What is information and communication technologies in education. General characteristics of information and communication technologies. Visual - Demo Simulator Knowledge Control

1. Information and communication technologies in the learning process and the stages of their development. Classification of software pedagogical tools.

Learning technology should not be confused with the equipment that is used.

In the process of introducing and using computer technology and computer technology in the educational process, one can single out three stages of informatization of education.

First stage - widespread introduction of electronic means and computers in the process of training students, first in technical specialties (late 50s - early 60s), and then humanitarian (60s - early 70s). Students were taught the basics of algorithmization and programming, mathematical modeling on a computer.

Second phase(mid-70s) - the emergence of more powerful computers, software with a friendly interface, the use of human-computer dialogue. Computer technologies made it possible to study physical, chemical, biological, social processes and phenomena on the basis of modeling. Computer technology began to act as a powerful teaching tool in automated systems.

Third, modern, stage- the use of powerful personal computers, high-speed high-capacity storage devices (CD and DVD-Rom, flash), telecommunication technologies (Internet, Intranet), multimedia technologies and virtual reality.

The most important tasks of informatization of education at the present stage:

1) development and improvement of educational software packages for teaching various academic subjects;
2) adaptation of ICT to the individual characteristics of the student (including to various OPFR of the child);
3) the use of interactive computer-based teaching methods;
4) integration of various types of educational activities (educational, technical, research, etc.);
5) development of distance learning technologies;
6) creation on the basis of network technologies of a unified educational information space of an educational institution, region, country, group of countries;
7) the use of ICT in psychological and pedagogical research.

ICT classification.

I. For educational tasks:

1. Educational programs are used when studying material that is well structured into small portions that can be controlled by assimilation. Each student is offered a portion of educational information with subsequent control of knowledge.
2. Control programs are used to determine the level of knowledge and skills of students. The student answers the proposed questions or solves problems. The survey results and problem solutions are analyzed and evaluated using a built-in algorithm.

A special type of monitoring programs are testing programs, working with which, the student chooses the correct answer or answers from the proposed list of answers, or constructs an answer from known elements.

3. Simulator programs are intended for the formation and consolidation of skills and abilities, as well as for self-training of students. The construction of such programs is based on the principle of reinforcing the correct answer. A personal computer in a random sequence generates educational tasks, the level of difficulty of which is determined by the teacher. If the student gives the correct solution, he is informed about it. Otherwise, the student is presented with the correct answer or given the opportunity to request assistance.
4. Demonstration programs are intended for visual illustration of educational material of a descriptive nature. In the demo program, the computer acts as a visual aid to explain new material.
5. Information and reference programs are used to display the necessary information. With the help of a computer, the student provides access to various data banks that carry out centralized storage and collective use of information.
6. Simulation programs are designed to "simulate" objects and phenomena. It is advisable to use them when this or that phenomenon in educational conditions is impossible or difficult to implement "live". On the basis of such programs, didactic and developing computer games are created, which are of particular interest to children, and even entire microworlds (like the famous "simpsons").
7. Simulation programs. For example, the creation of three-dimensional objects using graphic editors (used in teaching geometry).
8. Calculation programs.
9. Laboratory programs.
10. Educational and game programs.
11. Problem learning programs ? are built on the ideas and principles of cognitive psychology, allow for indirect control of the student's activities, who are offered a variety of analytical tasks, problems to solve.

II. By the class of implemented technological operations:

1. For text processing are used word processors (editors), desktop publishing systems. To automate the input of text information are used scanning systems and speech text input. Their main functions are input and presentation of textual information, its storage, editing, viewing and printing. An example of a word processor - MS Word from the group MS Office.
2. Processing of graphic information is carried out using graphics processors (editors). Examples: Photoshop, CorelDraW.
3. Database Management Technologies - these are technologies for entering, organizing, storing, searching and providing information using computer technology. Databases can include various statistical, textual, graphic, bibliography, statistical data, abstracts, reviews, etc. in the composition of the information array. MS Excel , MS Access ). Statistical processing systems make it possible to carry out statistical calculations in various fields: sociology, economics, ecology, etc. Example - package SPSS.
4. Hypermedia technologies (НIPERMEDIA, "supermedia") are technologies for working with information structured as hypertext, that is, in such a way that each element of educational material contains links to other elements logically related to it from their general set. Following these links, you can read or master the material in any order. The use of program modules (scripts) allows you to make working with a document interactive. The text loses its isolation, becomes fundamentally open, new fragments can be inserted into it, indicating for them the connections with the existing ones. Examples of hypertext: electronic encyclopedias and dictionaries, where articles contain links to other articles of the same publication.
5. Multimedia technologies (MULTIMEDIA, "multivariate environment") is an interactive technology of software and hardware organization of exchange of text, graphic, audio and video information with a computer. This technology is created by special software that has built-in multimedia support and allows it to be used in educational and popular science fields. When using this technology in the educational process, real prospects open up to use a computer for sounding images, as well as understanding human speech, conducting a computer dialogue with students and teachers in their native language.

The advent of multimedia systems has revolutionized education. They allow you to combine text-graphic information with sound, video and film fragments, animation. Video encyclopedias on many school subjects, museums, cities, etc. have been created. Game situational simulators have been created, which reduces the learning time. Special perspectives are opened by multimedia for distance learning.

6. Network information technology - these are technologies for collecting, storing, transferring and processing information on a computer using communication and communication technology. This local area networks (provide access to local resources), global networks (access to world information resources), Email and internet pagers (a special software package for storing and sending paperless messages between computer users), technologies of distributed data processing between remote users.

Through hypertext and multimedia technologies, networked and interactive ICT is carried out interactive learning , when a student gets the opportunity to dialogue with a computer and a virtual teacher, independently organizes and supplements the acquired knowledge, combines them into new combinations, which contributes to the development of systems thinking.

Currently, there is a tendency to combine different types of ICT into a single computer and technological complex, or integrated package.

2. The concept of distance learning. Types of distance learning.

One of the leading trends in the informatization of education at the present stage is the globalization of information technologies as a result of the use of satellite communications and the World Wide Web. . Distance learning is an important tool for the development of global education.

The term "distance learning" is translated as "distance learning".

Distance learning, due to its specificity, makes increased demands on the qualifications of the teacher. In the context of distance learning, the teacher not only manages the independent work of students, but also performs many functions of the teaching and auxiliary (technical) personnel (maintaining correspondence, tracking the implementation of the educational process schedule, organizing consultations with other teachers). A teacher working in a distance learning system must be a universal specialist, competent:

a) in their subject area;
b) in modern active teaching methods;
c) in the technology of communication on the Internet;
d) in Internet technologies used in distance learning;
e) in matters of organization, management and monitoring of distance courses.

Thus, all the variety the duties of a teacher can be reduced to the following functions:

1) supportive (supporting students, assisting them in the development of information resources of the Internet within the framework of their subject specialization);
2) administrative and organizational (organization of distance courses, establishing contacts);
3) educational;
4) research;
5) control and evaluation.

The instructors delivering the various distance courses are referred to as tutors.

Distance education is understood as a system in which, on the basis of distance learning, students reach a certain educational level and are able to confirm their educational qualifications. It is believed that distance education is cheaper than traditional education (20-40%). Distance education has a great future for the adult working population, who is dissatisfied with their social and professional status, for persons with special psychophysical development, who are not able to study internally.

3. Risks and prospects of using information and communication technologies in the educational process.

At the same time, teachers see a number of problems (unsolved problems) in the use of ICT:

1. Multimedia and hypertext technologies encourage superficial sliding along the information flow, in which students do not comprehend the very texture of knowledge, there is no penetration into the essence of phenomena and laws. Perhaps, interactive reading serves as an effective means of immersion in the context of a variety of information, but not a means of its comprehensive analysis.
2. The tendency inherent in ICT to the multivariance of any information borders on a dangerous form of relativism (the student gets used to thinking that “everything in the world is relative,” he transfers this relativity from scientific concepts to moral values).
3. Information using ICT is assimilated fragmentarily, without revealing causal relationships between different objects and elements of the system under study.
4. The offered ICT enormous speed of transition from one information to another contradicts the natural possibilities of logical-dialectical processing of this information by a person.

The tasks of developing interpersonal communication, intercultural dialogue and creative self-expression remain outside the framework of the applied information and communication technologies.

Quantitative growth information elements in various industries, sub-sectors and sectors of the economy outgrow into a new quality - moves to a higher stage of its development.

Information begins to play a decisive role and affects the entire process of reproduction (see Fig. 14).

In the conditions of informatization the technological basis of the economy is changing. Currently, the 5th technological order dominates in developed countries, the defining components of which are the achievements of microelectronics, software, computing technology and information processing, automation of processes in production and management, space and fiber-optic communications. From 20-30-ies of the XXI century. the 6th technological order will dominate, which is characterized by the use of biotechnology, artificial intelligence systems, global information networks, and integrated high-speed transport systems. The technological basis of the information economy is more dynamic than the industrial one, since in the context of the globalization of the economy, it functions as an open system. In addition, the pace of innovation is accelerating.

New structures not only ensure a constant growth in labor productivity, but also lead to the emergence of new forms of social and economic activity (distance education, telework, telemedicine, e-commerce, e-democracy, etc.).

In the information economy, information and technological actions are closely intertwined into a single process, which tends to self-accelerate, as a result of which there is a continuous development of information and communication technologies (ICT) and a qualitative renewal of the technological basis.

Information technology is changing the relationship between headquarters, automation and flexibility. Mass production is no longer relevant to automation, and as a result, entry barriers are eroded in a significant number of industries. Mass production is squeezed into the periphery economic life, or even generally taken out of the developed countries.

* TAI - transaction costs of production
customization - adaptation of the company to the requirements of a particular client

Rice. 14. Reproduction modification under the influence of informatization

Information and communication technologies (ICT), according to American experts, have caused more significant changes in the world than all previous technological revolutions, therefore this phenomenon is called modern information revolution.(With a rod industrial revolution was the production and distribution of energy.) ICTs are the core of the transformation of the economy, around which major technological breakthroughs arise in the field of new materials, energy sources, and production technology. The consequence of the introduction of ICT is qualitative renewal of the technological basis of the country's economy.

The concept of "technology" was formed in the first half of the 18th century. The first part of the word - techne - translates as art, skill; the second - logos - as science, knowledge. The technology is the result of the practical implementation of scientific knowledge 1. With regard to the industrial stage of economic development, it is generally accepted that technology is a method of converting the used production resources into finished products, or a set of methods and means for processing raw materials, materials, semi-finished products, products, etc. in material production.

Recently, technology has been defined as a set of management, research, development and engineering processes, which also includes human potential, which is the foundation of the productive activity of society.

Information economy theorists M. Castells, Harvey Brooks and Daniel Bell understand technology as “the use of scientific knowledge to determine how things are made in reproducible manner ". At the same time, it is emphasized that the ability or inability of society to manage technology to a large extent shapes its fate and although it does not determine historical evolution and social changes, "it embodies the ability of societies to transform itself and determines the directions in which society ... decides to use its technological potential" ...

American economist Paul Pilzer notes that “wealth is not only a product of natural resources, but also technologies.

Rice. 15.

And of these two terms, technology is immeasurably more important ”1. Mathematically, P. Pilzer expressed this by a simple formula:

where: - wealth; R - natural resources (land, labor,

minerals, etc.); T - technology; n - the degree of influence of technical advances on themselves. Technology multiplies itself as each technological advance creates the foundation for the next.

Under information (IT) and communication technologies (CT), by definition of the State Statistics Committee of the Russian Federation, technologies that use microelectronic means for collecting, storing, processing, searching, transmitting and presenting data, texts, images and sound are understood (see Fig. 15).

The ICT market has 2 segments: the IT market, which includes computer hardware, office hardware, software and IT services; and the CT market, which includes communications services, end-user communications equipment, and communications network equipment.

ICT technologies ensure the transformation of information into the most accessible and user-friendly forms.

By the beginning of the XXI century, the commercial demand for information has sharply increased, which largely determined the most effective areas of use of information and communication technologies.

Industry technologies at the stage of industrial development of society were the main generator of its progress. With the introduction of ICT technologies, the need for sectoral technologies still remains, since the sphere of material production does not disappear in the information society either. These technologies provide computer support for the intellectual activity of industry technology specialists in creating added value 1.

The information economy and industrial production will coexist. As in the case of the positive impact of the industry on agriculture, thanks to ICT technologies, the production of industrial goods will grow. Developed industrial technologies based on uncompensated consumption of natural resources, in the conditions of the XX century, are moving to a new quality, which is characterized by the creation of a unified macro-technological system, gradually becoming international. In this system, there is a contradiction between the technologically developed "center" (highly developed Western countries), which consumes the bulk of natural resources, and the "periphery" (countries dominated by industrial, early and pre-industrial technologies), which supplies these resources for the "center". In the second half of the 20th century, there is a transfer of "dirty" industrial production to developing countries.

In the information society material production is modified: there is a transition from predominantly mechanical technologies to technologies using new forms of motion of matter (physical, chemical, biological and microbiological) and their gradual development. The productive forces, which have an industrial basis, gradually become global productive forces. At the same time, material production in the post-industrial economy should be aimed at reducing the use of natural and human resources as absolutely limited resources. It aims to satisfy utilitarian needs by changing its technological parameters. There is an individualization, miniaturization of production, the emergence of network enterprises. Material production creates for the information society the means of material support, creation, distribution and use of information. Qualitative changes in the technologies of material production cause significant shifts in the structure of the social reproduction process.

Comparative characteristics of industrial

and ICT-tech

Table 9.

Industrial technologies	Information and communication technologies
Technology predominantly machine	Technologies are predominantly intelligent
Strong dependence on resource constraints of a material nature	Information is the main resource constraint
Technologies with both high and low capital intensity	Low capital intensity, relative ease of mastering mass ICT
New technology spreads gradually in a limited area	New technologies are almost instantly cover the entire planet 1
Enterprises, firms in their activities are limited by territorial boundaries	Enterprises, firms are much less limited by spatial boundaries due to the presence of a corporate Network

1 ICT technologies are improving 3-6 times faster than energy technologies. Dissemination of information via the Internet is on average 720 times faster and 355 times cheaper than by mail or fax // Ko-syrev D. Will the Internet help Africa // Dipkourier-NG. 2000.4 May. No. 8.P. 11.

Reducing the company's production costs and improving product quality	A significant reduction in the production costs of the company and the cost of the information and science-intensive products themselves; significant improving product quality 2
Complicating interaction producers and consumers; rise in transaction costs	Simplification of interaction between producers and consumers thanks to the Network; reduction of transaction costs. Rising switching costs 2
The growth of fixed capital and the slowdown in its circulation	Accelerating the movement of all types of capital
New technologies are a powerful monopoly barrier that holds back market competition.	The rapid change in new ICT technologies makes markets more transparent, which sharply increases competition and dramatically changes the way it is done
The growth of the social division of labor both within a single country and between countries	Much accelerate the division of labor within the country and especially - between countries which leads to increased economic and informational globalization
The emergence of new industries, mainly material production	The emergence of new industries, mainly services
Impact mainly on the economy and social sphere	Impact on the economy, culture, politics, society as a whole
Growth of quantitative and qualitative indicators of the material goods produced	Lead to mass customization of production, that is, adaptation of companies to the requirements of a particular customer
The emergence of new professions and specialties associated mainly with the sphere of material production	The emergence of new professions associated with the collection, processing and use of information; radical modification of traditional professions and specialties

2 If the auto industry had been cutting costs as quickly as the computer industry over the past 30 years, the latest Lexus would cost no more than $ 2 today, and a Rolls-Royce about $ 2.50, yes and then in the event that these cars consumed one and a half liters of fuel per million kilometers. See: Naisbitt J. Global Paradox. N.Y. 1995. P. 99.
3 Switching costs - these are the costs of changing the provider, connecting new equipment, reinstalling the operating system.

Information and communication technologies constitute a potential basis for the creation, transformation, use and change of the product line and the growth of production, serve as a prerequisite for the development of e-commerce.

There are certain differences between industrial and ICT technologies (see Table 9).

For the first time ICT technologies appeared in the military sector of the economy and later began to spread to the entire economy. New information technologies in the 1970s. were concentrated mainly in the United States. The technological momentum of the 1960s, driven by military orders, prepared American technology to leap forward. This was also facilitated by the oil crisis of 1973-1974, which prompted highly developed countries to radically restructure their economies. In addition, the development of new information technologies was a way to ensure military superiority over the USSR in response to the latter's challenge in the space race and nuclear weapons. The next major American technological breakthrough began in 1983 with the Star Wars program. In fact, technologies developed in the previous decade have been used and promoted 1. Defense contracts and technology initiatives by the US Department of Defense played a critical role in the early stages of the information technology revolution in the 1940s and 1960s. In the United States, the set of ICTs in the national economy was formed by the mid-1990s. due to the widespread use of military scientific and technical developments for civilian purposes.

The avalanche progress of ICT technologies in the world was also driven by the needs of the rapidly growing financial capital and the industries serving it.

In Russia, ICT was initially used for commercial and business purposes, and its use began in banks and factories. Then many corporations began to use communications, but only in recent years has the true potential of ICT manifested itself in all aspects of our life: in education, healthcare, communication between people. The use of ICT in all spheres of society's life is a revolutionary change in the Russian economy.

The ICT industry belongs to the service sector and depends on the development of the economy as a whole, on investments in it and the demand of other industries for the products of the ICT industry.

ICT services have a peculiarity: for a powerful qualitative leap forward, a critical mass is needed. When it is accumulated, the market begins to develop intensively, as self-sufficient and autonomous factors come into play: the more users join the services, the more popular the service itself becomes and the more significant the factor of word of mouth plays a role. The more users connect to the services, the more attractive this market is for application developers, and the more applications, the higher the attractiveness of the service itself; the principle of diminishing marginal utility does not apply. Once critical mass is reached, investment risks for operators are reduced, which in turn leads to faster and more efficient deployment of the Network and services.

In modern conditions technologies are capitalized, that is, when they are present in the financial market, which means that they can be assessed by a mass investor in terms of expected profitability

Rice. 16. Penetration of ICT technologies into the value chain 1

and risk. An informational breakthrough, the entire new technological structure becomes possible due to the presence of a highly developed financial market.

At the stage of industrial development, scientific and technical inventions (railways, electricity, automobiles and others) contributed to the quantitative and qualitative growth of the material goods. Modern information technology drives growth and diversification information services, among which telemedicine, telecommuting, entertainment services (online music stores, online games, etc.), e-education, commerce, libraries, insurance, consulting services, government and others are widely spread.

In the information economy spiral of technological development looks like this: information - increased competition in the markets - innovations in production - more advanced ICT technologies - new knowledge and new information.

ICT technology enables companies to coordinate activities across geographically dispersed geographies (for example, Boeing engineers work online with suppliers on a project). Information and communication technologies allow for many new business relationships, expanding the number of possible industries in which a company can gain a competitive advantage.

Today, ICT technologies have spread to the entire value chain, optimizing it and performing control and executive functions, the number of which is constantly growing (see Figure 16).

The development of ICT technologies is the foundation for informatization of other sectors of the economy and society. So the advanced development of the information technology industry is a necessary prerequisite for informatization of all other spheres of life and activities of society.

However, it should be noted that the mere use of ICT technologies in the work of a manufacturing or trade sector does not turn it into a sector of the information economy. It is necessary to change the structure of companies in accordance with the model of information networks, that is, the transformation of industrial companies into network enterprises.

ICT technologies generate more and more data as a company performs its activities or allows you to receive and collect information that was not previously available. This enables firms to evaluate more alternative development strategies than before.

ICT technologies enhance the ability of the company to use the links between separate lines of business and, accordingly, to better coordinate its efforts with the actions of suppliers and consumers. These technologies have a powerful impact on the competitive landscape.

The computer industry is considered environmentally friendly. At the same time, IT companies are often major destroyers of the environment. The use of IT equipment implies consumption of electricity, and its improvement leads to an increase in this consumption. Due to the miniaturization of electronic equipment, the threat of being thrown into landfills in huge quantities after use has increased. IT equipment contains hazardous chemicals such as chromium, cadmium and organic halogen compounds. The EU adopted a special Directive "On electronic and electrical waste" (2002), and in the same year an agreement was reached, according to which the use of four heavy metals (lead, cadmium, mercury and chromium), as well as bromide and poly-bromide connections in the production of electronic and electrical equipment must be discontinued on July 1, 2006 1.

A characteristic feature of the education system is that it acts, on the one hand, as a user, and on the other, as a creator of information and communication technologies. This especially applies to the higher education system as the main source of intellectual personnel and a powerful base of fundamental and applied scientific research. However, the transfer of information is not the transfer of knowledge or the development and education of the qualities of students, therefore information and communication technologies provide teachers with very effective, but only auxiliary means. These are the means that, merging into the educational process, lead to its structural and organizational changes. However, the effectiveness of the application is possible only if the corresponding technologies are not some kind of add-on to the existing training system, but are reasonably and harmoniously integrated into this process, providing new opportunities for both teachers and students.

The inclusion of ICT in the educational process allows the teacher to organize various forms of educational and cognitive activities in the classroom and make students' independent work active and purposeful. ICT can be viewed as a means of access to educational information, providing the ability to search, collect and work with a source, including the Internet, as well as a means of delivery and storage of information.

All types of electronic educational resources (EER) - electronic textbooks and teaching aids, multimedia courses, interactive simulators and laboratories, testing systems and others - should also be referred to ICT. A detailed classification of educational electronic resources, which is based on generally accepted methods of classifying educational publications, electronic publications and software, is presented in the works,. The use of EER gives teachers the opportunity to deepen interdisciplinary connections when solving problems from various subject areas, to update the choice of an educational trajectory by students, which provides a personality-oriented approach to organizing the learning process.

ICT is also a telecommunication means through which educational dialogue is carried out, which is so necessary in training. The advantage of telecommunications is the possibility of combining information resources of educational and scientific centers, attracting leading teachers and specialists, creating a distributed scientific laboratory and organizing joint scientific experiments and educational programs.

Before proceeding to the characteristics of different types of ICT, let us introduce the concept itself. In the scientific and scientific-methodical literature devoted to the problems of informatization of the education system, one often encounters such terms of the same order as "information technologies", "computer technologies", "information and communication technologies" and others, which testifies to the unsettled terminology in this area of research.

Information Technology(IT) is defined as a set of methods, production processes and software and hardware, united in a technological chain, providing collection, processing, storage, distribution and display of information in order to reduce the labor intensity of the processes of using an information resource, as well as to increase their reliability and efficiency.

The emergence of IT made it possible to create a qualitatively new information and educational environment, which served as the basis for the development of distance learning.

In other words, Information Technology Is a specific way of working with information: a body of knowledge about the methods and means of working with information resources, a method and means of collecting, processing and transmitting information to obtain new information about the object under study.

Term "Computer techologies" is obsolete due to the fact that the use of a computer as one of the possible means for working with information does not exclude the use of audio and video equipment and other technical training aids. In addition, the understanding of the role of a computer as a computing machine has already become an anachronism.

More weighty should be considered the term "information and communication technologies", reflecting the techniques and methods of working with information resources, the organization of communication between participants in the educational process on the basis of various hardware, software and telecommunications means.

ICT is characterized by the environment in which they operate and the components that it contains:

· Technical environment (type of equipment used);

· Software environment (a set of software tools for the implementation of pedagogical technologies);

· Subject environment (content of a specific subject area of science, technology, knowledge);

· Methodological environment (instructions, order of use, performance assessment, etc.).

In the educational process, it is not information technology itself that is important, but the extent to which its use serves the achievement of educational goals. Therefore, the choice of technology should be based on the study of the characteristics of specific subject areas, the content of training courses, specific goals and expected learning outcomes. When choosing a technology, it is important to take into account the degree of required activity of the trainees, their involvement in the educational process, characteristic psychological traits, etc. ...

The education system has always been open to the introduction of information technology in the educational process. In educational institutions, a variety of text and graphic editors, tools for preparing computer presentations and working with tables, and databases for various purposes have long been used. Undoubtedly, their use develops in trainees imagination, fantasy, intuition, initiative and other personal qualities; expands the possibilities of the educational environment and contributes to a higher level of research and creative activity of students. At the same time, the listed software tools are not enough to meet the ever-increasing needs of teachers, which led to the development of specialized computer programs for education, focused on supporting different aspects of the educational process.

Computer educational programs differ in the presentation of educational materials, the way of execution, the nature of access to them, as well as the role played in the educational process. The main didactic goals of using such educational resources in teaching are the communication of information, the formation and consolidation of knowledge, the formation and improvement of skills and abilities, control of assimilation. Computer educational programs allow:

· Organize various forms of students' activities;

· Create conditions for the implementation of independent work of students, their self-education and self-development;

· Organize an interactive dialogue, object modeling, collection, storage and processing of information;

· Manage the course of training, automate the processes of monitoring the results of educational activities, select tasks depending on the specific level of knowledge.

The developed computer-assisted assessment systems allow organizing various forms of knowledge control to assess the quality of their assimilation. Computer testing has several advantages over conventional testing. It allows, firstly, to organize centralized control, covering all students; secondly, to provide students with the opportunity to self-control the knowledge gained; third, to make control more objective and independent of the teacher's subjectivity; fourth, to organize differentiated control of knowledge; fifth, to monitor the quality of students' knowledge throughout the entire study period of a particular topic or the entire course based on logging the test results. Such programs make it possible to relieve the teacher from the routine work of issuing individual control tasks and checking the correctness of their implementation, which is especially important in conditions of mass education. There is a possibility of multiple and more frequent control of knowledge.

The developed information retrieval systems make it possible to search for the necessary information. Information search systems, for example, include: reference legal systems "Garant", "Consultant Plus", "Code", electronic catalogs of libraries, electronic dictionaries and encyclopedias, Internet search engines.

Currently in Russia there are many catalogs of educational resources. According to Yandex alone, the search result gives 1511 pages of at least 143 servers, Rambler - 1462. Directories differ depending on the purpose and classification of educational resources. Depending on the purpose, there are catalogs for a teacher, catalogs for a student, for educational institutions, a catalog as a result of educational activities of students, etc. According to the second criterion, EOR catalogs can be distinguished depending on the form of publication of resources, target and user purpose, on the education system (school, primary and secondary vocational, university, postgraduate, additional, for self-education), on the type of educational activity, etc. ...

So, among the EPM catalogs, depending on the publication form of the reflected resources, a catalog of educational CD-ROMs is distinguished (the server of the Moscow Education Committee - http://www.educom.ru); catalog of online educational resources; catalog of links to educational resources - "All education on the Internet" - http://pedsovet.org

Depending on the type of activity, catalogs are distinguished: to help classroom studies; catalog of abstracts; extracurricular forms - contests, olympiads; test directory, etc.

http://referat.ru- a collection of abstracts, term papers and theses, reports and dissertations, essays and cheat sheets, as well as other student and school papers.

http://www.ht.ru- the website of the Testing Center "Humanitarian Technologies" of Moscow State University contains information about computer tests and testing services using the Internet.

http://rostest.ru- educational testing server. The database contains 450 test items. First of all, this project belongs to schoolchildren, students of gymnasiums, lyceums, everyone who wants to test their level of knowledge and assess their capabilities to obtain the appropriate certificate.

The most informative and meaningful is the site of the State Research Institute of Information Technologies and Telecommunications (Center "Informika"), which covers information about the Ministry of General and Professional Education of Russia ( http://www.informika.ru). It contains resources that determine the educational policy of the country, incl. reference books and databases for the system of general secondary, primary and special education, the system of additional education in general.

The metropolitan education system is reflected on the server of the Moscow Education Committee ( http://www.educom.ru). It contains a catalog of educational programs on CD-ROMs of the leading companies "ClioSoft", "MediaHouse", "Cyril and Methodius", "Physicon", "1C" and others in the following subjects: foreign languages, physics, history, Russian language, chemistry, biology, mathematics, etc.

On the website "Resources www for educational programs" ( http://www.history.ru/progr.htm) you can get information containing a complete bibliographic description of free training programs with a brief annotation, user reviews for the publication, as well as articles and reviews.

Educational portals also allow organizing information search. By concentrating electronic educational resources, the portals form a single educational space that makes it possible to improve the level of education through the use of information technologies. The word portal - (from the English portal - "portal") came to the Internet from architecture in the meaning of "main entrance". Initially, a portal was understood as a site from which a person regularly begins his work on the Internet and makes the start page of his browser. Today, the concept of "portal" has expanded significantly: a portal should be called a site that combines web services, content and links to other resources in such a way as to meet the needs of a large number of users.

Portal technology allows you to search for resources by education levels, functional characteristics, specified topics, creators and other criteria (Fig. 2.1). The organization of work on filling out and administering the portals will unite the Russian educational community, provide prompt access to educational information, raise the level of education of the population and provide practical assistance to participants in the educational process in the context of the use of ICT.

Figure 2.1 - Russian educational portal

Modeling computer systems make it possible to simulate and thereby visualize complex dynamic processes that are difficult or simply impossible to show in the classroom. Simulators are not universal. Each of them is designed to simulate a fairly narrow range of phenomena. Based on mathematical models (with control parameters) or laboratory experiments, computer models can be used not only to demonstrate phenomena, but also to elucidate in a dialogue mode the influence of certain parameters on the processes and phenomena under study. Elements of interactive graphics enable students to use models as imitators of laboratory installations, as well as to practice the skills of controlling simulated processes.

It is very important that computer simulation allows observing the dynamics of the process at a pace that is convenient for students to perceive, although the actual time of the process flow may be fractions of a second or tens of years.

Computer technologies make it possible not only to work with ready-made models of objects, but also to construct them from individual elements. Such simulating programs can be a built-in component of an electronic teaching aid or be used as an independent software tool that activates the search activity of students.

Modern modeling programs are based on multimedia technologies that combine text, graphics, video, audio, animation in the presentation of educational information. This allows you to better visualize the material being studied and give students the opportunity to choose a more effective educational environment, depending on their individual characteristics. So, to study even dynamic processes, learners with a verbal type prefer static images accompanied by textual descriptions. At the same time, students with a figurative mindset need animated illustrations to assimilate the material.

Electronic simulators are designed to consolidate practical skills and abilities. Such means are most effective for practicing actions in complex and emergency situations. Simulators can be successfully applied in solving problems, performing laboratory work. At the same time, students receive brief theoretical information, the ability to independently perform work and control the results obtained.

Information and communication technologies can be divided into three main groups:

· Technologies for presenting educational information;

· Technologies for transferring educational information;

· Technologies for organizing the educational process,.

Technologies for presenting educational information allow you to design educational materials that differ not only in the way they are presented, but also in access to them, as well as the role played in the educational process. Therefore, the composition of the educational and methodological complex for each discipline should include materials covering all stages of the educational process. At the design stage of the educational and methodological complex, it is necessary to determine in what form the educational information on a particular discipline will be assimilated most effectively. Also, the student should always have the opportunity to choose the most convenient form of presentation of educational material. All this leads to the need to place educational information on different types of media. A complete set of teaching materials intended for the study of a particular discipline is usually called a multimedia course.

Multimedia course is a complex of logically related structured didactic units, presented in digital and analog form, containing all the components of the educational process.

The multimedia course includes an electronic textbook in combination with laboratory simulators, testing modules, a help system, printed materials, audio and video applications.

Multimedia course is one of the types of electronic educational resources based on hypertext technology and multimedia technologies. Presentation of educational material in hypertext form significantly changes the structure and expands the capabilities of the e-learning program. Hypertext technology provides a multi-layered, multi-level distribution of educational material, which allows, on the one hand, to facilitate the perception of basic concepts, and on the other hand, to delve into the details with the required completeness. There can be several hyperlinks on the monitor screen at the same time, each of which defines its own route of "travel".

Thanks to the interactivity caused by hypertext technology, students independently manage the flow of educational information. They can not only read from the screen, but also acquire practical skills while working on computer simulators, as well as check and analyze the knowledge gained through task complexes, testing systems that are components of a multimedia course. Thus, a kind of dialogue is built between the student and the computer program. Unlike a printed textbook, an electronic textbook can be an active interlocutor: asking questions, checking and commenting on answers, etc.

The interactivity of the multimedia course organizes repeated reference to the studied material, forms of control, which ensures its solid assimilation. Thus, interactivity makes it possible for a student or schoolchild to become an active participant in the educational process, which is especially important with the prevailing independent work with educational material.

Multimedia technology is also expanding the use of the computer in the educational process. The visual range built on the use of multimedia means, including figurative thinking, helps the student to perceive the proposed material more clearly, holistically. Programs using multimedia tools are multimodal, i.e. they simultaneously act on several senses, which makes it possible to maximize the requirement of visualization of teaching. And it is known that the speed of perception of educational information, its understanding, assimilation and consolidation of the acquired knowledge depends on clarity, clarity and semantic completeness.

It should be noted that multimedia applications of educational programs (video lectures, audio applications, animation) provide a qualitatively new level of information perception - emotional, when the student not only passively contemplates, but shows interest, attention, actively participates in what is happening. Possessing interactive properties, multimedia applications introduce a game element into the learning process, reducing fatigue while studying the course.

The listed technologies integrate significant amounts of information on a single medium, contribute to the choice of an individual educational trajectory and pace of work that best match the student's abilities and level of training, i.e. implement the principle of individualization of training.

The multimedia course, unlike other EOR, has significant didactic advantages.

1. The multimedia course provides students with an optimal combination of different ways of working: the study of theory alternates with practical tasks that allow to consolidate the acquired knowledge and acquire initial practical skills, testing programs provide control functions, allowing students to check and evaluate the knowledge gained.

2. The inclusion of tests and simulators in the course will allow you to track and guide the trajectory of learning the material, thus providing feedback to the teacher.

3. A multimedia course is a means of complex influence on students, which uses different channels of information perception and simultaneously activates all types of its activities: mental, speech, physical, perceptual.

4. The multimedia course meets the psychological, pedagogical, ergonomic requirements, which allows it to be adapted to the individual characteristics of students.

5. The multimedia course has a more perfect quality of the educational material, which is determined not only by the content and characteristics of the presentation of the material, but also by the possibilities of its presentation.

6. Hypertext technology allows students to individualize the educational process by choosing an educational trajectory suitable for them. This takes into account the individual characteristics of the perception of information (the sensitivity of the human eye to certain colors, font size, etc.), the peculiarities of memory, thinking of students.

7. Working with a multimedia course develops general intellectual, general subject skills (the ability to study, seek information, ask questions, etc.).

The listed features make it possible to implement the basic didactic principles - the principle of accessibility, visibility, the connection between theory and practice, the strength of knowledge and thereby improve the assimilation of the material, as well as increase interest and motivation for studying the subject, the activity of students, which is extremely important in teaching. The tools and technologies used make it possible to create an educational environment favorable for the implementation of a search, research type of learning, when the study of the material becomes possible due to one's own discoveries.

When creating an EER, it is important to take into account a number of requirements: general didactic requirements concerning the most general aspects of training, methodological requirements related to the specifics of teaching certain disciplines. It is also necessary to take into account the specifics of working at a computer, which manifests itself in the direct absence of a teacher, an increase in student fatigue, an increase in the load on vision, etc. This requires careful preparation of didactic tools, taking into account the psychological characteristics of the perception of textual information, color palette, font sizes, memory characteristics, attention, thinking of students, as well as ergonomic requirements regarding the creation of favorable conditions for educational and cognitive activity. On the other hand, it is necessary to make the most of the opportunities that modern information and communication technologies provide. A detailed analysis of various kinds of requirements for ESM is presented in the works.

Technologies of transmission of educational information organize the delivery of educational and methodological support of educational programs. All ERM can be divided into two groups: local and network. It should be remembered that the appropriate way of placing information imposes certain requirements on the technologies for creating resources, and on the technologies for accessing them, and on the technologies for their delivery.

Local resources are represented by audio and video recordings on magnetic tape, computer training programs and electronic copies of training materials on floppy disks, laser disks and are designed to work on a separate computer with the ability to transfer them to another using floppy disks or by means of local networks. They can be independent components and can be included in the set of the electronic textbook. Local components are located directly at the student or in the funds of the training center.

Network resources include information posted on the Internet (network versions of electronic courses, experiments with remote access, etc.). Thus, the Internet is becoming a way of delivering online educational materials, which makes it possible to transfer electronic educational materials from the server of the base university to the servers of any educational centers. Placing training materials on the network in the form of specialized databases makes it the most simple to organize access to these resources and directly manage the training process.

Another means of transmitting information are satellite communication systems, which allow lectures by teachers and other types of educational activities both in real time and in delayed mode at a high-quality level. With this transfer of information, the quality of the sound and animation accompaniment of the lecture, the speed of information transfer and the quality of the image increase. A lecture broadcast via satellite is usually accompanied by an interactive presentation that illustrates the theoretical material and provides a visual presentation. The use of laboratory equipment allows organizing a demonstration experiment in real time, enhancing the understanding of the material and its assimilation. The use of satellite technologies allows you to move to a higher level of use in the educational process of information and communication technologies.

The role of information and communication technologies in the general educational process is defined in the documents of the Government of the Russian Federation, the Ministry of Education of the Russian Federation, related to the strategy of modernization of education.

Information and communication competence – one of the main priorities for the purposes of general education, and this is connected not only with intra-educational reasons. The whole nature of life is changing, the role of information activity is unusually increasing, and within it - active, independent processing of information by a person, making fundamentally new decisions by him in unforeseen situations using technological means.

Systemic, effective formation of information and communication competence for the bulk of students today is possible only if ICT is used. This means that success the transformations outlined in the school largely depend on their application. In other words, informatization is the most important area of modernization of the education system.

Computer training technologies - a set of methods, techniques, methods, means of creating pedagogical conditions based on computer technology, telecommunication means and an interactive software product that simulate part of the teacher's functions for presenting, transmitting and collecting information, organizing control and managing cognitive activity.

The use of computer learning technologies allows you to modify the entire teaching process, implement a model of student-centered learning, intensify classes, and most importantly, improve the self-training of students. Of course, a modern computer and interactive software and methodological support require a change in the form of communication between the teacher and the student, turning training into business cooperation, and this increases the motivation of training, leads to the need to search for new models of classes, conduct final control (reports, reports, public defense of group project works), increases the individuality and intensity of training.

Computer teaching technologies provide great opportunities in the development of creativity, both for teachers and students.
Multimedia technology - a method of preparing electronic documents, including visual and audio effects, multiprogramming of various situations. The use of multimedia technologies opens up a promising direction for the development of modern computer learning technologies. How to use these tools in the development of complexes of educational and methodological materials? Where and in what ratio is it possible to include various multimedia effects in comparison with ordinary text? Where is the limit of applicability of multimedia inserts into a document? Serious studies of this issue are needed, since a violation of harmony, measures of the appropriateness of the use of bright inserts and effects can lead to a decrease in working capacity, an increase in student fatigue, and a decrease in work efficiency. These are serious questions, the answers to which will make it possible to avoid fireworks in teaching, to make the teaching material not only effective, but effective.
Modern information and communication technologies of education - a set of modern computer technology, telecommunication means, software tools that provide interactive software and methodological support for modern teaching technologies.
The main task of modern information technology training are the development of interactive environments for managing the process of cognitive activity, access to modern information and educational resources (multimedia textbooks, various databases, training sites and other sources).
Information technologies most often used in the educational process can be divided into two groups:

1) network technologies using local networks and the global Internet (electronic version of methodological recommendations, manuals, distance learning servers that provide interactive communication with students via the Internet, including in real time),

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

In mathematics lessons, a computer can be used with a variety of functions and, therefore, purposes: as a way to diagnose the learning capabilities of students, a teaching tool, a source of information, a training device, or a means of monitoring and assessing the quality of teaching. The capabilities of a modern computer are enormous, which determines its place in the educational process. It can be connected at any stage of the lesson, to the solution of many didactic problems, both collectively and individually.

At present, with the help of a multimedia projector, it seems possible to use a computer even for frontal work, for example, when organizing oral counting, or when checking independent work. The use of teaching aids-presentations created in the Power Point program made it possible to abandon almost all TCO of the old generation, to raise the visibility to a higher level (use of sound, slide show "in motion")

You can introduce computer components into the lessons of any subject. The whole point lies in expediency, availability of appropriate high-quality programs, conditions of use.

Creation and development of the information society(IO) involves the widespread use of information and communication technologies (ICT) in education, which is determined by a number of factors.

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

Secondly, modern ICT, improving the quality of training and education, allow a person to more successfully and quickly adapt to the environment and ongoing social changes. This gives each person the opportunity to receive the necessary knowledge both today and in the future post-industrial society.

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

The importance and necessity of introducing ICT into the learning process are noted by international experts in the "World Report on Communication and Information 1999-2000", prepared by UNESCO and published at the end of the last millennium by the "Business Press" agency. In the introduction to the report, UNESCO Director-General Federico Mayor writes that new technologies should contribute to “creating a better world in which everyone will benefit from the achievements of education, science, culture and communication”. ICTs affect all of these areas, but perhaps the strongest positive impact they have on education, as they "open up the possibility of completely new methods of teaching and learning." More details about the relevance and need for ICT implementation in education are discussed in the second chapter of the same report - "New Directions in Education", written by Craig Blairton, Adjunct Professor at the University of Hong Kong, and in Chapter VII "Information Services, Libraries, Archives", the author of which - Professor of the Royal College of Librarianship in Copenhagen, Ole Garbo.

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

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

The introduction of information technologies in education provides an opportunity to create systems for automated control of students' knowledge in various disciplines, including information technology.

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

The advantages of computer technology are considered in works on the intensification and activation of learning (I.V. Alekhina, G.V. Rubina), individualization (V.F.Gorbenko, N.V. Karchevskaya) and humanization of the educational process (T.V. Gabai, M.E. Kalashnikov, L.F. Pleukhova, V.K. Tsoneva), the implementation of the creative, developing nature of education (V.A.Andreev, V.G. Afanasyev, G.M. Kleiman, T.A. etc.).
Stages of ICT implementation on the way to the information society

The global introduction of computer technologies in all spheres of activity, the formation of new communications and a highly automated information environment have become not only the beginning of the transformation of the traditional education system, but also the first step towards the formation of an information society.

The main factor determining the importance and expediency of reforming the existing education system, including the Russian one, is the need to respond to the main challenges that the 21st century has made to humanity:

the need for society to transition to a new development strategy based on knowledge and highly effective information and telecommunication technologies;
the fundamental dependence of our civilization on those abilities and qualities of the individual that are formed by education;
the possibility of successful development of society only on the basis of genuine education and effective use of ICT;
the closest connection between the level of the nation's well-being, the national security of the state and the state of education, the use of ICT.

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

improving the quality of education through its fundamentalization, informing the student about the modern achievements of science in a larger volume and at a faster rate;
ensuring the focus of training on new IO technologies and, first of all, on ICT;
ensuring greater accessibility of education for all groups of the population;
enhancing creativity in education.

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

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

An example of the successful implementation of ICT was the emergence of the Internet - a global computer network with its practically unlimited possibilities for collecting and storing information, transmitting it individually to each user.
Complexity of implementation modern ICT is also determined by the fact that the traditional practice of their development and implementation is based on the ideology of creating and using information and telecommunication systems in completely different areas: communications, the military-industrial complex, aviation and astronautics. The adaptation of ICT to a specific field of application is carried out here by specialists from design bureaus and research institutes who have extensive experience in the development of such technology and, therefore, have a good understanding of the purpose of systems and their operating conditions. In modern education, there are no such specialized research structures, they are just beginning to be created. For this reason, there is a "gap" between the possibilities of educational technologies and their real application. An example is the still existing practice of using a computer only as a typewriter. This gap is often exacerbated by the fact that the bulk of school teachers and teachers of liberal arts universities do not have the modern knowledge necessary for the effective use of ICT. The situation is complicated by the fact that information technologies are rapidly updating: new, more efficient and complex technologies based on artificial intelligence, virtual reality, multilingual interface, geographic information systems, etc. appear. The way out of the created contradiction can be the integration of technologies, that is, such a combination of them, which will allow the teacher to use in lessons and lectures, certified and adapted to the learning process, technical means that are understandable to him. The integration of ICT and educational technologies should become a new stage in their more effective implementation into the Russian education system.

In ICT adoption in education in can be distinguished three stages:

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

The process of developing new education technologies based on the integration of ICT and OT is already underway in a number of firms that are active in the educational services market.

The relevance and importance of developing a set of appropriate educational tools based on the integration of ICT and OT for creating an information society education system makes it necessary to conduct a comprehensive study of this process and consider it from a systemic standpoint.

3. Systemic fundamentalsintegration ICT and OT
A systematic approach to the integration of ICT and TO is based on identifying all the essential factors that establish a connection between the elements and form the integral properties of a system that performs an agreed set of actions united by a common concept and a single goal.

The choice of rational and optimal solutions in the integration of information and educational technologies from a systemic standpoint is primarily based on the analysis of the effectiveness of training or education based on a new integrated technology, i.e. based on an assessment of the effectiveness of interaction between a teacher and students. A feature of such interaction is the creative activity of the teacher and students both in the learning process and in the process of upbringing, which largely depends not only on the professionalism of the teacher and the knowledge of the students, but also on the emotional mood created in the learning process, as well as on the availability of appropriate incentives. , on the conditions of employment and many other factors. All this complicates the formalized description of the learning process and makes it difficult to quantify the effectiveness.

In fact, integrated learning technologies based on ICT are intelligent man-machine systems and therefore one of the directions for the formation of indicators of their effectiveness can be the methodology used in simulator training of pilots, cosmonauts, operators in nuclear power. It consists in using complex indicators, the components of which are specific assessments of technical efficiency, cost, training time, as well as data from biomedical research, subjective opinions of teachers and students.

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

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

Educational technologies or, in other words, educational technologies (TO) are one of the main elements of the education system, since they are directly aimed at achieving its main goals: teaching and upbringing. TO is understood as the implementation of curricula and curricula, as well as the transfer of knowledge to the trainee, as well as methods and means for creating, collecting, transferring, storing and processing information in a specific area. Science has accumulated vast experience in the transfer of knowledge from teacher to student, the creation of education and training technologies, as well as the construction of their models.

ICTs have an active influence on the process of teaching and upbringing of the student, as they change the scheme of knowledge transfer and teaching methods. At the same time, the introduction of ICT into the education system not only affects educational technologies, but also introduces new ones into the education process. They are associated with the use of computers and telecommunications, special equipment, software and hardware, information processing systems. They are also associated with the creation of new means of teaching and storing knowledge, which include electronic textbooks and multimedia; electronic libraries and archives, global and local educational networks; information retrieval and information reference systems, etc. ICT models are currently being developed, and some of them are successfully applied in the study of education systems.

Considering the elements of a complex ITO system, it should be noted that in education an important condition successful technology integration is the professional training of teachers and specialists operating the systems and tools of the new integrated learning technology. Each participant in ITO-based training, including the administration of educational institutions, must have the necessary information literacy and understanding of the technologies used. In some countries it is even necessary to have a corresponding certificate for this. For example, there is such a requirement in the UK. The introduction of certificates for participants in the learning process makes it possible to simplify the implementation of IT and improve the adequacy of assessments of the effectiveness of technologies.

When introducing IT, it is necessary to understand that this is a complex and costly process.

As the experience of ITE implementation in the world and in Russia shows, a specific type of educational institution (school or university, educational center or virtual college, etc.) and the form and type of education (full-time or part-time, distance learning, etc.) or stationary, basic or additional), etc.

A program that ensures the active introduction of ICT in the educational industry, is complex and involves the solution of a number of major problems in the development of education:

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

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

organization of seminars and training courses for administration and staff of universities, teachers of schools and training centers on the use of new ITO in teaching;
creation of conditions for stimulating the development of Internet services related to the use of new ITO;
intensification of work on the creation of a thematic system "ITO" within the framework of the international information network on IT;
preparation of an appropriate set of measures for their inclusion in the "Program of Moscow's Movement in the Information Society";
development of methodological and methodological foundations of system analysis and synthesis of ITE, methods for assessing training and education based on them;
development of proposals for financing the introduction of integrated information and communication technologies in education at the expense of the international community.

Improving the quality of professional training of specialists, including future teachers, in the system of higher pedagogical education, a significant role belongs to control, which is considered extremely important by modern pedagogical theory and practice.

Currently, the use of the capabilities of modern information technologies to ensure the conduct of the didactic process is one of the urgent problems. The role of new information and communication technologies (ICT) in teaching practice is determined by E.S. Polat as "a necessary condition for the intellectual, creative and moral development of students" [3].

In the conditions of an information society, the volume and content of knowledge, skills and abilities that a modern specialist must possess is sharply and constantly increasing. The integration of computer technologies and the educational process contributes to its intensification, modernization of the training system for a future specialist, improving the quality of training, developing the ability to independently acquire new knowledge, and implementing the idea of developing and continuous education. Computer technologies contribute to the disclosure, preservation and development of trainees' personal qualities, the use of which in the educational process will be effective only if future specialists have a correct idea of the place and role of these technologies in the educational process.

For future specialists it is necessary to have adequate training in the knowledge and application of information and communication technologies in the rapidly changing conditions of the information society; possess the basics of the necessary knowledge and gain personal experience in the practical use of computer technologies in their professional activities. In addition, in the conditions of the formation of distance education, it is necessary to own modern computer teaching aids, including control.

As noted in the materials of the international conference held in November in Moscow on the problems of introducing information technologies into education, a lesson with the use of a computer will be more effective for the teacher who

· Retains human learning priorities.
Has a kind, trusting attitude towards the machine and its pedagogical capabilities
Knows how to carefully and at the same time boldly handle a personal computer
Intellectually developed, erudite, able to assess the pedagogical capabilities of computer programs
Methodically flexible
· Disciplined, accurate, owns an ordered, logical thinking.

Thus, one cannot do without professional growth in the development of information and communication technologies.

The first step that a teacher takes, turning to computer technology of teaching, is to study pedagogical software in his subject and assess their advantages and disadvantages. Unfortunately, we have not yet come across a single multimedia textbook in mathematics that would fully correspond to the school curriculum: atypical terminology is used, others. Different from the school, axiom systems, or a cumbersome system for entering information (a very "twisted" formula editor, which does not speed up, but, on the contrary, slows down the solution process). Therefore, it remains to agree with N. Rozov, the dean of the Faculty of Pedagogical Education of Moscow State University, who in one of his speeches noted: “We all perfectly understand how far from the ideal so far e-learning products are. than the computer component of the educational process will become an equal partner for the textbook. "

It is advisable to start acquaintance with software products by studying the means that create the so-called. computer environment. These programs include program instructions, tips, recommendations on a wide range of issues. With them, the teacher can conduct both classroom and extra-curricular activities, freeing himself from repeated repetition to students of the same common truths, from a touch of subjectivity in assessing the educational success of students, helping them to master the technology of self-study.

The computer environment is also created by reference and information materials. Their purpose is to provide greater clarity and evidence in the lesson, to use these programs for making various kinds of inquiries and for self-testing, to provide a sample of performing any task on a specific subject material.

Reference and information materials are designed to make it easier for many children to master the school curriculum; they are supportive and accompanying, often motivating.

That. the computer, as it were, combines a number of traditional TCOs, which have always been used mainly to enhance clarity. This activates the cognitive process in students, develops thinking (visual-effective, visual-figurative), increases the effectiveness of the educational process. The use of ICT makes it possible to realize such developmental learning goals as the development of thinking (spatial, algorithmic, intuitive, creative, theoretical), the formation of the ability to make the best decision from possible options, the development of skills to carry out experimental research activities (for example, through the implementation of the capabilities of computer modeling) , the formation of information culture, the ability to carry out information processing. This leads to an acceleration of the pace of learning, frees up time, and therefore intensifies the learning process.

One of the requirements dictated by the social order of society to modern education and presented today to university students - future specialists - is the ability to use modern ICT tools in the teacher's professional activities, exactly, the rapidly developing today means of distance educational technologies both in the educational process and and in its integral component, the control system.
ICT in the control system
The use of computer technologies in the educational process is a completely natural phenomenon in the era of informatization of society. However, the effectiveness of their use in teaching depends on a clear understanding of the place that they should occupy in the most complex complex of relationships that arise in the teacher-student interaction system.

The role of control in the learning process is of primary importance, therefore, all of the above about the implementation of information and communication technologies in the learning process also contributes to the penetration of ICT into the control process, as an important and integral element of the learning process.

Controlling tasks implemented with the help of ICT can be aimed at identifying the following knowledge:

Knowledge of definitions, fundamental concepts of the course, section, topic (module), ideas about the volume and content of concepts;

Knowledge about the applied (practical) application of definitions;

Knowledge of rules, algorithms, laws, formulas;

Knowledge related to solving problems on the topic;

Knowledge of facts, fundamentals, principles, practical applications.

Controlling tasks implemented with the help of ICT can be of various levels of complexity:

Simple recognition tasks;

Reproduction tasks;

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

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

A high degree of visibility during control, which contributes to an increase in interest in the very subject of study, control, assessment;

Automation of conducting, evaluating the results, summing up the results of control procedures;

The ability to perform multiple control tasks for the purpose of interiorization (assimilation) of knowledge;

The ability to conduct self-control of students at any time convenient for the student without the participation of a teacher.
Literature

World UNESCO Report on Communication and Information 1999-2000 - M. - 2000.
Kurdyukov, G.I. . On the question of the role of information and communication technologies in the knowledge control system of students of pedagogical universities in information disciplines / G.I. Kurdyukov / access address: http:// www. rusedu. info/ Article915. html
New pedagogical and information technologies in the education system: Textbook. manual for stud. ped. universities and systems of raising. qualif. ped. frames / E.S. Polat, M.Yu. Bukharkin and others; Ed. E.S. Polat. - 2nd ed., Erased. - M .: Publishing Center "Academy", 2005. - 272 p .; P. 3

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Educational information and communication technologies

Introduction

Information and communication technologies (ICT) every day more and more penetrate into various areas of educational activity. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of specialists, and internal factors associated with the dissemination of modern computer technology and software in educational institutions, the adoption of state and interstate programs of informatization of education, the emergence of the necessary experience of informatization in all more teachers.

Let us consider what the concept of information and communication technology includes, how it was formed, what opportunities are provided by the use of information and communication technologies in education, the main types of information and communication technologies and software for their implementation.

1. The concept of information and communication technology (ICT)

Before embarking on the study of information and communication technologies, it is necessary to find out the essence of the key concept. For this, we will consider the concepts of information, information technology, communication technology, which are of decisive importance in the formation of the concept of information and communication technology.

Currently, there is no single definition of information as a scientific term. From the point of view of various fields of knowledge, this concept is described by its specific set of features. Consider some of the definitions of information that exist today.

Information - information transmitted by some people to other people orally, in writing or in some other way [Kuznetsova];

Information is information about objects and phenomena of the environment, their parameters, properties and condition, which reduce the degree of uncertainty and incompleteness of knowledge about them. [Astakhova, p. 4].

In information theory, the concept of information is defined as communication, communication, in the process of which uncertainty is eliminated (Shannon).

In the works of logicians (Carnap, Bar-Hillel) and mathematicians (A.N. Kolmogorov), the concept of information is not associated either with the form or with the content of messages transmitted through communication channels, and is defined as an abstract quantity that does not exist in physical reality, also as there is no imaginary number or a point that has no linear dimensions. That is, these and a number of other specialists expressed the opinion that "information" is an abstract concept, and it does not exist in nature.

Information (from Lat. Informatio, explanation, presentation, awareness) - information about something, regardless of the form of their presentation (Wikipedia).

So, most often the concept of information is defined through information, knowledge, messages, signals that have novelty, value for the recipient.

Information technology (IT, from the English information technology, IT) is a wide class of disciplines and areas of activity related to technologies for creating, storing, managing and processing data, including using computer technology. Recently, information technology is most often understood as computer technology. In particular, information technology deals with the use of computers and software for creating, storing, processing, limiting the transmission and reception of information.

According to the definition adopted by UNESCO, information technology is a complex of interrelated scientific, technological, engineering disciplines that study methods of efficiently organizing the work of people involved in processing and storing information; computing technology and methods of organizing and interacting with people and production equipment, their practical applications, as well as related social, economic and cultural problems.

I.G. Zakharova identifies two main approaches to considering the concept of information technology: in some cases, they imply a certain scientific direction, in others, a specific way of working with information. That is, information technology is a body of knowledge about the methods and means of working with information resources, as well as methods and means of collecting, processing and transmitting information to obtain new information about the object under study.

It should be noted that information technologies, in contrast to production technologies, have a number of functions that reflect their informational essence. These properties are reflected in the interpretation given by I.V. Robert: "Information technology is a practical part of the scientific field of informatics, which is a set of means, methods, methods of automated collection, processing, storage, transfer, use, production of information to obtain certain, obviously expected, results" [Robert I.V., P . 25]. As can be seen from the definition given by I.V. Robert, she refers to information technology as "the practical part of the scientific field of computer science."

Another component of our concept is the concept of communication. Communication is understood as the exchange of information between living organisms (communication). In computer science, telecommunication technologies are considered. In international practice, telecommunications means "the transmission of arbitrary information over a distance using technical means (telephone, telegraph, radio, television, etc.)" Jerry Wellington. Education For Employment. The Place of Information Technology. - London, 1989. - P. 19.

In education, speaking of telecommunications, they often mean the transmission, reception, processing and storage of information by computer means (using a modem), either through traditional telephone lines, or using satellite communications.

By combining the key characteristics of the concepts of information, information technology, communication, it is possible to define the concept of information and communication technology (ICT).

Astakhova E.V. uses the term "infocommunication", which is close to ICT in its meaning. By infocommunication she understands information, computer and telecommunication technologies designed to provide organizations and the public with information and communication products and services.

Information and communication technologies (ICT) include three components (Fig. 1).

Rice. 1 Components of ICT

E.V. Klokov uses the term "information and communication technology (ICT)". By ICT, he means “a wide range of digital technologies used to create, transmit and disseminate information and provide services (computer equipment, software, telephone lines, cellular communications, e-mail, cellular and satellite technologies, wireless and cable networks, multimedia , as well as the Internet) ”[Klokov, p. one hundred].

Taking into account the considered concepts, information and communication technology can be understood as a set of tools for providing information processes for receiving, processing and transmitting information, which steadily lead to a given result.

2. The goals of using ICT in education

The goals of using information and communication technologies in education correspond to the needs of society in obtaining high-quality and affordable education.

The use of information and communication technologies in education, according to I.V. Zakharova, traditionally comes down to two main areas. The first is to use the capabilities of these technologies to increase the accessibility of education, which is carried out by including in the education system those people for whom another method may not be available at all. This is a distance learning form.

The second area involves the use of information technology to change what to teach and how to teach, that is, the content and methods of teaching in the traditional full-time form.

In accordance with this, two main goals of using ICT in education can be formulated:

1) improving the quality of education;

2) increasing the availability of education.

Pointing to the existing contradictions in the simultaneous achievement of the quality and accessibility of education by means of ICT, Zakharova I.V. offers a number of principles to resolve this contradiction.

In a simplified, but, unfortunately, widespread view, it is argued that everything is decided simply by the widespread introduction of information and telecommunication technologies, to which truly magical power is attributed. And in this case, society is offered a very simple solution - it is enough to provide educational institutions with computers and telecommunications and education, as if by magic, will become better quality, more affordable and cheaper. But even the best and most advanced technologies adopted by teachers and trainees, without adequate reorganization of the educational process, have a demoralizing effect and are simply wasteful. In essence, this is the same as bringing an illiterate person to the library and waiting until he learns to read and navigate fluently in books.

3. Types of educational information and communication technologies

Systematic research in the field of information technology application in education has been conducted for over forty years. The education system has always been very open to the introduction into the educational process of information technologies based on software products of the widest use. In educational institutions, various software systems are successfully used - both relatively affordable (text and graphic editors, tools for working with tables and preparing computer presentations), and complex, sometimes highly specialized (programming and database management systems, symbolic mathematics and statistical processing packages) ...

At the same time, these software tools have never met all the needs of educators. Since the 60s, a large number of specialized computer systems have been developed specifically for the needs of education, focused on supporting different sides of the educational process.

We list the main types of educational information and communication technologies allocated abroad today:

This list does not pretend to be classified, since various types of information and communication technologies overlap. To demonstrate this, let's decipher each species.

Computer programmed learning is a technology that provides the implementation of a programmed learning mechanism using appropriate computer programs.

Studying with the help of a computer assumes the student's independent work to study new material using various means, including a computer. The nature of the educational activity is not regulated here, the study can be carried out with the support of sets of instructions, which is the essence of the programmed teaching method that underlies the CAI technology.

Computer-based learning differs from the previous technology in that if it is possible to use a wide variety of technological means (including traditional ones - textbooks, audio and video recordings, etc.), then it is supposed to use mainly software tools that provide effective independent work of trainees.

Computer-based learning implies all possible forms of transferring knowledge to the student (with and without the participation of a teacher) and, in essence, overlaps with the above.

Assessment with the help of a computer can also be an independent learning technology, but in practice it is a constituent element of others, since knowledge transfer technologies are also required to have a special system for assessing the quality of knowledge assimilation. Such a system cannot be independent of the content of the discipline being studied and the methods used by the teacher in traditional teaching or implemented in the training program.

Computer communications, providing both the process of transferring knowledge and feedback, are obviously an integral part of all of the above technologies when it comes to using local, regional and other computer networks. Computer communications determine the capabilities of the information educational environment of an individual educational institution, city, region, country.

Astakhova E.V. uses the term "new information technology" in the meaning corresponding to the concept of information and communication technology we have considered - information technology that uses computers and telecommunications. The author distinguishes the following types of new information technologies:

1. Database technology and DBMS.

2. Technology of knowledge bases (accumulation, structuring and storage of knowledge from various fields).

3. Technologies of electronic mail and telecommunication access to information remote from the user or its carrier.

4. Technology of computerized teamwork office.

5. Technologies for using integrated software packages (MathCAD, AutoCAD).

6. Hypertext technologies.

7. Technologies of multimedia and hypermedia.

8. Technology of computer graphics and visualization (3D-Studio, Flash).

4. Software for educational information and communication technologies

information communication technology education

Systematic research into the application of information and communication technologies in education has been conducted for over forty years. The education system has always been very open to the introduction into the educational process of information and communication technologies based on software products of the widest use. In educational institutions, various software systems are successfully used - both relatively affordable (text and graphic editors, tools for working with tables and preparing computer presentations), and complex, sometimes highly specialized (programming and database management systems, symbolic mathematics and statistical processing packages) ...

Zakharova I.V. identifies the following categories of educational information technology training software:

* teaching, control and training systems,

* systems for searching information,

* modeling programs,

* microworlds,

* educational tools,

* tools of a universal nature,

* tools for ensuring communications. Tools are understood as programs that provide the ability to create new electronic resources: files of various formats, databases, software modules, individual programs and software systems. Such tools can be subject-oriented, or they can practically not depend on the specifics of specific tasks and areas of application.

Let us consider in more detail those types of software that will be used primarily for the implementation of educational information and communication technologies.

1) Systems for information retrieval. Information retrieval systems, or information retrieval systems, have long been used in various fields of activity. But for education, this is still a fairly new kind of software. At the same time, modern requirements for information competence presuppose a high level of knowledge in the field of searching, structuring and storing information. Teachers can use themselves, and also offer students various information retrieval systems: legal reference systems ("Guarantor", "Code", "Consultant Plus"), electronic catalogs of libraries, Internet search engines (Yandex, Google, Yahoo), information - search systems of centers of scientific and technical information, etc. Finally, electronic dictionaries and encyclopedias, hypertext and hypermedia systems are also systems for information retrieval, at the same time performing the functions of an automated training system.

2) Tools for ensuring communications. The development of information telecommunication networks gives a new impetus to the informatization of education. The global Internet provides access to gigantic volumes of information stored in various parts of our planet. Many experts view Internet technology as a revolutionary breakthrough that surpasses the advent of the personal computer.

Computer communications tools include several forms: e-mail, electronic conferencing, video conferencing, Internet. These tools allow educators and learners to share information, collaborate on common problems, post ideas or comments, and participate in problem solving and discussion.

Electronic mail (e-mail) is an asynchronous communication environment, which means: to receive a message, you do not need to coordinate the time and place of receipt with the sender, and vice versa. E-mail can be used both for communication between two subscribers and for connecting one to many recipients. It is advisable to use these features of her work to establish feedback between teachers or training programs and one or more students, regardless of their physical location. E-mail is also widely used for coordination and feedback in distance and open education.

It should be noted that the educational opportunities of electronic mail (e-mail) are the most accessible of all information and telecommunication technologies and at the same time the most underestimated. Specialized email programs are based on similar principles, and, accordingly, the use of e-mail does not require extensive training. E-mail has a very wide range of possibilities for improving the quality of the educational process. It is both a means of additional support for educational and cognitive activities, which gives excellent opportunities for students to communicate with the teacher and with each other (moreover, confidential communication), and a means of managing the course of the educational process.

If possible, it is advisable to embed access to e-mail and into training programs so that the student has the opportunity, if not to get advice, then at least ask his teacher a question in case of difficulties or express his opinion about the work of the program.

The use of e-mail allows you to increase the efficiency of the work of teachers. In work with a large flow of trainees, this can be manifested to a greater extent if the discussion of questions sent by e-mail, in virtual seminars or specially organized working groups for this purpose, is organized. Here it is necessary to take into account the fact that not every student will voluntarily engage in this type of educational work and, accordingly, a specific incentive system is required.

In conclusion, we note that of the listed types of resources, it is e-mail that should become an obligatory tool for every teacher. In an educational institution, it can be provided without access to the Internet, within a local network. Its simplicity, "harmlessness" in comparison with other resources, the highest possibilities both for the individualization of work with students and the organization of their collective activities, allow us to call this technology mandatory IT for a modern educational institution.

Electronic conferencing is an asynchronous communication environment that, like e-mail, can be used for fruitful cooperation between learners and teachers, being a kind of structured forum for users where you can express your opinion in writing, ask a question and read the replies of other participants. Participation in thematic electronic conferences on the Internet is very fruitful for the self-education of teachers and students. Electronic conferences can also be organized within the local network of a separate educational institution for holding seminars, long-term discussions, etc. The asynchronous mode of the student's work contributes to reflection and, accordingly, thoughtfulness of questions and answers, and the possibility of using files of any type (graphics, sound, animation) make such virtual seminars very effective.

Video conferencing - unlike the previous form, it is synchronous, when participants interact in real time. It is possible to communicate like one-to-one (consultation), one-to-many (lecture), many-to-many (teleconference).

This communication technology is currently used mainly in higher education institutions with an extensive network of branches. The main obstacle to widespread use is expensive equipment, which is not always available in local training centers (branches) of the parent educational institution.

Internet technologies. The following Internet technologies are usually referred to as basic ones:

WWW (English World Wide Web - World Wide Web) - technology for working in the network with hypertext;

FTP (English File Transfer Protocol) is a technology for transferring files of any format over a network;

IRC (English Internet Relay Chat - turn-by-turn conversation on the network, chat) is a real-time negotiation technology that makes it possible to talk with other people over the network in direct dialogue;

ICQ (English I seek you - I am looking for you, can be written in the three indicated letters) is a technology of one-on-one negotiations in a synchronous mode.

The specificity of Internet technologies lies in the fact that they provide both learners and teachers with tremendous opportunities to choose the sources of information needed in the educational process:

* basic information posted on Web- and FTP-servers of the network;

* operational information, systematically sent to the customer by e-mail in accordance with the selected mailing list;

* various databases of leading libraries, information, scientific and educational centers, museums;

* information about CDs, video and audio cassettes, books and magazines distributed through Internet stores.

Telecommunication facilities, including e-mail, global, regional and local communication and data exchange networks, open up the widest opportunities for trainees and teachers: prompt transmission of information of any volume and type to any distance; interactivity and prompt feedback; access to various sources of information; organization of joint telecommunication projects; request for information on any issue of interest through the system of electronic conferences.

The main requirement that must be observed for software tools aimed at application in the educational process is the ease and naturalness with which the student can interact with educational materials. The corresponding characteristics and requirements for programs are usually denoted by the abbreviation НCI (English Human - Computer Interface). This literal translation can be understood as "computer programs, the dialogue with which is human-oriented."

Information and communication technologies allow collecting, processing, storing, distributing, displaying various kinds of information and using electronic means of communication to interact with people geographically distant from each other. For professional interaction of teachers in the network, knowledge, skills and abilities of using ICT in teaching are required. However, the professional training of teaching staff should not be limited to teaching information and communication technologies, but also to teaching modern teaching technologies (student-centered teaching, project method, teaching in small groups, etc.). These technologies complement each other: through modern pedagogical technologies to modern teaching aids - ICT and vice versa.

Questions and tasks

1. What concepts is the concept of information and communication technology based on? What are its key characteristics?

2. What are the main goals of using information and communication technologies in education?

3. Give examples of information and communication technologies used in education. Give a brief description of each species.

4. What are the pros and cons of a participant in a virtual seminar compared to a participant in a traditional lesson?

5. What software tools of information and communication technologies are responsible for the "communication" component?

6. Why is it said that e-mail creates an asynchronous learning environment?

7. How can the use of ICTs change the nature of the educational process?

8. How can the use of ICT provide the opportunity for each student to implement an individual educational trajectory?

Bibliography

1. Astakhova, E. V. Information and communication technologies: a tutorial in 3 hours / E. V. Astakhova; Alt. state tech. un-t them. I. I. Polzunova. - Barnaul, 2010. - Part 1. Information security. - 82 p.

2. Vladimirova, L.P., Modern information - communication and pedagogical technologies in education,

3. Klokov, E. V., Denisov, A. V. Technology of project training // School. - 2006. - No. 2. - With. 29-36

4. Kuznetsova T.Ya. Descriptor [Electronic resource] // RSL, 2004.-Access mode: http://www.rsl.ru/pub.asp?bib=1&ch=4&n=3.

5. New pedagogical and information technologies in the education system / Ed. E. S. Polat. - Moscow, 2010.

6. Polat E.S., Bukharkina M.Yu., Moiseeva M.V., Petrov A.E. New pedagogical and information technologies in the education system: Textbook. allowance. - M., 2001.

7. Robert IV Modern information technologies in education. - M., 1994.

Posted on Allbest.ru

What is information and communication technologies in education. General characteristics of information and communication technologies. Visual - Demo Simulator Knowledge Control

Send your good work in the knowledge base is simple. Use the form below

Similar documents