Information and communication technologies, ICT tools. Modern information and communication technologies in the field of education. Visual demonstration Simulator Knowledge control

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, the same changes are reflected as in a 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 are coming now 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 informational 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, it’s 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.

By creating a unified database of 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!

I. Efremov

In practice, educational information technologies refer to all technologies that use special technical information tools (computers, audio, cinema, video).

When computers became widely used in education, the term “new educational information technology” appeared.

Computer technologies develop the ideas of programmed learning, open up completely new, not yet explored technological learning options related to unique opportunities modern computers and telecommunications. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the learner, the means of which is the computer.

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

Information technology not only opens up possibilities for variability educational activities, its individualization and differentiation, but also make it possible to organize the interaction of all subjects of learning in a new way, to build an educational system in which the student would be an active and equal participant in educational activities.

Information technologies significantly expand the possibilities of presenting educational information, involve students in educational process, contributing to the widest development of their abilities and the activation of mental activity.

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Information and communication technologies

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

Pedagogical lesson design using ICT.Main directions of using computer technologies in the classroom

The power of the mind is limitless.

I. Efremov

In practice, educational information technologies refer to all technologies that use special technical information tools (computers, audio, cinema, video).

When computers became widely used in education, the term “new educational information technology” appeared.

Computer technologies are developing the ideas of programmed learning, opening up completely new, not yet explored technological learning options associated with the unique capabilities of modern computers and telecommunications. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the learner, the means of which is the computer.

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

Information technologies not only open up the possibility of variability in educational activities, their individualization and differentiation, but also make it possible to organize the interaction of all subjects of learning in a new way, to build an educational system in which the student would be an active and equal participant in educational activities.

Information technologies significantly expand the possibilities of presenting educational information, involve students in the educational process, promoting the widest development of their abilities and the activation of mental activity.

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

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

All this, of course, presupposes, first of all, working with the text, with the literary word, with the book. Therefore, a language teacher who is going to use the capabilities of ICT in his lessons always faces the question of the advisability of using them in Russian language and literature lessons.

When using ICT in your lessons, you must, first of all, be guided by the principle of expediency.

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

Secondly, it is advisable to use ICT to organize students’ independent work to develop fundamental knowledge of the school course, to correct and take into account students’ knowledge.

Students are interested in working with simulator programs, practicing topics studied in lessons, with monitoring programs and tests.

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

Test control and the formation of skills and abilities with the help of ICT implies the ability to quickly and more objectively than with the traditional method, identify the degree of mastery of the material and the ability to apply it in practice. This method of organizing the educational process is convenient and simple for assessment in modern system information processing.

Thirdly, the use of information technologies, in particular multimedia,allows for increased visibility. Let us recall the famous phrase of K. D. Ushinsky: “Children’s nature clearly requires clarity. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; But connect twenty of these words with pictures - and the child will learn them on the fly. You explain a very simple idea to a child, and he doesn’t understand you; you explain a complex picture to the same child, and he understands you quickly... If you are in a class from which it is difficult to get a word (and we don’t look for such classes to become), start showing pictures, and the class will start talking, and most importantly, they will talk free…".

The use of ICT in preparing and conducting lessons makes it possible to increase students’ interest in the subject, academic performance and quality of knowledge, save time on questioning, allows students to study independently not only in class, but also at home, and helps the teacher improve the level of their knowledge.

Another aspect should be touched upon: conducting the lesson itself using ICT. No matter how well a lesson is designed, much depends on how the teacher prepares for it. Masterfully conducting such an activity is akin to the work of a showman on a television show. The teacher must not only, and not so much (!), confidently use a computer, know the content of the lesson, but conduct it at a good pace, at ease, constantly involving students in the cognitive process. It is necessary to think about changing the rhythm, diversifying the forms of educational activities, thinking about how to take a pause if necessary, how to ensure a positiveemotional background lesson.

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

Didactic material, presented in a computer version, solves several problems:

• increases the productivity of teachers and students in the classroom;

• increases the use of visuals in the lesson;

• saves the teacher time when preparing for the lesson.

Extremely interesting work using PowerPoint programs. It leads to a number of positive effects:

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

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

Listening to artisticliterature in electronic versionserves to demonstrate the professional performance of various kinds of literary works in order to demonstrate the beauty of the sounding word to instill a love for the native language and literature.

Electronic dictionaries and encyclopediasallow you to gain additional knowledge on the mobile and use it in the classroom.

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

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

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

The use of ICT is effective when a teacher prepares and conducts various forms of lessons: a multimedia school lecture, an observation lesson, a seminar lesson, a workshop lesson, a virtual excursion lesson. Organization of such excursions is possible to nature, to a museum, to the writer’s homeland.

The use of computer technology allows:

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

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

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

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

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

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

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

1. process text, digital, graphic and audio information to prepare didactic materials (task options, tables, drawings, diagrams, drawings) to work with them in the lesson;

2. create slides based on this educational material using the MS Power Point presentation editor and demonstrate the presentation in class;

3. use available ready-made software products in your discipline;

4. use educational software (training, reinforcing, monitoring);

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

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

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

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

Based on the children’s existing skills, the teacher can and should gradually introduce the following forms of using ICT into his lessons:

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

Next, you can practice working with multimedia teaching aids on the subject at different stages of preparing and conducting a lesson. During this period, electronic educational resources on subjects and electronic encyclopedias are perceived by students mainly as sources of information. It is advisable to use various types of ICT in preparation for tests and exams.

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

In high school, an examination in a subject can be carried out in the form of defending a project, research, or creative work with mandatory multimedia accompaniment.

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

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

As a form of checking homework;

As a way to create a problematic situation;

As a way of explaining new material;

As a form of consolidation of what has been learned;

As a way to test knowledge during the lesson.

Lessons using a computer presentation include lessons explaining new material interactively, a lesson-lecture, a lesson-generalization, a lesson-scientific conference, a lesson-defense of projects, an integrated lesson, a lesson-presentation, and a lesson- discussion via Internet conference.

A lesson in defending design work is a unique way to realize the creative potential of students, a way to creatively translate their knowledge and skills into practice. The use of ICT in lessons of this type is one of the forms of presentation of material, a way to activate students, and a reflection of the structure of the speech.

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

Pedagogical lesson design using ICT

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

Most teachers prefer to use one computer and a multimedia projector in order to maximize visualization of the educational process. This path is in many ways more advantageous: the problem is solvedhealth saving(a large screen eliminates the problem of limiting a student’s work in front of a monitor screen); Using a projector also allows you to more effectively manage the learning process.

However, an analysis of a significant number of multimedia presentation lessons, usually made in PowerPoint, as well as fragments taken from electronic textbooks, shows their extremely low educational effect.The developers of such lessons are not familiar with the featuresa completely new form of teaching.

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

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

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

Let's define a few more terms.

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

• In such a lesson, the teacher remains one of the main participants in the educational process, often the main source of information, and
• Multimedia technologies are used by him to enhance clarity, to connect simultaneously several channels of information presentation, for a more accessible explanation educational material.
• For example, the technology of V. F. Shatalov’s supporting notes acquires a completely new quality when fragments of the “support” appear on the screen in a given mode. At any time, the teacher can use hyperlinks to go to detailed information, “revive” the material being studied using animation, etc.

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

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

• to study new material, present new information;
• to consolidate what has been learned, to practice educational skills;
• for repetition, practical application of acquired knowledge, skills;
• for generalization and systematization of knowledge.

You should immediately determine what will enhance the teaching and educational effect of the lesson, so that conducting a multimedia lesson does not become just a tribute to newfangled hobbies. Based on this, the teacher selects the necessaryforms and methods of conducting a lesson, educational technologies, pedagogical techniques.

A multimedia lesson can achieve maximum learning effect if it is presented as a meaningful whole product, rather than a random collection of slides. A certain list of oral, visual, text information turns the slide into educational episode . The developer should strive to turn each episode into an independentdidactic unit.

Cooking Slide educational episodeand considering it asdidactic unit, the developer must clearly understand

• what educational objectives does he pursue with this episode,
• by what means he will achieve their implementation.

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

The use of visualization is all the more relevant since schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, and illustrations. In this case, a projector can be of invaluable help. However, the expected effect can be achieved if certain requirements for presentation of clarity are met.

1. Recognition clarity, which must correspond to the written or oral information presented
2. Dynamics presentation of visibility. The demonstration time should be optimal and correspond to the educational information currently being studied. It is very important not to overdo the effects.
3. Thoughtful algorithm video sequence images. Let us remember the lessons where the teacher closed (turned over) prepared visual aids in order to present them at the required moment. This was extremely inconvenient, took up the teacher’s time, and lost the pace of the lesson. Multimedia provides the teacher with the opportunity to present the necessary image with instantaneous accuracy. It is enough for the teacher to think through in detail the sequence of presentation of images on the screen so that the learning effect is as great as possible.
4. Optimal sizevisibility. Moreover, this applies not only to minimum, but also to maximum sizes, which can also have a negative impact on the educational process and contribute to students’ fatigue more quickly. The teacher should remember that the optimal image size on a monitor screen in no case corresponds to the optimal image size on a large projector screen.
5. 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.

When preparing an educational episode, the teacher will definitely face the problem of presenting a printed text . Please note the following text requirements:

• structure;
• volume;
• format.

Screen text should act as a unit of communication. Does he wear or

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

It has long been obvious that a large amount of written content is poorly perceived from the screen. The teacher should strive, if possible, to replace printed text with visuals. In essence, this is also a text, but presented in a different language. Let us recall the definition text in encyclopedic reference books asa sequence of graphic or auditory linguistic signs limited to a single purpose(lat . Textus - connection...).

It is also important how the printed text will be presented on the screen. Just like visualization, the text should appear at a time predetermined by the teacher. The teacher either comments on the presented text or reinforces the oral information presented to him. It is very important that the teacher under no circumstances duplicates text from the screen. Then students will not have the illusion of an extra piece of incoming information.

Although there may be cases when duplication of printed text by a teacher or studentdidactically justified. This technique is used in primary school when the teacher reaches integrated approach in learning, connecting various channels of perception. Reading skills, mental arithmetic, etc. are improved.

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

When preparing a multimedia lesson, the developer must have at least a basic understanding of color, color scheme , which can successfully affect the designcolor scripteducational episode. One should not neglect the recommendations of psychologists and designers about the influence of color on the cognitive activity of students, about the combination of colors, optimal quantity colors on the screen, etc. You should also pay attention to the fact that color perception on the monitor screen and on big screen differ significantly, and a multimedia lesson must be prepared primarily with the projector screen in mind.

It is also important to use it in the classroom sound . Sound can play a role

• noise effect;
• sound illustration;
• soundtrack.

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

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

Finally, sound can play a teaching rolesoundtrackvisual image, animation, video. In this case, the teacher should carefully consider how rational it will be to use sound in the lesson. What will be the teacher's role during the audio presentation? It would be more acceptable to use sound as educational text during independent preparation for the lesson. During the lesson itself, it is recommended to reduce the sound to a minimum.

Modern technologies, as we know, make it possible to successfully use video fragments in multimedia lessons.Use of video information and animationcan significantly enhance the learning effect. It is the film, or rather a small educational fragment, that most contributes to the visualization of the educational process, the presentation of animated results, and the simulation of various processes in real-time learning. Where a still illustration or table does not help in learning, a multidimensional moving figure, animation, frame plan, video and much more can help. However, when using video information, one should not forget about saving tempo lesson. The video fragment must be extremely short in time, and the teacher must take care of ensuring feedback with students. That is, video information should be accompanied by a number of developmental questions that invite children to dialogue and comment on what is happening. Under no circumstances should students be allowed to turn into passive observers. It is preferable to replace the audio of a video fragment with live speech from the teacher and students.

Another aspect should be touched upon: the conduct of the multimedia lesson itself. No matter how a lesson is designed, much depends on how the teacher prepares for it. Masterfully conducting such an activity is akin to the work of a showman on a television show. The teacher must not only, and not so much (!), confidently use a computer, know the content of the lesson, but conduct it at a good pace, at ease, constantly involving students in the cognitive process. It is necessary to think about changing the rhythm, diversifying the forms of educational activities, thinking about how to take a pause if necessary, how to ensure a positiveemotional background lesson.

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

Another problem is also resolved. When a teacher turns away from the board, he involuntarily loses contact with the class. Sometimes he even hears noise behind him. In multimedia support mode, the teacher has the opportunity to constantly “keep his finger on the pulse”, see the reactions of students, and respond in a timely manner to a changing situation.

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

Information and communication technologies in Russian language and literature lessons

Main directions of using computer technologies in the classroom

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

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

• Stimulating the cognitive activity of schoolchildren, which is achieved through the child’s participation in creating presentations on new material, preparing reports, self-study additional material and preparation of presentations - supporting notes, when reinforcing the material in the lesson;
• Promoting a deep understanding of the material being studied through modeling basic learning situations;
• Visualization of educational material;
• Integration with related disciplines: history, world artistic culture, music
• Increasing the motivation of schoolchildren to study and strengthening interest in the subject being studied;
• A variety of forms for presenting educational material, homework, and assignments for independent work;
• Stimulating the imagination of schoolchildren;
• Promoting the development of a creative approach when completing educational tasks.

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

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

A modern literature lesson is impossible without comparing literary works with other forms of art. This organic synthesis helps the teacher control the flow of associations, awaken the imagination of students, and stimulate their creative activity. The concrete visual basis of the lesson makes it bright, spectacular and therefore memorable. The methodological literature has accumulated a lot of experience in working with illustrations, reproductions, portraits and photographic materials, but the teacher always faces the problem of handouts.

Computer information technologies can help us solve this problem, which make it possible to prepare a presentation of illustrative and informational material (a set of illustration slides, equipped with the necessary comments for work in the lesson), create a website and thus summarize the material on the topic. As part of this program, it is possible to organize a comparison of illustrations and a comparison of the works of different artists for the same work in literature, MHC, and speech development classes. During the lesson, students can not only get acquainted with portraits, photographs, illustrations, but also watch excerpts from films, listen to audio recordings, musical excerpts, and even go on a tour of the museum.

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

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

Educational computer programs in Russian allow you to solve a number of problems:

• increase students' interest in the subject;
• improve student performance and quality of knowledge;
• save time on surveying students;
• give students the opportunity to study independently not only in class, but also at home;
• They also help teachers improve their knowledge.

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

Information and communication technologies significantly expand the range of searches for additional information when preparing for a lesson. Through search engines On the Internet you can find artistic and literary texts, biographical materials, photographic documents, and illustrations. Of course, many works require verification and editorial correction. We do not encourage using them in full, but some fragments of the articles may be useful when developing didactic materials for the lesson, and suggest the form of the lesson.

The most effective form of work is working with an educational presentation.

Presentation is a form of presenting material in the form of slides, which can contain tables, diagrams, drawings, illustrations, audio and video materials.

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

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

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

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

Typology of literature lessons with multimedia support

The specifics of preparing a lesson using ICT are certainly determined by the type of lesson. In our practice we use:

Lessons-lectures

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

make sure that this emotion is associated with new knowledge. Only that knowledge can be instilled that has passed through the student’s feelings.”

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

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

During such a lesson, the children must take notes in their workbooks. That is, ICT does not cancel the traditional methodology for preparing and conducting this type of lesson, but in a sense facilitates and actualizes (makes it practically significant for students) the technology of its creation.

A well-constructed presentation allows you to implement an integrative approach to learning. When interpreting a literary text, a student can and should see a variety of interpretations of images and themes. Involving fragments of plays, films, operas, various illustrations, supplemented with excerpts from literary works, allows you to create a problematic situation, which can be solved by working together in class. Problem-based research learning becomes the main focus in such lessons. Not only additional material is placed on the slides, but also tasks are formulated, intermediate and final conclusions are recorded.

Unlike lesson-lectures, the presentation does not simply accompany the teacher’s words, but is in some way an interpretation of the literary text. The visual images of the presentation are essentially designed to develop the co-creation of the reader. By comparing video or audio illustrations, the student is already analyzing the text (hidden text analysis technique).

Selecting from a number of proposed illustrations that most adequately reflect the author’s point of view is another technique aimed at developing the reconstructive imagination (both in middle and senior levels). The presentation can use children's illustrations and traditional ways of working with them (titles, comparison with text, description based on illustrations, protection of illustrations).

The presentation for a text analysis lesson should be more thorough.

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

General lessons

Using presentations, you can also prepare general lessons. The goal of this type of lesson is to collect all the observations made during the analysis process into unified system holistic perception of the work, but at the level of deeper understanding; go beyond the problems already touched upon, emotionally embrace the entire work. ICT allows us to solve these problems by creating a kind of visual metaphor of the work, combining the emotional, artistic and logical types of creative activity of students in the lesson. Diagrams, tables, thesis arrangement of the material allow you to save time and, most importantly, to understand the work more deeply. In addition, conclusions and patterns can emerge gradually, after discussion or questioning of students. Thanks to the presentation, the teacher can monitor the work of the class at all times.

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

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

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

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

Ability to work in a group;

Ability to find information in various sources;

Communication competence;

Awareness of the usefulness of the acquired knowledge and skills.

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

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

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

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

Of course, a lesson from the beginning of its creation to its logical end is created under the guidance of a teacher who, if necessary, helps students start working in groups, observes how the cooperation between children proceeds, without interfering in the course of the discussion, and at the end evaluates the students’ work and cooperation in groups. This could be one “reward” for everyone in the form of points, a certificate, or a badge of honor.

What benefits does collaborative learning give to students themselves?

1. Awareness of personal participation and responsibility for the success of teamwork.

2. Awareness of the creative interdependence of group members.

3. The ability to conduct dialogue, compromise, respect the opinions of others.

4. Intensive creative communication between students.

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

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

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

ICT allows for an integrative approach to learning.

Often, during the preparation of a literature lesson, materials are discovered that contribute to the establishment of integrative connections.

All school disciplines have a unique integration potential, but their ability to be combined and the effectiveness of the integrative course depend on many conditions. Therefore, before creating an integration program, teachers need to take into account a number of circumstances.

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

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

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

When such work also becomes a reason to use ICT - to realize the creative and intellectual potential of participants in the educational process, to introduce them to modern methods receiving and “processing” information - this contributes to greater mutual enrichment of teacher and student.

Independent search and creative work of students

Computer technologies provide the greatest opportunities for developing the creative potential of schoolchildren. A teacher can teach a child how to use a computer correctly, show that it is not just a toy and a means of communication with friends. With the skillful mentoring of a teacher, a teenager learns to find what he needs among the abundance of information on the Internet, learns to process this information, which is the most important task. We are all already faced with the fact that our students bring essays carefully copied from websites, mindlessly and completely effortlessly retyped reports and abstracts. Is there any benefit to this kind of “work”? Minimal: I still found what I was looking for and managed to get out of the problem. What can a teacher do to ensure that such work is still beneficial? Create a need to process the information found, transforming it, for example, in the form of a reference diagram, presentation, test tasks, questions on the topic, etc.

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

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

Literature

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

MBOU ASOSH named after. A. N. Kosygina, Krasnogorsk district, Moscow region

Galina Sergeevna Nikulina, teacher of Russian language and literature Page

Tatyana Yakshimbetova
Information and communication technologies in the educational process of preschool educational institutions

One of the priority areas informatization process modern society is informatization of education - the process of ensuring the education sector methodology and practice of development and optimal use of modern information technologies oriented towards the implementation of psychological and pedagogical goals of training and education. System education makes new demands on the upbringing and training of the younger generation, the introduction of new approaches that should contribute not to replacing traditional methods, but to expanding their capabilities.

Informatization of preschool education is a complex, multifaceted, resource-intensive process, in which children, teachers, and the administration of the preschool educational institution participate.

This is the creation of a single information educational space of preschool educational institutions; and use information technology in educational process; and development of integrated activities; and project activities; and active use of the Internet in education.

Informatization of preschool education opens up new opportunities for teachers to widely introduce new technologies into teaching practice methodological developments aimed at intensifying and implementing innovative educational ideas educational process.

Application information and communication technologies in preschool education is becoming more and more relevant, as it allows the means of multimedia, in the most accessible and attractive, playful form, to achieve a new quality of knowledge, develops the logical thinking of children, enhances the creative component of educational work, maximizing the improvement of quality education among preschoolers.

The use of ICT does not include teaching children the basics Informatics and Computer Science. This is before Total:

Conversion subject-development environment

Expanding the ability to understand the world around us

Using new visuals

Use of ICT in preschool educational institutions

as a means of supporting OOP

as a means of interactive learning

System development incorporating ICT

as a means of interaction with society

as a means of interaction with the families of pupils

Activities

Work with children

Working with parents

Work on self-education

Importance of using ICT

Unlike usual technical means training information and communication technologies allow not only to saturate the child with a large number of ready-made, strictly selected, corresponding way organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood is the ability to independently acquire new knowledge. For today information Technology significantly expand the capabilities of parents, teachers and specialists in the field of early learning. The possibilities of using a modern computer make it possible to most fully and successfully realize the development of a child’s abilities.

Ever since a child first sat down in front of a computer monitor, there have been debates about the benefits and harms of early teaching children to play games according to certain rules and the basics of computer literacy.

Arguments "behind"

provide a person-centered approach

promotes the child's intellectual growth;

the so-called "sign function of consciousness";

voluntary memory and attention improve;

cognitive motivation is formed;

motor coordination and coordination of the joint activities of the visual and motor analyzers.

ability to independently acquire new knowledge

development of voluntary motor skills of the fingers

Arguments "against"

impact electromagnetic radiation monitor;

sitting for long periods of time;

and as a consequence of this - the appearance of fatigue,

nervous-emotional tension

Applications of ICT for development preschoolers:

1.Usage global network Internet

Modern education It’s hard to imagine without the resources of the Internet. The Internet has enormous potential educational services. E-mail, search engines, electronic conferences are becoming an integral part of modern education. You can find it on the Internet information on problems of early learning and development, about innovative schools and kindergartens, foreign early development institutes, establish contacts with leading experts in the field education. Therefore, in recent years there has been a massive introduction of the Internet not only in school, but also in preschool. education. The number is increasing information resources in all areas of children's education and development.

Using Internet resources allows you to do the educational process for preschoolers is information-intensive, spectacular, comfortable. Informational-methodological support in the form of electronic resources can be used when preparing a teacher for classes, for example, to study new techniques, when selecting visual aids for GCD

2. Using a computer to keep records

A computer can provide an invaluable service to educators and “advanced” parents in drawing up all kinds of action plans with the help of organizing programs, keeping an individual diary of a child, recording various data about him, test results, building graphs, and generally monitoring the dynamics of the child’s development. This can be done manually, but the time costs are not comparable.

3. Use of educational computer programs

The computer can enter a child's life through play. Game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impressions, displayed in the social form of game modes of action, game signs that acquire meaning in the semantic field of games. The child discovers the ability to endow neutral (up to a certain level) object with game value in the semantic field of the game. It is this ability that is the most important psychological basis for introducing a computer into play for a preschooler as a gaming tool.

Benefits of use computer:

presentation information on the computer screen in a playful way arouses great interest in children;

carries within itself figurative type of information, understandable to preschoolers;

movements, sound, animation attract the child’s attention for a long time;

allows you to simulate life situations that cannot be seen in everyday life

problematic tasks, encouraging the child to solve them correctly with the computer itself are a stimulus for the cognitive activity of children;

V process Through his activities at the computer, the preschooler gains confidence in himself and in the fact that he can do a lot;

4. Use of multimedia presentations

The most effective form of organizing work with a computer in kindergarten is conducting media classes using multimedia presentations.

Multimedia presentations, which are built taking into account the age characteristics of preschoolers, including entertaining questions, games, and colorful animated slides, are excellent assistants when conducting educational activities. They make it possible to optimize pedagogical process, individualize the education of children with different levels cognitive development and significantly increase the effectiveness of psychological and pedagogical activities.

Multimedia presentations are a convenient and effective way of presenting information using computer programs. It combines dynamics, sound and image, i.e. those factors that hold the child’s attention for the longest time.

Any basis modern presentation– relief process visual perception and memory information through vivid images. Forms and place of use of the presentation (or even a separate slide of it) in a lesson depend, of course, on the content of this lesson and the goal set by the teacher.

The use of computer slide presentations in process teaching children has the following dignity:

implementation of multisensory perception of material; – the ability to demonstrate various objects using a multimedia projector and projection screen in a many times enlarged form;

combining audio, video and animation effects into a single presentation helps compensate for volume information received by children from educational literature;

the ability to demonstrate objects that are more accessible to the intact sensory system;

activation of visual functions, visual abilities of the child; – computer presentation slide films are convenient to use for output information in the form of printouts in large print on a printer as handouts for classes with preschoolers.

Each presentation may include not only slides with pictures and text, but also clips, recordings of the speech of the teacher conducting the educational activities, cartoons, etc.

The use of new unusual methods of explanation and reinforcement, especially in a playful form, increases children’s involuntary attention and helps develop voluntary attention. Due to the high dynamics, material is effectively absorbed, memory is trained, vocabulary is actively replenished, and the imagination and creativity.

By mastering the skills of creating presentations, the teacher gradually enters the world of modern technologies. It is also possible to completely build a move directly - educational activities on the slide, which saves time and facilitates the use of material for the development of verbal and logical thinking, such as crosswords or puzzles.

Modern society - Information society, developing based on the use of new information technologies

So way, informatization of education opens up new ways and means of pedagogical work for educators.

In conclusion, I would like to say that the use of computer technologies in the activities of a preschool educational institution teacher allows the introduction of innovative processes in preschool education, improve all levels of management in the field education, expanding access to information resources, helps develop computer skills and enhance creative imagination and imagination.

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

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

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

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

The child’s brain perceives knowledge in the form of entertainment programs on television; it will be much easier to perceive what is proposed in class information using media.

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

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

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

Indirect learning and development – usage teacher of ICT tools for maintaining documentation, in preparation for conducting educational activities, etc.

A computer can provide an invaluable service to educators and “advanced” parents in drawing up all kinds of action plans with the help of organizing programs, keeping an individual diary of a child, recording various data about him, and the results of diagnosing the child’s development. The opportunities provided by network electronic resources make it possible to solve a number of problems that are relevant for specialists working in the preschool system. education. Sites like

http://poskladam.ru

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

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

Let's play http://www.igraemsa.ru/ There are puzzles and coloring books, but most of all - all kinds of educational games: cognitive, logic and thinking, attention and memory, mathematical. Children's games online http://igraem.pro/ Educational games are grouped into several sections: “Playing and learning”, “Collecting a picture”, “Coloring and drawings”, “Developing attention and memory”, “Games for kids”. Golopuz http://golopuz.org/ Educational online games for little ones holopubbies: puzzles, search for differences and the like. Smart child http://www.smart-kiddy.ru/ For very little ones - nursery rhymes, finger games, patties and the like, for older children - poems, riddles, tongue twisters, counting rhymes, coloring books. Wonderful: online games http://chudesenka.ru/ Educational games. Starring pink ponies, Smurfs and other little evil spirits. Internet gnome http://www.i-gnom.ru/ Educational games for preschool children will help in teaching counting and comparison skills, introduce children to geometric concepts, and help them master the alphabet.

Teremok - http://www.teremoc.ru and many others allow you to download games or use them as samples to create your own games. There are sites containing information about writers and poets, collected works, intended for viewing in in electronic format. With the help of various libraries you can quickly find the book you need (http://detskiy – mir.net and many others).

Direct training – usage in joint activities with children through educational programs and multimedia presentations.

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

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

ICTs play a major role in the development of artistic, aesthetic and creative abilities of preschool children. Special computer programs allow you to create amazing creative drawings, projects, and stories. But the most important thing is that students continue to create everything conceived and implemented on a computer with their own hands in their own activities. This approach opens up wide opportunities for preschoolers in computer and practical, productive creativity.

In modern conditions, with the widespread introduction of new information technologies The problem of speech development of a preschool child remains relevant. After all, further mastery of knowledge and full development depend on the level of development of his speech abilities. Many would agree that modern parents read little and reluctantly to their children and do not encourage them to engage in interactive speech, so the speech of preschoolers is not particularly expressive and is limited to monosyllabic answers. Due to underdeveloped speech and poor vocabulary, students often lose interest in speech development classes and lack educational motivation. In such conditions, the use of computer technology as one of the sources of motivation. The possibilities of the computer here are inexhaustible. It allows you to immerse preschoolers in a certain game situation and directly educational activities that are more meaningful, interesting, attractive and truly modern. ICT is possible use such directions:

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

Literacy training (formation of phonemic analysis skills);

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

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

Correctional and health direction (games for the development of gross and fine motor skills).

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

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

Parents of pupils are active participants in educational educational process in preschool educational institutions. Cooperation with the child’s family in matters using ICT at home, especially computers and computer games, is an important area of ​​work. In accordance with this direction, the teaching staff can conduct consultations for parents of students, master classes, and actively use visual information, conduct thematic parenting meetings on the issue: "Child in the world information technologies» , where in a casual conversation teachers can show certain computer games, demonstrate how they influence the development of logical thinking, spatial orientation, etc. Thanks to the capabilities of multimedia equipment, teachers can show video recordings of classes. Parents have the opportunity to see how their child operates with modern technology and what results he achieved. We make sure to emphasize that parents are not outside observers, but active assistants to teachers and allies of children. On meetings, during individual conversations and consultations, the progress of children is discussed and specific recommendations are offered.

Thanks to use of ICT, can be arranged new uniform interaction with group parents - "Parent email", viewed online information and educational space as a means of distance communication.

By using emails with attached sound files you can actively prepare for cultural and leisure activities activities: children memorizing poems, songs, listening to music, singing songs to soundtracks that the parent receives on their email address from preschool teachers. this work it has especially proven itself in conditions where, for a number of reasons, pupils did not attend kindergarten (an epidemic of chicken pox, severe frosts, and there was little time left to prepare for matinees. Through e-mail, an opportunity is created for parents to communicate with teachers, consult on issues of education and speech correction of preschoolers This is especially in demand by parents who, for a number of reasons, do not have the opportunity to meet with teachers in person.

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

Practical part.

Demonstration of creating games for speech development using FEMP. Demonstration of downloaded games and their use on different types GCD. Invite teachers to create a game themselves on the interactive board.

Questioning. The objectives of this survey are to: definition:

Ways for educators to obtain the necessary knowledge and skills

Level of ICT skills among teachers of different age categories

Areas of application of ICT in professional activity

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

Possibilities of methodological support ECE information process.

Dear teacher, please answer the following questions.

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

From 3 to 5 years

From 5 to 10 years

From 10 to 15 years

From 15 to 20 years

More than 20 years

2. Yours education

Higher pedagogical (preschool)

Higher pedagogical

Secondary pedagogical (preschool)

Secondary vocational

Other___

3. Do you own information and communication technologies?

Advanced user

Confident user

Simple user

I don't own it

Other___

4. What technical do you have funds?

TV

Record player (CD player)

Video recorder

DVD player

Camcorder

Camera

Computer

Laptop

Multimedia projector

Printer

Xerox

Laminator

interactive board

Flash card (memory cards)

5. How are you use information and communication technologies?

On one's own

With the help of colleagues

With the help of relatives and friends

Text Microsoft editor Word (1 2 3 4)

SpreadsheetsMicrosoft Excel (1 2 3 4)

Microsoft PowerPoint electronic presentations (1 2 3 4)

Graphic editor Paint (1 2 3 4)

Multifunctional graphic Photoshop editor (1 2 3 4)

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

(1 2 3 4)

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

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

Working with lists of children

Compilation information about families

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

Creation of various document forms (attendance sheets, announcements, polls, questionnaires)

Decoration of parent corners ( scanning technologies, creation and processing graphic images , technologies for creating and processing text information)

Search for necessary professional literature

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

Support of educational activities, leisure and play activity visual materials through presentations, electronic quizzes and video files (including cartoons)

Design and presentation of project activities

Creation of videos, animated presentations

Creation of animated films

Using the interactive whiteboard

Creating a personal Internet page for a teacher

Participation in pedagogical Internet competitions and projects

Subscription to professional electronic Internet publications

Posting your publications on the Internet

Participation in professional online communities

Advanced training through webinars, distance learning, professional Internet conferences

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

Using email

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

Work and diagnostics of pupils

Informational support of the official website of the preschool educational institution

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

I find it difficult to answer

9. Have conditions been created in the preschool educational institution for use of computer technologies?

I find it difficult to answer

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

Insufficient material equipment of preschool educational institutions

Lack of set time for use ICT in preparation for classes and leisure activities.

Insufficient knowledge and skills to use ICT in professional activities

Insufficient methodological support ECE information process

11. What kind of help would you like to receive in order to feel comfortable? use ICT in professional activities?

Training in specialized computer courses

Conducting workshops in preschool educational institutions on individual programs

Individual counseling

Distance learning

The concept of modernization of modern domestic education places special emphasis on the use of ICT. Information competence is identified as one of the main components of the quality of the educational process.

Target

It consists of developing skills in the field of communication and information technologies. The possibility of its formation is associated with the systematic activity of schoolchildren in the computer information space.

The use of ICT in educational activities is considered an urgent problem in professional domestic education. Such technologies allow the teacher to find new opportunities for teaching their academic discipline.

Significance of technology

The development of ICT opens up great horizons for schoolchildren. They can reflect, be involved in the educational process, and have a positive impact on the formation of cognitive interest in the subject. The inclusion of such technologies in education makes it possible to increase the efficiency of teaching sessions and free the teacher from routine activities.

Computer science and ICT increase the attractiveness of presenting complex material. The teacher differentiates tasks and uses various forms of feedback.

Relevance

Nowadays, ICT is the need of the hour. It is difficult to imagine a high-quality modern lesson without computer presentations. The teacher gets a chance to make positive changes to the planned lesson plan.

ICT is a way to increase the motivation of the educational process, an opportunity to develop the creative personality of both schoolchildren and teachers. This educational technology contributes to the realization of basic human needs: education, communication, self-realization. Nowadays, ICT is a necessity that is dictated by the modern level of development of society.

Functions

Thanks to information technology in the classroom you can:

• increase the content of schoolchildren’s educational activities;
• increase the attractiveness of the educational process for modern students;
• use visual images to make lessons as effective as possible;
• stimulate the desire to learn;
• add dynamism and clarity to the training session

ICT is an excellent option for effective teaching. It is a clear demonstration and simultaneous explanation of the educational material in question.

If you use multimedia presentations and educational software products to accompany integrated and classical lessons, you can significantly deepen and generalize the children’s knowledge and skills.

The use of animation in slides helps the teacher give a detailed idea of ​​the material heard in the lesson. The guys are immersed in the subject with great desire. A variety of forms helps to increase cognitive activity, motivation, and increase interest and curiosity. Working with ICT helps teachers, together with their students, enjoy the fascinating process of learning, “go beyond” the classroom, and immerse themselves in the colorful world of living nature.

Advantages of the technique

Even guys with little motivation work with a computer with great desire. Of course, it cannot replace live communication with teachers and peers, but it will certainly increase interest in studying a certain academic discipline.

ICT classrooms are equipped modern technology, which greatly facilitates the process of memorizing and understanding information. Among the many advantages this method It is possible to highlight the improvement in the quality of knowledge due to the novelty of the activity and interest in the computer.

The teacher gets the opportunity to provide clarity, involve a significant amount of didactic material, and increase the amount of work that is performed twice during a lesson.

The Polish teacher Jan Kamensky called clarity as the “golden rule of didactics.” With the help of multimedia systems, the material is presented by the teacher in a visual and understandable form, thereby stimulating cognitive interest in the learning process and eliminating gaps in knowledge.

GDZ on ICT contain solutions to various tasks; not only children, but also teachers use them when preparing for lessons.

Areas of computer technology

Currently, there are several areas of application of ICT within the framework of a training session:

• in the form of visual illustrative material (visual information);
• to control students' learning skills;
• as a trainer.

Teachers, preparing for a lesson using information technology, do not forget to draw up a lesson plan, indicate goals and objectives. When selecting educational material, teachers use the basic didactic principles: consistency, systematicity, scientificity, differentiated approach, accessibility.

Teachers use electronic resources educational focus: presentations, logic games, test materials.

Distribution by stages

ICT can be used at all stages of a modern lesson:

• in the process of explaining new material;
• when securing the received ZUN;
• for physical exercises;
• during control and repetition.

The use of information resources gives teachers the opportunity to demonstrate unique materials to schoolchildren when organizing lessons about the surrounding world, geography, and biology. Together with their students, teachers get the chance to take exciting trips to museums and art galleries. Without leaving the confines of their classroom, schoolchildren get acquainted with the work and biography of domestic and foreign writers.

Conclusion

The combination of a classic chemistry lesson with a computer allows the teacher to transfer part of his work to the PC, adding variety to the educational process. The process of recording the main points of the lesson becomes faster and more effective. The teacher displays them on the computer screen, which greatly simplifies the process of students’ perception of the material.

The use of innovative technical teaching aids opens up great opportunities for creating new methods and forms of educating the younger generation.

In addition to training sessions, it is necessary to highlight the relevance of the use of information and computer technologies in extracurricular educational activities. After the modernization of Russian education, Special attention At all levels of education, project and research activities began to be assigned. It is difficult to imagine a high-quality project without the use of a computer.

The children, receiving a specific task from the teacher, use ICT to search for scientific and methodological literature on the issue under consideration. When recording their observations and experiments, they also need computer equipment.

Currently, innovation and ICT are being introduced into all areas of production, and the education sector is no exception. In order for graduates of schools, lyceums, and colleges to adapt to the modern world, they must master several special competencies. One of them is computer literacy, which allows children to search and process information.