ON THE TOPIC OF:
The influence of teacher ICT competence on improving the quality of students’ knowledge.
Everything that is happening in society now is reflected in the school as if in a mirror. What should a school, education, teacher be like?
Modern lesson impossible without the use of information and telecommunication technologies.
Modern teacher must act not only as a carrier of knowledge, but also as an organizer of educational-cognitive, educational-search, project activities using information and communication technologies.
Still, one should not exaggerate the capabilities of computers. We must not forget that the transfer of information does not guarantee the transfer of knowledge and culture, information and communication technologies- these are just effective aids.
What should a primary school teacher know about ICT? How much should he know about computers and the Internet?
Here is a list of knowledge, skills and abilities of a modern teacher, proposed by colleagues on the Internet:
Have an understanding of the computer structure
Have an understanding of the main keys, folders and programs on a computer.
Be able to find, open, close, create, rename, copy, cut, move, delete files and folders.
Have an idea of the amount of information.
Have an understanding of file types.
Be able to print lesson development, event scenario, report, seminar program, etc.
Be able to print a questionnaire for students (parents), a table with data, etc.
Be able to print a letter (congratulations, announcement, invitation, etc.)
Create teaching materials in Word/Excel (tests, independent work, test assignments).
Be able to copy and paste text fragments and pictures from one file to another.
Be able to insert headers and footers with your data.
Be able to prepare a file for printing on a printer, use the printer.
Have an understanding of the Internet, domains, sites and their addresses.
Be able to find the necessary information through search engines.
Be able to save the necessary information found on the Internet.
Be able to find graphic images.
Be able to keep your catalog of addresses in a notepad.
Use e-mail, send files by mail.
Communicate in chat, forum, ICQ (Mail agent, Skype? NSN, etc.).
Be able to copy texts and pictures from the Internet.
Be able to open music and video files.
Use a simple graphic editor.
Change the parameters of digital photos: size, brightness, contrast, etc.
Create electronic presentations for the lesson.
Be able to install an educational CD and understand its contents.
Have the skill of independently exploring interactive programs.
Be able to use test design programs, crossword puzzles, and textbooks.
Have an understanding of multimedia resources for the lesson.
The main tasks of a modern school- revealing the abilities of each student, raising a decent and patriotic person, an individual ready for life in a high-tech, competitive world.
The main task of today's teacher- develop children's critical thinking, teach them to think and be ready for active work.
The main purpose of the new generation standards is the formation of a modern person.
It means:
information competence the ability to search, analyze, transform, and apply information to solve problems;
communicative competence ability to collaborate with people;
self-organization the ability to set goals, plan, and use personal resources;
With self-education readiness to design and implement one’s own educational trajectory throughout one’s life, ensuring success and competitiveness.
But for this, the teacher himself must be very competent in many issues of education. Therefore, increasing and improving the ICT competence of teachers is one of the most important tasks facing the education system.
What do we mean by ICT - literacy and ICT - teacher competence?
ICT literacy– knowledge of what a computer is, knowledge of programs, their functions and capabilities, the ability to “press the right buttons,” knowledge of the existence of computer networks.
ICT competence– not only knowledge of various information tools (ICT literacy), but also their effective and confident use in teaching activities.
There are two levels of pedagogical ICT competence:
knowledgeable, the so-called level of functional literacy, which
assumes:
knowledge of computer programs for processing text, numerical, graphic, and audio information;
ability to work on the Internet, use its services such as forums, e-mail, websites;
Ability to use equipment such as a scanner, printer.
active, the level of application of ICT, i.e. the effective and systematic use of functional literacy in the field of ICT in educational activities to achieve high results.
The activity level can be divided into sublevels:
implementation– inclusion in educational activities of specialized media resources developed in accordance with the requirements for the content and methodology of a particular educational subject;
creative– development of our own electronic educational tools.
ICTs are used not only directly in the learning process, where they work with educational centers, present presentations, use tests, work to search for information on the Internet, but also when organizing educational activities for:
creating and maintaining network forms of implementing the educational process, for example, creating and maintaining a pedagogical website;
implementation of a knowledge monitoring system (Test-Symbol System);
work in online educational communities, for example, “Open Class” (http://www.openclass.ru) or “Network of Creative Teachers” (http://it-n.ru), which are built and developed by teachers and for teachers ;
carrying out continuous self-education, for example, the Center for Distance Education "Eidos" (http://www.eidos.ru), Publishing House "1 September" (http://1september.ru).
It is obvious that the functional literacy of a teacher in itself cannot lead to qualitative changes in the results of the education system.
The use of information and communication technologies gives the teacher the opportunity to:
implement training based on individual educational trajectories and individual curricula;
implement new types of educational activities such as problem-based and project-based teaching methods;
form critical thinking of students;
use interactive teaching methods;
use modern means of communication;
use computer modeling of the processes being studied.
All of the above is included in the concept of a system-activity approach to teaching.
Advantages of using ICT in education over traditional learning
1. Information technologies significantly expand the possibilities of presenting educational information. The use of color, graphics, sound, and all modern video equipment allows you to recreate the real environment of the activity.
2. A computer can significantly increase students’ motivation to learn. Motivation is increased through the use of adequate encouragement for correct decisions and tasks.
3. ICTs involve students in the educational process, contributing to the widest development of their abilities and the activation of mental activity.
4. the use of ICT in the educational process increases the possibilities of setting educational tasks and managing the process of solving them. Computers make it possible to build and analyze models of various objects, situations, and phenomena.
5. ICTs make it possible to qualitatively change the control of students’ activities, while providing flexibility in managing the educational process.
6. The computer contributes to the formation of reflection in students. The training program allows students to visually present the result of their actions, identify the stage in solving a problem at which an error was made, and correct it.
Main directions of using ICT in the educational process
Let’s try to systematize where and how it is advisable to use information technologies in teaching:
1) when presenting new material - visualization of knowledge (demonstration - encyclopedic programs; Power Point presentation program);
2) conducting virtual laboratory work using training programs;
3) consolidation of the presented material (training - various training programs, laboratory work);
4) control and verification system (testing with assessment, monitoring programs);
5) independent work of students (training programs such as "Tutor", encyclopedias, developmental programs);
6) if it is possible to abandon the classroom-lesson system: conducting integrated lessons using the project method,
7) training of the student’s specific abilities (attention, memory, thinking, etc.).
What is the impact of using information and communication technology on the learner?
ICT helps to increase cognitive interest in the subject;
ICT contributes to the growth of student achievement in the subject;
ICT allows students to express themselves in new roles;
ICT develops skills for independent productive activity;
ICT contributes to creating a situation of success for every student.
What is the impact of the use of information and communication technology on teachers?
ICT gives:
saving time in class;
depth of immersion into the material;
increased motivation for learning;
integrative approach to teaching;
possibility of simultaneous use of audio, video, multimedia materials;
the possibility of developing the communicative competence of students, because students become active participants in the lesson not only at the stage of its implementation, but also during preparation, at the stage of forming the structure of the lesson;
involving various types of activities designed for the active position of students who have received a sufficient level of knowledge in the subject to independently think, argue, reason, who have learned to learn, and independently obtain the necessary information.
Forms of ICT use.
Use of off-the-shelf electronic products allows you to intensify the activities of the teacher and student, allows you to improve the quality of teaching the subject, visibly bringing to life the principle of clarity.
Using multimedia presentations
allows you to present educational material as a system of bright supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to store information not only in factual, but also in associative form in the long-term memory of students.
Use of Internet resources.
The Internet has enormous potential for educational services (e-mail, search engines, electronic conferences) and is becoming an integral part of modern education. By receiving educationally significant information from the network, students acquire the following skills:
purposefully find information and systematize it according to specified criteria;
see information as a whole, and not fragmentarily, highlight the main thing in the information message.
The activity level of ICT competence of a teacher in the context of the transition to new standards
It is the Activity level (implemented activities) that can lead to qualitative changes in the results of the education system in the context of the transition to new standards.
Currently, teachers have a knowledge level of ICT competence, but the activity level leaves much to be desired.
What difficulties are encountered on the way to implementing the activity level in the context of the transition to new standards?
1. Ignorance of the capabilities of modern ICT- often teachers do not even know what can be done or how they can significantly save time using modern software products and Internet services.
2. Lack of skills to effectively use ICT tools- lack of time to independently master the products, the difficulty of learning some programs, the lack of convenient reference material when difficulties arise (or the inability to effectively use reference programs) - all this hinders the development of skills in working with software products. In addition, very often a situation arises when, having encountered a number of difficulties and not getting results, the teacher decides not to waste time learning a new, seemingly complex software product.
3. Lack of methods for using ICT in the educational process- knowledge about the capabilities of modern ICTs and the ability to work with them is still not enough for the effective use of ICTs in the educational process. For this, methodological materials are needed: on the development of multimedia materials, on the use of ICT in seminar classes, on the development of teaching materials, etc.
Overcoming all barriers will allow teachers to significantly increase their own effectiveness, improve the quality of educational materials and classes, and realize their own teaching potential.
Teachers use the Internet mainly to search for information when preparing for classes. Meanwhile, the prospects for using information and communication technologies are much broader.
Teachers use ICT mainly in professional activities: when preparing for classes, they search for additional information on the Internet, work in online professional communities, but use very little ICT in the educational process.
According to statistics, almost all teachers in Russia have completed computer literacy courses and taught everyone basic computer skills, word processing, spreadsheets, and searching for information on the Internet. We introduced them to the electronic educational resources developed within the framework of federal programs and projects and showed how they can be used in the educational process. Teachers have learned to use ICT, but not everyone at school has their own automated workstation; many schools do not even have computers in teachers’ rooms and libraries, and computer classes are used for the educational process. Most teachers were able to consolidate the skills they learned because they had a computer at home. But many, even after taking courses, do not use the knowledge gained, simply because the use of information technologies and electronic educational resources requires (especially at first) additional time expenditure from the teacher.
What prevents teachers from using new technologies, including information and communication technologies, more widely and more intensively?
Many teachers with access to a computer and the Internet regularly use Internet resources in their work. Unfortunately, not all schools yet have high-speed Internet access, and this, of course, is a big deterrent to the introduction of modern technologies into the learning process. Another reason is the insufficient qualifications of teachers in the field of application of information and communication technologies and lack of knowledge about the capabilities of the Internet and new emerging services.
What other problems arise in the process of informatization of Russian education?
There have been cases of unusual complaints. The child prepared a beautiful presentation, presented it in class and expects to get an A. At the same time, he did not answer a single question on the topic, because he could make a presentation by mindlessly copying something from websites and pasting it into a template. What grade should the child receive? Opinions vary. The teacher believes - and justifiably! - that, in addition to a beautiful presentation, the child must demonstrate to us an understanding of the topic, knowledge, and the ability to operate with them. And the parent says: “Excuse me, do you have any questions for the presentation? No. Give it five points!” So the introduction of information technology even affected the topic of knowledge assessment. A professional teacher, of course, continues to evaluate understanding of the material, and not external effectiveness. But it is very difficult: to explain why he gives not five points, but three, for a brilliant presentation.
Does a modern teacher really need to be proficient in Internet technologies - or is this just a tribute to fashion?
Owning is necessary. But the attitude towards this in the educational society as a “fashionable trend” needs to be overcome. Today, a moment has come in education when teachers are experiencing a certain “fatigue” from the endless demands of higher officials. A huge number of paper reports along with filling them out electronically, the obligation to create presentations, websites, blogs, the introduction of an electronic journal along with filling out paper ones, which in some cases begins to become a “duty” - at the request of management, and so on and so forth. All this in most cases results in yet another lie. They conduct demonstration lessons “using ICT”, and demonstrate, in fact, exclusively presentations. They are developing a school website in which the same information is “frozen” for many years. Teachers in all kinds of courses are taught the same things they taught ten years ago - that is, the “basics”: searching for information on the Internet, editors, tables.
Almost everyone has a computer and Internet access at home. However, the full use of the Internet in educational activities will begin when there is one computer per student.
Other difficulties that prevent teachers from using the Internet in their work include lack of time (more than 40%) and paid educational Internet resources (almost 30%). Most teachers cannot use a computer and access the Internet during class. The obstacles are low connection speed, limited traffic, content filters that do not allow access to the necessary educational and information portals, as well as an insufficient number of student computers at school.
Teachers have gradually mastered the computer, work quite calmly with e-mail, many independently make presentations for their lessons, and use digital educational resources - for example, the “Open Collection”, which is based on state money. This is a great help because it makes it easier to find interesting material when preparing for lessons. Now digital educational resources are developing - it becomes possible not only to see some additional material, but to do laboratory work and much more - and are becoming even more in demand.
The influence of teacher ICT competence on the quality of education in the context of the implementation of the Federal State Educational Standard
Of course, a teacher’s use of modern Internet technologies significantly changes his approach to teaching. An open educational environment gives the teacher the opportunity to use a variety of Internet resources in the learning process and apply various forms of teaching. This is, for example, distance learning. In addition, he gets the opportunity to use new services and technologies in organizing extracurricular and extracurricular activities for students. This corresponds to the federal state educational standards of the new generation and undoubtedly affects the quality of education.
The Internet significantly expands the opportunities for personal and professional growth of a teacher.
Many virtual lessons are already being conducted; they help children who, for various reasons, do not have the opportunity to attend school, gain knowledge. However, in my opinion, real lessons are much more effective than virtual ones. And technology is just a means that allows you to take the learning process to a new level.
In any case, I am confident that the important role of the teacher will continue in the future. But now we see that this role is changing. Previously, the teacher was the main provider of knowledge. Now he turns into an ally and comrade who guides the student in the learning process.
So far, according to statistics, the use of ICT does not have much effect on the educational results of students, and this is sad. Nowadays, even if computers are used, it is in computer science lessons to study programming languages, and subject teachers who work with electronic educational resources usually use traditional models: they use a screen or an interactive whiteboard when presenting a topic. Much less often, teachers organize group work in the classroom, using several computers or individual student work in various modeling environments. Unfortunately, it is clear that not all teachers in schools have enough computers to organize such work; some schools have poor Internet bandwidth to actively work with Internet resources online. It is necessary that computer and Internet technologies be truly integrated into the educational process and improve educational results, form meta-subject competencies, new interpersonal interaction skills, and increase motivation for the subject. This requires not only computers, but also many peripheral devices: microscopes, musical keyboards, light and location sensors.
Now an advanced teacher begins to create his own resources: multimedia presentations, embedding video fragments, interactive tables, drawings and even flash animations into them. And it is considered that this is the highest aerobatics of the use of ICT. From my point of view, a public school teacher should not develop electronic educational resources himself. He must know about the resources that are posted on federal and regional educational portals, he must be able to use them competently, producing new active pedagogical practices. The teacher’s task is to correctly integrate the capabilities of ICT into his educational process, so that the student thinks and acts independently during classes as much as possible.
The computer allows you to simulate situations that a teacher cannot always show in real life due to the lack of reagents or instruments. By properly integrating a computer into educational activities, you can greatly enhance the creative component of learning.
Does the Internet in professional activities affect the quality of education it provides to students? The Internet is just a tool, and it all depends on how the teacher uses it and for what. It should be taken into account that IT technology in school is a vague concept: it includes, say, the use of an interactive whiteboard. What can you achieve with an interactive whiteboard? Never mind. This is a means for frontal work: the teacher shows something, the child watches something. everything that is beautiful, moves and is made by the children themselves. In the first case, the child has a passive position: he only looks and listens, this is the perception of information. What does a child do with a construction set? There is already an activity approach: he produces something, his thinking and motor skills develop.
Children find the necessary information on the global network themselves. What is the role of the teacher here? It is important not just to find, but to learn how to search and use the necessary information. This is the teacher’s task: to organize the activities of students, to develop in children the skills of effectively searching for information, evaluating and analyzing it for further use.
Using computer technology in primary school lessons
The software for academic disciplines is very diverse: textbook programs, training programs, construction kits, dictionaries, reference books and encyclopedias, anthologies, video tutorials, libraries of electronic visual aids, etc. The most common uses of computer software in elementary school are teaching reading, spelling, and calligraphy using the computer.
The use of computer technology allows us to significantly optimize the learning process.
Younger schoolchildren have better developed involuntary attention. Therefore, the high effectiveness of media lessons is obvious:
motivation to learn increases due to multimedia effects;
the efficiency of the educational process increases due to visibility; the emergence of the ability to model objects and phenomena;
visual-figurative thinking develops;
An individual approach to training is possible.
In this regard, the optimal option seems to be when there are always 1–2 computers in each primary school classroom. In this case, the teacher can, when drawing up a plan for any lesson, provide for a stage when several students will take turns or, working in a group, complete tasks on the computer. When placing a multimedia projector in the classroom, it becomes possible to conduct front-line work using new information technologies in elementary school. It is especially interesting to use multimedia technologies to illustrate the teacher’s story at the stage of explaining new material. An animated or video story from an electronic encyclopedia will not only expand the range of information presented, but also activate the attention of schoolchildren due to the active work of the visual and auditory analyzers. Placing a computer on the teacher's desk was considered to be the most appropriate for sanitary and hygienic requirements and convenient for organizing a lesson. It is necessary to strictly adhere to sanitary and hygienic standards when organizing students’ workplaces at the computer. Their strict observance, as well as conducting physical education sessions during the lesson, including gymnastics for the eyes and posture, will help maintain the health of schoolchildren and effectively use electronic educational materials in the educational process.
Conclusion
The use of computer technology in primary school is not just a new spirit of the times, but a necessity. Within the framework of one lesson, the teacher has control over video fragments, music, and visual aids. The use of ICT in the classroom helps not only children to learn educational material, but also the teacher to develop creatively.
ICT allows the teacher to solve the following tasks:
Teach your child to find what he needs from the huge amount of available information.
Learn to analyze and systematize the information received.
Provide a person-centered approach to the development and learning of the child.
To prepare the student for independent productive activity in the conditions of the modern information society: to form an active life position and the ability to make decisions.
Improve thinking, speech, memory, attention.
Increase the efficiency and quality of the educational process through the capabilities of ICT;
Activate cognitive activity using ICT;
Deepen interdisciplinary connections through the use of ICT;
Implement the ideas of open education based on the use of network technologies
The use of ICT in primary school lessons allows
move to an activity-based method of learning, in which the child becomes an active participant in the educational process.
increase the efficiency of the educational process, student perception is activated due to the influence of sound and visual images;
expand the scope of the textbook, allows you to present the same material in a more interesting form, gives you the opportunity to feel and understand.
Motives for learning become more stable, and interest in the subject appears. The use of modern technologies in the classroom influences the formation of a positive atmosphere in the classroom.
The use of ICT is possible in any lessons (mathematics, Russian language, literary reading, etc.), as well as in extracurricular activities. Working with electronic children's encyclopedias makes it possible to save time and find the necessary information in the right section.
The use of a computer is an effective method in the development of cognitive processes. The use of computer technology in schools by primary school teachers will help make school teaching more effective. Currently, the development of a software-integrated approach to computer education in primary schools is still underway.
The task of a teacher today is to try to take a broader look at the content and methods of teaching their subject. Try to combine traditional skills in the subject and the skills that make up ICT competence.
The main condition for preparing ICT-competent students is a high level of ICT-competence of the teachers themselves.
Socio-economic changes in Russia have led to the need to modernize many social institutions, and primarily the education system. New tasks set for education today are formulated and presented in the law “On Education of the Russian Federation” and the educational standard of the new generation.
Informatization of education in Russia is one of the most important mechanisms affecting all main directions of modernization of the educational system. Its main task is the effective use of the following major advantages of information and communication technologies:
- the possibility of organizing a cognition process that supports an activity-based approach to the educational process;
- individualization of the educational process while maintaining its integrity;
- creation of an effective management system for information and methodological support of education.
The key directions of the process of informatization of preschool educational institutions are:
1. Organizational:
- modernization of methodological service;
- improvement of the material and technical base;
- creation of a certain information environment.
2. Pedagogical:
- increasing the ICT competence of preschool teachers;
- introduction of ICT into the educational space.
In accordance with the Law “On Education in the Russian Federation,” preschool education is one of the levels of general education. Therefore, informatization of kindergarten has become a necessary reality of modern society. Computerization of school education has a fairly long history (about 20 years), but such a widespread use of computers in kindergarten has not yet been observed. At the same time, it is impossible to imagine the work of a teacher (including a preschool teacher) without the use of information resources. The use of ICT makes it possible to enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.
What is ICT?
Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.
Information and communication technologies in education (ICT) is a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their application to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children.
Areas of application of ICT by preschool teachers
1. Maintaining documentation.
In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, conducts diagnostics and presents the results both in printed and electronic form. Diagnostics should be considered not as a one-time carrying out of the necessary research, but also as maintaining an individual diary of the child, in which various data about the child, test results are recorded, charts are drawn up, and the dynamics of the child’s development are generally monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable.
An important aspect of the use of ICT is the preparation of teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.
2. Methodological work, teacher training.
In the information society, networked electronic resources are the most convenient, fastest and most modern way to disseminate new methodological ideas and teaching aids, available to methodologists and teachers regardless of their place of residence. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes, to study new techniques, and when selecting visual aids for classes.
Online communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share their teaching experience in preparing and conducting events, and using various methods and technologies.
The modern educational environment requires special flexibility from the teacher when preparing and conducting pedagogical events. A teacher needs to regularly improve his qualifications. The ability to implement modern teacher requests is also possible using remote technologies. When choosing such courses, you need to pay attention to the availability of a license on the basis of which educational activities are carried out. Distance training courses allow you to choose the direction of interest to the teacher and study without interrupting your main educational activities.
An important aspect of a teacher’s work is participation in various pedagogical projects, distance competitions, quizzes, and Olympiads, which increases the level of self-esteem of both the teacher and students. In-person participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. And remote participation is available to everyone. In this case, it is necessary to pay attention to the reliability of the resource and the number of registered users.
It is undeniably important to use ICT technologies both for maintaining documentation and for more effectively conducting methodological work and for improving the level of qualifications of a teacher, but the main thing in the work of a preschool teacher is the conduct of the educational process.
3. Educational process.
The educational process includes:
- organization of direct educational activities of the student,
- organizing joint developmental activities between teachers and children,
- implementation of projects,
- creation of a developmental environment (games, manuals, teaching materials).
In preschool children, visual-figurative thinking predominates. The main principle when organizing the activities of children of this age is the principle of clarity. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes it possible to make the educational process information-intensive, entertaining and comfortable.
There are 3 types of activities using ICT.
1. Lesson with multimedia support.
In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, electronic and information resources are analyzed and the necessary material for the lesson is selected. Sometimes it can be very difficult to find the necessary materials to explain the topic of a lesson, so presentation materials are created using PowerPoint or other multimedia programs.
To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen.
The use of multimedia presentations allows you to make the lesson emotionally charged, interesting, they are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.
With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue.
Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also associative form in the memory of children.
The purpose of this presentation of developmental and educational information is to form a system of mental images in children. Presenting material in the form of a multimedia presentation reduces learning time and frees up children's health resources.
The use of multimedia presentations in the classroom makes it possible to build the educational process on the basis of psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of learning and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.
The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of use of a presentation in a lesson depend on the content of this lesson and the goal set by the teacher.
The use of computer slide presentations in the process of teaching children has the following advantages:
- Implementation of polysensory perception of material;
- The ability to demonstrate various objects using a multimedia projector and projection screen in a many times enlarged form;
- Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;
- The ability to demonstrate objects that are more accessible to the intact sensory system;
- Activation of visual functions and eye abilities of the child;
- Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.
The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson. For example, the use of presentations in classes in mathematics, music, and familiarization with the outside world ensures that children are active when examining, examining, and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative, and spatio-temporal features in the objective world are formed. and properties, visual attention and visual memory develop.
2. Lesson with computer support
Most often, such classes are conducted using game-based training programs.
In this lesson, several computers are used, on which several students work simultaneously. The use of an electronic textbook (and a gaming educational game for children is an electronic textbook) is a method of programmable learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, completes the necessary tasks and then passes a competency test on this topic.
The computer's capabilities make it possible to increase the volume of material offered for review. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, and as a result, tension is relieved. But today, unfortunately, there is an insufficient number of good computer programs that are intended for children of this age.
Experts identify a number of requirements that developmental programs for children must meet:
- research character,
- ease for a child to study independently,
- development of a wide range of skills and understandings,
- high technical level,
- age suitability,
- entertaining.
Educational programs existing on the market for this age can be classified as follows:
1. Games for developing memory, imagination, thinking, etc.
2. "Talking" dictionaries of foreign languages with good animation.
3. ART studios, simple graphic editors with libraries of drawings.
4. Travel games, “action games”.
5. The simplest programs for teaching reading, mathematics, etc.
The use of such programs allows not only to enrich knowledge, to use the computer for a more complete acquaintance with objects and phenomena that are outside the child’s own experience, but also to increase the child’s creativity; the ability to operate with symbols on a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative and director's games creates additional motivation in the formation of educational activities; Individual work with a computer increases the number of situations that a child can solve independently.
When organizing classes of this type, it is necessary to have a stationary or mobile computer class that complies with SANPiN standards and licensed software.
Today, many kindergartens are equipped with computer classes. But still missing:
- methods of using ICT in the educational process of preschool educational institutions;
- systematization of computer development programs;
- unified program and methodological requirements for computer classes.
Today, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.
The use of ICT does not provide for teaching children the basics of computer science and computer technology.
An important rule when organizing such classes is their frequency. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct activity at the PC.
1. Diagnostic lesson.
To conduct such classes, special programs are required, which is rare or does not exist in some general education programs. But the development of such computer programs is a matter of time. Using application software, you can develop test tasks and use them for diagnostics. In the process of conducting traditional diagnostic classes, the teacher needs to record the level of problem solving by each child according to certain indicators. The use of special computer programs will not only make the teacher’s work easier and reduce time costs (use several computers at the same time), but will also allow you to save diagnostic results, considering them over time.
Thus, in contrast to conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge.
The use of computers in educational and extracurricular activities looks very natural from the child’s point of view and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. indicate the possibility of mastering a computer by children aged 3-6 years. As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking.
The introduction of information technologies has advantages before traditional means of teaching:
1. ICT makes it possible to expand the use of electronic learning tools, as they transmit information faster.
2. Movements, sound, animation attract children's attention for a long time and help increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of material, the development of memory, imagination, and creativity of children.
3. Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children. In this case, three types of memory are included: visual, auditory, motor.
4. Slideshows and video clips allow you to show those moments from the outside world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, it’s raining.
5. You can also simulate life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.).
6. The use of information technology encourages children to search for research activities, including searching the Internet independently or together with their parents;
7. ICT is an additional opportunity to work with children with disabilities.
With all the constant advantages of using ICT in preschool education, the following problems arise:
1. Material base of the preschool educational institution.
As noted above, to organize classes you must have a minimum set of equipment: a PC, projector, speakers, screen or mobile classroom. Not all kindergartens today can afford to create such classes.
2. Protecting the child's health.
Recognizing that the computer is a new powerful tool for the development of children, it is necessary to remember the commandment “DO NO HARM!” The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules.
When computers and interactive equipment operate indoors, specific conditions are created: humidity decreases, air temperature rises, the number of heavy ions increases, and electrostatic voltage in the area of children's hands increases. The intensity of the electrostatic field increases when finishing the cabinet with polymer materials. The floor must have an antistatic coating, and the use of carpets and rugs is not allowed.
To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary to: ventilate the office before and after classes, wet cleaning before and after classes. We conduct classes with older preschoolers once a week in subgroups. In his work, a teacher must necessarily use a set of eye exercises.
3. Insufficient ICT – teacher competence.
The teacher must not only perfectly know the content of all computer programs, their operational characteristics, the user interface of each program (the specific technical rules for operating with each of them), but also understand the technical characteristics of the equipment, be able to work in basic application programs, multimedia programs and the network Internet.
If the preschool educational institution team manages to solve these problems, then ICT technologies will become a great help.
The use of information technology will help the teacher increase the motivation of children’s learning and will lead to a number of positive consequences:
- enriching children with knowledge in its figurative-conceptual integrity and emotional coloring;
- facilitating the process of learning material by preschoolers;
- arousing keen interest in the subject of knowledge;
- expanding the general horizons of children;
- increasing the level of use of visuals in the classroom;
- increasing teacher productivity.
It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.
So, the use of information technology will make the process of learning and development of children quite simple and effective, free them from routine manual work, and open up new opportunities for early education.
Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas in educational, educational and correctional processes. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work.
Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in preschool childhood - the ability to independently acquire new knowledge.
The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.
List of used literature
- Management of innovation processes in preschool educational institutions. – M., Sfera, 2008.
- Horwitz Y., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5.
- Kalinina T.V. DOW management. “New information technologies in preschool childhood.” M, Sfera, 2008.
- Ksenzova G.Yu. Promising school technologies: educational and methodological manual. - M.: Pedagogical Society of Russia, 2000.
- Motorin V. "Educational capabilities of computer games." Preschool education, 2000, no. 11.
- Novoselova S.L. Computer world of a preschooler. M.: New School, 1997.
ICT competence of a modern teacher as an indicator of professional success
A characteristic feature of the development of the modern educational system is the transition to a new technological basis. Under the influence of information and communication technologies, all components of the methodological system of teaching the subject (goals, content, forms, methods, means) change. In this regard, a new term has appeared - “electronic didactics”, which is understood as the theory and practice of teaching in a new information and educational environment.
The information and educational environment of an educational institution is an integrated digital platform for cooperation, interaction and knowledge exchange for teachers, students and administration, to improve the quality of education for all students. It should be noted that the didactic principles of teaching - scientific, visual, systematic and consistent, conscious, active - do not disappear, but the task is posed differently: how to ensure all this in the conditions of the new didactics, when the methods and means of presenting educational material have changed.
Only teachers who are well prepared in terms of mastering electronic technologies in their professional activities can develop, implement and support new didactics. Therefore, the most important condition for the successful modernization of education is the improvement of professional pedagogical culture and the competence of teachers. This means that the teacher must continuously improve his information and communication competence.
Matrix of ICT competence of teachers
In November 2011, the document “Structure of ICT competence of teachers” was presented to the public. UNESCO recommendations. Version 2.0". The recommendations propose a matrix structure of teachers’ ICT competence (Table 1), which is defined by two dimensions. The first is determined by approaches to school informatization, and the second by aspects of the teacher’s professional competence. Within the framework of three approaches to informatization of schools, requirements for teacher training have been identified.
Applications of ICT can be as follows:
– use of ICT tools to achieve educational results, which are provided for by current standards;
– use of ready-made electronic educational materials and various web resources in your work;
– carrying out assessment activities using ICT tools;
– use of ICT tools for current reporting and professional development.
This approach typically focuses on equipping schools with ICT tools, reducing the digital divide and ensuring equal access to these tools for all students. The organizational forms of educational work within the framework of this approach practically do not change.
The teacher needs:
– own software tools that relate to their subject area;
– be able to choose the most convenient ways of presenting educational information;
– rationally use all available technical and software tools to organize the educational process;
– use online resources that allow students to access information, work together and communicate with external experts while solving problems of their choosing;
– use Internet resources to obtain the necessary professional materials, communicate with colleagues and other experts in order to improve their professional level;
– be able to develop digital educational resources and build a learning environment;
– use ICT as a tool to develop students’ ability to produce knowledge and develop critical thinking;
– support reflection as a necessary component of educational work;
– create learning communities or “communities of knowledge” among students and their colleagues.
The UNESCO recommendations are an internationally recognized tool that allows you to determine the pedagogical ICT competence required by every teacher, as well as to develop a set of educational and methodological materials for training teachers.
The successful use of ICT in the educational process depends on the ability of teachers to reorganize the learning environment, combine new information and pedagogical technologies in order to conduct exciting classes, encourage educational cooperation and cooperation among students. This requires the teacher to have a number of new skills in class management. The skills that such a teacher must possess must include the ability to develop new ways of using ICT to enrich the learning environment, student learning, and the ability to produce new knowledge.
Acquiring information competence opens up a wide range of opportunities for teachers and students that enrich the educational environment and make the teaching-learning process more dynamic.
One of the main trends that determines the requirements for the level of ICT competence of a modern teacher is a shift in emphasis from tasks at the technological level (related to the mastery of specific tools, specific software products) to the pedagogical one. The range of skills classified as key competence has expanded, since the corresponding skills are enshrined in the Federal State Educational Standard (FSES) at the initial stage of education in the meta-subject learning outcomes of schoolchildren and in the course “Mathematics and Computer Science”, as well as the Federal State Educational Standard of the basic school in the meta-subject results of the graduate of the basic school and in a computer science course (V – IX or VII – IX grades), which should ensure the development of ICT competence in all schoolchildren. The new generation school standard, in addition to the core values and basic concepts, defines “systems of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational outcomes.” These include the requirements for the level of qualifications of teachers, fixed by the Federal State Educational Standard. Schools have been given responsibility for fulfilling the specified requirements of the Federal State Educational Standard for the formation of the information educational environment of the school and the organization of training for teachers in the active use of the resources of such an environment. The information educational environment should include electronic educational resources, an “electronic” diary and journal, a school website, and an environment for the electronic portfolio of students and teachers.
Two-level Model of Teacher ICT Competence
The above requirements can be implemented within the framework of a two-level model of teacher ICT competence. The key proposition of this model is the idea that there are two significantly different levels in professional ICT competence – the level of preparedness and the level of implementation.
Often, a teacher who has completed (sometimes several times) advanced training courses in the field of ICT and has sufficient conditions at school for using ICT in professional activities does not do this. At the same time, he successfully passed various tests for readiness to work using ICT. Such a teacher cannot be called ICT-competent, since his knowledge and skills are not translated into activities.
Levels of ICT competence of a modern teacher:
1. Knowledge level (preparedness for activity).
Knowledge level – this is the level of mastery of ICT. At the present stage of development of the Russian general education system, this level is the basic level in the formation and subsequent assessment of teachers’ ICT competence. It is characterized by teachers having knowledge, skills and abilities sufficient to use equipment, software and resources in the field of ICT.
At the same time, it is necessary to distinguish between a sublevel of computer literacy, non-specific for educators (including teachers), determined by the current state of ICT and the general level of informatization of society, and professionally oriented sublevels
A. Sublevel of general computer literacy. This is the level general pedagogical knowledge, skills and abilities in the field of application of ICT in educational activities.
-Functional (computer) literacy, providing knowledge, skills and abilities in the field of ICT
-General pedagogical readiness, providing knowledge, skills and abilities to use ICT in teaching activities, invariant with respect to the subjects taught.
b. Sublevel of specific, subject-specific computer literacy
– knowledge, skills and abilities that are specific to the subject area. For example, science teachers should be able to use computer mathematical models of processes related to their subject (and, at a higher level, create such models).
For example, for teachers of natural science subjects (physics, chemistry, biology), the use of computer mathematical modeling methods, especially in the specialized version of teaching, is highly productive; For philologists, computer technologies for text analysis can play a similar role; for historians, database technologies, etc. However, today there are very few school subject teachers with the appropriate level of ICT competence.
2.
Activity level (completed activity)
.
The activity level is the level of ICT use. At this level, functional ICT literacy is effectively and systematically applied by the teacher to solve educational problems.
There are:
A. Sublevel of organizational innovation
b. Sub-level of content innovation
Sublevel of organizational innovation manifests itself in the teacher’s effective implementation of new organizational and technological functionality, in particular
organization and support of network forms of implementation of the educational process;
implementation of distance, part-time, home learning, etc.;
organization and support of training based on individual educational trajectories and individual educational plans of students;
co-organization of different forms of educational activities - classroom, extracurricular, independent, educational and others - into a single educational process;
application of modern education monitoring technologies
Sub-level of content innovation characterized by the systematic, targeted and effective use of ICT resources and electronic educational resources (EER) in achieving a new quality of education. It is aimed at modernizing the educational process in accordance with the concept of “knowledge creation” and is manifested in updating the content of education, teaching methods, and quality assessment systems.
Meaningful innovations include a set of elements:
development and implementation of educational courses based on electronic educational resources (elective courses, educational practices, professional and profile orientation courses, etc.);
implementation of new types of educational activities, which include:
problem-based and project-based approaches to teaching students;-
- organization of the educational process on the basis of independent individual and group activities of students to realize their personal, educational, social and other needs and interests;
organizing student interaction when solving problems and tasks based on ICT;
the use of new diagnostic tools for assessing the quality of education (including integral and subject-specific monitoring of the quality of education, a rating assessment system, a dynamic system for assessing student achievements, etc.).
Meaningful innovations are the most complex and at the same time the most
productive level of both professional competence of the teacher in general and ICT competence. In the field of ICT they have their own specifics. For example, for teachers of natural science subjects (physics, chemistry, biology), the use of computer mathematical modeling methods, especially in the specialized version of teaching, is highly productive; For philologists, computer technologies for text analysis can play a similar role; for historians, database technologies, etc.
However, today there are few school subject teachers with the appropriate level of ICT competence.
The levels of ICT competence described above correspond to the stages of professional development of a modern teacher in the field of ICT.
Knowledge level– the most widespread one, which should be mastered in the near future all without exception teachers.
Level of organizational innovation – this is the level of successful and productive methodological work. Modernization of networks of educational institutions, objectification of the results of educational activities, diversification of forms of education, individualization of curricula - all these and many other aspects of modernization of education require new forms of methodological work based on ICT.
Level of content innovation provides for the design and implementation of local and pilot pedagogical experiments. The levels of ICT competence described above correspond to the stages of professional development of a modern teacher in the field of ICT.
List of subject teacher competencies in the field of ICT
1. Having a general understanding of the didactic capabilities of ICT.
2. Availability of ideas about the unified information space of an educational institution, the purpose and functioning of a PC, information input-output devices, computer networks and the possibilities of their use in the educational process.
3. Availability of ideas about electronic educational resources and trends in the market of electronic publications in the general education sector, focused on subject-professional activities, digital educational resources carried out during the implementation of Federal target programs.
4. Knowledge of the basic methods of introducing digital educational resources into the educational process.
5. Knowledge of techniques for organizing personal information space, operating system interface, techniques for performing file operations, organizing an information and educational environment as a file system, basic techniques for input/output of information, including installing and uninstalling applications and electronic educational resources.
6. Knowledge of techniques for preparing didactic materials and working documents in accordance with the subject area using office technologies (handouts, presentations, etc.):
- entering text from the keyboard and techniques for formatting it;
- preparation of handouts containing graphic elements, standard techniques for working with vector graphics tools;
- techniques for working with tabular data (compiling lists, information cards, simple calculations);
- techniques for constructing graphs and diagrams;
- methods of creating pedagogically effective presentations (for a lesson, speech at a teacher’s meeting, report, etc.);
7. Knowledge of the simplest techniques for preparing graphic illustrations for visual and didactic materials used in educational activities based on raster graphics:
- techniques for correcting and optimizing raster images for subsequent use in presentations and Web pages;
- techniques for printing images and recording on CD.
8. Proficiency in basic Internet services and technologies in the context of their use in educational activities:
- techniques for navigating and searching for educational information on the WWW, obtaining and storing it for subsequent use in the pedagogical process;
- techniques for working with e-mail and teleconferences;
- techniques for working with file archives;
- techniques for working with Internet pagers (ICQ, AOL, etc.) and other communication technologies.
9. Availability of ideas about technologies and resources for remote support of the educational process and the possibilities of their inclusion in teaching activities.
10. Knowledge of the technological basics of creating a website to support educational activities:
- the presence of ideas about the purpose, structure, navigation tools and design of the website to support educational activities;
- having an idea of the structure of the web page;
- mastery of the simplest website building techniques, providing the ability to present educational information in the form of a website - a file system;
- knowledge of techniques for publishing a website to support educational activities on the Internet.
A teacher is competent in the field of ICT if
searches and selects additional information for training using Internet resources;
participates in the work of network associations of teachers, Internet conferences in order to improve their professional level;
develops computer tests, rating systems for assessing student knowledge based on standard applications and shell programs;
creates teaching aids and materials on electronic media using standard applications and tools;
uses ready-made multimedia developments for educational and educational purposes.
Consultation for educators.
Prepared by: Zakharova Yu.A.
Use of information and communication
technologies in the work of a teacher
A modern child lives in a world of electronic culture. Computers surround young children from birth: at home, in kindergartens, and at the doctor’s office. A powerful flow of new information, advertising, the use of computer technology on television and cinema, the spread of game consoles, and electronic toys have a great influence on the upbringing of a preschooler and his perception of the world around him. A 5-6 year old child can already communicate freely with a personal computer. The nature of his favorite activity – games – also changes significantly. Today's child assimilates only the information that interests him the most, the closest, most familiar to him, the one that evokes pleasant and comfortable feelings. Therefore, one of the means that has a unique opportunity to increase motivation and improve the learning of a modern preschooler, develop his creative abilities and create a positive emotional background of educational activities is the computer. Pedagogical discussions about the introduction of ICT in the educational process have been going on for quite a long time. But in the modern world it is difficult to stand still, therefore, whether we like it or not, ICT is firmly integrated into the educational process of preschool institutions.
The computer has become a necessary and important attribute not only in the life of adults, but also as a means of teaching children. Computer technology is a special direction in working with a child, which can help his development. Now it is not yet sufficiently developed in our country. If the school is actively moving forward, introducing more and more new technologies and methods of using computers, almost every school has computer classes and interactive whiteboards, then in preschool institutions this work is just beginning and, as a rule, at the level of the teacher’s personal interest. I am a supporter of the use of ICT in preparing and conducting direct educational activities, because I believe that in order to communicate with a child in the same language, a teacher must be armed with modern methods and new educational technologies. Even hyperactive children, whose attention is quite difficult to maintain for a long time, receive with great interest the information presented on the big screen, and even accompanied by various games and music. The penetration of modern technologies into educational practice opens up new opportunities.
The goals of using information technologies in the direct educational activities of the teacher:
· make education modern (in terms of the use of technical means);
· bring educational activities closer to the worldview of a modern child, since he watches and listens more than reads and speaks; prefers to use information obtained using technical means;
· establish relationships of mutual understanding and mutual assistance between teacher and student;
· help the teacher to present the material emotionally and figuratively.
· save time for both the teacher and the child, increase the density of educational activities, enrich it with new content.
· The use of ICT allows you to reproduce information simultaneously in the form of:
· text;
· graphic image;
· sound;
· speech;
· video.
All this allows the teacher to create fundamentally new means of child development for children.
Practice has shown that when using ICT, children's interest in classes increases significantly and the level of cognitive abilities increases. The presentation helps to combine a huge amount of demonstration material, freeing from a large volume of paper visual aids, tables, reproductions, art albums, audio and video equipment. Thus, I concluded that for the education of children, a computer can serve as a “raw material”, on the basis of which I can create my own teaching aids, compose my presentations, slide films, carry out my educational projects, thereby creating numerous work options that will help diversify and improve educational activities.
From the abundance of programs, theories, technologies and methods, I selected those that could help me create an integrated system of work, taking into account my individual qualities and the characteristics of the children entrusted to me.
Here are some options for using ICT in the educational process.
Using ICT in working with children:
· Multimedia equipment (creation and demonstration of presentations, slide films, video clips, elements and techniques of graphic images)
Direct educational activities with multimedia support - the teacher uses a computer as an “electronic board”. It uses ready-made electronic slides, videos or multimedia presentations. The use of multimedia presentations is advisable at any stage of educational activity. The teacher can use subject collections (illustrations, photographs, reproductions of paintings by the artists being studied, video excursions, video fragments, interactive models, projecting them on a large screen). Using the capabilities of PowerPoint, I developed presentations of some topics. This program allows you to completely collect all the necessary materials for classes, and then demonstrate them in the desired sequence on the screen. Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also in associative form in the memory of children. Another aspect should be touched upon. No matter how the GCD is developed, much depends on how the teacher prepares for it. It is necessary to think about changing the rhythm, diversifying the forms of activity, thinking about how to pause if necessary, how to ensure a positive emotional background.
The theoretical part is followed by practical work for children. In this part of the activity, options using ICT are also possible. For example, a teacher draws on the board, partially blocking the entire process of depiction and explanation, which negatively affects the quality of the presentation of the material; many questions arise. Also, when the teacher turns away from the board, he involuntarily loses contact with the children. I conclude that this method is not effective, the result is poor. When using computer technology, you can clearly and consistently show image techniques on a large screen. Visible and understandable to everyone.
In addition, you can compare several images on the screen simultaneously and identify their advantages and disadvantages.
· Interactive board (individual work for children, games, creative workshop programs)
Direct educational activities using an interactive whiteboard make it possible to turn the educational process into an exciting game. Children themselves become its participants. In this option, there may be cases when students simultaneously work with the teacher, and at a certain stage they move on to individual work on the board according to the instructions of the teacher. Presenting information on the screen in a playful way arouses great interest in children, and movements, sound, and animation attract attention for a long time. The use of such programs increases the child’s creativity; the ability to operate with symbols on a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative games creates additional motivation in the formation of educational activities; Individual work with a computer increases the number of situations that a child can solve independently. Such games help to diversify joint activities and make them more emotionally intense. For example, children receive a task: to depict an animal using geometric shapes using an interactive board. The children model animal figures, both realistic and from the fantasy world, thereby reinforcing their knowledge of geometric shapes. Such classes are held rarely, but with what admiration they are perceived by the children. And the teacher saves a lot of time and effort that would have been spent on preparing handouts and tedious cutting out of figures from cardboard.
· Internet resources (selection of visual demonstration materials, music, games, etc. for the lesson, lessons in the form of a virtual excursion with access to the World Wide Web).
Modern education is difficult to imagine without Internet resources. Internet search engines provide teachers with the opportunity to find almost any material on development and learning issues and any photographs and illustrations for classes.
Also, using the Internet, I select a musical composition that corresponds to the topic of educational activities. These can be classical or modern works, songs from children's cartoons. Using a video processing program, it’s easy to create your own clip with slides changing to music, selected for a specific topic.
Direct educational activities with access to the World Wide Web (can be with multimedia or computer support). If the classroom is connected to the Internet, you can offer to conduct a lesson in the form of a virtual excursion, for example, to museums around the world.
Of course, I comply with basic sanitary standards regarding the time preschoolers work at the computer. According to the requirements of SanPiN, direct educational activities using a computer require 10 minutes for children 5 years old, and 15 minutes for children 6-7 years old. When working, children are placed at a distance no closer than 2-3 m and no further than 5-5.5 m from the screen. Educational activities using a computer for children 5-7 years old should be carried out no more than once a day and no more than three times a week. In addition, when preparing multimedia presentations, I use the recommendations of psychologists about the influence of color on the cognitive activity of children, the combination of colors and their quantity. At the end of the lesson I do gymnastics for the eyes.
Use of ICT in methodological work:
· Development, systematization and collection of methodological developments and documentation (long-term plans, notes, games, music selection, etc.)
· Diagnostics of children's creative development (diagrams, graphs, tables)
· Internet resources (e-mail, search engines, electronic conferences)
· Exchange of experience, teaching materials and manuals with leading experts in the field of education around the world
It's no secret that recently, in addition to developments on direct educational activities, calendar and thematic plans, teachers are required to submit a large amount of paper reporting. To do this, you can create subject folders in the operating system with lesson developments, which can be divided into topics. They allow you to save and quickly find a file with documents. With the help of organizing programs, you can keep an individual diary of a child, record various data about him, test results, build charts, and generally track the dynamics of the child’s development. This can be done manually, but the time costs are not comparable. An important aspect of using a computer is maintaining a database of books. Today, a very large number of books on the upbringing and development of children have appeared, many books reflect complex approaches to teaching, others reflect the development of a certain quality, differentiating age categories, etc. Without a database, it is difficult to navigate the literature. E-mail, search engines, and electronic conferences are also becoming an integral part of modern education. On the Internet you can find information on the problems of training and development, about innovative kindergartens, foreign early development institutes, and establish contacts with leading experts in the field of education.
Using ICT in working with teachers:
· Multimedia equipment (creation and demonstration of presentations for consultations and seminars for teachers)
Forms of work with parents:
· Creation of a page with photo lessons on the institution’s website;
· Communication with parents online through the institution’s website;
· Internet resources (posting your notes, consultations, work experience on the institution’s website and on pedagogical websites, maintaining your own blog)
· Demonstration of presentations on organizing work with children;
· Creating your own blog on the Internet;
· Organization of final exhibitions using slide shows of children's works
And these are just some of the opportunities you can take advantage of. It’s hard to imagine how many more interesting things you can learn once you start using ICT in your work.
A teacher who creates or uses information technology is forced to pay great attention to the logic of presenting the material, which has a positive effect on the level of knowledge of students.
The use of information technologies in preschool educational institutions makes it possible to overcome the intellectual passivity of children and makes it possible to increase the effectiveness of the educational activities of preschool educational institutions teachers.
In conclusion, I would like to note that the use of ICT leads to a number of positive effects:
1. Enriches the activity with emotional coloring
2. Psychologically facilitates the process of assimilation
3. Arouses keen interest in the subject of knowledge
4. Expands your general horizons
5. The level of use of visual aids in the classroom is increasing.
6. Frees you from routine manual work;
7. Increases the productivity of the teacher and the child.
Using ICT to organize the activities of a preschool teacher: experience, problems, prospects
Socio-economic changes in Russia have led to the need to modernize many social institutions, and primarily the education system. New tasks set for education today are formulated and presented in the law “On Education of the Russian Federation” and the educational standard of the new generation.
Informatization of education in Russia is one of the most important mechanisms affecting all main directions of modernization of the educational system. Its main task is the effective use of the following major advantages of information and communication technologies:
- the possibility of organizing a cognition process that supports an activity-based approach to the educational process;
- individualization of the educational process while maintaining its integrity;
- creation of an effective management system for information and methodological support of education.
The key directions of the process of informatization of preschool educational institutions are:
1. Organizational:
- modernization of methodological service;
- improvement of the material and technical base;
- creation of a certain information environment.
2. Pedagogical:
- increasing the ICT competence of preschool teachers;
- introduction of ICT into the educational space.
In accordance with the Law “On Education in the Russian Federation,” preschool education is one of the levels of general education. Computerization of school education has a rather long history (about 20 years), but such a widespread use of computers in kindergarten has not yet been observed. At the same time, it is impossible to imagine the work of a teacher without the use of information resources. The use of ICT makes it possible to enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.
Areas of application of ICT by preschool teachers
1. Maintaining documentation.
In the process of educational activities, calendar and long-term plans are drawn up and drawn up, material is prepared for the design of the parent corner, diagnostics are carried out and the results are compiled both in printed and electronic form.
2. Methodological work, teacher training.
In the information society, networked electronic resources are the most convenient, fastest and most modern way to disseminate new methodological ideas and teaching aids, available to methodologists and teachers regardless of their place of residence. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes, to study new techniques, and when selecting visual aids for classes.
It is undeniably important to use ICT technologies both for maintaining documentation and for more effectively conducting methodological work and for improving the level of qualifications of a teacher, but the main thing in the work of a preschool teacher is the conduct of the educational process.
3. Educational process.
The educational process includes:
- organization of direct educational activities of the student,
- organizing joint developmental activities between teachers and children,
- implementation of projects,
- creation of a developmental environment (games, manuals, teaching materials).
In preschool children, visual-figurative thinking predominates. The main principle when organizing the activities of children of this age is the principle of clarity. The use of a variety of illustrative material, both static and dynamic, allows you to quickly achieve the intended goal during direct educational activities and joint activities with children. The use of Internet resources makes it possible to make the educational process information-intensive, entertaining and comfortable.
Classes using ICT.
In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, electronic and information resources are analyzed and the necessary material for the lesson is selected. Sometimes it can be very difficult to find the necessary materials to explain the topic of a lesson, so presentation materials are created using PowerPoint or other multimedia programs.
To conduct such classes, one personal computer (laptop), a multimedia projector, speakers, and a screen are used.
The use of multimedia presentations allows you to make the lesson emotionally charged, interesting, they are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.
With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue.
Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also associative form in the memory of children.
The purpose of this presentation of developmental and educational information is to form a system of mental images in children. Presenting material in the form of a multimedia presentation reduces learning time and frees up children's health resources.
The use of multimedia presentations in the classroom makes it possible to build the educational process on the basis of psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of learning and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.
The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of use of a presentation in a lesson depend on the content of this lesson and the goal set by the teacher.
The use of computer slide presentations in the process of teaching children has the following advantages:
- Implementation of polysensory perception of material;
- The ability to demonstrate various objects using a multimedia projector and projection screen in a many times enlarged form;
- Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;
- The ability to demonstrate objects that are more accessible to the intact sensory system;
- Activation of visual functions and eye abilities of the child;
- Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.
The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson. For example, the use of presentations in classes in mathematics, music, and familiarization with the outside world ensures that children are active when examining, examining, and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative, and spatio-temporal features in the objective world are formed. and properties, visual attention and visual memory develop.
The use of ICT does not provide for teaching children the basics of computer science and computer technology.
An important rule when organizing such classes is their frequency. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct activity at the PC.
The introduction of information technologies has advantages before traditional means of teaching:
1. ICT makes it possible to expand the use of electronic learning tools, as they transmit information faster.
2. Movements, sound, animation attract children's attention for a long time and help increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of material, the development of memory, imagination, and creativity of children.
3. Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children. In this case, three types of memory are included: visual, auditory, motor.
4. Slideshows and video clips allow you to show those moments from the outside world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, it’s raining.
5. You can also simulate life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.).
6. ICT is an additional opportunity to work with children with disabilities.
With all the constant advantages of using ICT in preschool education, the following problems arise:
1. Protecting the child's health.
Recognizing that the computer is a new powerful tool for the development of children, it is necessary to remember the commandment “DO NO HARM!” The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules.
When computers and interactive equipment operate indoors, specific conditions are created: humidity decreases, air temperature rises, the number of heavy ions increases, and electrostatic voltage in the area of children's hands increases. The intensity of the electrostatic field increases when finishing the cabinet with polymer materials. The floor must have an antistatic coating, and the use of carpets and rugs is not allowed.
To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary to: ventilate the office before and after classes, wet cleaning before and after classes. We conduct classes with older preschoolers once a week in subgroups. In his work, a teacher must necessarily use a set of eye exercises.
2. Insufficient ICT – teacher competence.
The teacher must not only perfectly know the content of all computer programs, their operational characteristics, the user interface of each program (the specific technical rules for operating with each of them), but also understand the technical characteristics of the equipment, be able to work in basic application programs, multimedia programs and the network Internet.
If the ECE team manages to solve these problems, then ICT technologies will become a great help.
The use of information technology helps to increase children's learning motivation and leads to a number of positive consequences:
- enriching children with knowledge in its figurative-conceptual integrity and emotional coloring;
- facilitating the process of learning material by preschoolers;
- arousing keen interest in the subject of knowledge;
- expanding the general horizons of children;
- increasing the level of use of visuals in the classroom;
- increasing teacher productivity.
It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.
So, the use of information technology will make the process of learning and development of children quite simple and effective, free them from routine manual work, and open up new opportunities for early education.
Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas in educational, educational and correctional processes. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work.
The use of information technologies in education makes it possible to significantly enrich and qualitatively update the educational process in preschool education and increase its efficiency.
List of used literature
- Management of innovation processes in preschool educational institutions. – M., Sfera, 2008.
- Horwitz Y., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5.
- Kalinina T.V. DOW management. “New information technologies in preschool childhood.” M, Sfera, 2008.
- Ksenzova G.Yu. Promising school technologies: educational and methodological manual. - M.: Pedagogical Society of Russia, 2000.
- Motorin V. "Educational capabilities of computer games." Preschool education, 2000, no. 11.
- Novoselova S.L. Computer world of a preschooler. M.: New School, 1997.