ICT competence of the teacher: you can not wait to develop. ICT competence: concept, structure, main aspects What is the essence of the content of ICT competence

ICT is the competence of a modern teacher

Tronina V.L. art teacher

MOU "Nylginskaya secondary school

today and The use of ICT in education is one of the most important directions in the development of the information society.New standards of education impose more and more requirements on the information and communication competence of the teacher.

Teacher ICT competence is a complex concept.

It is considered as a purposeful, effective application of technical knowledge and skills in real educational activities. The teacher's ICT competence is a component of the teacher's professional competence.

There are three main aspects of ICT competence:

the presence of a sufficiently high level of functional literacy in the field of ICT;
effective, reasonable use of ICT in educational activities to solve professional problems;
understanding of ICT as the basis of a new paradigm in education aimed at developing students as subjects of the information society, capable of creating new knowledge, able to operate with information arrays to obtain a new intellectual and/or activity result.

ICT competence of teachers and the use of ICT in the educational process is emergingwith the advent of new pedagogical functionality and / or in order to achieve new educational results as part of the modernization of the Russian education system.

The ICT competence of the teacher should ensure the implementation

new goals of education;
new forms of organization of the educational process;
new content of educational activities.

In 2011, the United Nations Educational, Scientific and Cultural Organization (UNESCO) developed a modern teacher's ICT competence model. The recommendations affect all aspects of teachers' work and are built taking into account three approaches to school informatization: the use of ICT, the development of knowledge, and the production of knowledge.

The ICT competence of a subject teacher according to the new standards includes:

conducting lessons using ICT;
explanation of new material in the lesson;
selection of software for educational purposes;
lesson planning;
monitoring student development;
search for educational materials on the Internet;
interaction with parents and colleagues.

The ICT competence model has a two-level structure.

The key position of this model is the idea that there are two significantly different levels in professional ICT competence - the level of preparedness and the level of realization.

Knowledge level (preparedness for activity):

It is characterized by teachers' knowledge, skills and abilities sufficient to use equipment, software and resources in the field of ICT.

Sublevel of general computer literacy
Sublevel of specific, subject computer literacy

Activity level (accomplished activity):

At this level, functional ICT literacy is effectively and systematically applied by the teacher to solve educational problems.

Sublevel of organizational innovation
Sublevel of substantive innovations

An approximate list of the content of the ICT competence of a teacher is:

knowledge and skills in finding, evaluating, selecting information from the DER;
the ability to choose and use software, install the programs used on a computer, use projection equipment;
own the methods of creating your own electronic didactic material;
effectively apply the tools for organizing the student's learning activities;
be able to apply NITI-methods;
be able to correctly choose the form of information transfer to students, parents, colleagues, school administration (e-mail, social network, website, blog, etc.)
organize the work of students within the framework of network communication projects, remotely support the educational process;
be able to create a digital portfolio, etc.

Model of teacher's ICT competence built on the basis of the sites "School of a successful teacher" and "UNESCO Institute for Information Technologies in Education".

	Application of ICT	Mastering knowledge	Knowledge production
Understanding the role of ICT in education	Introduction to Education Policy	Understanding Education Policy	Initiation of innovation
Curriculum and assessment	Basic knowledge	Application of knowledge	Knowledge Society Skills
Pedagogical practices	Use of ICT	Solving complex problems	Ability for self-education
Hardware and software ICT	Basic tools	Complex tools	Pervasive Technologies
Organization and management of the educational process	Traditional forms of educational work	Cooperation groups	Learning organization
Professional Development	Computer literacy	Help and mentoring	The teacher as master of learning

ICT technologies in teaching

Fine arts at school

(from work experience)

Modern information technologies, which are based on computers and computer systems, the Internet, various electronic means, audio and video equipment and communication systems contribute to improving the quality of education.

According to modern research, 1/4 of the material heard, 1/3 of what is seen, 1/2 of what is heard and seen at the same time, ¾ of the material remains in the memory of a person, if, in addition, the student is involved in active actions in the learning process.The computer allows you to create conditions for improving the efficiency of the educational process, pushes the age-related learning opportunities.

The main goals of using ICT in the learning process are:

Optimization of the educational process.
Formation of the emotional field of relationships between participants in the educational process.
Development of the material and technical base of the learning process.

The work on the use of ICT technologies in the teaching of fine arts in our school is built in several directions.

First direction- using computer featuresin art classes and continuing education classes.

One of the obvious advantages of a multimedia lesson is increased visibility.The use of visualization is all the more relevant because schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, and illustrations. In this case, the projector can be of invaluable assistance.

Computer support can be carried out at almost all stages of the lesson (checking homework, updating the subjective experience of students, learning new knowledge and methods of activity, checking, consolidating and applying what has been learned, generalization and systematization, control and self-control, homework, summing up the lesson, reflection).

Options for using ICT in the educational process:

Lesson with multimedia support- there is one computer in the classroom, the teacher uses it as an "electronic board". The teacher uses ready-made electronic educational resources or multimedia presentations, and students to defend projects.
Lesson with computer support- several computers (usually in a computer class), all students work on them at the same time or in turn.
Lessons with access to the World Wide Web(can be both with multimedia and computer support).

The use of information technology helps the teacher to increase the motivation for teaching children the fine arts and leads to a number of positive consequences:

enriches students with knowledge in their figurative-conceptual integrity and emotional coloring;

psychologically facilitates the process of mastering the material by schoolchildren;
excites a keen interest in the subject of knowledge;
expands the general horizons of children;
the level of use of visualization in the lesson increases;
increases the productivity of teachers and students in the classroom.

The second direction iscreation of an electronic database and a collection of digital educational resources that allow you to more effectively build the educational process:

legal documents;
programmatic and educational materials;
encyclopedias, textbooks, manuals;
illustrations, photo, audio, video materials;
training courses, presentations, excursions;
a collection of projects and creative works (teachers and students);
portfolio (teacher and student), etc.

third direction- interaction with students, parents, colleagues

Using the Internet (e-mail, Skype, social networks, websites and blogs, etc.)

social network service- a virtual platform that connects people into online communities using software, computers connected to a network (Internet) and a network of documents (World Wide Web).

Network social services have now become the main means of:

communication, support and development of social contacts;
joint search, storage, editing and classification of information; media data exchange;
creative activities of a network nature;
performing many other tasks, such as: individual and collective planning (schedule, meetings), podcasts (audio streams), cognitive maps.

Professional network communityis a formal or informal group of professionals working in the same subject or problematic professional activity in the network.

Goals of the online community:

creation of a single information space accessible to every member of the community;
organization of formal and informal communication on professional topics;
initiating a virtual interaction for subsequent interaction outside the Internet;
exchange of teaching-learning experience;
dissemination of successful pedagogical practices;
support for new educational initiatives.

Network professional communities of teachers.

Network communities or teacher associations are a new form of organizing professional activities in the network. Participation in professional network associations allows teachers living in different parts of the same country and abroad to communicate with each other, solve professional issues, realize themselves and improve their professional level.

Principle public certification of teaching staff by the professional community motivates teachers to continuously improve their skills, look for an opportunity to go beyond the school space and convey information about their achievements and work results to an unlimited number of members of the public.

Obviously, the useteacher's personal website- the most convenient and modern means to implement these requirements.

What is a site?

Website (from the English website: web - "web, network" and site - "place", literally "place, segment, part of the network") - a set of electronic documents (files) of a private person or organization in a computer network, united under one address (domain name or IP address).

Teacher's personal websiteopens up additional opportunities for professional growth:

The site helps to create a positive reputation for the teacher, contributes to the development of his public recognition as a modern person who is not indifferent to life.
A site with quality materials shows the professionalism and level of competence of the teacher.
The site helps the teacher to find interested colleagues from other schools, exchange notes, interesting teaching methods and techniques, and professional opinions.
The site provides the teacher with the opportunity to consult and give professional advice to parents on the education of their children.
The site acts as a means of organizing the differentiation and individualization of education.
The site is one of the main criteria for certification of teachers.

The teacher's personal website plays a huge role in the development and self-improvement of the teacher as a professional and as a person.

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ICT is the competence of a modern teacher Tronina V.L. MOU "Nylginskaya secondary school"

ICT competence of a teacher is a complex concept. It is considered as a purposeful, effective application of technical knowledge and skills in real educational activities. The teacher's ICT competence is a component of the teacher's professional competence.

Three main aspects of ICT competence Understanding ICT as the basis of a new paradigm in education aimed at developing students as subjects of the information society, capable of creating new knowledge, able to operate with information arrays to obtain a new intellectual and/or activity result. Effective, reasonable use of ICT in educational activities to solve professional problems. The presence of a sufficiently high level of functional literacy in the field of ICT.

The ICT competence of teachers and the use of ICT in the educational process arises with the emergence of new pedagogical functionality and / or with the aim of achieving new educational results as part of the modernization of the Russian education system. The teacher's ICT competence should ensure the implementation of new educational goals; new forms of organization of the educational process; new content of educational activities.

The structure of teachers' ICT competence. UNESCO recommendations Application of ICT Knowledge acquisition Knowledge production Understanding the role of ICT in education Understanding education policy Understanding education policy Initiating innovation Curriculum and assessment Basic knowledge Application of knowledge Knowledge society skills Pedagogical practices Use of ICT Complex problem solving Ability to self-educate Technical and software ICT tools Basic tools Complex tools Pervasive technologies Organization and management of the educational process Traditional forms of learning work Collaboration groups Learning organization Professional development Computer literacy Assistance and mentoring The teacher as a master of learning

Teacher's ICT competence Text Lesson using ICT Text For interaction with parents ICT Explaining new material in the lesson Select software for teaching purposes Lesson planning To monitor student development Search for learning materials on the Internet To interact with colleagues

KNOWLEDGE LEVEL (preparedness for activity) LEVELS of ICT competence of a modern teacher ACTIVITY LEVEL (accomplished activity) It is characterized by the fact that teachers have knowledge, skills and abilities sufficient to use equipment, software and resources in the field of ICT. At this level, functional ICT literacy is effectively and systematically applied by the teacher to solve educational problems. SUB-LEVELS: General computer literacy Subject-specific computer literacy SUB-LEVELS: Organizational innovations Content innovations Professional development of a modern teacher in the field of ICT

An approximate list of the content of the teacher's ICT competence: (as the competence develops from the basic to the advanced level). Know the list of the main existing electronic (digital) manuals on the subject (on disks and on the Internet): electronic textbooks, atlases, collections of digital educational resources on the Internet, etc. Be able to find, evaluate, select and demonstrate information from the DER (for example, use the materials of electronic textbooks and other manuals on disks and on the Internet) in accordance with the assigned learning objectives. Install the program used on a demo computer, use projection equipment, and master the methods of creating your own electronic didactic material. Be able to transform and present information in an effective form for solving educational problems, compose your own educational material from available sources, summarizing, comparing, contrasting, transforming various data. Be able to choose and use software (text and spreadsheet editors, programs for creating booklets, websites, presentation programs (Power Point, Flash)) for the optimal presentation of various kinds of materials necessary for the educational process (materials for the lesson, thematic planning, monitoring in your subject , various reports on the subject, analysis of the learning process, etc.).

Be able to apply NITI-methods (New Information Technologies and the Internet) - these are methods for conducting lessons united by one topic using ICT. They contain links to electronic materials and websites that are useful in conducting lessons on a given topic. Effectively apply the tools for organizing the student's educational activities (testing programs, electronic workbooks, systems for organizing the student's educational activities, etc.). Be able to create a digital portfolio of your own and a student's portfolio. Be able to correctly choose the form of information transfer to students, parents, colleagues, school administration (school network, e-mail, social network (Dnevnik.ru, ...), website (website section), mailing list (mailing list - used for mailing mail, provides funds automatic addition and removal of addresses from the list), forum, Wiki-environment (Wiki (Wiki) - a hypertext environment for collective editing, accumulation and structuring of written information), blog (network journal or diary of events), etc. Organize the work of students within the network communication projects (olympiads, competitions, quizzes…), remotely support the educational process (if necessary).

SOURCES OF INFORMATION http://edu-lider.ru/ http://ru.iite.unesco.org/

The process of informatization of modern society has necessitated the development of a new model of the education system based on the use of modern information and communication technologies.

There are many programs, electronic textbooks, websites, publications written and developed for teachers and teachers. A huge number of various courses in information technology offer their services to teachers. The school is supplied with new equipment (computers, projectors, interactive whiteboards). But, unfortunately, we have to admit that not all teachers can and work on this equipment.

The introduction of ICT in the professional activities of teachers is inevitable in our time. The professionalism of a teacher is a synthesis of competencies that include subject-methodical, psychological-pedagogical and ICT components. In the scientific pedagogical literature, many works are devoted to clarifying the concepts of "competence" and "competence".

Competence- includes a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them.

Competence- possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.

Competence approach- this is an approach that focuses on the result of education, and the result is not the amount of learned information, but the ability of a person to act in various problem situations. Let us dwell on the issue of the formation and development of ICT - the competence of subject teachers.

Under ICT competence of the subject teacher we will understand not only the use of various information tools, but also their effective application in pedagogical activity.

For the formation of basic ICT competence necessary:

the presence of ideas about the functioning of the PC and the didactic capabilities of ICT;
mastering the methodological foundations for the preparation of visual and didactic materials using Microsoft Office;
use of the Internet and digital educational resources in teaching activities;
formation of positive motivation to use ICT.

And according to the new regulation on certification, if a teacher does not own a computer, then he cannot be certified for the first or highest category.

To improve the level of ICT competence, the teacher can

participate in seminars at various levels on the use of ICT in educational practice;
participate in professional competitions, online forums and teachers' councils;
use in preparation for lessons, at electives, in project activities a wide range of digital technologies and tools: text editors, image processing programs, presentation preparation programs, spreadsheet processors;
ensure the use of the DER collection and Internet resources;
to form a bank of training tasks performed with the active use of ICT;
develop own projects on the use of ICT.

A computer is just a tool, the use of which should organically fit into the learning system, contribute to the achievement of the goals and objectives of the lesson. The computer does not replace the teacher or the textbook, but radically changes the nature of pedagogical activity. The main methodological problem of teaching is shifting from “how best to tell the material” to “how best to show”.

Assimilation of knowledge related to a large amount of digital and other specific information through active dialogue with a personal computer is more effective and interesting for the student than studying the boring pages of a textbook. With the help of training programs, a student can simulate real processes, which means he can see causes and effects, understand their meaning. The computer allows you to eliminate one of the most important reasons for a negative attitude to learning - failure due to a lack of understanding of the essence of the problem, significant gaps in knowledge.

The inclusion of ICT in the course of the lesson makes the learning process interesting and entertaining, creates a cheerful, working mood in children, and facilitates overcoming difficulties in mastering educational material. A variety of aspects of the use of information and computer technologies support and enhance children's interest in the subject. The computer can and should be considered as a powerful tool for the mental development of the child. However, it is not a fact that the use of a computer in a lesson makes it possible to master, for example, mathematics “easily”. There are no easy paths to science. But it is necessary to use every opportunity to ensure that children study with interest, so that the majority of adolescents experience and realize the attractive side of the subject being studied.

The use of new information technologies in teaching makes it possible to form special skills in children with different cognitive abilities, makes lessons more visual and dynamic, more effective in terms of learning and development of students, facilitates the work of the teacher in the classroom and contributes to the formation of key competencies of students.

The use of a computer in teaching mathematics, in my opinion, is especially promising. And this is not only the visualization of the material presented, but also the development of visual thinking. Forming consistently "living contemplation" of educational mathematical information, we not only use the natural properties of the student's visual apparatus, but also form the ability to transform visual thinking into productive thinking.

MS PowerPoint, MS Excel, Live Mathematics and the use of interactive whiteboard capabilities (SMART Notebook 10 software) have become a great help in my teaching activities for presenting new material, repetition lessons, generalization and knowledge control.

For example, when studying the topic "Graphs of functions" in algebra, you do not need to draw a coordinate system anew for each task. This saves time. The pace of the lesson is good. It becomes possible to graphically solve a large number of equations and inequalities, including those with a parameter, changing the drawing along the way, making it more visual for a particular purpose. When students build a graph of a function on paper, significant spatial restrictions arise, because, as a rule, the graph is depicted only in the vicinity of the origin of the coordinate system and students must mentally continue to the region of the nearest infinity. Since not all students have the necessary spatial imagination, as a result, superficial knowledge is formed on such an important mathematical topic as graphs.

For the development of spatial imagination and the correct formation of concepts related to this topic, the computer becomes a good helper.

Programs that build graphs on the display screen allow you to view the drawing for arbitrary values of the function argument, scaling it in various ways, both decreasing and increasing the unit of measurement. Students can see the simplest transformations of function graphs in dynamics.

In addition, on an ordinary blackboard, the graphics are fuzzy, cumbersome, even with the use of colored chalk it is difficult to achieve the desired clarity and visibility. An interactive whiteboard avoids these inconveniences. The whole process of graph transformation is clearly visible, its movement relative to the coordinate axes, and not just the initial and final results.

You can quickly check homework, for example, by showing a scanned solution to students on an interactive whiteboard. If you have questions about previously solved problems, you can quickly return to them, therefore, there is no need to restore the condition or solution. The latter is the most significant, since saved solutions can always be easily restored both during the lesson and after the lessons, in particular, during additional lessons and consultations for those students who missed or did not master the topic quite well.

Checking the assimilation of the material can be quickly carried out by frontal or individual testing with subsequent analysis, reflecting the results in an electronic journal on the teacher's computer. This form of work allows you to have up-to-date information about the state of the process of mastering knowledge on a given topic by each student. The interest of students in the subject being studied is growing. The motivation of cognitive activity of students increases due to the multimedia capabilities of the computer.

Color and multimedia design is an important means of organizing the perception of information material. Students imperceptibly learn to note this or that feature of the information message, which (outwardly involuntarily) reaches their consciousness. Magnets and buttons, illustrations on cardboard, chalk on a blackboard are replaced by an image on a screen.

As a result of learning with the help of information and computer technologies, we can talk about a change in priorities from the assimilation of ready-made academic knowledge by students during the lesson to the independent active cognitive activity of each student, taking into account his capabilities.

The use of ICT makes it possible to realize the ideas of individualization and differentiation of education. Modern teaching aids created on the basis of ICT have interactivity (the ability to interact with the student) and make it possible to implement the developmental paradigm in education to a greater extent.

By organizing work with tests in the classroom and outside of school hours, in electronic form, the children form the main “information” competencies, and for many, they are the most relevant today and will be needed by the children in the future. At the same time, the level of learning of weak students rises, and strong students do not turn out to be neglected.

It is desirable to use modern computer technologies in extracurricular activities. For example, I conduct various quizzes on the subject using presentations, which include both the appropriate music and the necessary illustrations, quiz questions, tasks for teams. Such events are of interest to everyone: the participants, the fans, and the jury.

Monitoring among my students of different classes in order to identify their interest in using ICT in teaching showed the following: 87% consider it interesting, 5% consider it uninteresting, and 8% found it difficult to answer.

But it is necessary to take into account the health-saving conditions for teaching students and rationally use computer technology in combination with traditional teaching methods.

It should be noted that the time for the teacher's preliminary training when using ICT at the first stage undoubtedly increases, however, the methodological base is gradually accumulating, which greatly facilitates this training in the future.

I am deeply convinced that a modern teacher should make full use of the opportunities that modern computer technology provides us in order to increase the effectiveness of pedagogical activity.

Information and communication competence of the teacher

within the modern lesson

(Thinking about...)

R.O. Kaloshina

Deputy Director for IT

Today everyone knows what informatization is.

· There are many programs, electronic textbooks, websites, publications written and developed for teachers and teachers.

· A huge number of various IT courses offer their services to teachers.

· The school is supplied with new equipment (computers, projectors, interactive whiteboards).

But, unfortunately, we have to admit that work not everyone trained in IT can use this equipment.

Often teachers are addicted to presentations, it comes down to the obligatory accompanying a lesson or an extracurricular activity with pictures-slides, often even unformatted, low quality, overloaded with animation or sound effects. They could well have been replaced and replaced earlier by tables and other visual aids.

The work of supporters of "chalk" technology, who do not use a computer at all, is much more effective than such "innovations".

The situation is no better with the use of media resources. Because for a specific lesson, the teacher needs a specific (only for this class and lesson) development.

The teacher needs the ability to "change", "correct", "correct" an existing product, or even create your own, author's. And it is then that the use of information and communication technologies opens up unlimited possibilities.

BUT only for those who really own ICT!!!

There is an opinion that

· Informatics teachers and IC staff should help subject teachers in preparing for lessons;

· Informatics and IC classrooms should be open until 17.00 so that subject teachers have access to computers.

This indicates that many subject teachers have already understood the benefits of ICT, felt the need to translate their ideas into specific teaching aids and developments, as well as their helplessness, lack of competence, lack of knowledge and skills in the field of ICT.

But, dear colleagues, as long as we put someone else's debt at the forefront, things will not get off the ground. Nobody owes us anything!

A computer is just a tool, the use of which should organically fit into the learning system, contribute to the achievement of the goals and objectives of the lesson.

Until the subject teacher realizes the need to independently study the basics of computer literacy necessary for him, and does not begin to study and apply them, he will not learn to master this tool at the proper level.

Each teacher cannot be assigned a specialist who will embody his ideas.

Therefore, there is only one way out - to learn for yourself!

AT It is important to distinguish between ICT literacy and ICT competence of a teacher.

ICT literacy - knowledge about what a personal computer is, software products, what their functions and capabilities are, this is the ability to “press the right buttons”, knowledge about the existence of computer networks (including the Internet).

ICT competence - Not only use of various information tools(ICT literacy), but also their effective application in pedagogical activity.

An approximate list of the content of the ICT competence of a teacher:

(as competence develops from basic to advanced level).

· Know the list of the main existing electronic (digital) manuals on the subject (on disks and on the Internet): electronic textbooks, atlases, collections of digital educational resources on the Internet, etc.

· Be able to find, evaluate, select and demonstrate information from the DER (for example, use the materials of electronic textbooks and other manuals on disks and on the Internet) in accordance with the assigned learning objectives.

· Install the program used on a demo computer, use projection equipment, and master the methods of creating your own electronic didactic material.

· Be able to transform and present information in an effective form for solving educational problems, compose your own educational material from available sources, summarizing, comparing, contrasting, transforming various data.

· Be able to choose and use software (text and spreadsheet editors, programs for creating booklets, websites, presentation programs (Power Point, Flash)) for the optimal presentation of various kinds of materials necessary for the educational process:

o lesson materials,

o thematic planning,

o monitoring in their subject,

o various reports on the subject,

o analysis of the learning process, etc.

· Be able to apply NITI-methods (New Information Technologies and the Internet) - these are methods for conducting lessons united by one topic using ICT. They contain links to electronic materials and websites that are useful in conducting lessons on a given topic.

· Effectively apply the tools for organizing the student's educational activities (testing programs, electronic workbooks, systems for organizing the student's educational activities, etc.).

· Be able to create a digital portfolio of your own and a student's portfolio.

· Be able to correctly choose the form of information transfer to students, parents, colleagues, school administration:

o school network,

o Email,

o site (site section),

o forum,

o W iki-Wednesday (Wiki ( Wiki) - hypertext Wednesday for collective editing, accumulation and structuring of written information),

o blog (network journal or diary of events),

o RSS feed (designed to describe news feeds, newsletters);

o podcast (newsletter with audio or video content).

· Organize the work of students in the framework of network communication projects (olympiads, competitions, quizzes ...), remotely support the educational process (if necessary).

In order for the teacher to be able to do all of the above, an organization is needed. methodical, organizational, technical and motivational support.

On the portal "Network of Creative Teachers", created for educators who are interested in improving the quality of education through the use of information and communication technologies (ICT), was held poll:

“What do you think will be the main means of education in our country by 2020?”

Poll results

As you can see, opinions are divided...

It seems to me that ICT components can be used in the lessons of any subjects.

The whole thing is in expediency, availability of appropriate quality programs, conditions of use.

As practice shows, teachers do not actively use ICT in the classroom, and this is due to a number of objective reasons:

· Not all teachers are psychologically prepared to use ICT in the educational process.

· Insufficient number of electronic means capable of adequately solving the pedagogical tasks of the teacher in the study of a particular topic.
We can probably agree with the Dean of the Faculty of Pedagogical Education of Moscow State University N. Rozov, who noted: “We are all well aware of how far e-learning products are from ideal. We have to go a long way of understanding, searching and accumulating pedagogical experience before the computer component of the educational process becomes an equal partner of the textbook.”

· Lack of clear methodological recommendations on the use of e-learning tools available on the domestic market.

· Low level of software proficiency for creating your own electronic learning tools (presentations, electronic textbooks, simulators, etc.).

· teacher's time limit to create their own electronic didactic material, as well as to study, develop and implement new computer teaching methods.
(In this regard, it may be possible to reconsider the question of the teacher's workload? The requirements for teaching are growing, but the "load" remains the same. Do you need a creative ICT-literate teacher? So it is necessary to give the teacher time for creativity.)

In the materials of the international conference held in November 2009. in Moscow and devoted to the problems of introducing IT into education, it was noted that “a lesson using a computer will be more effective for the teacher who

· Maintains human priorities in learning.

· He has a kind, trusting attitude towards the machine and its pedagogical capabilities.

· Able to carefully and at the same time boldly handle a personal computer.

· Intellectually developed, erudite, able to evaluate the pedagogical capabilities of computer programs.

· Methodically flexible"

How do they see teachers in the Year of the Teacher at the Ministry of Education and Science of the Russian Federation?

On January 16, 2010, a meeting of the Public Council under the Ministry of Education and Science of the Russian Federation was held. The topic of the session is “How to teach teachers?”.

It was noted that: it is necessary to pay attention, first of all, to information technologies, distance learning.

The Minister of Education and Science of the Russian Federation A.A. Fursenko summed up the meeting of the Public Council: “In order to do something, you need to know what a good teacher is. We have already introduced and coordinated with the trade unions the requirements for certification of teachers. A teacher must meet certain qualification requirements.”

According to the Minister, it is mandatory for a teacher should be given the opportunity to improve their skills.

Thus, without professional growth in the development of information and communication technologies and the desire to use them in the educational process - you can not do!

Tatyana Ryndina
Article "ICT - the competence of teachers in accordance with the requirements of the professional standard of the teacher"

Article "ICT - the competence of teachers in accordance with the requirements of the professional standard of the teacher"

The informatization strategy of the preschool education system is defined by the state concept as one of the priority areas in the development of modern society. Informatization contributes to the integration and amplification of various areas of the educational process, increases its efficiency and quality. The problem of ICT development has acquired particular urgency with the introduction of the Federal State Educational Standard for Distance Education and the Professional Standard of a Teacher. Since the modern requirements for staffing the implementation of the educational program include the availability of basic competencies for teachers related to the development of ICT and the ability to use them in teaching practice. The competence of a teacher in the field of information and communication technologies is, on the one hand, a condition that determines the creation of this environment, and on the other hand, it is a significant factor that determines professional pedagogical competence.

The creation by the head of the kindergarten of conditions for the development of ICT competencies by teachers is one of the main tasks in the process of implementing the federal state educational standard for preschool education. And the main task of a modern educator is to master ICT - technologies as a space in which professional pedagogical activity is carried out, to include them in their own activities, applying them as necessary. The components of modern information and communication technologies should be used by a preschool teacher when interacting with pupils, colleagues, administration and parents. A variety of forms are used to improve the ICT-competence of teachers. The most effective, from our point of view, are working in pairs, mentoring, master classes, workshops, a week of pedagogical excellence.

In the "Professional standard of the teacher" ICT competence is considered in three components:

General user ICT competence;

General pedagogical ICT competence;

Subject-pedagogical competence.

The general user competence includes the simplest skills: photo and video shooting, working with text editors, as well as the skills of searching for information on the Internet and using electronic media and mail.

The general pedagogical component includes the skills necessary for the work of a teacher. Including planning and analysis of their activities, organizing the educational process, writing child development programs, creating electronic didactic materials, preparing and conducting consultations for both colleagues and parents.

The requirements for the subject-pedagogical component are put forward depending on the tasks that the educator sets for himself in the process of educational activities, the ability to find information on a particular problem and use it qualitatively.

The use of information and communication technologies in the educational process of a preschool educational institution expands the possibilities for introducing new methodological developments into pedagogical practice, contributes to the targeted development of the information culture of children, and allows increasing the level of interaction between teachers and parents.

ICT - technologies are an innovative resource, which ensures the availability and variability of education for preschool children.

In the system of activities of preschool educational institutions, ICT can be used:

In the organization of the educational process with children;

Organization of methodical work with teachers;

In the process of interaction with parents.

Use of ICT:

Makes it possible to simulate various situations and environments, including those that a child cannot meet in real life;

Contributes to better assimilation of the material, since all channels of perception of the material are involved;

The acquired knowledge remains in memory for a longer period and is easily restored for practical application after a brief repetition;

Cognitive activity is activated.

1. Applications of ICT for interaction with children

Using the Internet:

Additional information, which for some reason is not in the printed edition;

A variety of illustrative material, both static and dynamic (animation, video materials);

Exchange of experience, dissemination of ideas and manuals.

Multimedia presentations allow presenting the material as an algorithmic system of structured images. In this case, various channels of perception are involved, which allows children to master information not only in factographic, but also in associative form. Presentations are used to indicate the topic or illustrations for the educator's explanations; accompaniment of small theatrical scenes, a holiday, a concert, parent meetings.

Video clips, diagrams and models allow children to show those phenomena, facts and events of the world around them that are difficult or impossible to observe in real life.

The use of developing and educational programs helps to optimize the child's transition from visual-figurative to abstract thinking (through the ability to operate with symbols); increases the number of situations that the child can solve on their own, helps to overcome self-doubt, removes and prevents the fear of mistakes.

The use of ICT in organizing the educational process with children is aimed at transforming the subject-developing environment; creation of new means for the development of children; the use of new visibility that visualizes the problems to be solved. At the same time, educational activity becomes dynamic and visual, as a result, cognitive interest increases, which, in turn, leads to an increase in activity, a decrease in fatigue, and the preservation of working capacity. GCD with the use of ICT encourages children to engage in search and learning activities, including searching on the Internet, on their own or together with their parents. Children not only see the results of their activities, but also realize the actions that led to these results, as well as the significance of information, without which the result cannot be achieved. At the same time, the child begins to understand the importance of information and communication resources as a source of information. Thus, the prerequisites for information culture are formed.

2. When organizing methodological work with teaching staff, ICT allows disseminate and implement advanced pedagogical experience, get acquainted with the professional experience of not only Russian, but also foreign teachers, participate in all-Russian and international Internet competitions, projects and conferences, improving their social and professional status.

Discussion of pedagogical topics with colleagues and consultations with specialists on forums in online pedagogical communities allow you to effectively and quickly expand your own professional horizons. An effective form of self-education is participation in webinars, where you can communicate with many leading experts in the field of preschool pedagogy and psychology, authors of programs and technologies, and get modern materials for use in your work. In addition, participation in the online webinar provides an opportunity to ask the experts relevant questions and get an answer in real time. Network communication technologies give teachers the opportunity to communicate professionally in a wide audience of Internet users.

The use of ICT helps the teacher in the selection of illustrative material for the GCD, the design of stands, albums, groups, classrooms, and allows you to diversify the space-developing environment. The creation of didactic games, familiarization with the scenarios of holidays and other events, with periodicals, the preparation of group documentation using ICT make the work of the teacher more efficient. Using a computer to prepare group documentation simplifies the activities of the teacher, saves time and effort.

3. The use of ICT in the process of interaction with parents allows:

Provide a dialogue of communication partners regardless of location through e-mail, forum; expand information flows; show photos and videos; conduct online consultations of specialists for parents of frequently ill children. An effective form of organizing interaction with parents is a group site on the site of the preschool educational institution, which allows you to get up-to-date information about the life of the group, find out the details of the past day, and receive recommendations from teachers. Such forms as online communication with parents through the site, presentation of the organization of work in a group, presentation of children's achievements, creation of electronic pages for parents on the Internet not only enrich, but also transform interaction with parents.

Modern preschool education can no longer do without ICT technologies. Information and communication technologies increase the level of professionalism of the teacher, create additional opportunities for his self-realization, improve the quality of the educational process, make its development much more interesting and diverse.

Literature

1. Management of innovative processes in preschool educational institutions. - M., Sphere, 2008

2. Gorvits Yu., Pozdnyak L. Who to work with a computer in kindergarten. Preschool education, 1991, No. 5

3. Ksenzova G. Yu. Perspective school technologies: teaching aid. - M.: Pedagogical Society of Russia, 2000

4. Kalinina T. V. Management of preschool educational institutions. "New information technologies in preschool childhood". M, Sphere, 2008

5. Motorin V. "Educational possibilities of computer games". Preschool education, 2000, No. 11

6. Novoselova S. L. The computer world of a preschooler. Moscow: New School, 1997