Communication technology message. Types of modern information and communication technologies and requirements for them

Information technologies (IT, also information and communication technologies) - processes, methods of searching, collecting, storing, processing, providing, distributing information and methods for implementing such processes and methods (Federal Law No. 149-FZ); techniques, methods and methods of using computer technology in performing the functions of collecting, storing, processing, transmitting and using data (GOST 34.003-90); resources needed to collect, process, store and disseminate information (ISO/IEC 38500:2008).

Information systems and technology specialists are often called IT or IT specialists.

In a broad sense, IT covers all areas of creation, transmission, storage and perception of information and not only computer technology. At the same time, IT is often associated specifically with computer technology, and this is no coincidence: the advent of computers brought IT to a new level, just as television once did, and even earlier, printing.

The information technology industry is concerned with the creation, development and operation of information systems. Information technologies are designed, based on and rationally using modern achievements in the field of computer technology and other high technologies, the latest means of communication, software and practical experience, to solve problems for the effective organization of the information process to reduce the cost of time, labor, energy and material resources in all areas human life and modern society. Information technologies interact and are often an integral part of the service sector, management, industrial production, and social processes.

History of information technology

The development began in the 1960s, along with the emergence and development of the first information systems (IS).

Investments in infrastructure and services and the Internet sparked rapid growth in the IT industry in the late 1990s.

• · Structured standards for digital data exchange of algorithms;
• · Widespread use of computer storage and provision of information in the required form;
• · Transfer of information via digital technologies over virtually unlimited distances.

Information technology covers all the resources needed to manage information, especially the computers, software and networks needed to create, store, manage, transmit and retrieve information. Information technologies can be grouped as follows:

• · Networks
• · Terminals
• · Services

Currently, there are various data networks - sets of communication end devices (terminals), united by data transfer channels and switching devices (network nodes) that ensure the exchange of messages between all end devices.

The following types of data networks exist:

• · Telephone networks are networks in which the end devices are simple signal converters between electrical and visible/audible.
• · Computer networks are networks whose end devices are computers.

Telephone

The main method until 2003-2004, now outdated, for connecting to the Internet was to use a modem connected to the telephone network. Although it has all the necessary features, broadband is preferred by many internet users. In almost all countries of the European Union, household access to a telephone line is very high, with the exception of Austria, Finland and Portugal. However, in Spain, access to the main telephone networks (narrowband) has virtually disappeared. In 2003, half of all Internet connections were telephone connections. Currently, 97% of Internet connections are made through broadband access systems. Almost 95% of connections are made at speeds greater than or equal to 1 Mbit.

Broadband

Term broadband includes a wide range of technologies that provide higher data transfer rates and access to the Internet. These technologies use wires or fiber optic cables.

Multilink dial-up

Provide increased throughput by connecting two or more dial-up connections together and treating them as a single data channel. Requires two or more modems, phone lines, and account numbers, as well as a provider that supports the technology. This option was briefly popular before ISDN, DSL and other more modern technologies. Some manufacturers have created special modems to support this method.

ISDN -- (English: Integrated Services Digital Network) digital network with integration of services. Allows you to combine telephone and data exchange services. The name was proposed by the XI CCITT group in 1981. The main purpose of ISDN is data transmission at speeds of up to 64 kbit/s over a subscriber wire line and the provision of integrated telecommunications services (telephone, fax, etc.). Using telephone wires for this purpose has two advantages: they already exist and can be used to supply power to the terminal equipment. To combine different types of traffic in an ISDN network, TDM technology is used. Time Division Multiplexing, time multiplexing). For each type of data, a separate band is allocated, called elementary channel(or standard channel). This band is guaranteed a fixed, negotiated share of bandwidth. The band is allocated after a signal is given CALL via a separate channel called off-channel signaling channel.

xDSL -- (eng. digital subscriber line, digital subscriber line) a family of technologies that can significantly increase the capacity of a subscriber line of a public telephone network by using efficient linear codes and adaptive methods for correcting line distortion based on modern achievements in microelectronics and digital signal processing methods. xDSL technologies appeared in the mid-90s as an alternative to ISDN digital subscriber termination. The main types of xDSL include ADSL, HDSL, IDSL, MSDSL, PDSL, RADSL, SDSL, SHDSL, UADSL, VDSL. All these technologies provide high-speed digital access over a subscriber telephone line. Some xDSL technologies are original designs, others are merely theoretical models, while others have already become widely used standards. The main difference between these technologies is the modulation methods used to encode data.

Communication via power lines

Power Line Communications is a term that describes several different systems for using power lines (Power Lines) to transmit voice or data information. The network can carry voice and data by layering an analog signal on top of standard 50 Hz or 60 Hz AC power. PLC includes BPL Broadband over Power Lines-- broadband transmission over power lines), providing data transmission at speeds of up to 200 Mbit/s, and NPL (English. Narrowband over Power Lines-- narrowband transmission over power lines) with significantly lower data rates up to 1 Mbit/s.

ATM - (asynchronous data transfer method) is a high-performance network switching and multiplexing technology based on data transmission in the form of cells of a fixed size (53 bytes), of which 5 bytes are used for the header. Unlike the synchronous data transfer method (STM - English. Synchronous Transfer Mode), ATM is better suited to provide data services with widely varying or variable bitrates.

Cellular connection

One of the types of mobile radio communications, which is based on a cellular network. The key feature is that the total coverage area is divided into cells (cells), determined by the coverage areas of individual base stations (BS). The cells partially overlap and together form a network. On an ideal (flat and undeveloped) surface, the coverage area of ​​one BS is a circle, so the network made up of them looks like hexagonal cells (honeycombs). The network consists of spatially dispersed transceivers operating in the same frequency range, and switching equipment that makes it possible to determine the current location of mobile subscribers and ensure continuity of communication when a subscriber moves from the coverage area of ​​one transceiver to the coverage area of ​​another.

Telecommunications

A type of communication, a method of transmitting information using electromagnetic signals, for example, through wires, fiber optic cable or radio. Currently, the transmission of information over long distances is carried out using electrical devices such as the telegraph, telephone, teletype, using radio and microwave communications, as well as fiber-optic lines, satellite communications and the global information and communication network Internet. The principle of telecommunication is based on the conversion of message signals (sound, text, optical information) into primary electrical signals. In turn, the primary electrical signals are converted into secondary electrical signals whose characteristics are in good agreement with the characteristics of the communication line. Next, through the communication line, secondary signals arrive at the receiver input. In the receiving device, the secondary signals are converted back into message signals in the form of sound, optical or text information.

Terminals

Terminals act as user access points to the information space.

Personal computer

Computer - (English computer, IPA: -- “calculator”), an electronic device intended for use by one user, that is, for personal use. Personal computers (hereinafter referred to as PCs) can also conditionally include any other computer used by a specific person as his personal computer. The vast majority of people use desktop and various portable computers (laptops, tablet computers) as PCs. Although the computer was originally created as a computing machine, as a PC it is usually used for other purposes - as a means of accessing information networks and as a platform for computer games, as well as for working with graphical interfaces.

Cell phone

A mobile phone designed to operate in cellular networks; uses a radio transceiver and traditional telephone switching to provide telephone communications within the cellular network coverage area. Currently, cellular communications are the most common of all types of mobile communications, therefore a cell phone is usually called a mobile phone, although mobile phones, in addition to cellular phones, also include satellite phones, cordless phones and trunk communication devices.

TV

A modern electronic device for receiving and displaying images and sound transmitted wirelessly or via cable (including television programs or signals from video playback devices - for example, VCRs).

Game console

A specialized electronic device designed and created for video games. The most commonly used output device is a television or, less commonly, a computer monitor - which is why such devices are called set-top boxes, since they are attached to an independent display device. Portable (pocket) gaming systems have their own built-in display device (they are not attached to anything), so calling them game consoles is somewhat incorrect. Initially, game consoles differed from personal computers in a number of important ways - they relied on the use of a television as the main display device and did not support most of the standard peripherals created for personal computers, such as a keyboard or modem. Until recently, almost all consoles sold were designed to run proprietary games, distributed without support for other consoles. However, as game consoles developed, the difference between them and personal computers began to gradually blur - some consoles can allow connecting a keyboard, a hard drive, and even running the Linux operating system on them. The circuits and software of some set-top boxes may, as an exception, be distributed under free licenses. The video game console market has evolved from relatively simple electronic television gaming systems such as Pong to powerful, feature-rich gaming systems today.

Services

E-mail

Technology and the services it provides for sending and receiving electronic messages (called “letters” or “e-mails”) over a distributed (including global) computer network. In terms of the composition of elements and the principle of operation, e-mail practically replicates the system of regular (paper) mail, borrowing both terms (mail, letter, envelope, attachment, box, delivery, etc.) and characteristic features - ease of use, message transmission delays, sufficient reliability and at the same time no guarantee of delivery. The advantages of e-mail are: easy-to-understand and remember addresses of the form user_name@domain_name (for example, This e-mail address is being protected from spambots. To view it, you must have Java-Script enabled); the ability to transfer both plain text and formatted, as well as arbitrary files; independence of servers (in general, they access each other directly); sufficiently high reliability of message delivery; ease of use by humans and programs. Disadvantages of e-mail: the presence of such a phenomenon as spam (mass advertising and viral mailings); the theoretical impossibility of guaranteed delivery of a specific letter; possible delays in message delivery (up to several days); restrictions on the size of one message and on the total size of messages in a mailbox (personal for users).

Search engine

A software and hardware complex with a web interface that provides the ability to search for information on the Internet. A search engine usually means a website on which the interface (front-end) of the system is located. The software part of the search system is the search engine (search engine) - a set of programs that provides the functionality of the search system and is usually a trade secret of the search engine developer company. Most search engines search for information on World Wide Web sites, but there are also systems that can search for files on FTP servers, products in online stores, and information in Usenet newsgroups. Improving search is one of the priorities of the modern Internet (see about the main problems in the operation of search engines in the article Deep Web). According to Net Applications, in November 2011, search engine usage was distributed as follows:

• · Google -- 83.87%;
• · Yahoo! -- 6.20%;
• · Baidu -- 4.22%;
• · Bing -- 3.69%;
• · Yandex -- 1.7%;
• · Ask -- 0.57%;
• · AOL -- 0.36%.

ABSTRACT

Subject : Classification of ICT tools

Content

Introduction 3

Main part

1. ICT tools used in education. 4

2. Classification of ICT tools by area of ​​methodological purpose. 6

Conclusion 7

List of used literature 8

Introduction

The processes of informatization of modern society and the closely related processes of informatization of all forms of educational activity are characterized by processes of improvement and mass distribution of modern information and communication technologies (ICT). Such technologies are actively used to transmit information and ensure interaction between teacher and student in modern open and distance education systems. 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) – this is a general concept that describes various devices, mechanisms, methods, and algorithms for processing information. The most important modern ICT devices are a computer equipped with appropriate software and telecommunications tools along with the information stored on them.

Main part

1. ICT tools used in education.

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. The main categories of software are system programs, application programs, and software development tools. System programs, first of all, include operating systems that ensure the interaction of all other programs with the equipment and the interaction of the user of a personal computer with the programs. This category also includes utility 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, universal office application programs and ICT tools have become widespread: 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. Special programs have been developed 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 in 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. Using search engines, you can search for World Wide Web documents, multimedia files and software, and 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 provides 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. Classification of ICT tools by area of ​​methodological purpose.

Information and communication technologies in education are classified into the following categories:

Educational ICT tools – with their help, students are provided with knowledge, develop skills, educational or practical skills, providing the necessary level of training);

Exercise equipment – are intended for practicing various kinds of skills and abilities, repeating or consolidating the material covered. the simulator must be aimed at some knowledge, questions and correction (the program checks, provides analysis and again trains the necessary areas of knowledge). When creating simulators, it is important to take into account the algorithm for assessing the resulting testing, providing only that information that is poorly understood with the possible clarification of this information;

Information retrieval and reference ICT tools communicate information, develop knowledge and skills for systematizing information;

Demonstration ICT tools visualize the objects, phenomena, processes being studied for the purpose of their research and study;

Imitation ICT tools represent a certain aspect of reality to study its structural or functional characteristics;

Laboratory ICT tools make it possible to conduct remote experiments on real equipment;

Modeling ICT tools allow you to model objects, phenomena, processes for the purpose of their research and study;

Calculated ICT tools automate various calculations and other routine operations;

Educational and game ICT tools are designed to create learning situations in which students’ activities are implemented in a playful way.

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 withimprove 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.

List of used literature

1. Electronic resourcehttp://school2100.com/uroki/elementary/inform.php. A.V. Goryachev,Program "Informatics and ICT (information and communication technologies)"

Information and communication technologies (ICT) are a set of technologies that ensure recording of information, its processing and information exchanges (transmission, distribution, disclosure).

Information technologies are methods and means of obtaining, transforming, transmitting, storing and using information.

At the end of the 20th - beginning of the 21st centuries. In the world around us, there have been positive trends in the spread of information and communication technologies. The rapid development of information technology, the convergence of computer systems, communications of various types, the entertainment industry, and the production of consumer electronics lead to the need to reconsider ideas about the information industry, its role and place in society. Many countries are now adopting new laws and restructuring the activities of government bodies responsible for the formation and implementation of information and telecommunications policies. State information policy refers to the regulatory activities of government bodies aimed at developing the information sphere of society, which covers not only telecommunications, information systems or the media, but the entire set of productions and relations associated with the creation, storage, processing, demonstration, transmission information in all its forms - business, entertainment, scientific and educational, news, etc. Such an expansive interpretation of information policy seems justified today, since digital information and the latest telecommunications and computer technologies are intensively eroding the barriers between various sectors of the information industry.

Information and communication technologies (ICT) include all types of technologies used to process information. Since the late 70s, they began to be identified primarily with computer information processing technology. ICTs make it possible to represent any type of information - numbers, texts, sound, images - in a digital format suitable for storage and processing on a computer. The ability to transfer information from computer to computer using Internet technologies provides any user with access to the global information space. Information technologies are used for large data processing systems, personal computer computing, science and education, management, computer-aided design and the creation of artificial intelligence systems. Information technologies are modern technological systems of enormous strategic importance (political, defense, economic, social and cultural).

Many modern philosophers recognize the need to expand the scope of application of philosophical concepts, taking into account, recognition, and inclusion in the sphere of philosophical worldview of the impact of modern computer technologies on society and people. Terms that are used in our modern life and require understanding from a philosophical standpoint are informatization, computerization, “virtual reality” and “social virtual reality.” It is necessary to expand the scope of application of the concepts of “communications”, “network”, “network organization” based on the newly emerging features of world development.

ICT relates not only to the field of high-tech processes and biotechnology, but also to the field of linguistics, economics, education, thus influencing our lives in general.

The problem of informatization of society is often considered mainly as a technological one. Indeed, its material basis is the widespread transition to paperless information technology, when the bulk of data circulating in society will be stored and processed in computer systems and transmitted via automated satellite or cable communication channels, connecting individual computers and automated workstations into information networks, providing access to databases located almost anywhere in the world.

This approach is based on a number of fundamental inventions and discoveries: personal computers, optical disks with tens and hundreds of gigabytes, allowing the contents of entire libraries to be stored in a compact form, fiber-optic communication channels, video-text communication systems, methods for presenting data and knowledge. All this technology makes it possible to create in the near future a highly automated information environment that allows access to any knowledge provided in the form of information. In fact, this means that the information environment provides a global solution to the problem of access to knowledge obtained at any time in any place. It already follows from this that the problem of informatization is not purely technical, but to a large extent sociocultural.

The flow of information is changing radically and will continue to change. Thinking, consciousness, activity, interpersonal and group relationships, formed in an information-rich environment, are qualitatively transformed. The generation that grows up in close contact with computers, electronic games, and mobile communications has a different worldview in psychological, moral and spiritual terms. We are talking not only about computer skills, but also about changes in fundamental spiritual and cultural structures, concepts and ideas. Otherwise, one organizes one’s external world and develops intellectual abilities not only faster and more comprehensively, but also in a different socio-temporal dimension. But the following should be noted: modern technologies bring ever-increasing amounts of information into the world, and many intellectual achievements are practically independent of information. Here again the problem of the relationship between information and knowledge arises.

The development of an automated information environment leads to radical changes in the socio-economic structure of society. As a result of these changes, economic activities related to obtaining and processing information are now playing more than ever an important role in the economies of large Western cities and countries, allowing them to be characterized as “information”. Corresponding changes have also occurred in the labor market: according to experts, 60-70% of new jobs in developed countries today are associated with one form or another of information processing. Information and communication technologies today occupy a central place in the renewal and restructuring of all types of activities that together constitute the essence of the city and the country: production, transport, buyer-seller systems and their support services, as well as the entertainment and entertainment industry, the media information, education, city management, public services, utilities, political, social and cultural life.

Computerization refers to the process of informatization based on the use of modern computer technologies. The concept of “informatization” is undoubtedly broader than the concept of “computerization”. The concept of “computerization” is derived from the concept of “informatization”.

Computerization of all spheres of social activity and everyday human life is the most impressive phenomenon of the last quarter of the 20th century. In the most economically developed countries - the USA, Germany, Great Britain, Japan, the number of computers per thousand inhabitants reached by the 90s. XX century level 250-400 units. This level, of course, is inferior to the indicators of such 20th-century technology as a car (on average 1.5 times) and television (2 times), but the rate of spread of computers is much higher. About 25 years have passed since the advent of the personal computer on the mass market. To achieve the same level of prevalence that the computer has today, it took the television about forty years, and the car about seventy. information communication economic society

In addition to quantitative growth, any analyst is greatly impressed by the growth in the number of functions - ways of using computer technology. From a computing machine, now called by the half-forgotten abbreviation COMPUTER, the computer has turned into a universal device that can equally well serve as a professional tool for a scientist, engineer, businessman, lawyer, doctor, etc. or as a means of education, everyday communication, and entertainment. The exchange of information has become simplified and accelerated many times over, and on an international scale.

The problem of presenting information in computer systems is solved at three levels. The first level is conventionally called technical. At this level, a complex functional architecture is implemented, performance, memory, etc. are provided, that is, everything that ensures performance and the ability to solve a variety of complex problems. The second level is considered software. At this level, the creation of programs is ensured, a link between computer circuits and humans. The third level is called conceptual, and, according to A.I. Rakitov, from the point of view of philosophy it is the most important. At this level, basic theoretical concepts and scenarios are developed, a system of value orientations and ideals is provided, and ultimately, the strategic line of behavior of users and programmers and the direction of their activities are revealed. Software developers act as ideologists at this hierarchical level; operating system developers have the main influence on the development of information presentation.

Personal computers, workstations and various network equipment are the main means of access to information and telecommunications services. The main requirement for mass users to access means is flexibility and the possibility of hardware and software upgrades. These indicators are the main characteristics of computers used to access the information and communication infrastructure.

The computer is in many ways a unique invention, because if all previous devices and mechanisms made it possible to replace or enhance the work of a person’s hands or feet, then the computer significantly facilitates, and, according to Yu. V. Shishkov, partially replaces the work of the brain. Since 1980, computing power has doubled every 18 months, and this trend can be expected to continue until 2010, when the physical limits of silicon miniaturization will be reached, but even this will not be the end of this line of development, as other materials and developments appear . In practice, this means that in 10 years the computing power of today's personal computer will be concentrated in a mobile phone and wristwatch. By 2020, the computer will be ten times more powerful than today and will be able to efficiently process three-dimensional images, as well as recognize voices.

An important result of the development of computer technology is not only the performance characteristics of computers (for 2002, the limit of this indicator is drifting towards the calculation speed - 10 arithmetic operations per second), but the digitization of gigantic arrays of analog information previously accumulated by humanity. The total amount of information converted into digital data over the past half century is estimated at 10 terabytes (1 terabyte is 10 bytes; for comparison: the information capacity of the legendary Library of Alexandria, which contained 532,800 scrolls (books), was approximately 10 bits; 1 byte = 8 bits ). In other words, a digital copy of the real world with a sufficiently high degree of accuracy is possible. And if the purely technological aspects of such a total transfer of information into digital form are more or less obvious to specialists, then its social and psychological consequences are less studied.

Let's look at just a few examples of the professional use of ICT.

Document preparation technologies. Any business area is associated with the preparation of various documentation: reporting, scientific, reference, accompanying, financial, etc. Today, preparing a document of any complexity is unthinkable without the use of a computer.

To prepare text documents, word processors are used, which have evolved from the simplest editors that do not even allow text to be formatted to word processors that allow you to create documents that include not only text, but also tables and figures. Information technologies associated with the creation of text documents are widely used in the printing industry. Publishing systems (for example, Page Maker) have become widespread there, allowing you to create layouts of printed publications (newspapers, magazines, books).

Spreadsheets have played a major role in automating the preparation of financial documents. The first spreadsheet, called VisiCalc (Visible Calculator), created by Daniel Bricklin, appeared in 1979. In fact, in the 1980s, spreadsheets were the leading software category. And now they are widely used.

Currently, accounting systems (1C accounting, etc.) are increasingly used in the financial sector. Their widespread use is explained by the fact that with the help of such a system it is possible not only to make financial calculations, but also to receive paper and electronic copies of documents such as financial statements, payroll, etc. Electronic copies can be sent using network technologies to the inspection organization , for example to the tax office.

To prepare scientific documents containing mathematical calculations, mathematical software packages (MathCAD, Marle, etc.) are used. Modern mathematical packages allow you to create documents that combine text with mathematical calculations and drawings. Using such a document, you can obtain calculation results for different initial data, changing them directly in the text of the document. Most of the mathematical systems used today were created back in the mid-80s of the last century, i.e., along with the advent of personal computers. New versions of these systems include new features, for example, the use of network technologies: organizing access to Internet resources while working in the environment of a mathematical package.

ICT in enterprise management. The efficiency of a company (production, trade, financial, etc.) depends on how the storage, collection, exchange, processing and protection of information is organized. To solve these problems, automated control systems (ACS) began to be introduced more than twenty years ago.

Currently, great changes have taken place in this area. A classic automated control system includes an information collection system, a database, an information processing and analysis system, and a system for generating output information. The information processing and analysis unit is central. His work is based on an economic and mathematical model of an enterprise. He solves the problem of forecasting the company's activities based on financial and accounting calculations, responding to unforeseen situations, i.e., provides assistance in making management decisions.

As a rule, automated control systems operate on the basis of an enterprise’s local network, which ensures efficiency and flexibility in decision making. With the development of global networks, Intranet communication technology appeared, which is called the corporate web. Intranet provides information interaction between individual employees and divisions of the company, as well as its remote external partners. Intranet helps maintain operational communication between the central office and the company's commercial offices, which are usually located far from each other.

ICT in project activities. Informatization has given birth to another important technology - computer-aided design (CAD) systems.

Design includes the creation of sketches, drawings, economic and technical calculations, and work with documentation.

There are two types of CAD systems: drawing and specialized. Drawing CAD systems are universal and allow you to make complex drawings in any area of ​​technical design (AutoСад). Specialized CAD, for example for the design of residential buildings, contains in the database all the necessary information about building materials, standard building structures, and foundations. The design engineer creates drawings and makes feasibility calculations using such systems. At the same time, the productivity of the designer, the quality of drawings and calculation work increases.

Geographic information systems. Geographic information systems (GIS) store data linked to a geographic map of an area (district, city, country). For example, a municipal GIS contains in its databases the information necessary for all services that support the life of the city: city authorities, energy workers, communications workers, medical services, police, fire services, etc. All this diverse information is tied to a city map. The use of GIS helps the relevant services to quickly respond to emergency situations: natural disasters, environmental disasters, technological accidents, etc.

ICT in education. Nowadays, the level of development of a country and the quality of life of its population significantly depend on the level of education of people. Requirements for the quality of education are constantly growing. Old, traditional teaching methods can no longer keep up with these demands. An obvious contradiction arises. The use of ICT in education can help resolve this contradiction.

Learning technologies have changed little over the past 100 years. So far, the method of collective training is mainly in effect. This method of training does not always give good results. The reason is the different ability levels of different students. Teachers are well aware that an individual approach is necessary when working with students. The solution to this problem can be helped by the use of special programs in the learning process (training, monitoring, training, etc.) included in the electronic textbook.

Learning is the process of acquiring knowledge. The traditional source of knowledge - the textbook - is limited in its information capabilities. Students at any level of education have always required additional sources of information: libraries, museums, archives, etc. In this regard, residents of large cities are in more favorable conditions than rural residents. Here we can talk about the existence of information inequality. The widespread use of Internet information resources in teaching will help solve this problem. In particular, specialized educational information portals.

Another problem of the education system is related to unequal opportunities to receive quality education due to geographic distance from educational centers. For example, for a resident of Yakutia it is problematic to obtain a diploma from a prestigious Moscow university. In solving this problem, a new form of education comes to the rescue - distance education, the implementation of which became possible thanks to the development of computer networks.

Distance education is replacing the old form of correspondence education, in which all information exchange took place in writing via postal communication. Network distance education allows you to conduct training in real time. Students can not only read educational material, but also see and hear lectures by prominent scientists, and take exams in direct contact with the examiner.

• Identification of the possibility of effective use of ICT in teaching activities.
• Creation of real information conditions for the development of creative activity of students and teachers.

Plan for the teachers' meeting:

1. The relevance and significance of the use of ICT technologies in the work of teachers.
2. Types of educational technologies.
3. ICT tools.
4. Practical application of ICT technologies in work.
5. Conclusions.
6. A draft decision of the teachers' council based on a study of literature, the results of interviews, and speeches.

Responsible: creative group preparing the teachers' council.

Expected result: Positive activity of the teaching staff regarding the possibility of using modern technologies in their work.

Typical conditions: methodological room

Preparation for the pedagogical council

Progress of the pedagogical council

Pedagogical Council
“Use of ICT - technology at work”

1. Introduction

“...With the development of progressive ideas in education, with the coming to the fore of the ideas and principles of personally oriented learning, attempts by teachers are intensifying to find the tools that would ensure the stability of the achievement of the necessary educational results by the majority of students. When we talk about universal learning mechanisms, we inevitably turn to the concept of “pedagogical technologies”.

The effective use of information and communication technologies (ICT) in the educational process is a pressing issue. Today, a teacher in any discipline must be able to prepare and conduct a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves teacher and teacher time, allows the teacher to work at his own pace, allows the teacher to work with students differentiated and individually, and makes it possible to quickly monitor and evaluate learning results.

Pedagogical technology is a set of psychological and pedagogical attitudes that define a special set of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process (B.T. Likhachev);

– this is a description of the process of achieving the planned learning outcomes (I.P. Volkov);

– a set of knowledge, skills and abilities necessary for a teacher to effectively apply in practice the methods of pedagogical influence he has chosen on both individual students and the children’s team as a whole.

Educational technology is a system that includes some representation of the planned learning outcomes, means of diagnosing the current state of students, a set of learning models and criteria for choosing the optimal learning model for given specific conditions (V.V. Guzeev).

Educational technology includes training, development and education of students.

From the definitions it follows that technology is to the maximum extent connected with the educational process - the activities of the teacher and student, its structure, means, methods and forms.

ICT is the presentation of information in electronic form, its processing and storage, but not necessarily its transmission.

Today, computer technology can be considered a new way of transmitting knowledge that corresponds to a qualitatively new content of child learning and development. This method allows the child to learn with interest, find sources of information, fosters independence and responsibility in acquiring new knowledge, and develops the discipline of intellectual activity.

ICT tools:

A computer is a universal information processing device.

Printer – allows you to record on paper information found and created by students or a teacher for students. For many school applications, a color printer is necessary or desirable.

A projector radically increases: the level of visibility in the teacher’s work, the ability for students to present the results of their work to the whole class.

Screen for projecting images from a computer.

An interactive whiteboard is a touch screen connected to a computer, the image from which is transmitted to the board by a projector. You just need to touch the surface of the board to start working on your computer. Special software for interactive whiteboards allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes directly on top of open documents and save information.

Devices for recording (inputting) visual and audio information (scanner, camera, video camera) – provide an opportunity to directly include information images of the surrounding world into the educational process.

The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development of creative abilities, the creation of opportunities for realizing the individual’s potential. ICT is used not as a goal, but as another pedagogical tool that contributes to achieving the goal of the lesson.

Practical application of ICT in the classroom.

The main goal is to help children understand the surrounding reality, develop their powers of observation, teach them to see the world around them more broadly and comprehensively, instill in them a sense of beauty, and develop personal abilities.

The main objectives of ecological and biological classes are to familiarize students with the breadth and diversity of the field of activity. Study of different materials and means depicting nature.

How to make every lesson joyful, interesting, and most importantly, aimed at the development of each child?

Today it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies. And it is necessary to navigate a wide range of modern innovations. From the abundance of concepts, theories, technologies and methods that could help create a system of work that would take into account the characteristics of classes, in accordance with the characteristics of children and the realities of modern society.

A powerful flow of new information, advertising, the use of computer technology on television and cinema, the spread of game consoles, and electronic toys have a great influence on the upbringing of a student and his perception of the world around him. The nature of his favorite activity—games—changes significantly, and his favorite characters and hobbies also change. A modern student does not sit in classes that follow the “classical scheme”, calmly absorbing, like a sponge, all the knowledge prepared for him. The modern student assimilates only the information that interests him the most, that is closest to him, that evokes pleasant and comfortable feelings, that which is least annoying. Therefore, one of the means that has a unique opportunity to increase motivation and individualize the learning of a modern student, develop his creative abilities and create a positive emotional background is the computer.

Using a computer in the classroom becomes most natural thanks to such genuine children's interest. The computer successfully integrates with school subjects, harmoniously complements it, and significantly expands its capabilities and creativity.

One of the obvious advantages of a multimedia lesson is increased visibility. Let us recall the famous phrase of K.D. Ushinsky: “Children’s nature clearly requires clarity. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; But associate twenty of these words with pictures and the child will learn them on the fly. You explain a very simple idea to a child, and he doesn’t understand you; you explain a complex picture to the same child, and he understands you quickly... If you are in a class from which it is difficult to get a word (and we don’t have such classes), start showing pictures, and the class will start talking, and most importantly, they will talk free…".

The use of visualization is all the more important because schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, illustrations, or they are of poor quality. In this case, a projector can be of invaluable help. However, the expected effect can be achieved if certain requirements for presentation of clarity are met:

recognition of visibility, which must correspond to the written or oral information presented;

dynamics of visual presentation. The demonstration time should be optimal and correspond to the educational information currently being studied. It's important not to overdo the effects;

a well-thought-out algorithm for video sequences of images.

the optimal number of images presented on the screen. You should not get carried away by the number of slides, photos, etc., which distract students and prevent them from focusing on the main thing.

Forms of using a computer in the classroom:

• use of media resources as a source of information (disks);
• computer support for the teacher’s activities at different stages of the lesson;
• using a computer to perform technological maps;
• creating a portfolio.

Types: presentations, slide – films and test tasks, computer tests;

– crosswords, puzzles, technological maps, instructional maps

When used in the classroom, the effectiveness of learning and the quality of knowledge increases.

The use of computer technologies in teaching makes it possible to differentiate educational activities in the classroom, activates the cognitive interest of students, develops their creative abilities, and stimulates mental activity.

Unfortunately, when using ICT in my classes, I encounter a number of problems:

– small number of computers.

– different levels of preparedness and development of students;

Effective use of ICT tools in the classroom makes the lesson more interesting and visual; involve students in active cognitive and research activities; strive to realize oneself, to demonstrate one’s capabilities.

Thus, the use of ICT tools allows:

• to intensify the cognitive activity of students;
• conduct classes at a high aesthetic and emotional level;
• ensure a high degree of differentiation of training (almost individualization);
• increase the amount of work performed in class by 1.5-2 times;
• improve knowledge control;
• rationally organize the educational process, increase the effectiveness of the lesson;

The effective use of ICT tools makes the lesson fun and modern. Allows for an individual approach to training, objective and timely monitoring and summing up. But I think that a textbook cannot replace it. This is just a supplement to the tutorial.

Exercises using a computer develop perseverance, attentiveness, accuracy, and develop finger motor skills, which can have a positive effect on working with a pencil and brush. Complexes, tightness, and stiffness disappear.

The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development of creative abilities, the creation of opportunities for realizing the individual’s potential. ICT is used not as a goal, but as another pedagogical tool that contributes to achieving the goal of the lesson.

1. The computer really has quite a wide range of capabilities to create favorable conditions for the work of the teacher and students.

2. Brings the use of explanatory, illustrative and reproductive teaching methods to a qualitatively new level.

3. The use of ICT in the classroom allows you to diversify the forms of work and activities of students, intensify attention, and increases the creative potential of the individual.

5. Using a multimedia projector allows you to work on text more efficiently (visually, aesthetically, saves time).

7. ICT develops students’ independence, the ability to find, select and organize material for class using the capabilities of the Internet.

8. Using tests not only saves time and consumables, but also gives you the opportunity to evaluate your knowledge and capabilities yourself.

9. Students have the opportunity to improve their computer skills.

10. Active use of ICT in the classroom leads to increased interest in the fine arts and the quality of education.

The range of use of this technology in the educational process is very wide: from use as a visualization tool to ways of presenting educational information. At the same time, the computer is a powerful tool for increasing the effectiveness of learning and can increase the motivation of students.

The effectiveness of using ICT in the classroom is not only possible, but also necessary; it helps to increase interest in learning, its effectiveness, and develops the child comprehensively. Computer programs involve children in developmental activities and form culturally significant knowledge and skills.

Thus, the use of computer technology makes it possible to change the educational process for the better, more comfortable, covering all stages of educational activity.

Draft decision.

The use of ICT contributes to the growth of a teacher’s professional skills, increasing the effectiveness of mastering the skills of independent search, processing and presentation of knowledge, developing the personality of students and preparing for a comfortable life in the information society.

First stage (preparatory) “Computer literacy”

• Creating an idea among subject teachers about the possibility and necessity of using ICT in the educational process.
• Training teachers in the basics of computer literacy.
• Preparing students for learning in an ICT environment.

Second stage “Introduction of ICT in education”

• Publication of educational and methodological information in various forms.
• Development of methods for using ICT in the educational process.
• Conducting a pedagogical seminar-conference
• Conducting the competition “ICT in teacher’s creativity.”
• Conducting interim monitoring of the work results of problem group teachers.
• Technical equipment of the institution.
• Creation and updating of a website.

The third stage is “Final”.

• Summing up the results of the work on the topic “Introduction of ICT in education.”
• Conducting final monitoring of the work of the teaching staff on the introduction of ICT into the learning process.
• Systematization of material on the methods of using ICT in the classroom and in educational work.
• Generalization and dissemination of successful teaching experience.

References

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Educational information and communication technologies

Introduction

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

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

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

Before you begin to study information and communication technologies, you need to find out the essence of the key concept. To do this, we will consider the concepts of information, information technology, and communication technology, which are of decisive importance in the formation of the concept of information and communication technology.

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

Information is information transmitted by one person to another person orally, in writing or in some other way [Kuznetsova];

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

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

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

Information (from the Latin informatio, explanation, presentation, awareness) - information about something, regardless of the form of its presentation (Wikipedia).

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

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

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

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

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

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

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

By combining the key characteristics of the concepts of information, information technology, and communication, we can define the concept of information and communication technology (ICT).

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

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

Rice. 1 Components of ICT

Klokov E.V. uses the term "information and communication technology (ICT)". By ICT he understands “a wide range of digital technologies used to create, transmit and distribute information and provide services (computer equipment, software, telephone lines, cellular communications, e-mail, cellular and satellite technologies, wireless and cable communication networks, multimedia , as well as the Internet)" [Klokov, p. 100].

Taking into account the concepts discussed, information and communication technology can be understood as a set of tools for ensuring information processes for receiving, processing and transmitting information that consistently lead to a given result.

2. Goals of using ICT in education

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

The use of information and communication technologies in education, according to I.V. Zakharova, traditionally comes down to two main directions. The first is to use the potential of these technologies to increase the accessibility of education, which is done by including in the education system those individuals for whom another method may not be available at all. We are talking about distance learning.

The second direction involves the use of information technology to change what is taught and how it is taught, that is, the content and methods of learning in the traditional classroom.

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

1) improving the quality of education;

2) increasing the accessibility of education.

Pointing to the existing contradictions in simultaneously achieving the quality and accessibility of education through ICT, Zakharova I.V. proposes a number of principles to resolve this contradiction.

A simplified, but unfortunately widespread, view states that everything is decided simply by the widespread introduction of information and telecommunications technologies, which are credited with truly magical powers. And in this case, society is offered a very simple solution - it is enough to provide educational institutions with computers and telecommunications and education, as if by magic, will become better, more accessible and cheaper. But even the best and most advanced technologies adopted by teachers and students, without adequate reorganization of the educational process, have a demoralizing effect and are simply wasteful. Essentially, this is the same as bringing an illiterate person to the library and waiting for him to learn to read fluently and navigate books.

3. Types of educational information and communication technologies

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

At the same time, these software tools have never met all the needs of teachers. Since the 60s, in scientific centers and educational institutions of the USA, Canada, Western Europe, Australia, Japan, Russia (formerly the USSR) and a number of other countries, a large number of specialized computer systems have been developed specifically for the needs of education, focused on supporting different aspects of the educational process.

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

This list does not pretend to be a classification, since various types of information and communication technologies overlap with each other. To demonstrate this, we will decipher each type.

Computer programmed training is a technology that ensures the implementation of the mechanism of programmed training using appropriate computer programs.

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

What distinguishes computer-based learning from previous technology is that while it is possible to use a wide variety of technological tools (including traditional ones - textbooks, audio and video recordings, etc.), then it involves the use of predominantly software tools that ensure effective independent work of trainees.

Computer-based learning involves all kinds of forms of transferring knowledge to the learner (with or without the participation of a teacher) and, in essence, overlaps with the above.

Computer-assisted assessment can also be an independent teaching technology, but in practice it is an integral element of others, since knowledge transfer technologies are also required to have a special system for assessing the quality of knowledge acquisition. Such a system cannot be independent of the content of the discipline being studied and the methods used by the teacher in traditional teaching or implemented in the training program.

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

Astakhova E.V. uses the term “new information technology” in a meaning that corresponds to the concept of information and communication technology we considered - information technology that uses computers and telecommunications. The author identifies the following types of new information technologies:

1. Database technology and DBMS.

2. Knowledge base technology (accumulation, structuring and storage of knowledge from various fields).

3. Technologies of e-mail and telecommunications access to information remote from the user or its carrier.

4. Computerized office collaboration technology.

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

6. Hypertext technologies.

7. Multimedia and hypermedia technologies.

8. Computer graphics and visualization technology (3D-Studio, Flash).

4. Software for educational information and communication technologies

information communication technology education

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

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

* teaching, monitoring and training systems,

* systems for searching information,

* modeling programs,

* microworlds,

* cognitive tools,

* tools of a universal nature,

* tools for ensuring communications. Tools are understood as programs that provide the ability to create new electronic resources: files of various formats, databases, program modules, individual programs and software packages. Such tools can be subject-specific, or they can be practically independent of the specifics of specific tasks and areas of application.

Let us take a closer look at the types of software that will be used primarily for the implementation of educational information and communication technologies.

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

2) Tools for ensuring communications. A new impetus for informatization of education is given by the development of information telecommunication networks. The global Internet network provides access to gigantic amounts of information stored in different parts of our planet. Many experts consider Internet technologies as a revolutionary breakthrough, surpassing in its significance the advent of the personal computer.

Computer communications tools include several forms: email, electronic conferencing, video conferencing, Internet. These tools allow teachers and students to share information, collaborate on common problems, post ideas or comments, and engage in problem solving and discussion.

Electronic mail (e-mail) is an asynchronous communication medium, which means that in order to receive a message it is not necessary to agree on the time and place of receipt with the sender, and vice versa. E-mail can be used both for communication between two subscribers and for connecting one or many recipients. It is advisable to use these features of its work to establish feedback between teachers or training programs and one or more students, regardless of their physical location. E-mail is also widely used for coordination and feedback in distance and open learning.

It should be noted that the educational capabilities of electronic mail (e-mail) are the most accessible of all information and telecommunication technologies and at the same time the most underestimated. Special mail programs are based on similar principles, and, accordingly, serious professional training is not required to use e-mail. E-mail has very wide possibilities for improving the quality of the educational process. This is both a means of additional support for educational and cognitive activity, providing excellent opportunities for students to communicate with the teacher and with each other (and confidential communication), and a means of managing the progress of the educational process.

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

Using e-mail allows you to increase the efficiency of teachers. When working with a large flow of trainees, this can manifest itself to a greater extent if questions are discussed by email, in virtual seminars or working groups specially organized for this purpose. Here it is necessary to take into account that not every student will voluntarily engage in this type of educational work and, accordingly, a specific reward system is required.

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

Electronic conferencing is an asynchronous communication environment that, like e-mail, can be used for fruitful cooperation between students and teachers, providing users with a kind of structured forum where they can express their opinions in writing, ask questions and read remarks from other participants. Participation in thematic electronic conferences on the Internet is very fruitful for the self-education of teachers and students. Electronic conferences can also be organized within the local network of a separate educational institution for conducting seminars, lengthy discussions, etc. The asynchronous mode of work of the student promotes reflection and, accordingly, thoughtfulness of questions and answers, and the ability to use files of any type (graphics, sound, animations) make such virtual seminars very effective.

Videoconferencing - unlike the previous form, is synchronous in nature, when participants interact in real time. Here, one-on-one (consultation), one-to-many (lecture), many-to-many (teleconference) communication is possible.

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

Internet technologies. The following Internet technologies are usually considered to be basic:

WWW (English World Wide Web - World Wide Web) - technology for working on the network with hypertexts;

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

IRC (English Internet Relay Chat - alternate conversation on the network, chat) - a technology for conducting negotiations in real time, which makes it possible to talk with other people over the network in direct dialogue;

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

The specificity of Internet technologies is that they provide both students and teachers with enormous opportunities to choose sources of information necessary in the educational process:

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

* operational information systematically sent to the customer by email in accordance with the selected mailing list;

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

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

Telecommunications tools, including e-mail, global, regional and local communication networks and data exchange, open up the broadest opportunities for students and teachers: prompt transmission of information of any volume and type over any distance; interactivity and prompt feedback; access to various sources of information; organization of joint telecommunications projects; request information on any issue of interest through the electronic conference system.

The main requirement that must be met for software intended for use in the educational process is the ease and naturalness with which a student can interact with educational materials. The corresponding characteristics and requirements for programs are usually denoted by the abbreviation HCI (English: Human - Computer Interface). This literal translation can be understood as “computer programs with human-oriented dialogue.”

Information and communication technologies make it possible to collect, process, store, distribute, display various types of information and, using electronic means of communication, interact with people geographically distant from each other. Professional interaction of teachers online requires knowledge, skills and abilities to use ICT in teaching activities. However, professional training of teaching staff should not be limited only to training in information and communication technologies, but also to training in modern pedagogical technologies (person-centered learning, project method, training in small groups, etc.). These technologies complement each other: through modern pedagogical technologies to modern teaching tools - ICT and vice versa.

Questions and tasks

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

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

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

4. What advantages and disadvantages does a participant in a virtual seminar receive compared to taking part in a traditional lesson?

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

6. Why is it said that email creates an asynchronous learning environment?

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

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

References

1. Astakhova, E. V. Information and communication technologies: a textbook in 3 parts / E. V. Astakhova; Alt. state tech. University named after I. I. Polzunova. - Barnaul, 2010. - Part 1. Information security. - 82 s.

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

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

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

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

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

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

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