The use of interactive whiteboards in preschool education

Sardarova E.V.

Educator at MADOU "Child Development Center - Kindergarten No. 4"

Kamyshlov

One of the main tasks of modern education is to reveal
abilities of each child, raising a personality ready for life in
high-tech, competitive world.
Informatization of society poses a challenge for preschool teachers
become a child’s guide to the world of new technologies, a mentor in choosing
computer games and form the basis of personal information culture
child.

Society continues to search for more effective methods of cognition. How can I help you better understand the material? How to increase interest in the learning process is what always worries teachers all over the world. And it was the creation of an interactive whiteboard that helped answer this question.

An interactive whiteboard (ID) is a device that allows a teacher to combine two different tools: a screen for displaying information and a regular marker board. The ID connects to a computer and a projector. An image from any source (computer or video signal) is projected onto it, like a screen, with which you can work directly on the surface of the board. Manipulations of a computer mouse are carried out by touching the surface (with a special device - a stylus or just a finger), thereby the user has full access to control the computer. The board allows you to show slides, videos, make notes, draw, draw various diagrams, as on a regular chalk board, write comments and any changes on the projected image in real time and save them as computer files for further editing, printing, sending e-mail.

From a didactic point of view, an interactive whiteboard is a device that providesinteractive learning. Interactive learning is learning built on the interaction of the student with the learning environment, the learning environment, which serves as an area of ​​acquired experience and knowledge. A bright picture on the screen is just a way of presenting the material, and ID is a field of information exchange between teacher and student. The essence of interactive learning is that almost all students are involved in the process of cognition, have the opportunity to understand and reflect on what they know and think. The joint activity of students means that everyone makes their own special individual contribution to the learning process. An atmosphere of goodwill and mutual support allows not only to obtain new knowledge, but also develops the cognitive activity itself, transfers it to higher forms of cooperation and collaboration. When working with an interactive board, the teacher is always in the spotlight, which helps maintain constant contact with the children. The form of presentation of ID material corresponds to the way of perceiving information that distinguishes the new generation, which has a much higher need for temperamental visual information and visual stimulation.

The next didactic property of ID ismultimedia.Multimedia means the joint use of several means of transmitting information (media), the presentation of objects and processes with non-traditional text descriptions, and with the help of photos, videos, graphics, animation, sound, i.e. in a combination of information transmission media. ID brings the property of multimedia to a qualitatively new level, including in the process of perceiving “multi-media” information not just one person (as in the case of a preschooler working with a PC), but the entire team of students, which is more convenient and expedient for the subsequent process of discussion and collaboration.

The third property of ID is modeling, simulation of real objects or processes, phenomena, as well as computer simulation of user interaction with the real world. We implement modeling using ID, but only if there is an appropriate digital educational resource. In this case, the capabilities of the board make the process of working with a model using a personal computer not the property of one person, but open this process for a group of children, providing the opportunity for both individual and collective interaction with the model, discussion of its work and the results obtained.

The fourth didactic property of ID ishigh level of productivity of the learning processdue to simultaneous work with the entire group as a whole and the use of previously prepared material.

Thanks to visibility and interactivity, children are more willing to get involved in active work. In preschoolers, concentration increases, understanding and memorization of material improves, and perception sharpens. The presence and ability to use ID significantly increases the level of computer competence of the teacher, who receives the status of a modern educator who keeps pace with the development of information technology. This learning tool can be used to teach children of different ages.

Proper use of ID capabilities allows the teacher to:

∙ ​ improve the quality of teaching through a combination of traditional and computer methods of organizing educational activities;

∙ ​ present information in various forms (text, graphics, audio, video, animation, etc.), which ensures maximum clarity of the material being studied;

∙ ​ give out a large amount of information in parts, so the material being studied is easier to assimilate;

∙ ​ control the time parameters of the lesson;

∙ ​ activate the processes of perception, thinking, imagination and memory;

∙ ​ mobilize the audience's attention;

∙ ​ use various digital educational resources;

∙ ​ to reveal wide opportunities for creative realization in professional activities;

∙ ​carry out GCD at a high methodological level.

For a child, the use of interactive information technologies in learning helps to assert oneself, self-realization, encourages research, develops activity skills, removes the fear of answering at the board and increases motivation.

Proper use of the interactive whiteboard’s capabilities allows preschool teachers to:

• improve the quality of children's education through a combination of traditional and interactive methods of organizing educational activities;
• present information in various forms that are attractive to preschool children (audio, video, animation, etc.), which ensures maximum clarity of the material being studied;
  activate the processes of perception, thinking, imagination and memory;
  mobilize the attention of pupils;
• use various digital educational resources;
  carry out direct educational activities at a high methodological level.
• to reveal ample opportunities for creative realization of teachers in their professional activities;

The use of an interactive whiteboard in educational work with preschoolers in our preschool institution has shown a number of advantages compared to traditional forms of education and training:

• presentation of information on a large screen and the opportunity to operate with the depicted objects and objects themselves arouses children’s great interest in the activity;
• Possibility of presenting fragments of reality (video material);
• The ability to demonstrate moving, changing objects to children, to increase the size of the image (for example, book illustrations) in order to ensure their comfortable perception by all children in the group;
• simultaneous reproduction of objects presented in different ways (sound-image-movement);
• the ability to carry out many testing search actions with objects, comparing several options for transforming the same object;
• saving time required to prepare for classes and study specific material.
• organization of a subject environment favorable for development.
• ease of storage and repeated use of the material used.

The use of an interactive whiteboard in preschool education promotes the development of psychophysical functions, such as fine motor skills, visual-motor and optical-spatial orientation; formation of age-appropriate general intellectual skills (classification, seriation); development of personal components of cognitive activity (cognitive activity, independence, volition), which ensures the readiness of preschool children for school education.

In kindergarten - a universal tool that allows you to make classes with preschool children more interesting, visual and exciting, and contribute to the creation. In recent years, these opportunities have been appreciated and interactive whiteboards are increasingly being purchased. But, like teachers in schools several years ago, kindergarten teachers are taking only the first steps in mastering this tool, studying its capabilities.

Interactive whiteboard in kindergarten: methods of application and evaluation of effectiveness

An interactive whiteboard in a preschool educational institution can be used as a regular screen or TV to demonstrate visual material, but this does not allow using all its resources.
Thus, on the board screen, children can perform tasks in almost the same way as on paper - connecting dots, drawing, writing, which contributes to the formation of graphic skills. Teachers can show them on the board how to do tasks on paper, such as learning to draw.

Techniques based on moving images or text on the board screen are also available. While completing tasks, children can arrange images in a certain order, continue the sequence, establish correspondence, and sort pictures or inscriptions according to a given characteristic. On the screen of the interactive whiteboard in the preschool educational institution, you can work with a virtual designer and use it for modeling. Most tasks that develop logic and thinking are easier for a child to understand if presented on an interactive board. Thus, the teacher’s knowledge of the capabilities of this tool allows him to diversify activities for children.

When preparing materials, teachers who are just starting to use an interactive whiteboard in kindergarten face some difficulties. The creation of interactive resources for kindergarten has certain specifics. The image on an interactive whiteboard is perceived differently than on a monitor, and the layout of interactive elements that is convenient for mouse operation may not be convenient when using an interactive whiteboard. Such differences are explained by the psychophysiological characteristics of young children and the corresponding requirements for the ergonomics of interactive resources.

The interactive whiteboard has a fairly large screen. A small child standing at the board cannot look at the whole board to find the images needed to complete the task. The images themselves should not be too large, otherwise they are poorly perceived at close range.

Despite the fact that preschool institutions try to place the board as low as possible, children’s height does not allow them to use its entire surface. Taking this into account, pictures for moving or connecting with lines, fields for writing and places for drawings should be at the bottom of the board (in its lower half or third, depending on the age of the children). The distance between the images that the child works with independently should be small. Otherwise, children, especially younger ones, will not be able to draw a long enough line to connect elements or drag them to the right place without “dropping”.

Knowing these recommendations does not always allow you to avoid mistakes when creating interactive resources. In most cases, when preparing materials for educational activities, teachers work at a computer without having an interactive whiteboard nearby in kindergarten. The small size of the monitor creates the illusion of compactness of all objects on the page, and teachers often underestimate the difference between a computer monitor and an interactive whiteboard screen. The picture on the board is on average five times larger than on the monitor, and “only” ten centimeters turns into “as much as” fifty centimeters on the board, which is difficult for children to cope with.

These principles are not absolute - in Fig. Figure 3 shows an example of a task in which the child does not need to try to cover the entire surface of the board with his gaze; he can act sequentially, focusing on the part of the image with which he is working.

With the help of multi-user boards, it is convenient for the teacher to create tasks for several preschoolers to work at the same time. The space allocated for one child to work allows them to fully realize the capabilities of such boards, placing up to three tasks side by side (if the board supports three touches, such as the Elite Panaboard UB-T880).

Of course, if only the teacher works on the page, showing children how to complete a task on paper or expecting them to give correct oral answers, in accordance with which he performs certain actions on the board, such restrictions do not matter. The teacher works on the board screen, and children, being at some distance, can take in the entire image with their gaze.

Marina Chaban
Using an interactive whiteboard as a means of implementing ICT in preschool educational institutions

USING AN INTERACTIVE WHITEBOARD AS A MEANS OF ICT IMPLEMENTATION IN A PRESIDENTIAL EDUCATIONAL INSTITUTION.

CHABAN MARINA VLADISLAVOVNA

GRUZDEVA DARIA ALEXANDROVNA

KLIMENKOVA RAISA NIKOLAEVNA

[email protected]

State budgetary preschool educational institution kindergarten No. 49 of the Frunzensky district of St. Petersburg

annotation

This report presents the relevance use information and communication technologies in preschool educational organizations. And also some of interactive developmental benefits (programs) For interactive whiteboard, used in our educational organization.

In the 21st century it is impossible to imagine the life of a modern person without use information and communication technologies (ICT, such as television, Internet, game consoles, smartphones, gaming tables, interactive whiteboards, which firmly enter into all spheres of human life. From early childhood, parents begin to introduce children to information technologies, which 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 is the ability to independently acquire new knowledge.

The child’s ability to perceive information simultaneously in the form of text, graphic images, sound, speech, video allows him to master new means of activity, which are fundamentally different from all existing games and toys. All this places qualitatively new demands on preschool education - the first link of lifelong education, one of the main tasks of which is to lay the potential for enriched development of the child’s personality. To solve many educational problems and increase the cognitive activity of preschoolers, teachers at our institution often use information technologies with the help of which they create electronic didactic resources.

The main goal of introducing information and communication technologies (ICT) is the creation of a unified information space of an educational institution, a system in which all participants of the educational institution are involved and connected at the information level process: administration, teachers, children and their parents. This goal defines the tasks that ICT is designed to solve in a preschool educational institution. Among two of them can be distinguished main:

Ensuring maximum quality of services provided services:

Ensuring the quality of educational resources for the educational process (network Internet, TV, interactive whiteboards);

Ensuring interaction with family;

Ensuring openness of the work of a preschool educational institution for parents.

Improving child safety (CCTV);

Facilitating the work of preschool education workers institutions:

Relief implementation educational activities (due to Internet resources, media libraries);

Facilitation of methodological work;

Facilitation of reporting;

Opportunity self-realization and self-education.

Interactive and multimedia tools are aimed at developing in children the desire to acquire new knowledge. interactive board significantly expands the possibilities of presenting educational information and allows you to enhance the child’s motivation.

There are many different interactive programs, used in preschool education. Let's focus on some of them. In particular, this series interactive developmental benefits for interactive whiteboard, the purpose of which is to organize work with preschool children in the main areas of child development, defined by the Federal State Educational Standard for Preschool Education (FSES DO):

Cognitive and speech development: “Talking pictures”, “Games with words”, “Step by step”, “Educational games”, “Look and talk”, “Logo games”, “Games for little genius”;

Physical development: “Rhythmic Logo”, “Educational Games”;

Social-communicative development: “Games with words”, “Step by step”.

The main task of these benefits is the speech development of children. Since it is in preschool age that speech is formed, special attention is paid to speech development. To develop correct speech, it is necessary to develop auditory perception, phonemic hearing. For this purpose in the manuals are used not only visual images on the screen, but also audio exercises.

Except interactive components of these manuals contain teaching materials that can be printed and use when working with children. All programs are divided into age groups categories:

For younger preschoolers (3-5 years):

- “Game logo” – development of the organs of speech, breathing,

- “Talking pictures” – development of auditory perception, speech, articulation, expansion of vocabulary.

For middle preschoolers(4-6 years):

- “Games with words” – development of attention, memory, thinking.

- “Step by step” – development of coherent speech, visual and auditory perception, graphic skills, ideas about the world around us.

For older preschoolers (5-7 years):

- “Logo Rhythmics” – development of gross motor skills and coordination, development of auditory perception and memory, vocal functions (tempo, intonation, rhythm);

- “Educational games” – development of phonemic hearing, memory, thinking;

- “Games for a little genius” – development of attention and memory, logical abilities, familiarity with numbers and letters;

- “Look and speak” – expansion of vocabulary, development of pronunciation.

In addition to these benefits, very interesting and the possibilities are endless interactive whiteboard with MIMIO program. The program is multifunctional, allows you to create games in which children can produce interactive activities(move, draw, move, stretch, using color, line thickness). Usage various applications: moving images, sound, animation, gaming techniques, color effects contribute to the development of involuntary attention in preschoolers, increases cognitive interest, visual memory and thinking develop. Working with the MIMIO program, children travel even to those life situations that cannot be seen in everyday life (the underwater kingdom, the flight of a rocket, the transformation of a chrysalis into a butterfly, a trip to the past). MIMIO – projects can be use ready-made, and also create them yourself.

The ICT used is varied. You can't impoverish a child using only one technology. ICTs are important and necessary for the development of children and certainly bring benefits if all the necessary regime points are observed. When working with children, ICT increases the cognitive motivation of pupils, and accordingly there is an increase in their achievements. Parents celebrating children's interest in preschool educational institutions, began to treat teachers more respectfully, listen to their advice, and participate more actively in group projects. Thus, usage ICT helps improve the quality of the educational process.

Publications on the topic:

“Use of an interactive whiteboard in the work of a preschool educational institution.” Consultation for educators The use of information and communication technologies in the educational process in a preschool educational institution is one of the most

Integrated lesson in the second junior group “Journey through Chukovsky’s fairy tales” using an interactive whiteboard Integrated lesson in the second junior group on familiarization with fiction and speech development “Journey through Chukovsky’s fairy tales.”

The use of ICT in the educational process as a means of developmental learning Informatization of education is one of the priority areas for the development of the social sphere and is organically connected with the process of modernization.

Using an interactive whiteboard in working with preschool children with disabilities Recently, there has been an increase in the number of children with various developmental disorders and, accordingly, there is a need to search.

Using educational games with preschool children as a means of implementing the regional component. Using educational games with preschool children as a means of implementing the regional component. “Through subsequent children.

Lesson notes using the interactive whiteboard “Properties of Water” Topic “Properties of Water” Purpose: To improve children’s knowledge about the various properties of water. Sit down comfortably, don't move around, don't move around.

Consultation for teachers of preschool educational institutions “Psychological foundations of using an interactive whiteboard and technical teaching aids” Psychological foundations of using an interactive whiteboard and technical teaching aids. IR technologies will increase the productivity of teaching and learning.

Methodological guide for computer science teachers and educators in preschool educational institutions “Using an interactive whiteboard in working with children” Explanatory note Modern technologies for transmitting information open up completely new opportunities for us in the field of education.

Project activities as a means of implementing Federal State Educational Standards in preschool educational institutions Introduction Entering the transition period that the entire education system, including preschool education, is experiencing, perceives it positively.

The use of modern educational practices as an effective means of achieving the objectives of the NGO “Speech Development”“The use of modern educational practices as an effective means of achieving the objectives of the educational field “Speech Development” Speech.

Image library:

How does an interactive whiteboard work?

An interactive whiteboard is a touch display that works as part of a system that also includes a computer and a projector. The computer sends the image to the projector. The projector transmits the image to the interactive whiteboard. The interactive whiteboard works simultaneously as a monitor and a data input device: you can control the computer by touching the surface of the board. You can work with your interactive whiteboard in the same way as you would with a computer display: one touch on the surface of the interactive whiteboard is equivalent to clicking the left mouse button. We open the program in the same way as we do on a computer, but instead of selecting and opening files with the mouse, we do the same with our finger. In order for the cursor to respond to finger taps, you need to calibrate the screen. Screen calibration is necessary to ensure accurate touch on your interactive whiteboard. For example, if you click the Start button and the cursor appears in a different location. The interactive whiteboard makes it possible to demonstrate slides, videos, make notes, draw, draw various diagrams, create games, activities, make notes on the image in real time, make any changes and save them as computer files for further editing and printing.

Teachers can show on the board how to complete tasks on paper, for example when teaching drawing. Working techniques based on moving images on the board screen are also available. While completing tasks, children can arrange images in a certain order, continue the sequence, establish correspondence, and sort pictures according to a given criterion. On the screen of the interactive whiteboard you can work with a virtual designer and use it for modeling. Most tasks that develop logic and thinking are easier for a child to understand if presented on an interactive board. Thus, the teacher’s knowledge of the capabilities of this tool allows him to diversify activities for children.

The advantages of using an interactive whiteboard in working with preschoolers include:

1. Stimulating cognitive aspects of learning, such as perception and awareness of information due to the brightness and attractiveness of objects for preschool children;

2. Development of teamwork and collective cognition skills;

3. Simultaneous use of several channels of perception in the learning process, thereby achieving integration of information delivered by several different senses;

4. Visualization of abstract information through dynamic representation of processes.

Features of designing assignments for preschoolers

When working with preschool children, there are some peculiarities in designing tasks for the interactive whiteboard.

An interactive whiteboard is a large enough screen that a small child standing nearby cannot look at it entirely to find the images necessary to complete the task. The images themselves should not be too large, otherwise they will be poorly perceived at close range.

Children's height does not allow them to use the entire surface of the board. Taking this into account, pictures for moving or connecting with lines, fields for writing and places for drawings should be located at the bottom of the board (bottom half or third, depending on the age of the children). Images that the child works with independently should be placed closer to each other. Otherwise, children, especially younger ones, will not be able to draw a long enough line to connect them or drag them to the right place without “dropping”.

In most cases, when preparing materials for educational activities, teachers work at a computer without an interactive whiteboard nearby. The small size of the monitor creates the illusion of compactness of everything on the page, and the difference between a computer monitor and an interactive whiteboard screen is often underestimated. On average, the picture on the board is five times larger than on the monitor, and “only” ten centimeters on the board turns into “as much as” fifty, which is already difficult for children to cope with.

The figure shows an example of a task in which the child does not need to try to cover the entire surface of the board with his gaze - he moves sequentially, focusing on the part of the image with which he is working.

Using multi-user boards, a teacher can create tasks for several preschoolers to work on at the same time. The limited space available for one child to work makes it possible to fully use the capabilities of such boards by placing up to two tasks side by side, that is, working on one board with two touches.

As the teacher gains practical experience working with an interactive whiteboard, he will learn to see the correct layout for a new page. However, knowledge of the basic principles of the layout of interactive resources will allow you to avoid many mistakes at the initial stages of work that make it difficult to use the interactive whiteboard.

Conclusion

It is no longer possible to imagine our daily life without information technology. Their use in preschool education, of course, allows you to expand the creative capabilities of the teacher and has a positive impact on various aspects of the mental development of preschool children. Thus, we can conclude that the interactive whiteboard is a universal tool for both its use in the educational process and for improving the teacher’s level in the field of mastering ICT.

Modern children “from birth” begin to receive information from various electronic sources: televisions, DVD recorders, computers, mobile phones. And parents are often surprised how the child knows which button to press to perform the desired operation, what this or that term in a program, even a non-game one, means. When looking at electronic screens, kids often notice things that adults have difficulty seeing after viewing a fragment several times.

Modern city children often do not know where milk comes from, how a hen hatches eggs, what a horse eats, or how a stream gurgles. But they will tell you what continent a hippopotamus and a giraffe live on, they can easily send an SMS message, explain what this or that computer key combination means.

Download:

Preview:

Selina N.G.

"Interactive board

in the educational process of preschool educational institutions"

The interactive whiteboard is a valuable educational tool

and increase motivation

in modern children.

Relevance: Modern children “from birth” begin to receive information from various electronic sources: televisions, DVD recorders, computers, mobile phones. And parents are often surprised how the child knows which button to press to perform the desired operation, what this or that term in a program, even a non-game one, means. When looking at electronic screens, kids often notice things that adults have difficulty seeing after viewing a fragment several times.

Modern city children often do not know where milk comes from, how a hen hatches eggs, what a horse eats, or how a stream gurgles. But they will tell you what continent a hippopotamus and a giraffe live on, they can easily send an SMS message, explain what this or that computer key combination means.

And NOW, more than ever, THE QUESTION ARISES: How to use these features of children's thinking in directly organized and cognitive activities with preschool children???

According to the new requirements of the Federal State Educational Institution for Education, the introduction of innovative technologies is intended, first of all, to improve the quality of education, increase the motivation of children to acquire new knowledge, and speed up the process of assimilation of knowledge. One of the innovative areas is computer and multimedia technologies.

Currently, information and communication technologies are actively being introduced into the educational process of preschool educational organizations and is one of the priorities of education. Many simple and complex computer programs have been created and are being created for different areas of cognition in each age period. The use of information and communication technologies (ICT) in preschool education is becoming increasingly relevant, as it allows, through multimedia, in the most accessible, attractive and playful form, to develop various psychophysical functions of children, such as visual and auditory perception, attention, memory, verbal and logical thinking, as well as strengthen the creative component of the educational process.

The answer to the question:How to use the features of “modern” children's thinking in directly organized and cognitive activities with preschool children???THIS is the best that exists from technical visual aids that help the effective interaction of the teacher with the students -interactive whiteboards.

In our preschool educational institution, the Smart Board interactive board with the SMART Notebook program is a universal tool that allows any teacher to organize the educational process. Children's interest in knowledge, stability of attention, and speed of mental operations increased.

For greater efficiency, educational activities are built taking into account the educational program of the kindergarten and the age characteristics of preschoolers; they include entertaining questions, animated pictures, games, and educational films.

The interactive whiteboard combines a huge amount of demonstration material, frees from a large volume of paper visual aids, tables, reproductions, audio and video equipment, significantly expands the possibilities of the presented cognitive material, allows you to increase the child’s motivation to master new knowledge, enhances the efficiency of mastering the material, increases the speed of reception and processing information for better memorization by children.

The use of an interactive whiteboard in the educational process in combination with traditional methods significantly increases the effectiveness of educating preschool children. At the same time, high-quality mastery of program material, sensory, cognitive, speech development, social and communicative development, development of grapho-motor skills, fine motor skills and spatial orientation occur. Thanks to the interactive whiteboard, the speed of information transfer to children increases, the level of understanding of it by children improves, which contributes to the development of all forms of thinking (concept-judgment-inference).The use of an interactive board using multimedia technologies (graphics, color, sound, video materials) allows you to simulate various problem situations and environments, allows the child to see himself from the outside, to observe the actions of his play partners. Children get used to assessing the situation without completely immersing themselves in the virtual world alone with the computer.

The children's first reaction to the interactive whiteboard was pronounced interest. Changes in screen elements when touching your hands look very impressive. Children like to “move” objects with their fingers, build various objects and diagrams for games from a set of geometric shapes, write with markers, and erase from the board. The visibility of electronic interactive whiteboards allows you to focus and hold the attention of students. Even one image children see is enough to start a discussion. This is especially valuable for working with fidgets.

Benefits have been noted for various types of activities in kindergarten: Familiarization with the outside world, Mathematics, Speech development, Preparation for literacy. When working with an interactive whiteboard, children's fatigue is reduced, since the cognitive material presented to children is distinguished by clarity and brightness of images. Children's attention becomes more concentrated.

And if at the beginning of the year:

Children were less active during directly organized activities

Motivation for cognitive activity was reduced

Certain computer skills are not developed

Narrow opportunity or complete lack of access to information resources

Low activity and curiosity of preschoolers

Thanks to the interactive whiteboardat the end of the year we succeeded:

Involve passive children in active activities;

Make GCD more visual and intense;

Activate cognitive interest and curiosity of preschool children

Activate thought processes (analysis, synthesis, etc.);

Implement student-oriented, differentiated approaches in educational activities.

The scope of children's access to information resources has expanded.

Developed certain computer skills.

Creative imagination and creativity have increased significantly.

From all of the above, the conclusion is:

1. The interactive board made it possible for students to visually present the result of their actions, identify achievements in the process of work, record the moments where mistakes were made in order to correct them, i.e. contribute to the activation of children's mental activity.

2. The presence of an interactive whiteboard, combined with the teacher’s work skills, allows you to complete the assigned tasks much more efficiently.

3. Innovative technologies also involve parents of pupils in the educational process, helping to fully reveal the abilities of their children, as well as to see their creative potential.

Preview:

To use the preview, create a Google account and sign in: