Introduction of information technologies. Application of information technologies in the educational process Decentralization and growth of information needs
Test in the discipline of educational technology.
Option 1
Answer
1Pedagogical technology is:
A) the system of functioning of all components of the pedagogical process;
B) precise instrumental management of the educational process and guaranteed success in achieving the set pedagogical goals;
C) organizing the course of the training session in accordance with educational goals;
D) there is no correct answer;
D) all answers are correct
2Mass development and implementation of pedagogical technologies dates back to the middle... years of the last century:
A) 40s;
B) 50s;
B) 70s;
D) 80s;
D) there is no correct answer
3Initially, pedagogical technology was understood as an attempt to technize the educational process, which resulted in the creation of programmed learning, the theoretical foundations of which were developed:
A) D. Dewey;
B) B.F. Skinner;
B) G.K.Selevko;
D) there is no correct answer;
D) all answers are correct
4Pedagogical technology is characterized by:
A) systematic;
B) cyclicality;
B) pragmatism;
D) there is no correct answer;
D) all answers are correct
5Significant contributions to the development of research in the field of educational technologies were made by:
A) Bespalko V.P.;
B) Pidkasisty I.P.;
B) Slastenin V.A.;
D) there is no correct answer;
D) all answers are correct
6Arrange the hierarchy of the vertical structure of pedagogical technologies, starting with the smallest:
metatechnology - 2;
microtechnology - 3;
A) 3,2,4,1;
B) 3,4,1,2;
B) 3,1,4,2;
D) 3,2,1,4;
D) there is no correct answer
7 Technologies aimed at solving narrow operational problems and related to individual interaction or self-influence of subjects of the pedagogical process are:
A) microtechnology;
B) macrotechnologies;
B) meta-technologies;
D) mesotechnology;
D) there is no correct answer
8An aspect included in the horizontal structure of pedagogical technology, where the technology is represented by a model, a description of the goals, content, methods and means, algorithms of actions used to achieve results:
A) scientific aspect;
B) evaluative aspect;
D) formal descriptive aspect;
D) there is no correct answer
9The conceptual part of pedagogical technologies includes:
D) there is no correct answer;
D) all answers are correct
10The unit of the pedagogical process is:
A) pedagogical situation;
B) pedagogical task;
B) student;
D) there is no correct answer;
D) all answers are correct
11The students were not prepared for the lesson. The teacher's task is to include students in activities during the lesson. Define the task type:
A) strategic task;
B) tactical task;
B) operational task;
D) traditional task;
D) there is no correct answer
12 Sequentially arrange the stages of solving pedagogical problems:
prognostic stage -1
analytical stage -2
reflective stage -3
procedural stage - 4
A) 1,2,4,3;
B) 2,1,3,4;
B) 1,4,2,3;
D) 2,1,4,3;
D) there is no correct answer
13At what stage of technology for solving ped. tasks, is there a selection of available means to achieve results, design of impact or interaction?
A) at the analytical stage;
B) at the procedural stage;
B) at the prognostic stage;
D) at the reflective stage;
D) there is no correct answer
14What level of activity in the educational process is characterized by the student’s desire to understand, remember and reproduce knowledge, to master ways of applying knowledge according to the example:
A) creative;
B) interpretive;
B) reproducing;
D) there is no correct answer;
D) all answers are correct
A) gaming technologies;
D) there is no correct answer;
D) all answers are correct
16The following business games are distinguished by levels of the management process:
A) situational, complex games;
B) educational, design games;
C) simulation, operational games;
D) there is no correct answer;
D) all answers are correct
17The modeling stage of the business game technology includes:
A) formulation of a common goal;
C) development of a business game project describing a specific situation;
D) there is no correct answer;
D) all answers are correct
18A system of limited social interaction between a teacher and students, the content of which is the exchange of information and the provision of educational influence - this is:
A) the process of education;
B) pedagogical process;
C) professional and pedagogical communication;
D) there is no correct answer;
D) all answers are correct
19Pedagogical monitoring is:
A) long-term tracking of any objects and ped phenomena. reality;
B) the process of implementing pedagogical tasks;
C) the system of functioning of the pedagogical process;
D) there is no correct answer;
D) all answers are correct
20What is the basis for the classification of monitoring into pedagogical, sociological, psychological, medical, economic, demographic?
A) monitoring objectives;
B) scope of application;
D) there is no correct answer;
D) all answers are correct
21Pedagogical diagnostics is part of:
A) pedagogical process;
B) pedagogical monitoring;
B) teaching activities;
D) there is no correct answer;
D) all answers are correct
22The monitoring function, which makes it possible to obtain information about the state of an object and provide feedback, is:
A) information function;
B) analytical function;
B) correction function;
D) there is no correct answer;
D) all answers are correct
23The monitoring stage, characterized by the collection and processing of information, analysis of the results obtained and development of recommendations, forecasting prospects for changes in the area under study is:
A) regulatory and installation stage;
B) diagnostic and prognostic;
D) there is no correct answer;
D) all answers are correct
24Which stage of monitoring refers to the definition of the object, subject, subject, purpose and objectives of pedagogical monitoring?
A) to the normative and regulatory;
B) to diagnostic and prognostic;
B) to correctional activity;
D) to the final diagnostic;
D) there is no correct answer
25The design of classes using information technology is carried out on the basis of the following stages: conceptual, pedagogical implementation stage, reflection and correction stage, technological stage. Which stage is not named?
A) analytical;
B) operational;
B) operational;
D) communicative;
D) there is no correct answer
26The principles of learning applied in information technology do not include:
A) principle of starting knowledge;
B) principle of integration;
C) the principle of information security;
D) modeling principle;
D) there is no correct answer
27Types of distance learning sessions, the main purpose of which is to attract students:
A) introductory classes;
B) demonstration classes;
D) there is no correct answer;
D) all answers are correct
28Pedagogical software according to methodological purpose are divided into:
A) training rooms;
B) communicative;
B) analytical;
D) there is no correct answer;
D) all answers are correct
29The responsibilities of a tutor include:
A) support of the educational process;
C) conducting distance learning;
D) there is no correct answer;
D) all answers are correct
30What pedagogical tasks arise from the general goal of education, are formed in the form of ideas about the basic culture of a person, are they set from the outside, reflecting the objective needs of society?
A) tactical;
B) operational;
B) strategic;
D) didactic;
D) there is no correct answer
Option 2
Answer
1In a general scientific sense, technology is:
A) a set of techniques used in any business, skill, or art;
B) a set of techniques and methods for obtaining, processing or processing raw materials, materials, semi-finished products or products carried out in various fields and industries;
C) the science of methods of production in specific areas and types of human activity;
D) there is no correct answer;
D) all answers are correct
2An integral property of pedagogical technology is:
A) integrity;
B) optimality;
B) effectiveness;
D) there is no correct answer;
D) all answers are correct
3Depending on psychological structures (I.Ya. Lerner), the following technologies are distinguished and classified:
A) authoritarian
B) humanitarian
B) informational
D) there is no correct answer;
D) all answers are correct
4Arrange the hierarchy of the vertical structure of pedagogical technologies, starting with the largest:
industry macrotechnology -1;
metatechnology - 2;
microtechnology - 3;
modular-local mesotechnology - 4
A) 4,2,3,1;
B) 2,1,4,3;
B) 3,1,4,2;
D) there is no correct answer;
D) all answers are correct
5Pedagogical technologies covering activities within any educational sector, area, direction of training or education, academic discipline are:
A) microtechnology;
B) macrotechnologies;
B) meta-technologies;
D) mesotechnology.
D) there is no correct answer
6An aspect included in the horizontal structure of pedagogical technology, where technology is presented as a scientifically developed solution to a specific problem, based on the achievements of pedagogical theory and best practice:
A) scientific aspect;
B) procedural-effective aspect;
B) evaluative aspect;
D) formal descriptive aspect.
D) there is no correct answer
7The procedural part of pedagogical technologies includes:
A) name of technology, target orientations;
B) structure and algorithm of activity of subjects;
B) examination of pedagogical technology;
D) content and structure of teacher and student activities, volume of content.
D) there is no correct answer
8A meaningful pedagogical situation with a purpose brought into it is:
A) pedagogical communication;
B) pedagogical task;
B) pedagogical interaction;
D) there is no correct answer;
D) all answers are correct
9The classification of pedagogical tasks based on time does not distinguish:
A) strategic objectives;
B) tactical tasks;
B) operational tasks;
D) there is no correct answer;
D) all answers are correct
10Arrange the stages of solving pedagogical problems sequentially
prognostic stage - 2
analytical stage - 3
reflective stage - 4
procedural stage - 1
A) 1,2,4,3;
B) 2,1,3,4;
B) 1,4,2,3;
D) 2,1,4,3.
D) there is no correct answer
11Current, immediate tasks facing the teacher at every single moment of his practical activity are:
A) tactical tasks;
B) operational tasks;
B) strategic objectives;
D) there is no correct answer;
D) all answers are correct
12At what stage of technology for solving ped. tasks, the implementation of pedagogical goal setting for solving the problem takes place; diagnostics of individual or group behavior, personality and collective?
A) at the analytical stage;
B) at the procedural stage;
B) at the prognostic stage;
D) at the reflective stage
D) there is no correct answer
13 Teaching and educational situations include:
A) incentive situations;
B) situations of choice;
B) situations of success;
D) there is no correct answer;
D) all answers are correct
14Reproductive activity is characterized by:
A) the student’s desire to understand, remember and reproduce knowledge;
B) interest and desire not only to penetrate into the essence of phenomena, but also to find a new way of solving them;
C) mastering the method of applying knowledge according to a model;
D) the student’s desire to identify what is being studied, mastering ways to apply knowledge in new conditions;
D) there is no correct answer
15Based on the activation and intensification of activities, the following technologies can be distinguished:
A) gaming technologies;
B) interactive technologies;
B) communication technologies;
D) there is no correct answer;
D) all answers are correct
16Type of activity in situations aimed at recreating and assimilating social experience in which self-government behavior develops and improves:
A) teaching;
B) observation;
B) game;
D) there is no correct answer;
D) all answers are correct
17The preparatory stage of business game technology includes:
A) formulation of a common goal;
B) detailed analysis of the business game;
C) determining the topic and content;
D) there is no correct answer;
D) all answers are correct
18Pedagogical communication in technological terms finds its expression:
A) the ability to manage one’s own mental state;
B) the ability to understand the student’s condition;
B) the ability to convey information;
D) there is no correct answer;
D) all answers are correct
19The exchange of information in communication is carried out using:
A) verbal means;
B) empathy;
B) reflection;
D) there is no correct answer;
D) all answers are correct
20Nonverbal communication is implemented using:
A) oral speech;
B) written speech;
B) facial expressions;
D) there is no correct answer;
D) all answers are correct
21The authoritarian style of communication is characterized by:
D) there is no correct answer;
D) all answers are correct
22Systematic tracking, observation of the state of an object of educational activity, analysis of its state by measuring the real results of the educational and educational activities of an educational institution with given goals, forecasting changes in the state of an object for the purpose of making management decisions is:
A) pedagogical diagnostics;
B) pedagogical monitoring;
B) pedagogical reflection;
D) there is no correct answer;
D) all answers are correct
23The monitoring function, which allows for diagnostics and obtaining comprehensive information about the state of the monitored object, is:
A) information function;
B) diagnostic function;
B) correction function;
D) there is no correct answer;
D) all answers are correct
24Monitoring stage, characterized by identifying criteria and indicators of the levels of formation of the aspect of monitoring under study:
A) diagnostic and prognostic stage;
B) correctional activity stage;
D) there is no correct answer;
D) all answers are correct
25External reasons for the introduction of information technologies include:
A) increasing the teacher’s work efficiency by saving time;
C) mass replication of advanced teaching technologies using IT;
D) there is no correct answer;
D) all answers are correct
26The complex of educational information technologies includes:
A) technologies for recording and storing information;
B) telecommunication technologies;
C) search technologies and database management systems;
D) there is no correct answer;
D) all answers are correct
27 Pedagogical software tools used to organize extracurricular activities aimed at developing attention, reaction, and memory are:
A) teaching aids;
B) leisure facilities;
B) modeling tools;
D) there is no correct answer;
D) all answers are correct
28Implementation of measures to maintain the integrity and confidentiality of educational information, access control and user identification is carried out on the basis of:
D) there is no correct answer;
D) all answers are correct
29Interactive tools that allow simultaneous operations with still images, videos, animated graphics, tests, speech and audio are:
A) electronic educational and methodological complexes;
B) multimedia;
D) there is no correct answer;
D) all answers are correct
30The system of scientific and engineering knowledge, as well as methods and tools, which is used to create, collect, transmit, store and process information in a subject area is:
B) information process;
D) there is no correct answer;
D) all answers are correct
Option 3
Answer
1Teaching technology is:
B) a set of methods and means of processing, presenting, changing and presenting educational information;
C) introduction into pedagogy of a systematic way of thinking, which can otherwise be called “systematization of education”;
D) there is no correct answer;
D) all answers are correct
2Which parameter does G.K. Selevko not take as the basis for the classification of pedagogical technologies:
A) level of reproduction;
B) philosophical basis;
B) methodological approach;
D) there is no correct answer;
D) all answers are correct
3Pedagogical technologies that cover the entire educational process in a country or region:
A) microtechnology;
B) macrotechnologies;
B) meta-technologies;
D) mesotechnology;
D) there is no correct answer
4By management style, pedagogical technologies are divided into:
A) moral;
B) heuristic;
B) authoritarian;
D) there is no correct answer;
D) all answers are correct
5The horizontal hierarchy of pedagogical technologies does not include:
A) monotechnologies;
B) polytechnologies;
B) microtechnology;
D) there is no correct answer;
D) all answers are correct
6The structure (model) of description and analysis of pedagogical technology does not include:
A) conceptual part;
B) content;
B) professional part;
D) there is no correct answer;
D) all answers are correct
7The criteria-evaluative part of pedagogical technologies includes:
A) name of technology, target orientations;
B) structure and algorithm of activity of subjects;
C) examination of pedagogical technology;
D) content and structure of teacher and student activities, scope of content;
D) there is no correct answer
8Classification of pedagogical tasks by type of teacher activity includes:
A) convergent tasks;
B) educational tasks;
B) operational tasks
D) there is no correct answer;
D) all answers are correct
9Arrange the stages of solving pedagogical problems sequentially
prognostic stage - 4
analytical stage - 2
reflective stage - 1
procedural stage - 3
A) 1,2,4,3;
B) 2,1,3,4;
B) 1,4,2,3;
D) 2,4,3,1;
D) there is no correct answer
10At what stage of technology for solving ped. tasks, there is systematic monitoring of ongoing actions, prompt adjustment of selected methods of action?
A) at the analytical stage;
B) at the procedural stage;
B) at the prognostic stage;
D) at the reflective stage;
D) there is no correct answer
11When analyzing teaching and educational situations, it is necessary to take into account:
A) the student’s attitude towards receiving education and the required level of knowledge;
B) the level of educational skills of the student;
C) the relationship that has developed with a specific teacher, teacher; communication style of the teacher, teacher;
D) there is no correct answer;
D) all answers are correct
12The ability of a person to make socially significant transformations in the world based on the appropriation of the wealth of material and spiritual culture, manifested in creativity, acts of will, and communication is:
A) integrity;
B) activity;
B) creativity;
D) there is no correct answer;
D) all answers are correct
13Based on the activation and intensification of activities, the following technologies can be distinguished:
A) self-development technologies
B) programmed learning technologies;
B) humanistic technology;
D) there is no correct answer;
D) all answers are correct
14In the holistic pedagogical process, gaming activity performs:
A) entertainment function;
B) communicative function;
B) diagnostic function;
D) there is no correct answer;
D) all answers are correct
15The procedural stage of the business game technology includes:
A) formulation of a common goal;
B) detailed analysis of the business game;
C) conducting the game in accordance with the developed model;
D) there is no correct answer;
D) all answers are correct
16The stage-by-stage development of pedagogical communication does not include the stage:
A) management of communication in the pedagogical process;
B) organizing direct communication;
C) modeling upcoming communication;
D) there is no correct answer;
D) all answers are correct
17Verbal communication uses as a sign system:
A) facial expressions;
B) pantomime;
B) speech;
D) there is no correct answer;
D) all answers are correct
18Individual typological features of interaction between teacher and students are:
A) forms of communication;
B) methods of communication;
B) communication style;
D) there is no correct answer;
D) all answers are correct
19The democratic style of communication is characterized by:
A) the sole decision of all issues by the teacher;
B) the teacher’s desire to be minimally involved in the activity;
C) increasing the role of the student in interaction;
D) there is no correct answer;
D) all answers are correct
20What underlies the classification of monitoring into school,
district, regional (regional),
A) monitoring objectives;
B) scope of application;
C) hierarchy of control systems;
D) the basis of the examination;
D) there is no correct answer
21Monitoring function, which involves monitoring the state of the monitored object and preparing recommendations for making corrective and proactive management decisions.
A) information function;
B) diagnostic function;
B) organizational and managerial function;
D) there is no correct answer;
D) all answers are correct
22Monitoring stage, characterized by comparison of the results obtained at different stages with the initial ones:
A) final diagnostic stage;
B) correctional activity stage;
B) regulatory and installation stage;
D) there is no correct answer;
D) all answers are correct
23 internal reasons for the introduction of information technology include:
A) increasing the efficiency of the teacher’s work by saving time;
B) social need for people proficient in information technology methods;
C) rapid improvement of new information means
technology;
D) there is no correct answer;
D) all answers are correct
24Pedagogical software tools used for visual presentation of educational material, visualization of the studied phenomena, processes and relationships are:
A) demonstration facilities;
B) imitation means;
B) teaching aids;
D) there is no correct answer;
D) all answers are correct
25The determination of the requirements for pedagogical assessment of each step of the design, implementation and operation of information tools is carried out on the basis of:
A) the principle of pedagogical expediency;
B) the principle of independent work;
B) the principle of information security;
D) there is no correct answer;
D) all answers are correct
26Types of distance learning sessions, the main purpose of which is to determine ways to solve an educational problem:
A) introductory classes;
B) demonstration classes;
B) individual consultations;
D) remote testing;
D) there is no correct answer
27The system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to intentional results, is:
A) pedagogical system;
B) education;
B) pedagogical technology;
D) methodology.
D) there is no correct answer
28A hypertext or hypermedia system hosted on a server or CD is:
A) e-book;
B) pedagogical software;
B) multimedia;
D) there is no correct answer;
D) all answers are correct
29Pedagogical technology that uses special methods, software and hardware to work with information is:
A) information technology;
B) educational information technology;
B) information process;
D) there is no correct answer;
D) all answers are correct
30The duties of a tutor do not include:
A) preparation of test tasks;
B) drawing up a curriculum, lectures;
C) conducting distance learning
D) there is no correct answer;
D) all answers are correct
1 option
1. Pedagogical technology is:
A) a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit of the pedagogical process
C) this is a model of joint pedagogical activities thought out in every detail in the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers
E) all answers are correct
2. Man as a subject of relationships and conscious activity, capable of self-knowledge and self-development. A person becomes a personality in the process of development - this is:
A) Personality B) individual C) person D) student E) teacher
3. General factors influencing the productivity of the modern didactic process are:
A) pedagogical activity, training, education;
B) educational material; organizational and pedagogical influence; student learning ability; time
C) student learning ability; time
D) educational material; organizational and pedagogical influence;
E) there are no correct answers
4. Concepts of developmental education: aims to teach students the skills of educational cooperation.
D) Concept of E.N. Kabanova E) Concept by G.A. Tsukerman
5. The humanistic orientation of the teacher’s personality is:
A) the most important component is the focus on the personality of another person, the affirmation of the highest spiritual values, moral forms of behavior and relationships, the manifestation of the teacher’s professional ideology
B) the teacher’s use of humanistic methods in teaching
C) humanization of activities worthy of self-respect, expediency of means
D) a sense of responsibility for the future, awareness of goals and great love for children, the teacher’s professional skills begin to form.
E) all answers are correct
6. If a student knows what to start from, what intermediate results to go through in studying a topic, and how to achieve them, then his functions in learning come down to remembering all this and reproducing it at the right time. So, what method can we talk about?
A) model B) reproductive or explanatory-illustrative
C) programmed D) heuristic E) problematic
7. Technology is:
A) an integral procedural part of the didactic system
C) description of the process of achieving the planned learning outcomes
D) a set of techniques used in any business, skill, art
E) there are no correct answers
8. It organically includes the introduction and implementation of new, progressive ideas, principles and techniques into the process of teaching and upbringing and significantly changes and improves their quality:
A) developmental training
B) teaching activities
C) pedagogical process
D) pedagogical innovation.
E) teacher certification
9. Three main approaches to the interpretation of best pedagogical experience can be distinguished:
A) purpose of work, movement, novelty B) innovation, activity, example of good work.
C) creativity, activity, innovation D) characteristics of work, process, innovation
E) activities, work methods, creativity
10. The concept of “pedagogical technology” can be represented by the following aspects:
A) scientific, procedural-descriptive, procedural-effective
B) general pedagogical, private methodological, local
C) subject, general didactic, modular
D) techniques, links, elements
E) there are no correct answers
11. Concepts of developmental training: personal developmental training is aimed at developing theoretical consciousness and thinking.
A) Concept by V.V. Davydov – D.B. Elkonina B) Concept by G.K.Selevko
C) Concept of L.V. Zankova D) Concept by I.S. Yakimanskaya, E) Concept by S.A. Smirnov
12. The essence of modular training is that it:
A) allows each student to completely independently achieve specific goals of educational and cognitive activity.
B) carried out through individual communication or through information.
C) allows you to independently achieve specific goals of educational activities.
D) allows the teacher to individualize work with each student E) all answers are correct
13. Classifications of educational technologies:
A) old and new B) natural and technical C) traditional and innovative.
D) traditional and technological E) methodological and computer
14. Teachers who contributed to the development of preschool pedagogy in Germany
A) E.N. Vodovozova and E.I. Tikheyeva B) P. Kergomar, F. Frebel, C) R. Steiner, J. A. Komensky
D) F. Froebel, R. Steiner E) there are no correct answers
15. Concepts of developmental education: aimed at the formation of thinking operations, which she calls methods of educational work:
16. What pedagogical tasks arise from the general goal of education, are formed in the form of ideas about the basic culture of a person, are they set from the outside, reflecting the objective needs of society?
A) tactical; B) operational; C) strategic; D) didactic; E) there is no correct answer
17. Pedagogical software used to organize extracurricular activities aimed at developing attention, reaction, and memory are:
A) teaching aids; B) leisure facilities; C) modeling tools;
18. Educational technology is:
A) a body of knowledge about the methods and means of implementing the pedagogical process;
B) a set of methods and means of processing, presenting, changing and presenting educational information;
C) introduction of a systematic way of thinking into pedagogy, which can otherwise be called “systematization of education”;
D) there is no correct answer; E) all answers are correct
19. At what stage of technology for solving ped. tasks, is there a selection of available means to achieve results, design of impact or interaction?
A) at the analytical stage; B) at the procedural stage; C) at the prognostic stage;
D) at the reflective stage; E) there is no correct answer
20. What level of activity in the educational process is characterized by the student’s desire to understand, remember and reproduce knowledge, master ways of applying knowledge according to the example:
A) creative; B) interpretive; C) reproducing;
D) there is no correct answer; E) all answers are correct
21. Based on the activation and intensification of activities, the following technologies can be distinguished:
A) gaming technologies; B) programmed learning technologies;
C) humanistic technology; D) there is no correct answer; E) all answers are correct
22. A system of limited social interaction between a teacher and students, the content of which is the exchange of information and the provision of educational influence - this is:
A) the process of education; B) pedagogical process; C) professional and pedagogical communication;
D) there is no correct answer; E) all answers are correct
Pedagogical technology is
A) system of functioning of all components of the pedagogical process
B) precise instrumental management of the educational process and guaranteed success in achieving the set pedagogical goals;
C) organizing the course of the training session in accordance with educational goals;
D) there is no correct answer; E)all answers are correct
24. The massive development and implementation of pedagogical technologies dates back to the middle... of the last century:
A) 40s B) 50s; C) 70s; D) 80s; E) there is no correct answer
25. The principles of training applied in information technology do not include:
A) principle of starting knowledge; B) principle of integration; C) the principle of information security;
D) modeling principle; E) there is no correct answer
26. Types of distance learning sessions, the main purpose of which is to attract students:
A) introductory classes; B) demonstration classes; C) individual consultations;
D) there is no correct answer; E) all answers are correct
27. Pedagogical software according to methodological purpose is divided into:
A) training rooms; B) communicative; C) analytical; D) there is no correct answer;
E) all answers are correct
28. The responsibilities of a tutor include:
A) support of the educational process; B) drawing up a curriculum, lectures;
C) conducting distance learning; D) there is no correct answer;
E) all answers are correct
29. The conceptual part of pedagogical technologies includes:
A) name of technology, target orientations; B) structure and algorithm of activity of subjects;
C) examination of pedagogical technology; D) there is no correct answer; E) all answers are correct
30. The unit of the pedagogical process is:
A) pedagogical situation; B) pedagogical task; C) student;
D) there is no correct answer; E) all answers are correct
Option 2
1. Concepts of developmental education: aimed at the formation of thinking operations, which she calls methods of educational work:
A) Concept of I.P. Volkova, G.S. Altshuller, I.P. Ivanova B) Concept by E.N. Kabanova
C) Concept by S.A. Smirnov D) Concept by I.S. Yakimanskaya, E) Concept by G.K.Selevko
2. Experience is studied using the following methods:
A) questionnaire, survey, observation, interview;
B) attending lessons, extracurricular activities, analyzing them;
C) studying the teacher’s teaching materials; studying its working documentation (plans);
D) carrying out control work, creative work confirming the effectiveness of the experiment.
E) all answers are correct
3. The process of quantitative and qualitative changes in the body, psyche, intellectual and spiritual sphere of a person, caused by the influence of external and internal, controllable and uncontrollable factors, is:
A) Training B) Development C) Education D) Action E) Process
4. If both the intermediate results and the ways to achieve them are not known, the student is faced with a contradiction between the existing knowledge and the necessary one, that is, he finds himself in a problematic situation. His search becomes more complex. In this case, what teaching method does the teacher use?
A) model B) problematic C) reproductive
D) heuristic E) programmed
5. The theory of learning, formulated by whom in the early 30s, who introduced the concepts of “zone of proximal development” and “zone of actual development”?
A) J.A. Komensky B) J. Piaget C) L.V. Zankova D) A.V. Vygotsky E) Z.I Kalmykova
6. Concepts of developmental education: to create conditions for the maximum development of the child’s abilities in combination with the intensive accumulation of social experience and the formation of his internal psychological peace and self-confidence.
C) Concept of L.V. Zankova D) Concept by Z.I. Kalmykova E) Concept by G.K.Selevko
7. Concepts of developmental education: aimed at the formation of productive or creative thinking:
A) Concept of L.V. Zankova B) Concept by Z.I. Kalmykova
C) Concept of I.P. Volkova, G.S. Altshuller, I.P. Ivanova
D) Concept of E.N. Kabanova E) Concept by G.A. Tsukerman
8. Concepts of developmental education:
A) Concept of L.V. Zankova, Concept by Z.I. Kalmykova, Concept by I.P. Volkova, G.S. Altshuller, I.P. Ivanova B) Concept by E.N. Kabanova, Concept by G.A. Tsukerman
C) Concept by V.V. Davydov – D.B. Elkonina,
D) Concept of I.S. Yakimanskaya, Concept by G.K.Selevko E) all answers are correct
9. Concepts of developmental education: aimed at early intensified general psychological development of the individual.
A) Concept by V.V. Davydov – D.B. Elkonina B) Concept by G.K.Selevko
C) Concept of L.V. Zankova D) Concept by I.S. Yakimanskaya, E) Concept by S.A. Smirnov
10. In the learning theory formulated by A.V. Vygotsky in the early 30s, what concepts were presented in the work?
A) spiritual development, moral development B) zone of proximal development, zone of actual development.
C) personality development, individual development D) development zone, higher development E) development, training
11. Professional potential is:
A) the main characteristic of a teacher, which includes a set of natural and acquired qualities combined into a system that determine the teacher’s ability to perform his duties at a given level;
B) the teacher’s goal-corrected ability to realize it: in this case we are talking about the relationship between intentions and achievements;
C) a base of professional knowledge and skills in unity with the teacher’s developed ability to actively create, act, and bring his intentions to life
D) achieve the designed results. E) all answers are correct
12. Structure of pedagogical technology:
A) subject, general didactic, modular
B) scientific, procedural-descriptive, procedural-effective
C) conceptual basis, content component of training, procedural part - technological process
D) procedural part, conceptual framework
E) procedural-descriptive, procedural-effective
13. Concepts of developmental education: aimed at developing the individual cognitive abilities of each child, at knowing oneself as an individual, at self-determination and self-realization in the learning process.
A) Concept of E.N. Kabanova B) Concept by S.A. Smirnov
C) Concept of L.V. Zankova D) Concept by Z.I. Kalmykova E) Concept by I.S. Yakimanskaya
14. Concepts of developmental training: personal developmental training is aimed at developing theoretical consciousness and thinking.
A) Concept by V.V. Davydov – D.B. Elkonina B) Concept by G.K. Selevko C) Concept by L.V. Zankova D) Concept by I.S. Yakimanskaya, E) Concept by S.A. Smirnov
15. Effective experience that allows you to achieve good results in educational work with a relatively low expenditure of effort, money and time is:
A) advanced teaching experience B) professional potential of a teacher
C) innovation D) master teacher E) ideal teacher
The question of the role of modern information and, more recently, communication technologies in improving and modernizing the existing educational system has remained relevant over the past two decades. However, it became most acute during the introduction into practice of the educational process of relatively inexpensive and therefore accessible personal computers, united both in local networks and with access to the global Internet. For the successful implementation of the program for the modernization of secondary education, largely based on its computerization and “internetization,” it will be necessary not only to modern technical equipment of educational institutions, but also to appropriate training of teachers and organizers of the education system.
The idea of the most important function of language - receiving and transmitting knowledge with its help - has developed historically: language is a specific system of communication, or communication. In addition to language for searching and obtaining knowledge, storing and transmitting it, people sought and found additional means that had a significant, sometimes revolutionary, impact on the life of society. Writing, the printing press, the telephone, television and, finally, the Internet are the most impressive milestones in the evolution of knowledge transfer.
The statement “We live in the age of information and communications” is not entirely true, since both information and communications have always existed, but post-industrial society is unique in that it is characterized by the extremely rapid development of information and communication technologies, and their capabilities are becoming unprecedented for human development, for effective solutions to many professional, economic, social and everyday problems. Only those members of society who will have the necessary knowledge to navigate the new information space will be able to competently and skillfully manage these opportunities. While maintaining their identity, they will take advantage of globalization, when people living in different cities and countries, on different continents, thanks to the ease and speed of communication, can work on one holistic project, conduct joint research and quickly exchange results. We are talking about changing the content of education, about mastering information culture - one of the components of general culture, understood as the highest manifestation of education, including a person’s personal qualities and his professional competence. Note that the concept of “culture” is interpreted in different ways. But despite all the differences, its most significant attributes are recognized as “a deep, conscious and respectful attitude towards the heritage of the past, the ability to creatively perceive and transform reality in one or another sphere of life.”
In the context of such an understanding of culture, today, for the development of a teacher as a person, it is simply necessary to introduce him to the information and communication capabilities of modern technologies, to master a genuine information culture, which opens the way for him and his students to achieve one of the main goals of education: from the dialogue of people and cultures through the identification and development of the creative potential of the individual to achieve mutual enrichment and productive interaction of human communities.
In the field of education, with the advent of the Windows operating system, new opportunities have opened up. First of all, this is the availability of interactive communication in so-called interactive programs.
In addition, the widespread use of graphics (drawings, diagrams, diagrams, drawings, maps, photographs) has become feasible. The use of graphic illustrations in educational computer systems makes it possible to convey information to the learner at a new level and improve its understanding. Educational software products that use graphics contribute to the development of such important qualities as intuition and imaginative thinking.
The further development of computer technology in the last decade has provided technical and software innovations that are very promising for educational purposes. First of all, these are devices for working with CDs - CD-ROM (from the English. Cotract Disk Read. Op1y Metoru - a device for reading from a CD) and CD-RW (a device for reading and writing a CD) , allowing you to concentrate large amounts of information (hundreds of megabytes) on a small and inexpensive medium.
The increased productivity of personal computers has made possible the fairly widespread use of multimedia technologies and virtual reality systems.
Modern learning is difficult to imagine without multimedia technology, which allows the use of text, graphics, video and animation in an interactive mode and thereby expands the scope of the computer in the educational process. But it is necessary to take into account that the level and quality of work with the corresponding software products depend on meeting very high requirements for the speed and memory capacity of the computer, sound characteristics and the availability of additional equipment, in particular CO-ROM. Multimedia programs are a knowledge-intensive and very expensive product, since their development requires combining the efforts of not only subject matter experts, teachers, psychologists and programmers, but also artists, sound engineers, screenwriters, editors and other professionals.
Virtual reality (from the English virtual reality - possible reality) is a new technology of non-contact information interaction that, using a multimedia environment, realizes the illusion of direct presence in real time in a stereoscopically presented “screen world”. In such systems, the illusion of the user’s location among objects of the virtual world is continuously created. Instead of a conventional display, television monitor glasses are used, which show continuously changing pictures of events in the virtual world. For educational purposes, virtual reality technology was first used back in the 60s of the last century, when pilots learned how to control an airplane using special simulators. Since the 80s, fundamentally new systems for interactive control of machine-generated images began to be created in the United States, primarily to solve the problems of training military personnel. Currently, this technology is also used in psychology, the entertainment industry, etc.
Hypertext technology opened up new opportunities for informatization of education in the 90s. Hypertext (from the English hurer-techt - supertext), or hypertext system, is a collection of various information that can be located not only in different files, but also on different computers. The main feature of hypertext is the ability to navigate through so-called hyperlinks, which are presented either in the form of specially designed text or a specific graphic image. There can be several hyperlinks on the computer screen at the same time, and each of them determines its own “travel” route.
A modern hypertext learning system is distinguished by a convenient learning environment in which it is easy to find the necessary information, return to material already covered, etc.
HTML technology is based on the creation of hypertext using a special language, HTML (from the English. NuperText Markup Lapgiage - hypertext markup language). To view hypertext and search for information, special programs called browsers were developed in the early 90s (from the English browser - means for viewing). Browsers allow you to view hypertext on almost any computer, regardless of the operating system used (DOS, Windows, UNIX, etc.).
In recent years, various software packages have been developed and gained some popularity that expand the capabilities provided by HTML technology and make it possible to involve teachers directly in the creation of hypertext educational tools. In addition to programs from the very popular Microsoft Office package, with the help of which it is easy to transform a variety of documents into hypertext, there are tools specifically designed for educational purposes. This is the NuperCard system, which allows you to create educational applications using multimedia and easily save cards with heterogeneous (text, graphic, audio) information in a database.
AOS, built on the basis of hypertext technology, can provide better learning not only due to the clarity of the information presented. Using dynamic, i.e. changing hypertext allows you to diagnose the learner, and then automatically select one of the possible levels of study of the same topic. Hypertext learning systems present information in such a way that the learner himself, following graphic or text links, can use various schemes for working with the material. All this creates conditions for the implementation of a differentiated approach to learning in such courses.
The spread of hypertext technology to a certain extent served as a kind of impetus for the creation and widespread replication on CDs of various electronic publications: textbooks, reference books, dictionaries, encyclopedias (school series “1C: Tutor”, encyclopedic and educational publications of the company “Cyril and Methodius”, etc. .).
The use of various information technologies (IOS, multimedia, hypertext) in electronic publications provides significant didactic advantages to the electronic book compared to the traditional one:
multimedia technology creates a learning environment with a vivid and visual presentation of information, which is especially attractive for schoolchildren;
integration of significant amounts of information on a single medium is carried out;
hypertext technology, through the use of hyperlinks, simplifies navigation and provides the ability to choose an individual scheme for studying the material;
ITS technology based on modeling the learning process allows you to supplement the textbook with tests, track and direct the trajectory of learning the material, thus providing feedback.
Telecommunications tools, including e-mail, global, regional and local communication and data exchange networks, can provide the greatest opportunities for learning:
prompt transmission of information of any volume and type over different distances;
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.
In recent years, different countries have paid attention to the possibilities of using computer telecommunication technologies to organize training. Computer telecommunications provide effective feedback, which includes both the organization of educational material and communication (via e-mail, teleconference) with the teacher teaching a particular course. Such learning at a distance is called distance learning (from the English distance education - learning at a distance).
The computer as an information tool is intended to provide information services to human needs. How to make this service most productive specifically for the educational and pedagogical process is the main question of the entire multifaceted problem of improving education based on information technology.
Since learning is the transfer of information to the student, then, according to the definition of Academician V.N. Glushkov (information technologies are processes associated with information processing), we can conclude that information technologies have always been used in teaching. Moreover, any methods or pedagogical technologies describe how to process and transmit information so that it is best learned by students. That is, any pedagogical technology is information technology. When computers began to be so widely used in education that it became necessary to talk about educational information technologies, it turned out that they had actually been implemented in educational processes for a long time, and then the term “new educational information technology” appeared.
Thus, the emergence of such a concept as “new information technology (NIT)” is associated with the emergence and widespread introduction of computers in education. Let us consider as an example the most complete and consistent approach to NIT, which is followed in almost all publications.
Information technologies include programmed learning, predictive learning, expert systems, hypertext and multimedia, microworlds, simulation learning, demonstrations. These private methods should be used depending on educational goals and educational situations, when in some cases it is necessary to better understand the needs of the student, in others the analysis of knowledge in the subject area is important, in others the main role can be played by taking into account the psychological principles of learning.
Considering the new information technologies available today, the following are usually identified as the most important characteristics:
1) types of computer-based teaching systems (teaching machines, teaching and training, programmed training, intelligent tutoring, manuals and users);
2) the teaching tools used (LOGO, learning through discovery, microworlds, hypertext, multimedia);
3) instrumental systems (programming, word processors, databases, presentation tools, authoring systems, group learning tools).
As we see, the main thing in NIT is a computer with the appropriate hardware and software, hence the definition:
New information technologies for education are the process of preparing and transmitting information to the learner, the means of implementation of which is the computer. This approach reflects, as noted above, the initial understanding of pedagogical technology as the use of technical means in teaching. The essence of the modern approach lies in the idea of maximum possible controllability of the work of the school, especially its main link - the learning process.
Thus, the learning process with its own characteristics becomes the leader, and the computer is a powerful tool that allows solving new, previously unsolved didactic problems. As we have already noted, in education “pedagogical technology” and “information technology” are, in a certain sense, synonyms. Is the use of a computer a sufficient basis for naming this new technology? In our opinion, no. The fact is that the vast majority of such technologies are based (if at all) on well-known (good and not so good) pedagogical ideas. Moreover, they do not satisfy the basic requirements of the concept of “technology” at all.
Using modern teaching tools and instrumental environments, they create beautifully designed software products that do not introduce anything new into the development of learning theory. Therefore, we can only talk about automating certain aspects of the learning process, transferring information from paper to magnetic media, etc. We can talk about new information technology for education only if:
1) it satisfies the basic principles of pedagogical technology (preliminary design, reproducibility, goal setting, integrity);
2) it solves problems that were not previously theoretically and/or practically solved in didactics;
3) the means of preparing and transmitting information to the learner is a computer.
In this regard, we will formulate the basic principles of the systematic introduction of computers into the educational process.
The principle of new tasks. Its essence is not to transfer traditionally established methods and techniques to the computer, but to rebuild them in accordance with the new capabilities that computers provide. In practice, this means that when analyzing the learning process, losses are identified that occur from shortcomings in its organization (insufficient analysis of the content of education, weak significance of the real educational capabilities of students, etc.). In accordance with the result of the analysis, a list of tasks is outlined that, due to various objective reasons (large volume, excessive time consumption, etc.) are currently not being solved or are being solved incompletely, but which can be completely solved with the help of a computer. These tasks should be aimed at the completeness, timeliness and at least approximate optimality of the decisions made.
The principle of a systems approach. This means that the introduction of computers should be based on a systematic analysis of the learning process. That is, the goals and criteria for the functioning of the learning process must be determined, structuring must be carried out, revealing the entire range of issues that need to be resolved in order for the designed system to best meet the established goals and criteria.
The principle of the first leader. Its essence is that the order for computers, software and their implementation in the learning process must be carried out under the direct supervision of the first manager at the appropriate level (head of the education department, director of the educational institution). Practice convincingly shows that any attempt to entrust the implementation to secondary persons inevitably leads to the fact that it is focused on routine tasks and does not give the expected effect.
Principles of maximum reasonable typification of design solutions. This means that when developing software, the contractor must strive to ensure that the solutions they offer would suit the widest possible range of customers, not only in terms of the types of computers used, but also the different types of schools: gymnasiums, colleges, lyceums, etc. P.
Principles of continuous development of the system. With the development of pedagogy, private methods, computers, and the emergence of various types of schools, new tasks arise, old ones are improved, and old ones are modified. At the same time, the created information base should be subject to proper rearrangement, but not radical restructuring.
Principles of document automation. The main flow of documents associated with the learning process goes through the computer, and the necessary information about it is provided by the computer upon request. In this case, the teaching staff concentrates its efforts on setting goals and introducing a creative element into the search for ways to achieve them.
Principles of a unified information base. Its meaning lies, first of all, in the fact that information necessary for solving not just one or several tasks, but all tasks of the learning process, is accumulated on computer media and is constantly updated. At the same time, unjustified duplication of information in the main files is eliminated, which inevitably arises if primary information files are created for each task separately. This approach greatly facilitates the task of further improvement and development of the system.
Information technologies provide an opportunity in the educational process:
· make learning more effective by involving all types of the student’s sensory perception in a multimedia context and equipping the intellect with new conceptual tools;
· to involve categories of children with different abilities and learning styles in the process of active learning;
· Significantly strengthen both the global aspect of training and one that is more responsive to local needs.
The main educational value of information technologies is that they make it possible to create an immeasurably more vibrant multisensory interactive learning environment with almost unlimited potential possibilities at the disposal of both the teacher and the student.
Unlike conventional technical teaching aids, information technologies make it possible not only to saturate the student with a large amount of knowledge, but also to develop the intellectual and creative abilities of students, their ability to independently acquire new knowledge and work with various sources of information.
Thus, the content of pedagogical education, enriched by the use of information technologies, which are associated with the acquisition of such key competencies as social, communicative, informational, cognitive and special, will become much deeper and more meaningful if the following conditions are met:
* creating real conditions for training teaching staff capable of taking an active part in the implementation of federal and regional programs for informatization of education;
* significantly increasing the level of professional and general humanitarian interaction between teachers and students thanks to the possibility of implementing joint projects, including telecommunications;
* the emergence of qualitatively new conditions for the realization of the student’s creative potential by expanding the capabilities of traditional libraries and laboratories of the university thanks to access to electronic libraries and virtual laboratories, to scientific, educational and other culturally and socially significant resources on the Internet;
* increasing the efficiency of schoolchildren’s independent work with traditional and electronic resources thanks to developed systems for self-control and support for feedback from the teacher;
* implementation of continuous open education, when students will be able to take an active part in organizing the learning process, choosing courses that are available at any time thanks to telecommunications.
Fulfillment of the above conditions will contribute to achieving the main goal of modernization of education - improving the quality of education, increasing the accessibility of education, and ensuring the needs of the harmonious development of the individual and the information society as a whole. Appropriate preparation of the educational process is also very important because teachers play a decisive role in the design and content of the information educational environment in Russia created on the basis of Internet technologies, the main purpose of which is to make national scientific, cultural and educational capital accessible and in demand.
computer technology public school
The explanatory dictionary of computer science gives the following definition of information technology: “Information technology is a set of methods, production processes and software and hardware, combined into a technological chain that ensures the collection, storage, processing, output and dissemination of information to reduce the labor intensity of the processes of using information resources, increasing their reliability and efficiency.” Let us highlight the following main directions of implementation and use of information technologies in the education system of the CIS countries:
- as an object of study at propaedeutic, basic, profile and in-depth levels;
- as a teaching tool;
- in the management activities of educational authorities and educational institutions;
- as a means of access to world information resources.
It should be noted that all of these areas, with the exception of the first, for a number of objective and subjective reasons have not received mass development in the practical activities of governing bodies and educational institutions. The use of IT as a means of training and in management activities is hampered by the lack of special structures at all levels of management coordinating these issues. Until now, throughout the entire management vertical there are no data banks on existing domestic and foreign information, computer and telecommunication technologies for teaching schoolchildren, IT for automating management in the education system. The biggest problem hindering the widespread implementation of IT is the clearly insufficient familiarization of current teachers and administrative workers, and students of pedagogical educational institutions with the practice of using modern educational technologies, including information ones. As a problem, it should be noted that the majority of current subject teachers and school leaders lack computer skills. In the general process of using modern educational technologies in the school education system, to date, unjustifiably little attention has been paid to information technologies for managing pedagogical systems. The introduction and use of computer programs in individual schools (for example, “Schedule”, “Progress”, “Personnel”, etc.) is, as a rule, unsystematic.
The practice of using IT in the general secondary education system currently continues to be determined by the following main factors:
- technical conditions, which mean the following components: modern computer technology, software and methodological support for pedagogical purposes, telecommunications;
- personnel conditions, which refers to the level of training of subject teachers, heads of educational institutions, and government employees in the field of IT use.
It is advisable to consider the problem of using information pedagogical technologies in the context of solving the fundamental task of the school education system at any historical stage of its development - improving the quality of education. Currently, we can state the fact of low effectiveness of teaching for a significant part of schoolchildren. One of the real ways to improve the quality of school education is the use of modern pedagogical teaching technologies, including information ones.
Information computer technologies themselves significantly expand the possibilities of organizing the educational process. Students receive modern, convenient, effective tools for working with information: search engines, text and graphic editors, spreadsheets, databases.
In current practice in schools in the CIS countries, the following types of training programs are most common:
- training programs;
- control programs;
- modeling programs;
- demonstration programs;
- multimedia encyclopedias;
- electronic textbooks;
- subject lesson courses.
For a number of reasons, the degree of distribution of these types of training programs is different. The development of information technology in general secondary education involves achieving the following main goals:
1. Implementation of the social order, conditioned by the informatization of modern society and involving the training of competent users and producers of IT.
2. Intensification of all components of educational and management processes in the direction of improving the quality of general secondary education.
3. Development of the student’s creative potential and ability to communicate. Formation of skills and abilities in experimental research activities, improving the general culture of educational activities.
“The introduction of information computer technologies (ICT) into school practice, into the system of general secondary education, and therefore into the process of teacher training (the problem of implementation in the educational management process arose later), is accompanied by the emergence of theoretical, methodological and organizational problems, the solution of which largely depends on depends on the quality of school education. It becomes necessary to create a unified concept of its informatization, bearing in mind the introduction of ICT both in the pedagogical process and in the management of school education at all levels." In turn, the concept of informatization of the education system (or an individual institution) involves the implementation of the whole in a certain sequence a set of actions that will allow the implementation of the goals and objectives set for the system in this direction. Defining the goals, objectives of complex informatization and the algorithm for performing all the provided actions gives an idea of a certain model of informatization.
The strategic goal of the policy of educational authorities in the field of informatization is the creation of an industry-wide automated information network. To achieve this goal, appropriate models must be developed throughout the management vertical, including both the technical and substantive structure of the system, as well as all its internal and external connections and their support. Thus, the creators of the automated information system (AIS), which unites the educational authorities of the Russian Federation, including the ministry, were given requirements that the AIS must satisfy:
Possibility of integration with other external systems;
Ability to adapt to organizational and production cycles of various institutions;
Scalability - the ability to operate effectively both within one organization and within the entire federal education system;
Quality - the system must be built taking into account international standards in the field of quality management;
Functional reporting - the ability to generate reporting documentation in strict accordance with regulatory documents;
Reliability - there must be experience in long-term operation of the system in educational institutions and organizations (at least 10 years), and the technology and architecture of the system must ensure its service life of at least 20 years.”
Obviously, meeting all these requirements is possible only by a highly professional team of developers. At the same time, it is inappropriate to establish such a long service life of the system with such a rhythm of changes in hardware and software.
The essential characteristics of management information technologies include structural components, properties, manufacturability criteria, and others.
The structure of any management information technology requires the presence of four components:
Descriptions of the goals and objectives of the technology, the planned result;
A set of technical means (computing, communication, organizational);
Software systems (general system and application software);
Organizational and methodological support systems (instructional and normative and methodological materials).
Let us note the equal degree of importance of each component and its components in the overall structure of IT management. At the same time, the technical basis of information technologies for management activities consists of:
Computer equipment, which is the basis of the entire complex of technical means of information technology and is intended primarily for processing and converting information used in management activities;
Communication technology tools that provide one of the main functions of management activities - the transfer of information within the management system and the exchange of data with management systems of other levels;
Organizational technology means for automating management activities in cases where traditional means are inferior in efficiency to computer ones. It is necessary to note the importance of communication technical means, since in the education system it is on their basis that information connections are carried out between all management objects. This, in turn, presupposes the existence of information networks. Ideally, as a result of the development of informatization processes, the education system should have local (equal, centralized), corporate information networks and access to global ones. In this case, full access to information of all participants in the process and, therefore, exchange of it will be ensured.
In the future, information technologies for management purposes should provide interactive user access to information resources of higher levels of management and global networks, eliminating intermediate links for obtaining information and exchanging it in the “institution - external environment” system, the functioning of developed communication systems, within which managers’ workplaces connected to send information. An important area of using information technology in management is working with documents. In the near future, this should be reflected in the education system in matters of organizing work with documents, their execution, accounting, and storage.
Organizing the exchange of information in the management process involves solving the following issues:
Determination of the internal structure of communications, i.e., a set of channels for transmitting information between the structural elements of the system’s control;
Determination of the external structure of communications, i.e., a set of channels for transmitting information between the structural elements of the control system and the external environment;
Determination for each information channel of the composition and volume of transmitted data and the level of their confidentiality.
In the general process of using IT for management purposes in the education system, the question of unity of standards for hardware and software interfaces is fundamental. The interface refers to the technology of communication with a computer and the interaction of computer parts, i.e. it is the pairing of information (data), programs, equipment, in which all information, logical, physical, electrical parameters meet the established parameters. In this regard, it is important that all participants in the informatization processes comply with the requirements for hardware and software systems based on personal computers (computer classes) for educational institutions that are established in the state education system.
The variety of hardware and operating systems has led to the emergence of the concept of “platform”. This concept defines the type of computer and operating system on which a particular information technology can be used. In other words, the parameters of the computer, operating system and information technology must be consistent.
In general, information technologies for managing education systems have a number of properties, of which we highlight the following:
Allowing the effective use of information resources of all subjects of education management, which saves other resources;
Providing information interaction through information educational networks, which contributes to the dissemination of modern methods, techniques, and technologies for pedagogical purposes; - performing the most important role in obtaining, accumulating, and disseminating new knowledge.
Information technologies in education management are applicable in two directions: for information support of the management process and for the implementation of a number of functions of the management cycle, in particular, for analysis, planning, organization and control. Thus, computer capabilities for systematizing and using analytical materials certainly contribute to efficiency in the implementation of the analysis function. In some cases, a computer is the only possible means for assessing the quality of education in school activities.
3.2. Classification of computer support tools
traditional pedagogical and management technologies
There are many definitions of management technologies, information technologies, management information technologies. Let's take the following as a basic definition:
“Technology is the rules of action using any means that are common to a whole set of tasks or given situations. If the implementation of technologies is aimed at developing a control action, then this is a control technology.”
Taking into account the fact that in this study technology is considered to a greater extent in relation to the management of education systems, then, therefore, management information technologies must have all the main features of the system. The system-forming nature of management technologies comes from the idea of a system as a whole, made up of parts, a set of elements that are in relationships and connections with each other. Let us complement this with the idea of systems in pedagogy, where they are considered as a functioning structure, the activities of which are subordinated to certain goals. Finally, the education management system is understood as a set of interconnected and interdependent human, material, technical, information, regulatory and other components interconnected in such a way that management functions are realized through this.
Based on the above definitions, we will highlight the characteristics of an education system, which include: the presence of subsystems, internal organization, relationships and interdependence of parts among themselves, purposefulness in functioning and development, hierarchy, the presence of subordination, unity with the external environment, dynamism, and the ability to maintain a stable state. Taking into account the above, we will try to answer the question to what extent these features are consistent with the essence and construction of processes for managing the complex informatization of education and, in particular, the design and use of information technologies for managing these processes. The presence of subsystems (intra-school, district (city) educational information networks), the administrative apparatus of the school and the district (city) management body for the integrated informatization of education, the presence of direct and reverse management links between them, the interdependence of the components of the management structure, the distribution of functions in accordance with the hierarchy of the management structure , the mutual subordination of goals and management results indicate the sufficiency of systemic features in the process of managing the integrated informatization of a school, district (city). Based on the above, we will highlight several main system-forming factors that determine the effectiveness of technologies for managing informatization processes (the idea belongs to V. E. Steinberg):
– purpose of the technology: instrumental and technological support for design and technological activities to manage complex informatization processes;
– composition of technology: technology constants, tools, modules of designed objects, methods of design and technological activities and the formation of technological competence of management workers;
– technology constants: elements of the control system (object, process, subject);
– technology tools: based on new ways of presenting information, functional modules, models;
– technology metrology: criteria for assessing design quality and manufacturability.
These system-forming factors must be taken into account when constructing a management model for the integrated informatization of education.
Since information technologies are a set of methods, production processes and software and hardware, we will classify them according to certain criteria.
It is obvious that information technologies must be provided with technical means. Modern technical means of automation of information, management and pedagogical activities include:
· personal computers;
· personal computers connected to a network;
· electronic typewriters;
· text processing systems (problem-oriented computer systems with great functionality);
· copying machines;
· communication means, telephone equipment;
· tools for automating the entry of archival documents and information retrieval (non-traditional storage media: magnetic disks and tapes, microfilms, disks with optical recordings);
· means for information exchange - e-mail;
· video information systems;
· local computer networks;
· integrated networks of institutions.
The use of information computer technologies for management purposes is based on the principle of comprehensive automation of information processes. This is also natural because the management process can be represented as the passage of forward and reverse information flows. Let us note that information in relation to management processes can be both the subject and the result of management activities. Consequently, the classification of information technologies can become a methodological basis for their selection and use in the management process. The proposed generalized version of the approach to the classification of educational information technologies for management purposes (Textbook edited by Yu.M. Cherkasov) is based on identifying groups of characteristics:
1. according to the degree of coverage of management tasks - electronic data processing, automation of management functions, decision support, electronic office, expert support, as well as multidisciplinary;
2. by class of technological operations being implemented:
Systems with a text editor;
Systems with a table processor;
Database management systems;
Systems with graphical objects;
Multimedia systems;
Hypertext systems;
Combined systems;
3. according to the method of building a network - local, multi-level and distributed;
4. by method of implementation - traditional and new;
5. by functional purpose - analytical, control, accounting, forecasting;
6. according to the purpose of the software - system (to ensure the operation of computer systems) and application;
7. by type of user interface - batch (centralized processing), interactive, network (multi-user), complex;
8. by subject areas served:
Material and technical base;
Personnel composition;
Accounting;
Library fund;
Statistical reporting;
Organization of the educational process (student composition, schedule, academic performance, etc.);
9. by end use method: text information, audio information, video information.
Any management activity is carried out within certain spatial boundaries. For example, the management activities of the regional education system are spatially localized within the framework of the location of the regional education department. Currently, management objects are usually called offices, and office activities are most characterized by means and methods of information transformation. Based on the functions of supporting management activities, one can distinguish information technologies for documentation support, technologies for supporting management decisions, etc. At the same time, in organizing work with documents (document support), the following functions are determined that are performed by information technologies:
1. General processing of documents, their verification and execution.
2. Local storage of documents.
3. Ensuring end-to-end accessibility of documents without duplicating them on paper, remote and joint work of employees on documents.
4. Support paperless communication between employees from their workplace.
5. Email.
6. Personal data processing.
7. Integration of electronic and verbal communications.
8. Maintaining personal databases.
9. Exchange of information between databases.
10. Input/output of data or forms.”
Let us highlight the functions of information technologies aimed at informatization of teaching activities:
11. Support for traditional pedagogical technologies.
12. Pedagogical system with a three-element activity component “Teacher - computer - student (group of students)”.
13. Obtaining initial educational information and processing it.
All of these functions are aimed at ensuring the management activities of both an individual educational institution and management bodies of education systems at various levels. When managing an educational institution, V.P. Sergeeva identifies several specific applications of computer tools:
“drawing up the most optimal class schedule for a given type of educational institution;
Accumulation and systematization with subsequent prompt presentation of operational information and data on the current results of educational activities;
Control over the quality of the educational process;
Creation and continuous updating of databases and banks of scientific data, as well as data on the prospects for the development of relevant branches of science, technology, and production to make certain changes in the content of the training itself;
Load dosage for teachers and students;
Creation of various systems that determine the degree of professional suitability of teachers and teachers;
Development of telecommunication information systems for managing the education system.”
As a rule, information technology, by its characteristics and composition, can perform several functions, and in this case it can be classified into different categories. For example, consider the “Informatics Tests” technology:
· In terms of coverage - electronic office and expert support.
· By class of technological operations - database management system and table processor system.
· According to the method of network construction - local.
· According to the method of implementation, it is a new technology, since it is based on the use of a computer and the active participation of users in the process, as well as a high level of friendly user interface.
· By functional purpose - analytical, control and accounting.
· According to the purpose of the software itself - applied.
· By type of user interface - batch, dialog.
· In the subject area served - organization of the educational process.
· By end use - text information for organizing the educational process.
Let's consider the “Personnel” technology as another example. This technology is:
· according to the degree of coverage of management tasks - automation of management functions, electronic office;
· according to the class of technological operations being implemented - a combined system;
· according to the method of building the network - local;
· by functional purpose - analytical
Let's consider another example of technology - “Schedule”. This technology is:
· according to the degree of coverage of management tasks - automation of management functions;
· according to the class of technological operations being implemented - a database management system, a system with a table processor;
· according to the method of constructing the network - the network is not used;
· according to the method of implementation - new;
· by functional purpose - analytical, accounting;
· according to the purpose of the software - applied;
· by type of user interface - dialog;
· for the subject areas served - organization of the educational process;
· according to the method of final use - text information.
The classification and structure of information technologies proposed above make it possible to design new information technologies and analyze existing ones.
Sections: Primary School
“Roads are not the knowledge that is deposited in the brain like fat; the roads are those that turn into mental muscles”
Today, all major government documents emphasize its developmental nature and personal orientation as the priorities of Russian education. Today, at the state level, we have abandoned the educational reproductive paradigm: “memorize and repeat,” and with it, the perception of the student as a passive object. Any teacher will explain that for him the student is the subject of the educational process. But very often the teacher is faced with the fact that children do not show interest in learning activities. The desire to learn new things arises very rarely and often does not go beyond the scope of the school curriculum.
The government strategy for modernizing education talks about expanding the educational functions of the school, ensuring that in the learning process students receive a variety of experiences, including the experience of independent cognitive activity based on mastering ways of acquiring knowledge from various sources of information. Conditions were created for the formation of stable cognitive interest, which is characterized by positive emotions towards the activity and the presence of the cognitive side of these emotions. Psychologists believe that stimulation of students' interests can be carried out through the content of educational material and through a specially organized learning process itself.
In order for the educational activity of a subject of the educational process to be carried out as a cognitive activity, it must be mediated by external and internal factors. External factors that determine the cognitive activity of an individual include methods, organizational forms, conditions and means of organizing the educational process. The internal factors contributing to the implementation of cognitive activity include cognitive independence, cognitive interest, and cognitive activity of the individual. , which correlate with the basic concept - cognitive activity.
Cognitive interest is a complex organic unity of interconnected intellectual and emotional-volitional processes that act as a motivating force for active learning. Cognitive independence students is the readiness and desire of the subject of cognitive activity to advance in mastering knowledge on their own. The basis of the term “cognitive activity” lies the concept of activity as a multifactorial phenomenon that requires analysis at an interdisciplinary level involving data from biology, psychology, sociology, and pedagogy.
It should be noted that cognitive activity is not limited solely to cognitive activity. It should be considered as the mental state of the cognizing subject, as his personal formation, expressing his attitude to the process of cognition. Cognitive activity itself as a personality property manifests itself, is formed and develops in activity, in particular educational activity.
Cognitive activity is characterized by an optimal combination of reproductive and productive levels.
It is realized through cognitive need, initiative, self-actualization and self-regulation, which are its defining characteristics. Thanks to this, cognitive activity has motivational nature; it is mediated by value guidelines and orientation. Motivational sphere of a primary school student is characterized by a tendency towards the formation of conscious and volitional regulation of behavior. In the system of motives that encourage younger schoolchildren to engage in educational activities, two motives are distinguished:
- cognitive (generated by the educational activity itself and directly related to the content and process of learning);
- social (we can distinguish the status motive, the motive of “good marks”, the motive of establishing oneself in the class team, the desire for superiority and recognition by peers).
Cognitive activity is realized in educational and cognitive activity and, thanks to practice, becomes a habitual form of behavior.
The following levels of cognitive activity are distinguished depending on the nature of the subject’s cognitive activity: reproductive-imitative, with the help of which the experience of activity is accumulated through the experience of the activity of another student; search-executive - a higher level, characterized by a greater degree of independence; students are given the task of understanding the task and finding the means to accomplish it; the creative level, which represents the highest level, since the educational task itself can be set by students, and new ways of its implementation are chosen.
One of the ways to form cognitive activity is the active use of information and communication technologies in the educational process.
It should be noted that the introduction of information technologies as an innovative activity in the educational sphere must correspond to the strategic goals of the state in the field of education, among which the following are especially important:
Formation of an education system capable of adapting to the conditions and norms of people’s lives;
Implementation of the principles of developmental education and the methodology of the activity approach, turning education into an environment for mastering ways of thinking and acting.
With the use of information technologies, unlimited opportunities appear for individualization and differentiation of the educational process, reorienting it towards 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. Combining text, graphic, audio-video information, and animation on a computer dramatically increases the quality of educational information presented to schoolchildren and the success of their learning.
In modern society, a person cannot imagine his existence without information. Where does he get the information from? Of course, from books, because a book has been and remains the companion of a literate person. But life does not stand still. And a person develops. This means it is necessary to expand the sources of information, and therefore the sources of knowledge. The computer is a modern source for receiving and processing information. Where can you learn how to obtain information using a computer? First of all, I think, at school.
In elementary school didactics, the following main areas of computer use have developed:
- studying the fundamentals of computer science and computer technology;
- application of information technologies in the educational process;
- management of educational institutions based on the use of information technology.
Information technologies can be divided into two types:
- Traditional information technologies (based on the use of books and other publishing products, etc.).
- Modern information technologies (based on the use of a computer).
It is very important to inculcate the idea already in elementary school that a computer is not a slot machine and a travel companion on a journey through virtual worlds, but a tool that helps to acquire knowledge. Who will help an elementary school student acquire knowledge, who will be able to organize a variety of activities in the classroom using the capabilities of a computer? This is a teacher. In education today, special emphasis is placed on the child’s own activities in searching, comprehending and processing new knowledge. The teacher acts as the organizer of the learning process, the leader of students’ amateur activities, providing them with the necessary help and support.
It can be argued that the competent use of the capabilities of modern information technologies in primary school contributes to:
- activating cognitive activity, increasing the quality of schoolchildren’s academic performance;
- achieving learning goals with the help of modern electronic educational materials intended for use in primary school lessons;
- development of self-education and self-control skills in younger schoolchildren; increasing the comfort level of learning;
- reducing didactic difficulties among students;
- increasing the activity and initiative of younger schoolchildren in the classroom; development of information thinking of schoolchildren, formation of information and communication competence;
- acquisition of computer skills by primary school students in compliance with safety rules.
The main form of education at school was and remains the lesson. The structure of the lesson involves several stages, and at each of them you can use computer technology as another research tool, as a source of additional information on the subject, as a way of self-organization of work and self-education, as an opportunity for a student-oriented approach for the teacher, as a way to expand the area of individual activity every student. At the same time, the speed of delivery of high-quality material within one lesson increases.
When thinking through a lesson and extracurricular activities, I want the educational material and methods of educational work to be sufficiently diverse, which would help increase children's cognitive interest, so that my students would be interested in the lesson, and the work that requires tension is interesting. The following can be distinguished stages design lesson using information technology and Internet resources:
1. Conceptual.
At this stage, a didactic goal is determined with a focus on achieving results:
- formation, consolidation, generalization or improvement of knowledge;
- formation of skills;
- control of assimilation, etc.
Based on the context of the lesson and its pedagogical objectives, the need to use ICT tools or Internet resources in the educational process is argued. The main reasons include:
- shortage of sources of educational material;
- the ability to present unique information materials (paintings, manuscripts, video clips, sound recordings, etc.) in multimedia form;
- visualization of the studied phenomena, processes and relationships between objects;
- formation of skills and abilities of information retrieval activities
- the need to work with models of the objects, phenomena or processes being studied in order to study them interactively;
- creating conditions for the effective implementation of progressive psychological and pedagogical methods (experimental research and design activities, game and competitive forms of education, etc.);
- the need for objective assessment of knowledge and skills in a shorter period of time.
In accordance with these arguments, the methodological purpose of the necessary educational electronic resources is selected:
- educational (electronic textbooks, training programs);
- information retrieval (encyclopedias, Internet resources_;
- imitation;
- demonstration;
- modeling;
- simulators;
- controlling;
- educational games, etc.
2. Technological.
Based on the formulated requirements for educational electronic resources for didactic purposes and methodological purposes, a multifactor analysis and selection of educational electronic resources is carried out. The form of the lesson is selected: lesson-presentation, lesson-research, virtual excursion, workshop, thematic project, etc.
A microanalysis is carried out and the main structural elements of the lesson, the choice of methods of interaction of various components (teacher - student - EER - educational material), their functional relationships at each stage of the lesson. At this stage, the teacher conducts a more detailed analysis (maybe refinement or modernization) of electronic resources (resource) from the standpoint of the principle of information generalization, studies the accompanying instructional and methodological documentation, predicts the effectiveness of using this resource when conducting various types of classes, determines the methodology for their implementation and designs the main types of activities with these resources in the educational process.
It is at this stage that the teacher determines the necessary hardware and software (local network, Internet access, multimedia computer, software).
3. Operational.
At this stage, the functions that can be assigned to ICT tools are detailed, and the methods for their implementation on the one hand, the choice of ways for the student to interact with the electronic resource and the teacher, on the other; lesson planning is carried out step by step. For each stage it is determined:
- target;
- duration of the stage;
- form of organization of student activities;
- functions of the teacher and the main types of his activities at this stage;
- form of intermediate control, etc.,
on the basis of which the technological map is filled out .
Table 1
TECHNOLOGICAL MAP FOR CONSTRUCTION OF A LESSON USING INFORMATION TECHNOLOGY TOOLS AND INTERNET RESOURCES
Subject, class |
The world around us, 2nd grade |
Lesson topic, |
Natural areas. |
Visualization of the concepts being studied |
|
Lesson type. |
|
OER – encyclopedic article “Big Encyclopedia of Cyril and Methodius” |
|
multimedia computer |
|
Duration of the stage |
|
Lesson stage |
Explanation of new material |
Group viewing |
|
Intermediate control |
Teacher Questions |
Subject, class |
Russian language, 2nd grade |
Lesson topic, |
Distinguishing between prefixes and prepositions, |
Relevance of using ICT tools |
|
Lesson type. |
A lesson in learning new material. |
Type of ICT tools used in the lesson (universal, OER on CD-ROM, Internet resources) |
OER – Russian language “Phrase” |
Necessary hardware and software (local network, Internet access, multimedia computer, software) |
Computers – 5 pieces |
Educational resources Internet |
|
Duration of the stage |
|
Lesson stage |
Primary consolidation |
Form of organization of student activities |
Group work |
Intermediate control |
The result is a computer mark. |
Subject, class |
Literary local history, 2nd grade |
Lesson topic, |
Salekhard is the capital and main city of our region. |
Relevance of using ICT tools |
the ability to present “Salekhard” information materials (photos, sound recordings, quiz questions) in multimedia form. |
Lesson type. |
A lesson in learning new material. |
Type of ICT tools used in the lesson (universal, OER on CD-ROM, Internet resources) |
Presentation |
Required Hardware and Software (local network, Internet access, multimedia computer, software) |
Multimedia computer |
Educational resources Internet |
(when creating a presentation) |
Duration of the stage |
|
Lesson stage |
Lesson summary |
Form of organization of student activities |
Individual work (quiz answers) |
Intermediate control |
The results are the correct answers to the quiz questions. |
Subject, class |
Literary reading, 2nd grade |
Lesson topic, |
A journey through fairy tales. |
Relevance of using ICT tools |
creating conditions for the effective implementation of progressive psychological and pedagogical methods (game and competitive forms of education); |
Lesson type. |
A lesson in generalization. |
Type of ICT tools used in the lesson (universal, OER on CD-ROM, Internet resources) |
Presentation |
Necessary hardware and software (local network, Internet access, multimedia computer, software) |
Multimedia computer |
Educational resources Internet |
(when creating a presentation) |
Duration of the stage |
|
Lesson stage |
Summarizing the material |
Form of organization of student activities |
Group work – game “Blitz tournament” |
Intermediate control |
self-esteem |
Each stage of a lesson using NIT tools and Internet resources is a complete block; at the beginning of each there must be an organizational moment. Otherwise, the effectiveness of this stage is reduced. Thus, it is advisable to think through the organization of classes so that students almost simultaneously finish one or another type of work on computers. This will allow you to move on to the next stage in an orderly manner.
4. Pedagogical implementation.
The main goal of the stage is the translation of psychological and pedagogical principles into specific teaching influences. To effectively manage the learning process using NIT tools, it is necessary to solve two main problems: the problem of diagnosing the psychological state and level of knowledge of the student and the problem of managing his cognitive activity. The essence of the first task is to recognize the current psychological state and level of knowledge of students. The essence of the second task is planning and implementing an optimal sequence of actions that ensures the acquisition of the necessary knowledge in a minimum time or the maximum amount of knowledge in a given time.
At the stage of the lesson associated with the use of information technology, the teacher mainly provides individual control over the work of students. One should not prevent the discussion of issues (unless, of course, this is a stage of automated control) between students so that the knowledge acquired in the lesson becomes personally significant for them. The teacher at this stage of the lesson is a coordinator, a consultant on complex issues, but not an active participant in communication.
Traditionally, assessment of current results and correction of teaching aimed at achieving set goals remain important at the stage of pedagogical implementation.
It should be noted that currently the following forms of presenting material and assessing knowledge using a computer are mainly used in lessons:
- presentation;
- information and training programs;
- tests.
IN presentations the most winning moments of the topic, spectacular experiments and transformations, a selection of electronic geographical or historical maps, portraits, quotes can be shown. Definitions, keywords, and a plan for studying the material may also appear on the screen. The main thing in a presentation is clarity (for the listener).
Tests in the electronic version can range from electronic cards with questions and answer options to complex multi-level structures, where small hints are offered to a forgetful student and the level of knowledge is assessed immediately.
Information and training programs with an active interface are created by subject teachers taking into account difficult moments for understanding and are used by students to repeat, consolidate or deepen their knowledge on the topic of the lesson.
Skills in searching, systematizing, and analyzing information can help school graduates in the future to assert themselves in life: improve their qualifications, independently obtain knowledge, and retrain.
I suggest lesson organization diagram using information technology and Internet resources.
On first stage, the teacher conducts a conversation, during which, for example, he introduces new concepts. After this, to determine the initial readiness of students to work independently with the resource, an intermediate control is carried out, on the basis of which and taking into account the development of general educational skills, an individual task and a schedule for its implementation are issued. This stage may include a demonstration of the specifics of working with an electronic resource.
On second At this stage, students begin to synchronously begin working with the electronic resource under the guidance of a teacher, after which they begin to implement an individual plan. The methodological significance of which is difficult to overestimate. The purpose of the stage may be to master or consolidate the material explained by the teacher, to test the assimilation of acquired knowledge or operational skill. The role of the teacher at this stage is to carry out intermediate control and adjust the individual schedule and educational route (the principle of individualization).
The third stage may include students working with various didactic materials (without a computer). They may be offered a problematic situation or a logical task, the solution of which will help achieve the goals of the lesson.
Depending on the specific lesson, the stages may be ranked differently. For example, at the second stage, a system of exercises can be proposed to prepare students for working with an electronic resource, and the work with the electronic resource itself will become the culmination of the lesson. The most important thing is that the student, completing an individual task on the computer or working on a learning problem in a group, is in a comfortable state and directs all efforts to solving the task at hand. Taking into account information about the period of productive activity of schoolchildren, I use the opportunities of each child for learning or switch him to another type of activity using the computer as a powerful motivational tool.
The use of ICT has a number of advantages:
- saves time when teaching a lesson;
- provides an opportunity for multilateral and comprehensive testing of students’ knowledge;
- increasing learning motivation, increasing students' interest in lessons;
- Working on a computer, each teacher chooses his own pace of work.
The main direction of development of the school education system is based on a person-centered approach to learning. The project method is considered the most relevant. This method is unthinkable without the use of new information technologies, computer ones in the first place. It is new information technologies that make it possible to fully reveal the pedagogical and didactic functions of this method and to realize the potential opportunities inherent in it. The use of the project method using information technology in the educational process contributes to the formation of students' research skills and information culture, increases motivation and individualization of learning.
The development of cognitive activity, and therefore cognitive activity, is not limited to the lesson. In extracurricular activities I cannot do without the use of new information technologies. Using educational electronic resources and multimedia presentations, we repeat and study traffic and safety rules; I conduct themed classes about nature, personal hygiene rules, and holidays; I use NIT in organizing and conducting quizzes and competitions.
Using new information technologies as a means of developing cognitive activity, I do not forget that the child’s health comes first. According to sanitary standards, an elementary school student’s work at a computer cannot last more than 15-20 minutes, 3-4 times a week. During the lesson I conduct various physical exercises: exercises for the musculoskeletal system; exercise for the eyes; game exercises.
The accumulated work experience shows that new information technologies can be used in the educational process as tools of cognition that contribute to the development of creative cognitive activity of students. The implementation of the possibilities of using new information technologies creates the prerequisites for the formation of an information culture of educational activities, increases the motivation of learning due to the possibility of independent choice of forms and methods of teaching, and contributes to the comprehensive development of the student’s personality.
Analyzing my work, I note positive results in children:
- Positive dynamics of learning motivation, increased interest in the subject;
- positive dynamics in the development of memory, thinking, imagination; attention;
- improving the quality of education;
- development of cognitive activity, the emergence of a desire to create, and therefore to express oneself in activity;
- participation of children in extracurricular activities, where they become winners and prize-winners.
It is no longer necessary to consider IT only as a means of data processing. With the help of technology, it is necessary to extract information from data for the needs of the user, and the problem of “information overload” that arises in this regard requires modern, high-speed means of selecting, further processing and updating information. At the same time, consideration must be given to commercially viable and user-friendly interfaces, as well as to the interaction of shared knowledge between organizational units and cooperation partners.
The rapid integration of networks of local systems with regional and even international structures leads to the abandonment of the classical working fields of computer science and the widespread use of telecommunications. Organizationally, this leads to a “blurring” of the information boundaries of the enterprise. It is becoming increasingly difficult to determine where it begins and where it ends.
The creation and operation of an appropriate communication structure for such “virtual enterprises” is an information management task in the same way as the classic function of supporting the production process or developing IT-based products and services. The point here is not only in processing information, but also rational distribution and use of knowledge. Knowledge should bring profit and, if possible, today!
In addition, employees and managers of the enterprise must take into account at a professional level all new and important aspects for IT. An example is the question of the technological and economic significance of technologies Internet/Intranet. It is the information technology service that bears the responsibility for creating a platform on which corporate management will be possible, including qualified training (including psychological) of personnel.
Decentralization and growing information needs
The focus on maximum proximity to the client required enterprises to move to horizontal, decentralized structures. Decision-making under conditions of decentralization has led to a sharp increase in the need for information regarding process of production of goods and services. There was a need for a more detailed acquaintance of the third party with the state of affairs in the relevant economic areas and systems implementation of quality product. In the new environment, the provision of information in all areas must function flawlessly.
The use of IT is designed to level out the organizational complexity of the enterprise. Previously, this was achieved by relying on computers for complex calculations and very large volumes of documentation processing. Now we are talking about how the ever-increasing complexity of horizontal and vertical models of relationships (the structures of which, in turn, are constantly changing) are improved with the help of new communication technology.
Previously, enterprises installed powerful computer centers that prepared a huge number of digital reports, on the basis of which business activities were subsequently managed. Now the task of the company's IT services is to develop a technology with which it would be possible to constantly keep up to date with the events of managers and their partners who make decisions in a decentralized environment. New information technology systems should provide not some abstract economic system, but specific partners who participate in the economic process in various forms.
Integration of decentralized systems
Information in enterprises is processed within a wide variety of systems, often unrelated to each other. Making them widely available to all employees (as well as external partners) and thereby facilitating creative decision-making can be critical factor success for many businesses. At the same time, the vertical and horizontal integration of information technology systems that arose under conditions of decentralization seems almost impossible. In any case, in classical IT areas there is no experience in this regard. However, integration must happen.
Setting such a goal is necessary for top management for real change management. An organizational lever in achieving this can be virtual, project and working groups, united by common interests in implementing current projects and solving long-term problems. Perhaps such groups will even be able to effectively manage the functions of distributed company departments and the IT activities that accompany them. The goal in this case could be an integration approach to the interconnected technological, social, functional and economic processes of the company.
Investments and risks
IT investments today have numerous implications. On the one hand, they open up certain prospects, but on the other hand, they can deprive the enterprise of promising opportunities in the future due to dependencies associated with rapid technological changes and “lock-in” to any one technology or a specific supplier. Therefore, decisions on investment in IT should not be made until the risks of using certain computer and telecommunications tools have been assessed and professional advice has been received on which path the next generation of technology will take. When planning capital investments in IT, it is imperative to “keep” in mind the ultimate goal of their acquisition and deployment - how much IT will contribute to the implementation of the enterprise’s business strategy.
Psychological factor and language levels
Naturally, new technology increases productivity and helps the company achieve better business results. At the same time, managers must be aware of how people using new technology think and work. Firms that do this better can expect greater returns on their IT investments.
IT vendors and integration teams must learn to make proposals in more than just technical terms. During negotiations, the partner will raise issues that are of fundamental importance to senior management in his company. It is important here that both sides reach a new negotiating level, at which the parties would speak the same language. In this case, we are talking not about the quality of equipment, but about the quality of services in the IT field. The technology, of course, must work well and be at a high level. At the same time, its manufacturer must feel in the shoes of a manager who, with the help of IT, strives to achieve competitive advantages. The pure salesperson in the IT sales system is becoming a thing of the past. A similar situation should arise at the enterprise itself, especially when it comes to multi-industry production or the provision of a variety of services. The ability of an IT manager to find a common language with department managers should cease to be a solitary art, but become an everyday practice.
4.4. IT development and organizational changes in enterprises
New information Technology and implemented on their basis Information Systems are a powerful tool for organizational changes, which “force” enterprises to redesign their structure, area of activity, communications, resources, i.e., to carry out complete reengineering business processes to achieve new strategic goals. Table 4.4 shows some technical and technological innovations, the application of which inevitably leads to the need for changes in the organization.
| Information Technology | Organizational changes |
|---|---|
| Global networks | International division of production: the company’s actions are not limited to localization; global scope expanded; production costs are reduced due to cheap labor, and coordination of branches is improved. |
| Enterprise networks |
Collaboration: Process organization is coordinated across departmental boundaries, distributed production facilities become the dominant factor. Process management is subject to a single plan. |
| Distributed Control |
Powers and responsibilities change: individuals and groups have the information and knowledge to act independently. Business processes are no longer “black boxes”. Ongoing management costs are reduced. Centralization and decentralization are well balanced. |
| Distributed Manufacturing |
The organization becomes partially virtual: production is not geographically tied to one location. Information and knowledge are delivered where they are needed, in the right quantity and at the right time. Organizational and capital costs are reduced, as the need for real estate to accommodate the means of production is reduced. |
| Graphical user interfaces |
Everyone in the organization, from senior managers to executives, has access to the information and knowledge they need; process management is automated, control becomes a simple procedure. Organizational processes and document flow are simplified as management influences move from paper to digital. |
The introduction of information technology can lead to organizational changes of varying degrees, from minimal to far-reaching. It all depends on the company’s development strategy, subject area its activities, on the development of the network of business processes, on the degree of integration of information resources and, of course, on the degree of determination and perseverance the top management of the enterprise to bring the initiated transformations to their logical conclusion.
Table 4.5 contains the results of organizational changes in the company under the influence of IT.
| Opportunity | Organizational impact (outcome) |
|---|---|
| Business | IT transforms unstructured processes into semi-structured and structured ones, suitable for automation of decision-making preparation |
| Automation | IT replaces or reduces the role of the performer in performing standard (routine) functions and operations |
| Analysis | IT provides the analyst with the necessary information and powerful analytical tools |
| Information | IT delivers all the necessary information in management and production processes to the end user |
| Concurrency and Access | IT allows you to build processes in the desired sequence with the ability to perform similar operations in parallel and have simultaneous access by many devices and performers |
| Data and knowledge management | IT organizes the collection, processing, systematization of data, the formation and dissemination of knowledge, expert and audit actions to improve processes |
| Tracking and control | IT provides detailed tracking of process execution and control over the execution of management actions |
| Integration | IT directly integrates parts of activities into interconnected processes that were previously connected through intermediaries and intermediate management links |
| Geographical and telecommunications | IT quickly transfers information to carry out processes, regardless of where they are performed |
In Fig. 4.3 shows the four main class of structural changes in companies that are supported by information technology. Each of them has its own consequences and risks.
The most common form of IT-enabled organizational change is business process automation (Business Process Automation- BPA). The first applications developed with the help of IT affected financial transactions and document flow, since this is the most formalized part of a company's business processes. Calculations and execution of payments, control of transactions and document movements, direct access of clients to their deposits - these are standard examples of early automation. The risk of introducing these technologies was minimal, but the gain was very large.
Rice. 4.3.
A deeper form of organizational change, already affecting the structure of production, is streamlining work procedures or improving processes (Business Process Improvement- BPI).
To bring order to complex and distributed procedures and processes, it is necessary to change the order in which they are executed. The essence of the changes is the rational alignment of technological procedures, saving process space and time. Rationalization also does not introduce much additional risk, since it can start with local procedures and processes and only after achieving economic benefits can be extended to the entire enterprise.
A more serious type of change is reengineering (redesign) of business processes (Business Process Reengineering- BPR), during which processes are re-identified, analyzed, rethought and changed in order to optimize production and radically reduce costs. The use of IT helps to implement all these processes with the greatest efficiency. Business reengineering reorganizes production and management processes, combines and improves them, and eliminates duplication of similar operations. All this requires a new, fresh vision of the problems of the enterprise and its place in the existing market relations and in the modern world.
BPA, BPI and BPR procedures are typically limited to specific functions, processes, company divisions or specific parts of the business. The risk of such changes becomes noticeable if the enterprise is not properly prepared for the necessary changes both in the procedural or process areas, and in the management system of the enterprise.
New IT is ultimately designed to change the nature of the entire organization, transforming it goals and strategic aspirations (Paradigm Shift- PS). For example, developing a fundamentally new market niche, opening company branches in other countries, acquiring another company or merging with a partner company, etc. Such organizational changes have greatest risk, but they also carry highest return. The company's management must consciously approach changes of this type, understanding the full extent of responsibility for the global decisions made.
Table 4.6 shows the qualitative distribution of companies based on backwardness or success in the implementation and application of new IT technologies.
| Past (Remaining in the past) | Crisis (In a state of crisis) | Forward (Competitive) | Leading |
|---|---|---|---|
| The company's management does not believe in the capabilities of IT for business development. | The company's management is not involved in planning IT activities. | Activities in the field of acquisition, development and implementation of IT are planned in accordance with the basic needs of the company. | Top managers of the company formulate policies in the field of application and development of IT. |
| IT expenditures were unreasonable, insufficient or ineffective. | The IT department has no independent meaning. | Costs are under control. | The company skillfully applies the latest technologies to conduct and develop its business. |
| The basic principle of purchasing computing tools is low cost and quick installation without planning and elaboration of solutions. | IT costs do not increase with changes in market demands and the success of competitors. | The IT computing environment is distributed, reliable and easy to use. | IT spending is aimed at gaining a competitive advantage. |
| The IP is not supported, modified, or developed. | Computing and network equipment is purchased without a developed and approved IT project from time to time. | Modern international standards and platforms for application development are used. | Developed, reliable and convenient infrastructure, manageable and easily customizable configuration, user-friendly interfaces. |
| Operation is given to random people. | The bulk of the IT budget is spent on operations and support. | Core and auxiliary business processes are supported by IT applications. | |
| IP is growing chaotically, complexity is growing at the expense of understanding and flexibility. | The company is ready to reengineer its core business processes. | It is possible to use ready-made solutions in flexible reengineering conditions; custom solutions are integrated with existing ones and are open for further application development. | |
| New developments, as a rule, are absent. | New developments are usually ineffective and do not pay off. | New developments are usually effective, and the costs are fully recouped over time. | |
| Staff training was never provided. | No funds are allocated for training. | Regular staff training is carried out. | The company has its own training center. |
In the development of enterprise computing and information systems, the main trend today is to increasingly integrate IT/IS for maximum impact, increased efficiency of use and increased “return on investment”.
