Information and communication technologies (ICT) - a set of technologies that ensure the fixation of information, its processing and information exchanges (transmission, distribution, disclosure).
Information technology is a set of methods and software and hardware designed to reduce the complexity of the process of using information.
Information technologies are methods and means of obtaining, transforming, transferring, storing and using information.
Also, information technology is understood as software and hardware and devices operating on the basis of microprocessor and computer technology, as well as modern means and systems of information exchange that provide operations for the collection, production, accumulation, storage, processing and transmission of information.
The emergence of information technology is associated with the following achievements: the emergence of new means of storing information, the development of communication facilities, the possibility of automated processing of information using a computer.
A more apt term for computer-based learning technologies is computer technology. Computer (new information) teaching technologies are the process of preparing and transmitting information to the student, the means of which is a computer.
ICTs include computers, software and electronic communications. Often, technologies for management consulting and design of business and administrative processes are also referred to as ICT, since the design results, as a rule, imply the use of computers and electronic communications.
Information technologies are divided into three groups: saving, rationalizing and creating (creative) information Technology save labor, time and material resources (printer, scanner, copier).
Rationalizing information technologies are automatic search and ordering systems (search engines for books in libraries).
Creative (creative) information technologies include a person in the process of working with information (text editor).
Information technology can be classified by their functional purpose... A.V. Dvoretskaya highlights the following types information technologies: presentations, educational games and educational programs, didactic materials, training programs, virtual experiment systems, electronic textbooks, electronic encyclopedias.
Presentations are the most common way to present demo materials. Presentations are electronic filmstrips, but, unlike conventional filmstrips, they can include animation, audio and video fragments, elements of interactivity, that is, a response to user actions can be provided. Presentations are especially interesting because they can be created by any teacher who has access to a computer, with minimal investment of time. They are actively used to present student projects.
Educational games and educational programs are aimed at preschoolers and younger students. This type includes interactive programs with a game scenario. By completing various tasks during the game, students develop fine motor skills, spatial imagination, logical thinking and, possibly, gain additional skills when working on the keyboard.
Didactic materials - collections of problems, dictations, exercises, as well as examples of abstracts and essays presented in electronic form, in the form of a simple set of file texts.
Simulator programs function as didactic materials. Modern programs - simulators can track the progress of the solution and report errors.
Virtual experiment systems are software packages that allow the student to conduct such experiments that would be impossible for security and financial reasons.
Electronic textbooks and training courses combine all or several of the above types of training programs into a single software package.
The electronic encyclopedias combine the functions of demonstration and reference materials. In accordance with their name, they are an electronic analogue of conventional reference and information publications. In contrast to their paper counterparts, such encyclopedias have additional properties and capabilities: they support a convenient search system for keywords and concepts, a convenient navigation system based on a hyperlink, the ability to include audio and video fragments.
In the elementary grades, a teaching tool is used as visualization. Visibility is the leading teaching tool. Visual means ensure the complete formation of any image, concept and thereby contributes to a more solid assimilation of knowledge, understanding of the connection between scientific knowledge and life. Visibility contributes to the development of students' emotional and evaluative attitude to the communicated knowledge, increases interest in knowledge, makes the process of their assimilation easier, and supports the child's attention. There are the following types of visualizations.
* picture and picture-dynamic visualization - these are paintings, drawings, photographs, transparencies, cinema. The function is to acquaint with facts, objects, phenomena through their display.
* Sound visualization (gramophone records, tape recordings, radio); function - reproduction of sound images.
* mixed visibility - educational, sound film; function - recreation of the most complete live display of the action.
* Educational films and film fragments - they serve to systematize and generalize knowledge. Demonstration of the film is an organic part of the lesson and is combined with other teaching methods, independent work of students.
* Educational filmstrips are static images on film, united by a single storyline and, therefore, having a certain sequence submission of the topic. Filmstrips can be used at all stages of the learning process.
* Instructional transparencies are a photographic positive image on film, placed in a special cardboard or plastic frame. They serve as material for testing the knowledge of students and for conducting oral and written essays.
* Recordings are used for recording excerpts, plastics from musical works. Morning exercises can be done under special notes.
* Television is a TV show used in the educational process. They constitute educational processes created taking into account curricula; they are used in the classroom, used in extracurricular work.
Currently, our country has begun to use technical training aids. G.M. Kojaspirova understands technical means as devices and instruments that serve to improve the pedagogical process, increase the efficiency and quality of teaching by demonstrating audiovisual means.
Let's list the main classifications of technical teaching aids, identified by Kojaspirova:
By functional purpose;
By the principle of design and operation;
By the nature of training;
According to the logic of work;
By the nature of the impact on the senses;
By the nature of the presentation of information.
According to the functional purpose, the technical means of teaching is divided into technical means of transmission educational information (overhead projectors, tape recorders, televisions, players, etc.), knowledge control (special programs, video recorders), training (keyboard on the simulator), learning and self-study (TV and curriculum), auxiliary (electronic board, electromagnetics) and combined (linguaphone devices, closed-circuit television systems, computer systems). According to the principle of design and operation, technical teaching aids are mechanical (clock model), electromechanical (sewing machine), optical (telescopes), sound (player), electronic (multimedia TV) and combined (tape recorder). By the type of training, technical devices are distinguished: individual (presentation), group (TV), stream. According to the logic of work, technical training aids can be with a linear program, that is, it does not depend on feedback (training presentations, TV, TV programs); and with an extensive program, providing various modes of operation (electronic textbooks).
By the nature of the impact on the senses, visual (pictures), audio (projector) and audiovisual (TV) teaching aids are distinguished. By the nature of the presentation of information, technical teaching aids can be divided into screen (pictures), sound (recording, projector), screen-sound (video recording). Educational programs are widely used in schools personal computers that can be used in teaching any subject. These programs are adapted to the age and individual characteristics of the students. Personal training computers are equipped with a clock and can work in the mode of a tutor and an examiner, independently identify and analyze errors and offer training exercises to practice skills. However, many computers are mounted on cathode-ray tubes, which negatively affect vision, so students are not advised to work with them more than one lesson a day. Before using technical aids, students must be taught how to use them. Learning tools act as a subject of assimilation. During the initial acquaintance, students often pay great attention to the study of the display, other technology. In order to raise the effectiveness of the first lesson, according to Bazhenova, it is necessary to specifically teach students to work with new means, prepare them for the perception and memorization of information, conduct instructions, give a cognitive task, check readiness for work and clearly define the goals of work, objects of assessment and control. One of the brightest components of the environment in which a modern child grows up is the so-called information technology. This word is used as an analogue of the term mass media - a means of mass communication (computer systems, television, radio print, etc.). And no matter how small the child is, all these means are almost daily present in his life, pay great attention to the formation of his ideas about the world, develop him morally and aesthetically. Our research in this area indicates that the study of modern media by children can not only form their ideas about the functioning and role of mass communication in our life, but, above all, provide a unique means of developing the child himself. In the process of working with media text (film, TV show), many skills and abilities acquired by children in classes in other arts are activated, emotional responsiveness, attention, the ability to analyze, and correctly express their emotions through words develop. All this gives us the right to conclude that media education of students allows not only to use new technologies in the educational process, but also to systematize, synthesize knowledge and skills, and to shape the media culture of students. Also, Bazhenova in her article highlights the fact that a person, entering the computerized world, must know the theoretical foundations of computer science and be able to use a computer in their professional activities. The school is obliged to prepare children for life in modern society, therefore, the problem of computerization of education should become the leading one in the educational process. The student must overcome the mental barrier of computer disease. To solve this problem, there is a need for early acquaintance of children with a computer, and not at the level of excursions and games, but in the form of regular classes. The programs used must be rational, effective and compatible with the main curriculum. The computer will not only affect all spheres of the child's personal development, when he will have a program that corresponds to the methods and techniques of each particular teacher. Consequently, the teacher himself must take part in the development of the software he needs. According to Pavlova, one of the important conditions for improving the quality of the auxiliary process in general, and the lesson in particular, for the successful assimilation of knowledge by children, the formation of their skills and abilities, is the use of information and technical teaching aids, which contribute, above all, to better implementation of the principle of visibility in teaching. At the same time, information and technical teaching aids (ITSO) allows in a complex to influence the senses, develop thinking, activate creativity, foster interest in classes, and in general educate and shape educated citizens of our society. The most effective and most emotionally effective means of visualization is cinema. Educational films and video films serve to systematize and generalize knowledge, highlight individual issues of the topic, contain factual material for the formation of ideas. Educational films - video films should not be considered as a way of visual illustration, it carries educational information. The computer is a powerful means of influencing the human psyche. Thanks to modern technology, creating a variety of visual illustrations and soundtracks, fascinating children's encyclopedias appear on the computer today, allowing the child to "travel" around the world, etc.
All types of teaching aids carry a different didactic load, contributing to the creation of a holistic picture of the historical past in schoolchildren, the deepening and systematization of knowledge, the formation of skills, and the optimization of the educational process. The use of a variety of teaching aids, both traditional and new technologies, can provide significant support to the teaching process in primary school, will improve the quality of student learning.
Technical teaching aids have long been included in our educational institutions and during the second half of the XIX century, became widespread. Thematic electronic publications on history, encyclopedias, albums, textbooks, sets of multimedia presentations are published. Such materials are based on electronic media and projected onto the screen using a multimedia projector. Multimedia is a modern computer technology that allows text, sound, video, graphics and animation to be combined in a computer system.
Modern humanity has joined the general historical process called information. In this period of development of society, the production of information becomes the main activity, and computerization acts as a part of this process. Information becomes the main resource of scientific and technological development and socio-economic development of the world community significantly affects the acceleration of the development of science. New information technology teaching aids (NITO) in the field of education are one of the leading factors in the formation of personality.
The concept of information is fundamental in this process. With the advent of modern computer technology, information began to act as one of the critical resources scientific and technical process. The concept of information is used in all areas: science, technology, culture, sociology and everyday life.
New information and technical means, based on the principles formulated by B.E. Paton, V.I. Gritsenko and B.I. Panshin, are defined as a set of fundamentally new systems and methods of data processing introduced in the system of organizational management of education and in the training system, which are integral training systems and display of an information product at the lowest cost and in accordance with the laws of the environments in which they develop. [Quoted. from 13.110s.]
Currently, the following areas of new information and technical teaching aids are being developed:
1) universal information technologies ( text editors, graphics packages, database management systems, spreadsheet processors, modeling systems, expert systems, etc.);
2) computer facilities for telecommunications;
3) computer training and control programs, computer textbooks;
4) multimedia software products.
Distinguish between computer and e-learning. According to Kojaspirova's definition, computer learning is a learning system in which a computer acts as one of the technical teaching aids. E-learning is learning using modern electronic systems and devices.
All developmental training programs are aimed at enhancing the subject of educational activity. We want to see an elementary school student independent and proactive, striving to form his habits, versatile needs, inclinations. When you start talking about the possibility of using new information technologies (NIT) in this regard, in other words, computer technology.
According to Molokova, the use of new information technologies can transform the teaching of traditional academic subjects, rationalizing child labor, optimizing the processes of understanding and memorizing educational material, and most importantly, raising children to an immeasurably higher level of learning. The computer is able to quickly and effectively teach children to independently work with voluminous text, which is required by secondary school from elementary school when issues of succession are discussed. The computer is also a powerful stimulus for the creativity of children, including the most infantile or disinhibited ones.
With the help of information technology, it is possible not only to provide information, but also to receive it from the user. Information technology can provide learning anywhere and anytime, making it a powerful vehicle for learning learning materials in education. According to many experts, new information technologies can make a revolution in learning very likely. They, information technologies, help children become more active and independent students, allow them to learn from each other and have access to the widest range of information.
Information technology is seen possible remedy, which allows for the greatest accessibility to educational resources. The rapid process of informatization of the education system allows the use of information technology in most lessons, including the lessons of the "World Around". The use of information technology provides support for the educational process, allows you to realize the educational, developmental and educational goals of education, taking into account the learning conditions and specifics subject area, allows you to fill the content and evaluative - controlling side of the learning process.
The specific features of information technologies make it possible to assess their role in realizing the educational goals of primary schoolchildren. First, information technology complements the content and methods of studying the material, which increases the possibility of enriching and systematizing the sensory experience of students. Especially in those cases when in a real learning situation this perception is impossible or difficult. For example, demonstration of the dynamics of development of such an object of nature as a frog (observation of separate, hidden moments).
Secondly, information technology provides the conditions for an individual learning process for both students with learning difficulties and for successful students. For example, each topic offers tasks of different difficulty levels.
Thirdly, the level of clarity is much higher than in textbooks with a printed basis. Moreover, the clarity is of a higher level, as it is realized with the help of animation, soundtrack, video fragments.
In addition, information technology provides the teacher with a healthy intellectual background for learning, especially necessary for well-performing students.
Information technologies perform a number of didactic functions: educational, developmental, educational. The educational function is focused on the formation of knowledge, skills and abilities that ensure the readiness of younger students for further education, for the conscious assimilation of knowledge of natural science and social science content.
The waving function is focused on the formation of the most important components of educational activity in the process of studying the surrounding world. As a result of the work of schoolchildren using information technologies, the developmental effect of learning is enhanced: the formation of qualitative characteristics of perception, imagination, attention, memory and especially thinking.
The upbringing function determines the ability to form correct relationships with the outside world. Its aesthetic, moral, ethical and legal standards. Opportunity individual work with information technology creates a favorable condition for the development of educational and cognitive motivation, conscious personal acceptance of norms in the natural and social environment.
Using information technologies, the teacher pursues the following goals: firstly, providing substantive and technological support to the basic means of teaching, strengthening the visual basis for the formation of natural science and social science knowledge in younger students. Secondly, the formation of a general culture, erudition of junior schoolchildren, ensuring the creation of a favorable intellectual background for education. Thirdly, the formation of the information culture of students, familiarizing them for self-education. And, fourthly, the development of the cognitive interests of students, the deepening of their interest in the study of the "World around".
There are various forms of training organization using information technologies.
The class-lesson system, with a focus on the teacher's guidance of the process of acquiring new knowledge, remains today the main task of organizing training.
It is necessary that information technology organically fit into the existing system organizational forms and means of training, expanding the possibilities of traditional and laying the prerequisites for the development of new forms of training.
Depending on the characteristics of the communicative interaction between the teacher and the students, an individual and frontal form of training organization is distinguished. The frontal form of teaching offers the work of the whole class to implement a specific didactic task, the achievement of which becomes possible with the active interaction of students with each other. With this form of organization of training, students perform a common task for all at the same pace. This feature should be taken into account when using work with demonstrations and when conducting collective games. Collective and group work differ, firstly, in the number of participants, and secondly, in the style of their interaction. In a collective form of organization of training, a class is considered as a single educational team, united by a common goal and a common result of activity, with strict adherence to the rules of cooperation between leadership and subordination. In elementary school, the teacher is often the leader. He "conducts" a dialogue, asks questions, sets tasks, helps to find a way to solve them, takes on the function of control and evaluation.
It is this form of organization that is appropriate when working with demo material. The teacher displays the demonstration material on a shared screen or on computer screens and leads a conversation based on it. The group type of frontal work offers an equal distribution of roles among students. The contribution of each student to the solution of the task is the overall result of joint activities. This form can be used when working with story games.
Building an individual form of teaching, the teacher can use any existing, modified or developed by him according to special templates of exercises. An individual task can contain several exercises, the total duration of which cannot exceed 15-20 minutes. The number of exercises is set by the teacher depending on the purpose of the lesson, the level of the student's training, his ability to work on the computer. The teacher can prepare a lesson fragment. The purpose of this fragment can be different: it can be used at the beginning of the study of the topic and then work with it precedes the work with the textbook and other printed means. A fragment of the computer version of the topic can be used at the stage of consolidating the material after working with printed teaching aids. In this case, he performs the function of supplementing, expanding the knowledge of students, helps to develop the ability to use them in various situations, both reproductive and creative.
A training fragment can be built to solve other problems of the educational process, for example, the organization of collective and individual training in the classroom; testing; preparation of differentiated tasks; building an individual form of education.
When organizing an individual form of training, the teacher must select tasks taking into account the real knowledge and skills of a particular student, his psychological characteristics and the pace of learning, the gradual complication of the tasks presented, the presentation of tasks of various types, the success of the child's activities, reliance on his positive achievements, the opportunity to get the real result, providing the opportunity to work in the "zone of near development", that is, to allow attempts to perform difficult tasks with the help of a teacher, giving the student the right to choose the types of tasks and a partner in activities.
Verification and assessment of the achievements of younger students is an essential component of the educational process. When using information technologies, the results of the students' text and training exercises are provided in a form convenient for subsequent analysis, which allows us to talk about the improvement of the technology for recording progress and the quality of education.
Based on the concrete successes or failures of the student, the teacher develops a plan for the further presentation of the system of tasks to the student. Thus, a clear definition of learning outcomes makes it possible to predict the direction of advancement of each student according to the educational material, to correct the existing methodological system of the teacher's work, to determine the development trends of the education system.
Control and assessment in primary school is considered as one of the means of forming positive motives for learning and the readiness of students for self-control. In the process of using information technology, the objectivity of the assessment increases, which can help reduce anxiety and develop the qualities of the controlling activity of students. Sometimes the negative side of the teacher's activity is his egocentricity, which manifests itself in the bias of evaluating not the result, the process of activity, in summing up the results of control based on the "average score", therefore, the transfer of the evaluation function from the teacher to the computer can contribute to the formation of students' adequate self-esteem, self-confidence , to their best and optimism.
Any control, including that organized within the framework of the use of information technology, creates a certain emotional background and causes a corresponding emotional reaction in the student. Therefore, when using information technology, it is necessary to include carefully thought-out remarks assessing the degree of student success. It is especially important that it is not necessary to provide an assessment of the pace of work, the personal qualities of students or the peculiarities of their mental processes. Thus, the organization of control and assessment by means of information technology is considered as one of the important tasks of improving pedagogical activity, which must meet modern requirements for the work of a teacher and implement the principles of humanization of individualization of teaching.
At present, an electronic textbook “Nature. Person. Society ”, which can be used in teaching practice with different computer equipment. The most optimal is to conduct natural science classes in a computer science classroom, that is, in an auditorium where individual workplaces for students are located at computers; a teacher has a similar workplace. In this case, there is an opportunity to make the most of the resources of the electronic textbook when organizing various forms of education. Under such conditions, classes using a computer are held once a week with half of the class in the class for 15 minutes, the rest of the lesson is held without using a computer. Division into subgroups can take into account the level of mastery of computer skills, for example, students with high level computer skills. They can be given work with tasks of high complexity. Another group includes students with an average or low level of computer mastery. They are offered tasks that match their computer skills.
Thus, it is possible to organize the activities of students using various forms of work.
- Revealing the possibility of effective use of ICT in teaching.
- Creation of real informational conditions for the development of creative activity of students and teachers.
Pedagogical council plan:
- The relevance and significance of the use of ICT technologies in the work of teachers.
- Kinds educational technologies.
- ICT tools.
- Practical application of ICT technologies in work.
- Conclusions.
- The draft decision of the teachers' council based on the study of literature, the results of interviews, speeches.
Responsible: creative group preparing teachers' council.
Expected result: Positive activity of the teaching staff, whenever possible modern technologies at work.
Standard conditions: methodical office
Preparing for a pedagogical council
Pedagogical council progress
| Stage | Content | Responsible |
| 1 | Announcement of the topic, agenda of the pedagogical council. | Director |
| 2 | Election of the secretary of the pedagogical council. | Pedagogical team |
| 3 | 1. 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. The draft decision of the teachers' council based on the study of literature, the results of interviews, speeches. |
Deputy Director. Teachers |
| 4 | Summing up the work of the teachers' council. | Pedagogical team |
Pedagogical Council
"Application of ICT - technologies in work"
1. Introduction
“… With the development of progressive ideas in education, with the emphasis on the ideas and principles of student-centered learning, teachers' attempts to find the tools that would ensure the stability of the achievement of the necessary educational results by the majority of students are intensifying. When it comes to 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 urgent problem... 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 the time of the teacher and the teacher, allows the teacher to work at his own pace, allows the teacher to work with students in a differentiated and individual way, makes it possible to quickly monitor and evaluate the learning outcomes.
Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set of forms, methods, methods, methods of teaching, educational means; it is the organizational and methodological toolkit of the pedagogical process (B.T. Likhachev);
- This is a description of the process of achieving the planned learning outcomes (I.P. Volkov);
- a complex of knowledge, abilities and skills necessary for a teacher in order to effectively apply in practice the methods of pedagogical influence he has chosen both on individual pupils and on the children's collective as a whole.
Educational technology is a system that includes some presentation of planned learning outcomes, diagnostic tools for the current state of learners, 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.
It follows from the definitions that technology is connected to the maximum extent with the educational process - the activity of the teacher and the student, its structure, means, methods and forms.
ICT - 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 transferring knowledge that corresponds to a qualitatively new content of learning and development of a child. This method allows the child to study 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 information found and created by students or teachers for students on paper. For many school applications, a color printer is necessary or desirable.
A projector - radically increases: the level of visibility in the work of the teacher, the ability for students to present the results of their work to the whole class.
Screen for projecting an image from a computer.
An interactive whiteboard is touch screenconnected to a computer, from which the projector transmits the image to the whiteboard. You just need to touch the surface of the board to start working on the computer. Special software for interactive whiteboards allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes right on top of open documents and save information.
Devices for recording (input) visual and sound information (scanner, camera, camcorder) - make it possible 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 potential of the individual. ICT is not used as a goal, but as another pedagogical tool to help achieve the goal of the lesson.
Practical application of ICT in the classroom.
The main goal is to help children learn about the surrounding reality, develop their observation ability, teach them to see the world around them more broadly and versatile, instill in them a sense of beauty, and develop personal abilities.
The main objectives of environmental and biological studies 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 each lesson joyful, interesting, and most importantly, aimed at the development of each child?
Today, you cannot be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies. And you need 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 peculiarities of classes, in accordance with the characteristics of children and the realities of modern society.
Powerful stream of new information, advertising, application computer technology on television and in the cinema, the distribution of game consoles, electronic toys have a great influence on the upbringing of the student and his perception of the world around him. The nature of his favorite activity - games - also changes significantly, and his favorite characters and hobbies also change. The 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 interested him most, the closest to him, which evokes pleasant and comfortable feelings, that which is least annoying. Therefore, one of the means that has a unique opportunity to increase the motivation and individualization of the education of a modern student, the development of his creative abilities and the creation of a positive emotional background is a computer.
The use of a computer in the classroom becomes the most natural due to such a genuine childish interest. The computer successfully enters into synthesis with school subjects, harmoniously complements it, significantly expands its capabilities and creativity.
One of the obvious benefits of a multimedia lesson is increased visibility. Let us recall the well-known phrase of K.D. Ushinsky: “Childhood nature clearly requires visualization. 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 such words with pictures - and the child will learn them on the fly. You explain to the child a very simple idea, and he does not understand you; you explain to the same child a complex picture, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we don’t look for such classes), start showing pictures, and the class will start talking, and most importantly, will talk free…".
The use of visualization is all the more relevant because schools, as a rule, lack the necessary set of tables, diagrams, reproductions, illustrations, or they are of poor quality. In such a case, the projector can be of invaluable help. However, the expected effect can be achieved if certain requirements for the presentation of visibility are met:
recognizability of visibility, which should correspond to the presented written or oral information;
dynamics of presentation of visibility. The demonstration time should be optimal, and correspond to the educational information being studied at the moment. It is very important not to overdo it with effects;
well thought-out algorithm for video sequence of images.
optimal number of displayed images on the screen. You should not get carried away with the number of slides, photos, etc., which distract students, do not allow them to focus 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 execute technological maps;
- creating a portfolio.
Types: presentations, slide - films and test assignments, computer tests;
- crosswords, puzzles, technological cards, instruction cards
When used in the classroom, the effectiveness of training 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 come across a number of problems:
- a small number of computers.
- different levels of preparedness and development of students;
Effective use of ICT tools in the classroom allows you to make the lesson more interesting, visual; involve students in active cognitive and research activities; strive to realize themselves, to show their 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 learning (almost individualization);
- increase the volume of work performed in the class by 1.5-2 times;
- improve knowledge control;
- rationally organize the educational process, increase the efficiency of the lesson;
Effective use of ICT tools makes the lesson exciting and modern. Allows for an individual approach to training, objectively and timely control and summarize. But I think that the textbook cannot replace it. This is just an addition to the tutorial.
Classes using a computer develop perseverance, attentiveness, accuracy, develop finger motor skills, which can positively affect the work with a pencil and a brush. Complexes, stiffness, stiffness disappear.
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 potential of the individual. ICTs are not used as a goal, but as another pedagogical tool to help achieve the goal of the lesson.
1. The computer really has quite wide capabilities to create favorable conditions for the work of a teacher and students.
2. Displays high quality new level the use of explanatory, illustrative and reproductive teaching methods.
3. The use of ICT in the classroom allows you to diversify the forms of work, the activities of students, to activate attention, and increases the creative potential of the individual.
5. Using a multimedia projector allows you to work more effectively on text (visual, aesthetically pleasing, saves time).
7. ICT develops the independence of students, the ability to find, select and design material for the lesson, using the capabilities of the Internet.
8. Using tests not only saves time, consumables, but also gives the opportunity to evaluate their own knowledge, their capabilities.
9. Students have the opportunity to improve their computer skills.
10. The active use of ICT in the classroom leads to an increase in interest in the visual arts and the quality of education.
The range of use of this technology in the educational process is very large: from using it as a visual tool to ways of presenting educational information. At the same time, the computer is a powerful tool for increasing the effectiveness of training, it allows you to strengthen the motivation of students.
The effectiveness of the use of ICT in the classroom is not only possible, but also necessary, it contributes to an increase in interest in learning, its effectiveness, develops the child comprehensively. Computer programs involve children in developmental activities, form culturally significant knowledge and skills.
Thus, the use of computer technology allows you to change the educational process for a better, more comfortable side, covering all stages of educational activity.
Draft decision.
The use of ICTs contributes to the growth of teacher's professional skills, increasing the effectiveness of mastering the skills of independent search, processing and presenting knowledge, developing the personality of students and preparing for a comfortable life in the information society.
The first stage (preparatory) "Computer literacy"
- Creation of subject teachers' understanding of the possibility and necessity of using ICT in the educational process.
- Teaching teachers the basics of computer literacy.
- Preparing students for learning in the context of the use of ICT.
The second stage "Implementation 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 a competition "ICT in the creativity of a teacher".
- Interim monitoring of the results of the work of teachers of the problem group.
- Technical equipment of the institution.
- Website creation and updating.
Third stage "Final".
- Summing up the results of the work on the topic "ICT implementation in education".
- Conducting the final monitoring of the work of the teaching staff on the introduction of ICT in the learning process.
- Systematization of material on the method of using ICT in the classroom and in educational work.
- Generalization and dissemination of successful experience in teaching.
List of references
- Afanasyeva O.V.
I. Efremov
In practice, all technologies that use special technical information means (computers, audio, cinema, video) are called information technologies of teaching.
When computers began to be widely used in education, the term "new information technology of education" appeared.
Computer technologies develop the ideas of programmed learning, open up completely new, not yet explored technological training options associated with unique opportunities modern computers and telecommunications. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the student, the means of which is a computer.
The use of information technology increases the effectiveness of the lesson, developing motivation for learning, which makes the learning process more successful.
Information technologies not only open up opportunities for variability of educational activities, their individualization and differentiation, but also allow 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, contributing to the broadest disclosure of their abilities, enhancing 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.
ICT-based pedagogical lesson design.The main directions of using computer technology in the classroom
The power of reason is limitless.
I. Efremov
In practice, all technologies that use special technical information means (computers, audio, cinema, video) are called information technologies of teaching.
When computers began to be widely used in education, the term "new information technology of education" appeared.
Computer technologies develop the ideas of programmed learning, open up completely new, yet unexplored technological options for learning related to the unique capabilities of modern computers and telecommunications. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the student, the means of which is a computer.
The use of information technology increases the effectiveness of the lesson, developing motivation for learning, which makes the learning process more successful.
Information technologies not only open up opportunities for variability of educational activities, their individualization and differentiation, but also allow 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, contributing to the widest disclosure of their abilities, and the activation of mental activity.
Teachers of the Russian language and literature are especially cautious about the use of ICT in the classroom for obvious reasons.
The tasks facing the language teacher are very different from the goals and objectives of other subject teachers. We more often than other subject teachers turn to questions of morality, we are more responsible for the formation and development of the child's inner world, more often we turn to the soul. By and large, our main goal is the formation of linguistic competence as the main means of socialization of a person, and at the same time the development of a creative personality.
All this, of course, presupposes, first of all, working with text, with artistic words, with books. Therefore, before a teacher - a language specialist who is going to use the capabilities of ICT in their lessons, the question always arises about the expediency of using them in the lessons of the Russian language and literature.
Using ICT in your lessons, it is necessary, first of all, to 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 for organizing students 'independent work to form the fundamental knowledge of the school course, for correcting and taking into account students' knowledge.
It is interesting for students to work with simulator programs, working out the topics studied in the lessons, with controlling programs, tests.
Each student works at an individual pace and with an individual program, here you can easily apply the principle of differentiation. A weak student can, if desired, repeat the material as many times as required, and he does this with a greater desire than in ordinary lessons on working on mistakes. Strong learners receive more difficult assignments or counsel weak ones.
Test control and the formation of skills and abilities with the help of ICT presupposes the possibility of quicker and more objective, than with the traditional method, to identify the degree of assimilation of the material and the ability to apply it in practice. This method of organizing the educational process is convenient and easy to evaluate in a modern information processing system.
Third, the use of information technology, in particular multimedia, allows you to enhance clarity. Let us recall the famous phrase of KD 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 such words with pictures - and the child will learn them on the fly. You explain to the child a very simple idea, and he does not understand you; you explain to the same child a complex picture, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we don’t look for such classes), start showing pictures, and the class will start talking, and most importantly, will talk free…".
The use of ICT in the preparation and conduct of lessons allows to increase students' interest in the subject, academic performance and the quality of knowledge, save time for a survey, enables students to study independently not only in the classroom, but also at home, and helps the teacher to improve their knowledge.
Another aspect should be touched upon: conducting the lesson itself using ICT. No matter how well a lesson is designed, a lot depends on how the teacher prepares for it. The virtuoso conduct of such a lesson is akin to the work of a showman of some television show. The teacher should not only, and not so much (!), Confidently own a computer, know the content of the lesson, but lead it at a good pace, naturally, constantly involving students in the cognitive process. It is necessary to think over the change of rhythm, diversify the forms of educational activity, think about how to withstand a pause if necessary, how to ensure a positiveemotional background lesson.
Practice shows that, thanks to the use of ICT, the teacher saves up to 30% of class time than when working at the blackboard. He should not think that he will not have enough space on the blackboard, he should not worry about the quality of the chalk, whether everything written is clear. Saving time, the teacher can increase the density of the lesson, enrich it with new content.
Didactic materialpresented in a computer version solves several problems:
- increases the productivity of teachers and students in the classroom;
- increases the use of clarity in the lesson;
- saves teacher time when preparing for a lesson.
It is extremely interesting to work usingpowerPoint programs. It has a number of positive effects:
- enriches the lesson with clarity;
- psychologically facilitates the process of assimilation;
- arouses a keen interest in the subject of knowledge;
- expands the general horizons of students;
- increases the productivity of teachers and students in the classroom.
An abundance of additional material on the netthe Internet allows you to create a bank of visual and didactic materials, tests, critical articles, abstracts, etc.
Listening to artisticliterature in electronic form serves to demonstrate the professional performance of various kinds of literary works in order to demonstrate the beauty of the sounding word for instilling love for the native language and literature.
Electronic dictionaries and encyclopedias allow you to mobilely acquire additional knowledge and use it in the lesson.
Every teacher knows how to bring a lesson to lifeuse of video materials.
The use of ICT in literature lessons leads to a number of positive results:
- the creation of a media library by the teacher and students, which includes presentations on biographies and the work of writers;
- improves the quality of education;
- increases educational motivation and motivation for success;
- makes it possible to rationally distribute the lesson time;
- helps to clearly explain the material, make it interesting.
The use of ICT is effective in preparing and conducting various forms of a lesson by a teacher: a multimedia school lecture, a lesson - observation, a lesson - a seminar, a lesson - a workshop, a lesson - a virtual excursion. The organization of such excursions is possible to nature, to the museum, to the writer's homeland.
The use of computer technology allows:
- fill the lessons with new content;
- develop a creative approach to the material being studied and the world around them, the curiosity of students;
- form elements of information culture and information competence;
- instill the skills of rational work with computer programs;
- maintain independence in the development of computer technology.
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 preparation for a lesson, makes lessons non-traditional, memorable, interesting, more dynamic. 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 improve the efficiency and intensification of learning and self-study, to improve the quality of education.
When using multimedia technologies, knowledge is acquired through different channels of perception (visual, auditory), therefore it is better assimilated and remembered for a longer period. K. Ushinsky also noted that knowledge will be the stronger and more complete, the more sense organs they are perceived.
Today, with the minimal equipment of the classrooms, it is quite difficult to keep the constant interest of students. Often the equipment in the lesson is texts, a textbook, a notebook, reproductions, which we obviously lack, and their appearance leaves much to be desired. ICT can provide a significant help in solving this problem, which make it possible to revive the lesson, arouse interest in subjects. And what is very important: lessons using multimedia technologies are the 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 work with various editors (for example, with MS Word, MS Excel, Paint, MS Power Point), nor the use of Internet resources, nor computer testing is new and unknown. The majority of students have both an idea of \u200b\u200bthe capabilities of certain information and communication technologies, and specific practical skills. Consequently, the application of this knowledge and skills is advisable to ensure a unified approach to solving the problems presented to the school.
But for the implementation of a unified approach, it is necessary that the subject teacher be able to:
1.process text, digital, graphic and sound information for the preparation of didactic materials (options for assignments, tables, drawings, diagrams, pictures) in order to work with them in the lesson;
2. create slides on the given educational material using the MS Power Point presentation editor and demonstrate the presentation in the lesson;
3. to use the available ready-made software products in their discipline;
4. use educational software (teaching, fixing, controlling);
5.search 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 raises his professional level and masters (sometimes simultaneously with students) new tools for acquiring knowledge.
Based on the skills the children have, the teacher can and should gradually introduce the following forms of using ICT into their lessons:
Already starting from grade 5, it is possible to apply forms that do not require special knowledge of ICT from students, for example, computer forms of control (tests). During this period, the teacher can also conduct lessons on the basis of presentations created by himself or by high school students.
Then you can practice working with multimedia textbooks on the subject at different stages of preparation and delivery of the lesson. During this period, ESM in subjects and electronic encyclopedias are perceived by students mainly as sources of information. It is advisable to use various kinds of ICT in preparation for tests and exams.
A lesson using computerized forms of control assumes the ability to test students' knowledge (at different stages of the lesson, with different goals) in the form of testing using a computer program, which allows you to quickly and effectively fix the level of knowledge on a topic, objectively assessing their depth (the mark is put by the computer).
In the senior grades, an examination in a subject can be carried out in the form of defense of design, research, and creative work with mandatory multimedia support.
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 materials.
Such work can be carried out at different stages of the lesson:
As a form of homework check;
As a way to create a problem situation;
As a way to explain new material;
As a form of consolidation of what has been learned;
As a way to test knowledge during the lesson.
Lessons using computer presentation are lessons in explaining new material in an interactive mode, and a lesson-lecture, and a lesson-generalization, and a lesson-scientific conference, and a lesson-defense of projects, and an integrated lesson, and a lesson-presentation, and a lesson discussion in the mode of the Internet conference.
The lesson in the defense of design works is a unique way of realizing the creative potential of students, a way of creatively refracting their knowledge and skills in practice. The use of ICT in lessons of this type is one of the forms of material presentation, a way to activate listeners, and a reflection of the structure of a speech.
In all cases, ICTs perform the function of a "mediator", "which makes significant changes in the communication of a person with the outside world." As a result, the teacher and the student not only master information technology, but also learn to select, evaluate and use the most valuable educational resources, as well as create their own media texts.
ICT-enabled Pedagogical Lesson Design
In scientific and pedagogical literature and in specialized periodicals, articles and whole brochures about the use of multimedia technologies in the educational process appear more and more often. There are hundreds of lists of electronic textbooks and other school aids. Their undeniable advantages are evident. Really,multimedia technologies are the practical implementation of the methodological and theoretical foundations of the formation of a teacher's information culture. It is 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 the visualization of the teaching process. This path is in many ways more advantageous: the problem is solvedhealth savings (the large screen removes the problem of restricting the student's work in front of the monitor screen); using a projector also allows you to more effectively manage the educational process.
However, the analysis of a significant number of multimedia lessons-presentations, performed, as a rule, in the PowerPoint program, as well as pulled from electronic teaching aids fragments show their extremely low teaching effect. The developers of such lessons are not familiar with the featuresa completely new form of teaching.
Pedagogical design – brought into the system the use of knowledge (principles) about effective educational work (teaching and learning) in the design, development, evaluation and use of teaching materials.
Meanwhile, the lesson, as a direct tool for the implementation of 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, implementation of ideas laid down by the developers of certain technologies.
Preparation of such lessons requires even more thorough preparation than usual. Concepts such aslesson script, direction lesson - in this case, not just newfangled terms, but an important part of preparing for a training session. When designing a future multimedia lesson, the teacher must think over 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 will be ensured in the lesson, constant feedback with students, developing learning effect.
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 teaching 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 for presenting information, for a more accessible explanation of educational material.
- For example, the technology of VF Shatalov's reference 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 detailing the information, "animate" the studied material with animation, etc.
It is quite obvious that the degree and time of multimedia support for a lesson can be different: from a few minutes to a full cycle.
When designing a future multimedia lesson, the developer should think about what goals he pursues, what role this lesson plays in the system of lessons on the topic being studied or everything training course... What the multimedia lesson is for:
- to study new material, present new information;
- to consolidate the passed, to develop educational skills and abilities;
- for repetition, practical application of the acquired knowledge, skills;
- for generalization, systematization of knowledge.
It should be immediately determined: thanks to which the teaching and upbringing effect of the lesson will be enhanced, 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, methods of pedagogical technology.
A multimedia lesson can achieve maximum teaching effect if it is presented as a meaningful whole product, and not as a random set of slides. A certain list of oral, visual, textual information turns the slide intotraining episode ... The developer should strive to make each of the episodes independentdidactic unit.
Cooking Slide tutorial episode and treating it asdidactic unit, the developer must clearly understand
- what educational tasks does he pursue in 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: “Childhood 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 such words with pictures - and the child will learn them on the fly. You explain to the child a very simple idea, and he does not understand you; you explain to the same child a complex picture, and he understands you quickly ... If you enter a class from which it is difficult to get a word (and we don’t look for such classes), start showing pictures, and the class will start talking, and most importantly, will talk free…".
The use of visualization is all the more relevant because schools, as a rule, lack the necessary set of tables, diagrams, reproductions, and illustrations. In such a case, the projector can be of invaluable help. However, the expected effect can be achieved if certain requirements for the presentation of visibility are met.
- Recognizability visibility, which must correspond to the presented written or oral information
- Dynamics presentation of clarity. The demonstration time should be optimal, and correspond to the educational information being studied at the moment. It is very important not to overdo it with effects.
- Thoughtful algorithmvideo sequence images. Let us recall the lessons where the teacher closed (turned over) prepared visual aids in order to present them at the necessary moment. It was extremely inconvenient, it took the teacher's time, the pace of the lesson was lost. Multimedia tools provide the teacher with the ability to present the desired image with an instantaneous accuracy. It is enough for the teacher to think over in detail the sequence of presentation of images on the screen so that the teaching effect is as large as possible.
- Optimal size clarity. And this applies not only to the minimum, but also maximum sizes, which can also have a negative impact on the educational process, contribute to faster fatigue of students. The teacher should be aware that the optimal image size on the monitor screen will never match the optimal image size on the large projector screen.
- The optimal amountpresented images on the screen. You should not get carried away with the number of slides, photos, etc., which distract students, do not allow them to focus on the main thing.
When preparing an educational episode, the teacher will certainly face the problem of presenting a printedtext ... It is necessary to pay attention to the following requirements for the text:
- structure;
- volume;
- format.
Screen text should act as a communication unit... 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 screenterms, key phrases ... Often on the screen we see a kind of thesis lesson plan. In this case, the main thing is not to overdo it, not to clutter up the screen with text.
It has long been obvious that a large amount of writing is poorly perceived from the screen. The teacher should strive to replace the printed text with clarity whenever possible. In fact, this is also a text, but presented in a different language. Recall the definitiontext in encyclopedic reference books assequence of graphic or sound linguistic signs limited to a single purpose(lat ... Textus - connection ...).
It is also important how the printed text will be presented from the screen. As well as clarity, the text should appear at a time previously thought out by the teacher. The teacher either comments on the presented text, or strengthens the oral information presented to him. It is very important that the teacher does not duplicate the text from the screen in any way. Then the students will not have the illusion of an extra link of incoming information.
Although there may be cases where the 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, connecting different channels of perception. Reading skills, oral counting, etc. are improved.
Duplication of the printed text is also mandatory at any age when conducting multimedia didactic games. By this, the teacher achieves equal conditions for all students: both those who are easier to perceive oral information and easier to assimilate information in printed text.
While preparing a multimedia lesson, the developer must have at least basic ideas aboutcolor, colors , which can successfully affect the designcolor script training episode. Do not neglect the recommendations of psychologists, 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 pay attention to the fact that color perception on the big screen are significantly different, and a multimedia lesson must be prepared primarily with the expectation of a projector screen.
The use in the lesson is also important.sound ... Sound can play a role
- noise effect;
- sound illustration;
- soundtrack.
As noise effect sound can be used to attract the attention of students, switch to another type of learning activity. Having a multimedia collection Microsoft Office sound effects do 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 start 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 excitement.
Plays an important rolesound illustrationas an additional channel of information. For example, a visual representation 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 act as an educationalsoundtrack visual image, animation, video. In this case, the teacher should carefully weigh how efficiently the soundtrack will be used in the lesson. What will be the role of the teacher during the soundtrack? It would be more acceptable to use sound likeeducational text in the course of self-preparation for the lesson. In the lesson itself, it is recommended to keep the soundtrack to a minimum.
Modern technologies, as you know, make it possible to successfully use fragments of video films in a multimedia lesson.Use of video information and animation can greatly enhance the teaching effect. It is the film, or rather a small educational fragment, that is most conducive to the visualization of the educational process, the presentation of animation results, and simulation of various processes in real time. Where a fixed illustration does not help in learning, a table, a multidimensional moving figure, animation, a frame plan, a video plot and much more can help. However, when using video information, one should not forget about savingpace lesson. The video clip should be as short as possible, and the teacher needs to take care of ensuringfeedback with students. That is, the video information should be accompanied by a number of developmental questions that challenge the children to dialogue, comment on what is happening. In no case should you allow disciples to turn into passive contemplators. It is preferable to replace the soundtrack of the video fragment with the live speech of the teacher and students.
Another aspect should be touched upon: conducting the multimedia lesson itself. However the lesson is designed, a lot depends on how the teacher prepares for it. The virtuoso conduct of such a lesson is akin to the work of a showman of some television show. The teacher should not only, and not so much (!), Confidently own a computer, know the content of the lesson, but lead it at a good pace, naturally, constantly involving students in the cognitive process. It is necessary to think over the change of rhythm, diversify the forms of educational activity, think about how to withstand a pause if necessary, how to ensure a positiveemotional background lesson.
Practice shows that, thanks to the multimedia accompaniment of classes, the teacher saves up to 30% of the study time than when working at the blackboard. He should not think that he will not have enough space on the blackboard, he should not worry about the quality of the chalk, whether everything written is clear. Saving time, the teacher can increase the density of the lesson, enrich it with new content.
Another problem is being removed. When the teacher turns to the blackboard, he involuntarily loses contact with the class. Sometimes he even hears a noise behind his back. In the mode of multimedia support, the teacher has the opportunity to constantly "keep his finger on the pulse", see the reaction of the students, and react in time to the 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 education toteaching ... This is not an ordinary “training” 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 trainees and educators, their mutual understanding is the most important condition for education. You need to create an environmentinteractions and mutual responsibility. Only if there is a highmotivation of all participants in educational interaction, a positive lesson result is possible.
Information and communication technologies in the lessons of the Russian language and literature
The main directions of using computer technology in the classroom
- Visual information (illustrative, visual material)
- Interactive demo material (exercises, reference diagrams, tables, concepts)
- Training apparatus
- Testing
Basically, all these areas are based on the use of the programMS Power Point. What does it allow you to achieve in the classroom?
- Stimulating the cognitive activity of schoolchildren, which is achieved by the child's participation in the creation of presentations on new material, preparation of reports, self-study additional material and preparation of presentations - supporting notes, when consolidating the material in the lesson;
- Contributing to a deep understanding of the studied material through the modeling of basic educational situations;
- Visualization of educational material;
- Integration with related disciplines: history, world art culture, music
- Increasing the motivation of schoolchildren's learning and consolidating interest in the subject under study;
- A variety of forms of presentation of educational material, homework, assignments for independent work;
- Stimulating the imagination of schoolchildren;
- Facilitating the development of a creative approach when completing educational tasks.
Opportunities of media resources at the stage of preparation for the lesson
Let's consider specific examples of using media resourceson 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 students' imaginations, and stimulate their creative activity. The concrete-visual basis of the lesson makes it bright, spectacular and therefore memorable. In the methodological literature, a lot of experience has been accumulated in working with illustrations, reproductions, portraits and photographs, but the teacher is always faced with the problem of handouts.
This problem can be solved by computer information technologies, which make it possible to prepare a presentation of illustrative and informational material (a set of slides-illustrations provided with the necessary comments for working in the lesson), create a website and thus generalize the material on the topic. Within the framework of this program, it is possible to organize at the lessons of literature, the Moscow Art Theater, the development of speech, the comparison of illustrations, the comparison of works of different artists to the same work. During the lesson, pupils 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 excursions to the museum.
Preparation for such a lesson becomes a creative process, and the entertainment, brightness, novelty of the computer elements of the lesson, in combination with other methodological techniques, make the lesson unusual, exciting and memorable.
A computer, of course, cannot replace the teacher's living word, the study of a work of art, creative communication in the classroom, but it can become a good helper.
Educational computer programs for the Russian language can solve a number of problems:
- increase students' interest in the subject;
- improve the performance and quality of knowledge of students;
- save time on interviewing students;
- give students the opportunity to study independently, not only in the classroom, but also at home;
- help the teacher to improve his knowledge.
Possessing information and communication technologies, the teacher has the opportunity to create, replicate and store didactic materials for the lesson (test papers, handouts and illustrative material). Depending on the level of the class, the tasks assigned to the lesson, the once typed version of the tasks can be quickly modified (supplemented, compressed). In addition, printed didactic materials look more aesthetically pleasing.
Information and communication technologies significantly expand the range of search for additional information in preparation for the lesson. Through search engines On the Internet, you can find both fiction and literary texts, biographical materials, photographic documents, illustrations. Of course, many works require verification and editorial revision. We do not urge to use them in full, but some fragments of articles can be useful in developing didactic materials for the lesson, and suggest the form of the lesson.
The most effective form of work is to work with a training presentation.
Presentation is a form of presentation of material in the form of slides, on which tables, diagrams, figures, illustrations, audio and video materials can be presented.
In order to create a presentation, it is necessary to formulate the topic and concept of the lesson; determine the place of 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 the slides in accordance with the lesson plan. For greater clarity, you can enter the settings for the presentation presentation. You can also create slide notes, reflecting transitions, comments, questions and tasks to the slides and materials on them, i.e. methodological equipment of the presentation, "score" of the lesson.
If the presentation is only a 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 for showing the presentation, think over options for working with the presentation in the lesson: questions and tasks for students
If the presentation is a creative work of a student or a group of students, then it is necessary to formulate the purpose of the work as accurately as possible, to determine the context of the work in the structure of the lesson, to discuss the content and form of the presentation, and the time to defend it. It is better if you become 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 specificity of preparing a lesson using ICT is certainly determined by the type of lesson. In our practice we use:
Lessons-lectures
Information and communication technologies make lectures more effective and energize the class. The presentation allows you to organize visual material, attract other types of art. On a large screen, you can show an illustration in fragments, highlighting the main thing, enlarging individual parts, enter animation, color. The illustration can be accompanied by text, 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 communicating 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 feeling of the disciple. "
In the middle link, the presentation allows you to teach how to create support diagrams and notes in a more comfortable communicative mode (abstracts are drawn up on slides, there is a sample of creating support positions for a lecture for students). The problematic nature of the lecture may not be asked by the teacher himself (a problematic question), but the children are independently aware of the problem while 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 word with clarity throughout the entire lesson space.
A presentation for a lesson-lecture can be created by the teacher himself or on the basis of small student presentations illustrating their reports and messages.
During such a lesson, the guys make sure to keep notes in their workbooks. That is, ICT does not abolish the traditional method of preparing and conducting this type of lesson, but in a sense they facilitate and actualize (make practically significant for students) the technology of its creation.
A well-designed 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. The attraction of fragments of performances, films, operas, various illustrations, supplemented by extracts from literary works, allows you to create a problematic situation, which helps to solve joint work on the lesson. Problem-based research teaching becomes the leading one in such lessons. On the slides, not only additional material is placed, but also tasks are formulated, intermediate and final conclusions are recorded.
Unlike the lessons-lectures, the presentation does not just accompany the teacher's word, but is in some way an interpretation of the literary text. Presentation visuals are essentially designed to develop the reader's co-creation. By comparing video or audio illustrations, the student is already analyzing the text (the technique of hidden text analysis).
The choice from a number of proposed illustrations that most adequately reflects the author's point of view is another technique aimed at developing the recreational imagination (both in the middle and in the senior level). Children's illustrations and traditional ways of working with them (title, comparison with the text, description by illustration, protection of illustrations) can be used in the presentation.
The presentation design for the text analysis lesson should be more careful.
It must be remembered that in the text analysis lesson, the main thing is always work with the text, and ICT only diversifies the methods, techniques and forms of work that develop different aspects of the student's personality, help to achieve the integrity of the consideration of the work in the unity of content and form, to see the content, semantic significance of each element forms.
Generalizing lessons
With the help of the presentation, you can prepare and generalizing lessons. The task of this type of lesson is to collect all the observations made in the process of analysis into a single system of holistic perception of the work, but already at the level of deeper understanding; go beyond the already raised problems, emotionally embrace the entire work. ICT can solve these problems by creating a kind of visual metaphor of the work, combining the emotional, artistic and logical types of creative activities of students in the classroom. Diagrams, tables, thesis arrangement of the material can save time and, most importantly, better understand the work. In addition, conclusions and diagrams can appear gradually, after discussion or survey of students. The teacher, thanks to the presentation, can monitor the work of the class all the time.
In the listed types of lessons, the 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 generalize, analyze, systematize information on a topic of interest;
Ability to work in a group;
Ability to find information in various sources;
Communicative competence;
Awareness of the usefulness of the knowledge and skills acquired.
In working with presentations, an individual approach to teaching is carried out, the process of socialization, self-affirmation of the individual is more active, historical, scientific and natural thinking is developing.
Solving integrative and problem-based learning problems using information and communication technologies
In my practice, student presentations are used at one of the stages of the lesson. The preparation of such a lesson relies on the project method, which is based on the pedagogy of collaboration.
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 of different levels of learning. With the same composition, a group can work from one lesson to several months. Groups are given specific assignments. Each student must, using various sources, prepare information-answer to his question. Representatives of the group prepare a presentation in order to visually, emotionally present their task in the lesson, using fiction and fantasy.
Of course, a lesson from the beginning of creation to its logical end is created under the guidance of a teacher who, if necessary, helps students to start working in groups, observes how the cooperation between children goes on without interfering in the discussion, at the end evaluates the work of students and cooperation in groups. It can be one "award" for all in the form of points, a certificate, a badge of distinction.
What does collaborative learning for the learners themselves give?
1. Awareness of personal participation and responsibility for the success of joint work.
2. Awareness of the creative interdependence of group members.
3. Ability to conduct dialogue, compromise, respect the opinion of others.
4. Intense 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 works 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, presentation form, method of presentation and defense. Design work is a good way of personal adaptation of the material. This technique can be used at different stages of the study of 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 in the course of preparing a literature lesson, materials are found that contribute to the establishment of integrative ties.
All school disciplines have a kind of integration potential, but their ability to combine, the effectiveness of an integrative course depends on many conditions. Therefore, before creating an integration program, educators need to consider a number of circumstances.
The deepest basis for unification takes place when teachers identify fields of interaction in teaching their subjects 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. The integration of academic subjects leads to a more interested, personally meaningful and meaningful perception of knowledge, which enhances motivation, allows more efficient use of study time by eliminating repetitions that are inevitable when teaching various subjects. The integration of literature with history is carried out most closely. This is due to the fact that literature is a written monument reflecting 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 - to realize the creative and intellectual potential of participants in the educational process, to familiarize them with modern methods of receiving and "processing" information - this contributes to greater mutual enrichment between teacher and student.
Independent search, creative work of students
Computer technologies provide the widest opportunities for the development of the creative potential of schoolchildren. A teacher can teach a child to use a computer correctly, show that he is not only a toy and a means of communicating with friends. With the skillful mentoring of a teacher, a teenager learns to find the necessary information among the abundance of information on the Internet, learns to process this information, which is the most important task. We all are already faced with the fact that our students bring essays neatly copied from sites, thoughtlessly and completely effortlessly reprinted reports and abstracts. Is there any use in such "work"? Minimum: 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 the need to process the information found, transforming it, for example, in the form of a reference diagram, presentation, test items, questions on the topic, etc.
The most elementary 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 draw up their reports, essays using a computer, make drawings themselves, diagrams, help to do tests, literature manuals, didactic material. It should be noted that the children like to perform 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 informatics, to implement the skills acquired in this lesson in practice. This union is also pleasant for teachers of computer science and information technology.
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, the students' interest in the material being studied. In addition, owning and using ICT is a good way to keep up with the times and with 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 the study of the Russian language in the 7th grade // 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 them. A. N. Kosygina, Krasnogorsk District, Moscow Region
Galina Sergeevna Nikulina, teacher of Russian language and literaturePage
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Report on the issue:
« Application of information and communication technologies (ICT) in technology lessons . »
The use of information and communication technologies opens up new opportunities for teachers in teaching their subject, improves the effectiveness of learning, the intellectual level of students, instills self-study skills, self-organization, and facilitates the solution of practical problems. The teacher had the opportunity to increase the visibility in the teaching process. The use of computer technology in the classroom allows you to make each lesson unconventional, bright, rich, easy to remember.
The goals of using information technology in the lesson:
to make the lesson modern (in terms of the use of technical means);
to bring the lesson closer to the worldview of a modern child, since he looks and listens more than reads and speaks; prefers to use information obtained with the help of technical means;
establish a relationship of mutual understanding, mutual assistance between teacher and student;
help the teacher to present material emotionally and figuratively.
Currently, the use of modern educational technologies, including information and communication technologies, ensuring the personal development of the child by reducing the share of reproductive activity in the educational process, can be considered as a key condition for improving the quality of education, reducing the workload of students, and more efficient use of study time.
The use of ICT in technology lessons allows you to diversify the forms of work, the activities of students, increase attention, and increase the creative potential of the individual. The construction of diagrams, tables in the presentation allows you to save time, to design the material more aesthetically. Use of illustrations, drawings, etc. foster interest in the lesson; make the lesson interesting. In technology lessons, the use of ICT allows you to use a variety of illustrative, informational material.
With the help of a multimedia project, slides, presentations created in microsoft program Power Point. The use of this technology allows:
Increase the level of visibility during training;
Revive the educational process, add elements of entertainment;
Save a lot of time in class.
Schoolchildren enjoy working with a computer and are happy to get involved in activities. Stimulation of cognitive interests in schoolchildren is caused by the novelty of visual teaching aids.
The use of computers is effective at all stages of the pedagogical process: at the stages of presenting educational information, assimilating educational material in the process of interactive interaction with a computer, repetition and consolidation of acquired knowledge and skills, intermediate and final control and self-control of the achieved learning outcomes. This approach allows you to personalize the learning process.
Recent studies have shown that people assimilate 20% of what they hear, 30% of what they see and more than 50% of what they saw and heard at the same time. Therefore, the elements of ICT are very important and need to be introduced into the traditional lesson.
Competence of the modern teacheris a complex personal resource that provides an opportunity for effective interaction in the educational space and depends on the professional competencies required for this.
The use of ICT in technology lessons allows you to diversify the forms of work, the activities of students, increase attention, and increase the creative potential of the individual. Construction of diagrams, instructionalkart,tables in the presentation allows you to save time, make the material more aesthetically pleasing. Use of illustrations, drawings, etc. foster interest in the lesson; make the lesson interesting. In technology lessons, the use of ICT allows you to use a variety of illustrative, informational material. It is appropriate to use ICT in the study of individual topics and sections of the program of labor training technologies. This is due to the following factors:
1. This educational area provides, first of all, the formation and improvement of practical skills in the methods of materials processing, modeling and design. Consequently, more time should be devoted to practical activities of students in the lesson.
2. Not enough multimedia discs in the school media library. The available discs have a narrow thematic focus and are not without a number of advantages. Such as the professionalism of the work of programmers, beautiful graphics, contain good animation, multifunctional, etc. But for the most part they do not fit into the outline of this particular lesson of a particular teacher. With their help, it is impossible to achieve all the goals set by the teacher in the lesson.
All the work carried out during the lesson with all the notes and notes made on the board can be saved on a computer for later viewing and analysis, including in the form of a video. A teacher working with an interactive whiteboard can increase the level of perception of the material through a combination of different forms of information transfer - visual and audio. In the course of the lesson, he can use bright, multi-colored schemes and graphics, animation accompanied by sound, interactive elements that respond to the actions of a teacher or student. If necessary, if there are visually impaired students in the group, the teacher can enlarge one or another element depicted on the board. Visibility and interactivity are the main advantages of the interactive whiteboard. Interactive whiteboards correspond to the way of perceiving information that distinguishes the new generation of schoolchildren, computers and mobile phones, which have a much higher need for testing, independent work).
Thus, new information technologies, applied methodically competently, increase the cognitive activity of students, which undoubtedly leads to an increase in the effectiveness of teaching.
Use of information and communication technologies (ICT) in the educational process contributes to:
Development of students' interest in the subject under study;
Stimulating the activity and independence of students when preparing materials, working with literature, extracurricular work;
Formation of teamwork skills when discussing problems;
Ensuring objective control of knowledge, the quality of assimilation of material by students.
Computers help to save time and make work more efficient: search for information, solve more problems (and reduce homework), analyze the results, use the graphics capabilities of a computer, help develop students' interest in the subject being studied, stimulate cognitive and creative activity, and independence of students, the formation of communication skills, ensuring objective control of knowledge, the quality of the assimilation of material by students.
ICT has the following advantages:
improves the efficiency of visual clarity;
makes it possible to use visibility, both for frontal work and for individual activities;
the possibilities of visual and auditory perception are expanding (not only still images, but also animation and sound);
the Internet allows you to access additional information and, using it, diversify the types of tasks;
work with an electronic textbook allows you to more clearly organize the development, training and control of the studied material;
makes it possible to develop the creative abilities of students, to diversify their creative activities (creating presentations, projects, abstracts, etc.);
compactness of accumulation and storage of information;
mobility;
demonstration of hard-to-reach material (virtual laboratories, virtual excursions, etc.);
provides the broadest opportunities for self-testing at all stages of work;
fast processing of results;
promotes an increase in cognitive activity and motivation in the assimilation of knowledge due to a variety of forms of work;
independent work of students becomes controlled and managed;
ICT makes it easy to spread the experience of a teacher, his model of teaching one or another academic discipline to other teachers.
When presenting new material, the presentation becomes my assistant, because the material presented is partially shown on the slides, and I can only supplement it, make my comments and clarifications to the most difficult points and images.
The use of multimedia presentations in the educational process allows you to improve the quality of education, save time spent on methodological activities.
Presentations can be used when explaining new material, when repeating the passed material and when organizing the current control of knowledge (presentation-polls). Presentations-polls contain questions-tasks addressed to students, they may include materials that display key experiments of the passed topic or demonstrate the studied physical phenomenon. The question to the student is contained in the title of the slide, comments and explanations to the figures are given by the teacher during the presentation. Such presentation-surveys can be designed for a frontal oral survey of students or a frontal individual written survey (control work, written test work, independent work).
PSYCHOLOGICAL AND PEDAGOGICAL ASPECT
The use of multimedia products is relevant to topics, schools, as a rule, lack the necessary set of tables, diagrams, reproductions, illustrations. However, the expected effect can be achieved if certain requirements are met:
recognizability - compliance of the information provided;
dynamics - the demonstration time should be optimal. It is very important not to overdo it with effects;
well-thought-out video sequence of images ;
optimal size - this applies not only to the minimum, but also to the maximum sizes, which can have a negative impact on the educational process, contribute to faster fatigue of students;
optimal number of displayed images on the screen. You should not get carried away with the number of slides, photos, etc., which distract students and prevent them from focusing on the main thing.
CONCLUSION
Undoubtedly, in a modern school, a computer does not solve all problems; it remains just a multifunctional technical means of teaching. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each student a certain stock of knowledge, but, first of all, to create conditions for the manifestation of students' cognitive activity. But information technologies, in conjunction with correctly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of teaching and upbringing.
Literature:
1.Fridman L.N. Visibility and modeling in teaching - M .: Education, 1984.
2.Babansky Yu.K. How to optimize the learning process. -M .: Education, 1998.
3.Matyushkin A.M. Problematic situations in thinking and learning. -M .: Education, 1982.
4.Pikasisty P.I. Independent cognitive activity of schoolchildren in learning -M .: Education, 1990.
