Information communication technologies and their application. Modern problems of science and education. Development of information and communication technologies

Svetlana Durakova

We present to your attention the dissemination of work experience.

« Use of information and communication technologies in educational activities»

Informatization society has significantly changed the practice of everyday life. IN kindergarten how the same changes are reflected in the mirror.

Therefore, the goal of our work is the use of information and communication technologies in educational activities is, quality improvement education through active implementation in educational educational process information technologies .

At use ICT solves such problems How:

Activation of cognitive, creative activities;

Achieving the goals of training and education with the help of modern electronic educational materials;

Skill development self-education and self-control;

Increasing the comfort level of preschoolers;

Reducing didactic difficulties in children;

Increasing the activity and initiative of children both during educational activities and in free activities

Acquiring computer skills.

How relevant is the topic? use of information and communication technologies in the field of education.

Our children now come to kindergarten, one might say, with the initial skills of mastering new technologies. Many of them know how to use gadgets better than you and I, teachers.

But, if computerization of the school education In our country, it already has a history of almost twenty years, but in kindergarten the computer has not yet turned into a well-mastered tool for teachers. However, every year modern information Technology they are becoming increasingly integral to our lives. Accordingly, we must keep up with the times, become guides for the child into this world of new technologies.

What is ICT?

The combination of ICT is associated with two types technologies: information and communication.

Information technology - a set of methods, methods and means ensuring storage, processing, transmission and information display and aimed at increasing labor efficiency and productivity. At the present stage, methods, methods and means are directly interconnected with the computer (computer technologies) .

Communication technologies determine methods, ways and means of human interaction with the external environment (communication, communication).

The computer also has its place in these communications. It provides comfortable, individual, diverse, interaction of communication objects.

Connecting information and communication technologies, projecting them onto educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in information society.

Information Technology, this is not only and not so much computers and their software.

ICT means using a computer, Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

Where can ICT help a modern teacher in his work?

This is working with children, working with parents and working with teachers.

While creating single base methodological and demonstration materials, the teacher has more free time.

Today, many kindergartens are equipped with computer labs. But still none:

Methodology use of ICT in the educational process,

Systematization of computer development programs,

Unified program and methodological requirements for computer classes.

Today this is the only type activities, not regulated by special educational program . Teachers have to independently study the approach and implement it in their activity.

However usage ICT does not provide for teaching children the basics Informatics and Computer Science.

For us this is before Total:

transformation subject-development environment

Creation of new means for the comprehensive development of children

use of new visibility

So way, use of information technology in the educational process not only expedient, but will also allow one to achieve one of the goals that he sets for teachers "The concept of modernization education» – preparation of a versatile, developed personality.

So how do I do my work? I use information and communication technologies:

In his activities I have highlighted the following directions use of ICT, which are available to work with preschoolers:

Creation of presentations;

Working with Internet resources;

usage ready-made training programs;

For this I I use a variety of equipment:

TVs with DVD set-top boxes,

Computer

Multimedia projector

Printer

Record player

Video and photo camera

Working with parents I use presentations for leisure, theatrical performances, children's parties and parenting meetings.

Working with children: organization of direct educational activities, joint activities of a teacher with children, viewing multimedia.

Selection of illustrative material for classes, design of parent corners, transformation subject-developmental environment of the group, informational material for the design of stands, moving folders.

Selection of additional educational material for classes, familiarization with scenarios for holidays and other events.

Exchange of experience, acquaintance with periodicals, the developments of other teachers.

In preparation for classes, when searching for material regularly I use Internet resources, where many pedagogical technologies, work experience of teachers, the most varied visual, music and video material.

preparation of group documentation (lists of children, information about parents, diagnostics of children's development, monitoring of program implementation, etc., reports. I use a digital version of writing calendar and thematic plans. Planning is carried out in accordance with the Federal State Educational Standard.

The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.

Create presentations in Power Point to increase efficiency educational classes with children and pedagogical competence of parents in the process of conducting parental meetings.

Booklet design, business cards groups, materials in various areas activities.

Creation Email, maintaining your own section on the preschool educational institution website.

Let's not forget that when organizing a child's work on a computer, it is necessary to take into account many factors. The computer develops many intellectual skills, but we must not forget about the norm.

Sanitary standards:

Continuous duration of work with a computer in educational game classes

For children 5 years old should not exceed 10 minutes

For children 6-7 years old - 15 minutes

For children with chronic pathology, who are often ill (more than 4 times a year, after suffering illnesses for 2 weeks, the duration of computer classes should be reduced:

For children 5 years old up to 7 minutes,

For children 6 years old - up to 10 minutes.

To reduce the tediousness of computer classes, it is necessary to ensure a hygienically rational organization of the worker places: furniture suits the child’s height, sufficient level of illumination.

The video monitor screen should be at eye level or slightly lower, at a distance of no closer than 50 cm.

A child wearing glasses must use them while using the computer. Unacceptable usage one computer for simultaneous activities of two or more children.

Computer classes for children are carried out in the presence of a teacher or parent.

So way, I come to the conclusion that they contribute to better assimilation of the material, help to study the necessary material in a playful, fairy-tale form. Besides information and communication technologies contribute to increasing cognitive interest, activate thinking children's activities. Use of information technology helps the teacher increase children's learning motivation.

I believe, that use of modern information and communication technologies in teaching preschoolers expedient. This allows, in the short time allotted for direct educational activities, cover the material more widely, present it more interesting and relevant. In addition, children perceive animated and video materials with pleasure, and knowledge is acquired in a relaxed manner.

Thank you for your attention!

Materials for the methodological seminar

Ivanova I.N.

Information and communication technologies ineducation

The role of information and communication technologies in the general educational process is defined in documents of the Government of the Russian Federation and 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 the purposes of general education, and this is not only due to intra-educational reasons. The whole character of life is changing, the role of information activities, and inside 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 through the use of ICT. Which means successreforms 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 teaching technologies - a set of methods, techniques, methods, means of creating pedagogical conditions based on computer equipment, telecommunications tools and an interactive software product that simulate part of the teacher’s functions in presenting, transmitting and collecting information, organizing control and managing cognitive activity.

The use of computer teaching 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 teacher and student, turning training into business cooperation, and thisenhances learning motivation , leads to the need to search for new models of classes, conduct final control (reports, reports, public defense of group project work), increases the individuality and intensity of training.

Computer teaching technologies provide great opportunities in the development of creativity, both teachers and students.
Multimedia technologies - preparation method electronic documents, including visual and audio effects, multi-programming of various situations. The use of multimedia technologies opens up a promising direction for the development of modern computer teaching technologies. How to use these tools when developing sets of educational materials? Where and in what proportion is it possible to include various multimedia effects compared to plain text? Where is the limit of applicability of multimedia inserts into a document? Serious research into this issue is needed, since a violation of harmony, the appropriateness of using bright inserts and effects can lead to a decrease in performance, increased fatigue of students, and a decrease in work efficiency. These are serious questions, the answers to which will allow you to avoid fireworks in teaching and make educational material not just spectacular, but effective.
Modern information and communication technologies of education - a set of modern computer equipment, telecommunications, instrumental software, providing interactive software and methodological support for modern teaching technologies.
The main task of modern educational information technologiesare the development of interactive environments for managing the process of cognitive activity, access to modern information and educational resources (multimedia textbooks, various databases, educational 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 global network Internet (electronic version methodological recommendations, benefits, servers distance learning, providing interactive communicationwith students via the Internet , including in real time),

2) technologies focused on local computers(training programs, computer models real processes, demonstration programs, electronic problem books, monitoring programs, didactic materials).

In mathematics lessons, a computer can be used for a variety of functions and, therefore, purposes: as a way to diagnose students’ learning capabilities, a teaching tool, a source of information, a training device, or a means of monitoring and assessing the quality of teaching. 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 solve many didactic problems, both in a collective and individual mode.

Nowadays, with the help of a multimedia projector, it is possible to use a computer even for frontal work, for example, when organizing oral calculations, or when checking independent work. The use of teaching aids and presentations created in Power program Point made it possible to abandon almost all TSOs of the old generation, raise visibility to a higher level (use of sound, show a slide “in motion”)

You can enter computer components inlessons of any subjects . It's all about expediency, the availability of appropriate quality programs, and 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 a number of factors.

Firstly , the introduction of ICT in education significantly accelerates the transfer of knowledge and accumulated technological and social experience of humanity not only from generation to generation, but also from one person to another.

Secondly , modern ICT, improving the quality of training and education, allows a person to more successfully and quickly adapt to the environment and events social change. This gives every person the opportunity to obtain the necessary knowledge both today and in the future post-industrial society.

Third , the active and effective implementation of these technologies in education is an important factor in creating an education system that meets the requirements of educational institutions and the process of reforming the traditional education system in the light of the requirements of modern industrial society.

The importance and necessity of introducing ICT into the learning process is 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 CEO UNESCO Federico Mayor writes that new technologies mustcontribute "creation better world, in which every person will benefit from the achievements of education, science, culture and communications.” ICTs affect all of these areas, but perhaps they have the strongest positive impact on education, as they “open up the possibility of completely new methods of teaching and learning.” The relevance and need for the introduction of ICT in education is discussed in more detail in the second chapter of the same report, “New Directions in Education,” written by Craig Blurton, Associate Professor at the University of Hong Kong, and in Chapter VII, “Information Services, Libraries, Archives,” authored by - Professor Ole Garbo at the Royal College of Librarianship in Copenhagen.

In addition, the same report summarizes and analyzes the global processes of convergence of the media, electronics industry and telecommunications and their impact on the development of the information society, as well as planetary problems of the use of ICT in education.

The use of ICT contributes to changing the goals and content of training, including control, which entails the emergence of new methods, means and organizational forms of training and control.

Introduction of information technologies intoeducation provides the ability to create automated control systems for students’ knowledge in various disciplines, including computer science.

The capabilities of ICT as a tool of human activity and a fundamentally new means of teaching leads to the emergence of new methods, means, organizational forms of control and their more intensive implementation in the educational process.

The advantages of computer technology are discussed in works on the intensification and activation of learning (I.V. Alyokhina, 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), implementation of the creative, developmental nature of education (V.A. Andreev, V.G. Afanasyev, G.M. Kleiman, T.A. Sergeeva etc.).
Stages of ICT implementation along the way V informational 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 feasibility of reforming the existing education system, including the Russian one, is the need to respond to the main challenges that the 21st century has presented to humanity:

• 
  the need for society to transition 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;
• 
  the possibility of successful development of society 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.

As shown in a number of works, the main directions for the formation of a promising education system, which are of fundamental importance for Russia, which is at the stage of complex economic transformations, are the following:

• 
  improving the quality of education by fundamentalizing it, informing the student about modern scientific achievements in a larger volume and at a faster rate;
• 
  ensuring that training is focused on new AI technologies and, infirst of all , on ICT;
• 
  ensuring greater access to education for all groups of the population;
• 
  increasing creativity in education.

The use of computers in education has led to the emergence of a new generation of information educational technologies, which made it possible to improve the quality of education, create new means of educational influence, and more effectively interact between teachers and students with computer technology. According to many experts, new information educational technologies based on computer tools can increase the effectiveness of classes by 20-30%. The introduction of computers into the education sector was the beginning of a revolutionary transformation of traditional teaching methods and technologies and the entire education sector. Communication technologies played an important role at this stage: telephone communications, television, space communications, which were mainly used in managing the learning process and systems of additional training.

A new stage in the global technologization of advanced countries was the emergence of modern telecommunication networks and their convergence with information technologies, that is, the emergence of ICT. They became the basis for the creation of the infosphere, since the unification of computer systems and global telecommunication networks made it possible to create and develop a planetary infrastructure connecting all of humanity.

An example of the successful implementation of ICT was the emergence of the Internet - a global computer network with its practically unlimited possibilities for collecting and storing information, transmitting it individually to each user.
Difficulty of implementationmodern 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. Adaptation of ICT to a specific field of application is carried out here by specialists from design bureaus and research institutes who have extensive experience in developing such equipment and, therefore, have a good understanding of the purpose of the systems and the conditions of their operation. INmodern education of such There are no specialized research structures; they are just beginning to be created. For this reason, a “gap” arises between the capabilities of educational technologies and their actual 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 majority of school teachers and professors at humanities 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 quickly updated: new, more efficient and complex ones appear, based on artificial intelligence, virtual reality, multilingual interface, geographic information systems, etc. A way out of this contradiction can be the integration of technologies, that is, their combination that will allow the teacher to use in lessons and lectures that are clear 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 the implementation of ICT in education we can highlight three stages:

• 
  elementary associated with the individual use of computers, mainly for organizing the education system, its administration and storing information about the management process;
• 
  modern, associated with the creation of computer systems, the Internet and the convergence of information and telecommunications technologies;
• 
  future, based on the integration of new ICTs with educational technologies (ET).

The process of developing new educational technologies based on the integration of ICT and OT is already underway in a number of companies actively operating in the educational services market.

Relevance and importance for creating an education system in the information society of developing a set of relevant educational means based on the integration of ICT and OT makes it necessaryconducting a comprehensive study of this process and considering it from a systemic perspective.

3.System basics integration of ICT and OT

A systematic approach to the integration of ICT and technology is based on identifying all the essential factors that establish the connection between elements and form the integral properties of the system that performs a coordinated set of actions, united by a common design and a single goal.

The choice of rational and optimal solutions when integrating information and educational technologies from a systemic perspective is, first of all, based on an analysis of the effectiveness of training or education based on a new integrated technology, i.e. based on assessing the effectiveness of interaction between 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 educational process, which largely depends not only on the professionalism of the teacher and the knowledge of the students, but also on the emotional mood created in the learning process, as well as on the availability of appropriate incentives , on training conditions and many other factors. All this complicates the formal description of the learning process and makes it difficult to determine quantitative assessments of effectiveness.

In fact, integrated training technologies based on ICT are intelligent human-machine systems, and therefore one of the directions for forming indicators of their effectiveness can be the methodology used in simulator training of pilots, cosmonauts, and operators in nuclear energy. It lies inuse of complex indicators, the components of which are specific assessments of technical efficiency, cost, training time, as well as data from medical and biological research, subjective opinions of the teacher and students.

Therefore, the first and fundamentally important task of integrating ICT and OT (in the future, for brevity, the abbreviation ITO will be used, adopted by a number of authors) is to clearly identify the goals of their creation and develop a system of indicators of their effectiveness. Formalization of the goals of educational technologies is a rather complex problem, which still remains unresolved and is actively discussed both in monographs, articles, and at seminars and conferences. At the same time, when solving problems of learning, monitoring knowledge and managing the educational process, experience has already been accumulated in assessing goals in the form of specific indicators. As an example, consider the points system. This, of course, does not exclude the use of other indicators for assessing the effectiveness of ITO.

Based on a systems approach, it is necessary to build a model or diagram of the operation, which includes the following main elements: OT, ICT, teachers, trainees, specialists and administration.

Educational technologies or, otherwise, 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 curricula and training programs, 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 transferring knowledge from teacher to student, creating education and training technologies, as well as building their models.

ICTs have an active influence on the process of training and education of the student, as they change the pattern of knowledge transfer and teaching methods. Togetherso the introduction of ICT into the system education not only affects educational technologies, but also introduces new ones into the educational process. They are associated with the use of computers and telecommunications, special equipment, software and hardware, and information processing systems. They are also associated with the creation of new means of teaching and storing knowledge, which include electronic textbooks and multimedia; digital 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 are successfully used in the study of education systems.

Looking at the Elements complex system ITO, it should be noted that in education an important conditionsuccessful integration of technology is the professional training of teachersand specialists operating systems and means of new integrated learning technology. Each participant in ITS-based training, including the administration of educational institutions, must have the necessary information literacy and understanding of the technologies used. In some countries, you even need to have the 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 information technology and increase the adequacy of assessments of the effectiveness of technologies.

When implementing information technology, it is necessary to understand that this process is complex and costly.

As the experience of introducing ITO in the world and in Russia shows, the specific type of educational institution (school or university, educational center or virtual college, etc.) and the form and type of education (full-time or correspondence, distance learning) have a significant impact on the effectiveness of ICT-based education or stationary, basic or additional), etc.

A program that ensures the active implementation of ICT ineducational industry , is complex and involves solving a series the most important problems in the development of education:

• 
  development of the regulatory framework;
• 
  creation of new organizational, methodological and scientific-methodological support in the field of educational systems and technologies;
• 
  creation of ICT material base;
• 
  creation of a system for training and retraining of educational personnel.

A new direction for increasing the efficiency of ICT implementation isintegration of information and communication technologies and learning technologies.As the first and necessary steps to facilitate the accelerated implementation of this process in the education system, we can recommend:

• 
  organization of seminars and training courses for administration and staff of universities, teachers of schools and training centers on the use of new information and technical equipment in teaching;
• 
  creating conditions to stimulate the development of Internet services related to the use of new information technology;
• 
  intensification of work on the creation of a thematic system “ITO” within the framework of the international information network on IT;
• 
  preparation of an appropriate set of measures for inclusion in the “Program for Moscow’s movement into the information society”;
• 
  development of methodological and methodological foundations system analysis and synthesis of ITO, 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.

Currently, using the capabilities of modern information technologies to ensure the didactic process is one of the pressing problems. The role of new information and communication technologies (ICT) inteaching practice is determined by E .WITH. 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 must possess sharply and constantly increases and changes. The integration of computer technologies and the educational process contributes to its intensification, modernization of the training system for future specialists, improvement of the quality of education, development of the ability to independently obtain new knowledge, and implementation of the idea of ​​developmental and lifelong learning. Computer technologies contribute to the disclosure, preservation and development of students’ personal qualities, the use of which in the educational process will be effective only if future specialists have a correct understanding of the place and role of these technologies in the educational process.

For future specialistsit is necessary to have appropriate training in the knowledge and application of information and communication technologies in the rapidly changing conditions of the information society; possess the basics of necessary knowledge and accumulate personal experience practical use computer technology in its professional activity. Besides, inconditions for the development of remote education, it is necessary to master modern by computer means training, including control.

As noted in the materials of the November meeting in Moscow international conference devoted to the problems of introducing information technology into 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 teaching capabilities
• 
  · Able to handle with care and at the same time boldly personal computer
• 
  · Intellectually developed, erudite, able to evaluate teaching opportunities computer programs
• 
  · Methodologically flexible
• 
  · Disciplined, precise, possesses ordered, logical thinking.

Thus, without professional growth inmastering information Communication technologies are indispensable.

The first step that a teacher takes when turning to computer teaching technology is to study pedagogical software in his subject and evaluate their advantages and disadvantages. Unfortunately, we have not yet encountered a single multimedia teaching aid in mathematics, which would be fully consistent with the school curriculum: atypical terminology is used, others. Axiom systems different from school, or a cumbersome information input system (a very “twisted” formula editor, which does not speed up, but rather slows down the solution process). Therefore, we can only agree with N. Rozov, Dean of the Faculty of Pedagogical Education of Moscow State University, who in one of his speeches noted: “We all perfectly understand how far e-learning products are still from the ideal. There is a long way to go in understanding, searching and accumulating pedagogical experience, before than the computer component educational process will become an equal partner to the textbook."

It is advisable to begin familiarization with software products by studying the tools that create the so-called. computer environment. These programs include program instructions, advice, 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 truisms to students, from the touch of subjectivity in assessing the educational success of students, helping them master self-learning technology.

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-testing, to provide a sample of completing any task on 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, and often motivating.

That. the computer, as it were, combines a number of traditional TSOs, which have always been used mainly to enhance clarity. This activates the cognitive process of students, develops thinking (visual-effective, visual-figurative), and increases the effectiveness of the educational process. The use of ICT makes it possible to realize such developmental learning goals as the development of thinking (spatial, algorithmic, intuitive, creative, theoretical), the formation of skills to make the optimal decision from possible options, development of skills to carry out experimental research activities (for example, through the implementation of computer modeling capabilities), formation of information culture, skills to process information. Thisleads 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 for modern education and presented today to university students - future specialists - is the ability to use modern ICT tools in the professional activities of a teacher, exactly the rapidly developing means of distance educational technologies both in the educational process and 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 understanding of the place they should occupy in the complex set of relationships that arise inteacher interaction system - student.

The role of control in the learning process is of priority importance, therefore, all of the above about the introduction of information and communication technologies into 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 using 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 of the applied (practical) application of definitions;

Knowledge of rules, algorithms, laws, formulas;

Knowledge related to solving problems on the topic;

Knowledge of facts, fundamentals, principles, practical applications.

Supervisory tasks implemented using ICT can be of varying levels of complexity:

Simple recognition tasks;

Reproduction tasks;

Tasks performed according to a formula, algorithm, rule, pattern;

Tasks of a problematic nature (the algorithm for solving the problem is unknown in advance).
Let us highlight the advantages of using ICT in the process of knowledge control:

High degree of visibilitycarrying out control , which helps to increase interest in the very subject of study, control, evaluation;

Automation of carrying out, evaluating results, summing up control procedures;

The ability to repeatedly perform monitoring tasks in order to internalize (assimilate) knowledge;
- the ability to conduct self-control of students at any time convenient for the student without the participation of a teacher.

Literature

1. 
   World UNESCO report on communication and information, 1999-2000. – M. – 2000.
2. 
   Kurdyukov, G.I. To the question of the role of information and communication technologies in the system of monitoring the knowledge of students of pedagogical universities in computer science disciplines / G.I. Kurdyukov /access address:http://www.rusedu.info/Article915.html
3. 
   New Pedagogical and information technologies in the education system: Proc. aid for students ped. universities and higher education systems qualified ped. personnel / E.S. Polat, M.Yu. Buharkina and others; Ed. E.S. Polat. – 2nd ed., erased. – M.: Publishing Center “Academy”, 2005. – 272 p.; S. 3
4. 
   Education and XXI century: Information and communication technologies. – M.: Nauka, 1999.
5. 
   Open education – an objective paradigm of the 21st century / Ed. ed. V.P. Tikhonov. – M.: MESI, 2000.
6. 
   Project Programs for informatization of Moscow education (prepared by MIPCRO, Center for Information Technologies and Educational Equipment under the leadership of A.L. Semenov). – M.: MIPKRO, – 2000. – 21 p.
7. 
   Yakovlev, A.I. . Information and communication technologies in education / A.I. Yakovlev / Information Society. – 2001. – Issue. 2. – pp. 32-37.

Speech at the pedagogical council

deputy Director for SD Lysak M.I.

Use of ICT in the educational process

The concept of modernization of Russian education focuses on the need to develop 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 computer information 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 teachers in teaching their discipline. Studying any discipline using ICT gives students the opportunity to reflect and participate in the creation of lesson elements, 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 lessons, free the teacher from routine work, increase the attractiveness of the presentation of material, differentiate the types of tasks, and also diversify the forms of feedback.

Today it is necessary that every teacher in any taught discipline can prepare and conduct a lesson using ICT, since now the teacher has the opportunity to make the lesson more vibrant and exciting. The use of ICT in the educational process is one of the ways to increase learning motivation. ICTs contribute to the development of the creative personality of not only the student, but also the teacher, helping 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 today’s level of educational development.

Using ICT in the classroom you can:

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

It is known that the most effective method teaching is a visual demonstration and simultaneous explanation of the material being studied. Classic and integrated lessons, accompanied by multimedia presentations, on-line tests and software products, allow students to deepen the knowledge acquired earlier, as the English proverb says, “I heard and forgot, I saw and remembered.” The use of animation in slides allows the teacher give students a more vivid idea of ​​what they heard in the lesson. Students are happy to immerse themselves in the lesson material. Increased motivation and cognitive activity is achieved through a variety of forms of work, the possibility of including a game moment: if you solve the examples correctly, you will open the picture, insert all the letters correctly - you will move closer to the goals of the fairy-tale hero. 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, it allows you to immerse yourself in a bright, colorful world. This activity causes an emotional upsurge in students. even lagging students are willing to 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 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 perceiving and remembering information with the help of vivid images is the basis of any modern presentation. As the great teacher K.D. 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, speak freely...”

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

The use of ICT opens up didactic opportunities associated with the visualization of material, its “revival”, the ability to make visual journeys, the ability to visualize those phenomena that cannot be demonstrated in other ways, and allow combining control and training procedures.

“The golden rule of didactics is clarity” (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 eliminates gaps in knowledge.

Teachers widely use ICT in their work. We can highlight the main areas of using computer technology in the classroom:

Visual information (illustrative, visual material);

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

Training apparatus;

Monitoring the skills of students.

When preparing for a lesson using ICT, teachers do not forget that this is a lesson, and therefore the lesson plan is drawn up based on its goals. When selecting educational material, they comply with the basic didactic principles: systematic and consistent, accessible, differentiated approach, scientific, etc. At the same time, the computer does not replace the teacher, but only complements him. Teachers use electronic resources for educational purposes: presentations for lessons, logic games, test shells, Internet resources. They use information technologies at all stages of the lesson: when explaining new material, consolidating, repeating, generalizing, monitoring, during physical exercises, extracurricular activities, etc.

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

Integrating a regular lesson with a computer allows the teacher to transfer part of his work to the PC, while making the learning process more interesting, varied, and intense. In particular, the process of writing 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 enormous opportunities for creating qualitatively new forms and methods of preparing students for further education. The teacher provides great assistance in preparing and conducting lessons. Microsoft package Office, which includes, in addition to the well-known word processor Word and Microsoft electronic presentations Power Point. Electronic presentations enable the teacher, with minimal preparation and little time spent, to prepare visuals for the lesson. Lessons compiled during help Power Point 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, students themselves find the material on the Internet and make presentations. Thus, ICT develops students’ independence, the ability to find, select and organize material for the lesson. Lessons in the computer class develop students' ability to work with a computer and independently solve educational problems. Use a multimedia project to show slides created in Microsoft program Power Point. The use of ICT in Russian language lessons makes it possible to diversify the forms of work and activities of students, intensify attention, and increase the creative potential of the individual. Building diagrams and tables in a presentation allows you to save time and design the material more aesthetically. Tasks followed by verification activate students’ attention and form spelling vigilance. The use of crosswords, illustrations, drawings, various entertaining tasks, tests, cultivates interest in the lesson; make the lesson more interesting.

During the lesson, the computer is used to enhance the cognitive activity of students. A variety of illustrative materials and multimedia models raise the learning process to a qualitatively new level: a modern student (teenager) is much more interested in perceiving information in this form rather than using outdated diagrams and tables.

In mathematics lessons, teachers use presentations created independently or successfully found on the Internet, but additionally revised to suit their student population, which allows them to:

Show students neat, clear examples of solutions;

Demonstrate completely abstract concepts and objects;

Achieve an optimal pace of work for students;

Increase the level of visibility during training;

Study more material;

Show students the beauty of geometric drawings;

Increase cognitive interest;

Introduce elements of entertainment, revive the learning process;

Achieve the effect of quick feedback.

The intensity of mental workload in mathematics lessons allows students to maintain interest in the subject being studied throughout the lesson.

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

With their help you can:

Check a large volume of studied material in small portions;

Quickly diagnose 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 provides the opportunity for quick feedback from the teacher to the student. An important advantage is that each student immediately receives a grade after completing the test, which, on the one hand, eliminates doubts about the objectivity of the results among the students themselves, and, on the other hand, significantly saves the teacher’s time on checking test papers.

In our educational institution, out of 26 teachers, 20 teachers use ICT in their lessons, this is 76.9%, but if you consider that in the lessons physical culture This is not always acceptable, then 84.6%. In industrial training lessons, craftsmen mainly use demonstrations of some processing techniques. Lessons attended, themed classes and extracurricular activities on the subject are confirmation of this.

E.P. Dorina literature, lesson topic “Traditions of L.N. Tolstoy in modern prose about war,” class hour, literary and musical composition “We drank life to the dregs and died for this life, without bowing to lead.” Writers in the fight against the enemy. The teacher used a variety of illustrative and informational materials and musical accompaniment for the lesson and event.

ON THE. Ushankov's lesson in English"Countries of the language being studied." Presentation, attractions of each country, which allows you to learn more about it, interest in the language being studied. Class hour “Maslenitsa”, learned the traditions of Rus', footage from the film “The Barber of Siberia” demonstrates celebrations during Maslenitsa week, fist fights, 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 lesson topic “Working in Photoshop”, the teacher conducts each lesson using presentations or demonstrates the sequence of actions using an interactive whiteboard.

S.N. Azarov physics conference “On great physicists”. The life and achievements of famous scientists, students prepared presentations and demonstrated their achievements.

R.I. Melnikova, V.V. Melnikov intellectual game by profession “There is contact.” The presentation of the game questions 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 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 literature lesson “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. Besedina social studies lesson, section “Economics”, topic “Demand”. Used presentation when presenting new materialforms a stable cognitive interest of students when studying the subject.

The use of information and communication technologies in work gives:

For the student: increasing learning motivation; increasing cognitive interest; formation of an active subject position in educational activities; formation of information and communication competencies; developing the ability to set a goal, plan one’s activities, monitor the result, work according to a plan, evaluate one’s educational activities, identify problems in one’s own educational activities; formation of cognitive independence of students.

To the teacher: non-standard attitude to the organization of the educational process; the possibility of creating conditions for individual independent learning of students, development of information and communication competence of students, cognitive activity, independent work on collecting, processing and analyzing the results obtained; formation of motivational readiness for cognitive independence not only in educational but also in other situations.

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

We will try to systematize where and how it is advisable to use information technologies in education, taking into account that modern computers allow you to integrate texts, graphics, sound, animation, video clips, high-quality photographs, fairly large volumes within one program full screen video, the quality of which is not inferior to television:

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

2) conducting virtual laboratory work"Informatics" "Living Geometry"; "physics chemistry"

3) consolidation of the presented material (training - various training programs, laboratory work);

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

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

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

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

8) distance learning.

Currently, the following trends are emerging 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 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 activities also changes; the teacher ceases to be just a “reproducer” of knowledge, but becomes a developer new technology training, 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 teacher activity has emerged - the development of educational information technologies and software and methodological educational complexes.

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

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

Report on the issue:

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

The use of information and communication technologies opens up new opportunities for teachers in teaching their subject, allows them to increase the effectiveness of learning, the intellectual level of students, instill self-learning and self-organization skills, and facilitate the solution of practical problems. The teacher has the opportunity to increase visibility in the teaching process. The use of computer technology in lessons allows us to make each lesson unconventional, bright, rich, and easy to remember.

Goals of using information technology in the classroom:

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

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

establish relationships of mutual understanding and mutual assistance between teacher and student;

help the teacher to present the material emotionally and figuratively.

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

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

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

Increase the level of visibility during training;

Revive the educational process, introduce elements of entertainment;

Save a lot of time in class.

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

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

Research in recent years has shown that people learn 20% of what they hear, 30% of what they see, and more than 50% of what they see and hear at the same time. Therefore, ICT elements are very important and need to be introduced into a traditional lesson.

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

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

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

2. Insufficient number of multimedia discs in the school media library. The available discs have a narrow thematic focus and are not without a number of advantages. Such as the professionalism of the programmers, beautiful graphics, contain good animation, are multifunctional, etc. But for the most part they do not fit into the outline of this particular lesson of a particular teacher. With their help, it is impossible to achieve all the goals set by the teacher in the lesson.

All work done during the lesson with all the notes and notes made on the board can be saved on the computer for later viewing and analysis, including in the form of a video recording. A teacher working with an interactive whiteboard can increase the level of perception of material through a combination of various forms of information transmission - visual and audio. During the lesson, he can use bright, multi-color diagrams and graphics, animation accompanied by sound, interactive elements that respond to the actions of the teacher or student. If necessary, if there are students in the group with low vision, the teacher can enlarge one or another element shown on the board. Visualization and interactivity are the main advantages of an interactive whiteboard. Interactive whiteboards correspond to the way of perceiving information that distinguishes the new generation of schoolchildren, computers and mobile phones, which has a much higher need for testing and independent work).

Thus, new information technologies, used methodically correctly, increase the cognitive activity of students, which undoubtedly leads to increased learning efficiency.

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

Developing students' interest in the subject being studied;

Stimulating the activity and independence of students in preparing materials, working with literature, and extracurricular activities;

Formation of teamwork skills when discussing problems;

Ensuring objective control of knowledge and the quality of student learning.

Computers can help you save time and make your work more efficient: search for information, solve more problems (and reduce homework), analyze results, use graphic capabilities computers, contribute to the development of students’ interest in the subject being studied, stimulation of cognitive and creative activity and independence of students, the formation of communication skills, ensuring objective control of knowledge, the quality of student learning.

ICT has the following advantages:

allows you to increase the effectiveness of visual clarity;

makes it possible to use clarity both for front-line work and for individual activities;

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

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

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

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

compactness of accumulation and storage of information;

mobility;

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

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

fast processing of results;

helps to increase cognitive activity and motivation in acquiring knowledge through a variety of forms of work;

independent work of students becomes controlled and manageable;

ICT makes it easy to extend a teacher’s work experience and his model of teaching a particular academic discipline to other teachers.

When presenting new material, the presentation becomes my assistant, because... the presented material is partially shown on the slides, and I can only supplement it, add my comments and explanations to the most difficult moments and images.

The use of multimedia presentation in the educational process allows you to improve the quality of learning and save time spent on methodological activities.

Presentations can be used to explain new material, to review covered material, and to organize ongoing monitoring of knowledge (presentations-surveys). Presentation-surveys contain questions-tasks addressed to students; they may include materials displaying key experiments of the topic covered or demonstrating a studied physical phenomenon. The question for the student is contained in the title of the slide; comments and explanations to the pictures are given by the teacher during the presentation. Such survey presentations can be designed for a frontal oral survey of students or a frontal individual written survey (test, written test, independent work).

PSYCHOLOGICAL AND PEDAGOGICAL ASPECT

The use of multimedia products is relevant because schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, and illustrations. However, the expected effect can be achieved if certain requirements are met:

recognition - compliance with the information provided;

dynamics - the timing of the demonstration should be optimal. It's important not to overdo the effects;

well-thought-out image video algorithm ;

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

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

CONCLUSION

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

Literature:

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

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

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

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

The goals, methods, and means associated with the dissemination of new ways of working with information are changing, modern means communications, traditional didactic aids and new ones, in particular information and communication technologies, are emerging. Currently, the use of information and communication technologies, both proprietary (purchased) and developed by the teacher himself, has become firmly established in the pedagogical vocabulary.

The expression information and communication technologies is understood as an information source containing graphic, text, digital, speech, music, video, photo and other information aimed at achieving goals and objectives modern education. The inclusion of ICT in the learning process becomes necessary and inevitable, making the learning process mobile, strictly differentiated and individual.

The use of information and communication technologies makes it possible:

• use game moments when explaining new material or when monitoring students’ knowledge on a studied topic;
• make wider use of clarity when explaining new material;
• make the lesson at a more modern level;
• increase students' motivation for the subject being studied;
• students' compilation of computer developments is an element of research activity.

Today it is impossible to imagine a modern lesson without the use of information and communication technologies. Modern computer equipment acts as a means of organizing and equipping the educational process:

• as a means for creating information and methodological materials and documents (plans, notes, methodological developments);
• as a means of providing visibility (presentation);
• as a means of searching for information;
• as a means of information processing (construction of charts, graphs);
• as a means of storing information (databases, methodological developments);
• as a means of communication.

It is worth noting that lessons using a computer allowed:

• improve the quality of material absorption by 15–20%;
• reduce study time new topic for 2–4 lessons.
• automate computational skills and grammar skills for more short term(1.5–2 times).
• reduce the number of errors by 5–10% in student tests.
• increase the speed of work completion (2/3 of the class complete the work in 15–20 minutes), make lessons emotional and memorable;
• implement an individual approach;
• strengthen the independence of schoolchildren;
• change the nature of interaction between teacher and student;
• objectively evaluate students' knowledge;
• improve the quality of visibility.

The use of information and communication technologies has become an integral part modern culture, including in the field of education. Increasingly, the applied nature of the use of ICT is giving way to its educational and developmental capabilities. Possession of them allows you to more fully realize the personal potential of each child and opens up great opportunities in the practical activities of the teacher.

The main goals of information and communication technologies in primary school:

• to create conditions for deeper, higher-quality productive learning by students of the main issues of the primary school course, the development of intellectual and cognitive activity;
• ensure the development of educational and practical activities of students aimed at developing relevant skills;
• reflect in tasks information from the surrounding reality that expands the possibilities of using the skills developed in the course;
• develop students’ combinatorial abilities, attention, flexibility of thought processes, ability to compare and analyze;
• to form logical thinking, memory, the ability to subordinate attention to completing tasks;
• develop the ability to generalize, the ability to listen, reason, think, find answers using existing knowledge.

In my experience, given that the main activity of children seven to ten years old is play, I am convinced that the use of ICT in lessons in primary school contributes not only to the enrichment of vocabulary, but also to the quality of learning. As is known, visual-figurative thinking predominates in children of primary school age. And new technical means put the material being studied into a modern and exciting form and become an active stimulator of the cognitive process of younger schoolchildren.

Considering different level preparation of schoolchildren, differences in the development of memory, thinking, attention, the teacher, however, is forced to focus on the average level of readiness of students.

As a result, most students work quite actively in class. Everyone knows the problems that arise with the education of schoolchildren who have a higher or, conversely, low level of mental activity, as well as those who missed classes due to illness. One of the ways to successfully teach these categories of students may be the use of computer teaching systems in the classroom. A combination of traditional teaching methods and modern information and communication technologies can help the teacher in solving this difficult task.

Application of information and communication technologies in primary school lessons.

In my work, I use ICT almost every day, because... One of the obvious advantages of such lessons is increased visibility, which helps to cultivate the artistic taste of students and improve their emotional sphere. The educational effect of lessons with media support is enhanced by sound illustrations, musical accompaniment, animated and sound effects. These effects are accompanied by developmental questions that provoke students to dialogue and comment on what is happening. As a primary school teacher, I use information and communication technologies in various forms in my lessons. This includes accompanying the explanation of the material with a presentation, and the use of video fragments, paintings, drawings, diagrams, and other media objects in the explanation. I use them in interactive, innovative teaching methods: creating educational mini-projects, rationally searching for information on the Internet, using ICT materials to confirm the put forward educational hypotheses. ICTs are used at all stages of the learning process: for updating knowledge, when explaining new material, at the stage of consolidating and improving knowledge, skills, repetition, control, and for preparing homework.

The use of information and communication technologies facilitates and simplifies the process of studying the material and makes it interesting to control the assimilation of what has been learned.

In mathematics, Russian language and the surrounding world lessons in grades 1-4, when studying various sections, I use the following digital resources:

1. Virtual school “Cyril and Methodius” - lessons in elementary school (Russian language, mathematics and the outside world). What attracts me to these digital educational resources is the well-presented theoretical material, its professionalism and logical presentation; interesting and understandable test tasks to check the mastery of the studied material.

2. Toolkit with an electronic application, “Master class for primary school teachers (grades 3-4) on the Russian language, mathematics, literary reading and the world around us,” Moscow Planeta Publishing House. This manual is a collection of lessons with a multimedia application to most of them in the form of presentations, video clips, and tests. The application also contains interactive games for students in grades 3-4, which help me organize frontal or individual testing of students' knowledge in class and in extracurricular activities.

In extracurricular activities, as well as in preparation for final certification in the form of tests (integrated tests), I use and recommend to students: testing and measuring materials (Final certification at the end of primary school) Uchitel Publishing House LLC, Volgograd, 2014. In this resource, the theoretical sections are compiled on the basis of the entrance exam program. Each section is supplemented with test tasks with detailed answers, tests are offered for self-check knowledge, to which tables with correct answers are given.

In the lessons of the surrounding world and Kuban studies, the use of ICT is even more appropriate:

• bright photos of animals and plants,
• dynamic models allow us to better understand the flow of biological processes and phenomena,
• conducting quizzes and competitions,
• a wide field for student project activities.

In extracurricular activities, as well as in preparation for final certification in the form of tests, I use and recommend to students:

• lessons for the elementary school of Cyril and Methodius;
• Large Soviet encyclopedia;
• Great Encyclopedia of Russia;

When preparing for a lesson, I widely use presentations compiled by me, my colleagues, and students, which reflect theoretical material, various experiments, assessments, tests and answers to them, quizzes, crosswords in all subjects.

A gaming computer environment, connecting with a specific educational task, allows the child to learn the material as if unnoticed by himself and at the same time, which is very important, to apply the acquired knowledge in practical activities, mobilizing his skills and abilities, developing initiative and creativity; develops memory and concentrates attention.

Particular attention is paid to ICTs created to consolidate the concepts of significant dates “City Day”, “February 23”, “March 8”, “Space”, “WWII”. Teachers adjust them annually based on the capabilities of their class. I use the creation of presentations in the Power Point program to improve the effectiveness of educational classes with children and the pedagogical competence of parents during parent-teacher meetings. Moreover, the presentation can become a kind of plan for a lesson or event, its logical structure, i.e. can be used at any stage of the lesson. I have created a series of presentations for classes, holidays, and parent-teacher meetings.

For example

1. A poster or slide is an analogue of a regular poster. Such a poster contains a definition, rule or formula, various images (for example, portraits, reproductions, photographs), as well as diagrams, tables, and texts.

2. Poster - illustration - I create mainly on the basis of colorful encyclopedias that are available in the school library (for example, the world around us).

3. Poster - task - I use it when studying a complex topic, I rely on a selection of questions and tasks, accompanied by colorful drawings.

4. Presentation - I use it in several formats: slide shows, dynamic drawings, colored step by step using buttons, with narration. The presence of navigation allows the display to be carried out in the form of a dialogue. (Example: Presentation with narration).

5. Videos (animation) - I use them in so-called “video excursions”, for example, on the topic “Birds”, “Human Structure”, etc.

6. Illustrated training module – contains text and graphic parts that are inextricably linked with each other.

7. Interactive figure in which information unfolds depending on the user’s control.

8. Test tasks - I use them to control students’ knowledge.

I use independently developed multimedia presentations, as well as ready-made ones (multimedia lessons, electronic textbooks, interactive simulators, encyclopedias, etc.). Using Internet sites, I select visual material for my lessons: pictures, photographs, audio files, sound effects, video files, films.

Presentation allows me to illustrate my story. This makes it possible not to overload the visual space, fixing attention on the object being studied.

I use presentations effectively at various stages of the lesson; visual perception of the objects being studied allows us to quickly and deeply perceive the material presented. When explaining a new topic, creating slides makes it possible to use animation, which helps to present the educational material step by step. Selecting objects and moving them along the slide focuses students’ attention on the main thing in the material being studied and helps to draw up a plan for the topic being studied. This type activity gives me the opportunity to show creativity, individuality, and avoid a formal approach to teaching lessons.

I monitor students’ knowledge using MimioStudio: equipment for testing the quality of students’ knowledge. I develop tests for testing knowledge in subjects myself. When conducting tests, tests, and independent work, each student answers these tasks and independently receives the result of his answer on the screen. There is an open, objective assessment of students' knowledge. This is very important for the child. He sees that the grade does not depend on the desire of the teacher, but his real knowledge and skills are assessed. The fear of receiving a grade is removed. The student can see the percentage and quality of his knowledge.

Thus, we can state the fact that the use of computers in teaching primary school students seems appropriate, and experience is in demand.

However, the use of ICT is not a goal, but a means of learning. Computerization should only concern that part of the educational process where it is necessary. But you shouldn’t get too carried away with ICT. After all, ill-considered use of computers affects children’s health. The continuous duration of classes with a PC should not exceed for students: 1st grade - 10 minutes; Grades 2–4 – 15 minutes.

There is an absolutely free unified collection of digital educational resources on the Internet, which contains educational and methodological materials that guide teachers in the introduction of modern teaching methods based on the use of information and communication technologies. It includes sets of digital resources for a large number of textbooks used in Russian schools, a variety of
thematic and subject collections, as well as other educational, cultural, educational and educational:

1. http://www.ipk.yar.ru:8101/resource/distant/earlyschool_education/index.shtml - YIRO (primary school).
2. http://www.solnyshko.ee - Children's portal"Sun".
3. http://www.cofe.ru/read-ka - children's fairy tale magazine “Read-ka”.
4. http://www.km.ru – portal of the company “Cyril and Methodius”.
5. http://www.solnet.ee/skazki - book of fairy tales.
6. http://www.skazochki.narod.ru/index_flash.html - site " Child's world" Children's songs, cartoons, riddles, etc.

Mathematics lessons turn into a fascinating journey through the pages of famous fairy tales, as a result of which children quietly learn the basics of mathematics without feeling monotony and boredom. Thus, the unsuccessful course of the game due to gaps in knowledge encourages first-graders to independently achieve knowledge in the game or seek help from the teacher.

During literacy lessons I use multimedia games from the “Lessons of Cyril and Methodius” and “ABC for Kids” series. Together with animated characters, my students get acquainted with the letters of the Russian alphabet, learn to recognize and construct letters, compose words, sentences, and relate a word to an object.

“Aunt Owl's Lessons” help me make my lessons bright, colorful, and emotional. The fairy tale plot in the educational program leads to the fact that children are looking forward to meeting Aunt Owl. Traveling through the country of Letters, they happily come to the aid of the inhabitants of the fairytale forest. The motivation for learning in such lessons is very high. When looking for information, the multimedia encyclopedias of Cyril and Methodius, the “Big Encyclopedia”, “Children’s Encyclopedia”, “Encyclopedia of Animals”, “Encyclopedia of Health”, etc. help out. In these disks I use not only illustrations, videos, but also texts that are adapted for children's perception. When conducting combined lessons and lessons on discovering new knowledge, I use a multimedia textbook on all subjects “Lessons of Cyril and Methodius”, CDs from the series “Family Tutor”, “Super Kids”, etc. These multimedia manuals help to clearly and intelligibly explain the material, prepare your own presentations, complementing their isolated materials: video fragments, sound files, animations, drawings, tables, graphs, diagrams.

I also use ICT when conducting ongoing monitoring of students’ knowledge and their level of mastery of the material. I use discs from the “Trainer” series on the Russian language, mathematics, the world around us, “Phrase”, “Family Tutor” and other programs with test systems.

I actively use Internet resources in my work, which are of the greatest value for widespread use in the educational process. These are educational Internet portals such as.

Russian educational portal(www.school.edu.ra), magazine "Primary School" (www. openworld/ schooi), newspaper "September 1" (www. lseptember. ru), metodkabinet.eu and others.

The use of information and communication technologies allows a differentiated approach to the learning process for younger schoolchildren, taking into account their individual characteristics, increases motivation, which contributes to the formation of a positive attitude towards learning, and gives a creative teacher the opportunity to increase and diversify the volume of educational information. The lesson becomes bright, exciting, memorable, and the teacher’s prestige increases in the eyes of students and parents.

The computer is a powerful stimulus for the creativity of children, including the most infantile or disinhibited ones. The screen attracts attention, which we sometimes cannot achieve when working with the class from the front.

I conducted a study of children’s attitudes towards the use of information and communication technologies in the classroom.

The survey was conducted according to the following criteria:

• I love classes with cartoons and presentations;
• I don’t like classes that involve showing cartoons and presentations.

As a result, students loved classes using interactive tools 100%.

Some of the students in my class have a certain skill in working on a computer, and are happy to make presentations themselves, so Polina Larkova prepared a presentation for a lesson on the surrounding world