Use of ICT in professional activities. Information and communication technologies in the professional activities of life science teachers Information and communication technologies in professional activities

30.05.2020

ICT (information communication technologies) are processes and methods of interaction with information that are carried out using computer devices, as well as telecommunications.

The role of ICT in modern society

Currently, one can observe a constant increase in the influence of media technologies on humans. They have a particularly strong impact on children: twenty years ago, a child would rather watch a movie than read a book. However, today, under the powerful pressure of information, advertising, computer technology, electronic toys, game consoles, etc., are increasingly disconnected from reality. Now, if a student cannot avoid reading a book, he no longer goes to the library, but downloads it to his tablet. Very often you can observe the following picture: a group of young people is sitting in a park, square or shopping and entertainment complex, they do not communicate with each other, all their attention is focused on smartphones, tablets, laptops. If this phenomenon continues to be observed, then soon children will completely forget how to communicate. And so the ministries of education of many countries on our planet, instead of developing schoolchildren’s interest in live communication and learning in general, decided to follow the path of least resistance and give children what they want. According to some experts, a child’s brain perceives new information better if it is presented in an entertaining form, which is why they easily perceive the data presented in the lesson with the help of media (in connection with this, the use of information and communication technologies in education is constantly growing today). It’s hard to argue with this, but the other side of the coin of such an educational process is that children stop communicating with the teacher, which means their ability to think decreases. It is much better to restructure the educational process so that it is not boring and always maintains the child’s thirst for new knowledge. But this issue will have to be left to the conscience of officials.

Concept of communication and information technologies

The processes of informatization in modern society, as well as the closely related reform of educational activities, are characterized by the improvement and mass distribution of modern ICT. They are actively used to transmit data and ensure interaction between teacher and student in the modern system of distance and open education. Today, a teacher is required to possess skills not only in the field of ICT, but also to be responsible for the professional use of information and communication technologies in his immediate activities.

The term “technology” comes to us from the Greek language, and translated it means “science”. The modern understanding of this word includes the application of engineering and scientific knowledge to solve specific practical problems. Then information and communication technology is a technology that is aimed at transforming and processing information. But that's not all. In essence, information and communication technology is a general concept that describes various mechanisms, devices, algorithms, and methods of data processing. The most important modern ICT device is a computer equipped with the necessary software. The second, but no less important, equipment is the means of communication with information posted on them.

ICT tools used in the modern education system

The main means of ICT technology for the information environment of the education system is a personal computer equipped with the necessary software (systemic and applied in nature, as well as tools). Systemic ones primarily include operating software. It ensures the interaction of all PC programs with the equipment and PC user. This category also includes service and utility software. Application programs include software that is an information technology toolkit - working with texts, graphics, tables, etc. The modern education system widely uses universal applied office software and ICT tools, such as word processors, presentation preparation, spreadsheets, graphics packages, organizers, databases, etc.

Development of information and communication technologies

With the organization of computer networks and similar means, the education process has moved to a new quality. First of all, this is due to the ability to quickly receive information from anywhere in the world. Thanks to the global computer network Internet, instant access to the planet (electronic libraries, file storage, databases, etc.) is now possible. This popular resource has published more than two billion different multimedia documents. The network provides access and allows the use of other common ICT technologies, these include email, chat, lists, and mailings. In addition, a special software for online communication (in real time), allowing, after establishing a session, to transmit text (entered from the keyboard), as well as sound, image and various files. Such software makes it possible to organize joint communication remote users, with software running on a local personal computer.

7. Ensuring learning flexibility.

Negative impact of ICT tools on students

Information and communication technology, introduced into everything, leads to a number of negative consequences, including a number of negative psychological and pedagogical factors influencing the health and physiological state of the student. As already mentioned at the beginning of the article, ITC leads to the individualization of the educational process. However, this is a serious disadvantage associated with total individualization. Such a program entails the curtailment of the already scarce live dialogical communication of the participants in the educational process: students and teachers, students among themselves. It essentially offers them a surrogate of communication - a dialogue with a computer. Indeed, even a verbally active student becomes silent for a long time when working with ICT tools. This is especially typical for students of distance and open forms of education.

Why is this so dangerous?

As a result of this form of learning, throughout the entire lesson the student is busy silently consuming the material. This leads to the fact that the part of the brain responsible for the objectification of a person’s thinking turns out to be turned off, essentially immobilized during many years of study. It is necessary to understand that the student already does not have the necessary practice of forming, formulating thoughts, as well as dialogical communication in a professional language. As psychological studies have shown, without developed communication, the student’s monological communication with himself, precisely what is commonly called independent thinking, will not be formed at the proper level. Agree that asking yourself a question is the most accurate indicator of the presence of independent thinking. As a result, if you follow the path of individualization of learning, you may miss the very opportunity to form a creative process in a person, the origin of which is built on dialogue.

Finally

To summarize, we can note another significant drawback of information and communication technologies, which stems from the main advantage - the general availability of information resources published on the Internet. This often leads to the student following the path of least resistance and borrowing ready-made essays, problem solutions, projects, reports, etc. from the Internet. Today, this already familiar fact confirms the low effectiveness of this form of learning. Of course, the prospects for the development of information and communication technologies are high, but they must be implemented thoughtfully, without manic totalization.

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

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

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

By discipline: Information Technology in education

On the topic: "ICT tools in future professional activities"

Moscow 2016

Introduction

Informatization processes modern society and closely related processes of informatization of all forms of educational activity are characterized by processes of improvement and mass dissemination of modern information and communication technologies (ICT). Such technologies are actively used to transmit information and ensure interaction between teacher and student in modern systems open and distance education. A modern teacher must not only have knowledge in the field of ICT, but also be a specialist in their application in their professional activities.

Word " technology"has Greek roots and translated means science, a set of methods and techniques for processing or processing raw materials, materials, semi-finished products, products and converting them into consumer goods. The modern understanding of this word includes the application of scientific and engineering knowledge to solve practical problems. In this case Information and telecommunication technologies can be considered technologies that are aimed at processing and converting information.

Information and Communication Technologies (ICT) is a general concept that describes various devices, mechanisms, methods, algorithms for information processing. The most important modern devices ICT is a computer equipped with appropriate software and telecommunications equipment along with the information posted on them.

As practice shows, it is no longer possible to imagine a modern school without new information technologies. It is obvious that in the near future the introduction of personal computers will increase, and in accordance with this, the requirements for computer literacy of primary school students will increase. Appear unlimited possibilities for individualization and differentiation of the educational process, refocusing it on the development of thinking and imagination as the main processes necessary for successful learning. And finally, the effective organization of students’ cognitive activity is ensured.

1. ICT tools used in education

information communication technology educational

The main ICT tool for the information environment of any education system is a personal computer, the capabilities of which are determined by the software installed on it. Main categories software are system programs, application programs and software development tools. TO system programs, first of all, relate OS, ensuring the interaction of all other programs with the equipment and user interaction personal computer with programs. This category also includes official or service programs. Application programs include software that is an information technology toolkit - technologies for working with texts, graphics, tabular data, etc.

In modern education systems wide use received universal office application programs and ICT tools: word processors, spreadsheets, presentation preparation programs, database management systems, organizers, graphics packages, etc.

With the advent of computer networks and other similar ICT means, education acquired a new quality, associated primarily with the ability to quickly receive information from anywhere in the world. Through the global computer network Internet, instant access to the world's information resources (electronic libraries, databases, file storages, etc.) is possible. About two billion multimedia documents have been published on the most popular Internet resource - the World Wide Web WWW.

Other common ICT tools available online include email, mailing lists, newsgroups, and chat. Developed special programs for communication in real time, allowing, after establishing a connection, to transmit text entered from the keyboard, as well as sound, image and any files. These programs allow you to organize collaboration between remote users and a program running on the local computer.

With the advent of new data compression algorithms, the sound quality available for transmission over a computer network has increased significantly and has begun to approach the sound quality of conventional telephone networks. As a result, a relatively new ICT tool, Internet telephony, began to develop very actively. Using special equipment and software, you can conduct audio and video conferences via the Internet.

To ensure effective search for information in telecommunication networks, there are automated search tools, the purpose of which is to collect data about the information resources of the global computer network and provide users with a quick search service. By using search engines you can search for documents world wide web, multimedia files and software, address information about organizations and people.

With the help of ICT network tools, it becomes possible to have wide access to educational, methodological and scientific information, organize operational consulting assistance, simulate research activities, and conduct virtual training sessions (seminars, lectures) in real time.

There are several main classes of information and telecommunication technologies that are significant from the point of view of open and distance education systems. Some of these technologies are video recordings and television. Videotapes and associated ICT tools allow large numbers of students to listen to lectures from top teachers. Videotapes with lectures can be used both in special video classes and at home. It is noteworthy that in American and European training courses the main material is presented in printed publications and on video cassettes.

Television, as one of the most common ICTs, plays a very important role in people's lives: almost every family has at least one TV. Educational television programs are widely used throughout the world and are a prime example of distance learning. Thanks to television, it becomes possible to broadcast lectures to a wide audience in order to increase the overall development of this audience without subsequent monitoring of knowledge acquisition, as well as the opportunity to subsequently test knowledge using special tests and exams.

A powerful technology that allows storing and transmitting the bulk of the material being studied is educational electronic publications, both distributed on computer networks and recorded on CD-ROM. Individual work with them gives a deep assimilation and understanding of the material. These technologies make it possible, with appropriate modification, to adapt existing courses for individual use and provide opportunities for self-learning and self-testing of acquired knowledge. Unlike a traditional book, educational electronic publications allow you to present material in a dynamic graphic form.

2. Functional purpose of information and communication technologies

Information technologies can be classified according to their functional purpose:

presentations

educational games and educational programs

didactic materials

programs - simulators

virtual experiment systems

electronic textbooks

electronic encyclopedias.

Presentations- This is the most common type of presentation of demonstration materials. Presentations are electronic filmstrips, but, unlike conventional filmstrips, they can include animation, audio and video fragments, elements of interactivity, that is, a reaction to user actions can be provided. Presentations are especially interesting because they can be created by any teacher who has access to a computer, with minimal costs time. They are actively used to present student projects.

Educational games and educational programs aimed at preschoolers and primary schoolchildren. This type includes interactive programs with a game script. By performing various tasks during the game, students develop fine motor skills, spatial imagination, logical thinking and, possibly, gain additional skills when working on the keyboard.

Didactic materials- collections of tasks, dictations, exercises, as well as examples of abstracts and essays presented in in electronic format, in the form of a simple set of file texts.

Programs - simulators serve as didactic materials. Modern simulator programs can track the progress of the solution and report errors.

Virtual experiment systems- software systems that allow the student to conduct experiments that would be impossible for safety or financial reasons.

Electronic textbooks and training courses combine all or several of the above-described types of training programs into a single software package.

In electronic encyclopedias The functions of demonstration and reference materials are combined. In accordance with their name, they are an electronic analogue of conventional reference and information publications. Unlike their paper counterparts, such encyclopedias have additional properties and capabilities: they support a convenient search system by keywords and concepts, a convenient navigation system based on hyperlinks, the ability to include audio and video fragments.

One of important conditions Improving the quality of the auxiliary process in general, and the lesson in particular, the successful assimilation of knowledge by children, the formation of their skills and abilities, is the use of information and communication teaching tools, which contribute, first of all, to a better implementation of the principle of clarity in teaching.

At the same time, information and communication means of education make it possible to collectively influence the senses, develop thinking, activate creative abilities, cultivate interest in classes, and, in general, educate and form a comprehensively developed personality.

A computer is a powerful means of influencing the human psyche. Thanks to modern technology, creating a variety of visual illustrations and sound, fascinating children's encyclopedias appear on the computer today, allowing the child to “travel” around the world.

All types of teaching aids carry a different didactic load, helping students create a holistic picture of the historical past, deepen and systematize knowledge, develop skills, and optimize the educational process. The use of a variety of teaching aids, both traditional and new technologies, can provide significant support to the teaching process in primary school and will improve the quality of student learning.

The following areas of new information technology teaching aids are currently being developed:

1) universal information technologies ( text editors, graphics packages, database management systems, processors spreadsheets, modeling systems, expert systems and so on.);

2) computer telecommunications;

3) computer training and monitoring programs, computer textbooks;

4) multimedia software products.

The use of new information technologies can transform the teaching of traditional academic subjects, rationalizing child labor, optimizing the processes of understanding and memorizing educational material, and most importantly, raising children's learning to an immeasurably higher level. The computer is able to quickly and effectively teach children to independently work with large texts, which is what secondary schools require from primary schools when issues of continuity are discussed. The computer is also a powerful stimulus for children's creativity.

With the help of information technology, it is possible not only to provide information, but also to receive it from the user. Information technology can enable learning anywhere and anytime, making it a powerful tool for learning learning materials in education. Information technologies help children become more active and independent learners, allow them to learn from each other and have access to a wide range of information.

Information Technology:

provide conditions for an individual learning process for both students with learning difficulties and successful students. For example, each topic offers tasks of different difficulty levels.

the level of clarity is much higher than in printed textbooks. Moreover, visibility is more high level, since it is implemented using animation, sound, and video clips.

ensure the teacher creates a favorable intellectual background for learning, especially necessary for well-performing students.

Using information technology, the teacher pursues the following goals:

providing content and technological support for basic teaching tools, strengthening the visual basis for the formation of natural science and social science knowledge among junior schoolchildren;

the formation of a general culture and erudition of younger schoolchildren, ensuring the creation of a prosperous intellectual background for learning;

formation of information culture of students;

development of cognitive interests of students;

3. Use of information and communication technologies in the learning process

The use of information and communication technologies in teaching allows:

develop students' research skills and creative abilities;

strengthen learning motivation;

to form in schoolchildren the ability to work with information and develop communication skills;

actively involve students in the educational process;

qualitatively change the control over the activities of students;

introducing schoolchildren to the achievements of the information society.

The learning process will be most effective if, along with oral and written speech, the potential of the computer is used. Younger schoolchildren have the most developed visual-figurative and visual-effective thinking. Therefore, visual material technical means training, multimedia systems and projection equipment make it possible to use all channels of perception of educational information (visual, kinetic, auditory), and this undoubtedly improves the quality of learning the educational material, because First of all, they influence the initial stage of the process of knowledge acquisition - the stage of sensation and perception. The knowledge obtained with the help of screen-sound images provides a further transition to a higher level of cognition - concepts and theoretical conclusions.

Thus, information and communication technologies can significantly increase the efficiency of the educational process and solve the problems facing an educational institution in raising a comprehensively developed, creatively free individual.

ICT can be used at all stages of the lesson:

1) When explaining new material:

presentations

information Internet sites

information resources on disks

2) When practicing and consolidating skills:

computer training programs;

computer simulators;

computer games;

printed handouts (cards, assignments, diagrams, tables, crosswords without automatic processing of results) - (digital tables);

printed illustrative material.

3) At the knowledge control stage:

computer tests (open, closed);

crosswords (with automatic result processing).

4) At the stage independent work students

digital encyclopedias;

reference books;

electronic textbooks;

integrated tasks.

5) For research activities of students:

digital science laboratories;

Internet.

What do these lessons give?students?

Enjoy visiting the subject.

Due to increased interest, significantly improve the quality of knowledge.

With the help of bright visual material, even the most difficult material is easy to understand.

The desire to learn for the sake of knowledge, and not for the sake of assessment.

Analyze, compare events, actions, build your personal assumptions and conjectures based on the knowledge gained.

What do such lessons give to the teacher?

Conduct each lesson more vividly and imaginatively, cover each topic more widely, even the most complex one.

Use a variety of visual aids (drawings, photographs, paintings, diagrams, tests, texts, music), which are labor-intensive to use in the usual way.

Improve the quality of learning due to the child’s keen interest in the subject.

Prepare primary school students for the transition to secondary school by using their knowledge and skills in practice.

So, I was convinced that with the use of ICT in the classroom, the educational process is aimed at developing logical and critical thinking, imagination, and independence. Children are interested and involved in creative exploration; everyone's mental activity is activated. The process becomes not boring and monotonous, but creative. And the emotional background of the lesson becomes more favorable, which is very important for the child’s educational activities.

But don't get carried away too much computer resources. After all, ill-considered use of a computer affects the health of children. The continuous duration of classes with a PC should not exceed for students: 1st grade - 10 minutes; 2 - 5 classes - 15 minutes.

We must always remember that ICT is not a goal, but a means of learning. Computerization should concern only that part of the educational process where it is really necessary.

4. Main directions of implementation of information and communication technologies in the learning process

The introduction of ICT is carried out in the following areas:

Creating presentations for lessons;

Working with Internet resources;

Use of ready-made training programs;

Creating presentations for lessons.

One of the most successful forms of preparing and presenting educational material for lessons in elementary school is the creation of multimedia presentations.

“Presentation” is translated from English as “presentation”. Multimedia presentations are a convenient and effective way of presenting information using computer programs. It combines dynamics, sound and image, i.e. those factors that hold the child’s attention for the longest time.

Scientists have proven that a person remembers 20% of what he hears and 30% of what he sees, and more than 50% of what he sees and hears at the same time. Thus, facilitating the process of perceiving and remembering information using vivid images is the basis of any modern presentation.

Moreover, the presentation allows the teacher to independently compose educational material based on the characteristics of a particular class, topic, subject, which allows him to structure a lesson in such a way as to achieve maximum educational effect.

Conclusion

The use of modern means of information and communication technologies in education significantly facilitates the work of a teacher in the process of teaching schoolchildren at all stages. ICT tools help improve the organization of teaching, increase the individualization of learning, and also increase the productivity of students’ self-training. Thanks to ICT tools, motivation for learning increases and the ability to attract students to creative, search and research activities is activated.

Analysis current state training and improving the qualifications of teachers in the field of using ICT tools in professional activities made it possible to identify the features of the stages of preparation: at the university stage, the readiness of students of pedagogical universities of all specialties to work in school in the conditions of informatization of education takes place; At the postgraduate stage, advanced training and additional training of subject teachers in the field of informatization of education are carried out, taking into account the existing pedagogical work experience and the needs of the educational institution in improving the qualifications of teaching staff. The analysis showed that at present the existing potential capabilities of information and communication technologies in the educational process of schools and pedagogical universities have not been sufficiently realized; the continuity of university and postgraduate education is not fully realized; interdisciplinary connections between disciplines in the field of informatization of education, computer science and ICT, pedagogy, methodology, specialized disciplines, psychology, as well as specialized disciplines are not sufficiently taken into account. Unified approaches to the training of subject teachers at various stages have not been developed, taking into account the influence of the process of informatization of education on teaching activities, providing systematic training adequate for the continuous technical and technological development of information technologies and means of communication based on local and global computer networks and the development of the theoretical basis for informatization of education .

ICT in professional activities; identifying the didactic capabilities of ICT; teacher motivation to use ICT tools in their teaching activities) prerequisites for continuous training of subject teachers in the field of informatization of education.

The concepts of continuous training and the system of continuous training of teachers in the field of using ICT tools in professional activities are defined.

The principles of continuous training of subject teachers in the field of using ICT tools in professional activities are theoretically substantiated and formulated: continuity of training (the relationship of the content of training at the postgraduate stage with university programs in the field of using ICT tools in professional activities); predictiveness of training (reflection in training programs of modern achievements of scientific and technological progress, pedagogy, psychology, informatization of education and other sciences in the aspect of the long-term use of ICT tools in education); commonality of approaches to information activities and information interaction in teaching activities (studying general patterns and trends in the use of ICT tools in teaching activities, mastering in common ways information activities and information interaction in the conditions of informatization of society and education); fundamental and practical orientation of training (inclusion in the training program of both theoretical issues related to the methodology for selecting content, methods and organizational forms of training and education in modern conditions information society, and issues aimed at solving practical pedagogical problems in the field of using ICT tools in professional activities); invariance and variability of training (identifying the same content of training for all teachers (regardless of their profile) in the field of general issues of informatization of education, on the one hand, and on the other hand, the need for training that reflects the features and implementation of ICT capabilities in a specific subject area); comprehensiveness of training in terms of implementation of the main directions of informatization of education (inclusion in the content of training in the field of using ICT tools in the professional activities of a teacher of issues reflecting the main directions of informatization of education).

Posted on Allbest.ru

...

Introduction

Education in the 21st century is built on principles that differ in many ways from previous centuries. Thus, the fundamental categories in the learning process were the development of the student’s personality, the formation of general abilities and erudition in accordance with the individual capabilities and characteristics of each, the formation of an elementary culture of activity, mastery of the main components of educational activity, and the formation of readiness for self-education. A natural step to achieve new learning outcomes was the search for new pedagogical tools that would suit the modern generation of students. Modern innovative education at school provides for a significant expansion of the role of information technology as an effective means of self-development, self-improvement, self-education and self-control of students in the educational process

In this regard, information technologies are currently widely used in education. The most popular areas of use of information technology in the practice of Russian educational institutions are:

Computer programs and educational systems (computer textbooks, diagnostic and test systems, simulators and simulation programs, laboratory complexes, expert systems, databases and knowledge bases in various fields, applied and instrumental software).

Information environments based on databases and knowledge bases.

Telecommunication systems that implement email, teleconferences and allowing access to global communication networks.

Electronic desktop printing presses that allow individual printing high speed publish teaching aids and documents on various media.

Electronic libraries of both distributed and centralized nature, allowing for a new way to realize students’ access to global information resources.

Today it is necessary that every teacher in any school discipline can prepare and teach a lesson using ICT. Such a lesson is visual, colorful, informative, interactive, and saves time for the teacher and student. It allows the student to work at his own pace, and gives the teacher the opportunity to quickly monitor and evaluate learning results.

1. Advantages of using ICT in life safety lessons

The specifics of each academic subject dictate its own requirements for working with information. Life safety lessons are more specific, unlike other school subjects, both in methodological, didactic and technological aspects. The possibilities of using the Internet in life safety lessons are as follows:

Free search Internet resources on a given topic;

Studying a specific Internet resource as a didactic tool in life safety lessons.

Thus, the Internet has enormous information and didactic capabilities in preparing and conducting life safety lessons.

Information technologies make it possible to implement the principles of a differentiated and individual approach to learning. During classes, the teacher gives each student the opportunity to independently work with educational information, which allows him to analyze in detail new material according to your own scheme.

The use of computer technologies makes it possible to increase the level of self-education and motivation for educational activities; provides completely new opportunities for creativity, acquisition and consolidation of various professional skills, and of course, corresponds to the social order that the state imposes on the school.

Multimedia technologies open up opportunities for teachers to abandon the routine teaching activities inherent in traditional teaching, giving him the opportunity to use intellectual forms of work, freeing him from presenting a significant part of the educational material and routine operations associated with the development of skills.

The main goal of a teacher who uses information and computer technologies in teaching life safety is an effective method of overcoming the complexity of studying the material by relying on the activation of the formation of students’ skills and abilities, the development of mental thinking and imagination.

Using information and computer technologies in life safety lessons, the teacher implements a productive model of teaching, that is, the study of the material occurs not for the sake of getting to know the material itself (with a possible subsequent assessment of the depth of this acquaintance through answers to questions), as in the productive model, but for the sake of solving a specific problem . Interactive learning promotes the involvement of all students in the learning process, provides the opportunity to understand and reflect on what they know and think. This creates conditions under which the student feels successful, intellectually competent and, which makes the learning process itself productive.

In the practice of teaching life safety to schoolchildren, both knowledge-oriented and personality-oriented approaches are observed. The life safety course provides not only for the acquisition of theoretical knowledge, but also for the formation of certain skills and behavior habits of the student in emergency situations of a natural, social, or man-made nature. With the first of these approaches, there is an academicism in the teaching content, a predominance of the teacher’s activity over the student’s activity, and the presence of negative stimulation. In the case of implementing a person-centered approach, it is ensured practical aspect the material being studied, the priority of positive stimulation. Practical work during the lesson, life safety in the future will help students overcome stress when danger arises in real conditions, make the only correct decision that will minimize injuries and deaths, material losses, and protect themselves.

Conducting lessons using information technology is a powerful incentive for learning. Through such lessons, students’ mental processes are activated: perception, attention, memory, thinking; the arousal of cognitive interest occurs much more actively and quickly. A person by nature trusts his eyes more, and more than 80% of information is perceived and remembered through the visual analyzer. The didactic advantages of lessons using information technology are the creation of an effect of presence (“I saw it!”), students develop interest, a desire to learn and see more.

Currently, computer support for the course of any subject, including life safety, has been developed. Not replacing the textbook or others teaching aids, electronic publications have their own didactic functions. They are not strictly tied to any specific textbook; they present the most significant issues in the content of education for basic and high school. In addition to using these textbooks, I make presentations in which I include the necessary diagrams, tables, drawings and videos.

Some people think that the use of information communication technologies allows the teacher to relax during the lesson, because the computer does everything for him installed program. However, developing lessons and using information technology requires large quantity personal time. And this work is almost impossible at school, so video digitization, scanning, and Internet searches are most often carried out using home computer. But all these costs are justified when you see the results of the fruits of your labor in the classroom.

2. Use of ICT in life safety lessons

Preparing printed handouts

The use of ICT allows you to create handouts faster and more efficiently compared to standard “hand drawing” and subsequent rewriting (or photocopying). Documents created on a computer can be easily edited and printed again and again. You can enter, edit and format text, and insert pictures, tables and charts into it. You can create various documents, prepare handouts for lessons, test texts, tests, and help schoolchildren prepare explanatory notes for creative projects. And also quickly and efficiently produce the required number of cards for each topic.

The specificity of the subject of life safety makes it necessary to use many photographs, drawings, and diagrams as visual material. You can get all this at your disposal as follows:

Take photographs yourself or use ready-made ones from various multimedia sources;

Make drawings and diagrams using graphic editors or use them from books, newspapers, magazines and multimedia sources.

The easiest way is to scan an image. This is a simple process and children know it well after the first year of studying computer science.

Multimedia support for life safety lessons

When studying the material, the life safety teacher needs illustrated posters, diagrams, graphs, and videos. Modern information technologies make it possible to fully and interestingly illustrate the content of educational material using computer presentations (slide films). Distinctive feature Such benefits are entertaining, and not just informative.

The use of multimedia technology, on the one hand, makes the teacher’s work easier, on the other hand, it obliges not only to master the computer, but also to plan lessons more carefully for more effective teaching.

The lessons use the main forms of interaction between teacher and students.

Passive method – interaction between students and teacher, in which the teacher is the main one actor and controls the course of the lesson, and students act as passive listeners. From the point of view of modern pedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is considered the most ineffective. When choosing this method The presentation is mainly illustrative.

Active method -teacher and students interact with each other during the lesson. Students are not passive listeners, but active participants.

The interactive method - in contrast to active methods, is focused on broader interaction of students not only with the teacher, but also with each other, on the dominance of student activity in the learning process. The teacher’s place in an interactive lesson is the direction of student interaction with each other to achieve the goal of the lesson. As practice has shown, the use of presentations in any case increases the cognitive value of the lesson and its effectiveness, regardless of the teaching method.

The structure of a combined lesson using multimedia technology has significant advantages. With the help of presentation, I try to make each stage of the lesson more dense, visual and informational. However, excessive use of presentations in the classroom can lead not only to a decrease in its effectiveness, but also to a decrease in students’ interest in the subject as such. Therefore, when designing a lesson using a presentation, it is necessary to take into account the child’s age and the characteristics of his perception. For example, the use of graphs and diagrams is inappropriate for younger students; on the contrary, vivid images contribute to a more complete perception of new material. In addition, I always follow the rules for using presentations and vary from 25 to several minutes in accordance with the percentage distribution of lesson time proposed by D. Kolb. Of course, presentation cannot completely replace traditional methods of working in the classroom, such as oral response, written work and others.

For each stage of the lesson using a presentation in my work, I follow certain rules.

At the initial stage of the lesson (organizational and content setting or motivation)designed to concentrate students' attention on the topic, interest them, show the need and benefits of studying new material, I use slides to create a problem situation with subsequent formulation of the topic by the students themselves. This is facilitated by the number of slides, certain animation effects, and the information content of the image (drawings, photographs, graphs, diagrams). It is worth noting that the use of statistical tables on a slide is inappropriate, since they are difficult to perceive and analyze by schoolchildren of any age.

When creating such slides, I use: speech, music, visual (illustrations with captions) accompaniment, depending on the topic of the lesson. At the same time, the main directions of my work are:

Formation of skills to analyze, compare, highlight the main thing, generalize, draw conclusions;

- development of associative thinking.

In this case, together with the children, I identify the problem and ways to solve it.

At the next stage of the lesson - checking the depth of understanding and strength of students’ knowledge,I use a presentation to display at any time on the screen the information that is the basis for testing knowledge and updating it. I have the opportunity to return to previously covered topics, directly restore notes, the course of the previous lesson, use visual cues, which contributes to the development long-term memory, strengthening intra-subject and inter-subject connections. I sometimes put this part of the lesson before the goal-setting stage, especially if the lesson is a continuation of learning new things or generalizing previously covered material.

At the stage of studying the main material, I select tasks that, when completed, ensure that students acquire new knowledge, skills and abilities. Thus, when creating this part of the educational presentation, I adhere to the basic requirement - the slide should contain only helpful information, reflecting the goals and objectives of the lesson. I pay special attention to the selection of information and illustrative material indicating authors, titles, events, dates.

When working interactively, the process of acquiring new knowledge occurs in the interaction of students with each other, as well as with the teacher. Working with a presentation allows me to visually fill out pre-prepared forms (lesson notes). At the same time, I teach children to formulate the main thoughts and express them specifically and concisely. When designing slides, I plan to gradually fill out cause-and-effect diagrams using knowledge on new material or other subjects. Presentations have a certain advantage in developing practical skills when, using slide changes or animation, I consistently demonstrate each step of action. In this case, not only does their illustration become more vivid, but the time for individual work with the child also increases.

Slides can also be of an instructive nature in anticipation of any actions, fixing the order of their sequence.

When consolidating the studied material, diagnosing the strength of knowledge acquisition, and assessing work in the lesson, I create presentations based on the principles of flexibility, clarity, and impartiality. When choosing this approach, I allow each student to evaluate their own successes, identify mistakes, and correct them. In this case, the advantage of the presentation is that, with the correct design, it allows not only to give the correct answer, but also to illustrate it with a fragment of the lesson.

Using a presentation winning during reflection, instruction on homework,summing up the lesson, since it allows you to quickly restore the entire course of the lesson, focusing on what is important to complete homework parts. At the same time, students are forced to become active participants, remember their own reasoning and restate the main ideas.

In the final part of the lesson, the presentation allows me to return to the beginning and build a dialogue about achieving the goals and objectives. As a result of finishing the lesson this way, I already have information about the success of learning the new material.

In addition, I use the following presentation in my work:

as an element of health-saving technology - eye gymnastics (relaxation, motor).

for the development of cognitive processes;

patriotic education;

formation of a culture and skills of independent design and research activities.

The use of multimedia technology in a modern lesson expands the possibilities of teacher creativity and his participation in the process of updating education, and develops competencies at various levels of both teacher and student.

Monitoring the level of knowledge using test tasks

Tests in the modern educational process are widely introduced into the practice of studying many subjects, including in teaching the discipline “Fundamentals of Life Safety”.

If we talk about the methodology for using tests, it is very diverse. Using tests you can perform many functions. This way, during training, you can inform students, present numbers and facts, and support the material presented with data from tests. A heuristic option is possible, when we give a test and possible answers. The student must find the correct answer and explain why it is correct and the others are wrong.

Computer control, which includes materials for diagnosing the level of sensitization, has a number of advantages:

saves time on identifying errors;

computer control is carried out in a differentiated manner, taking into account the individual capabilities of students;

Statistical processing of the results makes it possible to assess the quality of learning the material on the topic studied.

Working with tests develops students' independent work skills. As a result of the use of test tasks, student activity increases and the quality of knowledge increases.

Conclusion

Under modern conditions of schooling, it is impossible to do without modern information and communication technologies. Their use increases students' motivation to learn. The teacher must have computer skills and be able to use the computer as a convenient tool in his daily activities.

A computer facilitates the work of a life safety teacher at school, storing a lot of data and programs needed in work, helping to quickly prepare plans, reports, reports and draft orders; in essence, it is a whole working complex that provides quick search necessary information and its presentation in a user-friendly form.

The use of ICT in teaching contributes to the discovery, preservation and development of individual abilities in schoolchildren, a unique combination of personal qualities inherent in each person; formation of students’ cognitive abilities, desire for improvement; ensuring the complexity of the study of the phenomena of reality, the inextricability of the relationship between natural science, technology, humanities and art; constant dynamic updating of the content, forms and methods of the teaching and upbringing process.

The main results of using ICT in life safety lessons:

Increasing the level of independence and initiative of students in the classroom;

Positive attitude of students towards the subject of life safety, towards the teacher, towards each other;

Designation of the objective focus of students’ activities on the development of their personality;

The emergence and growth of cognitive interest among students;

Educational and developmental progress of the personality that arose during the lesson.

From all of the above, one single conclusion can be drawn: the use of information and communication technologies in teaching life safety is one of the essential means of realizing the goals and objectives of the learning process.

Bibliography

Polat, E.S. New pedagogical and information technologies in the education system: textbook. aid for students pedagogical universities and higher education systems. qualified ped. personnel / E.S. Polat, M.Yu. Bukharkina, M.V. Moiseeva, A.V. Petrov. – M.: Academy, 1999.

Innovative pedagogical technologies: Active learning [Text]: textbook. aid for students higher professional institutions education / A. P. Panfilova. - 2nd ed., erased. - M.: Academy, 2011. - 192 p.

Zakharova, I. G. Information technologies in education [Text]: textbook. aid for students universities studying pedagogical specialist. / I. G. Zakharova. - 6th ed., erased. - M.: Academy, 2010. - 189 p.

Stavrova O.B. The use of computers in the professional activities of teachers / O.B. Stavrova. – Moscow: Intellect-Center, 2007. – 144 p.

The current stage of development of society is characterized by a number of features, which should, first of all, include: the increased importance of intellectual work focused on the use information resource global scale; the need for accessible and prompt communication between individual specialists and creative teams to solve joint research problems and work on common projects; integrative nature of processes covering science, technology, education.

These features of modern society are characterized by the process of informatization, the essence of which is the continuous increase in the level of both professional and information competence of each specialist. The main characteristics of information and communication technologies (ICT), as a new area of scientific and technological progress, which significantly distinguish them from scientific and industrial ones, are:

The dynamism of improving generations of technical, software and hardware tools (changes in generations of computer technology, information and communications are occurring at an accelerating pace);

The need for continuous training of developers and users information systems due to the ever-increasing level of technical and technological complexity of the components that make up ICT tools;

The impact of the use of modern ICT on the development of productive forces and significant changes in industrial relations;

High potential efficiency of realizing the capabilities of modern ICT in the areas of automation of information activities, information interaction and organizational management.

ICT tools have certain didactic capabilities, the implementation of which creates the prerequisites for intensifying the educational process, as well as creating methods aimed at developing the student’s intelligence, enhancing cognitive activity, and independently generating knowledge and producing information. The main ones include /2/:

An interactive dialogue between the user and ICT tools, which is characterized by the fact that each user request causes a response from the system and, conversely, the latter’s response requires a user reaction;

Computer visualization of educational information about the studied object, process (visual representation on the screen: the object, its components or their models; process or its model, including hidden in the real world; graphical interpretation of the studied pattern of the process being studied);

Computer modeling of studied or researched objects, their relationships, processes, phenomena, both real and “virtual” (representation on the screen of a mathematical, information-descriptive, visual model is adequate to the original);

Audio accompaniment of information, synchronous and asynchronous in relation to the presented material;

Presentation of information based on hypermedia - technologies for combining and presenting audio, animation, graphic, text information using hypertext links;

Archiving, storing large volumes of information with the ability to easily access it, transfer it, and replicate it;

Automation of computing, information and retrieval processes;

Processing the results of the experiment with the possibility of repeated educational repetition of a fragment or the experiment itself;

Automation of processes of information and methodological support, organizational management of educational activities and monitoring of learning results.

In domestic scientific developments, the implementation of the capabilities of ICT tools in the field of education, including vocational education, is carried out by the branch of pedagogical science - informatization of education , which is considered as a purposefully organized process of providing the education sector with methodology, technology and practice of development and optimal use of ICT tools used in comfortable and health-saving conditions, focused on the implementation of learning goals, individual development, including subsystems of training and education /3/.

Despite the fact that nowadays no one is surprised by the presence computer equipment in an educational institution or the opportunity to enter the global information network, methodologically, the traditional approach dominates in education with all the ensuing contradictions caused by the unrealization of the capabilities of ICT tools in order to improve the education system, adequately to the needs of our time. It is also important that the speed of changes occurring in areas related to the improvement and development of ICT has no analogues in the past, and education, in turn, uses these technologies in a lagging mode and, moreover, not in the most active way, “ ... the knowledge acquired in educational institutions increasingly becomes obsolete before graduates have time to receive diplomas and certificates” /4/.

At the same time, it is well known that the educational process, like no other, for its effective passage requires the implementation of the principles of scientificity, accessibility, systematicity, a certain structuring of the presentation of educational information, and professionally significant information intended for assimilation by a modern student is strictly expanded in content and structure, becomes more complicated, which undoubtedly creates certain difficulties for its presentation, extraction, assimilation and use. All this entails the need to create a new education strategy, including scientific research in the field of informatization of vocational education, based on a revision of the paradigm of professional training of a highly qualified specialist in the context of the use of ICT tools.

To the main basic research Pedagogical science in the field of scientific foundations for the development of informatization of vocational education in the conditions of mass communication and globalization of modern society includes the following: conceptual - philosophical, scientific - pedagogical, physiological and hygienic, engineering - programming, ergonomic, socio - economic, normative and legal. Currently, research is also being conducted on the general patterns and features of vocational education in connection with the use of ICT tools, conceptual models are being developed and research prototypes of software tools and systems are being designed to ensure the implementation of the capabilities of ICT tools in professional activities and in the process of preparing for its implementation.

Informatization of education is currently considered as a new area of pedagogical knowledge, which is focused on providing the education sector with methodology, technology and practice for solving the following problems and tasks /1/:

Scientific, pedagogical, methodological, normative, technological and technical prerequisites for the development of education in the conditions of mass communication and globalization of the modern information society;

Creation of a methodological basis for selecting the content of education, developing methods and organizational forms of training and education that correspond to the tasks of developing the student’s personality in modern conditions of the information society of mass communication and globalization;

Methodological justification and development of innovative models and development of existing pedagogical technologies for the use of ICT tools in various levels of education, including forms, methods, and teaching aids;

Creation of methodological training systems focused on the development of the student’s intellectual potential, on the formation of skills to independently acquire knowledge, carry out activities for collecting, processing, transferring, storing information resources, and producing information;

Development of research and demonstration prototypes electronic means educational purposes, including software tools and systems;

Use of the distributed information resource Internet and development of technologies for information interaction for educational purposes based on global telecommunications;

Production of pedagogical applications in networks based on the potential of a distributed information resource of open educational systems of telecommunication access;

Development of tools and systems for automating the processing of educational research, demonstration, laboratory experiments, both real and “virtual”;

Creation and application of automation tools for psychological and pedagogical testing, diagnostic methods for monitoring and assessing the level of knowledge of students, their advancement in learning, establishing the intellectual potential of the student;

Implementation of pedagogical and ergonomic assessment of computer technology, information and communication technologies used in the field of education;

Improving the mechanisms for managing the education system based on the use of automated databases and data banks of scientific and pedagogical information, information teaching materials, telecommunication networks, as well as improving the processes of informatization of management of an educational institution (system of educational institutions).

So, the field of activity has been determined, I want to believe that scientists and teachers will adequately cope with the assigned tasks and offer a universal concept for the modernization of vocational education based on ICT.

BIBLIOGRAPHY

1. Robert I.V., Polyakov V.A. Main directions scientific research in the field of informatization of vocational education. M.: “Education and Informatics”, 2004. - 68 p.

2. Semenova N.G. Creation and practical implementation of multimedia lecture courses. Orenburg: OSU, 2004. - 128 p.

3. Robert I.V. Scientific and pedagogical research in the field of informatization of vocational education // Scientific notes. Vol. 14. - M.: IIO RAO, 2004.

4. Turchenko V.P. Paradigms of education strategy // Educator. - 1998. - No. 4.

Bibliographic link

Semenova N.G., Vakulyuk V.M. INFORMATION AND COMMUNICATION TECHNOLOGIES IN PROFESSIONAL EDUCATION // Modern problems of science and education. – 2006. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=659 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

The role of ICT in modern society

Concept of communication and information technologies

ICT tools used in the modern education system

Development of information and communication technologies

Negative impact of ICT tools on students

Why is this so dangerous?

Finally

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

Similar documents

Introduction

1. Advantages of using ICT in life safety lessons

2. Use of ICT in life safety lessons

Conclusion

Bibliography

Bibliographic link