Application of ICT in the education system. Use of ICT in the educational process

Marina Skaraeva
Innovative technologies. Use of ICT in preschool educational institutions

“In ancient times, people studied in order to improve themselves. Nowadays people study in order to surprise others.” Confucius. (Slide 2)

« Technology» , when translated from Greek (techne) means art, skill, skill, and these are nothing more than processes.

Hence, usage in the educational process of preschool educational institutions innovation- this is not a fashion trend, but a requirement of the time! (Slide 3)

What is " innovative technologies"? (Slide 4)

Innovative technologies- this is an organizational and methodological toolkit of the pedagogical process in a preschool educational institution (a system of methods, methods, teaching techniques, educational means, aimed at achieving a positive result in modern conditions and at the implementation of Federal state educational standards for preschool education. One of the main directions the use of innovative technologies is ICT. (Slide 5)

What is meant by the term "information and communication technologies"? (Slide 6)

Information and communication technologies(ICT)- these are personality-oriented technologies, promoting the implementation of the principles of a differentiated and individual approach to learning. (Slide 7)

What does ICT include? (Slide 8)

ICT tools: TV, camera, multimedia, tape recorder, computer and of course interactive equipment. (Slide 9)

What is the relevance? use of ICT in preschool educational institutions? (Slide 10)

Relevance of the problem:

(Slide 11)

The process of informatization in preschool educational institutions is determined by the requirements of a modern developing society.

It follows from the Concept of the National Informatization Program - “informatization of education is aimed at the formation and development of the intellectual potential of the nation, improvement of the forms and content of the educational process, and the introduction of computer teaching methods.”

Computer, multimedia and interactive tools are information processing tools that can become powerful technical training tool, a means of communication necessary for the joint activities of teachers, parents and preschoolers.

What documents do we rely on when use of ICT?

(Slide 12)

Documentation:

(Slide 13)

1. Federal law “On education in the Russian Federation”

2. “Federal state educational standard for preschool education”

3. “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”

4. Regulatory documents

5. Adoption at the state level of the Strategy for the Development of the Information Society

6. Program implementation "Electronic Russia"

7. Development of the National Educational Concept "Our new school»

Goals:

(Slide 14)

Penetration of modern information technologies into the field of education allows teachers to qualitatively change the content, methods and organizational forms of teaching.

Strengthening the intellectual capabilities of children in the information society, as well as humanization, individualization of the learning process and improving the quality of education at all levels of the educational system.

Modern child? What is he like? (Slide 15)

The developmental characteristics of children indicate that they differ from their peers of the last century and require a modern approach to upbringing, education and development.

Therefore, preschool teachers began to actively use ICT, as the main achievement in working with children. And I'm no exception. Having independently mastered computer technologies, multimedia and interactive equipment, I use my skills and abilities in working with children. (Slide 16)

Therefore, it is difficult to disagree with the statement of our President V.V. Putin: “New knowledge and technologies should not lie under the cloth, should not remain a dead weight. You and I understand everything perfectly well - such capital, as we know, very quickly depreciates and ages. To prevent this from happening, it is necessary to formulate and re-create mechanisms for the dissemination of information, to make it open and as accessible as possible, through use of ICT». (Slide 17)

What can be said about the benefits of ICT? (Slide 18)

Compared to traditional forms of teaching preschoolers, computer, multimedia and interactive equipment has a number of benefits: (Slide 19)

Presenting information on a computer screen in a playful manner arouses great interest in children;

In an accessible form, brightly, figuratively, present the material to preschoolers - movements, sound, animation attracts the child’s attention for a long time;

Encouraging the child to solve problems correctly with the computer itself stimulates the cognitive activity of children;

Provides the opportunity to individualize training;

The child himself regulates the pace and number of game learning tasks to be solved;

In the process of his activities, the preschooler gains self-confidence, that he can do a lot;

Allows you to simulate life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);

The computer is very “patient”, never scolds a child for mistakes, but waits for him to correct them himself, encourages children to solve problematic problems and overcome difficulties

What can be said about the disadvantages of ICT? (Slide 20)

Disadvantages of ICT:

(Slide 21)

When introducing computer technologies teaching in kindergartens there are economic difficulties character: not enough funds for technical equipment of premises, creation of a local network within the institution, implementation of the necessary technical support, acquisition of licensed software and application software.

The problem of professional competence remains relevant teachers: it is necessary to be able not only to use modern technology, but also to create your own educational resources, to be a competent Internet user.

Excessive use of a computer can lead to deterioration of a child's vision and also negatively affect his mental health.

This is especially dangerous for shy children.

You cannot rely only on the computer, multimedia and ID.

A child is a small person; he can form and develop only by communicating with people and living in the real world.

Necessary conditions for preserving the child’s health during use of ICT. (Slide 22)

(Slide 23)

Direct educational activities with using ID for children 5-7 years old should be carried out no more than 1 time during the day and no more often

3 times a week on the highest days performance: Tuesday, Wednesday and Thursday.

The permissible distance from the screen to the chairs on which children sit is 2 - 2.5 meters.

The duration of interactive games for children 5 years old should not exceed 10 minutes, and for children 6-7 years old - 15 minutes.

At the end of the NOD, children are given eye exercises.

T.O. with proper use of ICT, with proper organization of the educational process, computer programs for preschoolers can widely be used in practice without risk to children's health. (Slide 24)

Use of ICT in preschool educational institutions:

(Slide 25)

ICT as a means of interaction with society.

ICT as a means of cooperation with parents.

ICT in organizing methodological work with teaching staff.

ICT for children as a means of transmitting and storing information in various games technologies.

Development technologies, teaching aids, projects incorporating ICT.

ICT as a means of program support.

ICT as a teaching tool when organizing the educational process with children.

The main activity of preschoolers is play. Through play, a child’s personality is revealed, formed and developed.

A usage Computer games help improve the effectiveness of children's learning and the development of intellectual and creative capabilities. (Slide 26)

CONCLUSION. (Slide 27)

V.V. Putin: “The Internet and ICT are an opportunity for communication, self-expression, it is a tool for improving the quality of life and information security of society” (Slide 28)

In our preschool educational institution we are actively we use innovative technologies. On the basis of our preschool educational institution in January 2015, a seminar was held - a workshop on preparing children for school, through usage modern pedagogical technologies, in particular on the use of ICT.

Thank you for your attention! Creative success! (Slide 30)

In recent decades, the idea of technologization and informatization of the educational process as an important means of improving the educational system and ensuring the progress of society as a whole has gained significant development in Russia.

Information and communication technologies (ICT) in education are a set of methods, devices and processes used to collect, process and disseminate information and use them in the educational process.

The implementation of various types of classes using ICT in teaching made it possible to formulate pedagogical conditions for their use: a sufficient level of information competence of the teacher and students; the ability to present the content of an academic subject in accordance with the chosen form of lesson; availability of appropriate material and technical base; modeling of an educational environment that adequately reflects the content and is represented by educational resources on the Internet and multimedia. Despite the fact that the rapid development of multimedia and the Internet has aroused great interest among teachers in computer education, ensuring the quality and effectiveness of teaching using ICT remains at an insufficiently high level.

Existing software is constantly being updated; Computer equipment and information and communication technologies in education are being improved. This situation puts university professors and school teachers in the position of specialists who are constantly mastering new material and at the same time adapting this new information for students and schoolchildren. Naturally, it is advisable to prepare for such complex activities not only students in pedagogical colleges and universities, but also already working teachers and university employees.

Let's consider the possibilities of using information and communication technologies in the main activities of a teacher - educational, methodological, scientific...
ICTs are used in various types of educational activities of university teachers (lectures, practical exercises, educational and training games; management of student project activities, coursework and diploma projects) and teachers (lessons of various types, elective classes, consultations, management of educational projects, independent activities of students) .

In a modern educational institution, a teacher who uses in the process of lecturing and conducting lessons. multimedia projector, electronic board and computer, has access to the Internet, has a qualitative advantage over colleagues who work only within the framework of the usual “chalk technology”. In this case, it is necessary to take into account:

The level of preparedness and education of the students for whom such a lecture is given (university, pedagogical college, lyceum);
- professional orientation of students (humanities, natural sciences);
- specifics of the academic discipline;
- features of a specific topic;
- technical capabilities for using computer technology in the classroom.

Not every educational material is suitable for this form of training, but its elements are possible in any case. We have developed and used visualization lectures on pedagogical disciplines:

Model of the Web site of a teacher of the department of pedagogy (“Pedagogy”, “New information technologies in education”;
- presentations: “Higher education in the world” (“Pedagogy”, “Psychology and Pedagogy”), “Computer training programs” (“New information technologies in education”), “Emotions” (“Psychology and Pedagogy”, “General Psychology” ) and etc.;
- packages of computer files prepared independently: “Teaching methods” (“Pedagogy”), “Business games” (“Higher school pedagogy”);
- packages of files downloaded from the Internet and systematized by topics: “Main educational portals and sites in both the Russian and English components of the Network”, “Virtual libraries”, “Preparation for the unified state exam”, “School course in mathematics and the Internet” (“Pedagogy”, “New information technologies in education”, “Methods of teaching English”).

In classes of this type, materials downloaded from the Internet and presented in the form of texts and drawings are also used.
We attach particular importance to the use of the project method in the educational and cognitive activities of students using information and communication technologies. The fundamental works of E.S. Polat were used as a theoretical basis for the development of projects of various types. If telecommunication projects are used quite widely, as materials of scientific conferences on the problems of informatization of education show, by school teachers, much less by university teachers of special disciplines, then on issues of teacher education, psychology and pedagogy - extremely rarely.

Project activities are carried out according to a certain scheme, starting with a clear justification for the choice of the project topic and ending with its practical implementation. Students develop a project structure according to a specific scenario: project goal, objectives, project implementation plan, expected result. So, for example, on the topic of research, students: develop a layout of a booklet (using Microsoft Publisher); a presentation is prepared to defend the project (using Microsoft PowerPoint), a website is created (using Microsoft Publisher or Microsoft Word) using Internet resources on the project problem.

In order to successfully use ICT in methodological work (both educational and methodological and scientific and methodological in nature), the teacher must be well aware of various types of information and communication technologies and be able to practically apply some of them, be able to organize educational and cognitive activities of students and schoolchildren in new conditions.

The teacher must have a certain system of knowledge, skills and experience in creative activity.
Knowledge of: main types of ICT, prospects for their development and existing problems; the capabilities of the Internet and educational opportunities of the main types of telecommunications (E-mail, including educational mailings; Web forums, electronic conferences, chat conferences, etc.); main educational sites, both domestic and foreign (brief description of the content of resources, didactic opportunities, etc.); various approaches to constructing a typology of multimedia training programs, the most popular types of programs in world practice, classifications of programs according to functional characteristics (the most common in our country), characteristics of individual types of training programs; means for assessing educational sites on the Internet, training programs and criteria for their quality; various types of distance learning based on NIT; main websites of universities (both Russian-language and English-language) providing distance learning (brief description of the content of resources, didactic opportunities); forms and methods of organizing educational and cognitive activities in the conditions of using scientific and technological information; possibilities of using Microsoft Office, Microsoft Publisher, Fine Reader, translator programs, etc. for educational purposes.

Basic skills: using the Microsoft Office software package, Microsoft Publisher, Fine Reader, translator programs, etc.; using the Internet for communications and collecting information needed in education; evaluate the reliability of information acquired through Internet resources, synthesize this data acquired through the Internet into a meaningful whole; use of various search engines and directories; work with various types of telecommunications.

Experience in creative activity, consisting of: analyzing information about the capabilities of various types of new information technologies, developing models of educational sites on the subject of specialization, educational institution sites on the Internet (using the Microsoft Publisher program); in preparing reports for electronic scientific, methodological and methodological conferences on the Internet.

The development of distance courses for posting on the Internet is currently relevant for many universities and schools. Information learning environments have been created to create network (distance) courses and use them in the educational process. The greatest difficulty is the preparation of appropriate teaching materials for these courses. This is a new aspect of the methodological work of not only university teachers, but also school teachers.

Increasing the level of methodological work of teachers in both higher and secondary schools requires constant professional development. Advanced training of teachers is carried out in various forms: through the system of advanced training of teachers, carried out by the Institutes for Educational Development, through the work of methodological associations and departments in schools, through distance courses using the Internet.

Currently, the necessary skills for the methodological work of a university and school teacher are: the ability to find the necessary scientific, methodological and educational information on the Internet, exhibit the results of scientific, methodological and educational work on pedagogical websites, electronic pedagogical journals, and electronic conferences. This is especially important in modern conditions, since some scientific-methodological and scientific-practical conferences are available only via the Internet. The teacher has the opportunity not only to read the contents of textbooks, teaching aids on the subject he teaches, but also to download the corresponding files to his computer, print out the necessary chapters and individual methodological recommendations in preparation for various types of educational and cognitive activities of students.

The scientific work of school and university teachers in the new operating conditions also has some specifics. Let's look at some of its elements:

Familiarization with information on the Internet about all scientific conferences that will be held on the research problem, both in our country and abroad;
- analysis of scientific data presented on the Internet on the topic of the teacher’s scientific work (both in the Russian and English language components of the Network);
- participation in electronic scientific conferences (preparing reports for electronic conferences for posting them on the Internet; using e-mail to “send” a report, abstracts of a report to a scientific conference held in the classical version);
- preparation of layouts (in electronic form) of methodological recommendations, teaching aids, monographs;
- use of software packages for statistical processing of experimental data from scientific research, etc.;
- conducting scientific research on the problems of informatization of education; their registration in the form of dissertation research and defense of candidate dissertations for the academic degree of candidate of pedagogical sciences in the following specialties: 13.00.01 - General pedagogy, history of pedagogy and education; 13.00.02 - Theory and methodology of training and education (computer science, level of general education, level of higher education).

Currently, postgraduate training for school teachers, college and university teachers (without interruption from professional activities) is quite common. Thus, under the guidance of the author of this article, dissertation research was carried out on the problems of informatization of education and candidate dissertations were defended in 2005 on the topics: “Organization of creative activity of lyceum students using information and communication technologies”, “Formation of the readiness of students of a pedagogical college to use information and communication technologies in professional activities”, “Formation of teachers’ readiness to use new information technologies in professional activities by means of a system of supporting education”, “Improving the information training of secondary school teachers in the context of a regional system of advanced training”.

The use of information and communication technologies in various types of teacher activities helps to increase the efficiency of the educational process and improve the level of their methodological and research work.

Literature:

1. Kruchinina G.A. Possibilities of Microsoft PowerPoint and Microsoft Publisher programs in the work of a university teacher / Modern problems of science, education and production. Materials of the interuniversity scientific and practical conference (October 2-4, 2003) - N Novgorod: URAO, 2003. P.60-62
2. Kruchinina G.A. Project method in contextual learning in the context of informatization of education / Problems of theory and practice in the training of a modern specialist. Interuniversity collection of scientific papers. Issue 1.N. Novgorod, Publishing House of NGLU im. N.A. Dobrolyubova, 2003. P. 113-123
3. Kruchinina G.A. Methodological work of a teacher in the conditions of using new information technologies for teaching / Problems of theory and practice in the preparation of a modern specialist. Interuniversity collection of scientific papers. - N. Novgorod, NGLU Publishing House, 2003. pp. 126 - 136.
4. Kruchinina G.A. Pedagogical concept of an educational site / Current pedagogical technologies in the field of education. Collection of scientific items. Issue I. Melitopol: MDPU, 2001. pp. 122-127.
5. Kruchinina G.A. Formation of readiness of students of pedagogical specialties to use new information technologies in education and pedagogical science / Bulletin of Nizhny Novgorod State University named after. N.I. Lobachevsky. Series: Innovations in education. Issue 1(2). N.Novgorod: Publishing House of Nizhny Novgorod State University, 2001. P.151 - 175.
6. Kruchinina G.A., Isakova S.N. Improving the lecture form of education in the context of informatization of the educational process / Problems of professional training of specialists in the conditions of continuous multi-level education. Proceedings of the Interuniversity Scientific and Practical Conference of teachers, students, graduate students, applicants and specialists (December 19, 2003). - N.Novgorod: VGIPA, 2003. P. 115 - 117.
7. Kruchinina G.A. Use of the educational and methodological package: “Pedagogy: new information technologies in the educational process” in the system of preparing students for teaching activities / Teacher training in the conditions of modernization of education. Proceedings of the regional scientific and practical conference (March 18-19, 2003). - N. Novgorod: NGPU Publishing House, 2003. P. 176 - 179
8. Polat E.S. Project method. Internet - http://users.kaluga.ru/school6/school/polat.htm
9. Isakova S.N. Forming the readiness of students of a pedagogical college to use information and communication technologies in professional activities.” Author's abstract. dis...cand. ped. Sci. N. Novgorod, 2005. - 26 p.
10. Kanyanina T.I. Organization of creative activities of lyceum students using information and communication technologies. Author's abstract. dis... cand. pedagogical sciences N. Novgorod, 2005. - 24 p.
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“The most important thing is not that the student uses new technologies,

but how this use contributes to the enhancement of his education.”

S. Ehrmann

Educational information technologies - These are all technologies that use special technical means (computer, audio, cinema, video), i.e. computer and information technology.

Information and Communication Technologies (ICT) - is “a wide range of digital technologies used to create, transmit and disseminate information and provide services (computer hardware, software, telephone lines, cellular communications, e-mail, cellular and satellite technologies, wireless and cable networks, multimedia, and Internet)"

In the modern education system, the process of introducing information and communication technologies (ICT), providing educational institutions with computer equipment, developing telecommunications, global and local educational networks is rapidly gaining speed. This is due to the fact that information literacy and culture have become the key to a person’s successful professional activity. Information technologies are becoming an integral part of the life of a modern person. Possession of them is put on a par with such qualities as the ability to read and write. A person who skillfully and effectively masters technology and information has a new style of thinking and has a fundamentally different approach to assessing the problem that has arisen and to organizing his activities.

Teaching a child to work with information and teach him to learn is an important task of a modern school. ICT expands the teacher’s ability to introduce students to a fascinating world where they will independently obtain, analyze and transmit information to others. The sooner students learn about the capabilities of ICT, the faster they will be able to take advantage of the latest methods of obtaining information and converting it into knowledge. Informatization of primary school plays an important role in achieving modern quality of education and forming the information culture of a child of the 21st century.

Purpose of using ICT: improving the quality of education

Objectives of using ICT:

increase learning motivation;

increase the efficiency of the learning process;

contribute to the activation of the cognitive sphere of students;

improve teaching methods;

timely monitor the results of training and education;

plan and systematize your work;

use as a means of self-education;

prepare a lesson (event) efficiently and quickly.

At preparation And carrying out lessons on various steps both values I use various forms ICT :

Ready-made electronic products that allow you to intensify the activities of teachers and students, improve the quality of teaching subjects, bringing to life the principle of clarity.

Multimedia presentations allow you to present educational material as a system of vivid supporting images. In this case, various channels of perception are involved, which makes it possible to store information not only in factual, but also in associative form in the long-term memory of students.

Internet resources carry enormous potential for educational services (e-mail, search engines, electronic conferences, distance learning, competitions) and are becoming an integral part of modern education. By receiving educationally significant information from the network, students learn to purposefully find information and systematize it according to given criteria; see information as a whole, and not fragmentarily, highlight the main thing in the information message.

Using an interactive whiteboard and SMART Board software allows teachers and students to fully present and thoroughly understand the material being studied.

XXI century - century high computer technologies

The 21st century is the century of high computer technology. Therefore, at present there is a need to organize the learning process based on modern information and communication technologies.

For primary schools, this means a change in priorities in setting educational goals: one of the results of training and education in a first-level school should be the readiness of children to master modern computer technologies and the ability to update the information obtained with their help for further self-education. To achieve these goals, there is a need to apply different strategies for teaching primary school students in the practice of primary school teachers and, first of all, the use of information and communication technologies in the teaching and educational process.

The use of ICT in primary school lessons allows students to develop their ability to navigate the information flows of the world around them, master practical ways of working with information, and develop skills that allow them to exchange information using modern technical means. This promotes conscious learning by students.

The use of ICT in primary school allows for an individual approach to the student, using multi-level tasks; involve each student in an active cognitive process; teach the student to find, select and use information to solve the problems facing him; develop basic computer skills; teach students to present their point of view and defend it based on the material received.

Lessons using information technology have a number of advantages over traditional lessons

A lesson using information technology becomes more interesting for students, which, as a rule, results in more effective learning; The level of clarity in the lesson improves.

The use of some computer programs makes it possible to facilitate the teacher’s work: selecting assignments, tests, checking and assessing the quality of knowledge, thereby freeing up time in the lesson for additional tasks (due to the fact that the materials are prepared in advance in electronic form).

Increasing the effectiveness of the lesson through clarity. Of course, this can be achieved by other methods (posters, maps, tables, notes on the board), but computer technology undoubtedly creates a much higher level of visibility.

The ability to demonstrate phenomena that are impossible to see in reality. Modern personal computers and programs make it possible to simulate various educational situations using animation, sound, photographic accuracy, and have the ability to present unique information materials (paintings, manuscripts, video clips) in multimedia form; visualization of the studied phenomena, processes and relationships between objects.

Information technologies provide ample opportunities for individualization and differentiation of learning, not only through multi-level tasks, but also through student self-education.

Means of achieving the effectiveness of the educational process using ICT

Information technology in a modern school should be considered as one of the teaching methods. Any inclusion of ICT in the educational environment must be justified.

It must be taken into account that a lesson using information technology is somewhat different from a traditional lesson. It is difficult to identify a single structure of such a lesson, since each lesson is individual, which is determined by a number of reasons: the specifics of the subject area, the content of a particular lesson, the connection to information technology hardware, the didactic capabilities of software, the type and quality of electronic resources, ICT - the competence of the teacher.

Developing a lesson using information technology is possible only if there is an electronic resource.

Educational electronic resources can be divided into three groups, depending on the function performed.

Illustration of educational material (tables, diagrams, experiments,

video clips);

2. Support for educational material (assignments, tests, etc.)

3. Source of educational material (electronic textbook, assignment development

According to the method of development, they can belong to one of the following types:

Internet resources (can be used not only directly on

lesson, but also for preparation).

Special (this includes all electronic resources produced by

various publishers).

Universal (Word, Excel, Power Point, etc. - designed for

creation by teachers of their own educational resources).

In my opinion, the most interesting and effective lessons are those using educational resources, developed by the teacher taking into account the characteristics of a specific student group and for specific students. In the process of creating such a lesson, a unique educational resource arises, into which not only the knowledge, skills and experience of the teacher-developer are invested, but also a piece of his soul.

Typically, preparing such a lesson is a labor-intensive process for the teacher, which takes a lot of time and requires certain knowledge and skills.

It is necessary to consider the following factors influencing the construction of the lesson:

The methodological goal of the lesson and the type of lesson it determines (explanation of new material, consolidation, generalization of the topic covered, intermediate control, etc.) must be interconnected.

Students' readiness for a new type of learning activity.

The use of ICT in the classroom allowed us to fully implement the main principles of enhancing cognitive activity:
1. The principle of equality of positions
2. The principle of trust
3. Feedback principle
4. The principle of taking a research position.
The implementation of these principles is visible in all lessons where ICT is used.

The use of ICT allows you to conduct lessons:
. at a high aesthetic and emotional level (animation, music)
. provides visibility;
. attracts a large amount of didactic material;
. increases the amount of work performed in the lesson by 1.5-2 times;
. provides a high degree of differentiation of learning (an individual approach to the student, using multi-level tasks).
Application of ICT:
. expands the possibility of independent activity;
. develops research skills;
. provides access to various reference systems, electronic libraries, and other information resources;
. and in general, IT CONTRIBUTES TO INCREASED QUALITY OF EDUCATION.

The following stages of preparing a lesson using ICT are distinguished:

I. Conceptual

The need to use ICT tools is argued: shortage of sources of educational material; the ability to present unique information materials (paintings, manuscripts, video clips) in multimedia form; visualization of the studied phenomena, processes and relationships between objects; the need for objective assessment in a shorter period of time, etc.

Formulation of educational goals with a focus on achieving results (formation, consolidation, generalization of knowledge, control of assimilation, etc.);

Selecting the type of educational electronic resources.

II. Technological

Choosing a methodology for conducting classes and designing the main activities of the teacher and students;

Choosing the method of interaction between teacher and student.

III. Operational

Step-by-step lesson planning and preparation of educational materials are carried out.

For each stage, the following are determined: goal formulation with a focus on a specific result; duration of the stage; form of organizing students' activities with ICT tools; functions of the teacher and the main types of his activities at this stage; form of intermediate control.

IV. Pedagogical implementation

The role of the teacher in a lesson using ICT is changing, the teacher is now not only a source of knowledge, but also a manager of the learning process, the main tasks of the teacher become: managing the cognitive activity of the student.

Search engines and tools for searching electronic resources on the Internet

The purpose of Internet search engines is to collect data about network information resources and provide users with the ability to quickly find the necessary information. Using online search engines, you can search and find electronic resources, software, information about organizations, various events, people, and much more. For teachers, search engines can help in finding information resources that could improve the efficiency of the learning process and the system for preparing schoolchildren.

There are a large number of catalogs and portals on the Internet that collect electronic educational resources, the use of which would be appropriate in the education system. Information educational resources are used:

to promptly provide teachers, students and parents with relevant, timely and reliable information that corresponds to the goals and content of education;

to optimize the organization of students’ activities related to independent acquisition of knowledge;

to introduce modern information and telecommunication technologies into the educational process;

for objective measurement, assessment and forecast of learning effectiveness, comparison of the results of schoolchildren’s educational activities with the requirements of the state educational standard;

to individualize the management of a student’s educational activities, adequately to his level of knowledge, skills, and abilities, as well as the characteristics of his motivation to learn;

to create favorable, pedagogically and psychologically comfortable conditions for teaching schoolchildren;

to organize the effective activities of general education institutions in accordance with the regulations and substantive concepts adopted in the country.

With the help of modern search engines, you can search for a wide variety of electronic resources on the Internet, the use of which would improve the effectiveness of learning. Among such resources we can highlight educational Internet portals, which themselves are catalogs of resources, service and instrumental computer software, electronic presentations of paper publications, electronic educational tools and means of measuring learning outcomes, resources containing news, announcements and means for communication of participants educational process.

Working with search engines is easy. In the search engine query line, you need to type in the desired language the keywords or phrase corresponding to the electronic resource or Internet resources that you want to find and click “Search”. The search results will appear in the working browser window.

Search engines of the Russian segment of the Internet

Search engine "Yandex" http://www.yandex.ru

Google search engine (Russia) http://www.google.ru

Search engine "Rambler" http://www.rambler.ru

Search system "[email protected]" http://go.mail.ru

Intelligent search system Nigma http://www.nigma.ru

Russian directories of general purpose Internet resources

Catalog of Internet resources "Yandex.Catalog" http://yaca.yandex.ru

Catalog of Internet resources “[email protected]” http://list.mail.ru

Catalog of Internet resources “Aport” http://www.aport.ru

Educational resource directories

Catalog of the information system “Single window of access to educational resources” http://window.edu.ru/window/catalog

Catalog of the Russian general education portal http://www.school.edu.ru

Catalog “Educational resources on the Internet for general education” http://catalog.iot.ru

Catalog of children's resources "Internet for children" http://www.kinder.ru

Collections of electronic educational resources and searching for resources in them

Information resources originally designed to improve educational effectiveness can be found through collections of digital educational resources. There are several such collections.

Federal Center for Information and Educational Resourceshttp://fcior.edu.ru http://eor.edu.ru - central repository of electronic educational resources of the education system. The portal storage contains resources of various types: electronic educational modules of open multimedia systems and virtual collective environments, electronic educational resources on local media, text-graphic network electronic educational resources, resources created using modern Flash and Java technologies.

Information system “Single window of access to educational resources”http://window.edu.ru - contains information about electronic educational and scientific resources of Russian universities, libraries, museums, publishing houses, schools, electronic collections of all levels of education for a wide range of users.

Unified Collection of Digital Educational Resourceshttp://school-collection.edu.ru - This is the largest online repository of Russian-language electronic resources intended for free distribution and use in the educational process as teaching aids or their components. The collection is in the stage of active filling and testing; it currently contains more than 50 thousand storage units, including electronic educational resources in all subjects of secondary school, electronic teaching materials, thematic collections, software tools to support educational activities and organization educational process.

Internet - resources For teachers initial classes :

Http://akademius.narod.ru/vibor-rus.html Welcome to the Russian language class. The tests are designed for students in grades 1-5 of secondary school.

Http://ito.edu.ru/2001/ito/I/2/I-2-83.html Some issues of using the Internet in elementary school, report at the conference "Information Technologies in Education."

Http://www.ug.ru/02.26/po4.htm Issues of using a computer in elementary school: from psychological and pedagogical aspects to a selection of various exercises for the eyes when working with a machine.

Http://www.iro.yar.ru/resource/distant/earlyschool_education/gr/okurs.htm - Computer science in games and tasks. (Computer-free course)

Http://www.nhm.ac.uk/interactive/sounds/main.html At this address you will find an interactive game made in flash technology. In this game you can independently compose the sounds of the forest, sea, jungle from the voices of animals, the noise of trees, and the sea surf.

Http://www.funbrain.com/kidscenter.html For those who already know the language well, there is a site called “Fun exercise for the mind.” On it you will find educational, logical, mathematical games, tests for children, plans and teaching materials for teachers, tips and recommendations.

Http://zerkalenok.ru/cgi-bin/zerk.cgi/7/9/2 This resource is useful not only for children, but also for class teachers, biology and ecology teachers, and club leaders.

Http://www.ug.ru/02.26/po4.htm At the address of the Teacher's Newspaper website you can find a letter from the Ministry of Education, which contains recommendations for the use of computers in elementary schools. The author's program of the information culture course for grades 1-4.
http://center.fio.ru/som/getblob.asp?id=10001519 This program specifies the requirements for the minimum content of education, requirements for the level of training, and basic concepts that must be formed. The website of the conference "Information Technologies in Education" contains a large number of abstracts, including reports on the study of computer science in elementary grades.

Http://www.openworld.ru/school/m.cgi Monthly scientific and methodological magazine "Primary School". The archive of this magazine begins in 1998. To view the magazine, Adobe Acrobat Reader must be installed on your computer. (By the way, you can download this free program at http://www.adobe.com/products/acrobat/readstep2.html) On the same site you can write a letter to the editor and take part in the forum.

Http://nsc.1september.ru/ Weekly magazine of the publishing house "First of September" "Elementary school". His archive includes issues since 1997. Considering that the newspaper is published every week, this is a huge material for primary school teachers. If you cannot find this newspaper at your school or library, the Internet will always help you.

Http://suhin.narod.ru/zag1.htm Riddles and crosswords for children. Selected riddles and entertaining tasks from the book by I.G. Sukhina "New 500 riddles - 70 crosswords." Sections of the book: joke riddles in crossword puzzles, entertaining tasks in crossword puzzles, literary crosswords, riddles in crossword puzzles, Russian folk riddles in crossword puzzles, answers. The book is intended for children 5-12 years old, kindergarten teachers, teachers, counselors, librarians, and parents.

Http://suhin.narod.ru/log1.htm Entertaining and methodological materials from the books of Igor Sukhin: from literary inventions to chess. Speech material for working with children with pronunciation deficiencies: an explanation of the methodology, a collection of exercises and tasks. Entertaining mathematics and chess for preschool and primary school children.
http://psi.lib.ru/statyi/sbornik/umuch.htm Psychological aspects of managing the process of acquiring knowledge and methods of student activity in the classroom.

Http://www.advise.ru/articles/80 Advice for parents of first-graders.

Http://www.education.rekom.ru/4_2000/aldoshina.htm Club activities for junior schoolchildren. Social and methodological aspects of working with children 7-10 years old in leisure activities.

Http://www.edu.rin.ru/cgi-bin/article.pl?idp=1099 Preparing first-graders: problems, advice, tests, etc. Memo to parents of first-graders.

Http://www.voron.boxmail.biz Children's fairy tales. Author's collection of children's fairy tales in verse, poems, dictionaries, encyclopedias, etc.

Http://www.ed.gov.ru Website of the Ministry of Education and Science of the Russian Federation.

Http://www.rfh.ru Russian Humanitarian Scientific Foundation

Http://www.int-edu.ru Website of the Institute of New Technologies.

Http://www.rsl.ru Russian State Library.

Http://www.gnpbu.ru State Scientific Pedagogical Library named after. K. D. Ushinsky.

Http://www.pedlib.ru Pedagogical library.

Http://dic.academic.ru Dictionaries and encyclopedias on-line.

Http://ditionary.fio.ru Pedagogical encyclopedic dictionary.

Http://www.km.ru Portal of the company "Cyril and Methodius"

Http://vschool.km.ru Virtual School of Cyril and Methodius.

Http://www.kinder.ru Internet for children. Catalog of children's resources.

Http://www.ug.ru Website of the Teacher's Newspaper.

Http://www.cofe.ru/read-ka Children's fairy tale magazine “Read it.”

Http://www.cofe.ru/read-kas Electronic version of the magazine “Koster”.

Http://skazochki.narod.ru Website "Children's World". Children's songs, cartoons, fairy tales, riddles, etc.

Http://www.solnyshko.ee Children's portal “Sun”.

Http://vkids.km.ru Website for children and parents “Virtual Kids”.

Http://www.freepuzzles.com A site containing mathematical puzzles.

Http://suhin.narod.ru Website “Entertaining and methodological materials from the books of Igor Sukhin: from literary inventions to chess.”

Http://library.thinkguest.org A site about origami for children and parents.

Http://www.uroki.net/ free lesson development, scenarios, planning.

Http://school-collection.edu.ru/ Unified collection of digital educational resources

Http://www.kidsunity.org Website about special children

Results of practical work on the use of ICT technologies to improve the efficiency of the educational process in primary school

ICT technologies can be used:

To announce the topic, goals and objectives of the lesson, pose a problematic question

(The topic of the lesson is presented on slides that briefly outline the key points of the issue being discussed.)

As an accompaniment to the teacher's explanation

(In my practice, I use multimedia presentation notes created specifically for specific lessons, containing short text, basic formulas, diagrams, drawings, video clips. When using multimedia presentations in the process of explaining a new topic, a linear sequence of frames is sufficient, in which the most winning moments of the topic. Definitions and diagrams may also appear on the screen, which the children copy into their notebooks, while the teacher, without wasting time on repetition, manages to tell more.)

As an information and training manual

In education today, special emphasis is placed on the child’s own activities in searching, comprehending and processing new knowledge. The teacher in this case acts as the organizer of the learning process, the leader of the independent activities of students, providing them with the necessary help and support.

Like an interactive laboratory

The presence of multimedia software makes it possible to compensate for the insufficient laboratory facilities, thanks to the ability to simulate processes and natural phenomena, which is especially important for conducting lessons on the surrounding world, etc.

To control knowledge

The use of computer testing increases the efficiency of the educational process and activates the cognitive activity of schoolchildren. Tests can be variants of cards with questions, the answers to which the student writes down in a notebook or on a special answer form; at the request of the teacher, the change of slides can be configured to automatically transition after a certain time interval.

When creating a test with a choice of answers on a computer, you can organize a reaction output about the correctness (incorrectness) of the choice made or without indicating the correctness of the choice made. It is possible to provide the possibility of reselecting an answer. Such tests should provide results on the number of correct and incorrect answers. Based on the results of such tests, one can judge the degree of readiness and desire of students to study this section.

For stress relief, relaxation

To relieve tension and redirect attention, especially when the lesson takes place at the end of the school day, we use presentations that can entertain and relieve stress. For example, physical education minutes.

Students can also prepare presentations to accompany their own report.

To summarize the lesson: conclusions, answer to the question, reflection.

For training (vocabulary work, mental arithmetic)

To accompany interactive games

For individual and distance learning

I use educational electronic resources as:

Illustrations of educational material (tables, diagrams, experiments, video clips,

musical works);

2. Support for educational material (assignments, tests, presentation texts, etc.)

3. Source of educational material (electronic textbook, assignment development

for student’s independent work).

Usage ICT V initial classes on various ur okah

Mathematics.

In mathematics lessons, with the help of slides created in PowerPoint, examples, tasks, chains for mental calculation can be demonstrated, mathematical warm-ups and self-tests can be organized, etc. I use presentations for mathematical warm-up tasks from the collection of games and exercises for mental calculation. Animated presentation when learning new things. When fixing the multiplication tables, I use simulators in a playful way.

The world

In general, the presentation is a godsend for these lessons. Pictures of the nature around us, animals, seas, oceans, natural areas, the water cycle, food chains - everything can be reflected on slides. And it’s easier to test your knowledge: tests, crosswords, puzzles, charades - everything makes the lesson exciting, and therefore memorable. In an entertaining way, they get acquainted with the external and internal structure of the human body, learn about preventive measures and proper balanced nutrition. Presentations, video materials, and electronic textbooks provide invaluable assistance when getting to know different cities and countries.

Literacy training

A child's first days at school are the most difficult. Play is necessary to maintain continuity between kindergarten and school, and to reduce mental and physical stress. With the help of presentations, there are great opportunities to introduce elements of play and entertainment into literacy lessons.

They lie in the picturesqueness of textual and illustrated material and give impetus to children's imagination and the work of creative imagination. It should be noted that a huge role in the presentation is played not just by demonstrating an image, but by animation, i.e. movement pictures, letters, words.

The Integrated Teaching and Learning Center provides me with great assistance in preparing such lessons. school 1-4 grades Cyril and Methodius. Russian language.

Russian language

Probably, many will agree that children find Russian language lessons boring and uninteresting. Psychologists have proven that knowledge acquired without interest, not colored by one’s own positive attitude and emotions, does not become useful - it is dead weight. How to make students listen in class, by what means and methods to ignite the inquisitive spark of thirst for knowledge in their eyes? You can always find something interesting, exciting and entertaining in the Russian language (word formation, spelling of sibilants, vocabulary, etc.). It is very convenient to use presentations when working on presentation and essay: the plan, questions, difficult words, the picture itself - all this is before the eyes of the children. And the school does not always have a painting that is required by the program, so multimedia is very convenient.

Literary reading

Reading lessons can be made especially interesting with the help of presentations. Portraits of writers, places where they lived and worked, dramatizations of individual episodes from works, drawing up an outline, vocabulary work, tongue twisters, tongue twisters, literary quizzes - everything becomes interesting if you use these modern methods.

Along with the presentation in literary reading lessons, you can watch videos on the topic and accompany the lesson with music. For example, when reading the story “Basket with Fir Cones” by K. Paustovsky, I invite the children to listen to the works of E. Grieg. This always evokes a lively emotional response and increases interest in the text read.

Fine arts, technology.

The presentation can also be used in fine arts lessons: portraits of artists, reproductions, diagrams, sequence of drawing, etc. Samples of products and stages of work on project activities in technology lessons, etc.

The computer is also a powerful stimulus for the creativity of children, including the most infantile or disinhibited. The screen attracts attention, which we sometimes cannot achieve when working with the class from the front. The impact of educational material on students largely depends on the degree and level of illustrativeness of the material. The visual richness of educational material makes it bright, convincing, and promotes better assimilation and memorization.

In elementary school, I use presentations at all stages of the lesson: when explaining new material, consolidating, repeating, monitoring, etc. The child becomes searching, thirsty for knowledge, tireless, creative, persistent and hardworking.

Analysis of classes using presentations showed that cognitive motivation increases and mastery of complex material becomes easier.

In addition, fragments of lessons in which presentations are used reflect one of the main principles of creating a modern lesson - the principle of attractiveness. Thanks to the presentations, children who were usually not very active in the classroom began to actively express their opinions and reason.

Thus, the work spent on managing cognitive activity using ICT tools is justified in all respects:

Improves the quality of knowledge

Promotes the child's overall development

Helps overcome difficulties

Brings joy into a child's life

Allows learning in the zone of proximal development

Creates favorable conditions for better mutual understanding between teachers and students and their cooperation in the educational process.

Computers and information technology in general are a convenient tool that, when used wisely, can bring an element of novelty to a school lesson, increase students’ interest in acquiring knowledge, and make it easier for the teacher to prepare for classes.

The use of a computer at different stages of learning allows students to increase their active work time in the lesson to 75-80% of the lesson time, instead of the usual 15-20%. Modern schoolchildren learn information faster and with greater interest from a computer screen than from the words of a teacher.

Result use ICT

The results of using computer technology are as follows:

Increasing the effectiveness of teaching (development of students’ intelligence and independent work skills in searching for information; variety of forms of children’s educational activities in the classroom);

Implementation of an individual approach to learning (work independently at an optimal speed for yourself);

Expanding the volume of educational information presented;

Ensuring flexibility in managing the educational process (tracking the process and results of your work);

Improving the organization of the lesson (didactic material is always available in sufficient quantities);

Improving the quality of monitoring students’ knowledge and diversifying its form;

Inclusion of children in collective activities in pairs and groups;

Increasing the child’s interest in studying the subject and learning in general, improving the quality of education, activating the creative potential of the student and teacher;

Inclusion of schoolchildren and teachers in the modern space of the information society, self-realization and self-development of the student’s personality.

The results of the use of ICT are the comprehensive development of students and teachers, the organization of the learning process at a higher methodological level, and increased efficiency and quality of education. The use of modern technical teaching aids allows you to achieve the desired result. The use of modern information technologies in the classroom makes learning bright, memorable, interesting for students of any age, and forms an emotionally positive attitude towards the subject. The widespread use of computers makes learning more visual, understandable and memorable. Not only can the teacher test the student’s knowledge using the testing system, but the child himself can control the degree of mastery of the material.

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.

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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.

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

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 the formation of linguistic competence as the main means of socialization of the individual, and at the same time the development of a creative personality.

All this, of course, presupposes, first of all, 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 a modern information processing system.

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, neither working with various editors (for example, MS Word, MS Excel, Paint, MS Power Point), nor using Internet resources, nor computer testing is new or unknown. 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 the methodological and theoretical foundations for the 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 the final result and the last stage of design and implementation of the 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
He uses multimedia technologies to enhance clarity, to simultaneously connect several channels of information presentation, and to explain educational material in a more accessible way.
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 must think about what goals he is pursuing, what role this lesson plays in the system of lessons on the topic being studied or the entire training course. What the multimedia lesson is for:

to study new material, present new information;
to consolidate 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, textual information turns a 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.

Recognition clarity, which must correspond to the written or oral information presented
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.
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.
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.
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. He wears or

subordinate character, helping the teacher to strengthen the semantic load,
or is an independent unit of information that the teacher deliberately does not voice.
It is quite natural when definitions appear on the screen terms, key phrases . Often on the screen we see a kind of thesis 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 elementary school, when the teacher achieves an integrated approach to teaching by 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, the optimal number of colors on the screen, etc. You should also pay attention to the fact that color perception on a monitor screen and on a large screen are significantly different, 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. The presence of a multimedia collection of Microsoft Office sound effects does not necessarily mean their use. The noise effect must be didactically justified. For example, in the case of a multimedia educational game, an abrupt noise effect can become a signal to 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 for education. It is necessary to create an environment interaction 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, independently studying additional material and drawing up 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 for the Russian language 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 Internet search engines 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 task of this type of lesson is to collect all the observations made during the analysis process into a single system of 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 for using ICT - for realizing the creative and intellectual potential of participants in the educational process, for introducing them to modern methods of obtaining 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

Agatova, N.V. Information technologies in school education / N.V. Agatova M., 2006
Alekseeva, M. B., Balan, S. N. Technologies for using multimedia. M., 2002
Zaitseva, L. A. Use of information computer technologies in the educational process / L. A. Zaitseva. M., 2004
Kuznetsov E.V. Use of new information technologies in the educational process / E.V. Kuznetsov. M., 2003
Nikiforova, G. V. The use of information 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
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

Identification of the possibility of effective use of ICT in teaching activities.
Creation of real information conditions for the development of creative activity of students and teachers.

Plan for the teachers' meeting:

The relevance and significance of the use of ICT technologies in the work of teachers.
Types of educational technologies.
ICT tools.
Practical application of ICT technologies in work.
Conclusions.
A draft decision of the teachers' council based on a study of literature, the results of interviews, and speeches.

Responsible: creative group preparing the teachers' council.

Expected result: Positive activity of the teaching staff regarding the possibility of using modern technologies in their work.

Typical conditions: methodological room

Preparation for the pedagogical council

Progress of the pedagogical council

Stage	Content	Responsible
1	Announcement of the topic and agenda of the pedagogical council.	Director
2	Election of the secretary of the pedagogical council.	Teaching staff
3	1. The relevance and significance of the use of ICT technologies in the work of teachers.. 2. Types of educational technologies. 3. ICT tools. 4. Practical application of ICT technologies in work. 5. Conclusions. 6. Draft decision of the teachers' council based on the study of literature, the results of interviews, and speeches.	Deputy Director. Teachers
4	Summing up the work of the teachers' council.	Teaching staff

Pedagogical Council
“Use of ICT - technology at work”

1. Introduction

“...With the development of progressive ideas in education, with the coming to the fore of the ideas and principles of personally oriented learning, attempts by teachers are intensifying to find the tools that would ensure the stability of the achievement of the necessary educational results by the majority of students. When we talk about universal learning mechanisms, we inevitably turn to the concept of “pedagogical technologies”.

The effective use of information and communication technologies (ICT) in the educational process is a pressing issue. Today, a teacher in any discipline must be able to prepare and conduct a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves teacher and teacher time, allows the teacher to work at his own pace, allows the teacher to work with students differentiated and individually, and makes it possible to quickly monitor and evaluate learning results.

Pedagogical technology is a set of psychological and pedagogical attitudes that define a special set of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process (B.T. Likhachev);

– this is a description of the process of achieving the planned learning outcomes (I.P. Volkov);

- a set of knowledge, abilities and skills necessary for a teacher to effectively apply in practice the methods of pedagogical influence he chooses on both individual students and the children's team as a whole.

Educational technology is a system that includes some representation of the planned learning outcomes, means of diagnosing the current state of students, a set of learning models and criteria for choosing the optimal learning model for given specific conditions (V.V. Guzeev).

Educational technology includes training, development and education of students.

From the definitions it follows that technology is to the maximum extent connected with the educational process - the activities of the teacher and student, its structure, means, methods and forms.

ICT is the presentation of information in electronic form, its processing and storage, but not necessarily its transmission.

Today, computer technology can be considered a new way of transmitting knowledge that corresponds to a qualitatively new content of child learning and development. This method allows the child to learn with interest, find sources of information, fosters independence and responsibility in acquiring new knowledge, and develops the discipline of intellectual activity.

ICT tools:

A computer is a universal information processing device.

Printer – allows you to record on paper information found and created by students or a teacher for students. For many school applications, a color printer is necessary or desirable.

A projector radically increases: the level of visibility in the teacher’s work, the ability for students to present the results of their work to the whole class.

Screen for projecting images from a computer.

An interactive whiteboard is a touch screen connected to a computer, the image from which is transmitted to the board by a projector. You just need to touch the surface of the board to start working on your computer. Special software for interactive whiteboards allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes directly on top of open documents and save information.

Devices for recording (inputting) visual and audio information (scanner, camera, video camera) – provide an opportunity to directly include information images of the surrounding world into the educational process.

The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development of creative abilities, the creation of opportunities for realizing the individual’s potential. ICT is used not as a goal, but as another pedagogical tool that contributes to achieving the goal of the lesson.

Practical application of ICT in the classroom.

The main goal is to help children understand the surrounding reality, develop their powers of observation, teach them to see the world around them more broadly and comprehensively, instill in them a sense of beauty, and develop personal abilities.

The main objectives of ecological and biological classes are to familiarize students with the breadth and diversity of the field of activity. Study of different materials and means depicting nature.

How to make every lesson joyful, interesting, and most importantly, aimed at the development of each child?

Today it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies. And it is necessary to navigate a wide range of modern innovations. From the abundance of concepts, theories, technologies and methods that could help create a system of work that would take into account the characteristics of classes, in accordance with the characteristics of children and the realities of modern society.

A powerful flow of new information, advertising, the use of computer technology on television and cinema, the spread of game consoles, and electronic toys have a great influence on the upbringing of a student and his perception of the world around him. The nature of his favorite activity—games—changes significantly, and his favorite characters and hobbies also change. A modern student does not sit in classes that follow the “classical scheme”, calmly absorbing, like a sponge, all the knowledge prepared for him. The modern student assimilates only the information that interests him the most, that is closest to him, that evokes pleasant and comfortable feelings, that which is least annoying. Therefore, one of the means that has a unique opportunity to increase motivation and individualize the learning of a modern student, develop his creative abilities and create a positive emotional background is the computer.

Using a computer in the classroom becomes most natural thanks to such genuine children's interest. The computer successfully integrates with school subjects, harmoniously complements it, and significantly expands its capabilities and creativity.

One of the obvious advantages of a multimedia lesson is 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 associate 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 important because schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, illustrations, or they are of poor quality. 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:

recognition of visibility, which must correspond to the written or oral information presented;

dynamics of visual presentation. The demonstration time should be optimal and correspond to the educational information currently being studied. It is very important not to overdo the effects;

a well-thought-out algorithm for video sequences of images.

the optimal number of images presented 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.

Forms of using a computer in the classroom:

use of media resources as a source of information (disks);
computer support for the teacher’s activities at different stages of the lesson;
using a computer to perform technological maps;
creating a portfolio.

Types: presentations, slide – films and test tasks, computer tests;

– crosswords, puzzles, technological maps, instructional maps

When used in the classroom, the effectiveness of learning and the quality of knowledge increases.

The use of computer technologies in teaching makes it possible to differentiate educational activities in the classroom, activates the cognitive interest of students, develops their creative abilities, and stimulates mental activity.

Unfortunately, when using ICT in my classes, I encounter a number of problems:

– small number of computers.

– different levels of preparedness and development of students;

Effective use of ICT tools in the classroom makes the lesson more interesting and visual; involve students in active cognitive and research activities; strive to realize oneself, to demonstrate one’s capabilities.

Thus, the use of ICT tools allows:

to intensify the cognitive activity of students;
conduct classes at a high aesthetic and emotional level;
ensure a high degree of differentiation of training (almost individualization);
increase the amount of work performed in class by 1.5-2 times;
improve knowledge control;
rationally organize the educational process, increase the effectiveness of the lesson;

The effective use of ICT tools makes the lesson fun and modern. Allows for an individual approach to training, objective and timely monitoring and summing up. But I think that a textbook cannot replace it. This is just a supplement to the tutorial.

Exercises using a computer develop perseverance, attentiveness, accuracy, and develop finger motor skills, which can have a positive effect on working with a pencil and brush. Complexes, tightness, and stiffness disappear.

1. The computer really has quite a wide range of capabilities to create favorable conditions for the work of the teacher and students.

2. Brings the use of explanatory, illustrative and reproductive teaching methods to a qualitatively new level.

3. The use of ICT in the classroom allows you to diversify the forms of work and activities of students, intensify attention, and increases the creative potential of the individual.

5. Using a multimedia projector allows you to work on text more efficiently (visually, aesthetically, saves time).

7. ICT develops students’ independence, the ability to find, select and organize material for class using the capabilities of the Internet.

8. Using tests not only saves time and consumables, but also gives you the opportunity to evaluate your knowledge and capabilities yourself.

9. Students have the opportunity to improve their computer skills.

10. Active use of ICT in the classroom leads to increased interest in the fine arts and the quality of education.

The range of use of this technology in the educational process is very wide: from use as a visualization tool to ways of presenting educational information. At the same time, the computer is a powerful tool for increasing the effectiveness of learning and can increase the motivation of students.

The effectiveness of using ICT in the classroom is not only possible, but also necessary; it helps to increase interest in learning, its effectiveness, and develops the child comprehensively. Computer programs involve children in developmental activities and form culturally significant knowledge and skills.

Thus, the use of computer technology makes it possible to change the educational process for the better, more comfortable, covering all stages of educational activity.

Draft decision.

The use of ICT contributes to the growth of a teacher’s professional skills, increasing the effectiveness of mastering the skills of independent search, processing and presentation of knowledge, developing the personality of students and preparing for a comfortable life in the information society.

First stage (preparatory) “Computer literacy”

Creating an idea among subject teachers about the possibility and necessity of using ICT in the educational process.
Training teachers in the basics of computer literacy.
Preparing students for learning in an ICT environment.

Second stage “Introduction of ICT in education”

Publication of educational and methodological information in various forms.
Development of methods for using ICT in the educational process.
Conducting a pedagogical seminar-conference
Conducting the competition “ICT in teacher’s creativity.”
Conducting interim monitoring of the work results of problem group teachers.
Technical equipment of the institution.
Creation and updating of a website.

The third stage is “Final”.

Summing up the results of the work on the topic “Introduction of ICT in education.”
Conducting final monitoring of the work of the teaching staff on the introduction of ICT into the learning process.
Systematization of material on the methods of using ICT in the classroom and in educational work.
Generalization and dissemination of successful teaching experience.

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