramming of various situations. The use of multimedia technologies opens up a promising direction in the development of modern computer learning technologies. How to use these tools in the development of complexes of educational and methodological materials? Where and in what ratio is it possible to include various multimedia effects compared to plain text? Where is the limit of applicability of multimedia inserts in a document? Serious studies of this issue are needed, since the violation of harmony, the measure of the expediency of using bright inserts and effects can lead to a decrease in working capacity, increased fatigue of students, and a decrease in work efficiency. These are serious questions, the answers to which will make it possible to avoid fireworks in training, to make educational and methodological material not just spectacular, but effective.
Modern information and communication technologies of education
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a set of modern computer equipment, telecommunication means, software tools that provide interactive software and methodological support for modern learning technologies.
The main task of modern information technology education
are the development of interactive environments for managing the process of cognitive activity, access to modern information and educational resources (multimedia textbooks, various databases, training sites and other sources).
Information technologies most often used in the educational process can be divided into two groups:
1) network technologies using local networks and the global Internet (electronic version of methodological recommendations, manuals, distance learning servers that provide interactive communication with students via the Internet, including in real time),
2) technologies focused on local computers (training programs, computer models of real processes, demonstration programs, electronic task books, control programs, didactic materials).
In mathematics lessons, a computer can be used with a variety of functions and, therefore, goals: as a way to diagnose students' learning abilities, a learning tool, a source of information, a training device, or a means of monitoring and evaluating the quality of learning. The capabilities of a modern computer are enormous, which determines its place in the educational process. It can be connected at any stage of the lesson, to the solution of many didactic tasks, both in a collective and in an individual mode.
At present, with the help of a multimedia projector, it is possible to use a computer even for frontal work, for example, when organizing an oral account, or when checking independent work. The use of teaching aids-presentations created in the Power Point program made it possible to abandon almost all TCO of the old generation, to raise visibility to a higher level (using sound, showing a slide "in motion")
You can introduce computer components into the lessons of any subjects. The whole point lies in the expediency, the availability of appropriate quality programs, the conditions of use.
Creation and development of the information society(IO) involves the widespread use of information and communication technologies (ICT) in education, which is determined by a number of factors.
Firstly, the introduction of ICT in education significantly accelerates the transfer of knowledge and the accumulated technological and social experience of mankind, not only from generation to generation, but also from one person to another.
Secondly, modern ICT, improving the quality of training and education, allow a person to more successfully and quickly adapt to environment and ongoing social change. This gives every person the opportunity to receive the necessary knowledge both today and in the future post-industrial society.
Thirdly, the active and effective implementation of these technologies in education is an important factor in creating an education system that meets the requirements of the IO and the process of reforming the traditional education system in the light of the requirements of a modern industrial society.
The importance and necessity of introducing ICT into the learning process are noted by international experts in the World Report on Communication and Information 1999-2000, prepared by UNESCO and published at the end of the last millennium by the Business Press agency. In the preface to the report, UNESCO Director-General Federico Mayor writes that new technologies should help “create a better world in which every person benefits from the achievements of education, science, culture and communication”. ICTs affect all of these areas, but perhaps the most positive impact they have on education, as they “open up completely new ways of teaching and learning”. More details on the relevance and need for the introduction of ICT in education are discussed in the second chapter of the same report - "New Directions in Education", written by Craig Blairton, Associate Professor at the University of Hong Kong, and in Chapter VII "Information Services, Libraries, Archives", the author of which Ole Garbo, Professor at the Royal College of Librarianship in Copenhagen.
In addition, the same report summarizes and analyzes the global processes of convergence of the media, the electronics industry and telecommunications and their impact on the development of the information society, as well as the planetary problems of using ICT in education.
The use of ICT contributes to changing the goals, content of training, including control, which entails the emergence of new methods, tools and organizational forms of training and control.
The introduction of information technologies in education provides an opportunity to create systems for automated control of students' knowledge in various disciplines, including computer science.
The possibilities of ICT as a tool of human activity and a fundamentally new means of teaching lead to the emergence of new methods, tools, organizational forms of control and their more intensive implementation in the educational process.
The advantages of computer technology are considered in works on the intensification and activation of learning (I.V. Alekhina, G.V. Rubina), individualization (V.F. Gorbenko, N.V. Karchevskaya) and humanization of the educational process (T.V. Gabay, M.E. Kalashnikov, L.F. Pleukhova, V.K. Tsoneva), the implementation of the creative, developmental nature of education (V.A. Andreev, V.G. Afanasiev, G.M. Kleiman, T.A. Sergeeva and etc.).
Stages of ICT implementation on the way to the information society
The global introduction of computer technologies in all areas of activity, the formation of new communications and a highly automated information environment have become not only the beginning of the transformation of the traditional education system, but also the first step towards the formation of an information society.
The main factor determining the importance and expediency of reforming the existing education system, including the Russian one, is the need to respond to the main challenges that the 21st century has made for humanity:
the need for the transition of society to a new development strategy based on knowledge and highly efficient information and telecommunication technologies;
the fundamental dependence of our civilization on those abilities and personality traits that are formed by education;
possibility successful development societies only based on genuine education and effective use of ICT;
the closest connection between the level of well-being of the nation, the national security of the state and the state of education, the use of ICT.
improving the quality of education through its fundamentalization, informing the student about modern achievements in science to a greater extent and at a greater speed;
ensuring that training is focused on new IO technologies and, first of all, on ICT;
ensuring greater accessibility of education for all groups of the population;
increasing creativity in education.
A new stage in the global technologization of advanced countries was the emergence of modern telecommunications networks and their convergence with information technology, that is, the emergence of ICT. They became the basis for the creation of the infosphere, since the unification of computer systems and global telecommunications networks made it possible to create and develop a planetary infrastructure that connects all of humanity.
An example of the successful implementation of ICT was the emergence of the Internet - a global computer network with its almost unlimited possibilities for collecting and storing information, transmitting it individually to each user.
Complexity of implementation modern ICT is also determined by the fact that the traditional practice of their development and implementation is based on the ideology of creating and using information and telecommunication systems in completely different areas: communications, the military-industrial complex, aviation and astronautics. The adaptation of ICT to a specific field of application is carried out by specialists from design bureaus and research institutes who have extensive experience in the development of such equipment and, therefore, well understand the purpose of systems and their operating conditions. In modern education, there are no such specialized research structures, they are just beginning to be created. For this reason, there is a "gap" between the possibilities of educational technologies and their real application. An example is the still existing practice of using a computer only as a typewriter. This gap is often exacerbated by the fact that the bulk of school teachers and professors of liberal arts universities do not have the modern knowledge necessary for the effective use of ICT. The situation is complicated by the fact that information technologies are rapidly updating: new, more efficient and complex ones appear, based on artificial intelligence, virtual reality, multilingual interface, geographic information systems, etc. The way out of the created contradiction can be the integration of technologies, that is, such a combination of them that will allow the teacher to use in lessons and lectures that are understandable to him, certified and adapted to the learning process. technical means. The integration of ICT and educational technologies should become a new stage in their more effective implementation in the Russian education system.
In implementation of ICT in education can be distinguished three stages:
elementary associated with the individual use of computers, mainly for the organization of the education system, its administrative management and storage of information about the management process;
modern, associated with the creation of computer systems, the Internet and the convergence of information and telecommunication technologies;
future, based on the integration of new ICTs with educational technologies (ET).
The relevance and importance for the creation of an information society education system of developing a set of appropriate educational tools based on the integration of ICT and OT makes it necessary to conduct a comprehensive study of this process and consider it from a systemic standpoint.
3. System fundamentalsintegration
ICT and OT
A systematic approach to the integration of ICT and IT is based on the identification of all essential factors that establish a connection between elements and form the integral properties of a system that performs a coordinated set of actions united by a common idea and a single goal.
The choice of rational and optimal solutions for the integration of information and educational technologies from a systemic point of view is primarily based on an analysis of the effectiveness of training or education based on a new integrated technology, i.e. based on the assessment of the effectiveness of the interaction between the teacher and students. A feature of this interaction is the creative activity of the teacher and students both in the learning process and in the process of education, which largely depends not only on the professionalism of the teacher and the knowledge of students, but also on the emotional mood created in the learning process, as well as on the availability of appropriate incentives. , the conditions of employment and many other factors. All this complicates the formalized description of the learning process and makes it difficult to determine quantitative assessments of effectiveness.
In fact, integrated learning technologies based on ICT are intelligent human-machine systems and therefore one of the directions for the formation of indicators of their effectiveness can be the methodology used in simulator training of pilots, cosmonauts, operators in the nuclear power industry. It consists in the use of complex indicators, the components of which are specific assessments of technical efficiency, cost, training time, as well as biomedical research data, subjective opinions of the teacher and students.
Therefore, the first and fundamentally important task of integrating ICT and OT (hereinafter, for brevity, will be used taken nearby authors' abbreviation ITO) is a clear identification of the goals of their creation and the development of a system of indicators of their effectiveness. Formalization of the goals of educational technologies is a rather complex problem that is still unresolved and is actively discussed both in monographs, articles, and at seminars and conferences. At the same time, when solving the problems of learning, controlling knowledge and managing the educational process, experience has already been gained in evaluating goals in the form of specific indicators. As an example, consider the scoring system. This, of course, does not exclude the use of other indicators for assessing the effectiveness of IT.
Based on a systems approach, it is necessary to build a model or scheme of operation, which includes the following main elements: OT, ICT, teachers, trainees, specialists and administration.
Educational technologies or, in other words, educational technologies (ET) are one of the main elements of the education system, since they are directly aimed at achieving its main goals: training and education. TO is understood as the implementation of curricula and curricula, as well as the transfer to the student of a knowledge system, as well as methods and means for creating, collecting, transmitting, storing and processing information in a specific area. Science has accumulated vast experience in the transfer of knowledge from teacher to student, the creation of education and training technologies, as well as the construction of their models.
ICTs have an active influence on the process of education and upbringing of the student, as they change the scheme of knowledge transfer and teaching methods. At the same time, the introduction of ICT into the education system not only affects educational technologies, but also introduces new ones into the education process. They are associated with the use of computers and telecommunications, special equipment, software and hardware, information processing systems. They are also associated with the creation of new means of learning and knowledge storage, which include electronic textbooks and multimedia; electronic libraries and archives, global and local educational networks; information retrieval and information reference systems, etc. ICT models are currently being developed, and some of them have been successfully applied in the study of education systems.
Considering the elements of a complex IT system, it should be noted that in education an important condition successful integration of technologies is the training of teachers and specialists operating the systems and tools of the new integrated learning technology. Each participant in ITO-based training, including the administration of educational institutions, must have the necessary information literacy and understanding of the technologies used. In some countries, it is even necessary to have an appropriate certificate for this. For example, such a requirement exists in the UK. The introduction of certificates for participants in the learning process makes it possible to simplify the implementation of ITO and increase the adequacy of assessments of the effectiveness of technologies.
When introducing IT, it is necessary to understand that this process is complex and costly.
As the experience of IT implementation in the world and Russia shows, the effectiveness of ICT-based learning is significantly affected by a specific type of educational institution (school or university, educational center or virtual college, etc.) and the form and type of education (full-time or part-time, distance or stationary, basic or additional), etc.
A program that ensures the active introduction of ICT in the educational industry, is complex and involves the solution of a number of important problems in the development of education:
development of the regulatory framework;
creation of new organizational, methodological and scientific and methodological support in the field of educational systems and technologies;
creation of the material base of ICT;
creation of a system of training and retraining of educational personnel.
A new direction for improving the efficiency of ICT implementation is integration of information and communication technologies and learning technologies. As the first and necessary steps to facilitate the accelerated introduction of this process into the education system, we can recommend:
organizing seminars and training courses for the administration and staff of universities, teachers of schools and training centers on the use of new ITO in teaching;
creation of conditions for stimulating the development of Internet services related to the use of new IT;
intensification of work on the creation of the thematic system "IT" within the international information network on IT;
preparation of an appropriate set of measures for their inclusion in the "Program of Moscow's movement into the information society";
development of methodological and methodological foundations for system analysis and synthesis of information technology, methods for assessing training and education based on them;
development of proposals for financing the introduction of integrated information and communication technologies in education at the expense of the international community.
In improving the quality of professional training of specialists, including future teachers, in the system of higher pedagogical education, a significant role belongs to control, which is considered extremely important by modern pedagogical theory and practice.
At present, the use of the possibilities of modern information technologies to ensure the conduct of the didactic process is one of the urgent problems. The role of new information and communication technologies (ICT) in the practice of teaching is determined by E.S. Polat as "a necessary condition for the intellectual, creative and moral development of students" [3].
In the conditions of the information society, the volume and content of knowledge, skills and abilities that a modern specialist should possess sharply and constantly increase and change. The integration of computer technology and the educational process contributes to its intensification, modernization of the system for training a future specialist, improving the quality of education, developing the ability to independently acquire new knowledge, and implementing the idea of developing and lifelong learning. Computer technologies contribute to the disclosure, preservation and development of personal qualities of students, the use of which in the educational process will be effective only if future specialists have a correct idea of the place and role of these technologies in the educational process.
For future specialists it is necessary to have appropriate training in the field of knowledge and application of information and communication technologies in the rapidly changing conditions of the information society; possess the basics of the necessary knowledge and accumulate personal experience in the practical use of computer technology in their professional activities. In addition, in the context of the formation of distance education, it is necessary to master modern computer learning tools, including control.
As noted in the materials of the international conference held in November in Moscow, dedicated to the problems of introducing information technologies in education, a lesson using a computer will be more effective for the teacher who
· Maintains human priorities in learning.
Has a kind, trusting attitude towards the machine and its pedagogical capabilities
· Able to carefully and at the same time safely handle a personal computer
Intellectually developed, erudite, able to evaluate the pedagogical capabilities of computer programs
· Methodically flexible
· Disciplined, accurate, owns an orderly logical thinking.
The first step that a teacher takes when turning to computer technology for teaching is to study pedagogical software in his subject and evaluate their advantages and disadvantages. Unfortunately, no multimedia study guide in mathematics, which would be fully consistent with the school curriculum: atypical terminology is used, others. Axiom systems different from the school, or a cumbersome information entry system (a very "twisted" formula editor, which does not speed up, but, on the contrary, slows down the solution process). Therefore, it remains to agree with N. Rozov, Dean of the Faculty of Pedagogical Education of Moscow State University, who noted in one of his speeches: “We all perfectly understand how far e-learning products are from the ideal. than the computer component of the educational process will become an equal partner of the textbook.
Familiarization with software products is advisable to start with the study of tools that create the so-called. computer environment. These programs include program instructions, tips, recommendations on a wide range of issues. With them, the teacher can conduct both classroom and extracurricular activities, freeing himself from repeated repetition of the same common truths by students, from a touch of subjectivity in assessing students' academic success, helping them master the technology of self-learning.
The computer environment is also created by reference and information materials. Their purpose is to provide greater clarity and evidence in the lesson, to use these programs for making various kinds of inquiries and for self-examination, to provide a sample of the performance of any task on a specific subject material.
Reference and information materials are designed to make it easier for many children to master the school curriculum, they are supportive and accompanying, often motivating.
That. the computer, as it were, combines a number of traditional TCOs, which have always been used, mainly to enhance visibility. This activates the cognitive process in students, develops thinking (visual-effective, visual-figurative), increases the effectiveness of the educational process. The use of information and communication technologies makes it possible to implement such developmental learning goals as the development of thinking (spatial, algorithmic, intuitive, creative, theoretical), the formation of skills to make the best decision from possible options, the development of skills to carry out experimental research activities (for example, through the implementation of computer modeling capabilities) , the formation of information culture, the ability to process information. This leads to an acceleration of the pace of learning, frees up time, and therefore intensifies the learning process.
One of the requirements dictated by the social order of society modern education and presented today to university students - future specialists - is the ability to use modern facilities ICT in the professional activity of a teacher, exactly, the rapidly developing means of distance learning technologies today, both in the educational process and in its integral component - the control system.
ICT in the control system
The use of computer technologies in the educational process is a completely natural phenomenon in the era of informatization of society. However, the effectiveness of their use in teaching depends on a clear idea of the place they should occupy in the most complex set of relationships that arise in the teacher-student interaction system.
The role of control in the learning process is of paramount importance, therefore, all of the above about the introduction of information and communication technologies in the learning process also contributes to the penetration of ICT into the control process, as an important and integral element of the learning process.
Control tasks implemented with the help of ICT can be aimed at identifying the following knowledge:
Knowledge of definitions, fundamental concepts of the course, section, topic (module), ideas about the scope and content of concepts;
Knowledge about applied (practical) application of definitions;
Knowledge of rules, algorithms, laws, formulas;
Knowledge related to solving problems on the topic;
Knowledge of facts, basic provisions, principles, practical applications.
Control tasks implemented with the help of ICT can be of different levels of complexity:
Simple tasks for recognition;
tasks for reproduction;
Tasks performed according to a formula, algorithm, rule, pattern;
Tasks of a problematic nature (the algorithm for solving the problem is not known in advance).
Let's highlight the advantages of using ICT in the process of knowledge control:
A high degree of visibility during control, which contributes to an increase in interest in the very subject of study, control, evaluation;
Automation of conducting, evaluating the results, summing up the results of control procedures;
Possibility of multiple performance of control tasks in order to internalize (assimilate) knowledge;
The possibility of self-control of students at any time convenient for the student without the participation of a teacher.
Literature
World UNESCO report on communication and information, 1999-2000. - M. - 2000.
Kurdyukov, G.I. . On the issue of the role of information and communication technologies in the system of monitoring the knowledge of students of pedagogical universities in informatic disciplines / G.I. Kurdyukov / access address: http:// www. rusedu. info/ article915. html
New pedagogical and information technologies in the education system: Proc. allowance for students. ped. universities and systems of higher education. qualified ped. personnel / E.S. Polat, M.Yu. Bukharkin and others; Ed. E.S. Polat. - 2nd ed., erased. - M.: Publishing Center "Academy", 2005. - 272 p.; S. 3
